On Track 5 inhoudsopgave

get starteD With on traCK Welcome to ON TRACK for the fifth grade. We’d like to explain how to work with this textbook.

Get ON TRACK The textbook consists of seven units, each of which is structured in the same way.

‘To banish imperfection is to destroy expression, to check exertion, to paralyze vitality’ John Ruskin, The Stones of Venice

On the first page of each unit, you will find a quote and photograph that give you food for thought. You will also find an overview of what you will learn in order to complete the integrated task.

5.1 ⁄ PREPARATION 1 Divide the class into groups and prepare for a debate on one of these sports topics.

1 Doping in sports: a zero tolerance policy?

Number:

2 Salary excesses in sports: is a salary cap in popular sports necessary?

3 Gender inequality in sports: equal pay for male and female athletes?

4 Racism in the stadium stands: how to tackle it?

5 The responsibility of a celeb athlete: a role model for youngsters?

Class:

6 Sports coverage in the media: more attention to less popular sports, female sports and Paralympics?

groups and prepare for a debate on one of these sports topics.

2 Your teacher will give you a role to play in the debate or you will be assigned as debate leader.

Make use of these tips for a successful debate.

a zero tolerance policy?

YOUR DEBATING STRATEGY

y in sports: equal pay for male and female athletes?

dium stands: how to tackle it?

Number:

As a good debater you should: • be well-prepared.

• contribute positively to the debate.

• be able to explain your point of view.

• back up your point of view with arguments.

• word arguments well.

• listen attentively to other debaters.

• leave room for input of other debaters.

• be polite in interaction with other debaters.

• acknowledge the authority of the debate leader.

• modify your point of view if necessary.

n sports: is a salary cap in popular sports necessary?

DEBATE LEADER STRATEGY

Each unit offers different perspectives on a central theme which will give you enough information and the right skills to successfully execute the integrated task. You can recognise it because of the word 'Task' in the margin.

In this unit you will: watch commercials and documentaries about beauty, plastic surgery, disabilities and (im)perfection; read extracts from the young adult novel Uglies; read and analyze photographs and articles about beauty; talk about (your) appearance and what it means (not) to be beautiful and (im)perfect; learn how to write an argumentative essay (integrated language task).

8

8.1 ⁄ CONDITIONALS

I would have bought a convertible – I’d probably ride a bike every day – traffic conditions will become a real health issue – dad will drive us to the seaside tomorrow – I will buy a new bike next year – I would have bought a smaller car – I might have ended up in that pile up as well – I’d lower the maximum speed to 60 mph on motorways – I’d wait a little longer before I bought a car – he wouldn’t have had that accident – there would be fewer traffic jams – our cities will remain unhealthy places

Date:

Class:

ve you a role to play in the debate or you will be assigned as debate leader.

UNIT 4 FOR THE LOVE OF THE GAME ps for a successful debate.

1 Use phrases from the text box to form meaningful sentences. Formulate a suitable c for the phrases you haven’t been able to use.

1 If the weather improves,

153

TRATEGY

r you should: red. sitively theyour debate. nswersto with neighbour. Try to convince him/her that your opinion is the lain ybe your you’llpoint haveoftoview. change your opinion. point of view with arguments. nts well. you write on the right side of the scale? Explain in two or three sentences why ely to other ctions were debaters. so bad in your eyes. r input of other debaters. eraction with other debaters. the authority of the debate

.

If you see the Pit stop icon, and you think you need some more practice, you can do the extra exercises in the Pit stop.

2 If my brother had been more careful, .

3 If I had driven through that crossroads a few minutes earlier,

I would have bought a convertible – I’d probably ride a bike every day – traffic condi become a real health issue – dad will drive us to the seaside tomorrow – I will buy a next year – I would have bought a smaller car – I might have ended up in that pile up I’d lower the maximum speed to 60 mph on motorways – I’d wait a little longer b I bought a car – he wouldn’t have had that accident – there would be fewer traffic our cities will remain unhealthy places .

4 If I can find a nice holiday job,

.

5 If I had known the government would raise taxes so drastically,

.

6 If I were the Transport Minister,

.

7 If I were you,

.

8 Unless we do something about exhaust fumes,

SPOKEN INTERACTION

2 Discuss your answers with your neighbour. Try to convince him/her that your opinion is the correct one. Maybe you’ll have to change your opinion.

SPOKEN INTERACTION

3 What name did you write on the right side of the scale? Explain in two orr three sentences why this person’s actions were so bad in your eyes.

.

9 If people took public transport a bit more often,

writing

.

10 If I had known we’d move to the South of France,

1 If the weather improves, .

11 If it didn’t rain so often,

writing

.

4 What name did you write on the left side of the scale? Explain in two or three sentences why you think his/her actions were acceptable.

12 Unless the authorities take drastic measures, .

5 Your teacher will assign a random situation to you. Picture yourself as the ‘bad’ guy/girl and explain why you did what you did. You will only get a few minutes to prepare, so you’ll have to improvise.

speaking

1.2 ⁄ IT ALL SEEMED SO SIMPLE 1 Watch the clip from A Simple Plan. Three friends have been out hunting. They stumble upon the wreck of an airplane. The pilot is dead, but then they find a bag full of money …

listening

a How do the three friends react?

you write on the left side of the scale? Explain in two or three sentences why er actions were acceptable.

TRATEGY

Name:

b What arguments do they use?

leader (moderator) you should: red. debate topic.

c What is the ‘American Dream’?

SPOKEN INTERACTION

2 Discuss these questions in small groups. Defend your point of view.

Skills are extremely important when studying a language. That’s why the skills that are tackled are mentioned next to the exercises. The five skills are speaking, listening, writing, reading and spoken interaction.

27 UNIT

speaking

r all participants. ebate from being dominated too much by one debater. lite interventions in the debate.

MED SO SIMPLE its key points. debate by summarising

8

5 If I had known the government would raise taxes so drastically,

shell shock / PTSD (post traumatic stress disorder) to be drafted to die (in combat) to enlist / to volunteer to kill / to be killed to slaughter / to be slaughtered to torture / to be tortured to wound / to be wounded

8.1 ⁄ VOCABULARY: WAR

153

I can deal with complaints. 5.1.3 I can work towards a decision. 5.1.4

Communication strategies

I can use the mirror technique. 5.1.3

MY SKILLS Listening

I can listen for information. 2.4, 4.2

Reading

I can find and evaluate solutions to a certain problem suggested by experts in a newspaper article. 2.2

very well

Functional practice: I can describe habits and emotions. 1.1 language in social I can ask people to repeat things. 5.1.1 situations I can make clear I am dissatisfied. 5.1.2

should improve

FOR THE LOVE OF THE GAME Name: Class:

I can use appropriate words and expressions for shops and shopping.

2.1, 2.2, 3.1, 3.2, 4.3

okay

I can use reported speech. 1.2, 7.1 I can use the present and past tenses 6.2

Vocabulary

should improve

MY COMPETENCES Grammar

The integrated task combines everything you have learned in the unit.

Help track contains the vocabulary you Teacher’s may need My inopinion the form of mind maps. opinion very well

very well

okay

Teacher’s opinion should improve

should improve

UNIT 1

hree friends react?

very well

My opinion

MY COMPETENCES

I can listen to form an opinion. 4.2

Grammar

ents do they use?

I can use reported speech. 1.2, 7.1

I can use the present and past tenses 6.2

Spoken interaction

to declare war to go to war to take up arms to invade g invasion to attack to defend to hold your ground to lose your ground to retreat to surrender to defeat to conquer

traumatic stress disorder) to be drafted PEOPLE INVOLVED STAGES OF WAR to die (in combat) If Itowere enlistyou, / to volunteer WAR to kill / to be killed

to slaughter / to be slaughtered to torture / to be tortured 8 Unless we do something to wound / to be wounded to blast / a blast

bombs cannon guns tanks ground air

I can answer true/ false questions about a text.

3.1, 3.2

.

WEAPONS USED

TYPES OF WAR

dugout

shell / shellshock trench

biological warfare chemical warfare nuclear warfare

208

artillery ground troops missiles pre(-)emptive strike trench warfare weapons of mass destruction (WMD)

civil war cold vs hot war holy war information war war on terror world war

.

soldier 10 If I had known we’d move to the South of BRAVELY SINGING AMID THE GUNS UNIT 5 military sniper / sharpshooter enemy PEOPLE INVOLVED casualty casualties 11 If it- didn’t rain so often, prisoner of war (POW) terrorist freedom fighter

France,

I can compare two texts on at the same subject and draw conclusions. 3.3 I can express personal views and opinions on shops and shopping. 1.1, 2.4., 4.1 I can use the correct strategy/shopping phrases to negotiate well. 5.1, 5.2

Speaking

I can report someone else’s view to a third person/party. 1.2

Writing

I can fill in a complaint form. (Ex. on site.)

I can pronounce measurements correctly. 2.2 I can write a formal e-mail of complaint. 6.1

American Dream’?

UNIT 1

uestions in small groups. Defend your point of view.

Communication strategies

you do in this situation? Why?

2

I can make clear I am dissatisfied. 5.1.2

Shopping MatterS

41

I can deal with complaints. 5.1.3 I can work towards a decision. 5.1.4 SPOKEN technique. 5.1.3 I can use theINTERACTION mirror

get starteD With on traCK

MY SKILLS hey decide to hide the money in Hank’s house andListening to wait and see if anybody I can listen for information. 2.4, 4.2 you think that is the right thing to do? Why (not)?

I can listen to form an opinion. 4.2 Reading

DO THE RIGHT THING

(non-military targe

9 If people took public transport a bit more often,

I can find the exact word(s) in a text when a definition/synonym is given. 2.2, 3.1, 3.2

Functional practice: language in social situations

collateral dama

WHAT HAPPENS TO

IN A WAR aboutPEOPLE exhaust fumes,

.

STAGES OF WAR .

At the end of the unit, you can Track your progress. This allows you to 12 Unless the authorities take drastic measures, I can use appropriate words and expressions track your personal progress while identifying the points where you . for shops and shopping.

2.1, 2.2, 3.1, 3.2, 4.3 need improvement.

You can also Track your progress online on diddit, I can describe habits and emotions. 1.1 WAR I can ask people to repeat things.

5.1.1 where you will get exercises specifically chosen for UNIT you.7 LEAVE YOUR TRACKS

I can identify a text by looking at the context: author, source, (sub)title. 3.1, 3.2 I can identify and summarize the structural parts of a text. 3.1, 3.2

Vocabulary

collateral damage (non-military targets)

soldier military sniper / sharpshooter enemy casualty - casualties prisoner of war (POW) terrorist freedom fighter

okay

Date: TRACK YOUR PROGRESS

WHAT HAPPENS TO PEOPLE IN A WAR

shell shockthe / PTSD (post 6 If I were Transport Minister,

45

listening TRACK YOUR PROGRESS okay

9

Name: Class:

HELP TRACK

HELP TRACK

8.1 ⁄ VOCABULARY: WAR

7

UNIT 1

293

4 If I can find a nice holiday job,

8

b Eventually they decide to hide the money in Hank’s house and to wait and see if anybody claims it. Do you think that is the right thing to do? Why (not)?

t questions to add depth to the debate. ill assign a random situation to you. Picture yourselfUNITas2 the ‘bad’ guy/girl DO THE RIGHT THINGand cation or elaboration if necessary. uaters did what you did. You will only get a few minutes to prepare, so you’ll have to to participate.

If my brother had LEAVE YOUR TRACKSbeen more careful,

3 If I had driven through that crossroads a few minutes earlier,

a What would you do in this situation? Why?

rom A Simple Plan. Three friends have been out 9 tumble upon the wreck of an airplane. The pilot is they find a bag full of money …

PIT STOP

8.1 ⁄ CONDITIONALS 1 Use phrases from the text box to form meaningful sentences. Formulate a suitable condition for the phrases you haven’t been able to use.

n the media: more attention to less popular sports, female sports and

oint of view if necessary.

PIT STOP

8

Name:

As a good debate leader (moderator) you should: • be well-prepared.

• introduce the debate topic.

• be objective.

• ask intelligent questions to add depth to the debate.

• ask for clarification or elaboration if necessary.

• stimulate debaters to participate.

• make room for all participants.

• prevent the debate from being dominated too much by one debater.

• forestall impolite interventions in the debate.

• conclude the debate by summarising its key points.

y of a celeb athlete: a role model for youngsters?

6

UNIT 6: THE FLAW THAT BRINGS OUT THE BEAUTY

TASK

A DEBATE ON SPORTS

TASK

5

ON SPORTS

I can find and evaluate solutions to a certain problem suggested by experts in a newspaper article. 2.2 I can identify a text by45looking at the context: author, source, (sub)title. 3.1, 3.2

to blast / a blast

bombs cannon guns tanks ground air

WEAPONS USED

to to to to to to to to to to to to

Always ON TRACK Along the way, you will be offered several lifelines.

This audio track can also be found on diddit.

You can find relevant vocabulary in the Help track.

This video track can also be found on diddit.

If you need to look up the grammatical rules to this subject, you can do that in the Grammar guide.

You will find an exercise on this subject in the Pit stop.

If you see this icon, you need to look up something online or find materials on diddit.

6

PIT STOP

6.1GRAMMAR ⁄ TWIST YOUR TONGUE

Grammar boxes will give grammatical rules, often with clear examples. The Grammar guide you received with this book summarises all basic grammar rules.

1 In English, there are two types of ‘th’: a voiceless ‘th’ (Ɵ) and a voiced ‘th’ (ð). Listen and then Relative adverbs try to pronounce these words correctly, paying attention to the different types of ‘th’.

• When refers to .

I can’t remember a time when I was so happy. (defining relative clause) think thanks The most relaxing day of the week is Friday, when lots of companies have a Casual Friday through dress code and people look forward to the weekend. (non-defining relative clause). math north • Where refers to . depth The house where Shakespeare was born is now a museum. (defining relative clause) sixth I flew to London, where I had to catch another plane to New York.mouth (non-defining relative clause) • Why refers to . this They never told us the reason why they moved. (only in defining relative clauses) that The reason why I didn’t mail you is that I’ve lost your e-mail. (only in defining relative clauses) the

listening speaking

th

although breathe

3 Fill in an appropriate relative pronoun and add commas if necessary.

STRATEGY

MUSCULAR BODY IMAGE LURES BOYS INTO GYM, AND OBSESSION

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

Pronunciation: [

] and [

]

For [

] Bring the tip of your tongue between your teeth, in a flat and relaxed position. Then blow out the air.

For [

] The tongue position and breathing are identical as for the [ your vocal chords vibrate.

1 It is not just girls these days

], By butDOUGLAS now you also let QUENQUA

are consumed by an unattainable body image.

22 Practice your pronunciation, using the sets.

Take David Abusheikh started lifting weights for two hours a day, six days a week at age

Stay ON TRACK

speaking

15. Now that he is a senior at Fort Hamilton High School in Brooklyn, he has been adding protein Set 1

Set 2

Set 3

mother

brother

bother

bars and shakes to his diet to put on muscle without gaining fat.

3 ‘I didn’t use to be into supplements,’ said Mr Abusheikh, 18

plans on a career in

cloth sloth both Sometimes, we will give some extra information that will make itI wanted easier or more fun tobigger stay on engineering, ‘but something would help me get a little faster.’ three clothes thick 4 Pediatricians are starting to sound alarm bells about boys take unhealthy measures to track. these those 3.2 ⁄ there MICHAEL MORPURGO’S PRIVATE PEACEFUL

try to achieve Charles Atlas bodies death

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

smooth

only genetics can truly give.

5 Overall, 90 percent of the 1,307 boys in the

leather PRIVATE PEACEFUL survey lived in the Minneapolis-St Paul other

truth weather

Private Peaceful, a novel by Michael Morpurgo, was first published in the tenth that thunder this thorn 2003. is about soldier called ‘Tommo’ Peaceful, who is areaItband typifyawhat doctors sayThomas is a national looking of World War I in France. though thin back on his life from the trenches thorough phenomenon, said theyinto exercised at 2004 least and a movie in 2012, starring The book was adapted a play in although rather worthy Simon Reade and Samuel Bottomley.

occasionally to add muscle. earth

worth

6 ‘There has been a striking change in attitudes

birth

toward male body image in the last 30 years’, bovine: relating to cattle fibre: a thread-like series of cells greenhouse gases: gases such as carbon dioxide, methane, ozone etc. that are responsible for the absorption of solar radiation ovine: relating to sheep physiologist: scientist who studies the organic processes of an organism porcine: relating to pigs stem cell: an undifferentiated cell that has the potential to develop into specialized cells

said Dr. Harrison Pope, a psychiatry professor at 1 Read the text and answer the questions.

Harvard

studies bodybuilding culture.

reading

UNIT 4 does the following scene take FORplace?

THE LOVE OF THE GAME a Where

155

Some words in the authentic texts in this book require some explanation.

UNIT 6 THE FLAW THAT BRINGS OUT THE BEAUTY This can be found in the Glossary.b What is happening?

6

225

FOOD REVOLUTIONS I am writing to Mother – I haven’t written for a while and am feeling slightly guilty about it. My pencil keeps breaking and I am sharpening it again. Everyone else is lying asleep in the sun or is sitting about smoking and chatting. Nipper Martin is cleaning his rifle again. He’s always very particular about that.

In December 1931 Winston Churchill’s view on the future was

DID YOU KNOW?

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

published Strand Magazine under the title ‘Fifty Years Hence’.

5 ‘Gas! in Gas!’ When you read that text, you will see he was really a visionary.

The cry goes up and is echoed all along the trench. For a moment we were frozen with panic.

‘We shall escape the absurdity of growing a whole chicken in We have trained for this time and time again, but nonetheless we fumble clumsily, feverishly order to eat the breast or wing, by growing these parts separately with our gas masks. under a suitable medium. Synthetic food will, of course, (…) be bayonets!’

Hanley’s yelling while still outset trying frantically to pull on our gas masks. We used ‘Fix in the future. (…)The new foods will we’re from the be 10 grab ourindistinguishable rifles and fix bayonets.

We’re on the firestep and looking practically from the natural products, any out into no-man’s-land, and we see it will rolling us, as thistodreaded cloud we have heard so much about but have never changes be towards so gradual escape killer observation.’ seen for ourselves until now. Its deadly tendrils are searching ahead, feeling their way forward in long yellow wisps, scenting me, searching for me. Then finding me out, the gas turns and Source: teachingamericanhistory.org drifts straight for me. I’m shouting inside my gas mask. ‘Christ! Christ!’ Still the gas comes on, 15 wafting over our wire, through our wire, swallowing everything in its path.

I hear againREVOLUTION in my head the instructor’s voice, see him shouting at me through his mask when 6.1 ⁄ THE GENE we went out on our last exercise. ‘You’re panicking in there, Peaceful. A gas mask is like God, 1 Read theIt’ll following text carefully andyou, underline thegot words you don’t Then match son. work bloody miracles for but you’ve to believe in it’.understand.

But I don’t believe in it! I the don’t wordsbelieve to thein explanations miracles. below. Look up the words you still don’t understand.

Last but not least, ON TRACK is complemented by diddit. Take your tablet or The gas is only feet away now, in a moment it will be on me, around me, in me. I crouch down semi-detached – regulate – select – pollutant –helmet, patty –praying to dateit–will reduction – stringent – computer, and explore the digital learning environment! will not only find hiding my face between my knees, hands over myYou float over my head, over livestock – barren – nutrient – to stomach – to culture – to butcher – prior to – affordable – the top of the trench and seek out someone else. But it does not. It’s all around me. I tell myself novel – conversion – assessment – welfarefor – saturated fat – pasture – viable – all audio and video tracks, but also exercises specifically you, I will not breathe, I must not breathe. Through a yellow mist I see the so trenchyou filling upwill with it. It carnivorous – palatable drifts into the dugouts, snaking into every nook and cranny, looking for me. It wants to seek us master the subject matter even faster. all out, to kill us all, every one of us. Still I do not breathe. I see men running, staggering, falling.

1 developed in an artificial environment outside a living organism in vitro

reading

20

25

I hear Pete shouting out for me. Then he’s grabbing me and we run. I have to breathe now. I can’t run Half-blinded by my mask I trip and fall, crashing my head against 2 choose forwithout specialbreathing. qualifications 3 thin, round piece of minced meat

4 process of changing from one system to another UNIT 5 BRAVELY SINGING AMID THE GUNS

177

5 not fertile 6 grass-land where animals can feed

get starteD With on traCK

7 to keep tissue cells, bacteria etc. in a condition to grow 8 to slaughter or dress animals for the market 9 decrease 10 material that contaminates soil, water or air 11 flesh/meat-eating 12 farm animals

3

CONTENTS 1 Shopping matters 1 2 3 4 5 6 7 8 9

5

Money talks Where do you shop?

Supermarket tweaks How to haggle?

What’s the problem?

I’m not happy Pit stop Help track Track your progress

6 7 16 28 30 34 37 38 41

2 Do the right thing 1 2 3 4 5 6 7 8 9 10

What is the right thing?

And justice for all How justice works Trial and retribution The problems with prisons An alternative: restorative justice Going to trial Pit stop Help track Track your progress

3 The belly rules the mind 1 Food for thought 2 Setting up a food blog 3 To cook or not to cook, that’s the difference!

4 Cooking shows 5 Celebrations around the world 6 Food revolutions 7 Power of food 8 Log on to the blogs 9 Pit stop 10 Help track 11 Track your progress

4 For the love of the game 1 2 3 4 5 6 7 8 4

43

Be a good sport The halo of sports heroes Sports: a mirror of society The fan in you A debate on sports Pit stop Help track Track your progress

44 48 52 57 63 69 70 76 78 81 83 84 90 92 96 103 107 113 117 118 120 123 125 126 132 141 149 153 155 159 163

Contents

5 Bravely singing amid the guns 1 2 3 4 5 6 7 8 9

A farewell to arms A letter home Inspired by World War I Fury against the cruelty The immediacy of violence Writing a news report Pit stop Help track Track your progress

6 The flaw that brings out the beauty 1 The image that inspires me 2 Uglies: a perfect world in new pretty town 3 Beauty is in the eye of the beholder 4 Boys and body image pressure 5 Joining sentences 6 Drawing people in 7 Teen self-esteem 8 Culture-bound body image 9 Beauty re-interpreted 10 Writing an argumentative essay 11 Pit stop 12 Help track 13 Track your progress

7 Leave your tracks 1 2 3 4 5 6 7 8 9 10

A car, a car, my kingdom for a car A killer on the loose My car, my freedom A car of your own?

Accidents will happen New ideas for public transport Looking for a suitable solution Pit stop Help track Track your progress

165 166 170 175 185 193 198 203 208 211

213 214 215 218 219 223 228 235 239 243 248 250 252 257 259 260 263 273 274 278 286 290 293 295 299

TRACK YOUR PROGRESS

very well

Teacher’s opinion

okay

should improve

Name: Class:

very well

My opinion

should improve

UNIT 1

okay

9

MY COMPETENCES Grammar

I can use reported speech. (1.2, 7) I can use the present and past tenses (6.2)

Vocabulary

I can use appropriate words and expressions for shops and shopping.

(2.1, 2.2, 2.3, 3.1, 3.2, 4.3)

Functional practice: I can describe habits and emotions. (1.1) language in social I can ask people to repeat things. (5.1.1) situations I can make clear I am dissatisfied. (5.1.2) I can deal with complaints. (5.1.3) I can work towards a decision. (5.1.4) Communication strategies

I can use the mirror technique. (5.1.3)

MY SKILLS Listening

I can listen for information. (2.4, 4.2) I can listen to form an opinion. (4.2)

Reading

I can find and evaluate solutions to a certain problem suggested by experts in a newspaper article. (2.2) I can identify a text by looking at the context: author, source, (sub)title. (3.1, 3.2) I can identify and summarise the structural parts of a text. (3.1, 3.2) I can answer true/ false questions about a text.

(3.1, 3.2) I can find the exact word(s) in a text when a definition/synonym is given. (2.2, 3.1, 3.2) I can compare two texts on the same subject and draw conclusions. (3.3)

Spoken interaction

I can express personal views and opinions on shops and shopping. (1.1, 2.4, 4.1) I can use the correct strategy/shopping phrases to negotiate well. (5.2)

Speaking

I can report someone else’s view to a third person/party. (1.2) I can pronounce measurements correctly. (2.2)

Writing

I can fill in a complaint form.

I can write a formal e-mail of complaint. (6.1)

UNIT 1 557722_03_OnTrack5-unit1.indd 41

Shopping Matters

41

6/08/15 14:58

very well

Teacher’s opinion

okay

very well

should improve

Name: Class:

okay

My opinion

should improve

UNIT 1 MY ATTITUDES Motivation

I am concentrated in the lesson.

I ask for explanations when necessary.

Work attitude

I meet deadlines.

I work actively in class.

Social attitude

I show respect for classmates and teachers.

I collaborate well.

FEEDBACK

42

Shopping Matters

UNIT 1

TRACK YOUR PROGRESS

very well

Teacher’s opinion

okay

should improve

Name: Class:

very well

My opinion

should improve

UNIT 2

okay

10

MY COMPETENCES Grammar

I can use modal verbs to express an absence of obligation and deductions. (8)

Vocabulary

I can use the appropriate words and expressions when talking about right, wrong, crime and justice. (3.1, 4.1, 4.2, 4.3) I can find the exact word(s) in a text when a definition/synonym is given. (3.1, 4.1, 4.2, 4.3)

Functional practice: I can formulate why I think something is right language in social or wrong. (1.1, 1.2, 1.3, 1.4) situations I can distinguish between different types of argument. (7.2) MY SKILLS Listening

I can describe a movie (clip) I watched.

(1.2, 1.4, 7.1) I can listen for detailed information in a text.

(3.2, 6.1) I can find the exact word(s) in a text when a definition/ synonym is given. (3.2) I can listen for missing information. (5.1) I can express the message in a song. (5.1)

Reading

I can find the main ideas expressed in an informative text. (3.1, 4.3, 5.3) I can find the main ideas expressed in a narrative text. (5.2) I can find the main ideas expressed in an artistic text. (1.3) I can reconstruct the logical order of an informative text. (2.1) I can draw conclusions from a critical informative text. (4.1, 4.2)

Spoken interaction

I can actively participate in conversations.

(1.1, 3.1, 4.1, 4.3, 5.2) I can talk about my future plans. (3.2) I can defend a point of view. (5.2)

Speaking

I can express personal views and opinions on what is right and what is wrong. (1.1, 1.2, 1.3, 1.4) I can comment on another person’s ideas.

(2.2, 7.1) I can participate in a role play. (7.3) I can deliver a well structured argumentative speech. (7.3)

UNIT 2

DO THE RIGHT THING

81

Writing

very well

Teacher’s opinion

okay

very well

should improve

Name: Class:

okay

My opinion

should improve

UNIT 2 I can formulate why I think something is right or wrong. (1.1) I can clearly express my view on a social issue in the form of a well-structured text. (5.3) MY ATTITUDES Motivation

I concentrate during the lessons.

I ask for explanations when needed.

Work attitude

I keep the appointments made.

I work actively in class.

Social attitude

I show respect for classmates and teachers.

I actively contribute to the mock trial.

I collaborate well.

FEEDBACK

82

DO THE RIGHT THING

UNIT 2

TRACK YOUR PROGRESS

very well

Teacher’s opinion

okay

should improve

Name: Class:

very well

My opinion

should improve

UNIT 3

okay

11

MY COMPETENCES Grammar

I can express past habits by means of the modals ‘used to’ and ‘would’. (1.3, 9.2) I can use adjectives in the comparative and superlative form. (9.1) I can use adjectives and adverbs in sentences.

(9.1)

Vocabulary

I can derive the meaning of words on food and eating from the context. (1.1, 3.2, 4.2, 4.3) I can insert words in proper contexts.

(1.2, 3.1, 3.2, 4.1, 6.1) I can use appropriate expressions on food and eating. (3.3)

Functional practice: I can use proper phrases to grab the attention language in social of the audience, begin a presentation, situations introduce the speaker, deal with questions, indicate the basic structure, keep the audience with me, end a presentation, refer to visuals.

(5.2) Communication strategies

I can customize a blog. (2) I can fill in an ‘about’ page. (2) I can post entries. (2)

Sociocultural I can share the knowledge of a culture/ aspects of language religion. (5.2) MY SKILLS Listening

I can listen and summarise/rephrase the content. (3.3) I understand the importance of assessing your target audience. (4.2) I can listen for information. (5.1, 6.2) I can recognise the elements that are used to convince the listener/viewer in propaganda clips. (7.1)

Reading

I can recognise the difference between factual information and personal opinions in blogs.

(1.3, 4.1) I can interpret graphs and tables. (1.3, 6.1) I can read for detail. (3.1, 4.3, 7.1) I can answer true/false questions on a text.

(3.2, 6.1) I can pick the keywords from a blog to form an idea of the basic message. (4.3)

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UNIT 3 I can analyse a poem. (7.2) Spoken interaction

I can discuss subjects such as lab-grown meat (6.1), patenting human life (genes) (6.2), food as a weapon (7.1), hunger strikes (7.2).

I can discuss my personal opinion on food and eating habits. (1.2)

Speaking

I can report on other people's past habits. (1.3) I can present a cultural or religious tradition in which food plays a major role. (5.2)

Writing

I can write an opinion blog post. (4.4) I can write a comment on a presentation. (5.2) I can write a review on a blog. (8.2)

MY ATTITUDES Motivation

I am motivated to work in team.

I am motivated to get good results.

Work attitude

I work actively, both in class and at home.

I do what I am supposed to do: • I take responsibility for my part in group projects.

• I respect deadlines.

Social attitude

I can work in a team: • I come up with interesting/realistic ideas.

• I give each member the necessary credit.

• I deal with criticism in a constructive way.

FEEDBACK

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UNIT 4

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8

MY COMPETENCES Grammar

I can use reported speech. (1.1) I can recognise and use cardinal and ordinal numbers. (6.2)

Vocabulary

I can use appropriate words and expressions about sports and the role of sports in society.

(1.1, 1.2, 3.1, 3.2, 3.3, 3.4, 5.2) I can recognise and use phrasal verbs. (3.3, 4.2)

Functional practice: I can describe sports habits and and emotions about sports. (1.1) language in social situations I can interview a classmate about his interests in sports. (1.1) I can report about my classmate’s sports interests to the class. (1.1) I can phrase my own opinion about sports related topics. (1.1, 5.2) I can play a role in a debate. (5.1, 5.2) I can explain the rules of a sport to a classmate. (3.1) Communication strategies

I can come up with a debating strategy.

(5.1, 5.2) I can participate in a debate. (5.2) I can lead a debate. (5.2)

Sociocultural I can judge and explain the role of sports in aspects of language society. (2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4) I can recognise and understand metaphors in a popsong. (4.1) I can recognise and explain cultural differences in sports. (3.1, 3.2, 3.3) MY SKILLS Listening

I can listen for information. (2.3, 3.1, 3.2, 3.4, 4.1) I can listen to form an opinion. (2.3, 3.1, 3.2, 3.4)

Reading

I can understand sports quotes. (2.1) I can understand magazine and newspaper headlines and link them to the photos on the cover. (2.2) I can derive the meaning of unknown words from the context. (2.3) I can answer questions about a written interview in a magazine. (2.3)

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UNIT 4 I can derive information from a written text.

(2.3, 3.2, 4.1) I can compare two texts on the same subject and draw conclusions. (3.2) I can read sports statistics and draw conclusions from them. (3.3) I can look up information on a website. (3.3, 4.2) Spoken interaction

I can discuss sports related topics with my classmates and teacher. (Throughout the unit)

Speaking

I can express personal views and opinions on sports and the impact of sports on society.

(1.1, 2.1, 2.2, 2.3, 5.2) I can report someone else’s view to a third person/party. (1.1, 3.2, 3.3) I can pronounce English dates. (6.2) I can pronounce ‘th’. (6.1)

Writing

I can write a sports report on a match or a race. (1.2) I can summarise the pros and cons on the cliché of cheerleading. (3.2) I can write my opinion on cheerleading. (3.2) I can produce a written worksheet for a debate. (5.1)

MY ATTITUDES Motivation

I want to extend my existing knowledge on a topic.

I try to improve my pronunciation.

Work attitude

I apply strategies for tasks.

I am willing to take initiative when working together.

Social attitude

I help out classmates in pair or group work.

I respect other people's opinions.

I share my own opinion with others.

I show interest in different points of view.

I am willing to look beyond prejudice and stereotypes.

FEEDBACK

164

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UNIT 4

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UNIT 5

okay

9

MY COMPETENCES Grammar

I can report someone’s words using direct and indirect speech (reported speech). (6.2) I can use the passive voice (e.g. in a news report). (6.1, 6.2, 7)

Vocabulary

I can use vocabulary related to war and conflicts. (1.1) I can use a variety of different reporting verbs.

(6.2, 8.2)

Functional practice & language strategies

I can use appropriate phrases to give opinion.

(8.3) I can use a logical structure in my written texts (headline, lead, body). (6.2, 6.3) I can use a spell check, a dictionary and a thesaurus when necessary. (6.3) I can evaluate myself and others using checklists (news report or article). (1.2, 6.3)

Socio-cultural I can understand certain conflicts throughout aspects of language modern history and around the world.

I can describe the importance of World War I poetry and contemporary war literature. (3, 4) I can describe certain literary devices used in poetry and explain how form and meaning sometimes go hand in hand. (3.1, 3.3) MY SKILLS Listening

I can determine the main idea in (historical) news reports. (1.1) I can link a photo and appropriate vocabulary to a news report. (1.1) I can determine the main idea in a few scenes of The Hunger Games and answer short open comprehension questions. (4.2) I can determine topic, main idea and message in a poem. (3.1, 3.3) I can compare two news reports about 9/11.

(5.1) I can select detailed information in a news report about a current event. (5.1) I can give my opinion about the text of the song 'The Fear'. (5.2)

Reading

UNIT 5

I can determine the main idea and the message of recruitment posters. (1.2)

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UNIT 5 I can determine the main idea, select detailed information and the message in letters written during WWI. (2) I can determine the main idea and the message in war poems and in a historical YA novel. (3.1, 3.2, 3.3) I can summarise the plot of a historical novel extract (Private Peaceful). (3.2) I can recognise similarities and differences between a poem and a YA novel extract. (3.3) I can recognise literary devices such as alliteration and enjambment in a poem (war poetry). (3.1, 3.3) I can answer general comprehension questions about an article. (4.1) I can recognise symbols in a narrative text (The Hunger Games) and explain what they mean. (4.2.1, 4.2.2) I can structure the plot of a narrative text chronologically (The Hunger Games). (4.2.1) I can link a title to a paragraph in an article about 9/11 and the impact on the media. (5.1) Spoken interaction

I can have a(n informal) conversation trying to persuade the other in the conversation and saying goodbye. (1.2) I can discuss and adjust my opinion. (5.1)

Speaking

I can give my opinion about war, conflicts and terrorism. (5.2) I can give my opinion about the role of the media in reporting conflicts. (5.1)

Writing

I can write a news report or article. (6.3)

MY ATTITUDES Motivation

I am concentrated in class.

I ask for explanations when needed.

Work attitude

I work actively in class.

I show respect for classmates and teacher.

Social attitude

I collaborate well.

FEEDBACK

212

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UNIT 6

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MY COMPETENCES Grammar

I can express wishes about the present. (3.2) I can join sentences using relative clauses. (5) I can write complex and logical sentences using linking words. (11)

Vocabulary

I can describe the physical characteristics of people. (2, 3.2) I can form new words using affixes. (4.2)

Functional practice & language strategies

I can use appropriate phrases to build an argumentation. (1) I can use structural text markers (linking words). (10) I can use titles and subtitles. (6.2, 6.4, 10) I can introduce a subject effectively. (6.2, 6.3, 6.4) I can use a logical structure in my written texts (opening and closing paragraph and body).

(7.3, 10) I can use a spell checker. (10) I can evaluate myself and others using checklists. (6.4, 8, 10) I can look up and select relevant information on the Internet to complete a web assignment. (8)

MY SKILLS Listening

I can structure a relatively easy spoken text.

(3.1) I can interpret background info. (6.1) I can listen for information. (7.1) I can find detailed information in a spoken text.

(9.2, 9.3)

Reading

I can answer general comprehension questions about a fragment of a young adult novel on appearances. (2) I can derive the key information from an article. (4.1 I can answer true/false questions about an article. (4.1) I can interpret and evaluate (sub)titles. (6.2) I can derive the exact meaning of a word from the context. (6.3)

UNIT 6

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UNIT 6 I can recognise different types of paragraphs.

(6.3) I can indicate the structural parts in an article (outside and inside). (7.3) Spoken interaction

I can express my opinion about people with disabilities in a respectful way. (9.1) I can compare and contrast viewpoints on disability. (9.1)

Speaking

I can express personal views and opinions on beauty and (im)perfection. (1, 2) I can describe personal features and express wishes. (3.2) I can argue in favour/against plastic surgery for teens. (7.1) I can lead a group of visitors in an appealing way through an exhibition. (8)

Writing

I can write an argumentative paragraph to defend a personal opinion. (2) I can create a title/subtitle that draws the reader’s attention. (6.4) I can write an appealing introduction. (6.4) I can write a persuasive essay. (10)

MY ATTITUDES Motivation

I am concentrated in class.

I ask for explanations when needed.

Work attitude

I meet deadlines.

I work actively in class.

Social attitude

I show respect for classmates and teacher.

I collaborate well.

FEEDBACK

258

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UNIT 7

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10

MY COMPETENCES Grammar

I can express conditions. (7.1, 8)

Vocabulary

I can use appropriate words and expressions for traffic. (1.2, 2.2, 4.1, 5.3)

Functional practice: I can describe what happened in the past. (5.2) language in social I can describe a situation. (6.2, 7.2) situations I can work towards a decision. (5.2, 7.2) I recognise different registers. (5.1) Sociocultural aspects of language Linguistics

I can look at language in a critical way. (5.3)

MY SKILLS Listening

I can scan for information I need. (2.5) I can listen for missing information. (2.1) I can listen to find the main subject of a text.

(4.1) I can listen to and gather the information I need to fill in a form. (5.2) I can find the exact word(s) in a text when a definition/synonym is given. (4.1)

Reading

I can find the main ideas expressed in an informative text. (1.2, 2.2, 2.3, 2.4, 4.2, 5.1, 6.1) I can find the main ideas expressed in a narrative text. (5.1) I can find the main ideas expressed in a literary text. (2.1) I can find the main subject of a narrative text.

(5.1) I can interpret graphs and tables. (2.3, 2.4) I can answer true/false questions about an informative text. (2.2) I can find the exact word(s) in a text when a definition/synonym is given. (1.2, 2.2, 2.4) I can follow instructions of a prescriptive text.

(5.2)

Spoken interaction

I can actively participate in conversations. (1.1, 1.3, 3.2) I can politely defend my case. (5.2)

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UNIT 7 I can express personal views and opinions on mobility. (1.1, 1.3, 3.2) I can report on conversations to the class. (1.3, 3.2, 7.2) I can read aloud a text I wrote. (6.2) I can describe an accident/event I have been involved in. (5.2) I can describe a possible solution for a problematic situation. (7.2) Writing

I can fill in an accident report form. (5.2) I can describe what I see in a cartoon. (3.1) I can write a sequel to a story. (5.1)

MY ATTITUDES Motivation

I concentrate during the lesson.

I ask for explanations when needed.

Work attitude

I do what I have to on time.

I work actively in class.

Social attitude

I show respect for classmates and teachers.

I collaborate well.

FEEDBACK

300

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UNIT 7