ON TRACK 6 (editie 2024) - Inkijkexemplaar by VAN IN

Els De Clercq

Leen Temmerman

Manuel Lehman

Margaux Coenen

Jolien Polus

Saskia Yperseele

Eva Hadermann

©VANIN

Els De Clercq

Margaux Coenen

Eva Hadermann

Manuel Lehmann

Jolien Polus

Leen Temmerman

Saskia Yperzeele

Via www.diddit.be heb je toegang tot het onlineleerplatform bij ON TRACK 6. Activeer je account aan de hand van de onderstaande code en accepteer de gebruiksvoorwaarden. Kies je ervoor om je aan te melden met je Smartschoolaccount, controleer dan zeker dat je e-mailadres aan dat account gekoppeld is. Zo kunnen we je optimaal ondersteunen.

©VANIN

Let op: deze licentie is uniek, eenmalig te activeren en geldig voor een periode van 1 schooljaar. Indien je de licentie niet kunt activeren, neem dan contact op met onze klantendienst.

Fotokopieerapparaten zijn algemeen verspreid en vele mensen maken er haast onnadenkend gebruik van voor allerlei doeleinden. Jammer genoeg ontstaan boeken niet met hetzelfde gemak als kopieën.

Boeken samenstellen kost veel inzet, tijd en geld. De vergoeding van de auteurs en van iedereen die bij het maken en verhandelen van boeken betrokken is, komt voort uit de verkoop van die boeken.

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

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

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

Eerste druk 2024

ISBN 978-94-647-0473-0

D/2024/0078/150

605775/01

NUR 110

Cover: Wendy De Haes

Zetwerk: banananas.net

Tekeningen: Lise Vanlerberghe

STARTEN MET ON TRACK

Welkom in On Track. We leggen graag even uit hoe je met dit boek aan de slag gaat.

1 / Op weg met On Track

Het leerwerkboek bestaat uit zes units en elke unit is op dezelfde manier opgebouwd.

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

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

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

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

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

Je leerkracht zal je zeggen wanneer je de Check, die bij een bepaalde

Step hoort, kunt maken in On Different Tracks. Afhankelijk van je resultaat kun je – helemaal volgens jouw tempo en niveau – de leerstof nog even herhalen, extra oefenen of meer verdiepende oefeningen maken.

Je kunt je traject in On Different Tracks helemaal zelfstandig doorlopen, met een partner of samen met de klas. Aan de hand van de handige scorewijzers weet je meteen welke oefeningen je moet maken.

9 The order of speech is reversed now, and the negative side presents their rebuttal for the first 2 minutes. Then the affirmative team presents their rebuttal for 2 minutes. This is done by the second speaker of each team.

10 The third and last speaker of the affirmative side now has the chance to rebut and summarise their key points. Afterwards, the negative side’s third speaker does the same. The debate is now concluded.

11 While one group is debating, the other teams listen and take notes to determine the winner. The audience votes on which team they thought made the most convincing argument.

REFLECTION

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

12 Reflect on your speaking skills by filling in the checklist. Ask your teacher for feedback.

2

Elke Check Out gebruikt de OVUR-strategie:

Checklist: holding a debate Yes I think

1 Content and structure

• We made clear, impactful statements.

• We provided data-backed evidence.

• We did not use any fallacies.

• We discussed possible consequences of actions (conditionals).

• We showed true understanding of the topic.

2 Language

• I used correct vocabulary.

• I used correct conditionals.

• I used correct grammar.

• I paid attention to my pronunciation.

• I spoke fluently and made eye contact.

• My body language was strong.

We willen graag dat je vorderingen maakt en dat je reflecteert op je taken en leert uit feedback.

Feedback Trace your steps on diddit.

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

/ Nuttig voor onderweg

UNIT 1: FEEDING THE DEBATE

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

Elke leerstrategie kun je via een handig schema of overzicht nog eens rustig bekijken in de Summary, ook als je er later nog eens gebruik van wilt maken.

Soms krijg je ook wat extra uitleg over de contexten en culturen waarin Engels wordt gesproken.

De woordenschat van elke unit geven we je graag mee via een overzichtelijke woordenlijst met ruimte om je eigen woorden en zinnen toe te voegen. Indien een beeld gepaster is in de context, dan voorzien we illustraties.

We geven ook regelmatig een overzicht van relevante idioms.

©VANIN

Vaardigheden zijn een belangrijk onderdeel bij het leren van een nieuwe taal. Daarom geven we bij elke oefening aan op welke vaardigheid je het meest aan het oefenen bent: listening, reading, speaking, spoken interaction, watching, writing, written interaction.

CLOSURE

There will almost always be tough follow-up questions. Don’t leave these unresolved.

“Closure is about your ability to respond to question in ways that are convincing,”

Mollenhauer says. “There will be some degree of pushback because an investor or a buyer is going to be looking for whether you’ve anticipated questions.”

3 / Fijn en handig voor onderweg

Listen carefully to the questions, and even repeat it aloud if necessary.

“But give them the short answer first. If you wade into a long answer, there’s a good chance they’re going to cut you off,” Mollenhauer says. “Close by asking if you’ve answered their question. Has that addressed your concern? It’s not a bad way to close the loop.”

Lastly, he says, it always helps to know when to throttle back on a pitch when encountering resistance. While less severe forms of resistance (“I’m confused; you’ve lost me”) can be extinguished with a quick explainer, and the next level up (“I don’t like it”) might take a bit more massaging, what a presenter absolutely wants to avoid is the “I don’t like you” scenario.

“Now they’re reacting to your style. They get it, they think it’s a decent idea, but they’re like, ‘No thanks,’ to you,” Mollenhauer says. “That’s when you know you need to just shut up.”

Source: CBC

SPEAKING SPOKEN INTERACTION written INTERACTION READING listening watching

40 45 50 55 to get bogged down: to be so involved in something so difficult that you cannot do anything else candour: the quality of being open and honest, frankness impromptu: without any preparation sage: very wise succinct: expressed briefly and clearly

4 You will get a pitch. Check whether the pitcher meets the criteria to deliver a successful pitch. Then suggest improvements.

a Preparation:

1 Go through the 5 essentials again, and write them down on a separate piece of paper.

2 Then watch the video and take notes while watching.

3 Rate the pitcher on each of the essentials on a 5-point scale.

b Action: write a 50-word paragraph for each of the 5 steps in which you assess the quality of the pitch and formulate advice for improvement.

Soms krijg je extra uitleg bij een boek, een auteur of een film.

Did you know? The term ‘a buck’ is

4 Take a look at this sentence that was taken from the KFC video and answer the questions.

WRITING

Wanneer er moeilijke woorden voorkomen in het authentieke

tekstmateriaal, worden die uitgelegd in de glossary

Source: Goodreads LET’S TALK ABOUT LOVE (CLAIRE KANN) Alice had her whole summer planned. Non-stop all-you-can-eat buffets while marathoning her favourite TV shows (best friends totally included) with the smallest dash of adulting - working at the library to pay her share of the rent. The only thing missing from her perfect plan? Her girlfriend (who ended things when Alice confessed she’s asexual). Alice is done with dating - no thank you, do not pass go, stick a fork in her, done.

a Where is Alice in this excerpt?

b Is a C minus a passing grade?

In de Did You Know-kaders vind je leuke weetjes en achtergrondinformatie.

c Alice says she still has to ‘declare’ something. What does she have to declare?

d What does Takumi think about the fact that Alice’s hasn’t declared yet?

e What do you think she means when she says, ‘I am still knocking out my general’?

If I had met such a failure at the age of 66, I would have counted my days till the end.

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

f Alice says she is a sophomore. Do you know what this means? Add the correct term next to the years below.

Het luisterfragment dat hierbij hoort, vind je ook online terug.

a What type of sentence is this?

b Indicate the 2 parts of the sentence. Name the tenses and the verb forms used.

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

c Discuss the meaning of the sentence.

d What is the exact name of this grammar function?

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

g Find 2 sentences in the text that mean ‘my grades got worse’.

5 Complete the grammar box below.

Je leerkracht vindt in de handleiding bij dit leerwerkboek welke leerstof en oefeningen speciaal voor jou zijn.

UNIT 6: WHAT COMES NEXT?

Materiaal

Het onlineleerplatform bij On Track 6

Hier vind je het lesmateriaal en de online-oefeningen. Gebruik de filters bovenaan, de indeling aan de linkerkant of de zoekfunctie om snel je materiaal te vinden.

Lesmateriaal

Hier vind je het extra lesmateriaal bij On Track 6, zoals video’s, audio’s, pdf's …

Oefeningen

• De leerstof kun je inoefenen op jouw niveau.

• Je kunt hier vrij oefenen.

Opdrachten

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

Evalueren

Hier kan de leerkracht toetsen voor jou klaarzetten.

Resultaten

Wil je weten hoever je al staat met oefenen, opdrachten en evaluaties? Hier vind je een helder overzicht van je resultaten.

Portfolio

Hier kun je je eigen vaardigheden en kennis inschatten. Je leerkracht geeft vervolgens feedback op jouw zelfevaluatie – zodat je weet waar je nog extra op kunt oefenen – en kan op basis daarvan ook opdrachten geven.

E-book

Het e-book is de digitale versie van het leerwerkboek. Je kunt erin noteren, aantekeningen maken, zelf materiaal toevoegen ...

WOORDTRAINER VAN IN

En waarom de woordenschat niet instuderen met de handige woordtrainerapp van On Track 6? On Track 6 6

Meer info over diddit vind je op www.vanin.diddit.be/nl/leerling.

UNIT 1: SEAL THE DEAL

CHECK IN

Step 3: Using argumentative language

ON DIFFERENT TRACKS

MAIN TRACK

Step 1: Talking about business

Step 2: Setting goals and ambitions for the future

SUMMARY

TRACE YOUR STEPS

CHECK OUT: PITCHING A START-UP

CHECK IN

LET’S BID IT!

1 Take a look at these products. Some have been really successful, and some turned out to be complete disasters.

a Guess what each product is about. Write it under each picture.

b Match the correct amount of money and share of the company that potential investors asked for. SPOKEN INTERACTION

£50,000 for 40% equity – £100,000 for a 4% stake – £100,000 for a 40% share –£150,000 for a 36% stake – $250,000 for 25% equity – $1m for 30% equity

2 You and your partner have a budget of €250,000 to invest. Which product(s) would you invest in and why?

Magic Whiteboard

Reggae Sauce

MAIN TRACK

STEP 1 ⁄ If life gives you lemons

Talking about business

1 Meet Mikaila Ulmer, a self-made social entrepreneur.

a Before watching the video, discuss the questions below. Which business do you think she runs?

At what age do you think she started her business? What could ‘social entrepreneurship’ mean?

b Now watch the video from back in the days and check your answers.

c Answer the following questions.

1 Briefly explain in your own words how Mikaila started her business and how it has grown.

2 Why did the investor from Shark Tank decide to give her the money?

3 If needed, watch the video again and make a list of idioms linked to the product.

2 If you were the guy from Shark Tank, would you have invested in her story? Explain your answer.

3 Let’s see what has become of Mikaila 8 years later.

a Before reading the text, make a prediction and discuss it with a partner.

b Read the text and answer the questions.

1 Prove that Mikaila’s business has evolved throughout the years. Use evidence from the text to make your point.

2 Explain in your own words what is meant by ‘Mikaila awakens the go-getter in us’.

Where Is She Now?

Me & The Bees Lemonade’s Mikaila Ulmer Gives Company Update On Her Third Shark Tank Appearance

Teen social entrepreneur Mikaila Ulmer is back on Shark Tank on March 17 to give an update on her national lemonade company she started when she was just four years old.

Teen CEO shares the growth story of her missiondriven company that she started as one little lemonade stand when she was just four years old. It has since grown to millions of dollars in sales, offering five flavors of lemonade with distribution to all 50 states.

AUSTIN, Texas, – Teen social entrepreneur, Mikaila Ulmer, will make her third appearance on Shark Tank on ABC on Friday, March 17 at 7 PM CT/8 PM ET to update the world on her purpose-based brand’s tremendous growth as the all-natural lemonade company forges ahead with its goal of becoming America’s favorite lemonade.

Mikaila and her dad, Theo Ulmer who serves as the company’s chief operating officer, first appeared on Shark Tank 8 years ago when Mikaila was just 10 years old. She explained then that her lemonade, which was inspired by her Great Granny Helen’s 1940s flaxseed lemonade recipe, was not only “good, but good for you.” They struck a deal with Daymond John who has continued to be a mentor and resource for Me & the Bees.

“I’m proud to take this celebratory moment of being back on Shark Tank to update all of our stakeholders and ‘bee-lievers’ on just how far we have come since our humble beginnings and initial big dreams,” said Mikaila Ulmer, founder and CEO, Me & the Bees Lemonade. “I hope my story inspires viewers thinking of starting their own businesses to find their passion for becoming the next generation of changemakers.”

Mikaila and her “hive” have grown the family- and minority-owned business since its founding in days in 2009 as a single lemonade stand, to sales of more than $10 million today and have:

• grown to nearly 6,000 points of distribution in all 50 states including major retailers like Target, Whole Foods Market, World Market, H-E-B and Publix.

• secured food service deals including Sysco, Sodexo/Sodexo Magic, and Compass, and even at airports, thanks to a partnership with Delaware North.

• scaled up manufacturing capabilities to produce over 12,000 cases per day.

• grown the company’s compound annual growth rate to over 10 times the industry average for the category over the past 5 years alone.

• donated over a quarter of million dollars to helping save the bees and promoting youth social entrepreneurship.

The company did all of this while staying true to its mission to save pollinators and inspire the next generation of youth social entrepreneurs. With its “Buy a Bottle. Save a Bee.” approach, Me & the Bees Lemonade donates a percentage of net sales to the Healthy Hive Foundation, Mikaila’s non-profit organization is dedicated to saving all bees through education, research, and protection, and to inspiring social entrepreneurship.

“From running a multi-million dollar business to making time for her schoolwork, Mikaila awakens the go-getter in us and inspires us all to dream like kids and pair our passions with our purpose,” said brand consultant and “the people’s shark,” Daymond John. “The continuous growth of her company has been so impressive and has become an inspiration to other budding entrepreneurs out there. Me & the Bees Lemonade continues to outperform in the beverage category while meeting the needs of today’s health-conscious consumers.”

5 Highlight other typical business terms in the article and look up what they mean.

Business term

Meaning

6 First, scan the text on the next page and look for acronyms used in economics. List them and write down what they mean. READING

By Phillip Inman

Figures give fuel to claims that profiteering has played a big part in the UK’s high levels of inflation

British companies have boosted their profitability, according to the latest official figures, insulating themselves against cost pressures and fuelling claims that profiteering has played a big part in the UK’s inflation story.

In a week when Joe Biden said he was only winning the war against inflation in the US because corporate profits were declining, figures released on Thursday by the Office for National Statistics showed UK business profits increased in the first quarter of 2023.

Manufacturing firms increased their net rate of return to 8.8% in the first quarter, from 8.4% in the fourth quarter of 2022. Services companies, which account for about threequarters of economic activity, increased their net rate of return to 16.1%, an increase of 0.4 percentage points from the last three months of 2022.

The rate of return is a measure of profitability that shows the margin between operating profits and the cost of assets used to generate those profits. Unions have accused firms of putting up prices by more than the rise in their costs, a trend nicknamed ‘greedflation’.

It is a hot topic because the Bank of England has consistently said the small ups and downs registered by the ONS in its calculations of corporate profitability show little evidence of profiteering. It has repeatedly urged workers to restrain wage demands and played down the need to tell companies to restrain price rises.

On the other side of the argument stand a growing number of academics, thinktanks and unions.

The TUC general secretary, Paul Novak, said he was shocked by the ONS figures, which he claimed showed “a culture of entitlement is alive and well” among the large corporations that he said were mostly to blame for higher prices.

Sharon Graham, the head of the Unite union, arguably credited with doing more than anyone in the UK to promote research into corporate profits, said companies were exploiting a crisis.

Philip King, a former government adviser and small business commissioner until 2021, said many small and medium-sized companies would wonder what the fuss was about. He said it was clear from the figures that “companies are maintaining their profitability despite the difficult trading conditions they have faced”, and it was large businesses that would be to blame. These “typically have more flexibility when it comes to increasing prices and cutting costs”, he said.

The International Monetary Fund (IMF), the Organisation for Economic Co-operation and Development (OECD) and many leading academics say steady profit margins show businesses are doing better than any other participants in the economy, in particular workers.

An OECD report last month found average profit margins in the UK increased by almost a quarter between the end of 2019 and early 2023. Stefano Scarpetta, a director of the OECD, said it was “somewhat unusual that in a period of slowdown in economic activity we see profit picking up”.

George Dibb, an economist at the IPPR thinktank, said the Bank of England was “plain wrong” to consider steady profit margins a non-story.

On closer inspection the headline average is if anything worse than it first appears. Overall, the net rate of return for all non-financial businesses – a measure that excludes banks and insurance companies but includes North Sea oil and gas firms – increased from 9.8% in the last quarter of 2022 to 9.9% in the first quarter. That shows margins remained consistent through one of the worst winters for cost of living rises and cuts in disposable incomes for several generations.

However, excluding North Sea oil and gas firms, which showed a slump in profitability in the first quarter as energy prices fell from their peaks, dragging down the average, the level of profitability for most firms jumped from 9.6% in the last quarter of 2022 to 10.6% in the first quarter of 2023.

Richard Murphy, a professor of accounting at the University of Sheffield, said low wage rises in most sectors outside financial services meant large companies were probably doing much better than smaller ones.

Murphy said half of all UK company profits were generated by small and medium-sized companies and the other half by a few thousand larger firms.

Another interest rate rise is expected next month and the main reason given by the Bank will be that wages are rising too quickly, not that profits are rising too quickly. It is a stance that is going to become increasingly contentious.

Source: The Guardian

7 Read the business-related article in more detail and answer the questions.

a Summarise the article in 2 sentences in your own words.

b Now formulate an appropriate title.

c Explain the term ‘greedflation’.

8 Expand your vocabulary knowledge. Find words or expressions in the text that mean the following.

a to make more money:

b the company’s earnings went down:

c to spark:

d exploitation:

e to produce:

f a resource:

g to minimise:

h to raise:

i to decrease:

9 Match each business term from the article with the correct meaning.

Word

©VANIN

Meaning

1cost pressureAperiod of 3 months

2profit marginBway to measure how much profit a business generates compared to the cost of the resources

3net rate of returnCthe difference between the money a business earns and the costs it takes to make or provide those products or services

4quarter Dprice paid for acquiring or producing something

5union Especific requests or expectations that workers or labour unions make regarding the compensation they receive for their work

6wage demandsFgroup of workers who come together to have a stronger voice to advocate their rights

10 Look at the last 3 answers in exercise 8.

a What type of verbs are they?

b How are they formed?

c Add 1 more example from Mikaila’s text.

11 The verbs below are often part of phrasal verbs.

a Indicate which combinations of verb and preposition are possible. Use an online dictionary if needed.

1back

2bring 3carry 4cash 5cut 6follow 7hold 8lay 9pay 10phase 11pull 12sell 13set 14work 15write

b Now find a phrasal verb to match the definitions below.

1 to perform a task

2 to spend less

3 to start something new, e.g. a business

4 to sack people because of financial reasons

5 to gradually end or withdraw something

6 to introduce something new

7 to sell large amounts of goods usually at a low price

8 to reduce the value of an item from the books of account

9 to take (financial) advantage of a situation

10 to repay a loan or money 11 to withdraw 12 to increase production or capacity 13 to support

14 to come up with a plan or arrangement

15 to delay

16 to accept money in exchange for something that represents value

17 to pursue or investigate something further

18 to be successful

12 When starting your own business, people give you tons of good advice. Watch the video and find out what advice Jacob Hopkins is giving. Then fill in the chart.

WATCHING

13 Do you agree with Hopkins?

a First form your opinion on the following questions. Do you agree with what Hopkins is saying?

Would you start your own business? Why (not)? If yes, what type of business do you have in mind?

Do you already have some of the skills mentioned?

b Now team up with a partner and share your thoughts. Take brief notes on what your partner is saying on a separate piece of paper.

c Now share your partner’s thoughts with the rest of the group.

CHECK 1, see p. 46

STEP 2 ⁄ From the ground up Setting goals and ambitions for the future

1 / If I had known 1

1 Look at the logos of these global food companies.

a Can you name a product made by each of the companies? If not, look up the answer. SPOKEN

b Can you guess which are the top 3 companies worldwide by retail product sales? If not, look up the answer.

2 KFC is now part of a group, but that hasn’t always been the case. Watch the video and answer the questions below.

a Write down the different steps Mr Sanders took to build his empire from the ground up.

b What setbacks did Mr Sanders have to deal with while building his company?

©VANIN

c When Sanders sold his franchise he had a number of conditions. Explain them.

d Explain how KFC adapts to the market.

3 Watch the video a second time if necessary, and then fill in the correct business terms in these newspaper headlines. WATCHING

In , things go worse for Coke

Alphabet unexpectedly rises in first quarter amid industry slowdown

Former KPMG partner urges royal into consulting industry following damning report into PwC scandal

Fancy launching the next Starbucks? Here’s how to your business

Did you know?

The term ‘a buck’ is used in colloquial English for a dollar. It is believed to date back to colonial times when deerskins were used in trade. These skins were valued and considered a form of currency.

4 Take a look at this sentence that was taken from the KFC video and answer the questions.

If I had met such a failure at the age of 66, I would have counted my days till the end.

©VANIN

a What type of sentence is this?

b Indicate the 2 parts of the sentence. Name the tenses and the verb forms used.

c Discuss the meaning of the sentence.

d What is the exact name of this grammar function?

5 Complete the grammar box below.

HOW TO talk about possibilities and conditions

A condition is something that must be fulfilled before something else can or will happen.

A condition mostly starts with There are 4 types of conditionals.

Use:

Conditional sentences that express: a situation in which 1 thing another conditional a or consequence conditional something or conditional a situation that conditional

GRAMMAR

Form:

Zero conditional

e.g. If you start a business, you need a product or service to sell. if-clause: present simple main clause: present simple (= condition) (= general truth)

First conditional e.g. If we get an investor on board, we will launch our start-up soon. if-clause: present tense main clause: will + verb (= condition) (= possible result)

Second conditional

e.g. If our business achieved an annual revenue target of $1,000,000, we would open a second retail point. if-clause: past simple main clause: would + verb (= condition) (= imaginary result because the business doesn’t achieve the target of $1,000,000)

Third conditional e.g. If Hopkins had managed his finances better, he wouldn’t have gone bankrupt. if-clause: past perfect main clause: wouldn’t have + verb (= condition) (= Hopkins didn’t manage his finances better, so he is bankrupt now.)

Sometimes you want to express something that happened in the past with results in the present or future. Then we use e.g. If I had invested in that start-up last year, I could be making a lot of money now.

6 Fill in a correct third or mixed conditional.

1 If the start-up (to receive) proper funding, the business (to flourish) more.

2 The company (to grow) exponentially if the CEO (not to make) that critical mistake.

3 If they (to consult) more experienced people, the concept store (not to fail).

4 If we (to anticipate) the financial crisis, we (to avoid) bankruptcy.

5 If they (to hire) more diverse employees, their story (to come across) as more credible.

6 Our business (to thrive) if we (to recognise) the importance of digital marketing sooner.

7 Choose the correct form of the verb between brackets.

1 If our socials had been more customer-oriented, our online sales (to be) a lot higher.

2 If I (to have) more experience, I would start my own business.

3 If I find a good partner, I (to start) my own business.

©VANIN

4 If we had invested in new technology, we (to survive) the difficult times.

5 A company (to attract) more costumers if it (to provide) excellent customer service.

6 If your start-up (to lower) its production costs, the profits increase.

7 If the management had spent more time listening to their employees, they (to have) a bigger chance at improving.

8 If the CEO (to be) more experienced, the company (to do) better.

9 If our competitors (to lower) their prices, we will do the same.

10 We (to take) a bigger share of the market if we (to launch) our business sooner.

8 Read these 10 tips from experienced entrepreneurs sharing their best advice for starting a business.

a Fill in the verb in the correct form.

1 If you (to struggle) to get ahead in the race, I (to have) a small piece of advice for you; I have never met any successful person with an easy past.

2 As entrepreneurs, we always want to focus on the fun stuff of building, creating and seeing our dream become a reality. However, the fact is that none of these things (to matter) if you (not to be prepared).

3 I’m fuelled by the service my start-up offers to the world and I love what I do; I’ve merged government and technology, 2 of my favourite things. If you (to have) true passion for your start-up, you (to turn) your idea into reality.

4 It’s a lot of work, so base your business on something you’re incredibly passionate about, and don’t chase the money. You probably (not to last) long when things aren’t going your way if you (to be) only about the money.

5 Whatever your estimates are, know that it will take twice as long and cost twice as much. Be prepared for this. If you (not to be), (not to launch) your enterprise.

6 I don’t take this calling on my life lightly, but I know without a doubt, I (not to be) who I am today if I (not to have) coaches and mentors in my life.

7 This sounds super cheesy and mushy, but if I (not to like) what I was doing, I (to close) Accelity’s doors.

8 If you try to figure everything out before you get started, you (quickly to get) discouraged because you likely (not to have) all the answers before you begin.

9 You have to prioritise your personal life just like you do to your business. I am a slave to my calendar in the best way possible – if you (to take) it away from me I (to have) no idea where to show up or who I was meeting!

10 Starting a business is about sacrifice. How much are you willing to give up to have a successful business? Make no mistake, there is a cost to success. If it (to be) easy to achieve more people (to have) it. Make sure before you take the leap that you are willing to sacrifice, because if you (not to be willing) to sacrifice, you (to lose) out to a competitor who is.

Adapted from: Startup Savant

b Discuss these questions with a partner. Which of the tips from the experienced entrepreneurs do you find (very) valuable? Are there any tips you don’t agree with? If so, which one(s)?

9 It is never too late for a second chance. You are Hopkins 2.0 (p. 19) and you get a chance to pitch any of your 4 (failed) businesses to an investor.

a Preparation:

1 Reread the information about Hopkins’ businesses.

2 Pick 1 business and analyse its strengths and weaknesses. If needed, look up more information.

3 Make a list of terms or figures that you will use to convince your investor.

b Action: write a short text (150-200 words) in which you persuade the investor. Write at least 2 conditional sentences. Use a separate sheet of paper.

c Reflection: check your writing by filling in the checklist. Ask your teacher for feedback.

Checklist: Hopkins 2.0

1 Preparation

• I reread the information about the 4 businesses.

• I analysed the strengths and weaknesses of 1 of the businesses.

• I made a list of convincing terms and figures.

2 Content

• I wrote a convincing text of about 150-200 words.

3 Language

• I used correct vocabulary.

• I used at least 2 correct conditionals.

• I used correct grammar.

• I paid attention to the structure of my sentences.

• I used correct spelling and punctuation.

Feedback

I think soNo

WRITING

SPOKEN INTERACTION

2 / Mark your milestones

1 Preparation and planning are quintessential.

a Watch the video and write down the necessary steps of a 1-page business plan on the worksheet you will get.

b Watch the video again and briefly explain what each category means.

2 Use a separate piece of paper to fill in the 1-page business plan for Mikaila Ulmer (see Step 1). WRITING

3 Thinking ahead is also crucial for an entrepreneur. Let’s focus on the milestones in the business plan. Watch the video and answer the questions.

a Why is achieving goals so hard?

b What is the name of the framework to set achievable goals?

c What does each letter stand for?

4 Read more about the framework mentioned in exercise 3 and answer the following questions.

a What are the conditions to increase your chances of success?

b Why are goals like ‘make more money’ or ‘have 10 times more clients this year’ not a great idea?

c Using the framework from the text, explain which mistake(s) these business owners are making.

1 A start-up plans to ‘become a market leader’.

2 A company aims to ‘cut costs’.

3 A salesperson sets a goal to ‘close more deals’.

4 A business owner wants to ‘enhance online presence’.

5 A company wants to ‘reduce energy consumption’.

6 An E-commerce business wants to increase the number of office plants by 25% in 6 months. READING

How to Set Achievable Business Goals

Setting achievable goals is one of the key skills necessary for managing a business. However, as leaders try to envision their future, they can often stumble in determining what goals are achievable within a given time frame. They can also go wrong by being too vague or too easy.

• Business goals should be specific and challenging to maximize your chances for success.

• SWOT analyses and other methods can help companies determine the right goals to pursue.

• After setting goals, businesses must track their performance and progress to stay on track.

• This article is for business owners and leaders seeking to set ambitious, attainable goals for their organizations.

No matter their industry or offerings, all companies need realistic goals to fuel business growth and success. By setting goals, organizations can allocate resources appropriately and get team members on the same page about priorities. Established businesses may have long track records to guide them on realistic goals, while start-ups must employ more guesswork.

We’ll explore how to set specific, challenging, and achievable business goals to help organizations map their blueprint for success.

What are achievable business goals?

Achievable business goals are targets an organization sets for a specific period, such as a quarter or year. They’re realistic, not vague or hopeful expectations. When setting achievable goals for your business, it’s crucial to make them specific and challenging.

Many organizations use frameworks to help them set detailed, precise business objectives.

A popular business goal-setting framework is SMART Goals. SMART stands for specific, measurable, attainable, relevant, and time-based. The SMART Goals framework aims to help organizations stay on target with systematic goal achievement.

For example, say your business wants to expand its operations. It’s unhelpful to set a goal of “make more money” or “have 10 times as many clients this year.” Both goals are too vague. Additionally, the first goal is too easy because making $1 more could count, while the second goal is difficult and overreaching. All three factors – being too vague, easy, or difficult – decrease the likelihood you’ll follow through as planned.

The SMART Goals framework urges you to consider your goal as an action plan. Be as specific as possible about what you will do, when it will happen, and how you’ll work toward it. Motivate yourself by aiming for achievements that are challenging but feel possible.

For example:

• I will have written out a blueprint for a new workshop by March, have tested it with my local chamber of commerce in April, and will have started selling regionally in May.

• I will have improved my media presence by signing up for HARO and responding to three to five queries per week.

• I will have finished my e-book by March, send it to an editor in April, and start selling it on my website by June.

• I will have pitched three new clients every week until I have doubled my client load.

Widely cited research on goal setting and task performance states that 90 percent of the time, setting specific, challenging goals leads to higher success rates.

Adapted from: Business News Daily

5 Look at the examples in the text above (lines 39-47).

a Analyse the examples. What do they have in common?

b Indicate the time frame on the timeline below.

c Which tense is used here?

6 Fill in the grammar box below.

HOW TO talk about actions that will be completed in the future

GRAMMAR

1/ To talk about actions or events that will be completed before a specific moment in the future we use the

e.g. By the end of November, we will have reached our sales target for this year.

2/ When we are looking back to the past from a point in the future and we want to emphasise the length or duration of an activity, we use the . It is possible for the action to continue beyond the specific moment in the future.

e.g. By the end of November, our business will have been growing steadily for 18 months.

We use time markers like ‘by’, ‘by the time’, ‘in’ to indicate the time when the action will be completed or the time frame in which something will happen.

See p. 41

7 Fill in the correct form of the future perfect tense.

1 Our team (to finish) preparing the project by next month.

2 We (not to achieve) our yearly revenue by December.

3 The shareholders (to receive) good news consistently.

4 The CEO (to lead) the company for 20 years by the time he retires.

5 By next year, we (to manage) to cut back unnecessary expenses by 30%.

6 Our intern (to practise) here for 6 months before we offer her a job.

7 By the time we move into the new warehouse we (to reduce) our stocks for almost a year.

8 We (to train) 10 new employees by the time we open a second store.

8 Time for some milestone planning.

a Preparation:

1 Look back at Hopkins’ 4 businesses on p. 19. If needed, watch the video again.

2 Pick one of his 4 businesses and write down what went wrong.

Chosen business:

b Action:

1 Think of at least 4 good, well-formulated steps to make his business successful.

2 Put the steps in the graphic organiser below, using the framework for achievable goals.

SMART milestone planning

3 Then rewrite your milestones in a 200-250-word text on a separate sheet of paper. Use appropriate conditionals and verb tenses to express your ideas.

c Reflection: check your writing by filling in the checklist. Ask your teacher for feedback.

Checklist:

1 Content and structure

• I reread the story or watched the video and have chosen 1 failed business.

• I wrote down at least 4 valuable actions that could have saved the business.

• I used the framework when formulating my action plan.

• I wrote a well-structured text of 200-250 words.

2 Language

• I used correct vocabulary.

• I used correct grammar.

• I used the conditionals correctly.

• I used the future perfect correctly.

• I used correct spelling.

Feedback

CHECK 2, see p. 53

STEP 3 ⁄ Be fearless

Using argumentative language

1 Have you ever set foot in a dragon’s den? Or tried swimming in a shark tank? Read the text below and answer the questions.

a Compare the 2 TV shows.

Name

Country Goal

Origins

Investors’ profile

b Discuss these questions with a partner.

1 Which of the 2 titles of the TV shows do you find the best? Why?

2 Would you consider taking part in any of these shows? Why (not)?

Dragons’ Den and Shark Tank: An In-Depth Comparison of Two Entrepreneurial Powerhouses

Entrepreneurs all over the world are looking for opportunities to grow their businesses, and two popular TV shows have captured the attention of millions with their unique formats: Dragons’ Den in the UK and Shark Tank in the US.

The shows have been adapted and localized in various countries worldwide, and they feature entrepreneurs pitching their business ideas to a panel of wealthy investors who have the opportunity to invest in the entrepreneurs’ businesses in exchange for a stake in the company.

Dragons’ Den UK

In “Dragons’ Den,” which originated in the UK, the investors are called “dragons.” The entrepreneurs make their pitch to the dragons, who then ask questions and evaluate the proposal before deciding whether to invest or not. The entrepreneurs can negotiate with the dragons to try to secure the best possible deal for themselves.

READING

SPOKEN INTERACTION

Shark Tank US

In “Shark Tank,” which originated in the US, the investors are called “sharks.” The term “shark” is often used to describe successful and aggressive investors who are willing to take risks in order to make a profit.

The entrepreneurs make their pitch to the sharks, who also ask questions and evaluate the proposal before deciding whether to invest or not. Like in “Dragons’ Den,” the entrepreneurs can negotiate with the sharks to try to secure the best possible deal.

Origins of Shark Tank and Dragons’ Den

Both Dragons’ Den and Shark Tank originate from the same Japanese show, The Tigers of Money. Both shows are a part of the 40 localised adaptions of the Dragons’ Den franchise.

Why do Shark Tank and Dragons’ Den have different titles?

Shark Tank and Dragons’ Den are two different shows that have evolved independently of each other, even though they share a similar format and origin show.

The name “Shark Tank” was chosen for the US show because it evokes the idea of a group of fierce and predatory sharks circling their prey, which in this case are the entrepreneurs who come on the show seeking investment. The name also plays on the word “tank,” which can refer to a container for holding sharks or a place where one’s dreams can be dashed.

On the other hand, the name “Dragons’ Den” was chosen for the UK show because it evokes the image of a medieval court where a wise and powerful dragon listens to the pleas of supplicants seeking its favor. The name also plays on the word “den,” which can refer to a secret lair where dragons hoard their treasure.

Investor profiles

The investors on “Dragons’ Den” are often successful entrepreneurs and businesspeople, while the investors on “Shark Tank” are typically high-profile investors and celebrities.

1 Name of the

2 Which problem does it solve?

3 What are the pros?

4 How much money do they want and how big is the share of the company they are offering?

5 Is there a counteroffer?

6 Why (not)?

7 Anything else interesting or worth sharing?

b Now focus on the style of the pitcher. How do they get the panel’s attention?

c Divide into teams. Share the information from your video with your classmates. Then decide which of the other videos you would invest in.

3 Read the text about the perfect business pitch.

a What is the main argument the author of the text is making?

b What is meant by ‘You don’t want to wing it’ in line 7?

c Summarise the 5 steps briefly in your own words.

d Check off whether these steps were part of the video that you watched in exercise 2.

5 STEPS TO THE PERFECT

Investors back the rider, not the horse.

BUSINESS PITCH

“Sage words for entrepreneurs to live by”, says Doug Mollenhauer.

The Vancouver communications coach and founder of Quantum Leap Learning says few will ever leave a boardroom, an impromptu elevator meeting, or even the Den with a deal unless they can pitch a product and sell themselves.

“Delivery considerations are huge in a business presentation,” says Mollenhauer, who runs sales-pitch workshops. “You don’t want to wing it. The single most potent antidote to anxiety is rehearsal.”

Here’s what Mollehauer calls his “Big Five” elements of winning presentations.

EMPATHY

Know what’s important to the investor and to the clients.

“Empathy is a good understanding of where your audience is coming from,” Mollenhauer says. “Be attuned to the needs of the audience.”

To a Dragon, a top priority may be making money, so it’s important not to lose sight of the economic case — not just the practical —for why an idea is worth backing.

VALUE

Ensure the core message behind the benefits of a business are well understood, Mollenhauer says.

“Value is really the core message,” he says. “You may be using empathy to anticipate questions that the audience would have, and your value is really how you’re addressing answers to those questions.”

CLARITY

Perhaps the ultimate deal killer is a lack of clarity, or an ability to be succinct yet on message.

“If I don’t get it, the message is not going to be acted on,” Mollenhauer says, adding that among the main threats to clarity is an overly “technical perspective.”

“People will get bogged down in the aspects of a product, but you really need to stay at a higher level about what it does,” he says.

That’s where visual aids, live demonstrations, and graphs projecting sales come in to play.

TRUST

Venture capitalists often don’t just invest in a product or a service, but a person or a team pushing that business plan. That takes a leap of faith.

So make it easy on the investors, Mollenhauer says. Get them to like you and trust you before they buy in. “The Dragons know they’re essentially forming a partnership with you,” he says. “Your authenticity, your competency, your candour and conviction reveals a lot.”

Delivery tips:

• Spread eye contact around the room.

• Keep a grounded stance, don’t pace.

• Speak to be heard but don’t be shrill.

CLOSURE

There will almost always be tough follow-up questions. Don’t leave these unresolved.

“Closure is about your ability to respond to question in ways that are convincing,” Mollenhauer says. “There will be some degree of pushback because an investor or a buyer is going to be looking for whether you’ve anticipated questions.”

Listen carefully to the questions, and even repeat it aloud if necessary.

Source: CBC

to get bogged down: to be so involved in something so difficult that you cannot do anything else candour: the quality of being open and honest, frankness impromptu: without any preparation sage: very wise succinct: expressed briefly and clearly

4 You will get a pitch. Check whether the pitcher meets the criteria to deliver a successful pitch. Then suggest improvements.

a Preparation:

1 Go through the 5 essentials again, and write them down on a separate piece of paper.

2 Then watch the video and take notes while watching.

3 Rate the pitcher on each of the essentials on a 5-point scale.

b Action: write a 50-word paragraph for each of the 5 steps in which you assess the quality of the pitch and formulate advice for improvement. WATCHING WRITING

c Reflection: check your writing by filling in the checklist. Ask your teacher for feedback.

Checklist: the 5 essentials Yes I think soNo

1 Content and structure

• I wrote a well-structured 5-paragraph text.

• I analysed the pitch on each of the 5 essentials.

• I scored the quality of the pitch on each essential.

• I formulated advice for improvement.

2 Language

• I used correct vocabulary.

• I used correct grammar.

• I paid attention to the structure of my sentences.

• I used correct spelling and punctuation.

Feedback

©VANIN

CHECK 3, see p. 60

SUMMARY

HOW TO talk about possibilities and conditions

(Conditional sentences)

©VANIN

Conditional sentences describe the result of a certain condition. Most often the word ‘if’ is present in conditional sentences. Conditional sentences consist of a conditional subclause (= ifclause) and the consequence (= main clause).

There are 4 types of conditional sentences in English. They each express a different degree of probability that a situation will happen, could/would happen, or would have happened under certain circumstances:

FORM USE

If-clause

Main clause

If you start a business, you need a product or service to sell.

Zero conditional to talk about situations that are always true or facts present simple present simple

If we get an investor on board, we will launch our start-up soon.

First conditional to talk about real and possible situations (now or in the future) present simple future simple

If our business achieved an annual revenue target of $1,000,000, we would open a second retail point.

Second conditional to describe imaginary or unreal situations (now or in the future) past simple would/wouldn’t + base form of the verb

If Hopkins had managed his finances better, he wouldn’t have gone bankrupt.

Third conditional to talk about things that did not happen, imaginary situations (in the past) past perfect simple would/wouldn’t + have + past participle

Sometimes you want to express something that happened in the past with results in the present or future. Then we use mixed conditionals.

e.g. If I had invested in that start-up last year, I could be making a lot of money now. if-clause of a 3rd conditional + main clause of the 2nd conditional

e.g. My dad would not suffer from anxiety and stress now if he hadn’t been such a ruthless CEO during his career!

= mixes a second and a third conditional

Keep in mind:

– In the zero conditional, ‘if’ = ‘when’.

e.g. If you buy online, local shops suffer. = When people buy online, local shops suffer.

– The if-clause can be in the beginning or at the end of the sentence. Add a comma if you put the if-clause first.

e.g. I would definitely buy from a local start-up if their products were homemade. = If the products were homemade, I would definitely buy from a local start-up.

– ‘If not’ can be replaced by ‘unless’.

e.g. Unless we let our products deliver in a pick-up point, we will produce more carbon dioxide. = If we don’t let our products deliver in a pick-up point, we will produce more carbon dioxide.

– You can also use ‘were’ for 1st and 3rd person singular subjects instead of ‘was’.

e.g. This makes the sentence even more hypothetical. If I were you, I would sell homemade soap bars.

HOW TO talk about actions that will be completed in the future

(Future perfect tense)

In English there are 4 future tenses: the future simple, future continuous, future perfect simple and future perfect continuous.

In previous years you have already discussed the future simple and future continuous. Below you will learn more about the form and use of the future perfect tenses. In Unit 2 you will get an overview of all future tenses.

FORM

Subject

1 Future perfect simple (Time reference)

©VANIN

Auxiliary verb (= ‘have’ in future simple)

Past participle of main verb

Rest of sentence

By the end of November we will have reached our sales target for this year.

By tonightI will not have finished the sales report yet.

For questions in the future perfect simple tense:

Auxiliary verb

SubjectAuxiliary verb Past participle of main verb

Rest of sentence (Time reference)

Will he have reached his targetsby the end of the business quarters?

2 Future perfect continuous (Time reference)

Subject

Auxiliary verb (= ‘have’ in future perfect)

Present participle of main verb

Rest of sentence

By the end of November our business will have been growing steadily for 18 months.

We will not have been working there long by the time the company breaks even.

For questions in the future perfect continuous tense:

Auxiliary verb

SubjectAuxiliary verb Past participle of main verb

Rest of sentence (Time reference)

Will they have been hiring more diverse employees?

Keep in mind:

We use time markers like ‘by’, ‘by the time’, ‘in’ to indicate the time when the action will be completed or the time frame in which something will happen.

USE

1/ The future perfect simple is used to talk about actions or events that will be completed before a specific moment in the future.

e.g. By the time I turn 40, I will have opened at least 1 shop on each continent.

2/ The future perfect continuous is used when we are looking back to the past from a point in the future and we want to emphasise the length or duration of an activity. It is possible for the action to continue beyond the specific moment in the future.

e.g. Ishaan will have been consulting at Meta for 3 years by the time he graduates from college.

The future perfect tenses on a timeline:

I turn 40 I will have opened he graduates He will have been consulting

Word Translation My notes

1 BUSINESS TERMS

an asset een troef, een vermogen to boost profitabilityde winst verhogen a brand consultanteen merkadviseur

a chief executive officer (CEO) een algemeen directeur

©VANIN

a chief operating officer (COO) een operationeel directeur the compound annual growth de samengestelde jaarlijkse groei the cost pressurede kostendruk to decline afnemen, dalen to decrease verminderen distribution een verdeling an employee een werknemer entrepreneurshipondernemerschap for % equity voor % aandeel for a % share voor % aandeel for a % stake voor % aandeel a founder een oprichter to generate aanmaken, opleveren to give fuel to aanwakkeren greedflation hebzuchtflatie inflation een waardevermindering mission-drivengedreven zijn vanuit een missie

a net rate of returneen nettorendement non-profit organisationeen organisatie zonder winstoogmerk to outperform beter presteren dan a point of distributioneen verdeelpunt the premises bedrijfsgebouwen a profit margineen winstmarge a quarter een kwartaal to restrain bedwingen, beperken a social entrepreneureen sociaal ondernemer a stakeholder een belanghebbende a union een vakbond

2 PHRASAL VERBS

to back up ondersteunen to bring in binnenbrengen to carry out uitvoeren to cash in winst maken to cash out uitbetalen to cut back bezuinigen to drag down neerhalen to follow up opvolgen to hold off tegenhouden to lay off ontslaan to pay back terugbetalen to pay off afbetalen, lonen to phase out uitfaseren, laten uitdoven to pull out terugtrekken to scale up opschalen, vergroten to sell off uitverkopen to set up opzetten to work out berekenen, gunstig evolueren to write off afschrijven

HOW TO deliver a business pitch

Before pitching 1

Do your research

©VANIN

Empathy: understand where your audience is coming from. Know what is important to your audience. Be attuned to their needs.

Value: why is your business good and valuable to your audience? Think about questions people might have. How does your business answer those questions?

Prepare, prepare, prepare

Clarity: prepare your pitch first. Think about what visual aids and/or graphs you can use. Don’t be overly technical. A lack of clarity is the ultimate deal killer!

While pitching

2

Trust: get your investors to like and trust you. People don’t just invest in a product or service, but in the person pushing the business plan.

• Tell a great story and make an emotional connection.

• Be authentic.

• Show your competence.

• Be candid and show conviction. Deliver with confidence.

• Make eye contact around the room.

• Keep a grounded stance.

• Speak to be heard.

After pitching 3

Closure: keep your cool. Respond to questions in a convincing way. Don’t leave tough follow-up questions unresolved.

• Give the short answer first.

• Close by asking if you’ve answered the question. Slow down when you encounter resistance.

Follow up: nurture the relationship and seal the deal. Timing is crucial: send a follow-up email within 24-48 hours after the pitch. Call back only if your potential partner is open to this type of communication. Use social media to follow up (e.g. LinkedIn).

Consider the frequency: 2 or 3 follow-up attempts spaced a few days apart is a general guideline.

ON DIFFERENT TRACKS

CHECK 1 ⁄ Talking about business

1 Watch the video.

a Fill in the general outline below.

1 Name of the company:

2 Product:

3 Sales in an average month:

4 Production process: vibe

5 During Covid: figured out how to scale

b Explain what she means by ‘baking is like a physical practice of take one small step after another’.

c What type of employees does she need? Which 3 categories of people does she mention to prove her point?

d Fill in the correct economic terms in the sentences below.

1 Janie Deegan is the

2 New York City is the .

3 Getting out of the metaphorical kitchen allowed her to .

4 1.3 million dollars in sales per year is the

5 The first couple of years were really hard; she all the duties for up to 20 hours a day.

6 The cakes were taken off the menu or

7 The invention of the product has definitely

2 Watch the video that presents the 5 steps for starting your first business.

a Before watching the video, make a prediction: which steps do you expect to find?

b Answer these questions after watching the video.

1 Explain what the CAS(T)LE method is.

2 Explain in your own words what ‘The Hedgehog Concept’ is. Draw it first!

3 Explain the importance of emotion, logic and urgency.

4 Apply these 3 elements to Apple.

5 Apply these 3 elements to a different but very successful company of your choice.

6 Explain in your own words what the golden law of business is.

7 In which step, and why, should a company hire a CEO coach?

8 Rate Abdaal’s trustworthiness.

Score < 12 ≥ 12

Next exercise ex. 4 Check 2, p. 53

3 Read the text about EcoWares and fill in economic terms and phrasal verbs.

Meet Sarah, the (1) and (2) of EcoWares, a sustainable online (3) with a mission to revolutionise the way people shop for eco-friendly products. Sarah’s journey from concept to reality exemplifies the challenges and triumphs that come with building a business from the ground up.

As the founder of EcoWares, Sarah was driven by her passion for environmental sustainability and her belief that consumers deserved more eco-conscious options. With a clear vision in mind, she embarked on her entrepreneurial journey, initially operating from her garage as she sought to establish a loyal customer base.

In the early days, Sarah faced numerous challenges. The (4) were razor-thin, and it was evident that she needed to (5) on expenses while boosting (6) streams. To achieve this, she brought in a team of like-minded individuals who shared her vision for sustainable living. Together, they developed strategies to enhance EcoWares’s product offerings, customer service, and marketing efforts.

One key strategy was to (7) products with low-profit margins and instead focus on items that aligned better with EcoWares’s mission. By doing this, they not only improved the overall (8) but also strengthened the brand’s identity as a retailer committed to sustainability.

To further (9) profitability, Sarah made the tough decision to (10) some non-essential assets that were draining resources. This move allowed her to reinvest the funds into expanding the product line, creating a more comprehensive range of eco-friendly alternatives for customers.

As EcoWares continued to grow, Sarah made it a priority to (11) any losses as valuable learning experiences. She encouraged her team to adopt a growth mindset, viewing setbacks as opportunities for improvement. This attitude helped them refine their business model and continuously refine their approach to customer engagement and product development.

With dedication and perseverance, EcoWares gradually (12) its operations. Sarah’s vision had become a reality, and her commitment to sustainable living had resonated with an ever-expanding customer base. The company’s reputation for quality, eco-conscious products, and outstanding customer service fuelled its growth, and EcoWares soon became a prominent player in the sustainable retail sector.

In the end, Sarah’s journey serves as a testament to the power of passion, resilience, and the ability to adapt and grow in the face of adversity. The start-up’s success story demonstrates that with the right vision, strategies, and a dedicated team, any business can overcome challenges, scale up, and make a meaningful impact on the world.

4 Read the article below and answer these questions.

a Before reading the text, answer these questions: are you a frequent e-shopper? Which items do you usually buy and on which websites?

b Are these statements true, false or not mentioned in the text (NIT)? Correct the false statements.

1 E-commerce is replacing traditional shopping in almost all aspects of life.

2 E-commerce business owners don’t need to rent premises.

3 The text states that the delivery time is the biggest challenge for e-commerce.

4 Customers who buy online are less likely to return their purchases compared to traditional shops.

5 Online customers use online reviews and ratings to decide what to buy.

c Which of the pitfalls do you find the worst from the perspective of you as a customer and you as an entrepreneur?

d Give at least 1 other e-commerce pitfall that you can think of that wasn’t mentioned in the article.

5 E-commerce Pitfalls That Are Not Talked About Enough

Today, online shopping is replacing traditional shopping in nearly all spheres of life. Many offline stores are closing, leaving for the virtual world, or at least acquiring a strong presence on the web. Users can order any product without leaving their homes and save a lot of time, which is key for their shopping experience.

For business owners, the cost of managing an e-commerce business is very different from the cost of running an offline store. After all, there is no need to buy or rent premises and cash register equipment, pay salaries to many employees, etc. But despite the advantages, there are pitfalls in any area, and below we consider 5 of them.

1 Possible Problems with the System

When an online store isn’t available to users, there are no sales. If you don’t use reliable hosting, problems are inevitable. Moreover, there is a threat of hacking. When business owners want to save on security, it results in the loss of valuable data and a negative reputation too. Especially if the website stores the credit card information of your customers.

The breach where people’s financial data gets stolen, is not just an avalanche of unhappy customers. It’s a potential lawsuit, loss of great sums, and a tainted name to work against all the time.

Thus, a perfectly working site as well as security and fraud protection are vital. One of the hardest parts is choosing an e-commerce hosting provider that can keep your business safe and available at all times. Pick a website provider that can really guarantee all this, as clients won’t come back after a disappointing experience.

2 Lengthy Checkout

Speaking of user experience issues, pay extra attention to the checkout process. If it’s hard to complete, a customer is likely to ditch your website and company altogether. The great appeal of online shopping to a traditional experience is how fast and easy it is. There is an immediate satisfaction of clicking a few times and getting your products in a few days. For example, with a write my essay service, you can enjoy a short straightforward sign-up process.

Since you still have to give many instructions and details, some sites even offer a support manager to complete the order form for you. But the lengthy checkout form just cancels

it all out. Especially if a customer has spent hours on your website and is ready to be done with a purchase. Keep the form simple. Split it into sections to make it easy on the eyes:

• personal contacts

• delivery

• payment

Provide standard options for delivery and payment types, so the customer can choose without typing it themselves. And if there is any additional information to the order, you should always have a comments section. Thus, you’ll be keeping customers happy by fulfilling any of their requests.

3 Difficulties with Delivery

Delivery time is the biggest challenge that e-commerce stores face. Some guarantee that the product will be sent on the day it was bought, but many stores simply can’t offer such services. Until you find a way to ship your orders fast, the competition will outperform you.

You must develop an effective delivery strategy and consider:

• Delivery costs;

• Packaging – why not order a custom one for your items?

• Delivery company – the service you use determines the overall operation and management of the shipment;

• International shipping – you must prepare the necessary documents and figure out who will pay duties and taxes;

• Return policies and refunds.

Implementing the wrong shipping strategy can harm your business. On the one hand, you can lose customers if you charge high shipping fees. However, covering all expenses on your own can also negatively affect the growth of your business.

If you want to avoid such problems, be sure to calculate all the possible costs and offer customers a transparent shipping procedure on your website.

4 The Inability to Try Out the Product

The major issue of online shopping is buying without trying. A customer is likely to be reluctant to purchase something if they are not sure it will meet their expectations.

Some online stores have solved this issue by implementing virtual fitting rooms and augmented reality technologies on their websites to ensure a product can be viewed from any angle. Yet, there are still qualities you just cannot experience online. For example, the feel of the fabric. There is no fun in buying a flattering sweater that itches.

Yes, AR technology allows buyers to try on the product. But sometimes, due to technical limitations, AR is far from the real experience. Notably, it’s not only clothes and shoes. Think about trying out makeup products online. The color rendering on your screen alone will complicate things. And that’s why offline retail is still popular, especially for more expensive products.

5 A Big Number of Returns

Since buyers can’t test your products directly, you must be prepared to accept product returns. To ensure your customers have the best shopping experience, your store should have a return policy. Make sure it clearly states what your customers can expect from you in terms of procedures and return requirements.

Note that a customer will be suspicious of any online store without a return policy. In e-commerce, you cannot guarantee that a product will satisfy your client. It might not fit them, maybe they expect the color to be a different hue, or the product came damaged. All of that can happen. And that prompts a larger number of returns than with traditional stores.

Moreover, people usually feel more comfortable ordering and returning their products without physical contact. All they have to do is ship it back and get a refund. You’ve probably already heard tons of YouTubers casually mentioning that they will just return the item in haul videos. And even though a customer has a right to do so, it does not make an online seller’s life easier.

2 ⁄ Setting goals and

1 Watch Cassidy’s pitch.

a Write her milestone planning. Start with 3 past milestones, then add 5 future milestones. SMART past milestones

b Write a well-structured paragraph on a separate piece of paper in which you describe 5 (past or future) milestones. Make sure to use the conditionals and future perfect correctly.

Score < 12 12 - 16 > 16

Next exercise ex. 2 ex. 4

2 Fill in the correct conditional form. Choose between the zero, first, second, third or mixed conditional.

1 If you study entrepreneurship, you (to learn) valuable skills.

2 If they (to choose) to create their own app, they would have more customers.

3 If the demand of electronic components (to exceed) supply, prices rise.

4 Our sales (to increase) if our marketing campaign succeeds.

5 If they hadn’t made the mistake to produce in sweatshops, their company (to be) in operation today.

6 If the international market (to be) more stable, we would consider expanding to Asia.

7 If I were a young entrepreneur, I (to focus) on innovation and environmentalism.

8 Jax would have a different career if he (to study) business in college.

9 If I (to take) that opportunity, I would be a successful entrepreneur today.

10 Olivia (to have) better digital marketing skills if she had taken that online course.

3 Fill in the correct form of the future perfect tense. Change the time markers where necessary.

1 The company (to expand) into international markets by 2040.

2 (Amelia, to turn 30), she (to launch) a chain of 10 local businesses.

3 By the time you arrive, we should have finished our financial report, which we (to discuss) for 8 hours straight.

4 By the end of this quarter, they (to hire) 2 new staff members.

5 Our CEO (to expand) the company’s sales network to each continent before he retires.

6 In less than 6 months’ time, we (to operate) our business in this location for 10 years.

7 (5 years), we (to launch) a sustainability initiative.

8 By the time we launch our new software package, we (to work) on it with a team of developers from all over the world for over a year. Score < 7 ≥ 7

3 Score < 7 ≥ 7

©VANIN

Next exercise Check 3, p. 60

4 We asked ChatGPT to shed its light on business start-ups. Fill in the correct form of the conditional, the future perfect or other verb forms.

In the competitive world of start-ups, success (1 to hinge) on numerous factors. If young entrepreneurs (2 to have) a visionary idea and secure initial funding, they (3 to embark) on a challenging yet rewarding journey. However, they (4 to stay) adaptable, for, without innovation, even the most promising start-ups (5 to fail). Provided that a start-up manages to navigate the turbulent early stages successfully, it (6 likely to attract) investors and (7 to build) a solid foundation. By the time a start-up reaches its fifth anniversary, it (8 to expand) its market reach and (9 to establish) a strong brand identity. Should external factors such as economic downturns or unforeseen industry shifts (10 to occur), a well-prepared start-up (11 to diversify) its revenue streams to mitigate risks. Furthermore, if the start-up’s leadership (12 to maintain) a steadfast commitment to sustainability and ethical practices, it (13 to foster) a loyal customer base and (14 to position) itself as an industry leader by the end of the decade. Ultimately, the future success of a start-up (15 to depend) on its ability to combine ambition with adaptability, innovation, and a long-term vision.

Score < 12 ≥ 12

3 ex. 5

5 Read about Morgan Hipworth.

a Write down 4 of his past milestones.

SMART past milestones

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Subtotal / 12

b Add 2 possible future milestones. SMART milestone planning

Subtotal / 6

c Write a well-structured paragraph in which you describe the future milestones. Make sure to use the conditionals and future perfect correctly.

Subtotal / 10

How Melbourne’s

Morgan Hipworth created $200m empire in high school

Morgan Hipworth was just 15 years old when he opened his first store but he’s now worth an estimated $200 million after dominating the doughnut space.

He started experimenting in the kitchen when he was seven, trying to recreate dishes from a cooking reality TV show that had got another contestant kicked out, with his family scoring his food out of 10.

Then at 13 his first big break came via a local cafe which asked him to become their cake supplier, where he would whip up everything from chocolate tarts to lemon slices.

But the order would only come in at 3pm meaning Hipworth never knew what to expect.

“Some nights you could come home and I have heaps of homework and then all of a sudden I would get hit with a huge order,” he told the I’ve Got News For You podcast.

“And I would just smash out that homework as fast as I could and then be baking until you know, one (or) 2am in the morning to get that delivered the next day. So it was definitely a juggle in those first sort of early years.”

The now 20-year-old stumbled on his love for doughnuts when the cafe asked him to make a batch for Valentine’s Day, which were a hit.

His venture then grew to supplying 20 cafes but when he wanted to open his own store he had to battle his parents, who were insistent that he focus on school.

They compromised on a pop-up store in the school holidays while he was completing year 10.

“We ended up selling over 10,000 doughnuts in eight days which was really hectic,” he noted.

Still, it was another battle for him to take on the space permanently when it came up for lease two months later, with many “almost arguments” among the family, before his parents eventually caved.

This launched his doughnut store in Melbourne called Bistro Morgan, but he admits the name doesn’t really fit with the sweet treat he sells.

“But you got to understand the backstory. So obviously, when I started cooking back at seven and eight, when I was that old, I used to love French food and I used to set up our dining room at home as a restaurant,” he said.

Since launching the store, he has sold over one million doughnuts and has also experimented with 5000 different flavours.

Morgan Hipworth has handled over a million doughnuts.

Picture: @morganhipworth / Instagram

The cookie monster and creme brulee are by far the most popular though, according to Hipworth.

“Our cookie monster … that one’s got like a cake batter feeling so it’s like funfetti cake batter. So it’s almost like raw cake before it gets baked and then it goes in inside of that doughnut, and it’s topped with white chocolate, confetti and Oreos,” he explained.

The entrepreneur said he sells between 8000 and 20,000 sweet treats a week, with cookie doughnuts also helping to grow the business.

However, his success had been hard work with the young Aussie admitting he practically works 24/7, whether he’s in store, doing business planning or jumping on his laptop after dinner to write emails or pay invoices, while his “brain never stops”.

With 25 staff members ranging in age from 15 to 40, Hipworth revealed it hasn’t always been easy as a young boss with older employees to manage.

“I’ve always tried to look past the age thing as long as there’s sort of like a mutual respect for everyone, no matter what the age is,” he said.

“That’s the main thing for me, obviously I’ve had some issues, especially when I was younger from some of the older staff, but it’s a bit of an interesting dynamic, but I think it’s all about finding those right people and then it’s nice and easy.”

“So I really love to be able to get that out there and share some inspiration with the world and help younger kids you know, with finding their passion … I think there’s such a stereotype nowadays, especially from the older generation that you know, the Gen Z and Millennials are lazy, but for me, I think it’s just because they haven’t found what they’re passionate about yet.”

6 Write your own fictional, conditional story. a Preparation:

1 Look at the prompts given and choose the prompt you think you could write a paragraph of 200-300 words about.

2 Make a mind map, using the elements that you want to include in your text.

If you received a generous start-up budget, what kind of business would you create, and where would it be located?

What if you could partner with a famous entrepreneur to launch your start-up?

Imagine you missed a life-changing job opportunity. If you had accepted the job offer, how would your life be different now?

What if you had invested in a start-up a few years ago? If you had, what would your financial situation be today, and what opportunities would you have?

b Action: write a well-structured text on a separate sheet of paper.

c Reflection: check your writing by filling in the checklist. Ask your teacher for feedback.

1 Preparation and content

• I picked one of the prompts.

• I made a mind map to map out what I could write about.

• I wrote a story of 200-300 words.

2 Language

• I used correct vocabulary.

• I used correct conditionals.

• I used correct grammar.

• I paid attention to the structure of my sentences.

• I used correct spelling and punctuation.

Feedback

1 You will prepare a pitch for a fictional product.

a Preparation:

1 Roll the dice 3 times. The tips will guide you to the name of your product.

2 Answer these questions on a sheet of paper.

4 The dazzlingscented rocking chair

5 The majesticsquare tea bag 6 The supremevoice-controlledbarbecue

– What problem is your product solving?

– What does your product look like?

– What makes your product unique?

– What would be the selling price and the production price of your product?

b Action: write a well-structured paragraph in which you present your product.

c Reflection: check your writing by filling in the checklist. Ask your teacher for feedback.

1 Preparation and content

• I used the name of my product as a lead.

• I mentioned the problem my product is solving.

• I described what my product looks like.

• I described what makes my product unique.

• I came up with a selling price and production price for my product.

2 Language

• I used correct vocabulary.

• I used correct grammar.

• I used correct adjectives and adverbs.

• I used argumentative language.

• I paid attention to the structure of my sentences.

• I used correct spelling and punctuation.

Feedback

2 Watch this pitch and answer the questions below.

a Answer the questions below.

1 What is the name of the product?

2 Who is the pitcher?

3 What does he ask for?

4 Rate these aspects of the pitch: WATCHING

b Do you think he has convinced the board? Why (not)?

Score < 7 ≥ 7

Next exercise ex. 4

3 Make a text sound more argumentative.

a Preparation: read this text about the ‘Wake’n Bacon’.

The Wake’n Bacon is a combination of an alarm clock and a small oven. You set the time and you wake up to the smell of bacon. The Wake’n Bacon alarm clock functions by heating up precooked bacon ten minutes before the time you set to wake up. The user would need to place a couple of slices into the teflon-coated cooking pan the night before, and a halogen lamp would heat the bacon to a crisp.

b Action: now rewrite the text about the ‘Wake‘n Bacon’ to make it more argumentative.

c Reflection: check your writing by filling in the checklist. Ask your teacher for feedback.

Checklist: the Wake’n Bacon

1 Preparation and content

• I wrote an enticing first sentence to grab the audience’s attention.

• I mentioned the problem my product is solving.

• I described what my product looks like.

• I described what makes my product unique.

2 Language

• I used correct vocabulary.

• I used correct grammar.

• I used correct adjectives and adverbs.

• I used argumentative language.

• I used correct spelling and punctuation.

Feedback

Score

Next exercise ex. 4 All done!

4 Pitch the CitiKitty.

a Preparation: study the packaging of the CitiKitty and list the features of the product.

Yes I think soNo

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b Action: write an argumentative paragraph (150-200 words) to pitch the product. WRITING

c Reflection: check your writing by filling in the checklist. Ask your teacher for feedback.

Checklist: pitching CitiKitty Yes I think soNo

1 Preparation and content

• I mentioned the problem my product is solving.

• I described what my product looks like.

• I described what makes my product unique.

• I came up with a selling price and production price for my product.

2 Language

• I used correct vocabulary.

• I used correct grammar.

• I used correct adjectives and adverbs.

• I used argumentative language.

• I paid attention to the structure of my sentences.

• I used correct spelling and punctuation.

Feedback

Score < 7 ≥ 7

Next exercise All done!

CHECK OUT

PITCHING A START-UP

ORIENTATION

You will pitch your business plan for your start-up in front of a panel of peers.

PREPARATION

1 Start by brainstorming about which start-up you would consider. Dream big! Write down some ways of putting your ideas into practice. Be more concrete. Narrow down your ideas to just 1 feasible idea.

2 Look up more information. Check out the competition. Check prices.

Where would you get your goods of service from? How much money would you need, etc.?

3 Write your 1-page business plan.

4 Prepare your speech

What are you going to say? What are the key points? Which argumentative language are you going to use?

How are you going to structure your speech to make it even more powerful? Which visual aids or materials could support your pitch? ACTION

5 Write out your speech.

6 Practise it until you know it by heart. Make sure your pitch is between 2.5 and 3 minutes.

7 Prepare for unexpected questions from the panel.

8 Deliver your speech.

Dress up for the occasion!

Make sure that you believe in your idea.

Breathe positivity!

Keep an eye on the timing.

Pay attention to your intonation and articulation.

9 Afterwards, you will be part of the panel which will judge 5 pitches from your classmates. Take brief notes during each presentation.

Ask further questions or for clarification after each presentation. Decide which pitch you would invest your money in.

REFLECTION

10 Reflect on your task by filling in the checklist. Ask your teacher for feedback.

Checklist: pitching my start-up

1 Preparation and content

• I presented a feasible idea for my start-up.

• I presented the jury with a solid 1-page business plan.

• My presentation was well-structured.

• I added visuals to my presentation.

• My pitch is between 2.5 and 3 minutes long.

• I knew my presentation by heart.

• I was able to answer unexpected questions from the panel.

• As a member of the panel, I asked each pitcher a complex question.

2 Language and structure

• I used argumentative language.

• I used correct vocabulary.

• I used correct grammar.

• I used conditional sentences where possible.

• I used the future perfect where possible.

• I paid attention to my pronunciation.

• I paid attention to my intonation.

Feedback

©VANIN

Trace your steps on diddit.

I think soNo

UNIT 2: A CLEAN BILL OF HEALTH?

CHECK IN

MAIN TRACK

Step 1: Describing (public) health

Step 2: Discussing medical developments

SUMMARY

Step 3: Academic writing skills

ON DIFFERENT TRACKS

TRACE YOUR STEPS

CHECK OUT: POSTING ON A BULLETIN BOARD

CHECK IN

GETTING SICK WAS NO JOKE BACK THEN

1 Look at these pictures portraying weird medical treatments in the past. What were these treatments for? Guess the correct option.

a stretching device to increase height a stretching device to cure spinal injuries

a portable respirator, or iron lung, designed to help polio patients breathe a slimming device that gets rid of excess belly fat

baths filled with leeches to cure eczema on hands and feet water baths with electric current to improve blood circulation

a pressure room to help patients lose weight early rotating radiotherapy machine producing a beam of gamma rays that attacked cancerous tumours

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a flu mask during the flu epidemic after World War I a nebuliser, the earliest inhaler or aerosol, to help treat asthma

2 Discuss with a partner and report back to the class.

a restraint chair to help patients with neurological diseases constrain their uncontrolled twitching a ‘lunatics chair’ used with patients who had poor behaviour or wild outbursts in psychiatric hospitals

a Which of these treatments do you find the most bizarre? Why?

b Were there any that you guessed wrong? Which ones?

SPOKEN INTERACTION

MAIN TRACK

STEP 1 ⁄ Can you afford to get sick?

Describing (public) health

1 / US or UK?

1 Which words related to health, health care and medicine do you know? Brainstorm with a partner and make a word list or word web on a separate piece of paper.

2 How much does medicine and medical treatment cost in the US? Play the game ‘The price is right’!

3delivering a baby in the hospital

4an IUD (intrauterine device) or ‘coil’

5calling an ambulance

6holding a baby in your arms after having had a C-section

3 Watch a video in which American citizens are being interviewed about the costs of health care. Answer the questions.

a Match the words with the correct definition.

1socialised health care

2universal health care

3individual medical care

4copay

Athe amount you pay for your health insurance every month (‘ziektepremie’)

Ba health care system in which the government owns and operates health care facilities and employs the health care professionals, thus also paying for all health care services

Ca set amount of money you pay for a doctor visit or a prescription (‘remgeld’)

Da system in which everyone has access to health coverage and/or affordable medical care - This can be provided via socialised medicine, but a more common approach is a mix of public and private coverage and care.

5premium Ecoverage that you purchase on your own, on an individual or family basis

watching

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b What do these expressions or words mean? Tick the correct box.

1 The NHS is the: health care system in the US health care system in the UK

2 ‘To pay through the nose for something’ means: to pay too much money for something to pay little money for something

c Do these statements account for the American or British health care system, or both? Tick the boxes.

Statement AmericanBritish

1Copay is free.

2You get health care even if you are not a citizen.

3This country has individual medical care.

4Some patients avoid going to see a doctor because they are afraid of the bill.

d Who says what? Match the quote or opinion mentioned below to the correct person in the pictures.

This person doesn’t want the government to meddle with their affairs.

This person doesn’t think their government should be responsible for providing universal health care; individuals need to be responsible and look for jobs that provide benefits.

Even students with a student health insurance plan won’t get contraception, for example, because they don’t want to pay for it out-of-pocket.

‘If everyone has something for free, who’s going to pay for it?’

This person is worried that a lot of people, especially from lower socioeconomic backgrounds, can’t get the health care that they need because they just can’t afford it.

Even with medical care, premiums are still pretty high, and the medicine is not covered that much.

4 After having watched the street interviews, discuss these questions with a partner.

a Whose opinion mentioned in question 3d do you agree with most? Why?

b Which country do you think has the best health care: the US or the UK? Why?

c Which is better: private or public health care? Why?

d Where would you like to live (when it comes to health care!), in the US or the UK? Why?

5 You are going to watch an Australian news report that compares different health care systems around the world.

a First read the transcript and complete the gaps. Choose the correct word from the lists in the second column.

Around the world many countries have implemented some kind of universal or near universal health (1) . In OECD countries with available data, at least 90% of the population is covered under public or private insurance, but universal coverage is only 1 piece of a complicated health care puzzle. The Commonwealth Fund - an American foundation that provides annual (2) rankings of health systems across the OECD – (3) countries on their (4) to care largely determined by affordability, the care process - things like how safe it is in the quality of doctor-patient relationships - administrative efficiency, the level of equity across income groups and health (5) for patients.

Three countries with very different systems are the US, the UK and Switzerland.

The US spends about twice as much on health care as other OECD countries as a percentage of GDP, but that spending doesn’t translate into (6) . It’s the only high-income country in the world without universal coverage. About 58% of the population has private health (7) but more than 8% has none at all.

Since the introduction of the Affordable Care Act in 2010 (8) has improved: 20 million more Americans are (9) but medical (10) remain the leading cause of personal (11) . Many insurance plans are tied to (12) packages so if a worker loses their job their (13) goes too.

• access

• coverage

• outcomes

• performance

• rates

• access

• affordability

• bankruptcy

• bills

• cover

• employment

• insurance

• insured

The UK’s so-called socialised medicine provides (14) through its National Health Service which is publicly funded through (15) . Private insurance is available but uncommon. The NHS was a key issue in the Brexit campaign.

Brits are very proud of their (16) . A 2016 survey of what made them most proud to be British saw it take out the top spot, well ahead of the monarchy. The Commonwealth Fund (17) the UK as the top performer overall but the UK lags behind in 1 crucial area: health outcomes.

Cancer (18) and child (19) for instance are lower than its OECD counterparts.

Switzerland is an example of a universal and entirely (20) system in action. There are no free health services provided by the state; instead health care is delivered through a competitive, heavily (21) private system and private insurance is (22)

. Nearly a third of the population has their (23) offset by government subsidies which are (24) income. Despite that, the Swiss system is also one of the least (25) . 46 percent of people reported (26) medical bills of more than a thousand US dollars in 2016.

If universal affordable quality health care is the goal, there’s room to improve across the board. And in places like Australia, with an (27) population and (28) rates of (29) disease, even a system that strikes the right balance needs to be flexible enough to adapt to shifting burdens over time.

• mortality rates

• NHS

• ranks

• survival rates

• tax

• universal health care

• affordable

• compulsory

• out-of-pocket

• pegged to

• premium

• privatised

• regulated

• ageing

• chronic

• increasing

OECD: The Organisation for Economic Co-operation and Development (OECD) is an international organisation whose member countries describe themselves as committed to democracy and the market economy, providing a platform to e.g. compare policy experiences. GDP: Gross domestic product (GDP) is the total monetary or market value of all the finished goods and services produced within a country’s borders in a specific time period. to offset something: to serve as a counterbalance for, to compensate

b Watch the video and check your answers. watching

6 Go through the transcript again and answer the questions.

a Which criteria determine the ranking of OECD countries and their access to care? reading

b Are these statements true or false? Prove your answer with information from the text.

1 The OECD rates countries on their access to care.

2 On average, other large, wealthy OECD countries spend about half as much per person on health as the US.

3 The Affordable Care Act in 2010 caused more Americans to go bankrupt.

4 Losing your job often means losing your health insurance in the US.

5 The NHS is paid for by the taxes raised by the UK government.

6 In Switzerland everyone is required to have private health insurance.

7 In Switzerland the cost of health care insurance is determined by your income.

c Look at this sentence taken from the transcript: ‘Cancer survival rates and child mortality rates for instance are lower than its OECD counterparts’. A (big) mistake has been made here. Can you identify the mistake?

7 Word building.

a First, put these words in the corresponding column (noun, verb or adjective).

access – afford – bankruptcy – covered – insurance – performed – privatise – rat(e)able regulated – survivable – taxation

b Complete the table with the missing nouns, verbs or adjectives. Use a dictionary, if needed.

Noun Verb Adjective

8 Complete these sentences with an appropriate word from exercises 5 and 7.

1 to health care is a fundamental right, but in many countries, individuals face due to high medical bills.

2 In nations with universal health care, medical expenses are

3 The rising cost of health care can lead to financial difficulties, and many families struggle to pay their medical , even if they are .

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4 Employment-based insurance plans often have premiums to income, making health care more affordable for those with lower earnings.

5 Does the in the UK well in terms of survival rates and low mortality rates?

6 is a common way to fund universal health care systems and ensure affordability for all citizens.

7 Universal health care can help reduce the burden of increasing costs for patients.

8 diseases often lead to high medical bills, making it essential to have insurance

9 In some countries, insurance is to ensure that individuals are financially protected in case of illness.

10 The for private health insurance can vary greatly based on individual income levels.

2 / What about Belgium?

1 Discuss these questions with a partner.

a What is the health care system like in Belgium?

b Is health care in Belgium getting better or worse?

c Is health care in Belgium free for some people?

d Are health care workers paid well in Belgium?

e Do you ever think about health care for when you are old?

f Would you ever consider working in the health care sector? SPOKEN

2 Read the article about health care in Belgium. Answer the questions.

a First scan the text. Who is the target audience?

b Is health care in Belgium free or not? Explain.

c Is anyone staying in or visiting Belgium entitled to subsidised public health care?

d Look at the logo. What kind of organisation is this? reading

e What are the other 4 funds? Look them up online if necessary.

f What makes visiting a medical specialist cheaper?

g Can you get birth control pills at pharmacies without a prescription?

h What is the second most popular form of contraception, according to this article?

i Why is dental care sometimes so expensive?

j Under what condition is dental care covered by public health insurance?

Overview of Healthcare in Belgium

What Kind of Healthcare System Does Belgium Have?

Divided into public and private sectors across the country’s three regions (Flanders, Wallonia, Brussels), Belgium’s high-quality universal healthcare system is based on freedom of choice and accessibility.

Mandatory health insurance funds the state healthcare system and allows residents to access subsidized services like doctors, hospitals, dental treatment, maternity care, and prescription medications.

Both federal and regional governments are responsible for healthcare in Belgium.

Who Can Access Belgian Healthcare?

Since Belgium has a universal healthcare system, anyone who is a legal resident of the country must register for either public or private health insurance.

If you live and work in the country, you are eligible for social security and should expect to make health insurance payments from your wages. Contributing to social security will then give you access to subsidized public healthcare.

However, those who don’t have access to subsidized public healthcare must take out private insurance to cover any health treatment they have. This includes newcomers to the country who are not yet legal residents and tourists or visitors staying for a short time.

Who Pays for Healthcare in Belgium?

Public healthcare in Belgium is funded by a combination of health insurance and social security contributions. In addition, residents have to pay for the remainder of unsubsidized care.

Health insurance funds will cover:

• 50–75% of the costs for doctors, hospitals, and clinics

• 20% of most prescription costs

• Routine dental costs

• Maternity costs

Unemployed residents, pensioners, students, and those with disabilities are entitled to the same subsidies as the working population. Employees receive automatic coverage for their children as well as any dependent spouses

Belgian Health Insurance

As part of the social security enrollment process, all employees and self-employed must register and contribute to a health insurance fund in Belgium. This fund is called a

mutuelle in French and ziekenfonds in Dutch; residents are free to select their own.

Health insurance contributions are 7.35% of your gross salary (3.55% paid by you; 3.8% paid by your employer). Self-employed workers can expect to pay the full 7.35% of their wages.

Belgian Doctors and Medical Specialists

Most doctors in Belgium work within the state health insurance system, but some combine this with private appointments. You can choose your general practitioner (family physician) in Belgium, although if they work in both the state and private sectors, make sure it’s clear which service you want.

Patients usually pay the doctor up front and then get a refund later from their insurer. You can also see a medical specialist without a doctor’s referral, but it will be cheaper if you do so through your family doctor.

Women’s Healthcare in Belgium

Since 2020, the Belgian state reimburses all contraceptives for women under 25.

Moreover, the morning-after pill is free for all women. In general, the birth control pill is the most common form of contraceptive used by Belgian women, followed by an intrauterine device (IUD)

You can purchase the morning-after pill at pharmacies in Belgium without a doctor’s prescription. The regular, 72-hour pill is also available for free if you provide your Belgian state registration number. You can also buy the ellaOne pill over the counter at pharmacies.

Other forms of contraception, including the birth control pill, are available with a doctor’s prescription. Notably, it is standard practice to consult your GP or gynaecologist to assess the most suitable contraception option and get a prescription.

To confirm pregnancy in Belgium, see your general doctor in the first instance. In the Flemish community, doctors provide prenatal care alongside gynecologists and obstetricians in private practices. Kind en Gezin, the Flemish children and family welfare agency, offers free advice and support to pregnant women and families with children under three years old.

In the French community, gynecologists and obstetricians work in public and private practices; your doctor can advise on your choice.

Belgian Dentists

The state healthcare system includes Belgian dental care, where patients can claim reimbursements for check-ups and essential treatments. However, most dentists work privately, and treatment not covered under basic health insurance can be expensive. For this reason, many people in Belgium take out private dental insurance to cover these costs. You must have at least one annual check-up to maintain public health coverage.

Hospitals in Belgium

There are public and private hospitals, university hospitals, and outpatient departments (polyclinics) in Belgium. As with general practitioners, you can arrange to see a specialist of your choice at any Belgian hospital, but check if your insurer covers them to ensure you can claim a refund.

Most hospitals will charge a daily fee for inpatient stays, depending on your circumstances (unemployed people pay less, for example) and the length of your visit (drastically reduces

after the first day). You may also need to take things you need, such as a towel and soap.

Although your health insurance should cover the costs of medical treatment you receive while in the hospital, you have to pay a fee for daily hospital care in Belgium.

You can also walk into emergency outpatient clinics for immediate treatment, although, as in other countries, you should not use this as a replacement for a general doctor. However, you may have to pay a non-refundable small fee if you use emergency services without a referral.

Pharmacies in Belgium

Belgian pharmacies are usually open Monday to Friday plus Saturday mornings, and have a green neon cross displayed outside.

In addition to regular opening hours, you can also find the nearest 24-hour pharmacy by entering your postal code on Pharmacie.be.

In terms of cost, non-prescription medicines are not refunded, but those prescribed by a medical professional are. You have to pay for prescription medicines when you collect them from the pharmacy, minus the set percentage payable by the insurer. Some medications are fully reimbursed, while others only up to 20%.

Belgian Mental Healthcare

While mental healthcare is recognized as important and Belgium has a high proportion of professionals in the field, waiting times are often very long throughout the country. Mental health services are available through public, private, and voluntary sectors in each region. They include:

• Mental health care centers that provide counseling, daycare, and residential care.

• Psychiatric hospitals for people with ongoing mental health conditions.

• The Community Help Service, a charity organization offering support and advice including counseling.

Adapted from: www.expatica.com

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3 Focus on the words in bold print in the text and look for a word that fits the definition.

Definition

1 a doctor specialising in family practice, also called a family doctor

2 an amount of money paid for a particular right or service

3 to give back the amount of money that someone has spent

4 the act of paying back, or the money that is paid back

5 a doctor with special training in how to care for pregnant women and help in the birth of babies

6 available at a pharmacy without the person who buys it having visited a doctor first

7 the act of sending someone to a different place or person for information, help, or action

8 a piece of paper on which a doctor writes the details of the medicine or drugs that someone needs

9 money that you pay that you cannot get back

10 a place of medical or surgical treatment in which a patient does not spend the night

11 listening to someone and giving that person advice about his or her problems

12 the good fortune, health, happiness, prosperity, etc., of a person, group, or organisation; well-being

13 the money earned by an employee, esp. when paid for the hours worked

14 medical care given to pregnant women before their babies are born

15 a person's husband or wife

16 to have a right to certain benefits or privileges

Word

4 Compare the costs and accessibility of the Belgian health care system to the situation in the US.

a Preparation: reread the previous exercises and texts, if necessary.

b Action: write a short paragraph of about 50-70 words. Use these words: writing accessible/access – affordable/affordability – bankrupt/bankruptcy – bills – coverage/ cover – mandatory – out-of-pocket – privately insured/private insurance

c Reflection: check your writing by filling in the checklist. Ask your teacher for feedback.

Checklist: comparing 2 health care systems

1 Content and structure

• I wrote a coherent and well-structured paragraph.

• The information in my text is correct.

• I wrote 50-70 words.

• I used all given words.

2 Language

• I used the given words correctly.

• I used correct grammar.

• I used correct spelling and punctuation.

Feedback

CHECK 1, see p. 113

STEP 2 ⁄ What’s next?

Discussing medical developments

1 / Dr Robot will see you now

1 Discuss with a partner.

a Have you ever heard of any medical advice being shared through social media? What was it?

©VANIN

b Do you ever turn to Google or social media for medical advice? Why (not)?

c Do you think Google is a reliable source of information when it comes to medical advice?

2 Read the article and answer the questions.

a How many? Scan the text to look for the correct number or percentage.

1the number of people surveyed in the study

2the percentage of baby boomers who turn to social media to discuss health issues

3the number of people that turn to social media influencers for health care information

4the percentage of Gen Zs who want a prescription for products or medications they saw online when visiting their doctor

5the percentage of millennials wanting the same type of prescriptions

6the percentage of mental health care videos on TikTok that are misleading reading

Gen Z, Millennials Turn to TikTok instead of Doctors for Health Advice: Here’s What That Looks Like

By Lecia Bushak

Spurred by dissatisfaction with healthcare providers, younger generations are seeking out health advice from TikTok influencers instead.

TikTok has been a source of health information — and misinformation — for a few years now. However, a recent study out of Hall & Partners finds that the site is increasingly becoming the top place where Gen Z and millennials seek out health advice, in lieu of going to see a doctor.

The study, which surveyed more than 10,000 people over the age of 18 globally, was done in partnership with ThinkNext.

Nearly 18% of the U.S. population, or some 59 million people, are turning to social media influencers with huge followings on TikTok and Instagram for healthcare information and even guidance in dealing with chronic conditions, the study found.

That percentage is, unsurprisingly, much higher among the younger generations. Onethird of Gen Z and more than a quarter of millennials turn to social media to discuss, cope with and highlight chronic conditions and health issues. That’s compared to only 5% of baby boomers.

Yet the study also pinpointed a somewhat worrying trend, in which patients with certain conditions had a higher likelihood of going to social media as opposed to a doctor for health advice.

Among the respondents with chronic conditions, 30% didn’t go to their doctor for health advice. That was highest (63%) for people with inflammatory bowel disease, and among those with the condition, 28% are instead turning to social media influencers, the report said.

For young people who do visit with their doctors, 29% of Gen Z and 32% of millennials are seeking prescriptions for products or medications they saw online. One-fifth of Gen Z are also often asking their doctors about treatments they heard about from an influencer.

Part of that is linked to growing dissatisfaction with healthcare providers (HCPs) among young people.

The study found that about a quarter of people in the U.S. said they felt dismissed by doctors when discussing symptoms or medical concerns. Among people who identified as having depression, neurodivergent conditions or autoimmune conditions, that dissatisfaction and sense of feeling unheard was much higher.

It’s not surprising that, spurred by the remote schooling, remote work and isolation of the COVID-19 pandemic, younger people find it easier to connect with entertaining and humorous “physician influencers” on TikTok than with HCPs in the traditional setting.

Some hospitals and HCPs have already taken note of this and encouraged their clinicians to join the platform. There are plenty of physician influencers on TikTok already, some with millions of followers, who dish out content on anything from behind-the-scenes emergency room stories to skincare advice.

But along with the legitimate physician influencers comes a huge amount of health misinformation. One recent study found that 84% of mental health videos on TikTok were misleading. “This trend is likely to accelerate, and digital solutions will be an important element in reconnecting younger patients with traditional sources of healthcare advice,” Amanda Kealey, senior partner at Hall & Partners healthcare division, said in a statement.

Source: www.mmm-online.com

b Do any of these figures surprise or shock you? Why (not)? Discuss with a partner and report back to the rest of class.

3 Watch the video in which Dr Mike reacts to some of the worst TikTok medical advice. Divide into 2 groups and answer the questions that are assigned to you.

a Write down why Dr Mike thinks these pieces of ‘medical’ advice are complete nonsense and even dangerous. Medical advice Nonsense/dangerous because…

1stopping your period in its tracks by drinking lime juice and tajin powder

2building muscles using oil injections

3exercises for your organs

4extreme stretching

5colonic cleanses

6Cigars are not as harmful as cigarettes.

7garlic in your nose to clean congestion watching

SPOKEN INTERACTION

8clearing your baby's sinuses

9micro needling at home

10ear candling

b Write down the ludicrous ‘medical’ advice that was given in the video about the topics in the photographs.

c Discuss with a partner. Which of these pieces of ‘medical advice’ had you already heard? On which social media platforms?

Which of these do you think are most dangerous/ludicrous? Why? Was there any ‘advice’ that you think is okay? If so, which and why?

4 What do you think health and medicine will look like in 2050?

a Add these 10 (wild?) ideas to the scale. The further to the right, the more likely you think it will actually happen.

1a cure for cancer

2bionic eyes to banish blindness

©VANIN

3universal health care in the US

4a pill to effectively treat obesity

5staying forever young with antiageing therapies

6mainstream use of male contraceptives

7superbugs cause more deaths than cancer

8implanted electronic health records

9gene editing to create a new category of humans

10the ability to regrow teeth

b Now make a list of the top 3 medical developments that you think will have the most impact on our daily lives, 1 being the most game-changing.

c Discuss your ideas with a partner. Afterwards, report back to the class.

5 Compare your predictions to those made by UCSF. The UCSF or University of California, San Francisco is the leading university exclusively focused on health. Did you make similar predictions? Report back to the class. reading speaking

Source: magazine.ucsf.edu

6 Focus on the UCSF chart. Which of the predictions are discussed in the quotes below? reading

A new World Obesity Atlas report from the World Obesity Federation predicts that 51% of the global population will be living with being overweight or obese by 2035 based on current trends. ‘We are getting closer and closer to being able to engineer a solution. I’m not sure it’ll be a pill, though. There might be a biological solution or maybe even cell therapy. Whatever the therapy, I bet there will definitely still be a role for good old exercise.’

— Joanna Balcerek, MD, PhD

‘The idea that cancer is one disease, and we are going to cure it, has slowly turned into “Cancer is many diseases, and we’ll cure some of them, and keep working to make the others manageable.”’

— Zena Werb, PhD

Alex Trope, MD 3

‘This will just add to the stigma in our death-phobic culture, where the wish to live forever is often a transmuted wish to simply live better.’

—

PhD 4

‘I hope we collectively decide not to use this technology to alter future generations but instead use this opportunity to create cell medicines to treat disease while preserving our sense of humanity.’

— Alex Marson, MD,

‘This idea was in vogue a decade ago. Given the advances in cloud and mobile technology, it’s far more likely that the future of the patient-controlled medical record will be one in which patients will carry their medical records on their smartphones, or they will probably be stored in the cloud, rather than being implanted.’

— Robert Wachter, MD

‘It’s a big ask, but [antimicrobial resistance] is a big problem. Unless we step up to the plate, we’re going to have problems not just now, but for generations to come.’ Antimicrobial resistance is listed by the WHO as one of the top 10 threats to global health, and its impacts are already taking a significant toll on the health of humans, animals, plants, and economies.

— Dr. Haileyesus Getahun, Director Global AMR Coordination at WHO

‘Technology, computers, software and robots are replacing people and processes in ways that would surely have sounded like fanciful science fiction a few years ago. However, we do not expect that even the smartest AI machinery will have mastered the nuances and expectations of a positive patient experience.’

— Stewart Gandolf, Chief Executive Officer, CEO of Healthcare Success

7 Check the underlined verb forms from the quotes in exercise 6 and answer the questions.

a How many different tenses do you recognise?

b Which ones? Give an example of each.

c Which tense is used most often?

8 Look at these other example sentences and complete the table.

Example 1 Patients will carry their medical records on their smartphones.

Tense Form

Example 2 We’re going to have problems not just now, but for generations to come.

Tense Form

Example 3 The good news is that we’re making strides in finding a cure for breast cancer.

Tense Form

Example 4 I predict scientists will have found a cure for breast cancer by the year 2050.

Tense Form

Example 5 More than half the global population will be living with being overweight and being obese within 12 years if prevention, treatment and support do not improve.

Tense

Form

9 When do you use these tenses? Complete the grammar table with the correct information. Choose from the box.

based on evidence we have now – beliefs about the future – changing, growing or developing – completed before a specific time – hopefully – inevitably – in progress – likely –new, different or temporary – now – perhaps – specific time – sure (2x)

HOW TO Talk about the Future

There are different tenses that can be used to refer to the future in English, but they all have a specific focus.

Present continuous To describe actions going on and things that are

e.g. Robots are replacing people and processes more and more.

Going-to future Predictions

e.g. We’re going to have problems with antimicrobial resistance, unless we act now.

Future simple General predictions, when we express .

e.g. Cancer is many diseases, and I believe we’ll cure some of them.

Future continuous Actions that will be at a in the future, or actions we see as

e.g. 51% of the global population will be living with being overweight or being obese by 2035.

Future perfect simple and continuous

To talk about something that will be in the future.

e.g. Do you think we will have eradicated AIDS by the year 2030, as some experts predict?

e.g. By the time 2030 arrives, medical progress will have been consistently making our health care system more advanced and effective.

We can use phrases like ‘by’ or ‘by the time’ (meaning ‘at some point before’) and ‘in’ or ‘in a day’s time’/’in 2 months’ time’/’in 5 years time’ etc. (meaning ‘at the end of this period’) to give the time period in which the action will be complete.

Modal verbs

Adverbs of certainty

We can use modal verbs (such as will, might, may or could) to show how we are about the future.

Very sure/sure

e.g. Robots won’t replace all medical professions. Not sure

e.g. We could find a cure for breast cancer in the near future.

e.g. I might go to the party, but I’m not sure yet.

e.g. He hasn’t studied much, so he may not pass the exam.

We can use adverbs (such as probably and definitely) to show how we are about something in the future.

adverbs of certainty: definitely unquestionably/doubtlessly/undoubtedly/undeniably (almost) certainly surely probably/(far more) possibly maybe/

10 Complete these sentences with a fitting future form. Put the adverbs in the correct position.

1 Medical researchers (hopefully to discover) a breakthrough treatment for cancer in the coming years.

2 Current developments show that the health care industry (to adopt) telemedicine as a standard practice in the near future.

3 As we speak, medical professionals (to conduct) clinical trials to evaluate the effectiveness of a potential HIV vaccine.

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4 In 2030, health care professionals (continually to improve) patient care through advanced technology and data analysis.

5 By the end of this decade, scientists (to develop) personalised cancer therapies for more effective treatment.

6 Researchers (currently to study) the long-term effects of the new vaccine.

7 Hospitals (definitely to implement) AI-driven diagnostic tools to enhance patient care.

8 Health care providers (surely to prioritise) preventive medicine to reduce the burden of chronic diseases.

9 In the next few years, medical professionals (closely to monitor) public health trends to prevent outbreaks.

10 By 2050, we (certainly to achieve) significant advancements in regenerative medicine, revolutionising the treatment of injuries and diseases.

11 Read the text about current medical developments and do the tasks below.

a Fill in the verb in the appropriate future form.

b Add an adverb of frequency whenever there is an asterisk (*). Add a different one each time.

c Put an appropriate modal verb in the blank spaces.

In the field of medicine, exciting advances are on the horizon. Researchers (1) (to work) hard on projects that (2) (to change *) health care significantly.

One area with great potential is regenerative medicine. Stem cell therapies, which (3) (still to be tested), (4) become more widely available in the next decade, offering hope to people with degenerative diseases.

Artificial intelligence (AI) is another game-changer. AI-powered diagnostic tools (5) (to transform *) how we detect diseases early, (6) (*) starting to do so in the near future.

Looking further ahead, gene editing technologies like CRISPR-Cas9 (7) revolutionise treatment for genetic disorders. While there are challenges, it’s highly (8) that these technologies (9) (eventually to be part) of standard medical practice.

Telemedicine, already gaining popularity, (10) (to continue *) to grow. This means more remote doctor visits and digital health monitoring, making health care more accessible.

In summary, the future of medicine looks promising. Stem cell treatments, AI diagnostics, gene editing, and telemedicine (11) (to improve *) health care significantly. We’re on an exciting path toward using advanced technologies to enhance human health.

2 / Breaking the code

1 Watch the video on CRISPR. Answer the questions. a CRISPR is a 2-part system. Which 2 parts?

b Are these statements true, false or not mentioned in the text (NIT)? Correct the false statements and rewrite the statements that were not mentioned.

1 The edited genes that are put back diminish the symptoms of the disease that the patient has.

2 Dr Russell strongly believes that some diseases will be completely cured in the near future.

3 Dr Liddell is concerned genome editing will allow for some sort of post human race design.

4 Dr Russell predicts we might even have readily available donor parts made from synthetic tissue. watching

2 Read the introduction to The Code Breaker by Walter Isaacson. Answer the questions. reading

THE CODE BREAKER (WALTER ISAACSON)

The Code Breaker tells the story of Jennifer Doudna who embarks on a journey to unravel some of the mysteries of biology. Doudna, who grew up being told that women can’t involve themselves with science, would become one of America’s greatest thinkers and kindest genetic researchers. After her discovery of the CRISPRcas9 system of possible gene editing, her life flew into the centre of controversy and cutting-edge science. By taking a holistic look at what got Doudna, and one of her friends and co-researchers, onto the virtual stage for the 2020 Nobel Prize ceremony, Isaacson uncovers and demystifies the stigma around high-level thinking and biologic research in The Code Breaker

Source: The Harvard Crimson

a Are these statements true or false? Correct the false statements.

2 Her co-workers had to cancel their travel plans.

Jennifer Doudna and her team developed the CRISPR method at the same time as the Corona virus outbreak.

Jennifer Doudna created the first designer baby.

Introduction: Into the Breach

Jennifer Doudna couldn’t sleep. Berkeley, the university where she was a superstar for her role in inventing the gene-editing technology known as CRISPR, had just shut down its campus because of the fast-spreading coronavirus pandemic. Against her better judgment, she had driven her son, Andy, a high school senior, to the train station so he could go to Fresno for a robot-building competition. Now, at 2 a.m., she roused her husband and insisted that they retrieve him before the start of the match, when more than twelve hundred kids would be gathering in an indoor convention center. They pulled on their clothes, got in the car, found an open gas station, and made the three-hour drive. Andy, an only child, was not happy to see them, but they convinced him to pack up and come home. As they pulled out of the parking lot, Andy got a text from the team: “Robotics match cancelled! All kids to leave immediately!”

This was the moment, Doudna recalls, that she realized her world, and the world of science, had changed. The government was fumbling its response to COVID, so it was time for professors and graduate students, clutching their test tubes and raising their pipettes high, to rush into the breach. The next day—Friday, March 13, 2020—she led a meeting of her Berkeley colleagues and other scientists in the Bay Area to discuss what roles they might play.

A dozen of them made their way across the abandoned Berkeley campus and converged on the sleek stone-and-glass building that housed her lab. The chairs in the groundfloor conference room were clustered together, so the first thing they did was move them six feet apart. Then they turned on a video system so that fifty other researchers from nearby universities could join by Zoom. As she stood in front of the room to rally them, Doudna displayed an intensity that she usually kept masked by a calm façade. “This is not something that academics typically do,” she told them. “We need to step up.”

It was fitting that a virus-fighting team would be led by a CRISPR pioneer. The gene-editing tool that Doudna and others developed in 2012 is based on a virus-fighting trick used by bacteria, which have been battling viruses for more than a billion years. In their DNA, bacteria develop clustered repeated sequences, known as CRISPRs, that can remember and then destroy viruses that attack them. In other words, it’s an immune system that can adapt itself to fight each new wave of viruses—just what we humans need in an era that has been plagued, as if we were still in the Middle Ages, by repeated viral epidemics.

Always prepared and methodical, Doudna (pronounced DOWDnuh) presented slides that suggested ways they might take on the coronavirus. She led by listening. Although she had become a science celebrity, people felt comfortable engaging with her. She had mastered the art of being tightly scheduled while still finding the time to connect with people emotionally.

The first team that Doudna assembled was given the job of creating a coronavirus testing lab. One of the leaders she tapped was a postdoc named Jennifer Hamilton who, a few months earlier, had spent a day teaching me to use CRISPR to edit human genes. I was pleased, but also a bit unnerved, to see how easy it was. Even I could do it! Another team was given the mission of developing new types of coronavirus tests based

on CRISPR. It helped that Doudna liked commercial enterprises. Three years earlier, she and two of her graduate students had started a company to use CRISPR as a tool for detecting viral diseases.

In launching an effort to find new tests to detect the coronavirus, Doudna was opening another front in her fierce but fruitful struggle with a cross-country competitor. Feng Zhang, a charming young China-born and Iowa-raised researcher at the Broad Institute of MIT and Harvard, had been her rival in the 2012 race to turn CRISPR into a geneediting tool, and ever since then they had been locked in an intense competition to make scientific discoveries and form CRISPR based companies. Now, with the outbreak of the pandemic, they would engage in another race, this one spurred not by the pursuit of patents but by a desire to do good.

Doudna settled on ten projects. She suggested leaders for each and told the others to sort themselves into the teams. They should pair up with someone who would perform the same functions, so that there could be a battlefield promotion system: if any of them were struck by the virus, there would be someone to step in and continue their work. It was the last time they would meet in person. From then on, the teams would collaborate by Zoom and Slack.

“I’d like everyone to get started soon,” she said. “Really soon.”

“Don’t worry,” one of the participants assured her. “Nobody’s got any travel plans.”

What none of the participants discussed was a longer-range prospect: using CRISPR to engineer inheritable edits in humans that would make our children, and all of our descendants, less vulnerable to virus infections. These genetic improvements could permanently alter the human race.

“That’s in the realm of science fiction,” Doudna said dismissively when I raised the topic after the meeting. Yes, I agreed, it’s a bit like Brave New World or Gattaca. But as with any good science fiction, elements have already come true. In November 2018, a young Chinese scientist who had been to some of Doudna’s gene-editing conferences used CRISPR to edit embryos and remove a gene that produces a receptor for HIV, the virus that causes AIDS. It led to the birth of twin girls, the world’s first “designer babies.”

There was an immediate outburst of awe and then shock. Arms flailed, committees convened. After more than three billion years of evolution of life on this planet, one species (us) had developed the talent and temerity to grab control of its own genetic future. There was a sense that we had crossed the threshold into a whole new age, perhaps a brave new world, like when Adam and Eve bit into the apple or Prometheus snatched fire from the gods.

Our newfound ability to make edits to our genes raises some fascinating questions. Should we edit our species to make us less susceptible to deadly viruses? What a wonderful boon that would be! Right? Should we use gene editing to eliminate dreaded disorders, such as Huntington’s, sickle-cell anemia, and cystic fibrosis? That sounds good, too. And what about deafness or blindness? Or being short? Or depressed? Hmmm ... How should we think about that? A few decades from now, if it becomes possible and safe, should we

allow parents to enhance the IQ and muscles of their kids? Should we let them decide eye color? Skin color? Height?

Whoa! Let’s pause for a moment before we slide all of the way down this slippery slope. What might that do to the diversity of our societies? If we are no longer subject to a random natural lottery when it comes to our endowments, will it weaken our feelings of empathy and acceptance? If these offerings at the genetic supermarket aren’t free (and they won’t be), will that greatly increase inequality—and indeed encode it permanently in the human race? Given these issues, should such decisions be left solely to individuals, or should society as a whole have some say? Perhaps we should develop some rules.

By “we” I mean we. All of us, including you and me. Figuring out if and when to edit our genes will be one of the most consequential questions of the twenty-first century, so I thought it would be useful to understand how it’s done. Likewise, recurring waves of virus epidemics make it important to understand the life sciences. There’s a joy that springs from fathoming how something works, especially when that something is ourselves.

Doudna relished that joy, and so can we. That’s what this book is about.

Source: CBS News

b Reread the underlined paragraph that discusses the ethical questions that arise when gene editing is performed. Which of these is acceptable when it comes to gene editing? Tick the box that you think applies. Should we use gene editing to:Ethically

1make us less susceptible to deadly viruses?

2eliminate dreaded disorders, such as Huntington's, sickle-cell anaemia, and cystic fibrosis?

3cure deafness or blindness?

4help people who are short?

5help people who are depressed?

6enhance the IQ and muscles of children?

7let parents decide eye colour? Skin colour? Height?

c Discuss these questions with a partner. Afterwards, report back to the class.

CHECK 2, see p. 122

STEP 3 ⁄ Write like a pro Academic writing skills

1 Read the following 2 posts about TikTok’s infamous Bold Glamour filter on an online discussion forum. Answer the questions for each post.

a Which of the 2 is the best post, at first glance?

b Study the posts in more detail. Tick the box that applies.

Which post: <r/penny4urthoughts> <r/rambler18>

1clearly states an opinion?

2provides arguments to support their opinion?

3refers to reliable sources?

4uses quotations or provides links to material?

5gives redundant information?

6asks for peer input?

7is the best one? reading

<r/penny4urthoughts> 15 hours ago

What are your opinions on ‘influencers’ heavily editing their pictures/using the Bold Glamour filter?

Join

I was watching Mikayla on my FYP, and I noticed she never uploads a video without the beauty filter but then claims she doesn’t use it.

I may have believed it; however, one look on her Instagram shows that she heavily edits her pictures. I understand some people edit their eye makeup to enhance the colours, but she goes in and smooths her skin, slims her face, etc. I find it weird that someone who claims to have had low selfesteem and wants to be a relatable influencer would continue this unhealthy beauty standard of smoothing and slimming on their pictures. She must know what effect it can have on young people’s mental health. Roughly a third of U.S. schoolgirls in the U.S. have seriously considered attempting suicide, according to a 2021 survey from the Centers for Disease Control and Prevention, up from less than 20% from teen girls a decade earlier. More than half of teen girls, 57%, reported feeling “persistently sad or hopeless” — a record high — the agency found. (https://www.cbsnews.com/ news/tiktok-bold-glamour-filter-ai-mental-health/) This is a huge problem we need to address!

Maybe I’m reaching but nobody ever calls her out on it. What’s your opinion, fellow redditors?

18 Reply Share

FYP: ‘For Your Page’ refers to the tab on TikTok that is filled with recommended content and videos the app thinks you’ll enjoy the most.

<r/rambler18> 15 hours ago

We need to do something about this new filter!

Hello everyone! I wanted to address the Bold Glamour filter. An article from Cosmopolitan magazine explained how it works (as you guys probably know): this filter blends flawlessly into the user’s face in a way most of us honestly haven’t seen before. It even appears to be able to adjust and remove makeup from the filter when the camera detects masculine features.

I believe that using the Bold Glamour filter on social media has a negative effect on our society. I have read a lot of articles about this topic, and many people have said that young people’s self-esteem is especially affected by beauty filters because they see it being used on social media every day! A Dove study found that a lot of girls had used retouching apps by the time they were 13—and the negative impact on their mental health can be significant.

The Cosmopolitan article also discussed concerns about beauty filters like Bold Glamour prompting users to undergo actual cosmetic surgery to achieve their filtered look IRL.

18 Reply Share

2 Now read the responses to the original post of <r/penny4urthoughts>.

a Which of these do you think are the best responses? Mark them with an X. Discuss your ideas with a partner. reading SPOKEN INTERACTION

<r/yesman26> 15 hours ago

I agree with everything you just said, penny4urthoughts! Join

18 Reply Share

<r/mytwocents19> 14 hours ago

It was interesting to read your opinions about the effects of beauty filters such as the Bold Glamour one on the wellbeing of our nation’s teenagers.

I do see a positive side to this, too.

Filters give me the space to exist in a way that’s entirely my own. I’ve suffered from acne vulgaris for as long as I can remember. Frankly, beauty filters help me aspire to my best skin. Having said that, I don’t mean the ones that alter your skin with a perfectly contoured nose and highlighter that’s brighter than the sun. Rather the basic ones that simply make your skin clearer. These filters enable me to see myself without and beyond my acne scars, giving me the confidence to say to myself that I’m beautiful without letting my acne scars define me.

Also, using filters as a way of self-expression is a thought echoed by many Gen Zers. For us, beauty is not so much about perfection as it is about freedom. So, if a filter makes your skin look good, we don’t necessarily view it as a beauty standard to achieve rather as a means of putting our best foot forward.

18 Reply Share

<r/loosecannon21> 14 hours ago

The Bold Glamour filter is so lame. It only has a negative effect on you if you’re someone like Mikayla who is obsessed with herself and her looks… Only vain, superficial people use it. Mikayla is such a cow.

18 Reply Share

<r/loudmouth16> 13 hours ago

OMG r/loosecannon!!! That is SO rude. Don’t be so judgmental.

18 Reply Share

<r/differentballpark12> 12 hours ago

Social media in general has a negative effect on our society because people use it every day. It can be very addicting, and some research shows that kids spend nine hours on social media every day. That is so much time! I know how addictive social media can be because I spend hours each day checking my Instagram, Facebook, and Twitter accounts. I really enjoy posting pictures and updates of my life online and seeing what my friends are up to. It makes me feel connected to the world.

18 Reply Share

<r/saythatagain2> 9 hours ago

I think that the Bold Glamour filter is harmful to children’s and teen’s self-image and self-esteem. Kids these days are already struggling with mental health issues, so we definitely need to do something about this trend!

18 Reply Share

<r/nailonthehead28> 9 hours ago

I absolutely agree with the idea that using filters such as the Bold Glamour filter is dishonest and deceiving. It’s a major reason why many girls and women are insecure about themselves. They compare themselves to a filter.

In my opinion, social media companies have a responsibility to be completely transparent about the potential consequences the use of filters poses. On the BBC website (https://www.bbc.com/news/ business-65544054) I read that in Norway, there’s a law stating that you’re required to disclose if you have a filter or not. They should enforce that here in the UK.

18 Reply Share

b What is wrong with the other posts? Write down at least 3 things you noticed in the posts that are not okay.

c Complete the table. Add the names of the redditors between brackets.

Dos

Length Write a concise response. If asked, stick to the required word count.

Sources

Content of response

Don’ts

Write an excessively long response.

Differences in opinion

Grammar

3 Write your response to this thread.

a Be sure to stick to the rules for writing a good thread. writing

<r/youvegotapoint> just now

©VANIN

b Check your writing by filling in the checklist. Ask your teacher for feedback.

Checklist: writing a response

1 Content and structure

• My response stayed on topic.

• My response is well-argumented.

• My response brought up a new idea or argument.

• My response is respectful and showed an open mind.

• I cited or referred to credible sources.

2 Language

• I used correct words.

• I used correct grammar.

• I used correct spelling and punctuation.

Feedback

CHECK 3, see p. 128

SUMMARY

HOW TO talk about the future

(Future forms, modals and adverbs)

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In English, verb tenses can be used to refer to the future, but so can modal auxiliary verbs and certain adverbs.

1 Tenses to refer to the future

FORM

Future simple

will + base form of the verb

Going-to future

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

USE

e.g. Patients will carry their medical records on their smartphones.

general predictions, when we express beliefs about the future

e.g. Cancer is many diseases, and I believe we’ll cure some of them.

also (but less relevant in this context): unplanned events in the future, spontaneous decisions

e.g. I’ll have the steak, please. promises

e.g. I’ll never do it again, I promise.

e.g. We’re going to have problems not just now, but for generations to come.

predictions based on evidence we have now

e.g. We’re going to have problems with antimicrobial resistance, unless we act now.

also (but less relevant in this context): to talk about plans or intentions

e.g. I’m going to study abroad when I graduate from secondary school.

Present continuous

present simple of ‘to be’ + present participle of the verb (= ing-form)

e.g. The good news is that we’re making strides in finding a cure for breast cancer.

to describe actions going on now and things that are changing, growing or developing

e.g. Robots are replacing people and processes more and more.

also (but less relevant in this context): arrangements in the near future

e.g. I’m having dinner with friends tonight.

Future perfect simple

future simple of ‘to have’ (= will have) + past participle of the verb

Future continuous

future simple of verb ‘to be’ (= will be) + present participle of the verb (= ing-form)

e.g. I predict scientists will have found a cure for breast cancer by the year 2050.

to talk about something that will be completed before a specific time in the future

e.g. Do you think we will have eradicated AIDS by the year 2030, as some experts predict?

Use phrases like by or by the time (meaning ‘at some point before’) and in or in a day’s time/in 2 months’ time/in 5 years’ time etc. (meaning ‘at the end of this period’) to give the time period in which the action will be complete.

For more information, see Unit 1, p. 41.

e.g. More than half the global population will be living with being overweight and obesity within 12 years if prevention, treatment and support do not improve.

actions that will be in progress at a specific time in the future, or actions we see as new, different or temporary

e.g. 51% of the global population will be living with being overweight or obesity by 2035.

2 Modal verbs

We can use modal verbs (such as ‘will’, ‘might’, ‘may’ or ‘could’) to show how sure we are. We use modal verbs ‘may (not)’, ‘might (not)’ and ‘could’ when we are not sure about the future:

Very sure/sure

e.g. Robots won’t replace all medical professions.

Not sure

e.g. We could find a cure for breast cancer in the near future.

e.g. I might go to the party, but I’m not sure yet. He hasn’t studied much, so he may not pass the exam.

3 Adverbs of certainty

We can also use adverbs (such as probably and definitely) to show how sure we are.

Adverbs of certainty: inevitably definitely unquestionably/doubtlessly /undoubtedly/undeniably (almost) certainly surely probably/(far more) likely possibly maybe/perhaps hopefully

VOCABULARY

Word Translation My notes

HEALTH CARE AND THE HEALTH CARE SYSTEM

an access een toegang to access toegang hebben accessible toegankelijkheid to afford kunnen betalen, veroorloven affordability betaalbaarheid affordable betaalbaar

ageing ouder wordend, vergrijzend bankrupt bankroet, failliet a bankruptcy een faillissement to be entitled torecht hebben op a bill een rekening a check-up een controle

chronic chronisch, langdurend to claim a refundaanspraak maken op restitutie

compulsory verplicht to contribute bijdragen a contribution een bijdrage

copay remgeld (het bedrag dat je zelf betaalt voor je doktersbezoek, dus het stuk dat niet wordt terugbetaald door het ziekenfonds)

counselling begeleiding

a cover een dekking to cover dekken

a coverage een dekking

dental care tandzorg

dental treatmenteen tandheelkundige behandeling

eligible in aanmerking komend, geschikt

an employmenteen werkgelegenheid, een tewerkstelling

a family physicianeen huisarts

a fee een vergoeding, een tarief

a general practitioner (GP) een huisarts

a gynaecologisteen gynaecoloog

a health insuranceeen ziektekostenverzekering, een hospitalisatieverzekering increasing toenemend inpatient klinisch (met overnachting in een ziekenhuis)

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an insurance een verzekering to insure verzekeren

insured verzekerd

an insurer een verzekeraar

an intrauterine device (IUD) een spiraaltje

a legal residenteen legale inwoner, een permanente inwoner maternity carekraamzorg

mortality rate sterftecijfer

NHS gezondheidszorg in het Verenigd Koninkrijk non-refundableniet-restitueerbaar, nietterugbetaalbaar

an obstetricianeen verloskundige ongoing lopend, continu

an outcome een resultaat out-of-pocket uit eigen zak an outpatient cliniceen polikliniek, ambulante zorg (zonder overnachting in een ziekenhuis)

over the countervrij verkrijgbaar (zonder voorschrift)

pegged to incomegekoppeld aan inkomen to perform presteren a performanceeen prestatie a premium een premie prenatal care zwangerschapszorg, prenatale zorg

a prescription een voorschrift

a privatisation een privatisering to privatise privatiseren privatised geprivatiseerd

a rank een rangschikking, een score (zelfst. nw.)

to rank rangschikken, scoren to rate beoordelen rateable/ratableschatbaar; belastbaar

a rating een beoordeling, een rang a (doctor’s) referraleen doorverwijzing (van een arts)

to refund terugbetalen to regulate reguleren regulated gereguleerd, gereglementeerd

a regulation een regulatie, een regeling to reimburse terugbetalen

a reimbursementeen terugbetaling social securitysociale zekerheid subsidised gesubsideerd survivable overleefbaar survival rate overlevingscijfer to survive overleven

a tax (taxes) een belasting (belastingen) to tax belasten

a taxation een belasting, een fiscaliteit a treatment een behandeling universal health careuniversele gezondheidszorg

a wage een loon welfare welzijn

HOW TO interact on an online discussion board

The ideal discussion board topic should always facilitate learning opportunities

Preparing your online post 1

Why?

What are your reasons for writing?

• Are you angry or frustrated about a certain topic?

• Do you want to share (specialised) information with others?

Your reasons for writing will determine your tone and the potential feedback you will get afterwards.

What?

Do your research.

• Look up references, textual quotations, and/or links to materials that you want to use in your post.

Target audience

Who are you writing for?

Is the discussion board open to the general public or is it specialised? Be attuned to the needs and/or knowledge of your audience.

Posting on the discussion board

2

This is an answer to the question: ‘What do you think?’ Your post should ideally consist of 3 parts:

State what you think or what your recommendation is

State why you think what you think

Examine your own experiences, beliefs, or knowledge. Provide references, textual quotations, and/or links to materials that reinforce your opinion.

Promote peer interaction

State what you wish you knew or directly solicit the opinion of others. In other words, ask a question!

Following up on an online discussion 3

Read before you write

Read through the entire discussion before you write your own response. Respond with a comment that is on topic. Bring up new, interesting comments, ideas or arguments. Don’t reiterate a remark that has already been made.

©VANIN

Write what you know

Don’t just state that you agree or disagree with the poster. Provide real arguments that explain why you agree/disagree. Cite information from credible sources.

Mind your manners 4

Be respectful

Acknowledge and respect that people have different opinions. Keep the discussion polite and respectful and avoid ad hominem attacks (criticism against the person, not their comments.)

Keep an open mind and be willing to express and consider less popular opinions.

Mind your language

Use proper grammar. Reread your post and use (online) spelling and grammar checkers.

Don’t rely on emojis. Avoid using all capital (upper case) letters since this is commonly used online to express shouting and anger.

ON DIFFERENT TRACKS

CHECK 1 ⁄ Describing (public) health

1 You are going to write a paragraph about the advantages and disadvantages of Belgium’s health care system.

a Preparation: think of at least 2 advantages and at least 2 disadvantages of the system in Belgium.

b Action: write a paragraph of between 200 and 300 words on a separate piece of paper. Use at least 5 words from the box. writing

access – compulsory – dental treatment – fee – GP – out-of-pocket – over the counter –prenatal – referral – reimbursement/to reimburse

c Reflection: check your writing by filling in the checklist. Ask your teacher for feedback.

Checklist: describing advantages and disadvantages Yes I think soNo

1 Content and structure

• I wrote a coherent and well-structured paragraph.

• I discussed at least 2 advantages.

• I discussed at least 2 disadvantages.

2 Language

• I used correct vocabulary.

• I used 5 words from the box correctly.

• I used correct grammar.

• I used correct spelling and punctuation.

Feedback

2 Complete these sentences with a fitting word. The first letter is given.

1 Many people benefit from c to address their mental health concerns.

2 In some countries, health insurance is c , and citizens must make contributions to the system.

3 The a of medical services varies, but many countries strive to make health care more affordable for their populations.

4 To claim a r for medical expenses, you often need to submit proper documentation.

5 GPs or f are the first point of contact for many patients.

6 Many individuals have health insurance to c their medical expenses.

7 Health insurance p can be costly, impacting one’s ability to afford coverage.

8 With an a population, there is an increased need for health care services.

9 High medical bills can push people to the brink of b

10 Regular c are essential for maintaining good health.

11 A to health care is a fundamental right, and it should be accessible to all citizens.

12 C conditions often require ongoing treatment and care.

13 M care is an essential part of health coverage, ensuring the wellbeing of both mother and child.

14 P medication can be costly, even with insurance coverage.

15 Many health insurance plans are p income, ensuring that lowerwage earners can afford coverage.

16 I care is provided when a patient needs to stay in the hospital.

17 A doctor’s r may be required to access certain specialist services, like gynaecologists.

18 R for medical expenses is a common process with insurance companies.

19 D treatment is crucial for maintaining oral health.

20 Many people rely on o medications for minor ailments.

Score < 15 ≥ 15 Next exercise ex. 4 Check 2, p. 122

3 Do the vocabulary exercises below.

a Which word is needed here? Choose the correct option.

1 The new wheelchair ramp at the library improved the access / accessibility of the building, allowing people with disabilities easier access / accessibility to its resources.

2 It’s essential to have good insurer / insurance to protect your home in case of unexpected events like fires or floods.

3 I contacted the insurer / insurance company to inquire about their coverage options for my new car.

4 Filing taxes / taxation can be a complex process; and understanding the various aspects of taxes / taxation is important for financial planning.

Subtotal / 6

b What is the odd one out? Explain your answer.

1 bill – copay – fee – outcome – premium

2 refund – reimbursement – tax

3 family physician – GP – obstetrician – outpatient

Subtotal / 3

c Which word fits in the blanks?

Subtotal / 4

Do you have … for accidental damage?

Car insurance … have increased this year.

This shop sells nice clothes at … prices. The law made wearing seat belts in cars … .

The area has an infant … … of 11.9 per 1,000 births, nearly double the national average.

She suffers from … pain in her knees. If sales don’t improve, we’ll have to declare … within a year.

Hackers had complete … to the company files.

and more young people are leaving rural areas to find … in the cities.

She was … among the 25 most powerful business women in the world.

Many forms of cosmetic surgery are not paid for by the UK’s … .

The treatment is expensive, so we’re lucky that our … covers most of it.

It’s too early to predict the … of the election.

Spending billions of dollars on health care doesn’t translate into … .

My degree was paid for by me (… … …, no loans).

If this … is not paid within 5 days, your gas supply will be cut off.

Switzerland has a private health care system, heavily … by the government.

In Switzerland subsidies to help pay your premium are … to income.

5 Differences between US and UK health care. a First scan the article and answer these questions.

1 Where did this article appear?

2 In which section would you find this article?

3 Does that make this article biased or non-biased? Why?

4 Google the name of the author. What is their level of expertise?

5 Is Laura Beers for or against some form of universal health care like the one in the UK? reading

Subtotal / 6

b Complete the first 4 paragraphs with the missing words. Choose words from the box.

check-ups – copay – coverage – entitled – health care system – insurance – NHS –out-of-pocket – physician – premiums – private – taxation – treatment

Subtotal / 13

I’ve Lived the Difference between US and UK Health Care. Here’s What I Learned.

By Laura Beers

Earlier this year, I shattered my elbow in a freak fall, requiring surgery, plates and screws. While I am a US citizen, several years ago I married an Englishman and became a UK resident, to on

the British National Health Service. My surgeon was able to schedule me in for the three-hour surgery less than two weeks after my fall, and my physical therapist saw me weekly after the bone was healed to work on my flexion and extension. Both surgery and rehab were free at the point of use, and the only paperwork I completed was my pre-operative release forms. Compare that to another freak accident I had while living in Boston in my 20s. I spilled a large cup of hot tea on myself, suffered second degree scald burns, and had to be taken to the hospital in an ambulance. In the pain and chaos of the ER admission, I accidentally put my primary insurance down as my secondary and vice versa. It took me the better part

of six months to sort out the ensuing paperwork and billing confusion, and even with two policies, I still paid several hundred dollars in out-of-pocket expenses.

With debate raging in the US among Democrats about whether to push for a government health care system such as Medicare for All, there is no doubt in my mind that the NHS single-payer is superior to the American system of insurance. As someone who suffers from chronic illness, is incredibly clumsy and accident-prone, and has two young children, I spend an inordinate amount of time in doctors’ offices and hospitals. When my family is in our home in York, England, our health care is paid for principally through direct , and we have zero costs. In contrast, when we are in the US, we are on my employer-based plan. After years with one provider, rising costs pushed the premiums alone to above 10% of my gross salary for the family plan, and I recently opted to switch to a new provider, whose are a more modest but still eye-watering 7% of my salary. I have had to switch our family and specialists, with the attendant hassle of applying to have our medical records released and transferred to our new providers. In addition to my premiums, both plans include significant copays, although my new provider does not have a deductible.

In Britain, I am not entitled to the annual well patient and women’s health that Americans can now receive without a or deductible thanks to the Affordable Care Act. As an asthma sufferer, I do, however, have regular annual reviews of my condition. When one of my children becomes ill, I am usually able to receive same-day in both countries, although in both cases this involves showing up early for the urgent care clinic.

The comparative ease and security of the NHS is why the system retains such high levels of support from the British public, despite frustrations with wait times and other aspects of service provision. A recent poll found that 77% of respondents felt that “the NHS is crucial to British society and we must do everything we can to maintain it,” and nearly 90% agreed that that the NHS should be free at the point of delivery, provide a comprehensive service available to everyone, and be primarily funded through taxation. Britons’ affection for their NHS was dramatically enacted in Danny Boyle’s 2012 Olympic opening ceremony extravaganza.

Yet, while I share my adopted countrymen’s support for the NHS, I can see almost no chance of America adopting a single-payer health care system of the kind described by Senators Sanders and Warren any time soon. Sanders, Warren and other single-payer advocates not only face a strong and entrenched adversary in the American insurance industry, they also lack the broad public support for reform which characterized post-WWII Britain.

That broad public support for reform was crucial. Britain’s NHS system was very nearly defeated by opposing interests when it was introduced in the 1940s. It was initially opposed by the municipal and voluntary authorities, who controlled the 3,000 hospitals which Health Secretary Aneurin Bevan sought to bring under national administration, by the various Royal Colleges of surgeons and specialists, and by British Medical Association (BMA), the professional body representing the vast majority of the nation’s general practitioners, who stood to lose control of their private practices and become state employees.

At a meeting of doctors following the publication of Bevan’s proposals in January 1946, one physician claimed that “This Bill is strongly suggestive of the Hitlerite regime now being destroyed in Germany,” and another described the proposed nationalization of the hospitals as “the greatest seizure of property since Henry VIII confiscated the monasteries.” The BMA hostility persisted through rounds of negotiations lasting two years. Less than six months before the bill was set to come into effect on July 5, 1948, the BMA’s membership voted by a margin of 8 to 1 against the NHS, sparking serious fears within the government that GPs would refuse to come on board, effectively scuppering the NHS.

Bevan insisted that he would not cave but he did have to make several costly concessions to bring the doctors on board. First, he cleaved off the specialists (who were closely tied to the hospitals), by promising them that, if they signed on, they could continue to treat private patients in NHS-run hospitals in addition to their NHS patients, whom they would be paid to treat on a fee-for-service basis. Then, he offered the general practitioners a generous buyout to give up their stake in their private practices (effectively purchasing their patient lists), if they came on board. And finally, he promised them that the government would not be able to compel them to become fully salaried employees of the state without the passage of new legislation.

At the same time that Bevan offered the carrot of economic concessions, he also wielded the stick of public opinion against the doctors. Speaking in the House of Commons in February 1948, Bevan positioned single-payer healthcare as an issue of middle class survival, in language whose substance, if not its style, would not sound out of place in a 2020 Democratic primary debate: “Consider that social class which is called the “middle class.” Their entrance into the scheme, and their having a free doctor and a free hospital service, is emancipation for many of them. There is nothing that destroys the family budget of the professional worker more than heavy hospital bills and doctors’ bills.”

Bevan spoke for a public exceptionally united in support of an expanded state welfare policy as a result of the socially unifying experience of World War II. Fear of public backlash combined with economic incentives ultimately brought the medical establishment to heel.

Many were shocked when Bevan succeeded, but the BMA was arguably a less formidable threat to reform then than the American insurance industry is now. Insurance companies stand to be the biggest losers from a switch to single-payer health care, which seeks to achieve economies in large part through cutting out the profit-making middle man. As Elizabeth Warren noted in last Tuesday’s debate, US insurance companies reported $23 billion in profits last year. And the insurance lobby is determined to protect its position. That is why insurance companies are major donors in both state and federal election campaigns. The insurance industry has put massive resources into ensuring continued public and political opposition to the introduction of a single-payer system.

It’s possible that, if Americans were presented with an arguably cheaper and less bureaucratic health care system, they might decide that they liked it and were committed to doing everything they could to maintain it. But given the constellation of political forces in 21st century America, that just isn’t going to happen any time soon.

c Now read the article in more detail. Answer these questions:

1 Who founded the NHS? When was that?

2 Some serious concessions were made to get specialists and GPs on board the NHS. List at least 3 below.

3 Are Senators Bernie Sanders and Elizabeth Warren left or right-wing US politicians? Why do you think so?

4 Why is the introduction of some sort of universal health trickier now in the US than it was in post-WW II UK? Name 2 reasons Beers gives.

Subtotal / 9

d Do you support Laura Beers’ opinion? Should the US adopt a single-payer health care system? Why (not)?

Preparation: look up new or opposing opinions online to see whether or not you support Beers. Fill in the table below. Give 2 arguments. Write down the sources you used.

Argument 1

Argument 2

Sources used

Action: write a short paragraph (about 50-75 words) in which you explain your opinion.

Reflection: check your writing by filling in the checklist. Ask your teacher for feedback.

Checklist: stating your opinion

1 Content and structure

• My paragraph is well-structured.

• I gave 2 arguments.

• My paragraph discussed a new argument.

• I cited, or referred to, credible sources.

2 Language

• I used correct words.

• I used correct grammar.

• I used correct spelling and punctuation.

Feedback

Subtotal / 10

Score < 30 ≥ 30 Next exercise ex. 4

CHECK 2 ⁄ Discussing medical developments

1 Write sentences using the prompts in the grid. Follow the example.

Phrases to use

Future form that expresses AdverbModal verb that expresses you are:

1we – to focus – more on preventive care general predictiondefinitely

©VANIN

2 doctors – to learn – new treatments action going on nowconstantly

3 telemedicine – to become more common prediction based on evidence we have now

4 health care costs – to go up likely

5 we – to introduce – a new system – to keep patient records organised completed action before a specific time in the future hopefully

6 doctors – to use –computers general predictionprobably

7 health care – to be more accessible for everyone not sure

8 we – to make –significant progress completed action before a specific time in the future certainly

9 health care providers –to offer – more personalised and patientcentred care actions that will be in progress at a specific time in the future

10 health care workers –to need to keep studying and using data unquestionablyvery sure

11 robots – not – to replace – all medical professions very sure

1 In the future, we will definitely focus more on preventive care, aiming for healthier communities.

2 to improve health care.

3 , making it easier for people to see a doctor from home.

4 if we don’t find more affordable solutions.

5 By the end of the year,

6 In a few years, to help them diagnose diseases more accurately.

7 By the time I retire, , regardless of income.

8 By 2030, in preventing chronic illnesses.

9 In the near future

10 to improve patient care.

11 I’m convinced that

2 Complete these sentences with a fitting future form.

1 In the future, health care (probably to aim) to promote well-being and disease prevention in addition to treatment.

2 We (to see) more and more emphasis on preventive care.

3 By 2030, we (hopefully to improve) access to affordable health care for everyone.

4 Practice shows that doctors (to use) advanced technology to provide more accurate diagnoses in the future.

5 51% of the global population (to live) with being overweight or obese by 2035.

6 In a few years, we (almost certainly to see) more focus on preventive care to reduce the prevalence of chronic illnesses.

7 At the moment hospitals (already to implement) telehealth services, making it easier for patients to access medical consultations from their homes.

8 By 2040, medical breakthroughs (to improve) treatment options and survival rates.

9 Health care professionals (surely to continue) to study and apply the latest medical advancements to patient care.

10 Medical researchers (currently to develop) new treatments for various diseases.

3 Read the excerpt from Aldous Huxley’s A Brave New World you will get and answer the questions.

1 Where does the story begin?

2 When does the story begin? In what year? What would the year be in our terms? (Tip: Henry Ford died in 1947.)

3 What is the World State’s motto? What do you think it implies? (Tip: first finish reading the excerpt before answering this question.)

4 The Director of the Centre (the D.H.C.) conducts a group of new students on a tour of the facility and its operations — a biological version of the assembly line, with test-tube births as the product. Put the ‘rooms’ in order of appearance, from 1 to 4.

Bottling Room

Decanting Room

Social Predestination Room

Fertilising Room

5 What do you think Aldous Huxley means with ‘decanting’?

6 What are the castes for classifying people?

7 About 30% of females are allowed to develop sexually. What happens to the 70% that are not allowed to develop normally?

8 Explain the ‘Bokanovsky Process’.

9 Which word does Huxley use for the method for producing many identical eggs from a single egg?

Score < 9 ≥ 9

Next exercise Check 3, p. 128ex. 4

4 You are going to make a connection between CRISPR and the excerpt from the dystopian novel, A Brave New World in exercise 3.

a First, read about medical background information, explaining the difference between human germline genetic modification (HGGM) and somatic editing.

b Then read the 2 points of view. reading

BACKGROUND INFORMATION

There are 2 different categories of gene therapies: human germline genetic modification (HGGM) and somatic editing. Somatic editing involves medical intervention in existing people, so the edit is limited to the individual; when they die, the edit dies with them. Most, if not all, scientists, bioethicists and the general public support this type of editing, as it is similar to medical interventions like surgery, medications and radiation that patients already undergo. However, germline editing, involves editing heritable DNA found in sperm, eggs and embryos. Clear ethical concerns are raised by the possibility of permanent changes that edited people will carry and pass on to their children and their children’s children.

Point of view 1: Dr John Evans, the Tata Chancellor’s Professor in Social Sciences and the co-director of the Institute of Public Ethics at the University of California, San Diego:

‘Everyone agrees that targeted gene editing for somatic sickle cell disease is morally virtuous. So, let’s get on the slope and do that. There are people suffering. The problem is that you have now changed the conditions for step B: I’m used to the idea of genetically modifying humans now, so I guess [I can consider step] B where I’m not modifying sickle cell but something like genetically caused deafness. Well, it’s kind of a disease, but it’s also kind of not a disease, but I’m kind of used to this, so I’ll go there—so that becomes normalised ... At the bottom is the Brave New World or Gattaca situation, which is a society where people are designed for particular genes for particular purposes.’

Source: www.thelovepost.global

Point of view 2: Dr Kevin Smith, a senior lecturer at Abertay University, Scotland, who specialises in bioethics and genetics:

In the wake of the He Jiankui controversy, Smith made academic and popular waves by releasing a research paper arguing that genetically changing the germline is both ‘ethically justifiable’ and ‘highly desirable’. This perspective was starkly at odds with the caution expressed by most scientists, ethicists and governments worldwide.

The backbone of Smith’s argument is a utilitarian perspective, a moral theory that aims to promote happiness and reduce suffering, encased in the famous maxim: ‘The greatest good for the greatest number of people.’ As the maxim declares, at a social level, utilitarianism seeks the betterment of society by evaluating the consequences of a particular action or set of actions and offering the best consequence to as many people as possible. Smith contends that germline editing is a morally virtuous action because it will correspond to a reduction in suffering and the betterment of the human species.

Source: www.thelovepost.global

c Write a short paragraph in which you explain whose point of view you support, and how this novel is related to the ethical questions raised in the CRISPR debate. Explain the connections you made in at least 75 words.

Preparation: look up the ethical questions that were discussed in Step 2, p. 83. Make a few short notes below listing the connections.

Action: write a short paragraph (about 75 words) in which you explain the connections. Also explain your opinion on whether CRISPR is a ‘good’ medical development or not.

hundred and twenty-seven

Reflection: check your writing by filling in the checklist. Ask your teacher for feedback.

Checklist: explaining your opinion Yes I think soNo

1 Content and structure

• My paragraph is well-structured.

• I wrote at least 75 words.

• I clearly explained the connections I made between CRISPR and the novel.

• I explained whether I think CRISPR is a ‘good’ medical development or not.

2 Language

• I used correct words.

• I used correct grammar.

• I paid attention to my spelling and punctuation.

Feedback

CHECK 3 ⁄ Academic writing skills

1 Write a response to a post about the health care system in the US. a Preparation: read the post below.

<r/zachary654> 15 hours ago

I got really hurt a few years ago. I fell skateboarding on a dead-end road and fractured my wrist, broke my elbow, and took all the skin off the top of my arm from around my shoulder to my wrist. I was so afraid of how much the ambulance ride was going to cost, so I crawled back to my truck and started driving. My truck was a manual, and I will never forget the pain of shifting from 2nd to 3rd with a fractured wrist.

I stopped driving, and once the shock wore off, I was in so much pain that I couldn’t get out of my seat. Come to find out, I also messed up my hip really badly.

I had to call for an ambulance and was driven to a hospital about 2 miles away, and even with insurance, the ambulance ride cost almost 1500.

Needless to say, health care in the US is awful. Who’s with me, fellow redditors?

b Action: write a response. Check the Summary to make sure you follow the criteria for writing a good response. Write 150 to 200 words. Use a separate piece of paper.

c Reflection: check your writing by filling in the checklist. Ask your teacher for feedback.

1 Content and structure

• My response stayed on topic.

• My response was well argued.

• My response raised a new idea or argument.

• My response was respectful and showed an open mind.

• I cited or referred to credible sources.

2 Language

• I used correct words.

• I used correct grammar.

• I used correct spelling and punctuation. Feedback

2 Read the responses to this thread. Identify at least 1 thing that is wrong with each of these posts. reading

yarnnthings 8 mo. ago

It is so much worse than these comments relate. Kids are psychosomatically imitating tics (and it isn’t even on purpose sometimes) like Tourette’s and inventing “alters” for debunked multiple personality disorder. Kids imitate what they see, and it’s not always a conscious choice. This is why we know “gender” issues are also a social contagion.

©VANIN

fillmorecounty 8 mo. ago

It’s been so interesting to watch unfold. Like do you remember the wonderland person? Wild shit, man. Reddit never has site-wide batshit crazy drama like that. It keeps tiktok interesting Imao.

ActualCabbage 8 mo. ago

You sound like the back of a bottle of cheap shampoo.

stevief150 8 mo. ago

That is not good.

offballDgang 8 mo. ago

Like adults on webWD

[deleted] 8 mo. ago

AHAHAHAHAHAHAHAHA get rid of tiktok and EVERYBODY’S mental health gets better.

Score < 5 ≥ 5

Next exercise ex. 4

3 You are going to start an online discussion.

a Preparation: go online and join a discussion forum (e.g. Reddit). Think of a good topic related to health to start your own thread.

b Action: write your new post. Check the Summary if necessary. Write 150 to 200 words. Send a screenshot of your post to your teacher who will give you some feedback.

c Reflection: check your writing by filling in the checklist. Ask your teacher for feedback.

Checklist: starting an online discussion

1 Content and structure

• I clearly stated my opinion.

• I provided references, textual quotations, and/or links to materials that reinforce my opinion.

• I promoted peer interaction (solicited the opinion of others).

• I remained respectful and showed an open mind.

• I cited or referred to credible sources.

2 Language

• I used correct words.

• I used correct grammar.

• I used correct spelling and punctuation.

Feedback

Score < 7 ≥ 7

Next exercise ex. 4 All done!

Yes I think soNo

4 Rewrite a post from exercise 2 into a good online post.

a Preparation: read through the responses in exercise 2 again and choose 1 you want to rewrite.

b Action: write your improved post on a separate piece of paper.

c Reflection: check your writing by filling in the checklist. Ask your teacher for feedback. writing

Checklist: rewriting a response Yes I think soNo

1 Content and structure

• My response stayed on topic.

• My response was well argued.

• My response raised a new idea or argument.

• My response was respectful and showed an open mind.

• I cited or referred to credible sources.

2 Language

• I used correct words.

• I used correct grammar.

• I used correct spelling and punctuation.

Feedback

©VANIN

CHECK OUT

POSTING A THREAD ON A BULLETIN BOARD

ORIENTATION

You are going to post a thread about a possible future medical development on an online bulletin board and react to other threads.

PREPARATION

1 Choose a topic. Choose between the following.

The role of AI in medicine

Relying on medical advice found online (Google, TikTok …)

Free medical care: yes or no?

Robot doctors

CRISPR

Other:

2 Formulate your prediction.

3 Find reliable sources that support your argument.

4 Jot down a few ideas that outline your argument. ACTION

5 Write your post.

a State your opinion: ‘What do you think?’

b State why you think what you think: provide arguments, references, textual quotations, and/or links to materials that reinforce your opinion.

c State what you wish you knew or directly solicit the opinion of classmates. In other words, ask a question.

6 Post your thread on the bulletin board.

7 Use future forms, adverbs of probability and modal verbs in your text.

8 Add a catchy title that will grab the readers’ attention.

9 React to your classmates’ posts. Do this at least twice. Make sure you stick to the rules for writing a good response.

REFLECTION

10 Check your writing by filling in the checklist. Ask your teacher for feedback.

Checklist: posting and replying on an online bulletin board Yes I think soNo

1 Content and structure

• I wrote a coherent and well-structured thread.

• I clearly stated my opinion.

• I provided at least 2 references, textual quotations, and/or links to reliable sources that reinforce my opinion.

• I promoted peer interaction (solicited the opinion of others).

• I added a catchy title.

• I reacted to at least 2 different posts from classmates.

• My responses stayed on topic.

• My responses were well argued.

• My responses brought up a new idea or argument.

• My response was respectful and showed an open mind.

2 Language

• I used correct vocabulary.

• I used at least 3 different future forms correctly.

• I used at least 3 different adverbs of probability.

• I used at least 3 different modal verbs.

• I used correct grammar.

• I used correct spelling and punctuation.

Feedback

©VANIN

Trace your steps on diddit.

UNIT 3: DRESSED TO THE NINES

CHECK IN

MAIN TRACK

Step 1: Discussing fashion

Step 2: Linking fashion to identity

SUMMARY

Step 3: Using relative clauses

ON DIFFERENT TRACKS

TRACE YOUR STEPS

CHECK OUT: CREATING A MOOD BOARD

CHECK IN

WHO’S WHO?

1 Play Guess Who? Which famous person fits the description?

2 You just played Guess Who?

a Who did you know and who didn’t you know?

b Based on their look, what do you think the people you didn’t know do for a living?

ACTRESS

SCIENTIST

POLITICIAN

ATHLETE

VISUAL ARTIST FASHION DESIGNER

ACTOR

WRITER

c What criteria did you use to categorise these people?

PERFORMER

SPOKEN INTERACTION

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MAIN TRACK

STEP 1 ⁄ Fashion forward

Discussing fashion

1 / What are you wearing?

1 What do you think of when you hear the word ‘fashion’? Create a word cloud (on paper or digitally). Then discuss ‘fashion’ with a partner or with the class.

2 Runway time! Take a look at your classmates' outfits and write down as many words as possible that relate to their outfits. Think of clothing items, colours, materials, patterns, details on the garments and organise the words on the worksheet you will get.

3 Listen to the descriptions of some of the best designs of Project Runway.

a Which outfits are being described? Tick the correct boxes.

b Did you hear any new words that relate to fashion? Which ones? Add them to your worksheet (exercise 2).

4 Read the following sentences and do the tasks.

1 This resulted in a stunning peplum khaki skirt.

2 Korto Momolu created a golden checked coat.

3 He paired this with large flowing cotton pants.

4 Rami Kashou showed what he had learned with this exquisitely crafted fishtail-shaped golden lace gown.

5 Eileen is wearing a worn-out medical coat.

6 While travelling through Kenia Merti bought a beautiful new African kitenge.

peplum: flouncing piece of fabric beneath a tight waist kitenge: brightly printed cotton fabric that is worn as a wrap skirt in sub-Saharan Africa

a Categorise the highlighted adjectives in the table below.

CategoryExamples

1Opinion

2Size

3Condition

4Shape

5Age

6Colour

7Pattern

8Origin

9Material

10Purpose

My own examples

b Add your own examples from the runway show to each of the categories in a.

c Complete the grammar rules on adjective order with words from the box below. avoided – before – descriptive or factual – general – opinions or attitudes –specific – unusual

HOW TO order adjectives

GRAMMAR

Adjectives can describe nouns in English. When you use more than 1 adjective, the adjectives are in a particular order.

The general rule is that adjectives describing come before more adjectives such as size, pattern or colour.

1 Opinion or descriptive adjectives?

We usually put opinion adjectives descriptive (or factual) adjectives. e.g. a nice black dress

Some opinion adjectives give a general opinion and can describe almost any noun. e.g. good, bad, nice, awful

Some opinion adjectives give a specific opinion and can only be used to describe nouns in a particular context.

e.g. Clever is used with people or animals but not for food.

e.g. Comfortable is used with furniture, buildings or clothes but not for food or people.

We usually put a opinion in front of a opinion. e.g. a lovely comfortable sweater

2 Two or more adjectives?

The natural order of adjectives in English is: (quantifier/determiner) Here are some examples:

e.g. S ooraj is wearing high-waisted pinstriped denim trousers. opinion size condition shape age colour origin pattern material purpose

e.g. Mila is wearing an ugly small torn old beige checked cotton shirt.

e.g. Rasheem is wearing a tailored Belgian sports sweater.

Keep in mind:

Using 3 adjectives in front of a noun is e.g. a lovely little black dress

Using more than 3 adjectives to describe a noun is very unusual and should be in writing!

5 Play In the Morning, When I Get Dressed, I Put On … .

6 Complete these sentences with suitable adjectives.

See p. 166

a Add a colour, a material and/or a pattern based on the pictures. Use words from the word cloud. Look up the words you don’t understand.

b Add extra adjectives corresponding to the given adjective type. Always pay attention to the order of the adjectives.

ARGYLE

PLAID WOOLLEN NAVY PAISLEY

BURGUNDY POLKA DOTTED PRINTED

Eliott is wearing trousers (extra adjective of condition), a coat (extra adjective of size) and a scarf (extra adjective of age).

COTTON

Scarlet is wearing an dress (extra adjective of shape).

Amber is wearing a (extra adjective of size) skirt and a shirt (extra adjective of opinion).

Eli is wearing a vest (extra adjective of opinion).

Hadley is wearing a dress (extra adjective of purpose).

7 Practise the vocabulary from the previous exercises by playing fashion bingo.

8 Watch the videos in which Lucy from Sew Essential is talking about 2 designs from Great British Sewing Bee. Place the parts of clothing she mentions correctly on the pictures below. Use the words from the box.

WATCHING a button – a collar – a cuff – a hemline – a lapel – a patch pocket – a pocket – a pocket flap –a seam – a sleeve – a storm flap – a waist tie/a waist band – a welt pocket – a yoke –a zipper (fly)/a fly piece

9 Describing celebrities.

a Preparation: look for a picture of your favourite artist, athlete or actor/actress.

b Action: describe the outfit of the celebrity you chose in detail. Use 2 or 3 adjectives to describe each garment they are wearing. Write a short descriptive text.

c Reflection: check your writing by filling in the checklist, and then hand in your picture and description.

Checklist: describing celebrities Yes I think soNo

1 Content and structure

• I wrote a clear description of each of the garments the celebrity is wearing.

2 Language

• I paid attention to the order of adjectives.

• I used correct spelling and punctuation.

Feedback

d Can you match all the celebrities?

10 Expand your English vocabulary with clothing idioms.

a Check the title of this Unit and this Step. Do you know what they mean?

To be dressed to the nines:

To be fashion forward:

b Use the words in the box to complete the idioms. Then, link them to their meanings.

1 Before you judge a man, walk a mile in his Ato have a secret plan

2 to burn a hole in your

Bto work with a determined mind

3 to line your own Cto be embarrassed or angry about something 4 to down Dto have a lot in common 5 in hand

Eto be naked

6 at the drop of a Fto handle with care

7 to have a bee in one’s

Gmoney you are eager to spend

to wear your birthday

to have a card up your

to treat someone with kid

to fit like a

below the

to put a in it

to get hot under the

Inot being able to keep still

Jan attitude of respectful humility

Kto be very generous to someone

Lto reveal something embarrassing or shocking

Mto try to understand someone’s experiences and thoughts before judging

Nto say without planning or preparation 15 to have ants in your

Pto make money dishonestly

Oto think hard in order to solve a problem 16 to give someone the off your back

to put on your thinking

Qto be preoccupied with something 18 to be cut from the same

to speak off the

Rto fit perfectly

Swithout hesitation or advance notice 20 to catch someone with their down

Tbeyond what is fair or acceptable

c Complete the sentences with the correct idiom.

1 The young designer approached Brandon Wen, ready to stand with , hoping for an internship in order to learn from the best.

2 Issey Miyake and Raf Simons seem . Their designs reflect a similar vision.

3 The fashion industry can be lucrative for designers, but it is important to remain honest rather than trying

4 Some models were fidgeting nervously backstage, as if they , before the fashion show started.

d Take a look at these images. Which idiom is depicted? Write a sentence using this idiom. Make sure to add enough context so that the meaning of the idiom becomes clear.

Sentence:

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Sentence:

Idiom:

Idiom:

Sentence:

Idiom:

Sentence:

e Play Hot Seat using the idioms from this exercise.

2 / It’s all coming back

1 Fashion evolves and adapts to its historical context. Read and do the tasks below.

a Preparation: you will be given a decade and some sources. Research information on fashion in this decade and complete the fact file with key words.

b Action: look for a signature male and female outfit from your decade and give a description of the outfits on a separate piece of paper. Be specific (colours, size, shape, patterns and material, etc.). Pay attention to the order of adjectives. Don’t forget to link the outfits to their historical context.

Form groups and present your outfits to each other.

c Reflection: check your task by filling in the checklist. Ask your teacher for feedback.

Checklist: researching fashion through the ages Yes I think so No

1 Content

• I read all the sources and selected what was useful for my decade.

• I chose a signature male and female outfit and described it.

• I linked the outfits to their historical context.

2 Language

• I used adjectives and their order correctly.

• I used correct and varied vocabulary.

• I used correct grammar.

• I paid attention to my pronunciation.

2 You have learned a lot about fashion from the last 100 years. Match the words to the pictures. Do you know in which decade this garment or outfit became popular? a band T-shirt – bell bottoms – a bucket hat – a crossbody bag – a flapper dress –a miniskirt – Oxfords – a Peter Pan collar – a trucker hat – a zoot suit

Name: Decade:

3 / Back to the future

1 Fashion experts do not only look at the trends for next season, but they also look further into the future. Take a look at these examples of potential future designs and discuss the questions.

a How would you describe these trends?

Describe these trends objectively. What are these models wearing? What colours are dominant? What fabrics are used? What feelings do these trends evoke?

b Do you think these trends will become popular in the future? Which ones will/won’t? Why (not)?

2 You are going to read the article ‘What Will Fashion Be Like 20 Years From Now?’

a First solve the anagrams. Then, fill in the words while you are reading the text.

Word

Definition

1AVEEW a the way in which cloth has been woven

2ATFS OSINAFH inexpensive clothing produced rapidly by mass-market retailers in response to the latest trends

3ARMLITAIEM not formed of matter/unimportant/ irrelevant

4ITOLRA - AEMK to to make or to adapt clothing to the needs of a specific individual

5ARTEIREL a a person, shop or business that sells goods

Name: Decade:

b What is the main idea of each text excerpt? Write it under each paragraph.

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

Statement

1 Smart fabrics can collect data about the wearer’s physical performance and provide injury prevention recommendations.

2 Second-hand markets and clothing rental services are growing slower than the retail industry in general.

3 Digital fashion will replace physical clothing, eliminating the need for physical garments.

4 3D scanning technology is used to design digital avatars for clothing.

5 AR glasses are a way for people to physically share their clothing with others.

d List 3 futuristic evolutions in fashion and explain them. Do you think these evolutions will become popular with the majority of the consumers in the future? Why (not)?

1 Evolution: Popular? Yes/No, because

2 Evolution: Popular: Yes/No, because

3 Evolution: Popular: Yes/No, because

e Which discrepancy does Geraldine Wharry mention? Which 3 markets will benefit from this discrepancy?

What Will Fashion Be Like 20 Years from Now?

From virtual collections to limitless creativity, Bel Jacobs explores what style will look like in two decades’ time.

Watch any recent science-fiction movie and you’ll be struck by divergent visions of the future, as seen through the eyes of Hollywood costume departments. Follow the sartorial route of Ryan Coogler’s Black Panther, for example, and we can expect to sheath our fortunately pneumatic bodies in reinforced scuba suits. Turn instead to the post-apocalyptic worlds of Blade Runner 2049 and the TV series The Expanse, and the offer is bastardised street wear, scavenged from the wardrobes of the past.

Anything, apparently, is better than what we have now. From questions over modern slavery to the planet-levelling effects of over-consumption, fashion is under fire – and brands are having to adapt. According to a recent report shared at the Camera Nazionale della Moda Italiana’s third international roundtable on sustainability, buyers at stores like Barneys and Saks in the US expect to nearly double their total spending on sustainable products in the next five years, from 23% to 40%.

Main idea:

What looks set to remain constant, however, is the urge to consume, hard-wired into human nature. Fashion satisfies consumers’ psychogenic needs… and any solution has to recognise – and maintain – these benefits.

Accordingly, innovators are exploring future solutions that offer all the hit of the new buy without stripping the earth – and the answers, increasingly, appear to lie in the digital world. and digital fashion offers opportunities for brands to exert creativity, and connect with consumers through a different medium.

And in one manifestation, the clothes won’t exist at all. When Norwegian Carlings launched a digital collection last year, the fashion – futuristic streetwear, bought online and e-fitted to users’ photos – was created to counter the ‘wear once, take a selfie, chuck it away’ philosophy of today’s frantic online influencer. “We’ve opened up a world of taking chances with styling, without leaving a negative footprint on the world,” Morten Grubak of Virtue Nordic, told iD’s Jake Hall, at the time.

Main idea:

“There is a clear trend to blending the physical world with online content,” agrees Matthew Drinkwater, of the London College of Fashion’s Fashion Innovation Agency. His vision posits a future in which, using augmented-reality glasses that overlay digital imagery onto the real world, we ‘share’ the clothes we want to be seen wearing into the AR glasses of others who are participating.

Pie-in-the-sky? Not quite. Working with Lucasfilm’s immersive entertainment division ILMxLAB, Drinkwater introduced the project at designer Steven Tai’s London Fashion Week presentation. “The project hints at a future where we will be able to download content to our clothing, viewable through AR glasses, and present ourselves differently to everyone around us,” says Drinkwater. “Our identities are constantly evolving and becoming more fluid by straddling both the digital and physical realms. Digital fashion allows people to fully experiment with how they would like to be perceived – and push limitless creative boundaries. A hairstyle made from water, a dress that alters its shape according to sound: these are all possible.”

idea:

But, if the thought of operating so completely online makes you jumpy, there are more concrete applications for the tech. According to the Ellen MacArthur Foundation, $500 billion is lost every year in clothing under-use and waste costs; 87% of all fashion made goes to landfill. So what would happen if we only made clothes people really wanted? This is the concept behind NY-based digital agency Neuro Studio’s latest work, Solventus, a collection for which human models were 3D-scanned to obtain precise measurements before the garments were designed directly onto digital avatars. The intention, eventually, is to only make the clothes – capes, body harnesses and leggings built with body-supporting and cold weather fabrics; very post-apocalyptic – when someone orders them.

And there is, of course, more: Neuro Studio’s collection encompasses 3D-printing, the tech that allows designers to pieces digitally for individual customers. Sportswear companies such as Nike, which already allows shoppers to design their own trainers, posit a future where consumers will be able to 3D print their own shoes at home. Shoppers could become designers – when streetwear label Hype couldn’t decide which design to go for, they let their customers choose via an Instagram post.

At the same time, the technology that goes into clothes themselves is galloping ahead. Smart fabric companies are developing materials that can gather data such as, in the case of the Nike Adapt BB basketball shoe, whether a wearer needs to alter their strike in order to avoid injury. “In the future, with the roll out of 5G, clothes will function as a new interface, impacting on the way we communicate with the connected world and with each other,” says Mano ten Napel, founder of digital magazine FashNerd.

Main idea:

Whether or not these technologies will become available to all, as in the case of , is another matter. “I look at social behaviours,” reflects fashion forecaster Geraldine Wharry. “And I think supply scarcity – in terms of water and fabric shortages and costs going up, for example – is going to be a big one. When those things happen, people shift their budgets for what they really need to survive.” And fast fashion? “It’s an outdated model,” says Wharry. “I just cannot see how it can continue. Brands without some kind of sustainability strategy are in trouble.”

So where will the ordinary person turn for their fashion fix? As future tech evolves, parallel movements are showing a return to the hand made and the tactile. “There’s a lot of interest in craft,” says Wharry. “It’s a different way of connecting with the clothes.” Secondhand markets are exploding; according to fashion resale site ThredUP, sites like itself are growing 24 times faster than the retail industry as a whole. Meanwhile, the rental economy is gaining traction. “In fashion, rental can provide newness without the environmental cost,” says Sara Arnold of Higher Studio.

Main idea:

How ever we get our clothes, fashion will retain its identity as a form of escapism and expression, particularly as planetary conditions get more difficult. “If you look at the Great Depression, there was a lot of glitz and glamour,” says Wharry. “And if you look at the trends right now, there’s a lot of colour. Fashion is always a mirror of what is going on in society. There could be so much difference between the haves and the have-nots in the future that it could create very extravagant fashion.”

Main idea:

©VANIN

Adapted from: BBC

divergent: different sartorial: relating to tailored clothes to sheath: to cover to scavenge: to collect discarded material a pie-in-the-sky: something that you hope will happen but is very unlikely

3 Do you have ideas about how to make fashion that satisfies the need to consume, on the one hand, and is sustainable on the other? Brainstorm with a classmate and think of 3 ways to make outfits more future proof/sustainable. Then present your ideas to the class.

CHECK 1, see p. 176

STEP 2 ⁄ You are what you wear

Linking fashion to identity

1 / ‘Every day is a fashion show, and the world is your runway’ (Coco Chanel)

1 Discuss the following questions.

a What does ‘Every day is a fashion show and the world is your runway’ mean to you?

b Is the world a runway for you? To what extent do you agree with these statements?

1 I use fashion to show the world who I am.

2 My clothing reflects different aspects of my personality.

3 I have clothes that tell stories about me.

4 I have clothing items in my wardrobe that hold strong personal or emotional significance.

5 I sometimes judge people based on what they wear.

6 I form my opinion of someone mainly based on first impressions.

7 Your appearance is all you have in most cases.

2 Watch the clip Wear I am and answer the questions.

a What is the main idea of this video?

b Which statements are true?

DISAGREE AGREE DISAGREE AGREE

AGREE

SPOKEN INTERACTION

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1One girl mentions she wears heels – although they are uncomfortable – for 8 hours because she wants to wear them.

2Through clothing you can expose a character (trait) that you could never show otherwise.

3One girl states that it is important to show your ethnical background through your clothes.

4One person says that they are being defined as female based on clothing.

5If you let your personality shine within your clothing, you can become happy with yourself.

WATCHING

3 Who are you?

a Choose 3 personality traits from this word cloud and match them to a specific element of your clothing style that conveys this personality trait.

4 Which personality trait from exercise 3 works best in these sentences?

1 Despite his serious demeanour, Ismar often surprised his colleagues with his witty / perceptive / respectful remarks, always adding a touch of humour to every conversation.

2 Pippa’s stubborn / versatile / ingenious skills allowed her to transition from a successful career in marketing to a flourishing role in fashion design, showcasing her adaptability and creativity in both fields.

3 The amiable / adventurous / curious receptionist greeted every visitor with a warm smile, setting a welcoming tone for the entire office.

4 Lily’s thoughtful / mature / sociable personality lit up any room she entered, as she effortlessly struck up conversations with strangers and made friends wherever she went.

5 Eli’s open-minded / meticulous / witty approach to his work was evident in his attention to detail, thorough research, and unwavering commitment to delivering top-quality results on every project.

6 As a child, Emily’s thoughtful / solitary / curious nature led her to explore the world around her with a constant thirst for knowledge. b Discuss with your classmates. Do they think these clothing elements convey these traits?

5 Watch the video Why Clothes Matter. Complete the sentences with one of these adjectives from the video. There are more adjectives than sentences.

to be liable to: to be susceptible or sensitive to to beguile: to enchant or deceive someone to delude: to mislead someone by presenting false information to nuance: to add subtle variations or details to latch on: to attach to

©VANIN

aggressive – authoritative – dour – earnest – modest – resentful – tentative – vain

1 The creative director of the New York Fashion Week spoke to all models with an voice. They had to listen to him.

2 The expression on the people’s faces suggested that they were less than impressed with the latest collection showcased on the runway.

3 Children are often of uniforms. They want to wear what they like.

4 Even if the dress is daring, it will seem more if it is worn with sensible heels or classic jewellery.

5 After the model fell on the runway, she crawled back upright and walked on with steps.

6 Amidst the sea of fashion trends, her belief in sustainable clothing choices stood out as a testament to her environmental values.

6 Now watch the video again and answer these content questions.

a What is the main message of this video? Explain.

b Describe the discrepancy in how Peter Blake might be portrayed by others, based on his work and how he wants to portray himself.

c The video mentions that we spend less time thinking about our clothing with close friends. Why? WATCHING

2 / The psychology of fashion

1 Your clothing style expresses your identity, but do you think the clothes you wear have an impact on how you feel and act? You will get 2 stacks of cards: photos of outfits and character traits. Discuss in your group in which outfit you would feel most like the character trait described. Also explain why.

2 Watch Adam Erhart talking about ‘enclothed cognition’ and answer the questions.

a Explain in your own words what enclothed cognition means.

b Explain the research (and its conclusion) that supports the theory of enclothed cognition.

c Adam Erhart made a parallel to children dressing up. Explain.

d How can enclothed cognition be of importance in cases of decision fatigue? Explain.

3 A lot of academic research on enclothed cognition has already been done. Read these academic abstracts and decide whether the statements are true or false. Correct the false ones, and give the number of the abstract to which it relates.

Enclothed Cognition and Controlled Attention During Insight Problem-Solving

Charles A. Van Stockum, Jr., and Marci S. DeCaro Department of Psychological and Brain Sciences, University of Louisville

Individual differences in working memory capacity (WMC) increase the ability, and tendency, to devote greater attentional control to a task—improving performance on a wide range of skills. In addition, recent research on enclothed cognition demonstrates that the situational influence of wearing a white lab coat increases controlled attention, due to the symbolic meaning and physical experience of wearing the coat. We examined whether these positive influences on

attentional control lead to negative performance outcomes on insight problem-solving, a task thought to rely on associative processes that operate largely outside of explicit attentional control. Participants completed matchstick arithmetic problems while either wearing a white lab coat or in a no-coat control condition. Higher WMC was associated with lower insight problem-solving accuracy in the no-coat condition. In the coat condition, the insight problemsolving accuracy of lower WMC individuals dropped to the level of those higher in WMC. These results indicate that wearing a white lab coat led individuals to increase attentional control towards problem solving, hindering even lower WMC individuals from engaging in more diffuse, associative problem-solving processes, at which they otherwise excel. Trait and state factors known to increase controlled attention and improve performance on more attentiondemanding tasks interact to hinder insight problem-solving.

Source: www.researchgate.net

The Superhero Effect: How Enclothed Cognition Can Impact on the Perceptions and Actions of Serving UK Police Officers

Tom Andrews

The theory of ‘enclothed cognition’ posits that clothes alone can significantly alter their wearer’s outlook on life. Based on this idea, this article examines the world view of uniformed British police officers seeking to understand whether their uniform impacts on their attitudes and behaviours. Using data from a survey of 91 uniformed officers, results suggest that their uniform does indeed affect how they behave and their perceptions of self. Recommendations are made for changes to uniforms with the intent to reduce assaults by and against officers and complaints, as well as increase morale and productivity.

Source: www.researchgate.net

Change Style to Make Your Mind: Effects of Clothes on Abstract Reasoning

Marios Andrianos American College of Greece

According to the enclothed cognition perspective the clothes we wear affect our behavioral and psychological processes. This emerging viewpoint on the field of embodied cognition holds that the clothes and their symbolic values can alter mental states, and even enhance high order cognitive functioning. It was hypothesized that wearing a painter’s coat would enhance abstract reasoning, measured through performance on a fluid intelligence test. The sample consisted of 129 college students who completed a short form of the Raven’s Advanced Progressive Matrices test (APM), wearing either a painter’s coat (painter’s-coat), a business suit (business-coat), or their regular clothes (no-coat). The analysis revealed that participants wearing a painter’s coat outperformed those in the no-coat condition in a fluid intelligence test. Results indicated that abstract reasoning can be stimulated by wearing clothes that are related with artistic qualities. Future directions should consider a broader perspective of enclothed cognition examining and other constructs related to executive cognitive processes.

Source: www.researchgate.net

1 The improved focus from wearing a lab coat would make it more difficult for people to solve problems that require creative thinking because it doesn’t rely on a high concentration level.

2 The research suggested that British police officers on duty have a different perspective about themselves than when they aren’t on duty, whether or not they are wearing their uniforms.

3 The research was designed to test whether wearing a painter’s coat would have a positive effect on abstract reasoning.

4 Only participants wearing a lab coat had to complete matchstick arithmetic problems.

5 In the no-coat condition, individuals with higher working memory capacity (WMC) displayed higher accuracy in insight problem-solving.

6 The article suggested adapting the uniforms in order to reduce attacks on officers.

7 The emerging viewpoint of enclothed cognition in the field of embodied cognition suggests that clothes, along with their symbolic values, can influence mental states and even enhance high-order cognitive functioning.

2, see p. 183

STEP 3 ⁄ Sneakers rule the world Using relative clauses

1 Watch the trailer of the Netflix series Sneakerheads and discuss these questions.

a What are sneakerheads?

b Do you know any sneakerheads? Are you one?

2 Almost everyone has at least 1 pair of sneakers at home. Just like the rest of your outfit, your sneakers can give a glimpse of your personality.

a Go to the website you find on diddit and design your favourite sneaker.

b Now take the test Which Sneaker Are You? Does the outcome of the test match your design?

c Were you surprised by some of the questions asked in the test? Which questions? Why?

3 For some, sneakers are big business. Read the article about sneakerheads and answer the questions.

a Place these statements about the rise of sneaker culture on the timeline.

1 Hip-hop groups, like Run-D.M.C., make sneakers mainstream.

2 Sneaker companies acknowledge that sneaker culture has its roots in Black culture.

3 Drake creates an exclusive pair of sneakers wrapped in gold.

4 Converse, Puma and Adidas are popular among basketball players and hip-hop culture in New York City.

5 Footwear companies enter into collaborations with famous people which result in limitededition releases with unique designs. These collectors’ items are hyped and highly soughtafter.

6 Sneaker companies do efforts to increase diversity and inclusion within their industry.

7 Michael Jordan signs a deal with Nike which is the start of the Air Jordan 1s.

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b Explain why the sneaker’s rapid popularity in the 80s was a form of rebellion.

4 Take a closer look at these sentences and do the tasks below.

a Highlight the words that the words in bold refer to in each of the following sentences.

1 Sneakers that basketball legend Michael Jordan wore are displayed for auction at Christie’s in New York City.

2 ‘What was happening in New York was an intertwining of basketball, hip-hop, and break dancing,’ says Elizabeth Semmelhack, director of the Bata Shoe Museum in Toronto, which in 2013 became the first North American museum to devote an exhibit to the history of sneakers.

3 In 1984, Michael Jordan was a talented rookie, who had yet to play in a professional game.

4 By the mid-2010s, sneakers had become solid gold status symbols—literally, in the case of hip-hop artist Drake, who in 2016 commissioned a one-of-a-kind pair of Air Jordans wrapped in 24-carat solid gold.

5 Sneakerheads often form close-knit communities, connecting with fellow enthusiasts, with whom they share a passion for collecting and appreciating sneakers as both fashion and art.

6 For Xzaiver Griffin, a Florida-based digital marketing manager, who has around a 100 pairs of sneakers, collecting has brought him ‘a true community’.

7 Michael Jordan, whose legendary career elevated the status of sneakers in the sports world, remains an enduring icon in sneaker culture.

8 In April 2023 a pair that Jordan wore in his legendary final NBA season sold for $2.2 million, making them the most expensive sneakers ever to appear at auction.

9 ‘It’s 2023, and Nike is still selling the same shoe that was designed almost 40 years ago,’ says Allen-Lord.

b What are the words in bold called?

c What is the highlighted part called?

d What is special about sentences 1 and 8?

e Complete this table based on the sentences in a.

f Take a closer look at the sentences in which the relative pronoun refers to people. Is there any other possible relative pronoun?

g Circle the numbers of the sentences in which the relative clauses are defining (containing necessary information).

h Two different pronouns can refer to things. Are they always interchangeable? Link this to your answer in g.

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i Now use this information and the example sentences to complete the grammar grid about the use of relative pronouns.

HOW TO join clauses and sentences

You can join clauses and sentences by using relative pronouns to form relative clauses

Relative clauses are used to give additional information about something (= ) without adding another sentence.

There are 2 types of relative clauses. Each uses different relative pronouns:

1 / Defining relative clauses (with information)

Antecedent = peopleAntecedent = things

Subject position in clause

Object position in clause

Possession

2 / Non-defining relative clauses (with information)

Antecedent = peopleAntecedent = things

Subject position in clause

Object position in clause

Possession

See p. 168

5 Time to practise.

a Highlight the antecedent in these sentences. Then determine whether it is a defining or nondefining relative clause. End by completing the sentences with a correct relative pronoun. Leave the answer line blank if there is an option to leave out the relative pronoun.

1 The athlete sneakers are sponsored by Adidas won the race.

2 My new Adidas sneakers are a limitededition release have been the envy of all my friends.

3 The sneakers I bought yesterday are extremely comfortable in comparison to my older pair.

The laces the department store gave for free for every pair are a limited edition.

defining non-defining

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defining non-defining defining non-defining

4 LA-native Aleali May is known for creating innovative sneaker designs just released a groundbreaking model. defining non-defining

5 Wicker Park’s Boneyard has been in business since 2015 is famous for its vintage sneakers.

defining non-defining

6 The person sneaker collection was stolen reported the theft to the police. defining non-defining

7 Do you know anyone is a sneakerhead? defining non-defining

8 Michael Jordan is the famous basketball player from I bought the newest sneaker design. defining non-defining

b Add correct punctuation (commas) in exercise a depending on whether the clauses are defining or not.

c Take a closer look at sentence 8 (and at sentence 5 from exercise 4a). What part of speech is used before the relative pronoun?

Where can this word also be placed in the sentence?

6 Search for sentences with these relative pronouns in the article your teacher gave you.

a When:

b Where:

c Which of these relative pronouns can be left out?

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7 Look at these pictures and form sentences with 1 or 2 relative clauses using the given words. List all possible relative pronouns that could be used in your sentence.

1 2 3

I – to buy – second-hand sneakers – to have –a Roy Lichtenstein-design.

Selena Gomez – sneakers – to be dirty – to be photographed –by the paparazzi – no celebrity – to be safe.

The brown sneakers – to be designed by Kanye West – to be –the (superlative of your own choice) – to sell – the store –all celebrities – to shop.

CHECK 3, see p. 188

SUMMARY

HOW TO order adjectives

(Order of adjectives)

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Adjectives describe nouns in English. When you use more than one adjective, the adjectives are in a particular order.

The general rule is that adjectives describing opinions or attitudes come before more descriptive or factual adjectives such as size, pattern or colour.

1 Opinion or descriptive adjectives?

We usually put opinion adjectives before descriptive (or factual) adjectives.

e.g. a nice black dress

Some opinion adjectives give a general opinion and can describe almost any noun.

e.g. good, bad, nice, awful

Some opinion adjectives give a specific opinion and can only be used to describe nouns in a particular context.

e.g. Clever is used with people or animals but not for food.

e.g. Comfortable is used with furniture, buildings or clothes but not for food or people.

We usually put a general opinion in front of a specific opinion.

e.g. a lovely comfortable sweater

2 Two or more adjectives?

The natural order of adjectives in English is as follows:

Here are some examples:

e.g. Mila is wearing an ugly small torn old beige checked cotton shirt.

e.g. Rasheem is wearing a tailored Belgian sports sweater.

e.g. Sooraj is wearing high-waisted pin-striped denim trousers.

Keep in mind:

When using 2 adjectives from the same group, place either a comma or the word ‘and’ between the adjectives.

e.g. a smart, creative fashion designer

e.g. a loose-fitting blue and green Hawaiian shirt

Do not use commas between adjectives from different categories.

Three adjectives in front of a noun is unusual

e.g. a lovely little black dress

More than 3 adjectives to describe a noun is very unusual and should be avoided in writing!

If you want to emphasise a certain characteristic of a noun, this natural order can be changed.

e.g. the big bad wolf

e.g. a long lonesome road

HOW TO join clauses and sentences

(Relative clauses and relative pronouns)

Relative clauses are used to give additional information about something (= the antecedent) without adding another sentence. Texts become more fluent, and you avoid repeating words.

Words that link these clauses together are called relative pronouns, such as who, that, which, whose, whom, when and where

There are 2 types of relative clauses.

1 Defining relative clauses

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= people

Subject position in clause who, that1 which, that2

Object position in clause who, whom, that, Ø3 which, that, Ø4

Possession whose5, Ø3 whose, of which6

1 e.g. People who/that are passionate about collecting sneakers are called sneakerheads.

2 e.g. Sneakers which/that are collector’s items are often sold at dizzying prices.

3 e.g. Tinker Hatfield is the sneaker designer who/whom/that/Ø I was talking to you about.

4 e.g. The Air Jordans which/that/Ø I got for my birthday are completely ruined after the party yesterday.

5 e.g. People whose money all goes to buying rare sneakers are sneakerheads.

6 e.g. Sneakers whose/of which the popularity is falling are often barely worth a few euros anymore. USE

They give necessary information to know who or what the antecedent actually is. There are usually no commas. Whom is rather formal.

2 Non-defining relative clauses

= people

Subject position in clause who1 which2

Object position in clause who, whom3 which4

Possession whose5 whose, of which6

Relative pronouns can never be deleted in non-defining relative clauses.

1 e.g. Tobie Hatfield, who is Tinker’s younger brother, is a sneaker designer as well.

2 e.g. Converse’s All Stars, which are worn in many TV series and films, are many people’s all-time favourites.

3 e.g. Michael Jordan, who I believe is one of the most trendsetting basketball players ever, has opened the gates for sneakerheads to go crazy.

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4 e.g. Sneaker conventions, which I like to visit, attract many collectors.

5 e.g. Sneakerheads, whose dedication to showcasing their collection is big, have created a vibrant community.

6 e.g. Veja sneakers, whose/of which the leather is vegan, are often too expensive for youngsters.

USE

They give additional information about the antecedent.

They usually have commas at the beginning and the end of the relative clause.

3 When, where

When (meaning ‘in/on which’) can introduce a relative clause relating to an antecedent, indicating a point in time. If used as a relative pronoun in a defining relative clause, ‘when’ can almost always be omitted.

e.g. Adidas gained widespread popularity in the 1980s. This was the decade (when) its iconic sneakers became synonymous with an urban and athletic style.

Where (meaning ‘in/at which’) can introduce a relative clause relating to an antecedent indicating a place. This relative pronoun cannot be omitted except with the antecedent ‘place’ in defining relative clauses in informal English.

e.g. The fashion show where they met seemed to be a high-end event for fashion designers and famous people to meet.

e.g. The place (where) they met seemed to be a high-end event for fashion designers and famous people to meet.

4 Prepositions and relative pronouns

Who, whom and which can be used with a preposition. This preposition can initiate or end the relative clause.

e.g. Pharell Williams, with whom Adidas collaborated to design the Adidas NMD Human Race, is not only a singer, he’s also a designer, songwriter, producer and entrepreneur, etc.

Pharell Williams, whom Adidas collaborated to design the Adidas NMD Human Race with, is not only a singer, he’s also a designer, songwriter, producer and entrepreneur, etc.

When that is used with a preposition, the preposition always comes at the end of the clause.

e.g. The Marni sneakers that I just laced up are comfortable but hideous.

VOCABULARY

1 CLOTHING

PATTERNS

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TYPES OF CLOTHING

a zoot suit

bell bottoms

a Peter Pan collar

a band T-shirt

Oxfords

a miniskirt

a flapper dress

a crossbody bag

a bucket hat

a trucker hat

PARTS OF CLOTHING

a zipper (fly)/a fly piece

a lapel/a rever

a seam a welt pocket

OTHER WORDS a yoke a hemline a collar a pocket flap a patch pocket a cuff

a sleeve a storm flap a button a waist tie/a waist band

a pocket

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Word Translation My notes

1 COLOURS

beige beige burgundy bordeaux ivory ivoorkleur

khaki khaki

navy marineblauw pale bleek, vaal, licht

salmon zalmkleur turquoise turkoois, turquoise

2 MATERIALS

cotton katoen, katoenen

denim denim, jeans(stof) fur bont, bonten

lace kant, kanten

leather leer, leren/leder, lederen

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linen linnen

nylon/polyesternylon/polyester

silk zijde, zijden

velvet fluweel, fluwelen

wool/woolen (AmE)/ woollen (BrE) wol(len)

3 OTHER WORDS a garment een kledingstuk a retailer een handelaar a weave een weefsel fast fashion wegwerpkleding immaterial immaterieel, onbelangrijk to tailor-make op maat maken

2 PERSONALITY

Word Translation My notes adventurous avontuurlijk aggressive agressief ambitious ambitieus amiable beminnelijk, aimabel authoritative autoritair curious nieuwsgierig dour verzuurd earnest ernstig, oprecht extraverted extravert ingenious ingenieus, vernuftig, geniaal introverted introvert mature matuur, volwassen meticulous zorgvuldig, precies, nauwkeurig

modest bescheiden open-minded ruimdenkend perceptive opmerkzaam playful speels rebellious rebels resentful haatdragend, rancuneus respectful respectvol sensitive gevoelig serene sereen, rustig, kalm sociable sociaal solitary eenzaam stubborn koppig tentative voorzichtig, aarzelend thoughtful attent vain ijdel versatile veelzijdig witty geestig

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3 IDIOMS

Idiom Translation

at the drop of a hat in een handomdraai, zomaar

to be cut from the same clothuit hetzelfde hout gesneden zijn

to be dressed to the nines eruit zien om door een ringetje te halen

to be dressed to kill eruit zien om door een ringetje te halen

to be fashion forward modieus, modebewust zijn below the belt onder de gordel to buckle down werken, de schouders ergens onder zetten

to burn a hole in your pocketeen gat in je hand hebben to catch someone with their pants down op heterdaad betrappen to fit like a glove als gegoten passen to get hot under the collarbeschaamd of boos zijn to give someone the shirt off your back erg genereus of vrijgevig zijn hat in hand

onderdanig, nederig to have a bee in one’s bonnetin beslag genomen worden door iets

to have a card up your sleeveeen troef achter de hand hebben

to have ants in your pantsniet kunnen stilzitten/stilstaan to line your own pocketsje eigen zakken vullen, jezelf verrijken

to put a sock in it zwijgen to put on your thinking capnadenken to speak off the cuff voor de vuist weg spreken to treat someone with kid gloves met fluwelen handschoenen aanpakken

My Notes

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to walk a mile in one’s shoesin iemands schoenen staan to wear your birthday suitnaakt zijn

ON DIFFERENT TRACKS

CHECK 1 ⁄ Discussing fashion

1 Describe the situation and the outfit.

a Preparation: look at the photo and think about what is going on. Note down at least 8 relevant words to describe the outfit these people are wearing. Think about the type of clothing, material, colour and pattern.

b Action: write a paragraph of about 100 words describing the situation pictured here and the outfit. Order the adjectives (before every noun) correctly. Give your text an appropriate title by using a relevant idiom.

c Reflection: check your writing by filling in the checklist. Ask your teacher for feedback.

Checklist: describing an outfit

1 Content and structure

• I described the situation pictured.

• I titled my paragraph using a relevant idiom.

• I described the outfit these people are wearing.

• My description had a logical structure: beginning, middle, end.

• I wrote about 100 words.

2 Language

• I used at least 8 words to describe clothing.

• I ordered the adjectives correctly.

• I used other grammar and vocabulary correctly.

• I used correct spelling and punctuation.

Feedback

2 Do these vocabulary exercises.

a Describe this outfit.

Subtotal /

He is wearing (2 adjectives) a jacket and (2 adjectives) (correct name of the trousers).

b Look at these red carpet looks. Match the description to the look and fill in the missing words.

A Jessie Buckley opted for a (pattern) suit and a (colour) (material) shirt for the Met Gala this year.

B Zendaya wore Vivienne Westwood to the Oscars opting for an ivory (material) dress by the British designer. She kept the accessories simple with a crystal (part of garment) bracelet, pearl earrings and (not bright) (colour) clutch purse.

C Screen legend Helen Mirren turns heads as she walks the red carpet in a stunning dress and sky-blue (material) coat.

D Nicole Kidman, an A-lister pur sang, smashed the Golden Globes red carpet with a stunning (colour) (material) dress.

E Kate Middleton is wearing an exquisite turquoise (material) Jenny Packham gown to the London Olympic Gala concert.

F Vertical black-and-beige stripes and a (pattern) might typically give you a headache, but it’s a perfectly kooky combination for the premiere of Alice Through the Looking Glass. Anne Hathaway was striking on the red carpet with this custom Christopher Kane dress.

G On the premiere of Red Notice, Ryan Reynolds matched the red carpet in an amazing (material) tuxedo by Armani.

H P!nk, at the premiere of Alice Through the Looking Glass in Hollywood, wearing a (pattern) gown and chrome platform sandals.

c Fill in the idioms.

1 Olivia Hartley was known for her impeccable taste and exquisite creations. Her latest muse, on the other hand, was notorious for her demanding ways. To win her favour, Olivia , creating a one-of-a-kind gown that perfectly suited the muse’s style.

2 Mila had always dreamed of buying her own Louis Vuitton bag, and when she spotted one in pristine condition, she couldn't resist. But the price tag was heavy and buying it would certainly

She went for it because she was unable to resist.

3 In the heart of the fashion district, 2 designers had been friends since childhood. Despite their contrasting styles and approaches to fashion, they in their shared passion for creativity.

4 Amelia was renowned for her extensive designer wardrobe. One evening, she attended a charity fashion show where she met a struggling young fashion student. The student admired one of Amelia's exquisite dresses, and without hesitation, Amelia decided to give her the dress, the crown jewel of her collection. Amelia proved that sometimes, in the spirit of fashion, you're willing to to help them chase their dreams.

5 At Chanel’s fashion show, Virginie Viard faced every designer’s nightmare. Several hems and seams of her garments came undone. Luckily, her assistant was able to fix the problem with needle and thread so that the models didn’t end up walking the runway in

Subtotal / 5

3 Take a look at these outfits, all linked to The Devil Wears Prada. a Use the words from the box to say something about each outfit. Add adjectives when asked for. Pay attention to the order of the adjectives.

checked – collar – ivory – lapel – navy – paisley – wool(l)en – yoke

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Nigel

Use 5 words from the box.

Andrea Sachs

Use 2 words from the box and add an adjective of shape.

Subtotal / 10

Use 1 word from the box and add an adjective of purpose.

Anna Wintour

b Now watch the film trailer. Explain how these idioms can be linked to the clip by providing enough context in order for the meaning of the idiom to become clear.

1 Hat in hand:

2 To be fashion forward:

3 To treat someone with kid gloves:

4 To walk a mile in one’s shoes: watching

Subtotal / 4

Score < 10 ≥ 10

Next exercise

All done!

4 Listen to the song and watch the clip of ‘Zoot Suit Riot’ by Cherry Poppin’ Daddies.

a What is the song about?

b Explain these lines. Look up information if necessary.

1 Who’s that whisperin’ in the trees? It’s 2 sailors and they’re on leave.

2 Fat cat came to play. Now you can’t run fast enough.

3 Pull a comb through your coal black hair.

4 A whipped up jitterbuggin’ brown-eyed man. listening

Subtotal / 5

c Look for information on the zoot suit culture of the 1930s and 1940s to answer these questions.

1 What is the origin of zoot suits?

2 What is a zoot suit?

3 Who designed the zoot suit?

4 Who wore them?

5 What is the meaning conveyed by zoot suits?

Subtotal / 5

d The song’s title is ‘Zoot Suit Riot’. What could be the link between zoot suits and riots in the historical context of World War II? Look up information if necessary.

1 Where?

2 When?

3 Why?

Subtotal / 3

e Zoot suits weren’t the only garments that caused riots. Search on the internet for another garment that caused a conflict and complete the questions.

1 Where?

2 When?

3 Why?

Subtotal / 3

Score < 12 ≥ 12

CHECK

2 ⁄ Linking fashion to identity

1 Discuss a fashion designer’s signature outfit in a short vlog.

a Preparation: look at these fashion designers, one of their signature outfits and what they have to say about fashion and identity.

Don’t be into trends. Don’t make fashion own you, but you decide what you are, what you want to express by the way you dress and the way you live. — Gianni Versace

What you wear is how you present yourself to the world, especially today, when human contacts are so quick. Fashion is instant language. — Miuccia Prada

Style is a way to say who you are without having to speak. – Rachel Zoe

The biggest mistake you can make in fashion is imitation. If we keep on like this, fashion will die. – Yohji Yamamoto

Choose one of the designers and think of 3 personality traits that you can link to their design. Is the signature outfit a reflection of the quote about identity and fashion? Why (not)?

b Action: record your vlog (about 1 to 2 minutes long). Use the following structure in your vlog.

c Reflection: check your vlog by filling in the checklist. Ask your teacher for feedback.

Checklist: designers’ signature outfits Yes I think soNo

1 Content and structure

• I provided clear arguments for linking personality traits to the outfit and to the quote.

• My vlog is about 1 to 2 minutes long.

• I structured my vlog so that it’s easy to follow.

2 Language

• I used at least 3 personality traits correctly.

• I used correct grammar and vocabulary.

• I paid attention to my pronunciation.

2 Vocabulary work. Do these exercises.

a Complete this article with a suitable personality trait. Use the context to find out which word is missing.

Your Style Statement Reveals Your Personality

Are you that kind of a man who always stands out in the crowd due to your brightly coloured clothing? Then the chance of you not being a very (1) person is very high.

According to fashion experts, the choices you make while selecting your attire briefly describe the personality that you are. Based on the analyses, let’s decode what your wardrobe has to say about you.

People who choose to wear the classic look are believed to be (2) (smart) and more groomed and urbane in their outlook. The colours are a symbol of style and elegance. Fashion experts state that people who choose to wear clothing with black, grey or blue colours are sophisticated, (3) and well organised by nature. They always like to strive to do what is correct, they are perfectionists.

If you are the kind who likes to put on a crewneck, it’s likely you are inclined to be logical in nature. Fashion experts say people with such clothing preference are

Fashion experts believe people who prefer to wear V-neck clothing are generally chilled out and casual in nature. They are the kind to not get cowed down by any kind of pressure. They are often driven by instincts, are passionate and (5) . They know what they want and they go for it. They are natural go-getters and are also people who like to blend with the crowd. They are very (6)

Subtotal

b What are synonyms or antonyms for these words?

1 uncertain, cautious = 2 commanding = 3 witty ><

4 modest ><

5 amiable ><

6 open-minded >< practical, uptight, (4) and take more time in making a decision. They first observe carefully. Their colleagues also respect them a lot because of their disciplined and no-nonsense approach.

3 Make assumptions about the personality of these people based on their outfits. Write a full sentence (on a separate piece of paper) with one of the personality traits from Step 2. Choose 8 different personality traits.

a Which outfit do you like best? Why? Give 2 arguments.

b Which outfit do you like least? Why? Give 1 argument.

c Now read what the purpose of this weirdness is and summarise this in 2 sentences.

Why Do Celebrities Dress so Weird at the Met Gala?

Each year there is an exhibit theme and guests are expected to match their fashion choices to the exhibit’s theme. The show sets the spirit for the formal attire for the evening and provides the dress code for the party.

In terms of fashion, it is an opportunity for designers, and cut and sew services, to work closely with celebrities on outfits, and stars are generally encouraged to dress innovatively rather than sticking to the rules.

That is the main reason and purpose why designers come up with unusual and freakish outfits that draw attention to the audience and media. Most of the time, the exhibits feature talented designers from the past, which can be seen in the outfits. Choosing a theme that tells a story or teaches something about history is also appropriate.

The celebrities may also dress as a societal issue that needs to be resolved, or they can also feature human rights in their outfits.

Source: vocal.media/styled

d Complete the lexical field based on words in the text. NounVerb

Score < 10 ≥ 10

CHECK 3 ⁄ Using relative pronouns

1 What does your favourite pair of sneakers look like?

a Preparation: what is your favourite pair of sneakers (or other shoes)? Why is this your favourite pair? List the characteristics of your sneakers.

b Action: describe your favourite pair and explain why these are your favourite shoes. Use at least 5 relative clauses with a correct relative pronoun. Write about 150 words.

c Reflection: check your writing by filling in the checklist. Ask your teacher for feedback.

Checklist: my favourite pair of sneakers

1 Content and structure

• I described my favourite pair of sneakers.

• I explained why this is my favourite pair.

• My text is logically structured.

• I wrote a fluent text (of about 150 words).

2 Language

• I used at least 5 correct relative clauses.

• I used correct vocabulary.

• I used correct grammar.

• I paid attention to spelling and punctuation.

Feedback

Score < 6 6 - 8 > 8

Next exercise ex. 2 ex. 3 ex. 4

2 Read the text about sneakers in workplaces and do the exercises below.

a Complete this article with the missing relative pronouns.

As Sneakers Take Over the Workplace, the Fashion Phenomenon Is Making Its Way to Congress

In workplaces spanning the nation, (1) the combination of sneakers with formal suits is becoming increasingly prevalent, a new and evolving trend in professional attire is taking shape. This trend is now making inroads into even the revered chambers of the US Congress, signifying a remarkable transformation.

Leading this transformation is Jared Moskowitz, a self-proclaimed “sneakerhead” (2) is passionately championing the effort to modernize the ageold dress code of Washington. As Congress continues to undergo a generational and demographic shift, Moskowitz firmly believes that it is high time for lawmakers, (3) traditionally adhered to formal attire, to adapt their clothing choices to match the diverse demographics of the constituents they represent.

Moskowitz, an ardent advocate for this change, passionately asserts, “You’re going to see more and more people wearing sneakers,” highlighting his confidence in the increasing prevalence of this trend.

In this role, he advocates for abandoning the outdated tradition of uncomfortable footwear in favor of embracing the practicality and comfort (4) sneakers offer while conducting the “people’s business.” This is a change (5) , Moskowitz believes, will greatly enhance the productivity and comfort of legislators.

The momentum behind the sneaker fashion movement picked up pace in May, notably when the Speaker of the House and the House Minority Leader, (6) are among the supporters of this shift, sported “dress sneakers” to their meeting with President Biden in the Oval Office, thereby challenging the long-standing tradition of Oxfords and loafers. This departure from the conventional dress code signifies a broader cultural shift (7) is characterized by a 29% surge in the import of athletic shoes the previous year, accounting for nearly two pairs for every American.

This transition is not confined to one gender; it is equally embraced by both men and women. Notably, Robin Givhan, a Pulitzer Prize-winning fashion journalist at The Washington Post, (8) is known for her insightful analysis of fashion trends, sees sneakers as a symbol of rebellion and a powerful expression of individuality. Givhan argues that the impact of sneakers goes beyond the realm of fashion, actively challenging traditional notions of power and authority.

Givhan articulates this by stating, “I think there are some people (9) it is just purely a matter of ‘Hey, these shoes are comfortable, and I just want something nice on my feet.”

In response to the growing popularity of sneakers in Congress, Representative Moskowitz and Republican Lori Chavez-DeRemer joined forces to establish a bipartisan “Sneakers Caucus.” Their mission is to stimulate discussions about their footwear choices, (10) they hope will serve as a catalyst for fostering conversations and bridging divides within the gridlocked and polarized Congress.

However, despite the transformation, some areas of the Capitol maintain their prohibition of sneakers, including the lobby leading to the U.S. House floor, thus preserving a connection to long-standing customs within the evolving landscape.

Adapted from: cbsnews.com

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b Are these statements true or false? Correct the false statements.

Statement

1 Moskowitz believes that the adaptation of clothing choices by lawmakers aligns with the evolving demographics.

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2 He cites practical and productivity reasons for further introducing trainers in Congress.

3 The Speaker of the House when meeting president Biden.

4 Despite Moskowitz’s confidence in the prevalence of sneakers, he hints at the trend being a passing fad with no lasting impact on professional attire.

5 It is suggested that this cultural shift towards sneakers is embraced by all genders.

6 Despite shift in certain high-profile instances, sneakers remain prohibited in the lobby leading to the US House floor.

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c Do you think wearing sneakers in formal contexts is appropriate? Explain in 4-5 sentences.

Subtotal / 4

Score < 14 ≥ 14

Next exercise ex. 3

3 Practise relative pronouns and relative clauses.

a Read the text below. Highlight the antecedents.

Subtotal / 5

b Complete the article with the correct relative pronouns.

Subtotal / 10

c Add commas where needed.

Subtotal / 5

Sneakers (1) continue to reign supreme, have sparked a debate. The question is, should sneakers be worn pristine or faux distressed? Most would prefer the former but dirty sneakers could be a trend (2) might catch on.

From the success of Balenciaga’s chunky dad sneakers to Margiela’s Tabi Boots, it is undeniable that eccentric styles have captured the hearts of fashion enthusiasts, many of (3) seek uniqueness. Brands have jumped onto the bandwagon with their interpretations.

While there is a plethora of unconventional designs on the market, Gucci (4) designs became iconic, set tongues wagging in spring ’19, the season (5) it debuted a distressed sneaker style. The Screener (6) was inspired by the 70s, was artificially roughed up for an allover distressed effect. Basically Gucci produced what was effectively a pair of dirty sneakers. This sneaker model seemed to be one (7) fashion enthusiasts immediately noticed.

For 2021, Nike has gone the other direction, focusing on the importance of keeping your shoes immaculate to the extreme with its new iteration of the Air Force 1. The upcoming pair, an experimental creation nicknamed “Keep ‘Em Fresh” – features an upper wrapped in an AF1-branded tissue paper, a unique packaging choice (8) intrigued sneaker enthusiasts.

Despite its unorthodox look and gimmicky appeal, the crinkled paper has more functionality than meets the eye. This paper (9) the design showcases the AF1 brand, elevates the overall unboxing experience. The paper also serves as a shield to preserve the pristine condition of the kicks — the smooth white leather with cream edges is unveiled as the paper is stripped away or removed.

The loss of this tessellated-print tissue may be heart-wrenching to diehard sneakerheads (10) treasure every detail of their collection, but they would be relieved

Adapted from: www.augustman.com

Score < 17 ≥ 17

Next exercise

All done!

4 Step into the world of the sneakerheads. Watch this ABC report and answer the questions.

a Summarise this report in 3 sentences.

b Explain the following sentences from the report.

1 Alex is ready to splurge.

2 He had enough wiggle room.

3 Counterfeits and theft can be part of the hustle.

c Are the following statements true or false? Correct the false statements.

1 Instances of violence were related to the sale of Louis

anthracites designed by Kanye

Subtotal / 10 to know that print also appears on the insole. Ultimately, relative “cleanliness” is in the eye of the beholder.

2 The sneaker market in the US has doubled to $21 billion a year.

3 Nike’s strategy is to make a limited supply of sneakers to drive up aftermarket prices.

4 Alex lost a pair of shoes worth $400 to theft during the convention.

Vuitton

West.

d Participate in the forum concerning the question ‘Is it legitimate for minors to actively participate in sneakerhead conventions?’ First write your own forum post to this question (about 50 words). Then, answer one of these posts (about 50 words).

@AbstractTheArtist

These kids are learning about business. Negotiating, learning supply and demand. I think this teaches an immense amount to young kids. As long as the money is coming straight from their own sales, I think it’s great.

@ggunter2730

As much as I don’t like shoes, I think this isn’t bad. In fact, it’s actually great for young kids. Those kids are making money and had dedication to it, who knows maybe someday soon this will be a big thing for young kids.

@Alla

Buying and reselling sneakers, clothing, and other items can indeed be a way to generate income and potentially achieve financial success. Commonly known as "flipping," this practice takes advantage of market trends, scarcity, and consumer demand. By curating a curated collection of sought-after items and selling them at a premium, individuals can profit from the difference between buying and selling prices. However, the market is unpredictable, with factors such as changing trends, economic changes and brand dynamics all affecting resale prices, so success in this space is not guaranteed. Not a game for kids to get involved in, according to me.

e Check your task by filling in the checklist. Ask your teacher for feedback.

1 Content and structure

• I wrote at least 2 posts, of which 1 is a comment on another post.

• Each post is about 50 words.

• My arguments are sound.

2 Language

• I used correct grammar.

• I used correct and varied vocabulary.

• I used correct spelling and punctuation.

Feedback

Subtotal / 10

Score < 14 ≥ 14

Next exercise All done!

CHECK OUT

CREATING A MOOD BOARD

ORIENTATION

You are going to introduce yourself to your classmates using a mood board in which you express your style and personality.

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PREPARATION

1 Think about your style and personality: who are you really? Brainstorm!

a Write down some of your most obvious personality traits: both positive and negative!

b Look online for images of people who have a style similar to yours. Which signature clothing items, accessories, makeup, etc. represent your style? Or maybe create your signature outfit based on the images you find.

c Make a mind map in which you try to link your personality to your style.

2 Look for a way to create a mood board.

Check out mood boards and mood board creators on Pinterest, GoMoodBoard, StudioBinder, Mural, Miro, Canva, The MatBoard, etc., and decide which tool you would like to use.

Mood boards don’t necessarily have to be a print design or a webpage. Maybe you know your way around motion design, and you want to create an animated (2D or 3D) mood board. Or maybe you just want to get creative with scissors and glue?

ACTION

3 Prepare a short presentation (3 to 4 minutes) in which you discuss the following. The starting point is your style: refer to your mood board for this.

Discuss how your style reflects your personality.

Describe what the effect of your style is on your state of mind (enclothed cognition).

4 Be sure to use the correct (clothing) vocabulary. Make sure you use correct grammar: pay attention to the use of tenses, but also use relative clauses correctly.

REFLECTION

5 Reflect on your presentation by filling in the checklist. Ask your teacher for feedback.

Checklist: presentation of my mood board Yes I think soNo

1 Content and structure

• My mood board looks attractive.

• I structured my presentation (e.g. based on different aspects of style).

• My presentation is about 3-4 minutes long.

• My style is clearly represented in my mood board.

• I explained how my style reflects my personality and what effect it has on my state of mind.

2 Language

• I used correct grammar.

• I used correct vocabulary.

• I used relative clauses correctly.

• I spoke fluently.

• I paid attention to my pronunciation.

Feedback

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Trace your steps on diddit.

UNIT 4: JUST IMAGINE ...

CHECK IN

ON DIFFERENT TRACKS

MAIN TRACK

Step 2: Discussing storytelling and the creative process

SUMMARY

Step 1: Exploring the imagination

TRACE YOUR STEPS

CHECK OUT: WRITING YOUR OWN STORY

CHECK IN

EVERY PICTURE TELLS A STORY

1 Look at the images below, and choose 1 that appeals to you.

a Now use your imagination and formulate 3 sentences in which you tell (part of) the story leading up to the moment in the picture. Don’t include details that you can see in the picture. Make it ambiguous enough so that not everyone can guess your picture immediately.

b Form groups and share your stories. Try to guess which picture the storyteller is talking about. When you are the storyteller, make sure at least 1 person guesses right, and at least 1 person guesses wrong. Count your score along the way:

1 point: when you guess the picture that matches the storyteller’s story

3 points: when - with your story - at least 1 person guesses right, and at least 1 person guesses wrong

MAIN TRACK

STEP 1 ⁄ Imagination is everything Exploring the imagination

1 / The power of the imagination

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1 Read the following quotes and discuss them with a partner. Do you agree? Which quote most appeals to you? Why? SPOKEN INTERACTION

I believe in intuition and inspiration. Imagination is more important than knowledge. For knowledge is limited, whereas imagination embraces the entire world, stimulating progress, giving birth to evolution. It is, strictly speaking, a real factor in scientific research.

− Albert Einstein

Imagination is the beginning of creation. You imagine what you desire, you will what you imagine and at last you create what you will.

− George Bernard Shaw

Everything you can imagine is real.

2 Watch the clip about imagination and knowledge, and answer the questions.

a Explain the difference between knowledge, intelligence, and creativity.

Knowledge

Intelligence

Creativity WATCHING

− Pablo Picasso

The man who has no imagination has no wings.

− Muhammad Ali

b Why is Einstein referred to in this video?

c Are you a creative person? Explain why you think so.

3 Find out more about the imagination by scanning the article from Psychology Today.

a Explain the difference between ‘perception’ and ‘imagination’ in your own words.

b Are these statements true or false? Explain your answers.

1 When a child is day-dreaming in class, this is proof of their lack of intelligence.

2 Having an imagination is in most cases very positive.

3 When the eyewitness’ account in court is different from the victim’s, it doesn’t necessarily mean the former is lying.

4 Parents shouldn’t be worried if their child doesn’t show any signs of imaginative play.

c Which question about imagination would you like to ask Psychology Today?

Imagination

Reviewed by Psychology Today Staff

Albert Einstein famously said, “Imagination is more important than knowledge. For knowledge is limited to all we now know and understand, while imagination embraces the entire world, and all there ever will be to know and understand.” Through imagination, people can explore ideas of things that are not physically present, ranging from the familiar (e.g. a thick slice of chocolate cake) to the never-before-experienced (e.g. an alien spacecraft appearing in the sky).

What Is the Purpose of Imagination?

Unlike perception, imagination is not dependent on external sensory information taken from what a person can see, hear, feel, taste, or touch in the moment. Rather, it’s generated from within and often unconsciously influenced by memories and feelings. Humans use imagination for a variety of reasons: to acquire experience and knowledge about the world, to better understand another person’s perspective, to solve problems, to create and interact with artistic works, and more. Imagination tends to go hand-in-hand with creativity and plays a pivotal role in the different stages of development.

Is Imagination a Sign of Intelligence?

Daydreaming (or mind-wandering) is an information-processing state that combines knowledge and imagination, the dynamic duo. Being more imaginative allows a person to make creative connections and inferences using their past experience and knowledge base. As a result, research indicates that more robust daydreaming is associated with superior intelligence.

Is Imagination Ever Dangerous?

For the most part, having an imagination is hugely beneficial to your life, lending you greater perspective and helping you achieve lofty goals. However, imagination can be harmful in those rare instances where imagination is mistaken for perception. This can occur whenever someone struggles with mentalization or the ability to differentiate between what’s real and what’s made up in their mind. A lack of mentalization can lead a person to react to an imagined fear (e.g. that the plane they’re in is going to crash) as if it’s real, frequently leading to great stress, anxiety, fear, and trauma.

Imagination and Psychology

Imagination can be a powerful tool in psychology. Many people deliberately use mental imagery to visualize desired outcomes (e.g. like winning a competition), process past experiences, manage difficult emotions, or relax the mind and body (as in meditation). There is a strong if not entirely understood connection between the mind and the body. Trained mental health professionals may employ imagination in the form of guided therapeutic imagery to help patients address a number of concerns, including grief, depression, stress and anxiety, substance use issues, relationship problems, family and parenting concerns, and PTSD.

Why Do People Daydream?

Daydreaming is often dismissed as a useless waste of time, but dreams of glory can actually boost creativity and self-control. It occurs when the executive attention network and the default mode network collaborate together. Daydreaming allows people to shut out their external environment and clarify positive, long-term goals towards which they can then work. Visualizing their future self can motivate them to take the necessary steps to hone their skills and achieve success.

two hundred and one

How Does Imagination Influence Memory?

Evidence shows that our memories are not static recordings of actual events; in fact, they’re proven to change with each retelling. This can either be adaptive, as in the case of personal trauma, or dangerous, as when dealing with law and crime. For example, eyewitness imagination can change memories—most often unconsciously—in the direction of personal beliefs, a fact that should be given more consideration in legal proceedings.

A Child’s Imagination

Children can benefit greatly from a vivid imagination, especially with the support of key adult figures in their lives, such as parents and teachers. Imagination plays a critical role in early development, increasing children’s cognitive, creative, and social skills. Imaginative children can explore their thoughts and feelings more deeply and learn how to solve problems creatively. They can put these lessons to good use as they build friendships and pursue personal goals.

What Is Imaginative Play?

Pretend play or make-believe consists of a few key components. One is object substitution, which can involve either pretending an object is something else (e.g., a banana becomes a telephone) or using an imaginary object. A child may also attribute pretend properties to an object (e.g., making a stuffed animal “talk”). Imaginative play can include social interactions, either with peers or adults. A child may also role-play or act as if they are someone else (like a celebrity), either with or without props. Imaginative play often involves metacommunication, such as discussing who will be playing what role and how the story will go.

Why Is Imaginative Play Important for a Child’s Development?

There is a great need for pretend play in child development. Fantasy and make-believe can teach children crucial social skills, such as communication, empathy, perspective-taking, and problem-solving. Imaginative playing can encourage curiosity and creativity, often leading to more success in school. Parents can help encourage their child’s imagination by reading to them at bedtime and having regular discussions about topics like nature and social issues.

4 The text introduces a range of words and expressions related to imagination. Go through the text again and do the following vocabulary exercises.

a Which other words or expressions are used in the text for ‘(using one’s) imagination’?

b Complete the sentences with the appropriate word or expression. Choose from the box. Change the expression to fit the context if necessary.

to achieve lofty goals − to acquire knowledge − adaptive − to explore one’s thoughts − external sensory information − to generate − hugely beneficial − imaginary object − information-processing − a lack of − mentalisation − not physically present − to play a pivotal role − unconsciously – to visualise − vivid

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1 Your imagination allows you to think of things that are

2 The brain is immensely and will figure out a way through this phase.

3 Brain scans showed the neurons that dread lie within the same area that produces pain.

4 On Wednesday night, I had a very dream which really upset me.

5 This type of exercise is to your health.

6 Teachers play in educating the next generation.

7 Some people find it hard to what is going on in stories without pictures.

8 There’s nothing wrong with being ambitious, but it’s up to you to these

9 That boy certainly does not have imagination. He can come up with stories no-one else could have dreamt of.

10 You will have to do some research to on this topic.

11 is the ability to think about thinking. We need it to make sense of our thoughts, beliefs, wishes, and feelings.

12 Your brain processes all immediately, which allows you to see, hear, smell, feel and taste.

13 She was humming while she was doing the dishes.

14 Your brain needs time for , so be sure to take a short break from time to time while you are studying.

15 Don’t worry when your child starts playing with This is common and essential in the growth of the child.

16 Imagination can help children and feelings.

c Find 5 words in the text that are derived from the verb ‘to imagine’ and link them to the correct definition. Use a dictionary to come up with suitable definitions for the given words in the grid.

Verb to imagine to form a mental image or concept of something Noun the ability of the mind to be creative or resourceful

visual images collectively, images used as symbols / in literature: visually descriptive or figurative language

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Adjective

imaginings

having or showing creativity or inventiveness (of something unreal or untrue) believed to exist or to be so

existing only in the imagination

imaginable

d Now complete the sentences appropriately.

1 The children were living under some of the most horrible circumstances

2 It’s common for children to have friends.

3 Antonia is a woman with a vivid

4 By that point she was wealthy beyond her wildest , thanks to her husband’s booming business.

5 you are lying on the beach, listening to the waves lapping the shore.

6 The author’s world was full of magic and wonder.

7 She is an artist who always comes up with new and innovative ideas.

8 It’s an ambitious and intriguing film, full of striking

5 Combine the following phrases and idioms with the appropriate explanation.

1by any/no stretch of the imagination

Aa phrase used to express surprise

2a figment of one’s imagination Ban active imagination

3to capture/catch someone’s imagination

Cto make someone think about things that they had never thought about before 4to leave to the imaginationDIt does not really exist or did not really happen.

5to leave little to the imagination

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Esomething so extreme that it cannot be believed, understood …

6a lively imaginationFemphasising it is absolutely untrue or impossible

7flight of fancy/imagination/ fantasy Gan idea, story … that is very imaginative but unlikely to be true or practical

8beyond imaginationHused to express surprise at the beginning of a sentence

9Well, imagine that! Ito show or describe almost all the parts or details of something

10Can you imagine?

Jto not show or describe all the parts or details of something

11Imagine my surprise …KThat is remarkable.

12to stretch the imaginationLto make someone interested or excited when they first see something or someone

6 Complete the sentences with the appropriate imagination phrase.

a Their films are exciting and really

b The beauty of the Grand Canyon is

c This car only cost me £500. ?

d We don’t have to work overtime for once? !

e I thought I heard the sound of my front door opening last night, but it turned out to be

f Her husband was not a womaniser

g Whatever happened to Chloe afterwards is

h when I saw my old teacher walk down the street without any support. As far as I can remember, he had always been in a wheelchair.

i No one took his campaign for office seriously because his proposed solutions to problems were filled with

j No photographs have emerged of the billionaire’s condo, but a floorplan has given bloggers with a plenty to talk about.

k His explicit description of the crime scene .

l The Red Devils once of a nation.

7 Now expand your vocabulary yourself by making your own word cloud and list in relation to ‘perception’. Use the worksheet you will get to help you.

2 / The mind palace

1 Read the extract from A study in Scarlet, in which Dr Watson is describing Sherlock Holmes.

a What is it that mainly surprises Dr Watson?

1 5 10

b What is Holmes’ reasoning for his ignorance on this topic?

c Explain Holmes’ vision on how the brain works in your own words.

His ignorance was as remarkable as his knowledge. Of contemporary literature, philosophy and politics he appeared to know next to nothing. Upon my quoting Thomas Carlyle, he inquired in the naivest way who he might be and what he had done. My surprise reached a climax, however, when I found incidentally that he was ignorant of the Copernican Theory and of the composition of the Solar System. That any civilized human being in this nineteenth century should not be aware that the earth travelled round the sun appeared to be to me such an extraordinary fact that I could hardly realize it.

“You appear to be astonished,” he said, smiling at my expression of surprise. “Now that I do know it I shall do my best to forget it.”

“To forget it!”

“You see,” he explained, “I consider that a man’s brain originally is like a little empty attic, and you have to stock it with such furniture as you choose. A fool takes in all the lumber of every sort that he comes across, so that the knowledge which might be useful to him gets crowded out, or at best is jumbled up with a lot of other things so that he has a difficulty in

laying his hands upon it. Now the skilful workman is very careful indeed as to what he takes into his brain-attic. He will have nothing but the tools which may help him in doing his work, but of these he has a large assortment, and all in the most perfect order. It is a mistake to think that that little room has elastic walls and can distend to any extent. Depend upon it there comes a time when for every addition of knowledge you forget something that you knew before. It is of the highest importance, therefore, not to have useless facts elbowing out the useful ones.”

“But the Solar System!” I protested.

“What the deuce is it to me?” he interrupted impatiently; “you say that we go round the sun. If we went round the moon it would not make a pennyworth of difference to me or to my work.”

Source: Arthur Conan Doyle, A Study in Scarlet

2 The TV-series Sherlock offers a modern perspective on the Sherlock Holmes stories. Watch the clip from the episode ‘The Hounds of Baskerville’. Answer the questions.

a Describe in your own words how Sherlock comes to the name he is looking for.

b How does Watson describe Sherlock’s mind palace?

c What do the mind palace and the brain attic have in common? What is different?

3 Watson describes Sherlock’s mind palace as a ‘memory technique’. Read about this technique and answer the following questions.

a How was Simonides of Ceos able to identify the bodies of the victims?

b Explain what is meant by ‘mnemonic device’ based on the context.

c How does Sherlock make the method of loci more modern?

d What should you keep in mind when selecting the environment for your mind palace? reading

e Take a moment to imagine Sherlock’s apartment, and add the actors in the suggested places. Can you remember all of them? Try it with a partner.

The Method of Loci

The method of loci goes back to Ancient Greece. Loci (singular: locus) is Latin for places. Similar to Sherlock’s Mind Palace, it’s all about remembering by location. The story of the method’s invention is not only quite spectacular. Interestingly enough, it also took place in a palace.

Poet Simonides of Ceos was a lucky man. During a banquet he was attending, the building collapsed. The rubble buried everyone, except for Simonides himself, who had just been called outside. The bodies of the banquet guests were unrecognisable. However, the poet was able to identify all of them by recalling the places where they sat at the table. The method of loci was born and became a popular mnemonic device to remember speeches without having to use notes.

Today, the method of loci is still used by mnemonists, people who memorise long lists of data in memory competitions. Partially thanks to Sherlock, the ancient method is now known more widely as the mind palace, or memory palace. Apart from its name, there’s another way Sherlock’s iteration takes the method of loci to the 21st century. Watson was correct. As shown by the latest research, the Mind Palace doesn’t have to be a real place.

In a study from 2012, scientists from the University of Alberta instructed three groups to commit lists of unrelated words to memory. One group used the method of loci with a familiar building. A second group was presented with a virtual structure on a screen to create their mental map. Group three, the control group, didn’t use the method at all. Results showed that using a virtual location was just as effective as picturing items in a very familiar one. In addition, those using the method of loci outperformed the control group. Reason enough to learn how the technique works.

How to Create Your Own Mind Palace

If we strip away the dramatisation, the method of loci and Sherlock’s Mind Palace Technique, as described by Dr Watson, are remarkably similar. Let’s create our own by breaking down the steps involved, and memorising a set of Sherlock actors.

Pick an environment, real or virtual. It can be a building, a hallway, a street, or perhaps a location from a fond memory. Make sure your personal Mind Palace is sufficiently complex to provide enough unique locations for the items you want to remember.

Take a walk through your mental map. Scan the environment for locations, and deposit your memories in those places. Feel free to exaggerate the mental images. Have them interact with you or the environment in a unique or witty way. It’s those details that make your mental map particularly memorable. When you need to re-access the information again, reimagine your items by re-taking the same walk through the scene.

Memorising Sherlock Holmes Actors

As an example, we’ll be creating a Mind Palace with five of the most recent actors who played the British detective. We’ll picture Sherlock’s apartment at 221B Baker Street from the 2010 BBC series as we plot our course through the mental map.

We’ve entered the house. Coming up the stairs, we run into Sir Ian McKellen, who informs us that we shall not pass. (Mr Holmes, 2015)

Sneaking past Sir Ian, we find the embarrassingly impertinent Will Ferrell hiding behind the apartment door, trying to scare us. (Holmes & Watson, 2018)

On our right, we can observe a lacklustre Benedict Cumberbatch lying on the couch, shooting at the wall with an old revolver. (Sherlock, 2010)

Turning left, we can barely make out an intellectually bored Robert Downey Jr., camouflaged as the armchair he’s sitting in. (Sherlock Holmes, 2009)

As we end our walkthrough in the kitchen, we see Jonny Lee Miller serving tea to Lucy Liu with a puzzled look on his face (Elementary, 2012)

Admittedly, this Mind Palace is not as exciting as Sherlock’s, with all his eccentricities and theatrics. Hypothetically, we could also start with an entirely unfamiliar or abstract place and add more drama and interaction. Although, this would require us to remember the new place on top of the items we’re trying to recall. Let’s not forget this is a memory technique, not an architectural design competition.

If you were to memorise a shopping list, it seems like a good idea to picture the actual supermarket as opposed to imagining an entirely new store from scratch (unless you’re an eccentric super detective with unlimited brainpower, in which case you’d probably get Watson to do your shopping anyway).

Source: www.themindcollection.com

4 Create and use your personal mind palace to expand your vocabulary.

a Preparation: Pair up.

Go to the word cloud you created (exercise 7, p. 206). Highlight 7-10 words you want your partner to remember. Give your list to your partner. Choose a place you know well, and visualise it.

b Action: Find 7-10 different locations in this place.

Memorise the list you got from your partner by putting each item in one of these unique locations, and add some details to make the image stronger. Walk your partner through your mind palace, and tell them where you have put every item to prove you have memorised their list.

c Reflection:

Discuss with your partner: Were you able to name all items from the list? Why (not)? Was it easy to visualise this place?

Do you think this is a useful technique for studying vocabulary? Why (not)?

Do you think you will use this technique again?

CHECK 1, see p. 239

STEP 2 ⁄ Tell us a story Discussing storytelling and the

1 / Why we tell stories

SIR AHMED SALMAN RUSHDIE

Sir Ahmed Salman Rushdie (born 19 June 1947) is an Indian-born British-American novelist, whose work often combines magic realism with historical fiction. His stories primarily deal with connections, disruptions, and migrations between Eastern and Western civilisations, typically set on the Indian subcontinent. Rushdie won the Booker Prize with his second novel, Midnight’s Children, in 1981. His fourth novel, The Satanic Verses, caused him to become the subject of several assassination attempts and death threats.

Adapted from: Wikipedia

1 Watch the clip and answer the following questions.

a What is the purpose of this video?

b Why do we need stories according to Rushdie?

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2 Rushdie refers to children asking to be told a story. Discuss the following questions.

a Did your parents tell you bedtime stories? Which ones?

b Do you think bedtime stories are important for children?

c Would you tell your children bedtime stories? Why (not)?

d What was your (least) favourite bedtime story?

e Would you still like a bedtime story at your age?

3 Read the text on the importance of bedtime stories, and answer the following questions.

a How can telling stories be even better than asking ‘So, how’s life’?

SPOKEN INTERACTION

b Explain in your own words that hearing texts read out loud ‘develops their ear’.

c How is reading to older children different from reading to toddlers? reading

d Complete the gaps with the appropriate word or phrase from the text.

Children just love it when you do voices and r stories a with expression. They will be listening to you with their mouths wide open if you r and l your voice depending on who’s talking, and s or s depending on how t is building up. So just s with your child before bedtime and g the magic world of bedtime stories.

The Importance of Reading Bedtime Stories to Big Kids

It may seem like only a few nights ago that you were snuggled up with your child reading, helping them turn the pages between giggles and coos of joy. Most of us think such moments are gone after our snuggler learns to read independently — but they don’t have to be!

Your child may be older now, but the reading routine you started at birth still has its benefits. A daily reading routine develops language fluency and healthy reading habits. Save the ritual, and you can help them become an even better reader than they are right now.

WHY IT’S STILL IMPORTANT

1 It Maintains Your Bond

By keeping their childhood bedtime routine alive, you and your child get to spend quality time together cheering for the good guys and booing the bad. Plus, you get a peek into how your child is seeing the world through the comments they make on the plot, characters, and setting of the book.

“Because you enter their world through the safe avenue of a third party — a character — you’ll have more insight than you ever would by asking, ‘So, how’s life?’” says Michelle Anthony, Ph.D., a child psychologist in Denver.

In discussing the text and your child’s interests, you might find you have opinions in common!

2 It Improves Reading Skills

As kids reach the upper-elementary grades, reading demands increase, yet one-on-one reading instruction doesn’t. Reading aloud to children builds vocabulary and essential literacy skills. Listening to someone read — especially more advanced books — allows your child to absorb complex words and sentences, which supports writing skills and reading comprehension.

For example, your child hears when you read aloud with expression, pause for punctuation, raise and lower your voice in time with the action, and speed up or slow down to indicate the degree of tension in the text.

3 It Imparts New Perspectives

Reading aloud with children, especially fourth and fifth graders, encourages them to analyze and reflect on the text, says Krista Granieri, an adjunct literacy professor in New York who also teaches elementary school special education classes. When reading to her students, Granieri thinks out loud — making compare-and-contrast observations on the text. This helps deepen her students’ knowledge of the topic. For example, if you’re reading a book with your child that features a dog, you might note: “A Pomeranian! Just like Aunt Elaine’s dog, Princess. But Princess is tan. I didn’t know there were ones with black fur, too.”

Besides thinking more critically than they could as toddlers, fluent readers can also appreciate the author’s craft. If your child hears good writing often enough, it develops their ear, Granieri says, and they’ll be able to replicate it in their schoolwork.

Source: www.scholastic.com

e After reading this text, have you changed your mind on the use of bedtime stories? Discuss.

4 Watch the video on why we tell stories and answer the following questions.

a Which stories is Brian Boyd most interested in?

b Which fields did Boyd consult to make sure the question ‘Why do we tell stories?’ was answered?

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c Explain his comparison between storytelling and playing animals in your own words.

d What is the title of the book he wrote? Why do you think he chose that title?

e How does his approach to stories differ from humanities in general?

5 Read the text ‘Storytelling Is Not Just Entertainment’ and answer the following questions.

a First, think of a suitable title for each section. Write it above the paragraph.

b How did the author change her understanding of stories when she joined the St. John’s Storytelling Circle?

c Just like the method of loci, telling stories can help you remember information. Explain.

d The author claims that ‘a story’s most important function is to remind us that we are not alone in this world’. Explain what she means.

Storytelling Is Not Just Entertainment. It’s A Fundamental Part Of Being Human

Christine Hennebury

I have always been a storyteller of sorts but until I stepped to the front of the room at the St. John’s Storytelling Circle more than 10 years ago, I had no idea how important stories were to my life.

I used to think of stories as those edited narratives that get shared in a structured way: spoken into a microphone, written into books, shown in movies and plays — a carefully considered arc of character, plot and entertainment. From that perspective, they were something I could choose when and how to consume.

As I learned more about stories and storytelling, though, I realized they are far more than mere entertainment. I do tell and listen to those stories with a clear narrative arc, of course, but my time as a storyteller has made me aware of how stories are woven throughout our lives, in almost every context.

We all share stories. Of family, work, and of our experiences. We refer to myths, folklore, and characters from TV shows to explain things to ourselves and to others. We construct internal narratives to help us make sense of the world. Storytelling is a fundamental part of being human. Stories let us share information in a way that creates an emotional connection. They help us to understand that information and each other, and it makes the information memorable. Because stories create an emotional connection, we can gain a deeper understanding of other people’s experiences. That not only helps us to understand their lives but allows us to take the lessons they have learned and apply it to our own.

I

Storyteller and writer Gary Green says sharing stories of people’s experiences is not only valuable for promoting understanding — it can help us remember important information that can guide our future actions.

“When someone says, ‘Guys, don’t eat the red berries,’ and somebody comes along and finds red berries and says, ‘Now, what did Grandpa say? Did he say, eat the berries or did he say don’t eat the berries?’ But if Grandpa told me a story once about the little girl who ate the red berries then I know I’m not eating the red berries.”

It doesn’t matter whether the warning about not eating the berries is for cultural reasons or for safety reasons; by encoding the information in a story, people will remember it.

Of course, stories are much more than a vehicle for warnings. The act of storytelling, a person sharing a story with a listener, is a very basic human connection and it reminds us of how we are part of something enduring, something much bigger than ourselves.

II

If you haven’t been to a storytelling event lately, you might think of storytelling as oldfashioned, or something they did “back in the day” — but the sense of community that storytelling creates is as vital now as it ever was.

“I think it’s an old form, but that in no way makes it outdated,” says storyteller and theatre artist Sharon King-Campbell.

“Storytelling continues to be relevant right now and will continue to be relevant for as long as humans feel the need to tell each other stories.”

King-Campbell believes storytellers can make good use of the pared-down nature of storytelling and speak to a bigger picture of humanity.

“Storytelling is simple, it’s a simple art form, and as a result, it’s pervasive and continues to be extremely effective,” said King-Campbell.

“Storytellers can talk about big things and sort of enduring trends.”

That big picture of humanity is part of what draws storyteller and improviser Alex Mason to telling stories.

“I tell a lot of stories of old myths, ancient tales,” Mason said.

“It’s always interesting to see how very old stories are still relevant today. People are much the same now than they were 1,800 years ago. We have very different lives … but people, I think, are ultimately the same as when people were sitting around campfires telling stories and being entertained.”

III

While we can share stories in many different forms these days, there’s still a lot to be said for gathering together to hear someone weave a tale. The interaction between teller and listener creates something unique for both.

“As the Scottish travellers say, ‘The story is told eye to eye, mind to mind and heart to heart.’ It’s about that personal relationship that you try to develop with your audience, be that one person or 100 people,” said Green.

“You draw them in and make people feel that they’re welcome into the story because you know the listeners have a role to play. The listener isn’t a passive person just sitting there; they’re creating along with the teller.”

Catherine Wright — a storyteller, multidisciplinary artist, and the current president of the St. John’s Storytelling Festival — says she enjoys the relationship between storytellers and their listeners.

“I love how storytelling is very much about direct communication, where you’re there in a room with someone, you’re having an experience in that moment where you’re listening to the teller or you’re telling and people are listening,” she said.

“There’s just something very vulnerable, honest and mind-engaging, imagination-engaging, about the whole experience.”

The communal experience of storytelling can extend beyond the event (and the story) itself — because the empathy that stories create carries over into the community as a whole.

IV

While we don’t all share the same experiences, we do all share a similar array of emotions, fears and hopes.

When those emotions, fears and hopes are presented to us as part of a personal story, a folktale or a myth, they create a connection between the listener, the characters and the teller. That connection, the one that recognizes the ways that we’re the same and promotes understanding despite our differences, is the foundation of building stronger communities.

King-Campbell agrees. “Stories are the best way I know to connect to other people. I have focused my whole professional life around the concepts that connecting to other people makes the world better.”

Wright sees that connection as one of the key benefits of stories and storytelling.

“Storytelling is such a great vehicle for people to feel connections and to recognize themselves in other people’s experiences,” Wright said.

“And to also recognize, ‘OK, that’s not how I feel’ or ‘that’s not the way I live,’ but to gain greater insight into someone else’s life and build more understanding.”

V

Whether sharing a story involves conveying important information, creating a communal experience, or building community connections, a story’s most important function is to remind us that we are not alone in the world.

Stories with a lesson or a reminder show us that someone has had this very problem before.

Stories of other people’s experiences, real or fictional, help us to see that everyone has feelings, fear and hopes — and that everyone is trying to do their best to make their way in the world.

Despite our differences, the connections we make through stories give us the great relief of saying, “Oh, I’m not the only one who feels this way.”

While not everyone is comfortable taking to the stage and telling their tale into the microphone, we all have opportunities to share stories with the world.

Perhaps your personal stories are too tender to share but there may be a myth, folktale, or a legend that lets you get close enough to connect with someone else. If you find yourself unable to understand someone else’s motivations, perhaps listening to their story — or the stories of people like them — can help.

You can harness the power of story to help you build connections and understanding between yourself and others and be part of strengthening our communities.

6 Go through the text again. Are these statements true or false? Justify your answers. Statement

1 Not all stories have a narrative arc.

2 Books and films have replaced storytelling events entirely.

3 People have changed over the last 1,800 years. Their lives are so very different today that they can no longer be entertained by old stories.

4 From the moment the storytelling ends, the communal experience is over.

5 You can only benefit from stories when you can recognise yourself in them.

7 The author uses quotes from other storytellers to support her ideas. Who are they, what do they do and what do they claim? Complete the grid.

Name Profession Main idea(s)

Gary Green

Storytelling is an old form, but it is not outdated. Stories are the best way to connect to people.

Very old stories are still relevant today, as people are inherently the same as they were 1,800 years ago.

Catherine Wright

2 / The creative process

1 Discuss the following questions with a partner.

a Have you ever made up a story?

b Have you ever written a story of your own?

c Imagine you get a writing assignment for one of your language classes. Describe the steps you take to get to the final product.

2 Watch the clip of Salman Rushdie again. Focus on what he says in relation to the writing process.

a Are these statements true or false? Correct the false statements and justify your answers.

Statement

1 When Rushdie writes, he follows the traditional storytelling structure.

2 Rushdie believes you should use as many adjectives as possible when describing a place.

b Formulate 3 pieces of advice for writers that can be found throughout this video.

3 Watch the interview with Stephen King and answer the following questions. WATCHING

STEPHEN KING

Stephen King (born 21 September 1947) is an American author of horror, supernatural fiction, suspense, crime, science-fiction and fantasy novels. Due to his contribution to the genre – he has published over 65 novels –he is often referred to as the ‘King of Horror’. His work is read worldwide and many of his stories have been adapted into films, television series, miniseries and comic books.

Adapted from: Wikipedia

a How is King’s writing method different from John Irving’s?

b What does the McDonald’s story illustrate in King’s explanation?

c Does Stephen King keep a notebook? Explain why (not).

d Does King use storytelling during this interview? Explain.

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4 Read about Toni Morrison’s writing routine and answer the questions. reading

TONI MORRISON

Toni Morrison (1931-2019) was an American novelist who wrote about the harsh consequences of racism in the United States and the Black American experience. Her work was awarded many times. In 1993, she won the Nobel Prize in Literature. Despite all the praise, her work is regularly under attack in schools, as parents or school boards believe the language and scenes in her novels are inappropriate for teenagers.

Adapted from: Wikipedia

a How did Morrison’s situation as a writer differ from King’s?

b Does Morrison share King’s opinion on writing ideas down?

c Explain in your own words why those ‘pockets of time’ when she was not behind her typewriter were important for her writing.

d What would have been the ideal writing routine in Morrison’s opinion? Did it work for her? Explain.

e What advice does she give (aspiring) writers?

Toni

Morrison’s Writing Routine: “What Do I Need

in order

to Release My Imagination?”

I tell my students one of the most important things they need to know is when they are their best, creatively. They need to ask themselves, what does the ideal room look like? Is there music? Is there silence? Is there chaos outside or is there serenity outside? What do I need in order to release my imagination?

Throughout her career, Toni Morrison was never able to dedicate herself solely to her books. In between her writing, editing job at Random House and teaching role at Princeton University, as well as raising her children (Harold Ford and Slade Kevin), the Nobel Prize-winning author often had to steal time away to work.

It seems as though this method of writing worked best for Morrison. In a 1980 interview with the Bryn Mawr Alumnae Bulletin, she recounted a story about going away to the countryside with a friend to just focus on writing. After staying there for a couple of weeks, the two came back emptyhanded. No writing was done during that entire period.

A similar instance occurred when her work schedule at Random House changed and Morrison found herself at home during the day. “I was distracted by the place, which I was seeing for the first time— not a day off or a holiday, but a long period of being home regularly without having to travel from place to place, without having anything else to do,” she recalled. “It was startling, and I didn’t work at all.”

For Morrison, juggling her various roles is all she’s ever known. In 1965, the esteemed author began working as an editor at L. W. Singer, a textbook division of Random House, in Syracuse, New York. Two years later, she became the first black female senior editor in the fiction department at Random House. It was around this time that she began working on her first novel, The Bluest Eye, waking up at 4am every morning to write for a few hours before heading off to her day job.

In a 1998 interview with Salon, Morrison explained how she managed to find pockets of time during the day to work (or at least think) about her writing.

“They do anything that they can. They organize it. And you learn how to use time. You don’t have to learn how to wash the dishes every time you do that. You already know how to do that. So, while you’re doing that, you’re thinking. You know, it doesn’t take up your whole mind. Or just on the subway. I would solve a lot of literary problems just thinking about a character in that packed train, where you can’t do anything anyway. Well, you can read the paper, but you’re sort of in there. And then I would think about, well, would she do this? And then sometimes I’d really get something good. By the time I’d arrived at work, I would jot it down so I wouldn’t forget. It was a very strong interior life that I developed for the characters, and for myself, because something was always churning. There was no blank time.”

Toni Morrison’s Daily Writing Routine

After years of waking up before sunrise to write, Morrison found in later years that the early hours of the morning suited her creativity. “The habit of getting up early, which I had formed when the children were young, now became my choice,” she once said. “I am not very bright or very witty or very inventive after the sun goes down.”

The first thing she did upon waking up in the morning was make herself a cup of coffee, and drink it while watching the sun rise. “For me, light is the signal in the transition,” she explained. “It’s not being in the light, it’s being there before it arrives. It enables me, in some sense.”

Morrison would then begin her work, she would always start by writing longhand on a yellow pad, after which she’d type it up on the computer, and then print it out to mark up her changes. “I’m not picky, but my preference is for yellow legal pads and a nice number two pencil,” she revealed.

In 1993, during a conversation with The Paris Review, Morrison described to Elissa Schappell and Claudia Brodsky Lacour what her dream writing routine would look like.

“I have an ideal writing routine that I’ve never experienced, which is to have, say, nine uninterrupted days when I wouldn’t have to leave the house or take phone calls. And to have the space—a space where I have huge tables. I end up with this much space [she indicates a small square spot on her desk] everywhere I am, and I can’t beat my way out of it. I am reminded of that tiny desk that Emily Dickinson wrote on and I chuckle when I think, Sweet thing, there she was. But that is all any of us have: just this small space and no matter what the filing system or how often you clear it out—life, documents, letters, requests, invitations, invoices just keep going back in. I am not able to write regularly. I have never been able to do that—mostly because I have always had a nine-to-five job. I had to write either in between those hours, hurriedly, or spend a lot of weekend and predawn time.”

MORRISON, THE ART OF FICTION NO. 134 | THE PARIS REVIEW

Source: www. famouswritingroutines.com

3 / Ways of storytelling

1 Read the extract from Educated by Tara Westover and answer the questions. a Explain in your own words how imagination altered the narrator’s memories. reading

TONI

b What do we learn about the narrator’s family?

c Are you intrigued to read more? Why (not)?

d Go online and find out more about Tara Westover. What have you found out about the story behind Educated?

Chapter 1

Choose the Good

My strongest memory is not a memory. It’s something I imagined, then came to remember as if it had happened. The memory was formed when I was five, just before I turned six, from a story my father told in such detail that I and my brothers and sister had each conjured our own cinematic version, with gunfire and shouts. Mine had crickets. That’s the sound I hear as my family huddles in the kitchen, lights off, hiding from the Feds who’ve surrounded the house. A woman reaches for a glass of water and her silhouette is lighted by the moon. A shot is echoing like the lash of a whip and she is falling. In my memory it’s always Mother who falls, and she has a baby in her arms. The baby doesn’t make sense - I’m the youngest of my mother’s seven children - but like I said, none of this happened.

A year after my father told us that story, we gathered one evening to hear him read aloud from Isaiah, a prophecy about Immanuel. He sat on our mustard-colored sofa, a large Bible open in his lap. Mother was next to him. The rest of us were strewn across the shaggy brown carpet.

“Butter and honey shall he eat,” Dad droned, low and monotone, weary from a long day hauling scrap. “That he may know to refuse the evil, and choose the good.” There was a heavy pause. We sat quietly.

My father was not a tall man but he was able to command a room. He had a presence about him, the solemnity of an oracle. His hands were thick and leathery - the hands of a man who’d been hard at work all his life - and they grasped the Bible firmly.

He read the passage aloud a second time, then a third, then a fourth. With each repetition the pitch of his voice climbed higher. His eyes, which moments before had been swollen with fatigue, were now wide and alert. There was a divine doctrine here, he said. He would inquire of the Lord.

The next morning Dad purged our fridge of milk, yogurt and cheese, and that evening when he came home, his truck was loaded with fifty gallons of honey.

“Isaiah doesn’t say which is evil, butter or honey,” Dad said. He was grinning as my brothers lugged the white tubs to the basement. “But if you ask, the Lord will tell you!”

When Dad read the verse to his mother, she laughed in his face. “I got some pennies in my purse,” she said. “You better take them. They’ll be all the sense you got.”

Grandma had a thin, angular face and an endless store of faux Indian jewelry, all silver and turquoise, which hung in clumps from her spindly neck and fingers. Because she lived down the hill from us, near the highway, we called her Grandma-down-the-hill. This was to distinguish her from our mother’s mother, who we called Grandma-over-in-town because she lived fifteen miles south, in the only town in the county, which had a single stoplight and a grocery store.

Adapted from: Tara Westover, Educated

2 There are many ways in which stories can be told. Go through the list below. a Combine each narrative form with its definition.

1graphic novelAA story based on the author’s life, written in the first person singular perspective, in which the author shares memories from a specific time period, or reflects upon a string of themed moments throughout their life.

2autobiography BA story told by means of letters or diary entries. It is told from the I-perspective, is mostly written in informal language and will likely include rhetorical questions and exclamations.

3epistolary or diary novel CA written version of a play or film, presenting the dialogue between characters as well as elaborate descriptions of places, events and settings.

4airport novelDA long-form, fictional work of sequential art in which the story is told through the interplay of text and illustrations. The use of dialogue bubbles, narration boxes as well as onomatopoeia is common.

5script/screenplayEFairly long novel, characterised by its popular style: fast-paced, and easy to read. This way of storytelling is commonly used by prolific writers who produce different versions of the same thing within their genre (thriller, romance, …).

6memoir FA story based on the author’s entire life, from beginning to end, written in the first person singular perspective; often concerning the identity of the self and including selfreflection and introspection.

b Scan the extract from Educated again. What kind of story is this? Use the text and the background information to justify your choice.

3 Form groups. Each group member will receive a different text.

a Read your extract. Then find the person in the group who has the other part of your text by asking content questions, for example:

Is your text about a boy called …?

Does your text have an I-narrator?

Does your text mention …?

b Discuss and justify what type of story these are, by referring to elements in the text.

Part 1Part 2Story type Justification

c Discuss the following questions with your partner. Make some notes below. Afterwards, share your ideas with others.

What do you think the main storyline will be?

Where would you locate your fragment in the story (beginning, middle, end)? Why?

What do you think will happen in the next chapter?

Do you like the type of story the author of your fragment chose to use? Why (not)? If not, which format would you have chosen to tell this story?

4 Go back to the extract from Educated in exercise 1 and have a look at the verb forms that are highlighted.

a Complete the grid with the verb forms in red in the text.

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b Future forms:

– Which auxiliary is always used?

– Which form does the main verb take?

c (Active) perfect forms:

– Which auxiliary is always used?

– Which form does the main verb take?

d Continuous forms:

– Which auxiliary is always used?

– Which form does the main verb take?

e Add the rules for the form of each (active) tense to the grid.

f Have a look at the green verb forms in the text and add them to the grid below.

PASSIVE VOICE TENSE

Simple Rule: Continuous Rule: Perfect Rule: Perfect continuous

g Why is the passive voice used in these examples?

h Formation:

– Which auxiliary is used to form passives?

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– Which form does the main verb take?

i Add the rules for the form of each tense in the passive voice, to the grid.

j Complete the table with forms of the verb ‘to complete’.

k Go through the extract of Educated one more time and put the verb forms in bold in the appropriate grid. Afterwards, do the same with your own extract together with your partner. Find at least 1 other example of each tense. If there is no example, write your own!

l Finally, complete the grammar box below.

HOW TO form the English tenses

There are main verb in English:

These tenses are divided into : present past future simple continuous (or Progressive) perfect perfect Continuous (or Progressive)

Combining the 3 tenses with the 4 aspects gives you in English.

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5 As you already know, each tense has its own specific use. Read the examples and complete the grid.

Tense Use

Example

Present simple something that is true in the present ( ) He lives in Antwerp. something that happens regularly in the present ( ) I play football every Sunday. something that is always true (general ) The human body contains 206 bones.

Present continuous action

now He is walking home as we speak. arrangement made in the (near) I am playing tennis with my brother tomorrow afternoon.

Present perfect action that happened in the and is important in the (= present result) I’ve lost my keys. I can’t get in the house.

up to the presentHe has visited Paris many times. something that started in the past and in the present They have been married for nearly 30 years.

past actionHe has just finished reading that book you gave him.

Present perfect continuous use of present perfect, but with extra stress on or that an action continues beyond the present It has been raining for hours! She has been living in Brussels for 3 years.

Past simple action in the past that is

Past continuous action at a certain time in the past

action (e.g. in a story)

Past perfect simple an action that happened another past time action

Past perfect continuous action that started before a particular time in the past and that was still up to that time in the past

The focus is on

Keep in mind:

She bought an apartment last week.

I was studying at 8 p.m. when you called.

The man was wearing a grey jacket and was quietly reading his newspaper.

After she had graduated, she moved to Ghent.

She had been painting all day when she decided to go out for a drink.

The use of tenses in the passive voice is the same as in the active voice. This unit mainly focuses on past and present tenses. For more information about future tenses, go back to Unit 1, p. 41.

6 Team up and play the Tenses board game.

7 Read the extract from Educated and complete the gaps with the appropriate verb forms (active or passive).

Dad and his mother got along like two cats with their tails lied together. They could talk for a week and not agree about anything, but they (1 to tether) by their devotion to the mountain. My father’s family (2 to live) at the base of Buck Peak for a century. Grandma’s daughters (3 to marry) and (4 to move) away, but my father stayed, building a shabby yellow house, which he would never quite finish, just up the hill from his mother’s, at the base of the mountain, plunking a junkyard – one of several – next to her manicured lawn. They (5 to argue) daily, about the mess from the junkyard but more often about us kids. Grandma (6 to think) we should be in school. “Now they (7 to roam) the mountain like savages”, as she put it. Dad said public school was a ploy by the Government to lead children away from God. “I may as well surrender my kids to the devil himself,” he said, “if I (8 to send) them down to the road to that school.”

On one such morning, as I sat at the counter watching Grandma pour a bowl of cornflakes, she said, “How would you like to go to school?”

“I wouldn’t like it,” I said.

“How (9 you to know),” she barked.

“You (10 never to try) it.”

She (11 to pour) the milk and (12 to hand) me the bowl, then she perched at the bar, directly across from me, and watched as I shoveled spoonfuls into my mouth.

“We (13 to leave) tomorrow for Arizona”, she told me, but I already (14 to know). She and Grandpa always (15 to go) to Arizona when the weather (16 to begin) to turn. Grandpa said he was too old for Idaho winters; the cold put an ache in his bones. “Get yourself up real early,” Grandma said, “around five, and we (17 to take) you with us. Put you in school.”

I (18 to shift) on my stool when I tried to imagine school but couldn’t. Instead I pictured Sunday school, which I (19 to attend) each week and which I (20 to hate). A boy named Aaron (21 to tell) all the girls that I couldn’t read because I (22 not to go) to school, and now none of them would talk to me.

“Dad said I can go?” I said.

“No,” Grandma said. “But we (23 to be) long gone by the time he (24 to realise) you (25 to miss).”

She (26 to gaze) out the window when she sat my bowl in the sink.

Grandma was a force of nature – impatient, aggressive, self-possessed. To look at her was to take a step back. She (27 to dye) her hair black and this intensified her already severe features, especially her eyebrows, which she (28 to smear) on each morning in thick, inky arches.

She (29 to draw) them too large and this (30 to make) her face seem stretched. They (31 also to draw) too high and draped the rest of her features into an expression of boredom, almost sarcasm.

“You should be in school,” she said.

“Won’t Dad just make you bring me back?” I said.

“Your dad can’t make me do a damned thing.” Grandma stood, squaring herself. “If he (32 to want) you, he’ll have to come get you.” She hesitated, and for a moment looked ashamed. “I talked to him yesterday. He (33 not to be) able to fetch you back for a long while. He’s behind

on that shed he (34 to build) in town. He can’t pack up and drive to Arizona, not while the weather (35 to hold) and he and the boys can work long days.”

55 Adapted from: Tara Westover, Educated

8 Read the text in exercise 7 again and answer the following questions.

a Explain what is happening in the extract.

b How do you feel after reading this text?

c Which character appeals to you the most? Why?

d Do you think Tara will join her grandparents the next morning? Why (not)?

CHECK 2, see p. 248

SUMMARY

HOW TO form and use the English tenses

1 / Twelve English tenses

(The English tense system)

There are 3 main verb tenses in English: These tenses are divided into 4 aspects: present past future simple continuous (or progressive) perfect perfect continuous (or progressive)

Combining the 3 tenses with the 4 aspects gives you 12 verb tenses in English.

Tense gives a basic indication when the action of the verb took place.

Aspect indicates whether the action of the verb is ongoing (continuous), completed (perfect), both of those, or neither (simple).

2 / Forming the English tenses

English has only 2 ways of forming a tense from the verb alone: the past and the present e.g. we drove / we drive

To form other verb tenses, we have to add an auxiliary verb in front of the main verb: ‘have’, ‘be’ or ‘will’.

3 / Forms of the verb

English verbs (except ‘to be’) have 5 basic forms: base form: root form of the verb without changes or conjugations past form: used for past simple past participle: used for perfect tenses and passive voice present participle: used for continuous tenses 3rd person singular: used for present simple (‘to have’ and ‘to be’ have irregular forms!).

Keep in mind:

the infinitive is to + base form of the verb e.g. to work, to visit, to go, etc.

4/ Tense and time

Don’t confuse the name of a verb tense with the way we use it to talk about time For example, a present tense does not always refer to present time.

e.g. The train leaves at 9 a.m. tomorrow morning. (= a present tense that refers to a future time)

Or a past tense does not always refer to past time.

e.g. If I had some money now, I could buy it. (= a past tense that refers to a present time)

FORM OF THE TENSES ACTIVE VOICE

Simple verb + ed / irregular form

ASPECT

verb (+ s in 3rd p. sing.)will + verb

©VANIN

ASPECT

Continuous was/were + present participle

am/is/are + present participle will be + present participle

Perfect had + past participlehave/has past participlewill have + past participle

Perfect continuous had been + present participle

has/have been + present participle will have been + present participle

PASSIVE VOICE

Simple was/were + past participle

Continuous was/were being + past participle

Perfect had been + past participle

Perfect continuous

1/ Use of the English tenses

Tense Use

am/is/are + past participle will be + past participle

am/is/are being + past participle

has/have been + past participle will have been + past participle

USE

Present simple something that is true in the present (fact) something that happens regularly in the present (habits) something that is always true (general truths)

Present continuous action going on now arrangement made in the (near) future

Example

He lives in Antwerp.

I play football every Sunday.

The human body contains 206 bones.

He is walking home as we speak. I am playing tennis with my brother tomorrow afternoon.

Present perfect action that happened in the past and is important in the present (=present result) experience up to the present something that started in the past and continues in the present recent past action

Present perfect continuous use of present perfect, but with extra stress on duration or that an action continues beyond the present

Past simple action in the past that is completely over

Past continuous action in progress at a certain time in the past background action (e.g. in a story)

Past perfect simple an action that happened before another past time action

Past perfect continuous action that started before a particular time in the past and that was still in progress up to that time in the past focus on duration

Keep in mind:

I’ve lost my keys. I can’t get in the house.

He has visited Paris many times. They have been married for nearly 30 years.

He has just finished reading that book you gave him.

It has been raining for hours! She has been living in Brussels for 3 years.

She bought an apartment last week.

I was studying at 8 p.m. when you called.

The man was wearing a grey jacket and was quietly reading his newspaper.

After she had graduated, she moved to Ghent.

She had been painting all day when she decided to go out for a drink.

This unit mainly focuses on past and present tenses. For more information about future tenses, go back to Unit 1, p. 41.

2/ Voice

Voice (active or passive) describes whether the grammatical subject of a clause or sentence performs or receives the action of the verb. For more information, see On Track 5, Unit 1. The use of tense and aspect in the passive voice is the same as in the active voice.

Active voice

The subject of the sentences does the action of the verb. If you have a definitive subject who is performing an action, use the active voice.

The active voice is used to make your writing more direct which is often clearer and more natural.

Passive voice

In passive sentences, the subject is acted upon. It is the object of the sentences that is doing the action of the verb.

We use the passive voice to stress the action (of the verb) rather than who is responsible for the action of the verb.

Only when it is important to know who or what did the action, do we use ‘by’ + agent (= prepositional phrase).

Word Translation My notes

1 EXPLORING THE IMAGINATION

to achieve lofty goalsambitieuze/grootse doelen bereiken to acquire knowledgekennis verwerven

adaptive aanpasbaar creativity creativiteit daydreaming dagdromen to explore (one’s) thoughts iemands gedachten verkennen external sensory information uitwendige zintuiglijke informatie/informatie van uitwendige zintuigen

fantasy fantasie to generate voortbrengen, verwekken hugely beneficialontzettend voordelig

imagery beelden, beeldvorming, beeldspraak imaginable denkbaar imaginary denkbeeldig an imaginary objecteen denkbeeldig object imagination verbeelding, verbeeldingskracht imaginative fantasierijk imaginative playingverbeeldend spel to imagine zich verbeelden, inbeelden imagined verbeeld, ingebeeld imaginings verbeeldingen informationprocessing informatieverwerking

©VANIN

a lack of een tekort aan make-believe het doen alsof, schijnmentalisation mentalisatie mental imagerymentale beeldvorming perception perceptie (not) physically present (niet) fysiek aanwezig to play a pivotal roleeen belangrijke rol spelen pretend-play doen-alsof-spel unconscious(ly)onbewust

to visualise visualiseren vivid levendig

2 IDIOMS

beyond imaginationvoorbij de verbeelding, moeilijk in te beelden by any/no stretch of the imagination met/zonder enige verbeeldingskracht

Can you imagine?Kan je je dat voorstellen? to capture/catch one’s imagination tot iemands verbeelding spreken

a figment of one’s imagination een verzinsel van iemands verbeelding

a flight of imagination/ fancy/fantasy een op hol geslagen verbeelding

Imagine my surprise …Je kan je mijn verbazing wel voorstellen …

to leave little to the imagination weinig aan de verbeelding overlaten to leave to the imagination aan de verbeelding overlaten

a lively imaginationeen levendige verbeelding to stretch the imagination de verbeelding vergroten/ maximaliseren

Well, imagine that!Stel je voor!

Story elements and narrative forms

1 Identifying story elements

There are several elements that can make up a good text.

1/ Characters: there are main characters and secondary or supporting characters.

2/ Narrator: who or what tells the story? There are several points of view a narrator can take.

3/ Plot

The plot of a story is the narrative of events: the order in which things happen. The classic story arc consists of the following elements:

LANGUAGE & CULTURE

– Exposition: introduction to the story in which characters and setting are presented.

– Rising action: the action/tension in the story builds up.

– Climax: point in the story where the action reaches its peak.

– Falling action: the action becomes less intense.

– Resolution: conclusion of the story.

4/ Setting: the time and place of the story.

5/ Mood and tone: these both deal with the emotions of a story.

2 Narrative forms

When an author wants to share a story with their readers, there is a variety of formats they can choose from to do so.

The airport novel is a fairly long novel, characterised by its popular style: fast-paced, and easy to read. This way of storytelling is commonly used by prolific writers who produce different versions of the same thing, within their genre (thriller, romance, …).

In an autobiography, the author is telling a story (often) in the first person singular that is based on their entire life, from beginning to end. It often concerns the identity of the self, therefore including self-reflection and introspection.

In an epistolary or diary novel, the story is told by means of letters or diary entries. It is told from the I-perspective, is mostly written in informal language and will likely include rhetorical questions and exclamations.

A graphic novel is a long-form, fictional work of sequential art in which the story is told through the interplay of text and illustrations. The use of dialogue bubbles, narration boxes as well as onomatopoeia is common.

Although a memoir has some things in common with the autobiography, it distinguishes itself by limiting itself to a part of the author’s life. It is (often) written in the first person singular perspective and is based on the author’s life. But the author mainly shares memories from a specific time period or reflects upon a string of themed moments throughout their life.

A script or screenplay is the written version of a play or film, presenting the dialogue between characters as well as elaborate descriptions of places, events and settings.

©VANIN

ON DIFFERENT TRACKS

CHECK 1 ⁄ Exploring the imagination

1 Recalling the method of loci.

a Preparation: think back to the discussion of the imagination, Sherlock’s mind palace and the method of loci in Step 1. Which words do you still remember? Try to recall 20 words that came up without going back to the exercises and organise them. Make sure you include at least 3 of the 4 categories below.

b Action: write a short text in which you discuss whether it works for you or not. Write on a separate piece of paper. Give arguments to support your opinion and explain in which cases these methods can be a useful technique. Make sure you include at least 5 of the words (from different categories) you listed above.

c Reflection: check your writing by filling in the checklist. Ask your teacher for feedback.

Checklist: evaluating the method of loci

1 Content and structure

• I discussed whether the loci method works for me or not.

• I gave arguments to support my opinion.

• I explained in which cases it can be useful.

2 Language

• I used at least 5 new words from different categories appropriately.

• I used correct grammar and sentence structures.

• I used correct spelling and punctuation.

Feedback

Score < 9 9 - 12 > 12 Next exercise ex. 2 ex. 4 ex. 5

Verb Noun

Adjective

Idiom

2 Complete the sentences with the appropriate word. Choose from the following words.

daydreaming – a flight of imagination – hugely beneficial – imaginable – imaginary – a lack –leave little to the imagination – perception – to visualise

1 I wonder why they couldn’t be more creative. Their solution shows of imagination.

2 When my parents found out about my friend, they were worried at first. But after talking to a few people, they realised it helped me cope with certain situations.

3 The author explained how most of his stories started with a

4 Daisy was able to her wedding day clearly; she saw herself walking down the aisle on her father’s arm.

5 Computers allow us to do things that were hardly only a few years ago.

6 Your of the world around you is based on the information you get from your 5 senses. How you understand the world changes drastically if you are lacking one of them.

7 His explicit description of the crime scene left

8 Stop and listen carefully! You wouldn’t want to miss out on this information.

9 Going for a run from time to time can be for your health.

The dinosaur he said he saw was a … of his imagination.

Humans use imagination to … experience and knowledge about the world. Your imagination is … influenced by memories and feelings. You may not be aware of it, but it’s definitely the case.

His … of motivation to study resulted in bad grades.

The people who write these things must have a … imagination. I could never imagine anything like it.

Our teacher is very … . She can teach any group, no matter what their level is.

He set … goals for himself as a teacher.

You will never believe what happened next. It was … imagination!

Children learn a lot about the world around them in their … play. AI and technology played a … role in reshaping the creative landscape.

4 Read the text and do the tasks.

a Complete the gaps with the appropriate word or phrase. Adapt the words so that they fit in the sentence. Mind: you don’t need to use all the words.

creative – creativity – to explore – external – to generate – image – imagery –imaginative – to imagine – knowledge – make-believe – mental – perception – physical –play – sensory

What Imagination Is Creativity or Mental Images?

Reviewed by Ekua Hagan

‘Imagination’ is one of those words that inspire us. It reminds us of children playing, and Einstein claiming that it’s more important than (1) . The word gets used in a lot of ways, but for the most part, people mean one of two things. First, people use the word to refer to (2) in general — saying that someone has a great imagination or no imagination at all. Second, people use the word to refer to (3) imagery of some kind — either picturing something in your head, like how your childhood bedroom looked, or hearing a song in your head to try to recall lyrics.

I’m interested in both kinds of imagination and my posts will reflect that. Imagination is quite possibly a uniquely human ability. In essence, it allows us to (4) ideas of things that are not (5) present, or perhaps not even real. For example, one can (6) the cup of coffee seen the day before, or one can imagine an alien spaceship arriving in the earth’s orbit. Think of children playing (7)

. The key is that what is imagined is (8) from within rather than perceived based on input from without. In (9) , one takes (10) (11) information, such as light, or sound waves, and finds meaning in it, using memory and perceptual processes. In imagination, it works in reverse. (12) is created from the memory. This is perhaps clearest in dreaming, where our minds churn up an entire virtual reality for us to experience when we sleep. But imagination is used in a whole variety of cognitive processes, including planning, hypothetical reasoning, picturing things in the past or the future, comprehending language, and, of course, in design and creativity in engineering and the arts.

What is not obvious is that this important, fascinating phenomenon can be explored scientifically. Even though we can’t read (13) directly off of people’s

brains (yet), there are still scientific means to find out what goes on in somebody’s head. And that’s what my blog posts are about.

This is your chance to learn about imagination from a scientific as well as an artistic perspective: how it works, what its limits are, as well as how you can use your imagination to be more creative and happy. I will report on research by other people as well as research done in my own Science of Imagination Laboratory.

Adapted from: Psychology Today

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b Answer these questions about the text.

1 Explain the 2 most important meanings of ‘imagination’ in your own words.

2 The author mentions dreaming as a good example. Which of the previous meanings does ‘dreaming’ illustrate?

3 What is the main difference between imagination and perception?

4 Does the author believe we will be able to read images directly off of people’s brains in the future? Explain.

5 Explain in your own words what you expect to read in other posts on the author’s blog.

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Score < 12 ≥ 12

Next exercise

Check 2, p. 248

5 Read the text on how to jump-start your imagination and answer the questions.

a Complete the text with a title for each section. Use an imperative form like in the first example.

b Why does the text refer to ‘imagination muscles’?

c Explain the importance of ‘play’ for the imagination in your own words.

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7 Simple Yet Effective Ways to Jump-Start Your Imagination Integrate These Into Your Routine for an Exciting, Fun, And Meaningful Life

Reviewed

by Ekua

Hagan

‘Imagination is more important than knowledge. For knowledge is limited to all we now know and understand, while imagination embraces the entire world, and all there ever will be to know and understand.’ — Albert Einstein

Imagination is one of the most powerful tools we have at our disposal: it’s the gateway to leading a creative, joyful, and free life—of transforming the ordinary into the extraordinary. And yet, so many of us have all but forgotten that our imagination is always at our disposal, waiting to be tapped.

Think of it like exercise. No matter what shape you’re in, once you commit to integrating it into your daily life and get moving, it becomes part of your routine.

After a while, if you practise using it, your imagination will be as easy to access as turning on a light switch.

Here are some tips that will help you jump-start your imagination muscles.

1 Change Your Self-perception

Are you walking around thinking you’re not imaginative? If so, it’s time to debunk that myth. You are! You just have to learn how to re-awaken it.

The first step is to get your inner-self to change its perception. One way to loosen up old ways of seeing yourself is by using positive affirmations.

Try this strategy: Walk through your day with a positive thought in your mind like, ‘I’ve got a rich imagination’ or ‘My inner soul is the source of great imagination.’

You may feel silly doing it initially, but trust me, it will help. When I’m working on changing behaviors, I sometimes even sing my affirmations!

2

For actors, writers, and artists, observing is second nature. By taking the time to slow down, sit on a park bench, and pay attention to whatever is in front of you, you’re opening up your imagination pores.

The next time you’re walking through the city, or doing errands in the suburbs, rather than rushing to get from one place to another quickly, put on your ‘observation’ hat and really look at what’s going on around you.

Check out the people standing in line at the grocery store, and how they interact with each other, and the grocery clerk. (You can create a story about anyone you want; it’s a great way to get your imagination in full gear.)

When taking a walk, pick up a leaf from the ground and examine its veins, colors, and shape.

Observations become fodder for your imagination.

I have yet to meet a person who can’t remember times from their childhood when their imaginations were vibrant—whether building a fort with leaves, creating a play with friends from the neighborhood, building a snowman, or decorating a room for a birthday celebration.

Our childhood memories can be rich sources for rekindling our imagination.

I love closing my eyes and returning to thoughts of my childhood—of spending time with my Mom in the garden, playing hide and seek, or having our Sunday night barbecues. Just thinking about those times accesses something deep within, and opens up my heart. Do this exercise, with your eyes closed, for three minutes once a day, with no goal in mind except to enjoy reliving some pleasant childhood memories.

Teaching yourself to see what’s possible rather than what isn’t possible is the hallmark of imagination.

If your default response is to say ‘no’ when you’re given an opportunity to have a new experience, think about what might happen if you say ‘yes’. An entirely new world could open up for you.

Or let’s say you’re given a difficult task to do at work—something that has never been done before. You have no road map or personal experience with this, but you need to figure out a way to make it happen.

Rather than heading down the path of impossibility which closes your neural pathway, take the other path of opening to the possibility (even if you experience self-doubt), knowing that there is always more than one solution to a problem, and that you’re going to figure it out.

It’s easy to get lost in the maze of all of the technological devices and information at our fingertips.

You can activate your imagination by reading and learning through books and online. Be curious about things that happen throughout your day. Be curious about the weather.

Be curious about people.

Be curious about nature.

Insert the word “why” or the phrase “why not” into your thought process, and your curiosity pores will open up exponentially.

Although highly underrated and undervalued in our society, play is creativity at work: it’s actually a necessity for living a rich, meaningful, and creative life.

Play is an attitude, a spirit, a point of view, and most of all, a way of living. It’s a commitment to finding true joy in any act, with no concern about the outcome. In the best sense, play is the expression of who we are when we can let go of who we are trying to be.

Play is much less about what you’re doing than your mindset when doing it. For example, if you’re practising scales on the piano, you can do it in a sort of mindless routine fashion. Or you can turn it into a fun game for yourself—mixing up the rhythms, patterns, and style of practising.

How about when you meet someone for the first time? You can either take the standard route of asking conventional questions, or you can enter into a playful mode, asking them unusual questions, like ‘What are your dreams for the future?’ You may knock the socks off of some folks, but I think you’ll actually be pleasantly surprised at what can happen when you start incorporating play into your daily life.

The key to being playful is not to be attached to the results. Just enjoy the process of it.

7

If you slow down, walk outside, and take some deep breaths, nature will awaken all of your senses and jump-start your imagination beyond your wildest dreams. Nature is magical— if you give it the opportunity.

Get close up to a flower and look at its stamen. Rub a leaf between your fingers; feel its texture. Look at its veining and ponder over how no two leaves are exactly the same. Watch the bees and butterflies as they buzz and whirl about the landscape. Get to know your favorite tree—and then tell yourself a story about it. Watch the worm wriggling its way out of the moist soil after rain.

Creative individuals like Einstein, Beethoven, Leonard da Vinci, Thomas Jefferson, and Richard Feynman were known for spending a lot of time in nature.

A suggestion: Take a daily nature walk with the sole purpose of being in and connecting with nature. No friends, children, or technology allowed. Even if you spend 10 minutes a day doing this, you’ll be surprised at how it ignites your imagination and creativity.

‘I think nature’s imagination is so much greater than man’s; she’s never going to let us relax.’ — Richard Feynman

Source: Psychology Today

d The text discusses how you can practise your imagination, how things can inspire you to get creative (again). Find 4 other ways (verbs) in which the author expresses this.

One’s imagination spark

e Combine the words from the text with the appropriate definition.

1to ponderAunderestimated

2fodder Ba distinctive characteristic of something or someone

3to debunkCfull of energy, life

4vibrant Dunderestimated

5affirmationEfood

6underratedFemotional support and encouragement

7undervaluedGnot thinking or concerned about

8mindset Hto carefully think about something

9mindlessIa typical, often fixed, set of (mental) attitudes held by someone

10hallmarkJto expose the falseness or hollowness of (an idea, a belief, …)

©VANIN

CHECK 2 ⁄ Discussing storytelling and the creative process

1 Start your autobiography today.

a Preparation: think of an important moment in your childhood. Complete the grid.

Who? What? When? Where? Why? How?

What do you think/feel when you look back on this moment?

b Action: write a part of your own autobiography. Share a memory using past tenses appropriately. Then use the narrator’s voice to comment on this moment from your perspective today, making use of present tenses. Use the prompts to start each part of the text. Write your text (about 150 words) on a separate sheet.

I remember …

But now, I …

c Reflection: check your writing by filling in the checklist. Ask your teacher for feedback.

Checklist: write your own story Yes I think soNo

1 Content and structure

• I described a childhood memory.

• I reflected on this memory in the present.

• My text is about 150 words.

2 Language

• I used correct grammar.

• I used correct vocabulary.

• I used different tenses (past and present) correctly.

• I used correct spelling and punctuation.

Feedback

2 Complete the sentences with the appropriate verb form. Choose from the given tenses.

a Choose from: past simple, past continuous, past perfect simple, past perfect continuous.

ACTIVE

1 It (1 to approach) 11 o’clock when his mum (2 to decide) to wake him up. She (3 not to want) her son to be late for football practice. But when she (4 to step) into his room, she (5 to see) that he (6 to read) a comic book. Apparently, he (7 to read) comic books for 3 hours.

PASSIVE

2 After Emily Dickinson’s death, many poems (1 to discover) in her bedroom that (2 not to publish) before.

3 Mary thought her birthday (3 to forget), but only a few minutes later, her friends surprised her with a big birthday cake.

b Choose from: present simple, present continuous, present perfect simple, present perfect continuous.

ACTIVE

©VANIN

1 I (1 to write) to tell you how much I (2 to miss) you. My parents (3 just to inform) me that they (4 to get) divorced and you (5 to be) the first person I wanted to tell.

2 Hurry up! Our plane (6 to take off) in less than 30 minutes!

3 What (7 you to wait ) for? Jump in the pool with us. The water is nice and warm!

PASSIVE

4 The gunman (1 to arrest) as we speak.

5 The renovation works in our house (2 not to finish) yet.

6 Every hour of every day, somewhere in the world, a new child (3 to bear).

Score < 12 12 - 16 > 16

3 Complete the text with the appropriate past or present tenses, in the active or passive form.

As a child, Sarah’s imagination (1 to know) no bounds. She (2 to come up) with entire worlds within her mind, which were filled with fantastical creatures and magical adventures. She would spend hours lost in her own creations, as she (3 to transport) by her imagination to far-off places. Her parents (4 often to surprise) at the stories Sarah (5 to invent).

Today, her stories (6 to tell) worldwide as Sarah (7 to become) a famous writer of fantasy novels. She (8 to work) on a new story as we speak. She always (9 to write) in the morning, as this is the moment of the day when she is the most inspired. If she (10 not to invent) all those stories in her childhood, she probably wouldn’t have become a writer at all.

Score < 7 ≥ 7 Next

4 Read the text on storytelling in business.

a Complete the text with the appropriate verb forms.

b Explain in your own words how a good story can make the difference for businesses. READING

The Power Of Storytelling For Your Business: Unleashing Your Inner Storyteller

By Candice Georgiadis, social media influencer and founder of Digital Day Inc, a social media and marketing agency in California

Visualize this: you (1 to browse) a website that exclusively offers organic skincare products. A dozen similar products with the same features and claims (2 to present) to you. The question is, how (3 you to choose) which of these items to buy?

Now, on the other hand, say you find a particular product that uses a unique angle: storytelling. The company tells the story of how the product founder’s daughter (4 to battle) with acne for many years. After they (5 to try) every product on the market, they (6 to become) convinced that no skincare product would work. The founder (7 to go) on to tell a story about how she (8 to discover) a natural ingredient that (9 to change) her daughter’s skin and life. She (10 to explain) that the results (11 to inspire) her to share this secret with her friends and then start her own brand.

Which Product Do You Think You Would Pick Or Buy First?

Most likely, it would be the product with a story. The reason is that stories have the power to grab attention, connect with emotion and persuade us to take action.

Storytelling is not merely a commercial ploy. It is a necessary ability for entrepreneurs, business owners and leaders who wish to distinguish themselves in today’s competitive and noisy market. You (12 to learn) what storytelling is, how it can benefit your business and how to master it in this post.

What Is Storytelling, And Why Does It Matter?

At its core, storytelling refers to the art of crafting narratives that capture the essence of your brand and appeal to your audience. It also involves communicating narratives in a way that (13 to be) both relatable and memorable. In my many years as a social media specialist, I (14 to find) that storytelling tends to go beyond the features and benefits framework of your product or service. It goes deeper into the emotional and psychological aspects of your audience’s decision-making process.

Storytelling is not a new concept, as it dates way back into the history of many cultures.

Storytelling also goes beyond education and entertainment. It (15 to use) in the realms of business as well. Some of the most successful brands and leaders use storytelling in their sales, marketing and leadership. Think of Apple, Nike, Elon Musk, Martin Luther King Jr. or Oprah. They all have one thing in common: a good story.

Adapted from: Forbes

Score < 11 ≥ 11

Next exercise

All done!

5 When talking about her writing routine, Morrison mentions Emily Dickinson and her small desk (see p. 221).

a Look up some information about this author and complete her fact file. READING

Emily

Life Place Genre Life as a writer

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Name

Dickinson

b Read the text ‘The Poet at Work’ from the website of the Emily Dickinson museum. Describe her writing routine in a few sentences.

c Explain in your own words why Dickinson would say the confinement of her bedroom offered her freedom.

d Are these statements true, false or not mentioned in the text (NIT)? Explain.

1 After her death, many of Dickinson’s works were found on scattered pieces of scrap paper.

2 All of Dickinson’s poems were written for the people she wrote letters to.

3 Dickinson shares Stephen King’s opinion on notebooks (‘the best way to remember bad ideas’) and therefore didn’t keep one.

e Reread the text on Morrison’s writing routine and compare it to what is said about Dickinson.

1 What do they have in common?

2 How do their writing situations differ?

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The Poet at Work

When, where, and how did Emily Dickinson put pen (or pencil—she used both) to paper to create her work?

Material evidence, such as envelopes and other scrap paper, suggests that Dickinson wrote down ideas for poems wherever she was inspired—in the kitchen or outdoors, for example—but contemporary accounts indicate that her formal writing was done in her bedroom, a place that, as she once described to her niece Martha, afforded her ‘freedom’ (Bianchi, p. 66).

Located in the southwest corner on the second floor at the Homestead, the poet’s bedroom included a small work table with a single drawer. There, she could work late into the night on her poetry and letters.

Niece Martha described her aunt’s ‘way of writing’ as taking place not only ‘upstairs in her own room, watching with her plants lest they freeze in zero midnights,’ but also ‘by the little table in the dining-room’ (Bianchi, p. 60). From the dining room Dickinson could see the plants in her conservatory.

Other relatives recalled hearing Dickinson compose her poems aloud. Her cousin Louisa remembered: ‘I know that Emily Dickinson wrote most emphatic things in the pantry, so cool and quiet, while she skimmed the milk; because I sat on the footstool behind the door,

a view of the poet’s writing table looking out her bedroom’s south west window

Dickinson

Morrison

in delight, as she read them to me’ (Scharnhorst, p. 485, as quoted in Woman’s Journal 1904).

More typically, Dickinson shared poems with family and friends through correspondence. After her death, her survivors were surprised to find that the poet had kept even more of her work private. Among her papers were forty handmade booklets (now referred to as ‘fascicles’) in which she gathered more than 800 of her poems.

Works cited: Bianchi, Martha Dickinson. Emily Dickinson Face to Face. Boston: Houghton Mifflin Company, 1932.

Scharnhorst, Gary. “A Glimpse of Dickinson at Work.” American Literature 57.3 (1985): 483-5.

Source: www.emilydickinsonmuseum.org

f Read Emily Dickinson’s poem and answer the following questions.

I dwell in Possibility – (466)

BY EMILY DICKINSON

I dwell in Possibility –A fairer House than Prose –More numerous of Windows –Superior – for Doors –Of Chambers as the Cedars –Impregnable of eye –And for an everlasting Roof The Gambrels of the Sky –Of Visitors – the fairest –For Occupation – This –The spreading wide my narrow Hands To gather Paradise –

1 Look at how the poem is written. What do you notice? Why do you think Dickinson wrote it like this?

2 Explain the first line of the poem in your own words.

3 In ‘A fairer House than Prose –‘ (line 2), what is the ‘fairer House’? Explain.

4 Explain how this poem relates to the topic of ‘imagination’.

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5 Do you like the poem? Why (not)?

Subtotal / 5

6 Dickinson plays with different literary devices. Complete the grid with examples from the poem.

Literary techniquesExample Metaphor

Alliteration

Enjambment

Subtotal / 5

Score < 12 ≥ 12

Next exercise ex. 4 All done!

CHECK OUT

WRITING YOUR OWN STORY

ORIENTATION

Now it is time to use your imagination to come up with a story of your own. You will be given a concept, a statement, or a basic story structure which you should start from.

PREPARATION

1 Take some time to use your imagination and think of what your story could be about and prepare.

a Write down some keywords/ideas on a piece of scrap paper.

b Reread the information on types of stories and the elements of stories, and choose a form that appeals to you.

c Complete the story arc to lay out the plot of your story.

ACTION

2 Write a first version of your story in which you combine all elements according to the characteristics of the type of story you chose.

a Mind your spelling and make use of appropriate tenses.

b Avoid repetition in your text by varying your word choice (rich vocabulary) and sentence structure.

c Reread your story yourself, and let at least 1 other person proofread your story.

3 Edit your story based on your own notes and the proofreader’s feedback.

4 Reread your story yourself one more time, and make final adjustments to your text.

REFLECTION

5 Reflect on your writing by filling in the checklist. Ask your teacher for feedback.

Checklist: writing a story Yes I think soNo

1 Writing process

• I completed the basic story arc before I started writing.

• I wrote a draft version.

• I let someone else read my story and proofread it myself.

• I wrote a second version in which I took the proofreaders’ feedback into account.

2 Content and structure

• My story contains all elements of the story arc.

• My story has the characteristics common to the type of story I chose.

3 Language

• I used appropriate tenses.

• I avoided repetition by varying my word choice and sentence structure.

• I used correct spelling and punctuation.

Feedback

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Trace your steps on diddit.

UNIT 5: THIS IS AMERICA

CHECK IN

Step 3: Discussing American politics

MAIN TRACK

Step 2: Using modal verbs

Step 1: Using descriptive language

ON DIFFERENT TRACKS

SUMMARY

TRACE YOUR STEPS

CHECK OUT: PRESENTING AN AMERICAN STATE

CHECK IN

LOONY LANDMARKS

1 Do you recognise these famous landmarks?

a Write down the name of the landmark.

b How do these landmarks differ from the real ones?

c In which states and cities can you find the actual landmarks?

2 How many of the 50 US states do you know? Take the test.

3 Can you beat your classmates with your trivia knowledge?

MAIN TRACK

STEP 1 ⁄ California love Using descriptive language

1 / Coast to coast

1 Watch the video. Then let California lure you in. Do the following exercises.

a Complete the box with the missing words. Choose from the following words. WATCHING

alluring – ample – astounding – bright – colossal – historic – incredible – iridescent –landmark – mammals – notorious – richness – strenuous – unique

b Listen to the descriptions of ‘all things California’ and link each description (A-T) to the correct picture (1-20). listening

c Listen to the descriptions again. Correct exercise b but pay attention to the word choices that were made. These ‘word choices’ are called ‘collocations’.

Did you know?

What are collocations?

When we talk about ‘collocations’, we mean the way that words combine in a language. Some words fit together, while others just don’t. Collocations are thus groups of words that are almost always put together. The use of collocations can really lift the proficiency of someone’s language to a higher level.

d Complete the table with the missing parts of speech. Leave the 2 last columns open for now.

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e Complete the sentences with a suitable word from the table in exercise d.

1 California’s world-renowned attractions have always the experience of travellers from around the world.

2 California’s diverse culture is a reflection of its vast immigrant populations.

3 The Hollywood sign is a structure in Los Angeles that is on many people’s bucket list.

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4 The sunrise over Joshua Tree National Park was beautiful. It filled the sky with vibrant colours.

5 The of the ocean’s surface mesmerised everyone watching the sunset from the Santa Monica Pier.

6 Hollywood has a reputation for , as fame and scandal often intersect.

7 , California has been a land of opportunity, drawing pioneers, dreamers and gold-seekers from around the world.

8 The underwater ecosystems from kelp forests to coral reefs show how California’s marine life actually is.

9 The of California’s geography lies in the fact that it encompasses everything from deserts to snowy mountains.

10 I was by the iconic Griffith Observatory as its stunning views tempted me to check it out. What an awe-inspiring experience that was!

11 Even though the climb to the Hollywood sign is recommended by many, you must be prepared for a long and steep hike.

12 In the evening, downtown Los Angeles is illuminated by city lights.

f Finally, complete the last 2 columns of exercise d with synonyms and antonyms of the words. Use a dictionary to help you if necessary.

2 Read the reviews and answer the questions.

a Write down which landmarks or places from exercise 1, p. 261-262, you think these reviews are written about.

b Colour in the number of stars you think each review should have.

1 2 3 4

Pauly-101 Glasgow, UK. 504 contributions

Day tour Mar 2024

The day tour was high on our itinerary and it did not disappoint. The ferry over was a little too busy with visitors having to stand, but this wasn’t an issue for us, and is just something to keep in mind. The initial tour with a guide around the island was fantastic as it was informative and entertaining. The self-guided audio tour on the inside wasn’t quite as good, but still a must. Great tour and experience. A huge thanks to the staff who made this unforgettable.

Michelle G 161 contributions

Don’t be fooled Jun 2023

We thought if we drove to the top of the hills, we would be able to get a good image of the sign. This was not the case. We should have avoided the narrow, steep road and taken the picture from the base of the neigborhood below. I feel like we wasted 30 minutes of our day trying to seek out the best places for a photograph.

Boeing747-8I Freeport, NY. 144 contributions

Spectacular viewpoint Sep 2024

You have to appreciate the engineering marvel this bridge was for its time. Several scenic overlooks nearby.

Shawn M 14 contributions

Excellent. Would not go on a weekend. Jul 2023

My wife and I went on Saturday morning prior to catching a late afternoon flight out of San Jose. I definitely would not go on a weekend again. If you do go on the weekend, don’t expect a relaxing, leisurely visit.

First of all, plan ahead to deal with a parking mess. Went into nearby lots only to find

them full. Tried to get another lot only to find I couldn’t turn left for blocks. Then found the lot cost $20. Finally found a spot over ½ mile away which wanted us to pay on an app. Forget that. Stopped some people and got change. Hate to start out the visit upset but that’s the way it was. Inside it seemed that every family in Monterey was there, and with a stroller. Disappointed there wasn’t an organized flow or crowd control inside. Everything was “force your way” to get close to the tanks to observe. After an hour, my wife and I were ok to leave and get out of the congestion. That said, we were very much impressed with the exhibits. The colorful jellyfish exhibits were amazing. Also, working in manufacturing I was engrossed by the canning exhibit.

hsvjen5

Crestview, Florida. 57 contributions

Amazing and peaceful early in the morning.

We stayed inside the park Friday night of Memorial Day weekend. We knew the park and the major attractions were going to be crowded, so we started early on Saturday morning, and were the fourth car in the parking lot at 6:45 AM. We strolled down to the General Sherman and had it to ourselves for about 15 minutes, so we got lots of pictures without anyone else in them. It was so peaceful and quiet. I highly recommend going early to experience this awe-inspiring sight.

ViDa_CH Zurich, Switserland. 83 contributions

What’s up with the good reviews here? Don’t get it… Aug 2024

It’s just a small waterfall, people… imagine opening your water tap at home to max and multiply it by 10. That’s it. Maybe more spectacular in spring, but soooo boring in August. More amusing are the tourists with selfie sticks posing in front of a leaky faucetsized water trickle…

Adapted from: Tripadvisor

c Discuss these questions about the reviews. What makes a review trustworthy? How can you check this?

Based on these reviews, which one of the places would you like to visit? Which of the arguments given by the reviewers would you overlook? Why?

3 Write your own review.

a Preparation:

Pair up and choose one of the places or landmarks from exercise 1, p. 261-262.

Decide who will write a very positive review and who will write a negative review. Give your partner 5 words from exercise 1d (p. 263) (either positive or negative ones, depending on which review they are writing) to use in their review.

Do some additional research if necessary.

b Action:

Write your review on a separate piece of paper.

Follow the structure of the reviews in exercise 2:

• Come up with a good username and write down your location and the date.

• Look for grammatical structures in the reviews that are used to recommend or to discourage visiting places.

• Do not mention the place or landmark specifically.

• Give your place or landmark the appropriate number of stars. Write about 100 words.

c Reflection: check your writing by filling in the checklist. Ask your teacher for feedback. Swap your reviews with another pair of students. Can they guess what you were reviewing?

1 Content and structure

• I wrote a review that was clearly very positive/negative.

• I added all the other necessary information (username, location, date, title and number of stars).

• It was clear which place or landmark I was writing about.

• I wrote a review of about 100 words.

2 Language

• I used correct grammar.

• I correctly used the 5 words I was given.

• I used correct spelling and punctuation.

Feedback

2 / Anyone who is anyone

1 Listen to the song ‘City of Stars’ and answer the questions.

a Complete the interpretation of the song. Choose from the following words.

listening

c Discuss the following questions with a classmate. Which emotions did you choose? Why does the song make you feel this way? Would you ever consider moving abroad to live in a city like Los Angeles? to accomplish – to aspire – glittering – hustle and bustle –to lure – to remain – stardom

A lot of people (1) to achieve their dreams in Los Angeles, but not everyone is able to (2) their goals. The city’s (3) lights and opportunities (4) them in, but they soon realise that the path to success is not easy. People feel lost in the (5) of the busy city. Nonetheless, they (6) hopeful on their road to (7) , and they keep believing that their moment to shine is still to come.

b What emotions does this song evoke in you? Choose 2 emotions from the list and add 2 of your own.

ecstatic – energised – hopeful – inspired – joyous – longing – melancholic – moved –nostalgic – reflective – uplifted – whimsical – –

2 Now listen to the song ‘Hollywood’ by Marina. Answer the questions.

a Which things that are typical for Hollywood and the US are shown in this video? Look closely at the people in the background.

b Is Marina’s take on the American Dream different than that of ‘City of Stars’? How so?

listening

c What can you say about the portrayal of the city of LA?

d To which of the 2 songs would you link the following words? Put the given words in the correct column.

bittersweet – cynical – desire – downhearted – fabricated – hollow – loathsome –melancholic – minimalist – opportunities – phony – provoking – vapid – yearning

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e Which of the 2 songs do you like best and why? Use the descriptive vocabulary from this exercise to explain. Write about 30 words.

3 There are more songs about other American states and cities. Play the quiz.

‘City of Stars’ ‘Hollywood’

4 Expand your vocabulary with these idioms related to ‘fame’.

a Complete the following sentences with the correct phrase or idiom.

in the public eye make a name for himself fifteen minutes of fame make a splash make the cut work his fingers to the bone go the extra mile claim to fame beyond his wildest dreams a lucky break

A In the competitive world of Los Angeles auditions, only the most talented actors and get cast in major productions.

B The iconic Hollywood sign has long been Los Angeles' , attracting tourists from around the world.

C To make it big in Hollywood, aspiring actors often have to by attending countless auditions and networking events.

D To establish himself in the entertainment industry, he will have to , taking on multiple roles and projects.

E Many aspiring actors come to Los Angeles hoping for their , but only a few achieve lasting stardom.

F Becoming a Hollywood superstar was when he first moved to Los Angeles to pursue his acting career.

G Living in Los Angeles means constantly being , where paparazzi are a common sight.

H Coming to Los Angeles with just a dream, he worked hard to in the music industry.

I Her first major film role was that catapulted her to fame overnight.

J Her debut album will in the music industry, earning her recognition as a rising star.

b Read the stories. Which of the idioms do you think fits the story? Write an appropriate sentence with the idiom. READING

Sweet Brown became an internet star after her famous phrase ‘Ain’t nobody got time for that!’ blew up online. She has since been in a bunch of local TV ads, for a lawyer, a dentist, and a real estate agency.

Idiom: 2

Jared Leto sent his Suicide Squad castmates bizarre gifts. Margot Robbie got a live rat and creepy love letters, while Will Smith got a bunch of bullets. And everyone received a video of Leto with a dead pig. All this was Leto’s way of getting into character for The Joker

Idiom:

Idiom: 3

Jennifer Lawrence may have nabbed her first major role with The Hunger Games, but she almost helmed a different YA franchise: she auditioned for Twilight’s Bella Swan, but Kirsten Stewart beat her to it.

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Nowadays, Bow Wow is known for a lot of things, but he got his start in music. At the age of 6, during a concert on Snoop Dogg and Dr. Dre’s Chronic tour, he went on stage during a break and began rapping and got discovered by Snoop Dogg himself. It began a career that would make him a staple of kid’s tv and radio at the turn of the century.

Idiom:

Demi Lovato kicked off Super Bowl LIV in Miami, Florida, by belting out the national anthem before the San Francisco 49ers and the Kansas City Chiefs took the field. Lovato revealed that she’d been dreaming about singing at a Super Bowl for a decade. She shared an Instagram photo of her tweet from February 2010. Then 17 years old, Lovato wrote:

Idiom:

Gigi Hadid and Zayn Malik intentionally keep their daughter’s face off social media, and Gigi wrote an open letter to the press asking them to blur her face in any paparazzi pictures. On Instagram, she wrote, ‘Our wish is that she can choose how to share herself with the world when she comes of age, and that she can live as normal of a childhood as possible, without worrying about a public image that she has not chosen.’

Idiom:

Everything is always bigger and better in LA.

a Complete the following text with comparative and superlative forms.

Los Angeles, often dubbed the ‘City of Angels’, is home to some of the (1 extravagant) lifestyles in the world. Nestled between the (2 beautiful) landscape of palm trees and sun-kissed beaches, the rich and famous here enjoy a life of unparalleled luxury and excess.

In the heart of the city, you’ll find the (3 impressive) mansions imaginable, each more lavish than the last. These sprawling estates boast meticulously manicured gardens, Olympic-sized swimming pools, and garages that could house a small fleet of cars. With each estate (4 beautiful) maintained than the last, Hollywood moguls, tech tycoons and music industry icons compete to own the (5 grand) mansions that money can buy.

Los Angeles truly stands as a city where (6 wealthy) celebrities indulge in the (7 fancy) of lifestyles. Here, you’ll find the (8 exclusive) parties, the (9 trendy) fashion boutiques and the (10 exquisite) dining establishments, each vying for the title of the ‘ ’ (11 good) in town. Celebrities are known for throwing the (12 fine) soirees in their mansion ballrooms, showcasing their immense wealth and influence.

In the world of Hollywood, where talent meets opportunity, you’ll discover red-carpet events that are (13 glamorous) organised. You will spot celebs that roam the carpet (14 graceful). It’s a place where stars are born and a city where dreams come true.

b Which words are used in the text for the following descriptions?

1 expensive and impressive

2 more than is necessary

3 a rich, important and powerful person

4 covering a large area

5 with the greatest care and attention to detail

6 having no equal, better than any other

6 Revise the form and use of comparisons in English by completing the grammar table below.

HOW TO make comparisons

Adjectives and adverbs can be used to make comparisons.

1 / Adjectives

1 syllable

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GRAMMAR

Comparative

Rule:

e.g. People living in LA are generally (rich) those residing in many other major US cities.

Superlative

Rule:

e.g. Visiting California’s National Parks in summer is not recommended for people with health issues, as it is (hot) season.

2 syllables

Adjective ending in consonant + y

Rule:

e.g. We can only wonder whether people trying to live the American Dream are (happy) others.

Other adjectives

Rule:

e.g. The Pacific Coastline in California is even (stunning) that of Oregon.

Adjective ending in consonant + y

Rule:

e.g. The Golden Gate Bridge in San Francisco is (pretty) landmark in the entire country.

Other adjectives

Rule:

e.g. California has (diverse) range of natural landscapes in the US, from deserts to mountains to beaches.

> 2 syllables Rule:

e.g. LA’s weather is (predictable) that of other major cities in the US.

Rule:

e.g. S ome might argue that the crowded freeways and sprawling suburbs are (beautiful) aspect of California.

2 / Adverbs

Comparative Superlative

Rule:

e.g. We drove (slow) past Katy Perry’s mansion, since she was standing in her driveway.

Rule:

e.g. Bruno Mars’ house was decorated (expensive) of all.

7 Complete the list of irregular comparatives and superlatives.

good bad little much far

See p. 296

8 Watch the video and compare the glistening part of Los Angeles to Skid Row.

a Preparation: watch the video and take notes on a separate piece of paper. Pay specific attention to the distinctive differences between the 2 parts of Los Angeles.

b Action: write out your comparative text on a separate piece of paper. Write at least 6 full sentences. Use 3 comparatives and 3 superlatives.

c Reflection: check your writing by filling in the checklist. Ask your teacher for feedback.

Checklist: comparing different parts of Los Angeles Yes I think soNo

1 Content and structure

• I discussed the differences between the 2 parts of LA.

• I wrote at least 6 full sentences.

2 Language

• I used correct grammar.

• I used correct and varied vocabulary.

• I correctly used 3 comparatives and 3 superlatives.

Feedback

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CHECK 1, see p. 307

STEP 2 ⁄ Gales, guns and gators

Using modal verbs

1 / By the book

1 Play the Florida pictures guessing game.

2 Discover some of Florida’s weirdest laws.

Complete the laws with the words that you think fit best. Find inspiration in the word cloud. Then have a look at the answers. Did you guess any of these correctly? speaking

HAIR DRYER

WHISPER ORANGE TUNNEL

STRAPLESS GOWN

1 Women may not fall asleep at a hair salon.

2 You cannot roll down the street. You may be fined, depending on its contents.

3 Park your car anywhere but the following places: blocking driveways, bicycle paths, crossroads or

4 The question ‘May I in a swimsuit’ will be answered negatively in Florida.

5 Do not forget that it is illegal to sell next to Miami Beach.

6 Unmarried women have to go on weekdays because it is forbidden to do so on Sundays.

7 It is illegal for men to wear in public, so they’d better ask their wives nicely if they can do so at home.

8 You should bear the $50 fine in mind next time you want to keep a underneath your carport.

9 You are allowed to eat , but not after 6 p.m. on a Sunday.

10 You mustn’t . You may be fined.

11 You are not allowed to an animal.

12 Don’t naked.

13 Ice cream sellers can sell their cones everywhere, but not in 14 must be handled with care, as they are listed as a protected species in Key West.

3 Check the sentences in exercise 2 and answer the questions.

a Some words are underlined. What type of verbs are used here?

b What can these verbs express? Which modalities do you already know?

c Read the following sentences from exercise 2 again and add the modality that is expressed. Choose from the following words.

advice – obligation – permission – possibility – prohibition

1You should bear the $50 fine in mind.

2Ice cream sellers can sell their cones everywhere.

3Chickens must be handled with care.

4You cannot roll a barrel down the street.

5You may be fined.

d Modality can be expressed in different ways. Besides using the modal verbs in exercise c, how else can the following modalities be expressed? Find examples in exercise 2 and complete the table with your own example.

Obligation

Examples

Sentence:

Example: must Internal obligation, meaning that the speaker wants me to.

Sentence: 14

Example:

There is a rule or a law that says so.

Sentence:

Example:

Prohibition

can’t/cannot general prohibition

Internal prohibition, meaning that the speaker forbids it.

Examples

Sentence: Example:

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There is no permission to do so.

Sentence: 2 Example:

Sentence: Example:

There is a rule that forbids it.

Sentence: Example: Permission

can general permission

Sentence: 13

Example: a very polite request for permission

Sentence:

Example:

There is a rule that says you can.

Sentence:

Example:

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Advice

Examples should giving positive advice

Sentence: Example: giving negative advice

Sentence: Example:

Possibility

Examples may (can, could and might are other modal verbs that can be used to express possibility)

Sentence: Example:

e Do you know any other ways to express modality besides the verbs that are underlined?

HOW TO express modality

Modality is about someone’s attitude towards the world and how the speaker feels about a certain state or event. By using certain words, you can express certainty, possibility, willingness, obligation, permission, prohibition, advice, necessity and ability.

In English, modal auxiliary verbs can be used for this: i.e. can, could, may, might, will, shall, would, should, must, mustn’t.

Note that there are also semi-modal verbs and other verbs with modal meanings: semi-modal verbs: e.g. need (to), ought (to), used to other verbs with modal meanings: have (got) to, be going to, be able to and had better imperative forms: the imperative and the negative imperative form can be used to express obligation and prohibition respectively.

For more information about the form and use of the different modal verbs in English, check the Summary

See p. 298

GRAMMAR

4 Even though people might be looking at or describing the same situation, by using modality they can show they have different opinions about it. Do the exercises below to bring out the (sometimes subtle) differences in meaning the same modal verb can have.

a Indicate the correct meaning of the modal verb ‘must’.

1 I must say, our visit to the Kennedy Space Center really exceeded my expectations. to put emphasis on what you are going to say to clarify that you just had to say something to express an obligation

2 We must visit Tampa Bay together; that would be so wonderful! to obligate the other person to visit Tampa Bay together to express that it is likely that you will visit Tampa Bay to emphasise that you think something is a great idea

3 It must be scary when they announce another incoming hurricane on the weather forecast. to say that people have to feel scared to express that something is very likely or probable to put emphasis on the fact that something is indeed scary

4 You must be cautious when you visit Lake City, as the crime rate is high there! to express an obligation to indicate a high probability to emphasise the fact that you still have to visit Lake City, in spite of the crime rate

b Explain the modal verb ‘can’ in the example sentences.

1 Can you visit all the amusement parks in Orlando in 1 week?

2 Can you blame him for spending so much money in Miami? The city is awfully expensive.

3 We can always go to a quieter beach if Daytona is too crowded.

4 Can I touch a raccoon if I see one?

c Now do the same thing for the modal verb ‘may’.

1 May I have a slice of Key lime pie, please?

2 May you have a fantastic time exploring Tallahassee!

3 I may visit Fort Lauderdale as well, but it depends on the weather.

4 You may want to choose just one theme park, as visiting all of them would take you weeks.

5 You may not sleep on Miami Beach at night.

5 Read the text and indicate the most suitable modal verb in each sentence.

Florida Liquor Laws

One of the biggest holidays for drinking is right around the corner. You (1) must / might / should need to brush up on Florida’s liquor laws before you start popping bottles during the Fourth of July fireworks. Here’s a roundup of a few Florida liquor laws you (2) could / would / may not have heard of.

Does Florida Ban Beer Sales ahead of Hurricanes?

A lesser-known Florida law dictates that the governor of the state and local governments (3) can / would / mustn’t ban alcohol sales ahead of an expected hurricane. The same statute that gives the governor power to invoke a curfew during a state of emergency also allows the governor to prohibit alcohol sales and distribution to discourage drinking while prepping for or evacuating from a hurricane.

If You’re Taking Your Unfinished Wine Bottle Home from a Restaurant, There Are Rules on How to Transport It.

The bottle (4) must / can / shall be re-sealed by an employee and (5) can / has to / should be secured in a bag or container that contains a dated receipt. And there’s more: the bottle (6) has to / shouldn’t / can’t just ride next to you in the passenger seat or roll around on the floorboard.

‘If transported in a motor vehicle, the container with the resealed bottle of wine (7) is allowed to / must / needn’t be placed in a locked glove compartment, a locked trunk, or the area behind the last upright seat of a motor vehicle that is not equipped with a trunk,’ the statute says.

If your closed bottle of wine is in any other place, it (8) can / should / has to be considered an open container, which is illegal to have in your possession while in a car — even if you’re not the one driving.

Even the Passengers in a Vehicle (9) Can’t / Mustn’t /Should Have an Open Container in Florida. What’s Considered an Open Container?

Hopefully, it’s obvious that one (10) can’t / might / must never drink and drive, but it (11) must / may / should be less apparent that in Florida passengers in a car (12) can’t / needn’t / need to drink or hold alcohol either.

‘It is unlawful and punishable as provided in this section for any person to possess an open container of an alcoholic beverage or consume an alcoholic beverage while seated in or on a motor vehicle that is parked or stopped within a road,’ Florida statute 316.1936 says.

‘An open container (13) needs to / shall /may be considered to be in the possession of a passenger of a vehicle if the container is in the physical control of the passenger.’

The state defines an open container as a container of alcoholic beverage which is immediately capable of being consumed from. So yes, even your half-empty beer with the closed cap top is an open container.

If You’ve Had a Couple of Drinks, Put Down the Water Skis.

Drunken water skiing (14) should / may / must have been a problem in the Sunshine State at some point because Florida lawmakers saw fit to create a statute that prohibits skiing while impaired by the effects of alcohol or marijuana.

The law, which is included in Florida’s chapter of vessel safety statutes, states that ‘No person (15) shall / would / might manipulate any water skis, aquaplane, or similar device from a vessel while intoxicated or under the influence of any narcotic drug, barbiturate, or marijuana, to the extent that the person’s normal faculties are impaired.’

The next time you get a drunken whim to water ski, just don’t.

Adapted from: The Palm Beach Post

2 / The Gunshine State

1 Watch the video and answer the questions.

a Compare the beginning of the video to the end. When did you notice what was happening?

b Is this video a commercial? Explain.

c What are the back-to-school essentials and what are they used for?

d What is the slogan used at the end of the video? Explain.

e Who made this video? Have you ever heard of them? Look up more information if necessary.

f Do you know of any other famous school shootings or mass shootings that took place in the US?

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2 Listen to the song ‘This is America’ by Childish Gambino and read through the lyrics you will get. Then do the tasks below. watching READING

DONALD GLOVER

Donald Glover is an American writer, comedian, musician and actor. He had prominent roles in the TV series Atlanta and Community He also lent his voice to the character Simba in the computergenerated ‘live-action’ adaptation of The Lion King. Glover also performs under the pseudonym ‘Childish Gambino’. His musical style is characterised by its clever and whimsical nature. He first performed ‘This is America’ during an appearance on Saturday Night Live. The song, addressing the themes of gun violence and racism, quickly ascended to the top of the charts in multiple countries. Its profound impact was further recognised with four Grammy Awards, including both record and song of the year.

Adapted from: Britannica

a Highlight the following words in the lyrics.

Vocabulary related to warfare, criminal activity and violence in one colour.

Vocabulary related to superficial entertainment and current popular culture in another colour.

b Write down the lyrics that these interpretations refer to.

1 Glover criticises a superficial, consumerist society.

2 22-year-old Stephon Clark was shot by police in his backyard because they thought he was holding a gun while it turned out to be only a phone.

3 Police brutality towards black people. In 2016, African American males aged 15 to 34 were 9 times more likely to be killed by police than any other race.

4 It doesn’t matter how successful or rich a black man is, it doesn’t make a difference.

5 100,000 dollars of smuggled goods

3 Watch the video to dig deeper into the possible meaning of the song. a Link the events happening in the video to a possible interpretation.

1Glover only wears a pair of gray pants.

2The gun is safely wrapped in a red cloth.

3Both the lyrics and melody frequently switch from happy-golucky to dark and somber.

4Glover dances with a group of school kids.

5The gospel choir is gunned down.

6The gun Glover uses is an AK-47.

7There are 17 seconds of silence.

8Many of the cars have the driver’s door open.

9Glover runs away, terrified, in a long dark hallway.

AAmericans treat their weapons with more care than they treat black people.

BThis distracts viewers the same way Americans are distracted from the real problems plaguing America.

CThis is a weapon of choice for American mass shooters.

DA black person running for his life has been a part of American culture dating back to slavery.

EThis colour is a representation of Republican Americans, who tend to be in favour of gun-friendly laws.

FThis allows viewers to identify with his ‘humanness’. It shows that Glover is vulnerable.

GBlack drivers are pulled over at much higher rates than white drivers.

HThis signifies the extreme juxtapositions that are present in America.

IThis is to show respect to the victims of the Parkland school shooting.

J In the 2015 Charleston shooting, a white supremacist killed nine black people in a church basement.

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b Describe what you see in the picture. Look up the name in the picture.

c The moment shown in the still below is a direct reference to the picture in exercise b. Why do you think Donald Glover put that reference in?

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d The video was both lauded with praise and seen as triggering and revolting. On what side of the spectrum are you? Do you think Glover crossed a line here? Explain why (not)?

e Do you think music should always have a hidden deeper meaning or offer a critique? Why (not)?

CHECK 2, see p. 319

STEP 3 ⁄ The capital of the world

1 / Only light

1 Your teacher will show you 10 pictures. Add the correct names and descriptions.

2 Watch the video and complete the fact file. watching Who Occupation

Famous because

Other achievements on her track record

Her biggest aspirations

Her biggest challenge

Characteristics attributed to her

3 Now listen to the poem and answer the questions.

a What is the main message of the poem?

b Describe what is said about the past and the future in the poem.

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c Why do you think the poem is named ‘The Hill We Climb’?

d What do you think is the strongest metaphor in the poem? Why?

e Do you like this kind of poem? Do you prefer reading the poem or listening to it?

f Read the following passages from the poem. Do you remember the name of the literary devices that were used? Write the correct name next to each passage. Choose from the box. reading listening alliteration – chiasmus – metaphor – parallelism – repetition – rhyme

1If we merge mercy with might, and might with right, then love becomes our legacy, and change our children’s birthright.

2our people diverse and beautiful will emerge, battered and beautiful.

3For there is always light, if only we’re brave enough to see it. If only we’re brave enough to be it.

4When day comes we ask ourselves, where can we find light in this never-ending shade? The loss we carry, a sea we must wade. We’ve braved the belly of the beast,

5We close the divide because we know, to put our future first, we must first put our differences aside.

6So while once we asked, how could we possibly prevail over catastrophe? Now we assert, How could catastrophe possibly prevail over us?

g These quotes are direct references to specific events in history. Match the references to the correct passages.

Quote A reference to …

1We’ve learned that quiet isn’t always peace, and the norms and notions of what just is isn’t always justice.

2where a skinny Black girl descended from slaves and raised by a single mother can dream of becoming president only to find herself reciting for one.

3We are striving to forge a union with purpose, to compose a country committed to all cultures, colors, characters and conditions of man.

4If we merge mercy with might, and might with right, then love becomes our legacy, and change our children’s birthright.

5Scripture tells us to envision that everyone shall sit under their own vine and fig tree and no one shall make them afraid

6We’ve seen a force that would shatter our nation rather than share it. Would destroy our country if it meant delaying democracy.

AMartin Luther King’s ‘I have a dream’ speech

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BThe Bible (and the musical Hamilton)

CAmanda Gorman’s own life story

Dthe January 6th riots at the Capitol

EBlack Lives Matter protests in the wake of the George Floyd murder

FBarack Obama’s campaign slogan (change we can believe in)

4 Watch the video and complete the fact file. watching

Who Occupation

Famous because

Other achievements on his track record

His biggest aspirations

His biggest challenge

Characteristics attributed to him

5 Watch the video. Do you see any parallels between Amanda Gorman and Martin Luther King, Jr? watching

It’s time for some American politics 101. a Read through the infographic that your teacher will give you and complete the political fact file. Choose from the words below.

– Bill of Rights – Cabinet – Capitol – Congress – Constitution –Executive – federal courts – House of Representatives

b Are these statements true or false? Find the answers in the infographic.

Statement

1 Senators are appointed for life.

2 If you want to become president, you have to be at least 35 years old.

3 If you disagree with a conviction made in an appellate court, there is nothing more you can do.

4 Whenever the president gives an executive order, the Supreme Court can overturn this.

5 The Constitution uses a system of checks and balances to make sure that no branch has a monopoly of power.

6 The Supreme Court can impeach a president.

2 Quiz time!

a Form teams. You will get a handout with all 27 amendments. Complete the list with the correct explanations and examples.

b Divide all 27 amendments between the members of your team and study them for as long as your teacher tells you to.

c Now answer the questions!

SPOKEN INTERACTION reading

3 What does the election process look like? Put the events on the timeline you will get. Look up the information online when in doubt. Choose from the words or phrases below. reading

Candidates announce their intention to run – Congress counts the electoral votes –Delegates vote during the National Convention – Election Day –The Electoral College votes – Inauguration – Presidential debates take place –Primaries and caucuses – Primary and caucus debates take place – Super Tuesday

4 Answer the questions by looking at the map below and reading the text you will get.

a What does this map show?

b What do the following colours signify? red states: blue states: beige:

c Why is there a gradation in the colours red and blue?

d Why are there numbers written in every state?

e Explain the ‘winner takes all’ principle.

f In 2000, George Bush became president even though Al Gore received 540,000 more votes. In 2016, Donald Trump beat Hilary Clinton with 2.8 million fewer popular votes. How is this possible?

g If you were a presidential candidate, which states would you direct your campaign to most?

h Does this map look the same in every election?

5 Do you know the differences between the Republican and Democrat Party? Highlight the following phrases in 2 different colours. Look up the answers online if necessary.

conservative stricter gun lawsleft universal health care donkey modern liberalist free market capitalism strong national defence lower taxes right elephant environmental protection against abortion in favour of the death penalty government-funded education support the rights of minorities and marginalised groups

6 What happened on January 6th, 2021?

a Which of the keywords do you not understand? Look them up.

b Work with a classmate. Try to retell the story of the January 6th riots by using the information in the word cloud and in the photos. speaking reading

RIOTS

c Complete the text using words from the word cloud.

The events of January 6th, 2021, shocked the nation and the world as a mob of Trump supporters gathered near the (1) in Washington DC to protest the election results. They believed the election had been (2) and they were determined to (3) by any means necessary.

As the crowd marched toward the (4) , the atmosphere grew increasingly tense, with some individuals openly advocating for violence and (5) . Inside the (6) , Congress had convened to certify (7) ’s victory, a process that had been delayed by some Republican members who objected to the electoral votes.

Outside, the mob, including member of groups like the (8) breached the security barriers. Rioters vandalised offices and chambers, and (9) , then Speaker of the House, had to be evacuated.

The aftermath of the riots is tragic: a woman was shot by Capitol Police, another woman was most likely crushed in a stampede. In the days and weeks after the riot, 5 police officers who had been present at the Capitol on January 6th died. Some because of their injuries, others because of suicide. The events also led to immediate (10) charges against Donald Trump.

The Capitol riot and the attempt to (11) shocked the nation and raised important questions about the state of American democracy, political polarisation, and the role of social media in shaping public opinion.

7 Make your own political word cloud.

a Preparation: choose one of the following events. Look up who the president was at the time, what party they belonged to and how they tackled the event and its aftermath. Find at least 15 keywords that represent that political event.

The abolition of slavery The attack on Pearl Harbor

b Action: create your own word cloud using your keywords. Write the most important keywords in a bigger font than the ones that are details. Use your word cloud as a mnemonic device to explain your event to a classmate who chose a different political event.

c Reflection: check your task by filling in the checklist. Ask your teacher for feedback.

1 Content and structure

• I discussed one of the 6 proposed historic events.

• I used my word cloud to help me remember important keywords.

• I added in all the other necessary information (name and party of the president, and how they tackled the event and the aftermath).

2 Language

• I paid attention to my pronunciation.

• I spoke fluently.

• I used correct grammar.

Feedback

The Watergate Scandal The September 11 attacks Gay marriage legalisation The assassination of Martin Luther King CHECK 3, see p. 328

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SUMMARY

HOW TO make comparisons

I am a better actress.

I am a great actress.

USE

(Degrees of comparison)

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I am the best actress.

Comparative

to compare 1 person or thing with another person or thing used with ‘than’

e.g. The Hollywood Sign is a more famous landmark than Griffith Observatory.

1 / Adjectives

Superlative

to compare 1 person or thing with all of their group used with ‘the’ e.g. Californians can enjoy the prettiest sights of nature.

FORM

1 syllable

2 syllables

rule: -(e)r + than

e.g. People living in LA are generally richer than those residing in many other major US cities.

Adjective ending in consonant + y rule: change -y to -i before adding -er

e.g. We can only wonder whether people trying to live the American Dream are happier than others.

rule: the + (e)st

e.g. Visiting California’s National Parks in summer is not recommended for people with health issues, as it is the hottest season.

Adjective ending in consonant + y rule: change -y to -i before adding -est

e.g. The Golden Gate Bridge in San Francisco is the prettiest landmark in the entire country.

> 2 syllables

2 / Adverbs

Comparative

Other adjectives

rule: more/less + adjective + than

e.g. The Pacific Coastline in California is even more stunning than that of Oregon.

rule: more/less + adjective + than

e.g. LA’s weather is more predictable than that of other major cities in the US.

rule: more + adverb (than)

e.g. We drove more slowly past Katy Perry’s mansion, since she was standing in her driveway.

Keep in mind:

Other adjectives

rule: the + most/least + adjective

e.g. California has the most diverse range of natural landscapes in the US, from deserts to mountains to beaches.

rule: the + most/least + adjective

e.g. S ome might argue that the crowded freeways and sprawling suburbs are the least beautiful aspect of California.

Superlative

rule: (the) most + adverb

e.g. Bruno Mars’ house was decorated the most expensively of all.

Adjectives that end in a short vowel + consonant: double the consonant.

e.g. big, bigger, biggest

To emphasise something, for clarity or for easier pronunciation, exceptions to the rule that adjectives are, or are not, inflected do occur.

e.g. S ome people get to live the American Dream, while for others it will always stay a figment of their imagination. One isn’t more true than the other.

e.g. I have already told you twice that I really disliked Griffith Observatory. Could I be any more clear?

e.g. Is Los Angeles the unhappiest place to live for people who haven’t achieved their aspirations? The following are some irregular forms.

good better best bad worse worst little less least much more most far further/farther furthest/farthest

‘Farther’ and ‘further’ can be adverbs, adjectives, or verbs. There are differences within each part of speech of these words.

• Adverb: both words mean ‘more distance’, but only ‘further’ can also mean, ‘additionally’ (short for furthermore).

• Adjective: both words work as the comparative form of far, but only ‘further’ can also mean ‘additional’.

• Verb: as a verb, ‘further’ means ‘to advance’ or ‘to progress’; ‘farther’ cannot be used as a verb.

HOW TO express modality

Stop selling those or you may find yourself wearing orange soon.

((Semi-)modal verbs)

You must be joking.

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Modality is about someone’s attitude towards the world and how the speaker feels about a state or event. By using certain words, you can express certainty, possibility, willingness, obligation, permission, prohibition, advice, necessity and ability.

In English, modal auxiliary verbs can be used for this.

The modal verbs are: can, could, may, might, will, shall, would, should, must.

However, there are also other verbs that can be used to express modality: semi-modal verbs: dare, need (to), ought (to), used to They are called semi-modal because in some ways, they are formed like modal verbs and in some ways, they are like other main verbs. other verbs with modal meanings: have (got) to, be going to, be able to and had better imperative forms

The imperative and the negative imperative form can be used to express obligation and prohibition respectively.

Note that apart from modal verbs, there are a lot of words which also express modality, such as adverbs (e.g. probably, maybe, possibly, perhaps, etc.), and even a speaker’s intonation can add to modality.

FORM

Modal verbs in English have some characteristics: –

Modal verbs have only one form (never add -s, -ed, -ing).

– They are always followed by the base form of the verb.

e.g. You must hold a licence in order to skateboard in Key West.

– To form the negative, add not after the modal verb. (Modals do not use the verb ‘to do’ to form the negative.)

e.g. It may not be a good idea to steal a horse in Florida, as the punishment is still death by hanging. Note that ‘not’ is immediately added to ‘can’ to make it negative.

e.g. Floridians cannot fart in a public place after 6 p.m.

– To form questions, use inversion (don’t use do/does/did!).

e.g. Should I contact a lawyer because I fell asleep under a hairdryer at the salon?

– Modals can refer to the present or the future:

• Modal + base of the verb:

e.g. You mustn’t shower naked, as it is considered offensive.

• Modal + be + -ing form of the verb:

e.g. I can’t hear what he’s saying. He could very well be gossiping and that is illegal here!

– Modals can also refer to the past:

• Modal + have + past participle:

e.g. He shouldn’t have confined a pregnant pig in that cage because it is illegal.

• Modal + have been + ing-form of the verb:

e.g. They can’t have been fishing while they were driving across that bridge, as it is not allowed.

USE

Modality is used to express how definite you are about something. If you use words that express uncertainty, this is called low modality. If you use words that express certainty, that is called high modality.

Low modality

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Medium modality

High modality could couldn’t may may not might might not should shouldn’t would wouldn’t can cannot must must not (mustn’t) will will not (won’t)

Often the same modal verb is used to express different meanings and different modalities.

ModalMeaningExample

mightpossibility In Florida, transgender people might feel very offended by a bill that was passed preventing them from accessing public restrooms that align with their gender identity.

maypossibility You may find yourself facing a hurricane when you visit the Florida Keys.

permission According to state law, you may purchase a gun without having a permit.

hope or wish May you always remember Florida’s weird laws, so that you will never break them.

may notprohibition One of Florida’s weirdest rules is that you may not have sexual relations with a porcupine.

can ability I can cook a mean burger, but I am not allowed to use labgrown meat anymore since Florida banned it.

possibility In Pensacola, a woman electrocuted in the bathtub while using beauty tools can be fined after her death.

permission You can release balloons for a party or a wedding, but only after you have requested special permission.

cannot (can’t)

prohibition A doctor cannot ask their patient whether they own a gun.

couldpolite request

past ability

Officer, could you explain the use of all these weird rules in Florida?

When I lived in California I could always sing on the beach, but here I am forbidden to sing while wearing a swimsuit.

suggestion Lawmakers could start adapting or getting rid of some outdated rules; it’s about time someone looked into that!

possibility You could go to jail if you feed gators or crocs in the wild.

willfuture

polite request

wouldoffering, inviting

polite request

shouldadvice, suggestion

We will tie the knot in Miami next month because, officially, we can’t live together if we are not married.

Will you call the police for me, dear? I can see someone bathing in the ocean without their trunks on.

Would you like some cottage cheese? I know it’s a Sunday evening and that it’s not allowed, but the police aren’t going to come barging in once we take a bite.

Would you please wait until we’re home to open that wine bottle? We will get fined if a police officer sees us drinking in public.

You should buy your wine in containers smaller than 1 gallon to prevent a fine.

expectation A good lawyer should always be prepared to mitigate, even if the rules make no sense whatsoever.

shouldn’tnegative advice You shouldn’t let your rooster or your cat attack the mailman. That’s considered public nuisance.

mustobligation, necessity

conclusion

must not (mustn’t) prohibition

shalloffer

suggestion

seeking advice

All doors in public buildings in Florida must open outward.

He told me he is not allowed to buy a gun and he looks so young. He must be below the age of 21 then.

You must not operate your burglar alarm without a permit, as it is forbidden by law.

Shall I call my lawyer for you? He’s very good at handling misdemeanours.

Shall we refrain from dressing up as animals, as imitating them is considered a violation of the law.

What shall we do with this flowerpot? Since it has no drainage system, we will have to throw it out. We don’t want to break the law.

Keep in mind:

1/ ‘Have to’ versus ‘must’

‘Have to’ and ‘must’ are both used to express obligation or necessity. However, ‘have to’ is much more flexible because we can use it in the past, the present and the future.

e.g. He had to pay a fine of $78 because he hit a pedestrian with his car in Orlando.

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‘Must’ expresses the speaker’s feelings and specific obligations.

e.g. I really must stop breaking the law or I might end up in prison.

‘Have to’ expresses general obligations.

e.g. If you break more than 3 dishes per day or chip the edges of more than 4 cups or saucers, you have to pay a fine.

In their negative forms, ‘mustn’t’ and ‘don’t have to’ have completely different meanings:

• ‘Mustn’t’ expresses prohibition.

e.g. You mustn’t ride your bicycle through a cemetery.

• ‘Don’t have to’ expresses the absence of obligation or necessity.

e.g. You don’t have to register your firearm in Florida.

2/ ‘Ought to’ versus ‘should’

‘Ought to’ has a similar meaning to ‘should’ but it is very formal. It expresses a future action that is desirable, recommended or ideal to the speaker.

‘Ought to’ is always followed by the base form of the verb (the infinitive without to).

e.g. You ought to let your neighbours know whenever their house is on fire. Failing to do so is considered negligence.

The negative is formed by adding ‘not’ after ‘ought’ (‘ought not to’).

e.g. You ought not to feed fish, sharks or other marine species in Florida waters.

Note that in American English it is sometimes acceptable to drop the ‘to’ in a negative sentence.

e.g. Police oughtn’t arrest people that shoot someone in response to a perceived threat. The negative of ‘ought to’ is not very common, though. We usually use ‘shouldn’t’ or ‘should not’ instead.

e.g. According to a law passed by Governor Ron DeSantis, Florida schools shouldn’t provide access to materials containing ‘sexual conduct’.

VOCABULARY

1 DESCRIPTIVE WORDS

Word Translation My notes to accomplish verwezenlijken to aspire streven bittersweet bitterzoet cynical cynisch a desire een wens, verlangen downhearted neerslachtig ecstatic extatisch, verrukt energised bekrachtigd, vol energie excess overmaat, overdaad fabricated verzonnen, gemaakt glittering glinsterend, schitterend hollow geveinsd, onoprecht hopeful hoopvol hustle and bustledrukte inspired geïnspireerd joyous vreugdevol lavish rijkelijk, royaal loathsome afschuwelijk, walgelijk longing verlangen to lure (in) lokken melancholic melancholisch meticulous nauwgezet, zorgvuldig minimalist minimalistisch a mogul een magnaat moved ontroerd nostalgic nostalgisch, vol verlangen opportunities kansen, mogelijkheden phony nep, vals provoking provocerend reflective reflectief to remain hopefulhoopvol blijven sprawling uitgestrekt stardom sterrendom unparalleled ongeëvenaard

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uplifted verheven vapid saai whimsical grillig, eigenaardig yearning verlangen

NounVerb

AdjectiveAdverbSynonymsAntonyms allure to allure alluringalluringly enticingrepulsive astonishmentto astoundastoundingastoundingly astonishingunremarkable brightness to brightenbright brightly luminous dim colossus colossalcolossallyastronomical miniscule history to make history historic historical historicallyancientcontemporary incredibility incredible incredibly inconceivablecredible iridescence iridescent iridescently shimmering gloomy notoriety notorious notoriously infamous insignificant richness to enrichrich richly wealthyimpoverished strenuousnessto strainstrenuousstrenuously arduous effortless uniqueness unique uniquelyunequalledcommon

2 AMERICAN POLITICS

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Word Translation My notes an abolition een afschaffing an abortion een abortus an amendmenteen amendement the Bill of Rightsde eerste tien amendementen van de grondwet a cabinet een ministerie capitalism kapitalisme the Capitol het Capitool a caucus voorverkiezing, voorvergadering

charges beschuldigingen, aanklachten

congress congres conservative conservatief a conspiracy een complot, samenzwering the Constitutionde grondwet the death penaltyde doodstraf a debate een debat defense defensie democrats democraten an election een verkiezing the electoral collegehet kiescollege election day verkiezingsdag electors kiesmannen environmental protection milieubescherming

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executive leidinggevend, uitvoerend a federal courteen federale rechtbank a free market een vrije markt a government een overheid, regering government-fundeddoor de overheid gefinancierd healthcare gezondheidszorg homeland securitybinnenlandse veiligheid the House of Representatives het Huis van Afgevaardigden an impeachmenteen afzetting an inaugurationeen inhuldiging, inwijding an insurrectioneen opstand judicial gerechtelijk, rechterlijk a justice een rechter labour arbeid legislative wetgevend liberal liberaal, vrijzinnig marginalised groups groepen aan de rand van de maatschappij, gemarginaliseerde groepen minorities minderheden to overturn ongedaan maken

a presidential candidate een presidentskandidaat

the president de president

the president-electverkozen president die nog niet het ambt bekleedt

a primary een voorverkiezing

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a repeal een intrekking, herroeping representativesvertegenwoordigers, afgevaardigden

republicans republikeinen

rigged gemanipuleerd, vervalst rights rechten

a riot een opstand, rel to run (for president)zich kandidaat stellen (voor het presidentschap)

the Senate de Senaat

senators senatoren

separation of powerscheiding der machten

the Speaker of the House de voorzitter

suffrage kiesrecht

Super Tuesdayeen dinsdag in maart waarop verschillende staten hun voorverkiezingen houden

the Supreme Courthet Hooggerechtshof a swing state een kantelstaat, een strijdstaat

taxes belastingen treason landverraad

veterans affairsveteranenzaken

the vice presidentde vice president violent protest gewelddadig protest

the White Househet Witte Huis

3 IDIOMS RELATED TO FAME

Idiom Translation beyond his wildest dreamsde stoutste verwachtingen overtreffen claim to fame de reden waarom iets of iemand bekend is fifteen minutes of fame een eendagsvlieg zijn to go the extra mile alles uit de kast halen in the public eye in de schijnwerpers staan, in de belangstelling staan a lucky break een meevaller to make a name for yourselfnaam maken to make a splash een verpletterende indruk maken to make the cut door de selectie komen to work your fingers to the boneje uit de naad werken

ON DIFFERENT TRACKS

CHECK 1 ⁄ Using descriptive language

1 Writing your own description of a Californian landmark.

a Preparation: go back to exercise 1 of Step 1 (p. 261 - 262) and choose one of the landmarks from the pictures. Browse the internet to find out more about your landmark.

b Action: write a compelling description of your landmark. Write the following:

Use at least 5 descriptive words (adjectives or adverbs).

Use at least 1 idiom.

Use a minimum of 2 comparatives or superlatives. Make sure at least 1 of these is a comparative or superlative form of an adverb.

Make sure your text is about 100 words long.

c Reflection: check your description by filling in the checklist. Ask your teacher for feedback.

Checklist: describing a Californian landmark Yes I think soNo

1 Content and structure

• I wrote a description that was positive and compelling.

• My text has a good structure (beginning, middle, end).

• I wrote about 100 words.

2 Language

• I used at least 5 descriptive words.

• I used 1 idiom correctly.

• I added 2 comparatives or superlatives.

• I used correct grammar.

• I used correct spelling. Feedback

d Now give your text to a classmate. Imagine their description was on a travel website and you visited the place they described, but you loathed it. Write a 30-word reaction to the blog post, clarifying why you hated the place. Use appropriate (descriptive) vocabulary.

2 Which idioms about fame are shown in the pictures?

a Write the correct idiom below the pictures.

b Now use these idioms to complete the sentence below.

After (1) for months, William finally got his (2) when he was chosen to (3) in the new advertising campaign, proving (4) can lead to opportunities to (5) and be (6)

3 Read the following descriptions of some must-see places in Los Angeles. Complete them with words from the box.

allure – arduous – astounding – astronomical – effortless – historic – iconic – icons –iridescent – landmark – unique – wealthy

Santa Monica Pier

Once the very end of the Route 66 and still the object of a tourist love affair, this much-photographed pier dates back to 1908 and is the city’s most compelling . It’s dominated by Pacific Park amusement park with arcades, carnival games, a Ferris wheel and roller coaster. Nearby is a vintage carousel and an aquarium. The pier is most photogenic when framed by California sunsets and when it comes alive with free concerts and outdoor films in the summertime.

Griffith Observatory

With eyes on both the galaxy above and palm-flanked boulevards below, the Griffith Observatory hovers above LA like a hulking spacecraft. This is one of the city’s true , an art deco behemoth flaunted on both the small and silver screen. Yet the place is more than its architectural good looks and epic panoramas, with spectacular planetarium shows, intriguing exhibits and handsome murals.

Universal Studios

Dodge dinosaurs, hang with Homer Simpson and morph into a Minion on the sometimes hairraising, always entertaining attractions at Universal Studios Hollywood. More than an amusement park, this is a multisensory immersion into the world of TV and movies on the grounds where filmmaking still takes place. Hop on a ride that drops you inside an flick, explore movie magic at a Special Effects stage show and feast on the same food as your favorite characters. (Chocolate frog, anyone?)

Hollywood sign

If you go to Los Angeles and don’t catch a glimpse of those 9 letters looming large on a Hollywood hillside, did you really even visit Tinseltown? This iconic advertisement, originally built to attract buyers to a 1920s real estate development, has become a global emblem of the entertainment industry. Adding to its , checking the sign off your list isn’t as straightforward and as visiting other landmarks. The closer you get, the less you can see it as a whole. But the adventure of seeking out the sign – whether that means going for an hike of the hills of Griffith Park or driving winding streets past multimillion-dollar homes, many owned by insiders of the very industry the sign represents – is half the fun.

Venice Boardwalk

Prepare for a sensory overload on Venice’s Boardwalk, a experience. Buff bodybuilders with an tan brush elbows with street performers and sellers of sunglasses, string bikinis, Mexican ponchos and cannabis, while cyclists and in-line skaters whiz by on the bike path and skateboarders and graffiti artists get their own domains.

Adapted from: Lonely Planet

Score < 9 ≥ 9

Next exercise Check 2, p. 319

4 Read the text ‘A journey through the land of extreme poverty: welcome to America’ and do the tasks below.

a Complete the 5 missing comparatives and superlatives in the text.

Subtotal / 5

b The name of this LA district is ‘Skid Row’. Look up the following questions online.

1 What is Skid Row exactly?

2 What does the idiom ‘to be on the skids’ mean?

c There are some dichotomies in the article. Name 3.

Subtotal / 5

d Highlight what is said about the American Dream and summarise this on a separate sheet of paper.

Subtotal / 5

A Journey through a Land of Extreme Poverty: Welcome to America

The UN’s Philip Alston is an expert on deprivation – and he wants to know why 41m Americans are living in poverty. The Guardian joined him on a special two-week mission into the dark heart of the world’s (1 rich) nation. by

Ed Pilkington

Los Angeles, California, 5 December

“You got a choice to make, man. You could go straight on to heaven. Or you could turn right, into that.”

We are in Los Angeles, in the heart of one of America’s (2 wealthy) cities, and General Dogon, dressed in black, is our tour guide. Alongside him strolls another tall man, grey-haired and sprucely decked out in jeans and suit jacket. Professor Philip Alston is an Australian academic with a formal title: UN special rapporteur on extreme poverty and human rights.

General Dogon, himself a veteran of these Skid Row streets, strides along, stepping over a dead rat without comment and skirting round a body wrapped in a worn orange blanket lying on the sidewalk.

The two men carry on for block after block after block of tatty tents and improvised tarpaulin shelters. Men and women are gathered outside the structures, squatting or sleeping, some in groups, most alone like extras in a low-budget dystopian movie.

We come to an intersection, which is when General Dogon stops and presents his guest with the choice. He points straight ahead to the end of the street, where the glistening skyscrapers of downtown LA rise up in a promise of divine riches.

Heaven.

Alston turns right. That way lies 50 blocks of concentrated human humiliation. A nightmare in plain view, in the city of dreams. So begins a two-week journey into the dark side of the American Dream.

“Look up! Look at those banks, the cranes, the luxury condos going up,” exclaimed General Dogon, who used to be homeless on Skid Row and now works as a local activist with Lacan.

“Down here, there’s nothing. You see the tents back-to-back, there’s no place for folks to go.”

California made a suitable starting point for the UN visit. It epitomizes both the vast wealth generated in the tech boom for the 0.001%, and the resulting surge in housing costs that has sent homelessness soaring. Los Angeles, the city with by far the (3 large) population of street dwellers in the country, is grappling with crisis numbers that increased 25% this past year to 55,000.

Ressy Finley, 41, was busy sterilizing the white bucket she uses to slop out in her tent in which she has lived on and off for (4 much) than a decade. She keeps her living area, a mass of worn mattresses and blankets and a few motley possessions, as clean as she can in a losing battle against rats and cockroaches. She also endures waves of bed bugs, and has large welts on her shoulder to prove it.

She receives no formal income, and what she makes on recycling bottles and cans is no way enough to afford the average rents of $1,400 a month for a tiny one-bedroom. A friend brings her food every couple of days, the rest of the time she relies on nearby missions. She cried twice in the course of our short conversation, once when she recalled how her infant son was taken from her arms by social workers because of her drug habit (he is now 14; she has never seen him again). The second time was when she alluded to the sexual abuse that set her as a child on the path towards drugs and homelessness.

Given all that, it’s remarkable how positive Finley remains. What does she think of the American Dream, the idea that everyone can make it if they try hard enough? She replies instantly: “I know I’m going to make it.”

A 41-year-old woman living on the sidewalk in Skid Row going to make it? “Sure I will, so long as I keep the faith.” What does “making it” mean to her? “I want to be a writer, a poet, an entrepreneur, a therapist.”

Robert Chambers occupies the next patch of sidewalk along from Finley’s. He’s created an area around his tent out of wooden pallets, what passes in Skid Row for a cottage garden.

He has a sign up saying “Homeless Writers Coalition”, the name of a group he runs to give homeless people dignity against what he calls the “animalistic” aspects of their lives. He’s referring not (5 little) to the lack of public bathrooms that forces people to relieve themselves on the streets.

LA authorities have promised to provide more access to toilets. At night local parks and amenities are closed specifically to keep homeless people out. Skid Row has had the use of nine toilets at night for 1,800 street-faring people. That’s a ratio well below that

mandated by the UN in its camps for Syrian refugees. “It’s inhuman actually, and eventually in the end you will acquire animalistic psychology,” Chambers said.

He has been living on the streets for almost a year, having violated his parole terms for drug possession and in turn being turfed out of his low-cost apartment. There’s no help for him now, he said, no question of “making it”.

“The safety net? It has too many holes in it for me.”

Of all the people who crossed paths with the UN monitor, Chambers was the most dismissive of the American Dream. “People don’t realize – it’s never getting better, there’s no recovery for people like us. I’m 67, I have a heart condition, I shouldn’t be out here. I might not be too much longer.”

That was a lot of bad karma to absorb on day one, and it rattled even as seasoned a student of hardship as Alston. As UN special rapporteur, he’s reported on dire poverty and its impact on human rights in Saudi Arabia and China among other places. But Skid Row?

“I was feeling pretty depressed,” he told the Guardian later. “The endless drumbeat of horror stories. At a certain point, you do wonder what anyone can do about this, let alone me.” Alston revealed that he had had a sleepless night, reflecting on the lost souls we had met in Skid Row.

Then Alston had an epiphany.

“I realized that’s how government sees them. But what I see is the failure of society. I see a society that let that happen, that is not doing what it should. And it’s very sad.”

Adapted from: The Guardian

e Vocabulary work: which of the following options is not a synonym of the blue highlighted words mentioned in the text?

1 deprivation: indulgence / absence / dispossession

2 sprucely: gracelessly / delicately / neatly

3 glistening: bright / gloomy / lustrous

4 surge: rise / decline / increase

5 soaring: ascending / elevating / plummeting

6 dweller: occupant / visitor / resident

7 dire: grim / extreme / fortunate

8 epiphany: confusion / realisation / vision

Subtotal / 8

f Use a purple highlighted word from the text to complete the sentences.

1 That gumbo is just ! Can you please share the recipe?

2 Even though her ripped jeans were brand new and on-trend, her grandma thought they looked extremely

3 After tripping and falling in front of everybody, she felt stripped of all her

4 Society has yet to with many issues coming forth from artificial intelligence.

5 The economic was caused by the lack of employment opportunities.

6 Jenny has often to the death of her husband, but she has never openly discussed what happened.

7 They have built a house that is completely off-the-grid. It is lacking in basic such as hot water. It is also far away from civilisation; there are no stores or doctors in the area at all.

8 He is so of everything his spouse says; it’s disrespectful behaviour!

Subtotal / 8

Score < 24 > 24

Next exercise ex. 3 Check 2, p. 319

5 Watch the video and compare Los Angeles to New York City.

a Are the following items mentioned when Lauren discusses Los Angeles or New York City? Write down ‘LA’ or NYC’ below each of the following pictures.

Subtotal / 4

b Compare the 2 cities by using some of the following words in their comparative or superlative forms.

Subtotal / 5

c Explain the following quotes from the video in your own words.

1 The difference is … there’s actual weather in New York. friendly – diverse – patient – sunny – tasty

2 Their brains are frying.

3 God forbid it drizzles in LA.

4 Be prepared for a whiff, or two.

Subtotal / 4

d Write a short comparison of the 3 elements Lauren discusses in her video.

Food:

Weather:

Culture:

Conclusion:

Subtotal / 3

e Vocabulary work: complete the sentences with a suitable descriptive word from the vocabulary list.

1 The rivalry between the 2 cities continues in a ceaseless battle for cultural dominance.

2 While people in NY are for some good weather, LA has sunshine all the time.

3 People in LA tend to be and friendly, but in NYC you will never see a smile.

©VANIN

4 Both cities have a rich and history, which makes it very difficult to choose between the 2.

5 Many consider the idea that LA pizza pies are top-notch to be

6 Lauren was when she walked outside and saw a taco truck.

Subtotal / 6

Score < 17 ≥ 17

Next exercise ex. 3 Check 2, p. 319

CHECK 2 ⁄ Using modal verbs

1 Write a short newspaper article about a weird law.

a Preparation: choose one of the given weird laws and try to think of reasons why the law would be implemented. writing

The punishment for horse theft is still listed as death by hanging.

©VANIN

You cannot hang your clothes on a clothesline. You cannot sell your children.

Tying an elephant to a parking meter is allowed, but you will have to pay the same parking fee as any other vehicle.

b Action: write a short newspaper article in which you discuss the details of the law and explain why it is being implemented in Florida. Come up with a good title. Use modal auxiliary verbs or other verbs/words that express modality (at least 5 different ones!). Write 100-125 words on a separate piece of paper.

c Reflection: check your writing by filling in the checklist. Ask your teacher for feedback.

Checklist: writing a newspaper article Yes I think soNo

1 Content and structure

• I discussed the details of the law I chose and the reasons for its implementation.

• My article has an appealing title.

• My article has an appropriate article structure.

• I wrote about 100-125 words.

2 Language

• I used correct basic grammar.

• I used correct and varied vocabulary.

• I used modal auxiliary verbs or other verbs that express modality correctly.

• I used correct spelling and punctuation.

Feedback

2 How can we prevent gun violence?

a First, complete the sentences about gun violence with an appropriate modal verb.

1 If we had stricter gun control laws, there likely be fewer incidents of gun violence.

2 We continue to make efforts to prevent tragedies such as the Parkland shootings in the future.

©VANIN

3 Public spaces such as schools, stores or nightclubs guarantee absolute safety, but they take precautions to minimise risks.

4 We never forget what happened at the Pulse nightclub in Orlando, Florida on June 12, 2016.

5 We ignore the underlying issues that contribute to acts of violence.

6 Victims want to seek counselling if they’re struggling to process the gruesome events.

7 Lawmakers enact stricter gun control laws to prevent these tragedies in the future.

8 Survivors find solace in connecting with other people who have had similar experiences.

9 Authorities underestimate the potential threat of extremist ideologies.

10 Our society prioritise mental health resources to support everyone affected by mass violence.

11 Survivors often erase the memories of these traumatic events, but they hopefully learn to cope with them.

12 Gun violence escalate if access to firearms isn’t carefully regulated.

13 Individuals resort to violence as a means of resolving conflicts.

14 In some cases, the shooter’s parents be held accountable as well.

15 We advocate for comprehensive background checks to ensure that firearms are not obtained by those who possess them.

Subtotal / 18

b Next, what do you think? Give your opinion.

Preparation: imagine you are an advocate for ending gun violence and you want to make gun laws stricter. Brainstorm possible ideas.

Action: write a short paragraph (about 75 words) about 5 things that have to change in the future to create a safer environment for everyone. Use verbs that express modality.

Reflection: check your text by filling in the checklist. Ask your teacher for feedback.

Checklist: advocating against gun violence

1 Content and structure

• I wrote about things that have to change in the future to combat gun violence.

• I clearly mentioned 5 different rules or ideas.

2 Language

• I paid attention to my spelling.

• My sentences were grammatically correct.

• I used different verbs that express modality (prohibition, obligation and permission).

Feedback writing

Subtotal / 10 Score < 20 ≥ 20

3 Link the example sentences with the correct grammatical name for the modal (a-h) and a correct explanatory sentence (A-H).

1I shall be there.aprohibition

2I can’t be there.b obligation

3I mustn’t be there.c permission

4I ought to be there.d advice

5I should be there.enegative advice

6I can be there.fcertainty

AI don’t want to miss this for the world.

BI wasn’t sure if they wanted me there, but Michael specifically told me he wanted me to come.

CWill told me that he would be mad if I didn’t make it.

DEveryone’s expecting me to go.

EAre you sure we can count on you to pick us up, Rob?

FMy going there would just stir things up; it’s better if I stay at home.

7I shouldn’t be there.g internal obligationG My dad forbade me to come, so …

8I must be there. hinternal prohibitionHSonia advised me not to come.

Score < 15 > 15

Next exercise ex. 6

4 Read the blurb of All American Boys and a quote by the authors, Jason Reynolds and Brendan Kiely. Then read the extract and answer the questions.

ALL AMERICAN BOYS (JASON REYNOLDS & BRENDAN KIELY)

Two teens – one black, one white – grapple with the repercussions of a single violent act that leaves their school, their community, and ultimately, their country bitterly divided by racial tension.

‘As a black man and a white man, both writers and educators, we came together to co-write a book about how systemic racism and police brutality affect the lives of young people in America, in order to create an important, unique and honest work that would give young people and the people who educate them a tool for having these difficult but absolutely vital conversations.’ – Jason Reynolds & Brendan Kiely

a What background information is there about the main character? reading

b The story is written in a descriptive way. The senses, especially, are described in such a way that you can almost hear, see and feel what is happening. Match the descriptive words with their definitions. Use the rest of the story for context.

1to chimeEto make a short, low sound instead of speaking, usually because of anger or pain

2to scowlFto intentionally annoy and upset someone by making unkind remarks to them or laughing unkindly at them

3to barkGto shout making a long, loud and deep sound

4to roarHto look at someone or something with a very annoyed expression

5to wailIto speak or say something very quietly

6to murmurLto make a long, high cry, usually because of pain or sadness

7to tauntTto make a clear ringing sound

8to gruntUto shout at someone in a forceful manner

c If you have put the answers to the previous exercise in the correct order, you will get an acronym. What does it mean? Look up the answer online if you do not know.

d The word ‘thug’ is used in the excerpt as well. What does it mean here?

e Why does the police officer believe that the protagonist is resisting his arrest?

f How do you know that the protagonist is black, as it is not overtly mentioned?

g What is the protagonist’s main concern during the altercation?

h Why does he find it so hard to believe that the policeman and the clerk accused him of stealing?

Score < 10 ≥ 10

Next exercise ex. 6

Check 3, p. 328

5 You have already encountered some Floridian extremes, but those were just the tip of the iceberg. Read the article and answer the questions. reading

Who is Florida Man?

“Florida Man”? Who is Florida Man? What is he? Is he superhuman?

With so many random acts of craziness occurring throughout Florida on a daily basis, it seems as if his antics are motivated by entertaining and/or warning the rest of the Nation to avoid the Sunshine State at all costs.

The term has become a popular internet meme and has been used to describe a particular sub-culture of the state of Florida, which is known for its humid climate, beaches, and wacky residents. Despite its negative connotations, many Floridians have embraced the term “Florida Man” as a way of celebrating the uniqueness and diversity of their state.

Florida Man has done some pretty wild things in the past few years. Some of the craziest include a Florida man who tried to break into a jail to visit his friends, a man who was arrested for throwing a live alligator through a Wendy’s drive-thru. Other bizarre incidents include a man who broke into a restaurant and made himself a pizza, a man who tried to trade a live alligator for beer, and a man who was arrested for driving a lawnmower while drunk. These are just a few of the many strange and outrageous things that Florida Man has been responsible for, and it seems like the stories just keep getting crazier and crazier.

The primary reason there’s a nearly unlimited source of Florida Man stories to write about is the state’s “Proud Open Government Laws”.

Other factors that may contribute to this phenomenon include:

Source:

a Browse the internet and look for Florida Man headlines. Which headline was:

1 The funniest:

2 The weirdest:

3 The creepiest:

b Complete the headlines. Make sure the headlines go with the hashtags given below.

Florida man

#weirdo #banana

Florida man #fail #gator

Florida man

#weirdweapon #cops

Florida man #criminal #tattoo

Florida man #beer #naked

Subtotal / 8

c Watch the video and read the article about a very specific Florida man. Then answer the questions.

1 What was the headline on the first page of the New York Post?

2 Why was this article so special?

3 Explain the joke in the title. WATCHING READING

4 Give 3 examples of humour used in the article.

Been there, Don that

With just 720 days to go before the next election, a Florida retiree made the surprise announcement Tuesday night that he was running for president.

In a move no political pundit saw coming, avid golfer Donald J. Trump kicked things off at Mar-a-lago, his resort and classifieddocuments library.

Trump, famous for gold-plated lobbies and for firing people on reality television, will be 78 in 2024.

Source: New York Post, November 16th 2022

Subtotal / 6

Score < 11 ≥ 11

Next exercise ex. 6

If elected, Trump would tie Joe Biden as the oldest president to take office. His cholesterol levels are unknown, but his favourite food is a charred steak with ketchup.

He has stated that his qualifications for office include being a ‘stable genius’. Trump also served as the 45th president.

Check 3, p. 328

Post Staff Report

6 Read through some newspaper headlines about what some Florida men have been up to. Below every headline, write down the rule that was not followed. Express modality in a different way in each of the sentences.

CHECK 3 ⁄ Discussing American politics

1 Complete the chart about the general elections by providing definitions or explaining what you see in the pictures.

General elections

2 Practise your politics 101 vocabulary.

a Which political concepts do you see in the drawings?

Subtotal / 6

b Write down the correct word for each definition.

1an organised attempt by a group of people to defeat their government and take control of their country, usually by violence

2a statement of the rights of US citizens, as added to the country’s constitution

3to cause a law to no longer have any legal force

4a judge in a law court

5activities and organisations whose purpose is to protect the US from attacks within the country by terrorists

6the act of ending an activity or custom officially

Subtotal / 6

c Which amendments do these emojis represent? Write the amendments under the emojis. Check the list with amendments if necessary.

/ 8

< 14 ≥ 14

3 Red, white and royal blue.

a Read the book blurb and answer the questions.

RED, WHITE & ROYAL BLUE (CASEY MC QUISTON)

What happens when America’s First Son falls in love with the Prince of Wales? When his mother became president, Alex Claremont-Diaz was promptly cast as the American equivalent of a young royal. Handsome, charismatic, genius, his image is pure millennial-marketing gold for the White House. There’s only one problem: Alex has a beef with the actual prince, Henry, across the pond. And when the tabloids get hold of a photo involving an Alex-Henry altercation, US/British relations take a turn for the worse.

Heads of family, state, and other handlers devise a plan for damage control: staging a truce between the two rivals. What at first begins as a fake, Instagramable friendship grows deeper, and more dangerous, than either Alex or Henry could have imagined. Soon Alex finds himself hurtling into a secret romance with a surprisingly unstuffy Henry that could derail the campaign and upend two nations and begs the question: can love save the world after all? Where do we find the courage, and the power, to be the people we are meant to be? And how can we learn to let our true colors shine through? Casey McQuiston’s Red, White & Royal Blue proves: true love isn’t always diplomatic.

1 Based on the information given in the blurb, would you like to read the text? Why (not)?

2 How are these things said in the text? Write down the correct words.

1a short interruption in a war or argument, or an agreement to stop fighting or arguing for a period of time

2a humorous way of referring to the Atlantic Ocean, when it is thought of as separating the UK or Europe and the US

3 a loud argument or disagreement

4to move very fast, especially in a way that seems dangerous

5 a disagreement

6involving the management of the relationships between countries

Subtotal / 6

b You will get the beginning of the novel. Read it and answer the questions.

1 Which parts of the White House are mentioned at the beginning of the chapter?

©VANIN

2 Write down the names of all famous fathers mentioned in the chapter.

3 Look at the emojis. What makes this book differ from reality?

4 How would you feel if you suddenly had to move to the White House because one of your parents became the new president of the United States?

5 Do you feel inclined to continue reading? Why (not)?

6 The novel is called Red, White & Royal Blue. What is the significance of these colours?

Subtotal / 10

Score < 12 ≥ 12

Next exercise ex. 5

4 Watch the recitation of the poem by the Twin Soul Poets and answer the questions.

a How do you feel about the poem and the way that it was recited?

b The poem is dedicated to Martin Luther King, Jr. Which ‘titles’ do they give to Martin Luther King?

c The word ‘king’ is important. Write down some of the figurative language used to make the comparison between King and an actual king.

d What do you think ‘only dead kings get holidays’ means?

e Complete the Martin Luther King quote that was embedded in the poem.

Number one in your life’s should be a deep belief in your own , your own worth, and your own somebody-ness. Don’t let anybody make you feel that you are nobody. Always feel that you , always feel that you have , and always feel that your life has

©VANIN

f Read through some other Martin Luther King quotes. Which of these speaks to you most? Why do you think that is? What do you think this quote means?

Out of the mountain of despair, a stone of hope.

We shall overcome because the arc of the moral universe is long, but it bends toward justice.

True peace is not merely the absence of tension; it is the presence of justice.

Darkness cannot drive out darkness, only light can do that. Hate cannot drive out hate, only love can do that.

The ultimate measure of a man is not where he stands in moments of comfort and convenience, but where he stands at times of challenge and controversy.

We must come to see that the end we seek is a society at peace with itself, a society that can live with its conscience.

5 Look up information about the current president and the past elections.

a Complete the fact file below. writing

Name

Vice president

Party

Term

Name of opponent

Number of states won during primaries

Number of electoral votes

Number of popular votes

1st – 2nd

b What are your thoughts on the current American president? Explain your opinion in about 50 words. Pay attention to your grammar and spelling!

CHECK OUT

PRESENTING AN AMERICAN STATE ORIENTATION

You are going to create and present a Pecha Kucha about one of the 50 American states.

PREPARATION

1 Keep the key aspects of a Pecha Kucha in mind. The format is very strict.

Did you know?

What is a Pecha Kucha?

This is a presentation format that involves showing 20 slides, each for 20 seconds. This results in a fast-paced presentation that lasts exactly 6 minutes and 40 seconds. Pecha Kucha presentations are concise, visually engaging, dynamic and to-the-point.

2 Choose an American state as the topic of your Pecha Kucha. You cannot choose the states that were discussed in this unit. Watch the video to refresh your memory on all 50 states.

ACTION

©VANIN

3 Look up information about your chosen state: landmarks, notable or unique attractions, the history, geography, demographic, culture, its quirks and extremities, political information, etc. Make some notes.

4 Time to kill your darlings! Cut information, only what is of key importance should remain.

5 Organise the information that you are left with logically. Try to link different aspects of your presentation together so that you have a smooth transition between different topics.

6 Find 20 pictures that represent the key aspects of your chosen state. You can also add in visuals such as GIFs or animations to make your presentation more interactive.

7 Make a presentation out of your 20 pictures. Make sure that your slides automatically change after 20 seconds.

8 Practice makes perfect. Timing is of utmost importance in this presentation. Try to stay within the given time frame whilst presenting in a smooth, brief and impactful way.

9 Present your state!

REFLECTION

10 Reflect on your task by filling in the checklist. Ask your teacher for feedback.

Checklist: giving a Pecha Kucha presentation Yes I think soNo

1 Content and structure

• I stuck to the Pecha Kucha format: 20 pictures, 20 seconds per picture.

• I discussed key aspects of my chosen state that were notable and interesting.

• My presentation was coherent. The pictures and the information I provided were well-structured.

• The pictures and visuals were well-chosen: the link between the pictures and what I was saying was always clear.

2 Language and structure

• I used descriptive (and varied) vocabulary.

• I used correct grammar.

• I paid attention to my pronunciation.

Feedback

©VANIN

Trace your steps on diddit.

UNIT 6: WHAT COMES NEXT?

CHECK IN

Step 2: Writing a personal statement

MAIN TRACK

ON DIFFERENT TRACKS

SUMMARY

Step 1: Discussing higher education

TRACE YOUR STEPS

CHECK OUT: MY PERSONAL STATEMENT

CHECK IN

IT’S NEVER TOO LATE

1 Look at the images below. Why do you think these people have been in the news? Discuss with your classmates. Tip: think about education!

2 Try to reconstruct the story of the person whose photo you will get, based on the keywords. Then tell a classmate who has a different person.

3 Watch the videos. Answer the questions below and see if your stories are correct.

Madeline AdamsGiuseppe Paterno Joyce DeFauw

MAIN TRACK

STEP 1 ⁄ Moving on from secondary school

Discussing higher education

1 / To uni or to college?

1 What do you already know about higher education in Belgium? Discuss the following questions with a partner.

a Which universities and university colleges do you know in Flanders, Brussels, and the Walloon Region? Name as many as you can.

b Do you know the difference between a university and a university college in Belgium? If so, what is it? If not, look it up!

c What do you think are the main differences between secondary school life and college or university life?

d What are good qualities to have if you want to go to university and/or to university colleges?

2 Complete the table about higher education in Flanders. Choose words from the box.

academic – bridge programme – master – PhD – professional

bachelor offered at universities, schools of arts and the Antwerp Maritime Academy

ASSOCIATE DEGREES offered at University Colleges bachelor offered at University Colleges

SPOKEN INTERACTION

ADVANCED MASTER

ADVANCED BACHELOR

3 You will get an infographic and a worksheet about the higher education system in either the UK or the US. Read the text and do the tasks below.

a First fill in the information about Flanders and the country you get in the table.

b Then tell a classmate what you have learned.

c Complete the table with your classmate’s information.

d Discuss what you think about the differences you have seen so far.

US UK

Compulsory education until age

Academic year

Length of bachelor’s degree

Length of master’s degree

Highest grade

Lowest grade possible

Minimum pass grade reading

Did you know?

The UK degree classification In the UK, you get graded in percentages. Your overall points are calculated and will determine which degree classification you will get in your bachelor’s degree.

Flanders

4 Let’s look at higher education in the UK. Read the text about life at a UK university and answer the questions.

a What is fresher’s week?

a week in which you eat a lot of fresh food the first week of university, full of parties and activities a week in which first year students have to prove they are worthy to join different groups the last week of university

b Are these statements true or false? Correct the false statements.

Statement

1 You should get tickets to all the parties for fresher’s week in advance.

c Can you already see some differences between life at a Belgium university and life at a university in the UK? reading

2 Most students buy their food at the ‘cheaper’ supermarkets.

3 It is better to just order takeaway than to cook yourself.

4 You don’t really need to attend your lectures or seminars to pass.

5 Most students live with other students while at university.

6 Most students don’t have a lot of money.

What Life Is Really Like As a Uni Student

BY JESSICA GODDARD

If you’re going to university in September, you’ll probably have lots of expectations about what life is going to be like. While most people’s first years are completely different, there are several things that most people experience at least once in their time as a student. Some things will probably turn out as expected, however, student life is definitely a world away from life at home.

Fresher’s Week & Nights Out

Freshers’ week – the highlight of the university year. If you’re a party animal already, fresher’s week will be your time to shine. Despite the week being unarguably exhausting, it provides a perfect opportunity to make friends and get to know the people you’re going to be living with for the next year. Obviously, fresher’s week is also a great time to let yourself go away from mum and dad and enjoy the first of the many nights out uni has to offer. However, don’t expect all future nights out to be like those in fresher’s week. Eventually, the several bottles of expensive spirit you brought with you in September will run out and you’ll spend every other night in the club with the cheapest entry after downing whatever alcohol Aldi has to offer under £5.

One of the most important things to remember about fresher’s week is to not get sucked into spending lots of money on tickets for events. Be sure to buy a wristband from your student union, however, don’t buy any tickets for any big Facebook events that may come up. These are often fake, and you probably won’t end up going to everything you buy a ticket for.

Many people think that going to uni means going out 7 nights a week. Although some super human students make this happen, the reality is staying in most nights because you either can’t afford to go out or can’t be bothered to.

Food Shopping & Cooking

The weekly trip to Aldi, Lidl, Tesco or wherever you can get the cheapest food in your area will usually turn out to be the worst half an hour of your week. Not only do you end up spending copious amounts of money you don’t have on food you won’t end up eating, the trip carrying your shopping back to your student accommodation will seriously test your fitness levels. If you’re lucky enough to know someone with a car, you’ve hit the jackpot – make sure to become their best friend so that you don’t have to suffer the pain of the weekly walk to the shops.

The myth of the student diet is not always entirely correct. Although it is too easy to live on McDonalds and Deliveroo every day of the week, alternatively, uni is a good time to learn how to cook properly and impress your parents with your skills when you go home. So, make sure you get your student cookbook ready and resist the urge of the takeaway as your uni years may bring out your inner chef. Or, if this doesn’t sound like you, a lot of students do rely on trusty pasta and various pre-made sauces.

Lectures & Uni Work

No matter what you go to university thinking, attending all your lectures is actually a lot harder than going to school every day. Unbelievably, waking up for a 10am lecture or seminar is pretty much impossible once the motivation of the first few weeks wears off, especially if you go out the night before. By the end of the first semester, it almost becomes a competition to see who has the worst percentage of attendance. However, don’t believe it when people say that you can easily pass your course without attending lectures at all –you’ll regret all the lie-ins and lazy days in June.

It’s likely that every future university student will hear the phrase “first year doesn’t count” before starting. Although for the majority of courses this is true, first year shouldn’t always be considered as a year of relaxing and doing no work; the workload is definitely small compared to other years, however, you might find you’ll fall behind if you don’t take it seriously.

Living in Student Accommodation

Living in student accommodation will be sure to give you the ultimate university experience. Whether you live with two people or ten, spending your first year in halls will push you into meeting new people and making new friends. Living and spending every day with essentially a group of strangers can seem daunting at first, but you’ll quickly forget what it’s like to not live with them.

However, staying in student accommodation is definitely not always plane sailing. Make sure to bring your noise cancelling headphones or a good set of ear plugs because halls are noisy, whichever one you pick. People will not stop talking in the courtyard or walking past your room shouting after a night out just because you have to wake up early in the morning. Also, be prepared for the mess. Student flats will generally not be as cleanly as your childhood home and your flatmates won’t always clean up after themselves.

Juggling a Part-time Job

The reality of being a student is being poor. Unless you have a rather hefty student loan or have worked hard on a gap year, having a part-time job is essential if you don’t want to fall into the deep black hole of the overdraft. Even if you want to ‘concentrate on your studies’ in your first year (aka want to go out and not worry about having to go to work the next day), you’ll need to earn some money eventually.

The university and the student union are often good places to start for part-time work. Jobs there will usually be close to your accommodation and will pay well, so what’s not to like? Yet, these positions in and around uni will be snapped up fast so it’s probably a good idea to look at retail and bar work also.

5 University life comes with a whole lot of new vocabulary. Find the words that match the definitions in the word search and write them next to the definitions. Words can be found horizontally and vertically.

11 a subject that is studied for a shorter time than a main subject or a major

12 a list of subjects taught in a course of study

13 one of the periods into which the academic year is divided

14 a student who is studying for their first university degree

15 one of the parts or sections that make up a course of study

6 Match the words and idioms from the text with their definitions.

1a course (line 53)

2a fresher (line 6)

3a gap year (line 77-78)

4a lecture (line 44)

5a lie-in (line 54)

6a seminar (line 49)

7a student loan (line 77)

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Aa year (usually between leaving secondary school and starting university) that is most often spent travelling or working

Ba place to live

Ca sum of money lent to students to help cover the cost of your university education

Dwhen the bank lets you spend more than you have got (at no extra cost if you are a student)

Ebeing present at something

Fa first-year university student

Ga set of classes on a particular subject, usually leading to an exam or qualification

8accommodation (line 60)Ha university building where students live

9an overdraft (line 79)

10attendance (line 52)

11halls (line 63)

Ia large group lesson where the professor talks and the students listen and take notes

Jan organisation at university that represents and supports students, offers services and organises activities

Kwhen you stay in bed a bit longer than usual

12a student union (line 21)La small group session where students discuss the content they have been assigned to learn/read for the week

7 Combine the verbs and prepositions to form the phrasal verbs used in the text to replace the underlined phrases. Some of the prepositions can be used more than once. Conjugate the verbs!

Verbs Prepositions

– to bring – to fall – to end – to run – to snap – to stay – to turn – behind – in – out – up

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Sentence

1 Make sure you buy enough food while it is on sale, because it will soon be gone.

2 Honestly, I have been partying so much I’d rather stay home tonight.

3 The jobs at the student union were taken so quickly because they are the easiest to combine with your studies.

4 The competition in this class really revealed something unexpected the absolute worst in some people.

5 If you don’t keep up with your readings and assignments, it’s easy to not make as much progress as everyone else in your university courses.

6 When I arrived at university, I had a very different idea of how everything was going to go.

7 I thought I was going to go straight from secondary school to university, but I eventually did something else by taking a gap year.

Did you know?

College or university?

The word college means different things in different countries.

In the UK, the word college refers to a school you can go to for 2 years after you finish school at 16, which prepares you for university.

In the US, the term college is often used interchangeably with the word university. In the stricter meaning of the word, there is a difference between university and college. A university can be a public or a private institution that offers both undergraduate and graduate degrees. They usually have a large campus and a variety of programmes. Colleges can refer to community, vocational, and technical colleges. These quite often only offer associate degrees and certificates instead of bachelor’s degrees.

Phrasal verb

8 Read the excerpt about life at college in the US and answer the questions. READING

LET’S TALK ABOUT LOVE (CLAIRE KANN)

Alice had her whole summer planned. Non-stop all-you-can-eat buffets while marathoning her favourite TV shows (best friends totally included) with the smallest dash of adulting - working at the library to pay her share of the rent. The only thing missing from her perfect plan? Her girlfriend (who ended things when Alice confessed she’s asexual). Alice is done with dating - no thank you, do not pass go, stick a fork in her, done.

Source: Goodreads

a Where is Alice in this excerpt?

b Is a C minus a passing grade?

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c Alice says she still has to ‘declare’ something. What does she have to declare?

d What does Takumi think about the fact that Alice’s hasn’t declared yet?

e What do you think she means when she says, ‘I am still knocking out my general’?

f Alice says she is a sophomore. Do you know what this means? Add the correct term next to the years below.

freshman – junior – senior – sophomore

1st year

2nd year

3rd year

4th year

g Find 2 sentences in the text that mean ‘my grades got worse’.

h Do you see any differences between the life described here compared to the life of the UK students?

“Hey, you,” Essie called, smiling.

“Hi,” she replied. Alice’s simple black dress with the pretty crocheted hem and plain black flats provided a stark contrast to Essie’s look: a dazzling orange-and-white dress that flowed in all the right ways and places with a small white knit shrug. One said life while the other said funeral.

“What’s wrong?” Essie asked.

“My online class. I forgot a quiz was due and my already dismal grade plummeted.” A truth, but not the current truth. That had actually happened months ago because that syllabus had been a complicated beast to be reckoned with.

“Once, I had a 99.7 percent in one class and then I bombed a test. My grade dropped to 89 percent. I cried for a week.” Essie shuddered. “I do not miss school or that level of anxiety.”

“When did your class start?” Takumi asked. After taking a moment to center herself (woosah), Alice glanced at him. Takumi had parted his hair on the left side, creating a slight pompadour to the right with sides closely cropped to his head. The asymmetry complemented his already balanced features and clean-shaven jaw.

Looking at him stressed Alice all the way out. That stupidly beautiful man was slowly giving her high blood pressure. Steam was mere moments from spewing out of her ears. But.

That was it. Nothing else happened.

Alice’s lips ticked up into a smile, her breath came out as an excited laugh. She was fine. She was herself again. “A while ago.”

“Do you still have time to fix your grade?” Takumi asked, eyes on her.

The head rush of eye contact hit her hard—Alice felt warm all over, her face blazing from the intensity. That was what had been driving her over the deep end. If she didn’t look him in the eye, maybe she’d have a shot at normal interaction.

“Probably not,” she said, busying herself with grabbing her time card. “I have a good feeling that I’m going to skim by with a C minus.”

“Whoa, don’t get too ambitious,” Takumi said, tone light.

“Initially, I had hoped for a B, but after I read the first chapter in the textbook, I had to check myself.” She clocked in, returning her card to its spot.

“It can’t be that bad,” he continued, moving to stand next to her.

“It can and it is. I am not a science person.”

“What kind of person are you?”

She stared at the ceiling in mock contemplation. “The kind that likes to stay indoors and watch TV. I think I get it from my grandma. She never missed her stories, you know, soap operas. I’m like that. Except with Hulu’s entire catalog and I’m not waiting for retirement to start.”

He laughed. “I meant academically. What’s your major?”

“Oh. Oops.” She shrugged. “I haven’t decided yet.”

“Aren’t you a sophomore?”

Alice bristled. “It’s not uncommon to wait until junior year to declare. Besides, I’m still knocking out my general ed.”

“I didn’t declare until the end of my junior year, actually.”

“Really?”

“Yeah. Let’s just say I know exactly how much online classes suck, especially taking two at a time when they’re only three weeks long. Four separate times so I could catch up.”

“That’s madness.”

“I had to graduate on time.”

“You two do know I’m still standing here, right?” Essie asked, eyes darting between them.

“And you’re both already clocked in?”

They turned to her.

“I see you’re hitting it off.” She placed her hands on her hips.

Source: Claire Kann, Let’s Talk About Love, ebook, p. 56-57

9 Focus on the following phrasal verbs and idioms from the text. What do they mean?

a to be due (line 7):

b to have a shot at (line 25):

c to catch up (line 46):

d to clock in (line 50):

e to hit it off (line 52):

10 In the extract, Alice talks about declaring her major. Watch the video on choosing a major at a university in the US and summarise the main points. Use the prompts below to structure your summary.

Choosing a major

Incoming freshmen:

Your major doesn’t define you:

Three broad areas of study Your choice of major

Did you know?

What degree do you have?

There are different kinds of degrees you can get at universities that all have different names and different abbreviations.

Bachelor’s degree

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An undergraduate academic degree awarded by a university

• BA = Bachelor of Arts

• BSc/BS = Bachelor of Science

There are also some specific bachelor’s degrees such as: BArch (Bachelor of Architecture), BEd (Bachelor of Education)

Master’s degree

A postgraduate academic degree awarded by a university

• MA = Master of Arts

• MSc/MS = Master of Science

There are also some specific master’s degrees such as: MBA (Master of Business Administration)

Doctoral degree or Doctorate

The highest degree awarded by a university

• PhD = Doctor of Philosophy

Adapted from: englishclub.com

2 / The cost of studying

1 What do you already know about the cost of higher education? Discuss the questions below.

a What are ‘tuition fees’?

b How much do you think tuition fees in Belgian universities or university colleges are?

c How much do you think it costs to live in student accommodation in Belgium?

d What other costs do you have to take into account when you go to university or university college?

2 Read the information you will get and discuss the questions below.

a Were your answers in the previous exercise realistic?

b Do you think studying is cheap or expensive in Belgium?

c Which numbers surprised you?

3 Comparing fees around the world.

a You will get a card with the name of a foreign university. Fill in the table on how much it would cost to study English as an undergraduate at this university. Give the fee for the whole year. Cite your sources.

Name of University Country

Tuition fees

Tuition fees for EU students

Housing fees

Living fees

Sources used

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b Find someone who has a university from the same country and use your numbers to calculate the average cost which you will add to a map.

c Compare your numbers and complete the map.

4 Look at the information box below about student financing.

a Complete the information box about student loans below with what you know.

b Then watch the video to complete the outline.

Cost of studying

Two main costs and available loans for university and college students:

loan

maintenance loan

Normal loans start paying back immediately amount repaid based on amount borrowed

Student loans paid back after amount repaid

Interest starts when is made stops when /cancelled (depending on repayment plan, after 25, 30, 40 years/after age 65)

Extra help for: students with students with (= children or adult who depends on them)

5 Financial help also exists for other people in the UK, in the form of scholarships, grants and bursaries. Read the text and answer the questions.

a What do scholarships, grants and bursaries all have in common?

b Why should you always try to get a scholarship, even if you think you might not be successful?

c Why should you still look for scholarships, even if you are already a student?

d Form groups of 3. Each of you gets assigned 1 award type. Look up the information you need to fill in your part of the table. Then tell the members of your group your answers, and complete the table with their information. reading

Award typeTo help with Based on Offered by Scholarship

Bursary

Grant

Guide to UK Scholarships

Scholarships, grants, bursaries are financial awards that are designed to help to support students financially through their studies. They can be awarded for many different reasons and this is often dependent on the type of organisation that is awarding the scholarships. Different organisations will have different motives for offering scholarships.

The terms scholarship, grant and bursary often seem to be used quite interchangeably and it can be quite confusing, but the basic principle of each is the same. This is money that is awarded to you which you do not have to pay back.

As a general rule, you could say:

• Scholarships: money usually given for something you have achieved whether this is academic or extra-curricular

• Grants: a grant can be given for achievement, personal circumstance or financial need

• Bursaries: these are usually given for financial need.

However, there is no hard and fast rule, and you will see these terms used to apply to many different funding opportunities.

There is a misconception that scholarships are only for the very academically gifted, and grants and bursaries are for those in financial need and anyone in between will not be eligible, but this is not true. There are a whole lot of other funding opportunities designed to widen access to universities.

What Are My Chances of Getting a Scholarship?

Amazingly, many organisations offering scholarships often struggle to get enough applicants and you could find the odds are stacked in your favour. Whilst we wouldn’t suggest that everyone who applies will win a scholarship, there are certainly scholarships out there for which everyone is eligible and if you don’t apply, your chances will be much lower of winning one!

When Should I Apply?

The application deadlines for scholarships vary and you should check each one to find out when to apply. However, do be aware that some require you to apply before you know your A-level results and others are once you have your place confirmed at university. There are also scholarships for which you should be in your second or third year at Uni, so keep an eye out while you are studying too and not just while you are applying to university. A cash boost every now and then will always be welcome to a student.

6 Look at the words in bold in the text of exercise 5.

a Put the words next to the definitions below.

1 a formal request or submission from someone to be considered for a specific purpose, such as a job, a spot at university, etc.

2 a significant accomplishment or success, usually the result of your efforts, skills or abilities 3 an activity or pursuit that students engage in outside of their regular academic curriculum, such as sports, clubs or volunteer work 4 an honour, recognition or prize given to someone or a group of people to celebrate their outstanding contributions or accomplishments 5 having exceptional talent, ability or intelligence in a particular area 6 the financial support or resources provided to someone or an organisation 7 the unique and specific factors that influence your life or situation, such as family background, health, financial status, etc.

8 to meet the necessary requirements or criteria to qualify for a particular opportunity, benefit, or status 9 to officially verify and validate the acceptance/ enrolment at university 10 something that helps you raise, increase, or improve something

b Complete the table with the corresponding missing noun, verb and/or adjective. Use a dictionary, if needed.

c Fill in the correct words; choose from the words in exercise b.

1 I have decided for a master’s programme in computer science. The is due in June, so I still have some time.

2 Casper was worried he couldn’t tick enough criteria to be considered for the scholarship. He did have a GPA of 4, which was more than the 3.5 needed to be , but there was a slew of other vague criteria as well.

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3 The professor suspected a number of students of having cheated on the exam, but she didn’t have direct proof, only evidence. Some of the students had very similar answers and she knew the lecture hall that the exam had taken place in was too small to put enough space between the students, creating the perfect for cheating.

4 Nore was the ‘Outstanding Student of the Year’ for her exceptional academic performance. Her father had been so proud she had received this that he had framed the certificate.

5 Graduating with honours is a remarkable in one’s academic journey. Setting realistic goals is crucial success in both academic and personal endeavours.

6 Attending workshops and conferences can significantly your knowledge and skills. The workshop about mental health care we attended last week was the we needed to start a new initiative at our company.

7 The university will your enrolment once they receive all the required documents. Do not apply for halls until you have had this

8 Alice participated in so many activities in secondary school, she hardly had any time left for her actual schoolwork. Her included, among others, piano, Jiu Jitsu, classical ballet, and coding.

9 The research project on renewable energy is by a government grant. Without this , the university would have to appeal to private companies, which could lead to the project being dismissed due to conflicts of interests.

10 For many students, extraordinary intelligence is not seen as a , but as a burden. Recognising and nurturing students in specialised programmes is essential for their intellectual growth.

7 Play ‘Your University Life’. SPOKEN

3 / Never mind this, I’m going on a gap year

1 Watch the video about gap years and answer the questions.

a Are these statements true or false? Correct the false statements.

1 A gap year can also last a semester. 2 A gap year is great for doing nothing. 3 Harvard students are encouraged to take a gap year.

4 A bridging year is a gap year where you take extra courses to prepare for university.

b What are reasons to take a gap year?

2 Should you take a gap year?

a Work with a partner. What do you think are the pros and cons of taking a gap year? Write each pro and con on a different blank card and put them into pro and con piles.

b Now read the cards your teacher gives you and put them in the correct piles. Are they different than your pros and cons?

c If you can think of any other pros and cons, add them to a blank card and put them in the correct pile.

d Now talk with another pair of students. Do you agree about the pros and cons?

e Based on the pros and cons, would you take a gap year? Discuss in your group. reading SPOKEN INTERACTION

3 Look at the phrasal verbs and use them in the sentences below.

1 My gap year allowed me new cultures and experiences that I would have otherwise on.

2 During my gap year, I took the time my personal goals and aspirations, which was a valuable journey of self-discovery.

3 on my adventures, I can’t believe how much I’ve grown and changed as a person.

4 Even though sometimes I got a bit stressed as the expenses started to , the memories and lessons I gained were worth every penny.

5 I the steps of the temple and had a spiritual epiphany, making the whole gap year worth it.

6 I was lucky a great opportunity to volunteer as a teaching assistant during my gap year, which made me decide to get a teaching degree.

7 It took me a while the rhythm of travelling, but soon I felt like a seasoned explorer.

8 In the end, my gap year me being better prepared for university. to come by – to dive into – to go down – to look back – to miss out – to mount up –to reflect on – to result in – to settle into

4 You are taking a gap year. You will get a card with a gap year option. Look up options online. Fill in the table below, and then present your gap year to 3 other students.

What are you going to do?

How long is your gap going to be?

What are you hoping to gain from this gap year?

How are you going to pay for your gap year?

SPeaking

STEP 2 ⁄ Applying to university Writing a personal statement

1 Discuss the following questions with your classmates.

a What are the minimal requirements for admission to a bachelor’s degree at a Belgian university?

b Which exams to do you have to pass to get into a Belgian university?

c When do you have to start applying/enrolling to get into the university of your choice? SPOKEN

2 Watch the video about applying to Cambridge (UK) and take notes. Then explain or give an answer to each of these doubts or questions.

1 ‘I didn’t know anyone who had applied to Cambridge.’

2 ‘Are extracurriculars important?’

3 ‘Do I need to do extra reading?’

4 ‘Will they accept someone from my background?’

3 Watch the video about how to get accepted into an American university and complete the Grades and Testing sections for Hii’s application. WATCHING

GRADES

Cumulative GPA  weighted  unweighted

CURRENT OR MOST RECENT YEAR COURSES

Please list all courses you are taking this year and include their level (AP, IB, advanced, honors, etc.).

TESTING

HONORS

Grade level Honor

Level(s) of recognition

S (School)

S/R (State or regional)

N (National)

9101112 SS/RN

XNHD Outstanding Entry X

XXXScholastic Art & Writing Awards:

Silvery Key 2017, Silvery Key 2018, Honorable Mention 2019

XScholar Athlete X

ACTIVITIES

Listing activities can help colleges better understand your life outside of the classroom. Examples of activities might include clubs, extracurriculars, family responsibilities, hobbies, work, or volunteering. List your activities in the order of their importance to you.

Activity 1

Description

Position/leadership

Extra mentions 3 Varsity Letters

Athletic Honor Roll ILH All-Star Team

Participation grade levels

9101112

Activity 2

Description

Position/leadership

Extra mentions 2 Varsity Letters Athletic Honor Roll ILH All-Star Team

Participation grade levels

9101112

Activity 3

Description

Position/leadership

Extra mentions Varsity Letter 4 ILH All-Star Team

Participation grade levels

9101112

Activity 4

Description

Position/leadership Participant

Extra mentions

Participation grade levels

9101112

Coaches’ Choice Award

2nd Place States Crew 1st Place States Crew

4 What about your own application?

a Try and fill in your information in the blank application form your teacher gives you.

b Discuss the following questions:

What do you think about the information students in the US have to provide on their applications?

Would you approach your school and hobbies differently if you were a student in the US? If so, what would you change? If not, why not?

5 An important part of the application process in the US is the personal essay. Look at some essay prompts for students in the US. Which prompt would you choose? Why? Discuss!

Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story.

b Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome?

The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience?

Reflect on something that someone has done for you that has made you happy or thankful in a surprising way. How has this gratitude affected or motivated you?

Discuss an accomplishment, event, or realisation that sparked a period of personal growth and a new understanding of yourself or others.

Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?

f Share an essay on any topic of your choice. It can be one you have already written, one that responds to a different prompt, or one of your own design.

6 Read the personal statement below and answer the questions.

a What is the main message of this personal essay?

b Which of the prompts do you think Curtis used to write his essay?

c What subject is Curtis thinking of majoring in?

d Why do you think Curtis was accepted to the university, based on this personal essay?

And on That Note

By Curtis

The sound was loud and discordant, like a hurricane, high notes and low notes mixing together in an audible mess. It was as if a thousand booming foghorns were in a shouting match with sirens. Unlike me, this was a little abrasive and loud. I liked it. It was completely unexpected and extremely fun to play.

Some instruments are built to make multiple notes, like a piano. A saxophone on the other hand doesn’t play chords but single notes through one vibrating reed. However, I discovered that you can play multiple notes simultaneously on the saxophone. While practicing a concert D-flat scale, I messed up a fingering for a low B-flat, and my instrument produced a strange noise with two notes. My band teacher got very excited and exclaimed, “Hey, you just played a polyphonic note!” I like it when accidents lead to discovering new ideas.

I like this polyphonic sound because it reminds me of myself: many things at once. You assume one thing and get another. At school, I am a course scholar in English, but I am also able to amuse others when I come up with wince evoking puns. My math and science teachers expect me to go into engineering, but I’m more excited about making films. Discussing current events with my friends is fun, but I also like to share with them my secrets to cooking a good scotch egg. Even though my last name gives them a hint, the Asian students at our school don’t believe that I’m half Japanese. Meanwhile the non-Asians are surprised that I’m also part Welsh. I feel comfortable being unique or thinking differently. As a Student Ambassador this enables me to help freshmen and others who are new to our school feel welcome and accepted. I help the new students know that it’s okay to be themselves.

There is added value in mixing things together. I realized this when my brother and I won an international Kavli Science Foundation contest where we explained the math behind the Pixar movie “Up”. Using stop motion animation we explored the plausibility and science behind lifting a house with helium balloons. I like offering a new view and expanding the way people see things. In many of my videos I combine art with education. I want to continue making films that not only entertain, but also make you think.

A lot of people have a single passion that defines them or have a natural talent for something specific. Like my saxophone I am an instrument, but I can play many notes at once. I’m a scholar and a musician. Quiet but talkative. An athlete and a filmmaker. Careful but spontaneous. A fan of Johnny Cash and Kill The Noise. Hard working but playful. A martial artist and a baker. One of a kind but an identical twin.

Will polyphonic notes resonate in college? Yes. For instance, balancing a creative narrative with scientific facts will make a more believable story. I want to bring together different kinds of students (such as music, film, and English majors) to create more meaningful art. Understanding fellow students’ perspective, talents, and ideas are what build a great community.

I’m looking forward to discovering my place in the world by combining various interests. Who I am doesn’t always harmonize and may seem like nothing but noise to some. But what I play, no matter how discordant, can be beautiful. It’s my own unique polyphonic note.

7 How is it said in the personal essay?

a I like it when I can give people a new view and when I can expand how people see things.

b It is fun to talk about current events with my friends.

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c We explored if it was possible to lift a house with helium balloons and how that would work scientifically.

d What form of the verb is used to change the underlined words in these sentences?

e What is the function of these new verb forms in sentences a and b?

f What kind of words usually take this function?

8 Complete the grammar box below. Use the information from exercise 7.

HOW TO use the gerund

The gerund in English: is formed by taking the of the verb. is the verb used as a :

• as the of the sentence.

GRAMMAR

e.g. Understanding fellow students’ perspective, talents, and ideas are what build a great community.

• as the of the sentence with certain verbs.

e.g. I like offering a new view and expanding the way people see things.

• after certain

e.g. There is added value in mixing things together.

• after verbs.

e.g. I’m looking forward to discovering my place in the world.

can form a compound noun by combining a noun and a gerund. e.g. shopping bag, sightseeing, air conditioning

Keep in mind:

The -ing-form of the verb can also be a present participle. Present participles are used as adjectives and to form the continuous verb tenses See p. 371

9 Rewrite the sentences, replacing the underlined verbs with a gerund.

1 I am able to understand both Latin and Greek, which has given me a sense of the lives of the Ancient Romans and Greeks.

2 It takes a long time to learn a foreign language.

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3 It’s more difficult to speak a foreign language than to read it.

4 In my application, I wrote about the device I invented that would make it easier for people to find their keys.

5 I would love to go on a gap year, but it costs a lot of money to travel.

6 If I can pursue this degree, it would allow me to change the world.

7 I love to tutor younger students, the moment they finally get it always makes me a bit emotional.

10 Some verbs can be followed by either a to-infinitive or a gerund, depending on the meaning. Look at the sentences and explain the differences between the sentences.

1 TO STOP

1 The lecturer stopped to talk to one of his colleagues.

2 The lecturer stopped talking and stepped out of the auditorium.

2 TO REMEMBER

1 Of course, I remember taking classes with you; how could I forget?

2 Will you please remember to bring your books to class next week?

3 TO FORGET

1 I’ll never forget writing my first essay.

2 I forgot to send in my assignment yesterday, I hope the professor will give me another chance.

4 TO NEED

1 I need to finish my homework tonight; I don’t have time tomorrow.

2 My room needs cleaning

5 TO REGRET

1 I regret to inform you that your application has been unsuccessful.

2 I told him I would break up with him if I got admitted to Harvard, but I really regret doing that now.

6 TO GO ON

1 The professor just went on talking even though the class had already finished.

2 After he got rejected by the entire Ivy League, he went on to start one of the most successful companies in the world.

7 TO TRY

1 Have you tried turning the computer off and on again? 2 I’m trying to study for my exams, but I keep getting distracted.

11 To-infinitive or gerund? Choose the correct answer.

1 Students often regret procrastinating / to procrastinate when it comes to preparing for exams.

2 After graduation, Emil went on to work / working at a prestigious New York law firm.

3 We need to prioritise / prioritising our assignments to meet the deadlines.

4 Sophia and Matteo both attended the same secondary school, but neither of them remembers ever to meet / meeting each other.

5 Unfortunately, you will have to learn to use / using more difficult vocabulary if you want your essay to stand out.

6 Louis told his friends he didn’t mind to wait / waiting for the university’s decision, but that was a lie.

7 The university recommends submitting / to submit your transcripts well in advance.

8 She can’t help feeling / to feel a sense of accomplishment after she successfully defended her thesis.

9 The academic advisor reminded the students to plan / planning their course schedules in advance.

10 Noah always avoids to discuss / discussing her future with her friends, but today she enjoyed to talk / talking about it with her university advisor.

11 Kit was so excited about the college application process, she almost forgot to press / pressing send on her actual application.

12 Mona was excited about to move / moving to another state to attend university.

13 The professor told the class to stop / stopping to chat / chatting during the lecture.

Did you know?

UCAS and Common App

While in the past you had to apply to each university separately, there are now different websites and apps that allow you to apply to different universities.

• In the US the most used website is Common App.

• In the UK everybody has to apply through the UCAS (Universities and Colleges Admissions Service) website.

12 In the UK, you don’t write a personal essay, but a personal statement. Watch the video from UCAS and answer the questions below.

a What can you do to get started?

b What should you write about?

c Who can help you?

d What other tips do you get?

13 Read the 3 excerpts and answer the questions.

a What part of the personal statement do you think these excerpts are from?

b What subjects are these students applying for?

Text A:

Text B:

Text C:

c What reasons do they give for their choice?

Text A:

Text B:

Text C:

d Rank the texts from best to worst. Give 3 reasons why you think the worst text is the worst.

aIn the sciences, every answer raises a new question. The field is one of infinite possibility and this is what most attracts me to it. Studying biochemistry would allow me to understand in detail the complexity of life and how different systems within it interact. To me, it explains the beauty of life, how it can be broken down into various chemical reactions and by studying the chemical composition and structure of separate biological molecules, I hope to gain a more cohesive understanding of life.

Source: thestudentroom.co.uk

As someone who is instinctively curious about the past and its relationship with the present, the study of History satisfies my desire to understand how the contemporary world took shape. I am fascinated by human interaction and how individuals and groups have an impact on their wider communities. The combination of History and Politics, therefore, seems to me a uniquely diverse and rewarding discipline in which to pursue my interests in both the past and present within an academically rigorous, thorough framework.

Source: thestudentroom.co.uk

“Only the very weak-minded refuse to be influenced by literature and poetry.” – Cassandra Clare, Clockwork Angel. I feel this quote reflects my own thirst for knowledge and that’s why I’ve had a love of reading from a young age, right from the time I could read The Very Hungry Caterpillar. These days my literary interests are rather more sophisticated, after all there’s nothing like Ulysses to show off one’s superior intelligence when indulging in my favourite activity (reading) in a coffee shop. I’m never happier than when I’m reading, and that’s why I want to study BA English Language and Literature at Oxford – that and the G&D’s ice cream! (Jokes!) c

Source: oxford-royale.com

14 Read the tips on how to write a good statement opener and answer the questions.

a Analyse the openers in exercise 13 using the text below.

The opener doesn’t begin with an overkill opening.

The writer writes why they want to study that course.

The text avoids cliches.

reading

Text A

Text B

Text C

Top Tips on How To Write Your Statement Opener

1 Don’t Begin With the Overkill Opening

Try not to overthink the opening sentence. You need to engage the reader with your relevant thoughts and ideas, but not go overboard.

2 Write about Why You Want to Study That Course

Think about why you want to study the course and how you can demonstrate this in your written statement.

Your interest in the course is the biggest thing. Start with a short sentence that captures the reason why you’re interested in studying the area you’re applying for and that communicates your enthusiasm for it. Don’t waffle or say you want to study something just because it’s interesting. Explain what you find interesting about it.

3 Avoid Cliches

Try to avoid cliches and the most obvious opening sentences so you stand out from the very first line. UCAS publishes a list of common opening lines each year. Here are just some overused phrases to avoid using in your personal statement:

1 From a young age…

2 For as long as I can remember…

3 I am applying for this course because…

4 I have always been interested in…

5 Throughout my life I have always enjoyed…

And try not to use quotes. Quotations are top of the list of admissions tutors’ pet hates.

Adapted from: ucas.com

b Rewrite the worst of the 3 openers to make it better.

Preparation: read the introduction and highlight all the things you would change.

Action: rewrite the introduction.

Reflection: compare your rewritten introduction with a classmate’s. Did you change the same things?

CHECK 2, see p. 386

SUMMARY

HOW TO use the gerund

FORM

The gerund is formed by taking the ing-form of the verb:

e.g. Discussing current events with my friends is one of my favourite pastimes.

e.g. Fazal turned off his phone and shut the door so he could focus on studying.

e.g. Many students choose to spend their gap years volunteering abroad.

(Gerund and infinitive)

©VANIN

e.g. The teacher told them that just for this one test, she would allow cheating with a cheat sheet.

Keep in mind:

The ing-form of the verb can also be a present participle. Present participles are used as adjectives and to form the continuous verb tenses

e.g. While I was trying to focus on my application, I got distracted by interesting articles that had nothing to do with my subject.

e.g. Isaac is currently taking a gap year: he is working on a sustainable farm in Costa Rica.

USE

1/ The gerund is used to make a verb act as a noun

2/ It can be used as the subject of the sentence.

e.g. Understanding fellow students’ perspective, talents, and ideas are what build a great community.

3/ The gerund can be used as the direct object of the sentence with certain verbs. e.g. I can’t help feeling anxious about my exam results.

abhor considerescape miss resent acknowledgedefend evade necessitateresist admit delay explain omit resume advise detest fancy permit risk allow discontinuefear picture shirk anticipatediscuss feign postponeshun appreciatedislike finish practicesuggest avoid dispute forgive recall support be worthdread keep recollectunderstand can’t helpendure mentionrecommend celebrateenjoy mind report

Keep in mind:

– Some verbs can be followed by either a gerund or an infinitive without changing the meaning of the sentence.

e.g. He began studying the day before the exams. He began to study the day before the exams. begin love continueprefer hate start like

– Some verbs can be followed by either a gerund or an infinitive, but there is a change to the meaning of the sentence.

e.g. I stopped studying for the exam after I realised it was too difficult. I stopped to apply for a job.

VerbFollowed by a gerund Followed by an infinitive

to stop The verb in the gerund stops the action.

The verb in the infinitive starts a new action.

to remember The gerund is something in the past.The infinitive is something that has to be remembered in the future.

to forget The gerund is something that has been done in the past.

©VANIN

The infinitive is something that should’ve been done, but it has been forgotten.

to need The gerund has a passive meaning.The infinitive has an active meaning. to regret The gerund is something that the speaker regrets doing in the past.

to go on The gerund is something that continues after the verb.

to try The gerund is something that is being tried as an experiment.

4/ The gerund is also used after certain prepositions e.g. After studying for her exams, she went out. after on before without by

The infinitive is used in a formal way.

The infinitive is something new that is started.

The infinitive is something difficult or something that is not going to work.

5/ A gerund can also be used after certain combinations of adjectives and nouns and a preposition

Adjectives and prepositions that are followed by a gerund: e.g. I am interested in visiting campus before I decide where to study. afraid of famous forproud of angry about/atfond of sick of bad at glad aboutsorry about clever at good at tired of crazy about impressed byworried about disappointed aboutinterested in excited about keen on

Nouns and prepositions that are followed by a gerund: e.g. That professor has a lot of experience in teaching his subject. addiction toexperience in process of advantage offear of reaction to anxiety aboutfondness forreason for belief in habit of regret for credit for interest inreport on dedication toknowledge ofreputation for delay in love of responsibility for devotion tomemory ofstory about disadvantage ofpreference fortalent for

6/ A gerund can be used after phrasal verbs e.g. I’m looking forward to discovering my place in the world.

7/ A gerund can also form a compound noun by combining a noun and a gerund. e.g. shopping bag, sightseeing, air conditioning

Word Translation My notes

accommodation accommodatie, verblijfplaats an alumnus/alumni oud-student(en) to achieve bereiken an achievement een prestatie an application een aanvraag to apply for aanvragen, solliciteren an assignment een opdracht attendance aanwezigheid an award een prijs to award toekennen a boost een stimulans, een impuls to boost stimuleren a bursary een studiebeurs a campus een campus a circumstance een omstandigheid circumstantial bijkomstig, indirect to confirm bevestigen confirmation bevestiging a course een cursus, een vak a credit een studiepunt a curriculum een leerplan a degree een graad a department een afdeling a dissertation een proefschrift eligibility geschiktheid eligible geschikt/in aanmerking komend extra-curricular buitenschools an extra-curricular een buitenschoolse activiteit a faculty een faculteit to fund financieren funding financiering a fresher een eerstejaars a gap year een tussenjaar a gift een cadeau, een gave to gift cadeau geven a grant een subsidie halls studentenhuizen

Word Translation

notes a lecture een lezing a lie-in een uitslaapdag major hoofdvak minor bijvak an overdraft een kredietoverschrijding a scholarship een studiebeurs a seminar een seminarie a student loan een studielening a student union een studentenvereniging a syllabus een syllabus a term een termijn, een periode a unit een module, een hoofdstuk an undergraduate een bachelorstudent

2 PHRASAL VERBS

©VANIN

notes to be due verschuldigd zijn to bring out tevoorschijn halen, uitbrengen to catch up inhalen to clock in inklokken to come by langskomen to dive into zich storten op to end up eindigen to fall behind achterop raken to go down naar beneden gaan to have a shot at een poging wagen to hit it off goed klikken to look back terugkijken to miss out missen to mount up zich opstapelen to reflect on reflecteren to result in resulteren in to run out opraken to settle into wennen aan to snap up snel grijpen, kopen to stay in thuisblijven to turn out blijken

HOW TO write a personal statement

Before

writing 1

Why and what?

©VANIN

What type of statement do you have to write?

A general personal statement: gives more freedom in terms of what you write.

A specific personal statement: you will have to respond specifically to the questions asked.

Ask yourself these questions

What do you want to study?

Why do you want to study it?

What is there about you that shows you are suited to studying this subject (think about your personality and your experiences)?

What are your other interests and skills?

2 While writing

Write a great introduction

Be clear and concise: describe in one line why this course is so important to you. In the rest of your introduction, go into more detail showing your enthusiasm for the subject. Avoid cliché openings! Write in your own words.

If you don’t have any inspiration right away, come back to your opening sentences later.

Write a well-structured body

Divide your text into different sections. Depending on whether your personal statement is a general or a specific statement, include the following information:

The course itself

• Why are you applying for this course?

• Why does the subject interest you?

Your skills and achievements

• Which skills do you have that will help you in your chosen course?

• What other evidence do you have that shows why you’re so enthusiastic about the course?

• What achievements are you proud of?

• What positions of responsibility have you held?

• What are the things that make you interesting, special, or unique?

Your work experience and future plans

• What experience do you already have that is related to the course or that’ll help you at making your studies a success?

• Do you already know what you want to do after your studies? If so, explain how you plan to use your future studies in your future career.

Write your ending

Conclude your text.

Summarise the key points: tie it back to what you wrote earlier but avoid mere repetition.

Talk about the future: show you are goal-oriented and how this course fits in your plans.

Think about your overall university experience: what will you gain from your studies? Also: how can you be an asset to the college or university?

After writing

3

Proofread your essay or statement and check the following:

Did you tell your story?

Did you answer the questions asked?

Does your statement respect the word limit?

Did you avoid clichés?

Is your spelling and grammar correct?

ON DIFFERENT TRACKS

CHECK 1 ⁄ Discussing higher education

1 What are your plans for next year?

a Preparation: think about the following questions:

1 If you could, would you study in the UK or the US? Or do you prefer Belgium (or a different country) after all? Why?

2 What kind of a student do you think you are going to be?

3 Do you think a gap year is for you? Why/(why not)?

4 What are the things you are excited about next year?

5 What are the things you are worried about next year?

b Action: write your text (about 75 words).

c Reflection: check your writing by filling in the checklist. Ask your teacher for feedback.

Checklist: my plans for next year Yes I think soNo

1 Content

• My text clearly explains what my plan is for next year.

• I wrote good arguments.

• My text is logically structured.

• I wrote about 75 words.

2 Language

• I used correct grammar.

• I used correct and varied vocabulary.

• I used correct spelling and punctuation.

Feedback

a prize or recognition given to someone for their accomplishments to make a formal request or submission, often for admission or employment the teaching and administrative staff of a university or college a long essay or thesis, especially one written for a university degree an outline or summary of the subjects to be covered in a course to provide financial support for a particular purpose a place to live, especially during further education studies the main subject of study on which a student focuses for their degree

a formal request or document submitted for a specific purpose, such as admission to a programme to successfully reach a goal or desired result a series of educational lessons or classes a student who is pursuing their first degree in higher education the action of confirming or verifying something the subjects comprising a course of study in a school or college a task or piece of work assigned to someone as part of their studies the grounds and buildings of a university or college

3 Complete the texts with suitable words or phrasal verbs from the box.

alumni – to apply – campus – circumstance – credits – curriculum – to end up –extra-curricular – fresher – gap year – halls – to hit it off – lectures – lie-in – to look back –major – to miss out – seminars – to stay in – student union

1

I decided to take a before starting university. While I had originally planned a trip around the world, I only visiting 2 continents outside of my own. My travel plans got derailed after I with a group of other travellers and we decided to stick together. Maybe if the had been different and I hadn’t met them, I would’ve seen more of the world, but looking back, I don’t feel like I on anything.

Louise to 3 universities and was accepted into all of them. She then used pro and con lists to make her final choice. She also talked to a few to ask them about their experiences. In the end, she decided on the school of her choice because of its beautiful , the varied and interesting and the incredible list of activities and clubs you could sign up for.

When Olivia moved into , she hadn’t really expected she would end up having so many , but being a is exhausting. She tries to attend all her , so she has something to contribute during the , but every night there’s something fun to do at the and she doesn’t want to be known as the girl who every night either …

I originally was studying to be a journalist, but I took a science class because I needed some extra and switched my to physics shortly afterwards. When I at my secondary school experience, I think I’ve always liked physics, but I was afraid that I was not smart enough to be a physicist.

4 Complete the sentences using the phrasal verbs from the box. Conjugate the verbs if needed.

to bring out – to catch up – to clock in – to end up – to fall behind – to run out –to snap up – to stay in – to turn in – to turn out

1 I forgot at my student job yesterday and now I won’t be paid for the hours I’d already worked before I realised my mistake.

2 It’s important not on your studies, so make sure to attend all your classes and keep up with the coursework.

3 I always set my alarm early to ensure I arrive at the library early, before all the good spots

4 The professor’s surprise quiz to be much harder than we expected, leaving many students scrambling on the material.

5 I joining the university’s debate club, and it’s been a great way to meet new people and develop my public speaking skills.

6 When my roommates make noise while I’m studying, it really the worst in me.

7 Students are required their assignments on time to avoid penalties for late submissions.

8 After a long day of lectures, I usually head to the campus café with friends over coffee.

9 We have to go to the shops tomorrow, we have completely of food.

10 Going out tonight sounds like a blast, but I should really and prepare for my exams.

Score < 7 ≥ 7

Next exercise

Check 2, p. 386

5 Read the extract from I Am Charlotte Simmons by Tom Wolfe, and answer the questions. READING

I AM CHARLOTTE SIMMONS (TOM WOLFE)

©VANIN

Charlotte Simmons, a sheltered girl from North Carolina, is a freshman at the prestigious Dupont University. While Dupont seems like a place of serious learning, with its impressive buildings and long history and traditions, Charlotte quickly discovers that a lot of her wealthier classmates are more interested in sex, being cool and partying than doing well in their studies.

a Who is Beverly? What does Charlotte think about her?

b What does Charlotte think about the people at Dupont?

©VANIN

c What does Charlotte write to her parents and what is her real opinion/story? Complete the table below.

She didn’t cry

the old pick-up

She thinks the basketball player really is interested, even though he acts as if he isn’t.

The boys just seem like neighbours across the way.

She met someone and they had an argument.

Beverly returns in the dead of the night and brings a lot of boys into her bed.

The people she’s met don’t realise that not everything you say has to be ironic or sarcastic and cynical and sophisticated and sick, virulent, covered in pustules, and oozing with popped-pustular sex.

The letter Real opinion/story

d Why does Charlotte lie to her parents and change parts of her letter? What does this say about her relationship to her parents?

Subtotal / 10

Dear Momma and Daddy,

I’ll admit my eyes blurred with mist when I saw you drive off in the old pickup. The old pickup? . . . my eyes blurred with mist? . . . She sighed, she groaned, deflated. What on earth did she think she was writing? She lifted her ballpoint from the top sheet of a pad of lined schoolroom paper and slumped back, or as far back as you could slump in an exhausted wooden chair with no arms. She looked out the window at the library tower. It was lit up ever so majestically in the dark. She saw it, and she didn’t see it. Beverly’s cast-off clothes mashed on the floor, Beverly’s web of extension cords plugged into knuckle sockets in midair, her rat’s nest of a percale-sloshed unmade bed, her littered CD cases, uncapped skin-care tubes, and spilled contact lenses, her techie alphabet toys, the PC, the TV, the CD, DVD, DSL, VCR, IM, MP-4, all of them currently dormant in the absence of their owner, each asleep rattlesnake-like with a single tiny diode-green eye open -- her roommate’s slothful and indulgent habits were all over the place . . . Charlotte was sort of aware of it and sort of wasn’t really.

She rocked forward with another trill of low-grade guilt to confront her manuscript . . . the old pickup. Daddy is totally dependent on that poor, miserable old truck, and I’m treating it like it’s something quaint. Eyes blurred with mist . . . Yuk! She could just imagine Momma and Daddy reading that. The ‘’pretty writing’’. . .

She riiiiiiippped the sheet off the pad -- then saved it. She could use it for scratch paper. She hunched over the desk and started again:

‘’Dear Momma and Daddy,

‘’I hope I didn’t seem too sad when you left that day. Watching you all drive off made me realize’’ -- she starts to write, what a long journey I have set out upon, but the pretty-writing alarm sounds again, and she damps it down to ‘’how much I was going to miss you. But since then I have been so busy studying, meeting new people, and’’ -- she grandly thinks of figuring out Dupont’s tribal idiosyncrasies, already knowing she’s going to settle for ‘’getting used to new ways of doing things, I haven’t had time to be homesick, although I guess I am.

‘’The classes haven’t been as hard as I was afraid they would be. In fact, my French professor told me I was ‘overqualified’ for his class! Since he had a peculiar way of teaching French literature, in my opinion, I wasn’t unhappy about switching to one a little more advanced. I have a feeling that it is harder to get into a university like this than it is to stay in it. I suppose I shouldn’t even think like that, however’’ -- she starts to write lest I have a rude awakening, -- and what is lest supposed to mean in Alleghany County? -- then downscales it to ‘’because it might be bad luck.

‘’The library here is really wonderful. You remember it, I’m sure, the tower, the tallest building on campus? It has nine million books, on every subject you can imagine, sometimes so many you hardly know where to start. It is really busy, too. There are as many students using the library at midnight as there are in the middle of the day. The other

night I went there’’ -- changes it to ‘’I had to go there’’ -- ‘’kind of late, to use a computer, and there was only one computer not in use in a cluster of about 25 of them. I made a new acquaintance when we’’ -- starts to write got into an argument, instead writes -- ‘’couldn’t figure out which of us was next in line.’’ So much for that -- no name, no gender.

‘’My best friend so far is a girl from Cincinnati, Ohio, named Bettina, who lives on my floor. We met one night when each of us was having a hard time sleeping and decided to go down to the lounge on the first floor and read for a while. Bettina is a very cheery and energetic person and not shy at all. If she wants to meet somebody, she just pipes right up and says hello.

‘’Generally I sleep very well. The only problem is that Beverly goes to bed really late’’ -starts to write 3, 4, even 5 a.m., instead writes -- ‘’2 a.m. sometimes, and it wakes me up when she comes in.’’

She slumped back in the chair once more and stared out the window a few light-years into the darkness. This, she figured, was it. Right here was the point where she either cried out or she didn’t cry out. Momma, only you can help me! Who else do I have! Listen to me! Let me tell you the truth! Beverly doesn’t just return in the dead of the night and ‘’go to bed really late’’! She brings boys into bed -- and they rut-rut-rut do it -- barely four feet from my bed! She leads a wanton sex life! The whole place does! Girls sexile each other! Rich girls with fifteen hundred SAT’s cry out, ‘’I need some [sexual activity]!’’ ‘’I’m gonna go out and get [it]!’’ The girls, Momma, the girls, Dupont girls, right in front of you! Momma -- what am I to do . . .

But she stiffened and swallowed it all. Just one little mention of . . . sex . . . and Momma the Wrath of God would head east in the pickup, and haul her back to Sparta, and the whole county would hum like a hive: ‘’Charlotte Simmons has dropped out of Dupont. Poor thing thinks it’s immoral there.’’

So she writes, ‘’By the same token, when I get up in the morning at my usual time, it wakes Beverly up. We are getting used to each other, however, even though we don’t have many opportunities to spend time together. There seem to be a lot of her prep school friends here, and she also spends a lot of time with’’ -- starts to write her boyfriend(s), instead crosses out the also and writes -- ‘’a lot of time with them. I’m not sure she has ever heard a Southern accent before. We get along fine, however.

‘’You wouldn’t believe how important sports are here! The big football and basketball stars are celebrities. Everybody on campus knows them by sight. There were four basketball players in the French course I started out in, and they were so tall they made everybody else feel like a midget. I met one of them. He was very friendly and complimented me on my performance in the class. The athletes like to pretend they don’t care about academic work, but I think this one really is interested, even though he acts as if he isn’t.’’ Dying to write He immediately invited me to grab some lunch, which is the prelude to [sexual activity] -- but doesn’t take even one step down that road.

‘’Living in a coed dorm was strange at first. Pretty soon, though, the boys just seem like neighbors ‘across the way.’ ‘’ Dying to write, By now I hardly notice them except when Beverly brings her hookups up to the room to give them some fresh meat. Actually writes, ‘’That doesn’t mean I don’t have a lot to learn about Dupont, but every freshman is in the same boat. The freshmen girls go around in little ‘herds’ ‘’ -- puts quotation marks around herds, doesn’t want to characterize them to Momma and Daddy as dumb animals, especially since that is what they are, dumb, frightened, rich rabbits, chronically, desperately, in heat -- ‘’so that they won’t feel both confused and lonely. Confused is bad enough!

‘’So everything is going along pretty much the way I hoped it would. I have to pinch myself to make sure this isn’t just a dream and I really am a student at one of the best universities in the country.’’ Thinks: where one and all make Channing and Regina look like harmless four-year-olds. ‘’Dupont isn’t Sparta, but I’ve already come to believe that growing up in Sparta has advantages that people I’ve met from places like Boston and New York have never had.’’ Would love to write, They don’t realize that not everything you say has to be ironic or sarcastic and cynical and sophisticated and sick, virulent, covered in pustules, and oozing with popped-pustular sex. If only there were a way to slip that sentiment into a letter to Momma -- without her exploding! Settles for ‘’Some things money can’t buy.’’

‘’I didn’t mean to make this letter so long. I should have written you before now to bring you up to date. Give my love to Buddy and Sam; also to Aunt Betty and Cousin Doogie. Tell them I miss them and that everything is going fine.

I love you, Charlotte.’’

She slumped back again . . . There it was -- one long, well-intentioned lie.

Source: Tom Wolfe, I am Charlotte Simmons

e Imagine you are a university student writing a letter to your parents.

Preparation: think about 5 things that have happened. Think about: your accommodation, your classes and the new people you have met. Now select 3 that you probably wouldn’t tell your parents in real life.

Action: write your letter on a separate piece of paper (150-200 words). Write a truly honest letter, including the things you normally wouldn’t say in real life. Highlight those in your letter.

Reflection: check your writing by filling in the checklist. Ask your teacher for feedback.

Checklist: writing a letter to my parents

1 Content and structure

• My letter discusses life at university; it mentions at least 5 events.

• I wrote 150-200 words.

• My letter is logically structured.

• I highlighted the sentences that I wouldn’t tell my parents in real life.

2 Language

• I used correct grammar.

• I used correct and varied vocabulary.

• I used correct spelling and punctuation.

Feedback

Subtotal / 15

Score < 18 ≥ 18

Next exercise ex. 4

Check 2, p. 386

CHECK 2 ⁄ Writing a personal statement

1 You are going to write an introduction to a personal statement.

a Preparation: fill in the table.

What subject are you applying for?

Why is this course important to you?

What would be a good opener for your statement?

b Action: write your introduction (50-75 words). Make sure to use the gerund at least twice correctly.

c Reflection: check your writing by filling in the checklist. Ask your teacher for feedback. Checklist:

1 Content and structure

• My introduction includes the information from my plan/ outline.

• My introduction makes the reader want to read more.

• I wrote about 50-75 words.

2 Language

• I used at least 2 gerunds correctly.

• I used correct grammar.

• I used correct and varied vocabulary.

• I used correct spelling and punctuation.

2 Fill in the correct form of the verb: gerund or to-infinitive.

1 After (to graduate) from college, he decided to pursue a master’s degree.

2 I am interested in (to learn) a new language during my time abroad.

3 She aspires (to excel) in her studies and eventually become a research scientist.

4 The professor is famous for (to publish) groundbreaking research in the field of neuroscience.

5 She stopped (to worry) about grades and started focusing on understanding the course material.

6 The university allows students (to delay) submitting assignments in the case of an emergency.

7 Students often need to balance (to study) and enjoying their college experience.

8 He decided (to pursue) a degree in economics to fulfil his career aspirations.

9 The department requires all applicants (to submit) their transcripts along with their admission forms.

10 The professor expects all students (to attend) the mandatory seminar on academic writing.

11 He regrets (not to take) a gap year before starting his undergraduate studies.

12 The professor suggested (to practise) academic writing for better results.

13 She couldn’t help (to worry) about the upcoming dissertation defence.

14 They recommended (to volunteer) at local organisations to enhance their resumes.

©VANIN

3 Read this personal statement and do the tasks below. a Fill in the correct form: gerund or to-infinitive.

Few aspects of our lives remain unaffected by the fundamental subject of chemistry. Chemists have revolutionised the way we live; from the medicines we use to the water we drink, it is hard (1 to imagine) what our everyday life would be like without the help of this vast subject. I wish to be a part of the chemical discoveries of the future which is what entices me (2 to study) chemistry in greater depth at university.

My interest in chemistry has developed a great deal since starting the AS level course. Each time I learn something new, it inspires me to develop my knowledge even further. I have particularly enjoyed the organic chemistry involved in the AS course due to the practical work it entails. Laboratory work for me is enjoyable because it provides an opportunity to test out the theoretical knowledge you have gained and is also great fun! For example, I particularly enjoyed making azo dyes as it was interesting to recreate a process in the lab which is so frequently used in industry.

I have been able to develop my passion for chemistry through wider reading. I have recently enjoyed reading Molecules at an Exhibition. The range of molecules which can have profound effects on our lives surprised me and showed me again how relevant chemistry is to our lives. I have a subscription to New Scientist. An article I particularly enjoyed (3 to read) over the summer was “Rogue elements” which explores some of the unanswered questions associated with the periodic table. For example, when the elements will stop and whether superheavy elements, which exist for fractions of a second only one atom at a time, can be considered elements at all. The article also looked at the issues of where to place the elements hydrogen and helium and where the metal/nonmetal divide should be. This showed me that although the periodic table is often considered to be complete, there is still much to uncover. Reading Quantum Theory Cannot Hurt You introduced me to the concept of relativity and I was amazed to find out how this theory affects chemistry as well as physics. For example without relativity the properties of some of the heavier elements such as gold would simply not be the same.

Recently I took part in a UNIQ summer school at Oxford University which allowed me to have a great insight into undergraduate chemistry. I thoroughly enjoyed my week, particularly the lecture on chirality. This was a new concept for me and I was surprised by the huge differences that can result from this form of isomerism. My subject knowledge

I enjoy (5 to play) the piano and recently achieved Grade 6 during my GCSE year, (6 to develop) my time management skills. My other hobbies include drama and singing and I am a member of Clevedon Light Opera Club as well as the school choir. I have taken part in several productions as well as performing in school stage shows and concerts. All of which contributed to me gaining my Gold Arts Award. I volunteer with a Rainbow group. When I started I found the prospect of running activities for a group of people quite daunting, but 2 years later I think my confidence and communication skills have improved greatly. I have developed my knowledge, skills and aptitude both in and out of school and I look forward to (7 to be) able to extend these further by (8 to study) at university.

Adapted from: uniadmissions.co.uk

Subtotal / 8

b Why does the applicant want to study chemistry?

READING was greatly enhanced and the skills I gained have been even more valuable. I was taught (4 to question), develop and evaluate my knowledge at every stage and become a more independent learner.

c Which question is answered in each paragraph of this text?

Introduction/paragraph 1

Paragraph 2

Paragraph 3

Paragraph 4

Conclusion/paragraph 5

Subtotal / 6

4 To AI or not to AI? Do the tasks below.

a Compare these introductions and guess which ones were written by real people and which ones were generated with AI. Explain your answer. reading

They covered the precious mahogany coffin with a brown amalgam of rocks, decomposed organisms, and weeds. It was my turn to take the shovel, but I felt too ashamed to dutifully send her off when I had not properly said goodbye. I refused to throw dirt on her. I refused to let go of my grandmother, to accept a death I had not seen coming, to believe that an illness could not only interrupt, but steal a beloved life.

In the fabric of my upbringing, my grandmother’s lessons and love shaped my moral compass. Burying her marked a poignant turning point, a somber symphony of grief and resilience. In that farewell, I discovered profound strength, a tribute to her enduring spirit. This narrative is a testament to the transformative power of embracing life’s inevitable cycles and a reminder that within each goodbye lies the potential for new beginnings. Through this experience, I unearthed a deeper understanding of myself and the indelible mark that familial bonds leave on the canvas of one’s identity.

In the crazy mixtape of my life, my grandma’s kimchi is like the spicy beat that pumps through my veins. From her kitchen hustle to the fam feast, that kimchi-making ritual is more than just a flavor bomb – it’s a vibe that takes me back to the roots of who I am. Every jar’s got more than just cabbage and spice; it’s got the secret sauce of strength and connection that grandma stirred in.

Every Saturday morning, I’d awaken to the smell of crushed garlic and piquant pepper. I would stumble into the kitchen to find my grandma squatting over a large silver bowl, mixing fat lips of fresh cabbages with garlic, salt, and red pepper. That was how the delectable Korean dish, kimchi, was born every weekend at my home.

b Now read the text and answer the questions below.

1 Why should you trust this author’s opinion? Explain your answer.

2 Is the author worried about students using ChatGPT? Explain your answer.

3 What does the author say makes for a good essay?

4 Summarise the main ideas in your own words using the different subtitles below.

1 ChatGPT Can Build on Ideas, But It Can’t Generate a Winning Topic for You.

2 Since ChatGPT Doesn’t Know You, Much of What It Writes ‘About You’ Is a Lie.

3 ChatGPT Essays Are Reductive, Formulaic, And Generally a Snoozefest.

AI And College Admissions Essays: Don’t Rely on ChatGPT to Write Your College Essay

This op-ed makes the case that students are smarter, more original, and more interesting than a computer.

BY STACEY BROOK

As a longtime admissions essay consultant and the founder of College Essay Advisors, anytime news is announced in the world of writing education or college admissions, I receive a flurry of text messages. So you can imagine the avalanche that crashed down when OpenAI announced the release of its most recent AI-powered text generator, ChatGPT.

“Is this the end of the college admissions essay?” “Will students even need to learn how to write anymore?” “Are you worried?” “Are you worried?” “STACEY, ARE YOU WORRIED?!”

To address the last and most frequently lobbed question first: No, I am not worried, not one bit. If there are any arenas that are safe from the circuit-driven claws of AI, they are the bastions of creativity, sincerity, and humanity, and these are essential ingredients in a successful college admissions essay.

Like so many others interested in the impact of this technology on the admissions process, I have spent the last six months immersed in ChatGPT, feeding it questions and requests, trying my darndest to help it assemble or at least approximate the stories of a living, breathing teenager with 17 years worth of personal history and reflection to unpack. I am here to tell you that, no, the college admissions essay is not dead. Yes, students still have to learn how to write (and that’s a good thing). And no, I am not worried about our future

as humans or writers or communicators. AI is a tool and we will learn how to use it to its best effect. It just so happens, it’s not an effective tool for personal essay writing.

As I see it, there are three core reasons why.

1 ChatGPT Can Build on Ideas, But It Can’t Generate a Winning Topic for You.

One of the most daunting challenges of writing a winning college admissions essay is deciding what to write about. This is a process that often requires many rounds of brainstorming, journaling, spitballing, and head-against-wall-banging. Magic topics are often found in the middle of freewriting that students consider to be throwaway material at first, or are spun out of random mentions of a favorite car model or a “record my dad put on last Christmas.” AI is not built to have these generative conversations with you — at least not yet. It doesn’t know your history and the stream of adventures you’ve been on. It won’t ask you about the time you climbed Mount Fuji or your indie comic book fandom or figure out that your most important bonding moments with your mom happened during your 5 a.m. car rides to gymnastics. Until AI can access your most formative memories and foundational feelings (I know, I’m sure the technology to facilitate these connections is coming), the only one who can do the work of excavating a meaningful topic from the depths of your psyche is you.

2 Since ChatGPT Doesn’t Know You, Much of What It Writes “About You” Is a Lie.

Unless you are Jennifer Aniston, Jennifer Lopez, Jennifer Lawrence, or another famous person (not necessarily a Jennifer), the internet likely does not yet contain enough interviews with or information about you to compile an accurate, compelling picture of your life. Even the Jennifers would likely have complaints about the way AI represents them. I have fed the bot many prompts, and despite the fact that, or perhaps because ChatGPT is pulling from random sources around the internet, the story it concocts may feel similar to one I’ve lived, but it will never be my authentic story. You may, for example, ask AI to write an essay about someone who works in a clothing store and realizes their passion for business (in the voice of a 17-year-old, please!), but it will never be the full truth. Instead, ChatGPT might suggest you tell admissions (as it did for me when I provided the above prompt):

I gained valuable insight into the importance of teamwork and collaboration. In the fast-paced environment of the store, we worked as a tight-knit unit, ensuring every task was executed seamlessly. Whether it was restocking shelves, arranging displays, or handling the point-of-sale system, teamwork was essential to maintaining the store’s efficiency.

While much of this is probably true, some of it may not be. Was your team truly tight-knit? Did you actually restock shelves or arrange displays? While these are easy details to swap in and out, the foundation of the story is built on a disconcertingly generic skeleton. Where are anecdotes about personal connections? How is this not the story of anyone who has ever worked in retail? By the time you adjust these details or feed the bot enough prompts to get the specifics right, you might as well have just written the essay from scratch, without crossing any ethical lines and with your own panache. Which brings us to my next point.

3 ChatGPT Essays Are Reductive, Formulaic, And Generally a Snoozefest.

Take the opening paragraph of the essay I sourced:

As I walked into my first job at a local clothing store, I had no idea how much it would shape my perspective on the world and ignite my passion for business. What began as a means to earn some extra cash during high school turned into an eye-opening experience that taught me invaluable skills and nurtured my aspirations for a future in entrepreneurship.

About as basic as an opening paragraph can be. Even if you, as I did, ask the bot to make the opening line less predictable, here is what you get:

As I nervously stepped through the doors of a bustling local clothing store, little did I know that this seemingly mundane job would unlock a world of possibilities, sparking an insatiable curiosity for business within me.

Just another tasteless flavor of the same-word soup sentence. Compare these to some of my favorite opening sentences from past college essays I’ve advised on:

“Most people have ten toes, but my dad only has five.”

“No matter how hard I tried, I couldn’t get the carrot to dance.”

“I was born in the birthplace of maple taffy, raised on the island of tea sandwiches, and matured into adulthood in the land of Betty Crocker.”

AI will not provide that burst of creative, unexpected writing that really captures an admissions officer’s attention because to ensure you get what you’re asking for, a bot has to pull from generalities. The ideas that are interesting because they are yours live only inside your head.

Ultimately, the college admissions essay is supposed to help an admissions officer get to know students better on a personal level. It’s supposed to show the people who review the applications the people behind them. Students who rely on AI to present themselves in this capacity are doing themselves a disservice. Believe it or not, you are smarter, more original, and more interesting than a computer — and no one knows you like you do.

Source: TeenVogue

CHECK OUT

MY PERSONAL STATEMENT

ORIENTATION

You are applying for a spot at a UK/US university of your choice. Your test scores are good, you have filled in the basic information on your forms, but now you have to write your personal statement/ essay.

PREPARATION

1 Choose a university.

If you want to go to the UK, go to the UCAS site for more information about the statement’s content.

If you want to go to the US, look up which writing prompt the university of your choice requires.

2 Choose a writing prompt.

ACTION

©VANIN

3 Write your personal statement/essay. writing

REFLECTION

4 Reflect on your writing by filling in the checklist. Ask your teacher for feedback.

Checklist: your personal statement/essay

1 Content and structure

• My text has a clear structure.

• The introduction is an attention grabber.

• The text is divided into clear paragraphs.

• I wrote a coherent text.

• I answered the writing prompt that I chose.

2 Language and structure

• I used correct vocabulary.

• I used correct grammar.

• I used the gerund correctly.

• I used correct spelling and punctuation.

Feedback

Trace your steps on diddit.

©VANIN

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