On Track 6 inhoudsopgave

Get stARteD WItH on tRACK Welcome to ON TRACK for the sixth grade. We’d like to explain how to work with this textbook.

Get ON TRACK

S TOWARDS EQUAL RIGHTS

ople of colour and bviously didn’t Even though in de by side, since cal and civil n making baby ing equal rights e USA.

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

‘He is Romeo, and he is heartbroken. Every word is wistful. When he says, “O, teach me how I should forget to think!” I, for the first time, see what the big deal is about Shakespeare.’

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. © Corbis

Nina LaCour, Hold Still

vestigate one of March on Washington ents or people. ds, make a information you have found online using 100-150 words in which you explain ppened. Don’t get lost in too many details, but focus on the impact and result of Mention the URLs you have used as well. Use the checklist.

TASK

4

writing

YOUR OWN DYSTOPIAN STORY

Follow in the footsteps of George Orwell, Suzanne Collins, Veronica Roth or George R.R. Martin and create your own dystopian story.

Date:

Bus Boycott (1955)

TASK

ard of Education (1954)

reading

How to write a dystopian story

ine (1957)

Follow these steps in the creative process to create a dystopia.

1 Think of a threat to the world as you know it: what will have a dramatic impact on our future planet or society? Write a synopsis about it.

Name:

shington (1963)

2 Work this out to a storyboard, developing the characters and setting. Use your avatar from exercise 1.2.4 if appropriate. Go online to find a suitable template for your storyboard.

Date:

3 Creative writing / drawing comics / filming / acting: turn it into a written short story, a short film or act out the story in the classroom.

ct (1964)

4 Make a checklist for this task yourself. Formulate the categories of evaluation, which will teach you at the same time which elements you should particularly pay attention to in doing your task.

965)

n of Martin Luther King (1968)

klist

me

4

writing

speaking

stRatEgy

classmate

Class:

UNIT 2: A ROSE BY ANY OTHER NAME In this unit you will: listen to a speech about Shakespeare and his importance today; read Shakespearean sonnets and connect them to contemporary music styles; read, watch and compare scenes from Romeo and Juliet; read film reviews, analyse their structure and write your own opinion of a film; research and present new words in the English language; write a review (integrated language task).

speaking

6

PIT STOP

PIT STOP

PREPOSITIONS Most prepositions are used to indicate time, location or direction. However there are also prepositions indicating other, miscellaneous relationships between words.

The prepositions in, at and on are often confused as they can all indicate position as well as time.

The general rule is that they range from least specific (in) to very specific (at).

2 Work this out to a storyboard, developing the characters and setting. Use your avatar from PREPOSITIONS exercise 1.2.4 if appropriate. Go online to find a suitable template for your storyboard.

Not specific

Fantasy going digital

328

2

writing

6

future planet or society? Write a synopsis about it.

Name:

Number:

oked up information online using different, reliable to verify the content (URLs). lected the most important information, names, s and numbers, leaving out redundant information. sed a clear and chronological structure. ven answers to the WH-questions: who, where, what, hy and how.

YOUR OWN DYSTOPIAN STORY

Each unit offers different perspectives Follow in the footsteps of George Orwell, Suzanne Collins, Veronica Roth or George R.R. Martin and create your own dystopian on a central themestory. which will give you enough information and the right skills to stRatEgy successfully execute the integrated task. You How to write a dystopian story can recognise it creative because ofcreate thea dystopia. word 'Task' Follow these steps in the process to in 1the margin.

Think of a threat to the world as you know it: what will have a dramatic impact on our

Time

Position

Saki lived in the early 20th century.

A small town in the Cotswolds.

Most prepositions are used to indicate time, location or direction. However there are also prepositions indicating other, miscellaneous relationships between words.

The prepositions in, at and on are often confused as they can all indicate position as well The general rule is that they range from least specific (in) to very specific (at).

4 Make a checklist for this task yourself. Formulate the categories of evaluation, which will

3 Creative writing / drawing comics / filming / acting: turn it into a written short story, a short film or act out the story in the classroom.

Unit 7

He was born on the 4th of July.

He will be waiting on Regent Street.

Very specific

Will you come to my birthday party at 8 o’clock?

We will meet at the grocery store on Park Road.

There are many more prepositions than in, at or on, which can be confusing. You often just have to study which prepositions to use with a certain expression. When in doubt, consult a dictionary.

If you see the Pit stop icon, and you think you you at the same time which elements you should needteach some more practice, you canparticularly do thepay attention to in doing your task. extra exercises in the Pit stop.

sed my own words and sentences. ecked the grammar and spelling.

Specific

1 Write the correct preposition in the sentence.

A Small Town with a Big Name

By Dave Fox

Time

Position

If you ask nicely, the lady the tourist information office will pronounce the name of her town.

Not specific

Saki lived in the early 20th century.

Specific

He was born on the 4th of July.

‘We get asked that about 30 times

A small town in the Cotswolds.

a day,’ she told me. Then, patiently,

h the people who have worked on the same historic event or person. Compare s. Where and why do they differ? Adjust your own summary when necessary.

sPoKen interaction

Tell your classmates about your historic event or person. Use your summary, ad it aloud. Your classmates are invited to ask further questions. Can you give

speaking

3.4 ⁄ BABY STEPS TOWARDS EQUAL RIGHTS Equal rights for people of colour and whites in the USA obviously didn’t happen overnight. Even though in WWII they fought side by side, since 1948, several political and civil instances have been making baby steps towards creating equal rights for all citizens in the USA.

recited the correct pronunciation

The tourist office requires all employees to be

Will you come to my birthday party at 8 o’clock?

Very specific

name

Europe:

Llanfairpwllgwyngyllgogerychwyrn-

flinching.

drobwllllantysiliogogogoch.

Originally the town had a shorter, easier to pronounce name: Llanfairpwllgwyngyll. © Corbis

the 1880s,

3 Little Rock Nine (1957) 4 March on Washington (1963) 5 Civil Rights Act (1964) 6 Malcolm X (1965) 7 Assassination of Martin Luther King (1968) classmate

1 Content • I have looked up information online using different, reliable sources to verify the content (URLs).

• I have selected the most important information, names, locations and numbers, leaving out redundant information.

• I have used a clear and chronological structure.

• I have given answers to the WH-questions: who, where, what, when, why and how.

Class:

119

2 Language • I have used my own words and sentences.

• I have checked the grammar and spelling.

58 letters, including four letter L’s

a row.

writing

2 Montgomery Bus Boycott (1955)

me

We will meet at the grocery sto Park Road.

a joking attempt to attract tourists, a tailor added the

rest of the syllables, bringing the total length

reading

1 Brown vs. Board of Education (1954)

Summary checklist

He will be waiting on Regent St

the longest town able to say the town name

1 Go online and investigate one of March on Washington the following events or people.

In your own words, make a summary of the information you have found online using 100-150 words in which you explain what exactly happened. Don’t get lost in too many details, but focus on the impact and result of these actions. Mention the URLs you have used as well. Use the checklist.

Liberty and jUstice for aLL

she took a deep breath and

2 Sit together with the people who have worked on the same historic event or person. Compare your summaries. Where and why do they differ? Adjust your own summary when necessary.

sPoKen interaction

3 Be the experts: Tell your classmates about your historic event or person. Use your summary, but don’t just read it aloud. Your classmates are invited to ask further questions. Can you give answers?

speaking

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.

44

There are many more prepositions than in, at or on, which can be confusing. You often jus study which prepositions to use with Small town world Unit 1 a certain expression. When in doubt, consult a dictio 1 Write the correct preposition in the sentence.

6

A Small Town with a Big Name

6

HELP TRACK

HELP TRACK

6.1 ⁄ FANTASY AND SCIENCE FICTION

By Dave Fox

6.1LITERATURE ⁄ FANTASY AND SCIENCE FICTION DYSTOPIAN

If you ask nicely, the lady

the tourist information offic Liberty and jUstice for aLL

I can use prepositions correctly. (6)

Vocabulary

I can use the appropriate words and expressions describing towns and neighbourhoods. (1.3, 2.1, 3.1)

Functional practice

I can give an opinion of small town life. (1.1, 1.2, 4.2)

Sociocultural aspects of language

I can understand the cultural aspect of small town life. (throughout unit)

Name: Class:

should improve

Grammar

I can understand the typical structure of a short story. (4.1)

MY SKILLS Reading

I can formulate questions about a text. (1.4)

MY COMPETENCES

I can read graphs to find information. (1.4) I can identify and summarise the structural parts of a text. (1.3, 4.3, 5)

Grammar

a day,’ she told me. Then, pa

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

Help track contains the vocabulary you Teacher’s may needMyinopinion the form opinionof mind maps.

328

I can answer questions about a written text. (1.2, 1.4, 2.1, 3.1, 4.2)

I can use prepositions correctly. (6)

very well

very well

okay

Teacher’s opinion should improve

should improve

UNIT 1

very well

My opinion

MY COMPETENCES

Fantasy going digital

SCIENCE-FICTION (SCI-FI)

DYSTOPIAN

she took a deep breath and

recited the correct pronunci

UTOPIAN

BIG BROTHER

censorship totalitarian regime conforming propaganda common publicness

the longest tow

freedom of speech democracy dissident / divergent truth individual privacy

The tourist office requires all employees to be able to say the town name

332

flinching.

Fantasy going digital

name

Europe: FANTASY

NOVEL

Unit 7

Llanfairpwllgwyngyllgogery

drobwllllantysiliogogogoch.

Originally the town had a shorter, easier to pronounce name: Llanfairpwllgwyngyll.

Unit 7

I can answer true false questions on a text. (2.1)

the 1880s,

I can answer multiple choice questions on a text.

(1.4)

Vocabulary

‘We get asked that about 30

GOTHIC

okay

TRACK YOUR PROGRESS

LITERATURE

should improve

TRACK YOUR PROGRESS okay

8

UNIT 1 Name: Class:

pronounce the name of her

NOVEL

very well

Number:

8

FANTASY

119

okay

Unit 3

a joking attempt to attract tourists, a tailor adde

rest of the syllables, bringing At the end of the unit, you can Track your progress. This allows you tothe total length a row. track your personal progress while identifying the points where you I can give an opinion of small town life. (1.1, 1.2, 4.2) need improvement. You can also Track your progress online on diddit, I can understand the cultural aspect of small town life. (throughout unit) where you will get exercises specifically chosen for you.

44 Small town world I can use the appropriate words and expressions describing towns and neighbourhoods. (1.3, 2.1, 3.1)

I can identify the structure of a brochure and find information in it. (3.2) I can identify the structure of a short story. (4.1)

GOTHIC 58 letters, including four le

I can analyse the content of a short story. (4.1) I can find the exact word(s) in a text when a definition/synonym is given. (1.3, 2.1)

Functional practice Listening

I can derive the meaning of unknown words from the context. (1.4, 3.1, 4.3, 5) I can read to form an opinion. (1.1, 4.2)

I can listen for information. (1.2, 1.3, 4.2)

I can listen for missing information. (1.2) I can listen to form an opinion. (1.2)

I can compare two fragments and draw conclusions. (2.1, 2.2)

Sociocultural aspects of language

I can compare information from a text and from a fragment and draw conclusions. (2.1)

Unit 1

SCIENCE-FICTION (S

I can understand the typical structure of a short story. (4.1)

Small town world

51

MY SKILLS Reading

2

I can formulate questions about a text. (1.4) I can read graphs to find information. (1.4)

Get stARteD WItH on tRACK

UTOPIAN

I can identify and summarise the structural parts of a text. (1.3, 4.3, 5) I can answer questions about a written text. (1.2, 1.4, 2.1, 3.1, 4.2) I can answer true false questions on a text. (2.1) I can answer multiple choice questions on a text.

(1.4) I can identify the structure of a brochure and find

BIG BROTHER

censorship totalitarian regime

freedom of speec democracy

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

3 Now explain the following words in English using only the context as a clue. In the strategy box you can find tips on how to use the context to understand words.

1 quirky 2 impoverished nobility

This audio track can also be found on diddit.

You can find relevant vocabulary 3 thatched cottages in the Help track.

This video track can also be found on diddit.

If you need to look up the grammatical rules to this 5 prosperous subject, 6 you can do that in the Grammar guide. uncouth

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

If you see this icon, you need to look up something

online or8 find materials on diddit. marvel

4 mothballed

7 badger

9 canopy 10 pagan

StratEGY Tips for using context to understand words

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

• Look for a definition in nearby sentences. e.g. The Gherkin is a real eyesore for the London skyline. I don’t like how it looks, it’s plain ugly. → We know now that an eyesore is something that looks ugly.

• Sometimes examples are given in the text which can make you understand the word. e.g. He lives in a very remote area of Australia. They have to drive an hour to get to the supermarket. → Driving an hour to the supermarket is quite long, so remote means far away.

• Look for synonyms or antonyms. e.g. They lived in a very remote and distant area of Australia.

Stay ON TRACK

• The grammatical function of the word can give you some information too. Is it a noun, an adjective or a verb?

• If you can’t find any tips in the context look at the word itself. What is the root? Are there

affixes that you can recognize?

Sometimes, we will give some extra information that will make it easier or more fun to stay on e.g. Eyesore = eye + sore → eyes are organs which make you see + sore is something that hurts = something that hurts our eyes. track.

3.3 ⁄ THE HELP Comparison checklist me

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

26

1 Content and structure • I wrote about 100 words.

• I structured my text using paragraphs.

The Help, written by Kathryn Stockett, is a novel in which African • I included information about the four versions.

American maids open up to Skeeler, a white young journalist, about • I discussed characters, setting, language and plot. their experiences working for the white ladies in high society. In the • I ended with a personal preference. extract below, one of the housemaids-to-be, Minny, gets a lecture 2 from Language her mother about what to do and especially what not to do when • I used the correct language for expressing a preference. you are working in a ‘White Lady’s house’.

• I checked my text for grammar and used the correct words.

• I checked my spelling and punctuation.

tHe HeLP

Small town world

Unit 1

Feedback

hoochie coochie: a sexy dance performed by women with a gypsy background John the Conquerer root: a plant which is said to have magical qualities mojo: a magic charm bag or talisman used in voodoo son-of-a-gun: a man that you are annoyed with

1 How should black people in the 1960s behave towards white people? Think of some rules.

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

This can be found in the Glossary.

5

A MUST-SEE!

2 Read the following extract from The Help by Kathryn Stockett. Which rules can you find in the text? Underline them. Which are surprising and why?

reading

DiD yoU KnoW?

Going to the cinema or watching a movie?

The word ‘film’ is generally used in British English, while ‘movie’ is mainly American English.

People in Britain would say, ‘I’m going to the cinema’, 3 whereas Americans tend to say ‘I’m going to the movies’ Which rule was the hardest to follow for Minny? or ‘I’m going to the movie theater’. When at home, someone from Britain would rather say, ‘Let’s put on a film’, while an American would say, ‘Let’s watch a movie.’

4 However, that being said, Americans and Brits do In this extract, you get an idea of what kind of family this is. Based on the text, what can you tell about Minny, her mother, father and sibling(s)? understand each other!

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

5.1 ⁄ WHAT MAKES A GOOD REVIEW? 1 Read the review of Warm Bodies. Discuss these comprehension questions in your group.

a What is the purpose of the text?

Last but not least, ON TRACK is complemented by diddit. Take your tablet or computer, and explore the digital learning environment! You will not only find all audio and video tracks, but alsob What is the overall opinion of the reviewer? How do you know this? exercises specifically fortoyou, will ‘Sit down on your behind, Minny, because I’m about tell you theso rules you for working in a White Lady’s house.’

I was fourteen years old to the day. I sat at the little wooden table in my mama’s kitchen master the subject matter even faster.

5

116

reading

eyeing that caramel cake on the cooling rack, waiting to be iced. Birthdays were the only day of the year I was allowed to eat as much as I wanted.

Unit 2

A rose

by Any Liberty and jUstice forother aLL nAme

Get stARteD WItH on tRACK

Unit 3

81

3

CONTENTS 1 Small town world 1 2 3 4 5 6 7 8

5

Typical towns Local legends Rural rides City scenes Creating communities Pit stop Help track Track your progress

6 18 23 28 43 44 49 51

2 A rose by any other name

53

1 Toads, beetles, bats …

2 Sonnets, Shakespeare and … hip-hop?

3 Words, words, words …

4 Romeo and Juliet and … zombies?

5 A must-see!

6 Writing a review 7 Pit stop 8 Help track 9 Track your progress

3 Liberty and justice for all 1 2 3 4 5 6 7 8 9

4

Where do you get the news?

How the news is made The role of advertising How the news is sold to us Information highways Are you a good reporter?

Pit stop Help track Track your progress

59 65 72 81 92 94 96 99 101

Where do you draw the line?

From suffragettes to feminists Blocking black Love is blind In God we trust?

The interview Pit stop Help track Track your progress

102 107 114 123 131 139 140 143 147

4 How the news shapes society 1 2 3 4 5 6 7 8 9

54

149 150 153 160 163 176 180 184 186 191

Contents

5 History highlights 1 2 3 4 5 6 7 8 9

History: a lesson easily learned?

The social domain The economic domain The political domain The cultural domain Historic highlights in film Pit stop Help track Track your progress

6 School’s out 1 2 3 4 5 6 7 8 9

193 194 197 208 211 220 232 233 236 239 241

6 years of waiting?

I do what I am Choosing my path Hire me!

Work, work, work Starting the job hunt Pit stop Help track Track your progress

242

7 Fantasy going digital

291

1 2 3 4 5 6 7

Escaping reality ‘Space: the final frontier’ The mirror of science-fiction Your own dystopian story Pit stop Help track Track your progress

243 246 256 271 278 281 286 289

292 315 321 328 329 332 335

TRACK YOUR PROGRESS

very well

okay

Teacher’s opinion should improve

should improve

Name: Class:

very well

My opinion

UNIT 1

okay

8

MY COMPETENCES Grammar

I can use prepositions correctly. (6)

Vocabulary

I can use the appropriate words and expressions describing towns and neighbourhoods. (1.3, 2.1, 3.1)

Functional practice

I can give an opinion of small town life. (1.1, 1.2, 4.2)

Sociocultural aspects of language

I can understand the cultural aspect of small town life. (throughout unit) I can understand the typical structure of a short story. (4.1)

MY SKILLS Reading

I can formulate questions about a text. (1.4) I can read graphs to find information. (1.4) I can identify and summarise the structural parts of a text. (1.3, 4.3, 5) I can answer questions about a written text. (1.2, 1.4, 2.1, 3.1, 4.2) I can answer true false questions on a text. (2.1) I can answer multiple choice questions on a text.

(1.4) I can identify the structure of a brochure and find information in it. (3.2) I can identify the structure of a short story. (4.1) I can analyse the content of a short story. (4.1) I can find the exact word(s) in a text when a definition/synonym is given. (1.3, 2.1) I can derive the meaning of unknown words from the context. (1.4, 3.1, 4.3, 5) I can read to form an opinion. (1.1, 4.2)

Listening

I can listen for information. (1.2, 1.3, 4.2) I can listen for missing information. (1.2) I can listen to form an opinion. (1.2) I can compare two fragments and draw conclusions. (2.1, 2.2) I can compare information from a text and from a fragment and draw conclusions. (2.1)

Unit 1

Small Town world

51

Speaking

very well

okay

Teacher’s opinion should improve

very well

should improve

Name: Class:

okay

My opinion

UNIT 1 I can express personal views and opinions on small towns and small town life. (1.1, 1.2) I can tell the story of a person living in a small town. (2.3) I can deliver a news report of an (imaginary) small town. (1.1) Spoken interaction

I can discuss the pros and cons of living in a small town. (1.1, 4.2, 1.2)

Writing

I can summarise a written text. (4.3, 5) I can structure the information of several different written texts. (5)

MY ATTITUDES Motivation

I concentrate in class.

I ask for an explanation when needed.

Work attitude

I keep the appointments made.

I work actively in class.

Social attitude

I show respect for classmates and teachers.

I collaborate well.

FEEDBACK

52

Small Town world

Unit 1

TRACK YOUR PROGRESS

very well

okay

Teacher’s opinion should improve

should improve

Name: Class:

very well

My opinion

UNIT 2

okay

9

MY COMPETENCES Grammar

I can use descriptive adjectives and adverbs correctly. (5.2)

Vocabulary

I can use words related to film and film reviews correctly. (5.2)

Functional practice & language strategies

I can use appropriate phrases to give preferences.

(4.2) My written texts have a logical structure (headline, lead, body). (5.1) I use a spell check, a(n online) dictionary and a thesaurus when necessary. (3.3, 3.4) I can evaluate myself using checklists (review).

Socio-cultural aspects of language

I can describe the importance of William Shakespeare in English culture and literature. (throughout the unit) I can describe certain literary devices used in poetry and drama. (2.2, 4.2)

MY SKILLS Listening/ watching

I can determine the main idea in a report about Shakespeare. (1.2) I can determine the main idea and message in a talk about Shakespeare and hip hop and answer general comprehension questions. (2.1) I can determine the main idea in a film trailer.

(4.1) I can make a comparison between different narrative and literary extracts (Warm Bodies, Romeo and Juliet). (4.2)

Reading

I can determine the main idea and the tone of a narrative (literary) text. (1.1) I can determine the main idea, select detailed information in an informative (encyclopaedia) text.

(1.2, 4.1) I can determine the main idea, select detailed information and the message in poems by Shakespeare. (2.2) I can recognize and describe certain literary devices and structures used in sonnets (poetry) and drama. (2.2, 4.2) I can summarise a short informative article about the language of rappers. (3.2)

Unit 2

A rose by any other name

99

very well

okay

Teacher’s opinion should improve

very well

should improve

Name: Class:

okay

My opinion

UNIT 2 I can determine the main idea, select detailed information and answer general comprehension questions about an informative text about the Internet and the influence on language. (3.3) I can structure the plot of a literary text (drama).

(4.2) I can make a comparison between different narrative and literary texts (Warm Bodies, Romeo and Juliet). (4.2) I can analyse the structure of a review (argumentative text) and select detailed information in that text. (5.1) Speaking

I can present a short quiz. (3.4) I can perform my own poem or play. (4.2)

Spoken interaction

I can have an informal conversation about books or films I have seen, writers I know, music I listen to etc. (1.1, 2.1)

Writing

I can write a film review (argumentative text). (6)

MY ATTITUDES Motivation

I concentrate in class.

I ask for an explanation when needed.

Work attitude

I keep the appointments made.

I work actively in class.

Social attitude

I show respect for classmates and teacher.

I collaborate well.

FEEDBACK

100

A rose by any other name

Unit 2

TRACK YOUR PROGRESS

very well

Teacher’s opinion

okay

should improve

Name: Class:

very well

My opinion

should improve

UNIT 3

okay

9

MY COMPETENCES Grammar

I can use the correct tenses. (3.4, 7)

Vocabulary

I can use the appropriate words when talking about racism, discrimination and the LGBT movement. (3.4, 4.1, 4.3, 7)

Functional practice: language in social situations

I can formulate why something is (un)acceptable to me. (1.1) I can express my emotions and share my own personal experiences. (1.2, 2.1, 2.2, 4.2, 4.3) I can distinguish different types of questions (open vs. closed). (4.4) I can ask appropriate questions in an interview. (6)

MY SKILLS Listening

I can describe a film (clip) I have watched and express the message in a song. (1.3) I can listen and summarise/rephrase the content. (1.3, 3.2, 4.3, 5.1) I can listen for information. (3.2, 4.3, 5.1) I can express my personal opinion about a video. (1.3, 2.2, 5.1)

Reading

I can find the main ideas expressed in a narrative text. (3.3, 4.2) I can recognize deviations from Standard English in a text. (3.3) I can find the main ideas expressed in an informative text. (2.2, 3.4, 3.5, 5.2) I can reconstruct the logical order of an informative text. (5.2) I can summarise a text in my own words, selecting the most important information.

(2.2, 3.4, 5.2) I can find the meaning of a word in a text if the definition/synonym is given. (5.1)

Spoken interaction

I can express my personal opinion on given situations and contexts. (1.1, 1.2, 2.1, 2.2, 3.3, 3.4, 4.2, 4.3) I can use the correct conversation strategies and questions in an interview. (6)

Unit 3

Liberty and justice for all

147

Speaking

very well

Teacher’s opinion

okay

very well

should improve

Name: Class:

okay

My opinion

should improve

UNIT 3 I can present an important event or person from US history to my classmates, using a summary. (3.4) I can participate in a role play. (6) I can answer (prepared) questions about a certain person or event in an interview through role play. (6) Writing

I can write a brief summary of an event based on texts from online sources. (3.4) I can write a conclusion to a given text using relevant information from the text. (5.2)

MY ATTITUDES Motivation

I don’t give up easily, even if a task is more difficult.

I want to improve my tasks, e.g. a summary.

Work attitude

I respect deadlines.

I participate actively during class.

Social attitude

I deal with criticism in a constructive way.

I try not to hurt the feelings of my classmates.

I am respectful towards classmates whose opinion differs from mine.

I work together in a team.

FEEDBACK

148

Liberty and justice for all

Unit 3

TRACK YOUR PROGRESS

very well

okay

Teacher’s opinion should improve

should improve

Name: Class:

very well

My opinion

UNIT 4

okay

9

MY COMPETENCES Grammar

I can use phrasal verbs and verbs with a preposition correctly. (4.1) I can create variation in sentence structures.

(2.2, 7)

Vocabulary

I can use vocabulary related to news selection, interpreting graphs, holding meetings.

(2.1, 3.2, 4.1)

Functional practice & strategies

I can use online sources to find the information needed. (2.2, 3.1, 4.1, 4.2, 6.1, 6.2) I can use the correct word/expression to interpret graphs and grids. (3.1, 3.2) I can compare graphs. (3.2, 4.2) I can interpret cartoons. (4.3) I can use functional phrases for group communication. (5.2, 6.2) I can plan and organise a meeting. (6.2)

Sociocultural aspects of language

I can comment on the impact of media moguls.

(3.1) I can link historical events to present-day situations. (4.1)

MY SKILLS Listening

I can recognise forms of (mass) communication.

(1.1) I can ask different types of questions on a text and comment upon them. (1.2) I can interpret an adaptation of a classical story.

(4.1) I can pick the core information from a news bulletin. (4.2) I can pick information from a lecture in broken English (Italian English). (5.1)

Reading

I can interpret graphs and grids that represent statistics correctly. (3.1, 3.2, 4.2) I can rephrase sentences so that the meaning is clear. (4.2) I can find information in an unstructured text.

(6.1) I can structure a text. (6.1)

Unit 4

How the news shapes society

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Spoken interaction

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UNIT 4 I can explain when we can speak of mass media.

(1.2) I can express my personal opinion on news selection. (2.1) I can express personal opinions on questions/ statements of an argumentative text. (5.2) I can take a role in a meeting and defend my point of view while respecting other participants. (6.2) Speaking

I can explain how I work as a gatekeeper. (2.1) I can express personal views on media manipulation, the ‘right to be forgotten’ law.

(4.2, 5.2)

Writing

I can summarise a text. (2.2) I can analyse the vocabulary, grammar level and structure of a text written by peers. (2.2) I can improve my own language level by paying extra attention to vocabulary, sentence structure and paragraph building. (2.2) I can write an agenda and a report of a meeting.

(6.2)

MY ATTITUDES Motivation

I concentrate in class.

I want to improve my language level.

Work attitude

I work actively, both in class and at home.

I try to raise my level of independent working.

I make use of the tips and suggestions given.

I keep the appointments made: - I take the responsibility for my part of the team work.

- I respect deadlines.

Social attitude

I can work in 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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How the news shapes society

Unit 4

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UNIT 5

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MY COMPETENCES Vocabulary

I can use the appropriate words and expressions to discuss topics about history. (throughout the unit)

Functional practice: language in social situations

I can describe history cartoons. (1.1, 2.4 ) I can talk with my classmates in English about highlights in history. (throughout the unit) I can phrase my own opinion about history related topics. (1.1, 4.3)

Communication strategies

I can build up a presentation for my peers. (6) I can give my class an assignment and afterwards discuss the solutions with them.

(6) I can make a commercial for a target audience. (3.2)

Socio-cultural aspects of language

I can judge and explain the link between history, culture and language.

(2.1, 2.2, 2.3, 3.1, 3.2, 4, 6) I can compare commercials from different eras and recognise cultural differences in them. (3.2) I can understand the influence of roots music on modern day pop music. (5.1) I can recognise, identify and appreciate aspects of Indian film and culture. (5.2) I can recognise differences between American and British English. (7.4)

MY SKILLS Listening

I can listen for information. (3.2, 4.2, 5.1, 6) I can listen to form an opinion. (3.2, 4.2, 4.3, 5.1) I can listen to summarise and structure information. (3.1, 4.2, 4.3, 6) I can fill out the missing words in a speech. (4.3) I can understand the meaning of song lyrics.

(5.1)

Reading

I can understand history cartoons. (1.1, 2.4) I can look up information on history highlights. (1.2, 4.4, 6) I can derive the meaning of unknown words from the context. (2.4, 4.2)

Unit 5

History highlights

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UNIT 5 I can derive information from a written text.

(2.2, 2.3, 2.4, 3.2, 5.1, 5.2, 6) I can answer questions about a written interview. (2.4) I can look up information on a website.

(4.1, 4.3, 4.4, 5.1, 6) Spoken interaction

I can discuss history related topics with my classmates and teacher. (throughout the unit)

Speaking

I can express personal views and opinions on history related topics. (1.1, 2.3, 2.4, 3.2, 5.1) I can pronounce a voiced consonant correctly at the end of a word. (7.1) I can distinguish between verbs and nouns by using the correct stress pattern. (7.2) I know how to deal with silent consonants in pronunciation. (7.3) I can pronounce an English ‘r’. (7.4) I can do a presentation about history highlights in film. (6)

Writing

I can fill out an official government form. (2.4) I can summarise the key information of a written or spoken source on paper. (3.1, 4.4, 6)

MY ATTITUDES Motivation

I am eager 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

240

History highlights

Unit 5

TRACK YOUR PROGRESS

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Name: Class:

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UNIT 6

okay

9

MY COMPETENCES Grammar

I can use the gerund correctly. (7) I can avoid mistakes when writing letters. (7)

Vocabulary

I can use the appropriate words and expressions in cover letters and job interviews. (2.1, 3.2)

Functional practice

I can talk about job responsibilities and tasks.

(2.2) I can perform a job interview. (6)

Sociocultural aspect of language

I understand the system of education of the UK and the USA. (3.2)

MY SKILLS Reading

I can answer questions about a written text.

(3.1, 3.2, 4.1, 4.5, 5.1, 5.2, 5.3) I can answer true false questions on a text.

(4.5) I can identify the structure of a job advertisement and extract the necessary information from it. (2.2, 4.1) I can identify the structure of a CV. (4.2) I can identify the different types of cover letters. (4.3) I can identify the structure of a cover letter.

(4.3) I can extract information from graphs. (4.5) I can derive the meaning of unknown words from the context. (5.2) I can analyse a poem. (5.3)

Listening

I can listen for information. (1, 3.2, 4.4) I can listen to form an opinion. (3.2) I can compare information from a text and from a fragment and draw conclusions. (5.1)

Speaking

I can express personal views and opinions on higher education and work life. (2.2, 3.1, 3.2)

Spoken interaction

I can discuss strengths and weaknesses. (2.1) I can discuss my dreams and ambitions.

(1, 2.1, 5.1) I can discuss ideas about my future life.

(1, 3.1, 3.2)

Unit 6

School’s out

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UNIT 6 I can talk about my own work / school experiences. (2.2, 3.1) I can perform a job interview. (4.4, 6) Writing

I can write a job advertisement. (2.2) I can fill out an application form. (2.2, 4.5) I can write a CV. (4.2, 6) I can write a cover letter. (4.3, 6)

MY ATTITUDES Motivation

I concentrate in class.

I ask for an explanation when needed.

Work attitude

I keep the appointments made.

I work actively in class.

Social attitude

I show respect for classmates and teachers.

I collaborate well.

FEEDBACK

290

School’s out

Unit 6

TRACK YOUR PROGRESS

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Name: Class:

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UNIT 7

okay

7

MY COMPETENCES Grammar

I can use the future perfect. (5.1) I can use all future tenses correctly. (5.2)

Vocabulary

I can use suitable words to describe computer gaming. (1.2.2) I can use the correct vocabulary to describe an avatar. (1.2.4) I can phrase my own opinion about literature, television series, films and computer games. (throughout the unit)

Communication strategies

I can work out a dystopian story. (4)

Sociocultural aspects of language

I can recognise and establish links between literature, television series, films and computer games. (1.1, 1.2.1, 1.3, 2.1) I can recognize and explain cultural differences in literature, television series, films and computer games. (1.2, 1.3, 2.1) I can understand and analyse Gothic, fantasy and science fiction literature. (1.1, 1.3, 3.1, 3.2) I understand what cosplay is and why people interact in that way. (1.2.3) I can play a role in a dystopian story. (4)

MY SKILLS Listening

I can listen for information.

(1.1, 1.2.1, 1.2.3, 2.1, 2.2, 3.1) I can listen to form an opinion. (1.1, 2.1, 2.2, 3.1)

Reading

I can understand literary quotes and excerpts.

(1.1, 1.3, 3.1) I can find words in a literary text that match a lexical definition. (1.3) I can answer questions about a written interview in a magazine. (3.2) I can derive information from a written text.

(1.1, 1.3, 2.2, 3.1, 3.2) I can look up information on a website.

(1.1, 1.3)

Unit 7

Fantasy going digital

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UNIT 7 I can discuss with my classmates and teacher about literature and computer games. (throughout the unit) I can discuss about the future of our society with a classmate. (3.1, 3.2) Speaking

I can express personal views and opinions on literature, computer games, film and television series. (throughout the unit) I can act out a dystopian story. (4)

Writing

I can write a description of an avatar. (1.2.4) I can write a dystopian story of my own. (4)

MY ATTITUDES Motivation

I am eager 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

336

Fantasy going digital

Unit 7