TRACK 2 KathOndVla by VAN IN

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Track 2

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ISBN 978-90-306-9713-8

594939

9 789030 697138

vanin.be

Katholiek Onderwijs Vlaanderen 2 uur

Â©

Els De Clercq Anneleen De Smet Jessie Provost Tina Raymaekers Liesbeth Lauwers

Via www.diddit.be heb je toegang tot het onlineleerplatform bij Track. Activeer je account aan de hand van de onderstaande code en accepteer de gebruiksvoorwaarden.

LET OP: ACTIVEER DEZE LICENTIE PAS VANAF 1 SEPTEMBER; DE LICENTIEPERIODE START VANAF ACTIVATIE EN IS 365 DAGEN GELDIG.

Fotokopieerapparaten zijn algemeen verspreid en vele mensen maken er haast onnadenkend gebruik van voor allerlei doeleinden. Jammer genoeg ontstaan boeken niet met hetzelfde gemak als kopieën. Boeken samenstellen kost veel inzet, tijd en geld. De vergoeding van de auteurs en van iedereen die bij het maken en verhandelen van boeken betrokken is, komt voort uit de verkoop van die boeken. In België beschermt de auteurswet de rechten van deze mensen. Wanneer u van boeken of van gedeelten eruit zonder toestemming kopieën maakt, buiten de uitdrukkelijk bij wet bepaalde uitzonderingen, ontneemt u hen dus een stuk van die vergoeding. Daarom vragen auteurs en uitgevers u beschermde teksten niet zonder schriftelijke toestemming te kopiëren buiten de uitdrukkelijk bij wet bepaalde uitzonderingen. Verdere informatie over kopieerrechten en de wetgeving met betrekking tot reproductie vindt u op www.reprobel.be. Ook voor het digitale lesmateriaal gelden deze voorwaarden. De licentie die toegang verleent tot dat materiaal is persoonlijk. Bij vermoeden van misbruik kan die gedeactiveerd worden. Meer informatie over de gebruiksvoorwaarden leest u op www.diddit.be. © Uitgeverij VAN IN, Wommelgem, 2020

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.

Credits

p. 86 - All Of Me: Words & Music by John Legend & Tobias Gad © Copyright 2011 John Legend Publishing, BMG Sapphire Songs & Gad Songs. All Rights for John Legend Publishing & BMG Sapphire Songs Administered by BMG Rights Management (US) LLC All Rights for Gad Songs Administered Worldwide by Kobalt Music Group Ltd All Rights Reserved. International Copyright Secured. Used by permission of Hal Leonard Europe Limited. p. 109 - From Matched by copyright © Ally Condie published by Dutton Books 2010. Reproduced by permission of Penguin Books Ltd. © 2011. p. 269 - Best Day Of My Life: Words & Music by Zachary Barnett, Matthew Sanchez, David Rublin, James Shelley, Michael Goodman & Aaron Accetta. © Copyright 2012 EMI April Music Inc., Sony/ATV Allegro, Needledown Publishing, Round Hill Copyrights, David Rublin Publishing, Owl and Fox Publishing, James Adam Shelley Publishing, Zac Barnett Publishing, Round Hill Songs II & Round Hill Works. All Rights for EMI April Music Inc., Sony/ATV Allegro & Needledown Publishing Administered by Sony/ATV Music Publishing. All Rights for Round Hill Copyrights, David Rublin Publishing, Owl and Fox Publishing, James Adam Shelley Publishing, Zac Barnett Publishing, Round Hill Songs II & Round Hill Works Administered by Kobalt Music Publishing Limited. All rights reserved. International Copyright Secured. Used by permission of Hal Leonard Europe Limited.

Eerste druk 2020 ISBN 978-90-306-9713-8 D/2020/0078/120 Art. 594939/01 NUR 110

Vormgeving en opmaak: Vrijdag Grafis Tekeningen: Lise Vanlerberghe en Hans Dijckmans / GraphicMatic

CONTENTS 3 LIFE IS A ROLLERCOASTER

1 WHO’S WHO?

Check In

Main Track Step 1: talking about family Step 2: describing looks

12 12 20

Summary Grammar – HOW TO express possession – HOW TO talk about what you own Vocabulary – Family relations – Describing people – Other features Strategy – HOW TO be a good public speaker

27 27 27 29 30 30 31 32 33 33

Main Track Step 1: describing emotions Step 2: using adjectives Step 3: giving advice

81 81 85 91

Summary Grammar – HOW TO describe people and things – HOW TO express possibility and give advice Vocabulary – Emotions Strategy – HOW TO write a (formal) letter or email

99 99 99 100 101 101 102 102

On Different Tracks Check 1: talking about family Check 2: describing looks

34 34 41

Check Out: a family tree

On Different Tracks Check 1: describing emotions Check 2: using adjectives Check 3: giving advice

103 103 108 113

Check Out: writing a letter of advice

120

47 48

Main Track Step 1: talking about household chores Step 2: using the present continuous

49 49 54

Summary Grammar – HOW TO talk about actions going on now Vocabulary – Chores – Rooms

63 63 63 65 65 65

On Different Tracks Check 1: talking about household chores Check 2: using the present continuous

66 66 71

Check Out: a day in the life

4 SHOP TILL YOU DROP

122

Main Track Step 1: talking about clothes Step 2: making comparisons Step 3: buying things in a shop

123 123 133 140

Summary Grammar – HOW TO describe people and things – HOW TO make comparisons Vocabulary – Clothes – Accessories – Shoes – Colours – Patterns – Materials Useful expressions – HOW TO express your preferences – HOW TO buy something in a shop

142 142 142 143 144 144 144 145 145 145 145 146 146 147

On Different Tracks Check 1: talking about clothes Check 2: making comparisons Check 3: buying things in a shop

148 148 153 159

Check Out: going shopping

162

three

121

Check In

2 WHAT’S HAPPENING?

Contents

Track

5 ONCE UPON A TIME

163

7 TALK TO THE STARS

253

164

Check In

254

Main Track Step 1: talking about the past Step 2: exploring the past simple Step 3: reading and building stories

165 165 179 188

Main Track Step 1: describing people’s character Step 2: predicting the future Step 3: making plans

255 255 261 267

Summary Grammar – HOW TO talk about more than one thing – HOW TO talk about the past Vocabulary – Words from the fairy realm Strategy – HOW TO build a story

195 195 195 197 200 200 201 201

On Different Tracks Check 1: talking about the past Check 2: exploring the past simple Check 3: reading and building stories

202 202 208 211

Summary Grammar – HOW TO talk about the future – HOW TO talk about plans and intentions Vocabulary – Signs of the zodiac – Characteristics Useful expressions – HOW TO express your opinion

272 272 272 273 274 274 274 276 276

Check Out: my own fairy tale

216

On Different Tracks Check 1: describing people’s character Check 2: predicting the future Check 3: making plans

277 277 281 287

Check Out: predicting the future

291

6 DIg in!

217 218

Main Track Step 1: talking about (favourite) food Step 2: discussing quantity Step 3: giving (recipe) instructions

219 219 225 231

Summary Grammar – HOW TO talk about quantity – HOW TO give instructions Vocabulary – Fruit – Vegetables – Meat and fish – Wheat and dairy – Dishes – Drinks – Snacks and sweets Useful expressions – HOW TO express your likes and dislikes (food)

235 235 235 237 238 238 238 239 239 239 240 240 241

On Different Tracks Check 1: talking about (favourite) food Check 2: discussing quantity Check 3: giving (recipe) instructions

242 242 246 248

Check Out: master chef

252

8 I’VE GOT TALENT! Check In

293 294

Main Track 295 Step 1: talking about hobbies and talents 295 Step 2: selecting information from a text 303 Summary 313 Grammar 313 – HOW TO express likes and dislikes 313 Vocabulary 314 – Hobbies and talents 314 – Other words and expressions 315 Strategy 316 – HOW TO deal with difficult words in a text 316 – HOW TO summarize a text 317

Check In

four

Track

Contents

241

On Different Tracks 318 Check 1: talking about hobbies and talents 318 Check 2: selecting information from a text 322 Check Out: writing a summary

329

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

1 / Op weg met Track Het leerwerkboek bestaat uit acht units en elke unit is op dezelfde manier opgebouwd. Op de voorpagina van elke unit vind je terug wat je gaat leren om de taak aan het einde van de unit, de Check Out, goed te kunnen uitvoeren. Deze voorpagina toont je de weg die je zult afleggen.

UNIT 3: LIFE IS A ROLLERCOASTER check in Step 1: describing emotions

main track

Step 2: using adjectives

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

summary

CHECK IN When I was young, my grandma told me some stories 1

on different tracks check out: writing a letter of advice

Alice in Wonderland – Bluebeard – Cinderella – Hansel and Gretel – The Little Match Girl – Little Red Riding Hood – Rumpelstiltskin – Thumbelina – The Ugly Duckling

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.

MAIN TRACK

Once upon a time …

Step 1

Talking about the past

1 / Once there was… 3 1

What words do you associate with fairy tales?

SPOKEN INTERACTION

a List as many words as you can in the following categories. b Share with a classmate and add missing words to your list. People

Places

Things

5 2

Discuss these questions.

SPOKEN INTERACTION

a Do you know these stories? If so, tell a partner what they are about.

one hundred and forty-two

READING

Look at the images and match them with the corresponding fairy tale.

trace your steps

b Did you often read or listen to fairy tales when you were little? c Do you know any other fairy tales? d Which one(s) is (are) you favourite(s)?

142

UNIT 4:

ONCE UPON A TIME

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.

CHECK 1, p. 226

watchING

Watch the opening scene of the series Once upon a time ... and answer the questions. a How does the story start?

b Where does it take place?

c Who is in the story?

d What happened?

one hundred and forty-three

Step 3: giving advice

e Do you know this series? If so, do you like it?

In de Summary vind je een overzicht van de grammatica, woordenschat, strategieën en veelgebruikte uitdrukkingen.

UNIT 5:

ONCE UPON A TIME

165

GRAMMAR

SUMMARY HOW TO describe people and things Order of adjectives

That’s a nice fitted blue top! And I adore that short checked skirt.

I just love your long red dress.

USE Adjectives tell us something more about a noun. We use them to describe people and things. Check Unit 1 for more information (p. 29). FORM

Je leerkracht zal je zeggen wanneer je de Check kunt uitvoeren. Afhankelijk van je resultaat kun je – helemaal volgens jouw tempo en niveau – de leerstof nog even herhalen, extra oefenen of meer verdiepende oefeningen maken.

When we use more than 1 adjective to describe something there is a certain order you should follow.

ON DIFFERENT TRACKS

Talking about (favourite) food

Check 1 1

watchING

Watch this video of Tucker and his friend Journee taste testing food. a Write down the names of the foods they test and add the correct food group. Food N°

Name

Food group

1 2 3 5

nice

ﬁtted

120

origin

material make/type

NOUN

blue

round

some

/ 12

size/age shape colour

delicious

6 Total:

opinion

a 2

one hundred and twenty

determiner

top

gold

Chinese

warm

woollen

earrings fortune

knitted

gloves

Keep in mind: – Opinion or attitude always comes ﬁrst! e.g. ugly red boots – This typical order may change if you want to emphasize something. – 1 and 2 adjectives in front of a noun is quite common. 3 is unusual, and more than 3 is very unusual.

UNIT 3:

SHOP TILL YOU DROP

b What do Tucker and Journee think about the food? Write 6 sentences. Use the writing frame. WRITING Tucker – Tucker hates

because

+ Tucker loves

because

Je kunt je traject in On Different Tracks helemaal zelfstandig doorlopen, met een partner of samen met de klas. +

Journee + +

Score

< 11

11 – 14

> 14

Next exercise

ex. 2

ex. 4

ex. 5

UNIT 5:

Score

< 11

11 – 14

> 14

Next exercise

ex. 2

ex. 4

ex. 5

DIG IN!

five

two hundred and twenty

220

Total:

Starten met Track

Track

Als je alle bouwstenen hebt doorlopen en ze voldoende hebt ingeoefend, dan ben je zeker klaar voor de Check Out, de taak aan CHECK OUT: MY OW N FAIRY TALE het einde van Orientation de unit. Hier kun je alles wat je geleerd hebt in de unit toepassen.

CHECK OUT: MY OW N FAIRY TALE Orientation You will write and tell your own version of Little Red Riding Hood.

Preparation watchING

Watch the clip of this modern version of Little Red Riding Hood.

Pair up or work alone.

You will pick 3 objects and 2 actions from the hat. You will have to use these in your story. Objects

Actions

You will write and tell your own version of Little Red Riding Hood.

Preparation

Use the story builder you will get to prepare your story.

WRITING

Write your story. Pay attention to the following. a Use the past simple correctly.

c Use the objects and the actions you picked.

b Use linking words correctly, so your story is logical. Divide your text into paragraphs.

d Be creative!

Yes

Pair up or work alone.

You will pick 3 objects and 2 actions from the hat. You will have to use these in your story. Objects

I think so

Orientation

1 Preparation • I completed the story builder. • I practised telling the story.

3 Reflect on your task by filling in the checklist. 2 Content and structure • I used the objects and actions in my story. • I included all the elements from the story builder. • I wrote a minimum of 100 words. • I divided the text into paragraphs. • The story is logical and creative.

Checklist: describing your holiday

one hundred and ninety-four

3 Language • I used the past simple correctly. • I used linking words correctly. • I used the correct vocabulary to tell my story. • I used correct spelling and punctuation (writing the story). • I paid attention to my pronunciation (telling the story).

2 Content

• I wrote about 75dat words. We willen graag je vorderingen maakt • I included all the necessary elements. the rules for an informal or postcard. en dat•jeI respected reflecteert opwriting je taken ennoteleert uit 3 Language use feedback. • I used the correct vocabulary to describe the activities and the Trace your steps on diddit.

WRITING

c Use the objects and the actions you picked. d Be creative!

e Write a minimum of 100 words.

SPEAKING

You will tell your story to the class. This means you have to practise first.

Feedback

Check your task by filling in the checklist. Yes

I think so

1 Preparation • I completed the story builder. • I practised telling the story. 2 Content and structure • I used the objects and actions in my story. • I included all the elements from the story builder. • I wrote a minimum of 100 words. • I divided the text into paragraphs. • The story is logical and creative. 3 Language • I used the past simple correctly. • I used linking words correctly. • I used the correct vocabulary to tell my story. • I used correct spelling and punctuation (writing the story). • I paid attention to my pronunciation (telling the story).

one hundred and ninety-four

weather. • I used the past simple tense correctly. • I paid attention to the structure of my sentences. • I checked my spelling and punctuation.

Feedback

Trace your steps on diddit.

Ten slotte kun je na elke unit je onlineportfolio 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. 194

UNIT 4:

ONCE UPON A TIME

I think so No Reflection

b Use linking words correctly, so your story is logical. Divide your text into paragraphs.

Checklist: my own fairy tale

ONCE UPON A TIME

Trace your steps on diddit.

Yes

Write your story. Pay attention to the following. a Use the past simple correctly.

Reflection

Feedback

UNIT 5:

Action

Use the story builder you will get to prepare your story.

Action

Preparation

1 Preparation • I described my friends’ holiday activities. • I wrote my note or postcard in draft ﬁrst.

216

Actions

SPEAKING

Check your task by filling in the checklist. Checklist: my own fairy tale

Watch the clip of this modern version of Little Red Riding Hood.

Elke Check Out gebruikt de OVUR-strategie:

e Write a minimum of 100 words.

You will tell your story to the class. This means you have to practise first.

Reflection

watchING

Action

Focus on the words you filled in. a Draw arrows to the words they say something about.

2 / Nuttig voor onderweg b Put the words you filled in in the song lyrics in the grid. Do they describe a noun or the subject? A noun

The subject (with ‘to be’, ‘to feel’)

In de loop van elke unit word je ondersteund door een aantal hulpmiddelen. c What do we call words that describe nouns? d Is it possible to use them with verbs as well?

Use the information from exercise 3 to fill in the grammar box.

GRAMMAR

How to describe people and things Adjectives tell us something more about

SUMMARY

or are used with the verb

HOW TO describe people and things

Adjectives

e.g. I have a big problem = big describes how the problem is

2 To be e.g. John is so happy! = happy describes how John is feeling 3 Linking verbs

e.g. I feel fine! = fine tells you how I feel

See p. 99

GRAMMAR

and with linking verbs, such as 1 Noun

Me neither, my schoolbag is way too heavy, and we have Mrs Greenleaf today. I forgot to do my homework, so I’m going to be in big trouble. She is so strict.

I don’t want to go to school today. I feel tired.

Write 5 sentences using adjectives with the verb ‘to be’ and other linking verbs.

Dear Trevor,

Grammaticale regels staan 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.

OFF W E W ENT

there for you and to keep their agreements with you. If you aren’t getting what you want from your mates, then find some new mates. You deserve to be treated well. Taking back that kind of control in your life, is the best birthday gift you can give yourself.

USE

1 Noun

e.g. I have a big problem = big describes how the problem is

I hope this helps.

2 To be e.g. John is so happy! = happy describes how John is feeling

mutual: from both sides

Regards, Terra

3 Linking verbs

e.g. I feel fine! = ﬁne tells you how I feel

Adapted from: blog.anniefox.com

Keep in mind: Adjectives can be used to make comparisons (see Unit 3).

Complete the strategy box with information from exercises 3 and 4.

STRATEGY

How to write a (formal) letter or email When writing a letter of advice, you need to include: 1 a salutation: e.g. 2 a short introduction UNIT 1:

LIFE IS A 3ROLLERCOASTER a main message with:29

HOW TO write a (formal) letter or email Before writing

1 Why and what? Why are you writing?

A your thoughts on the problem

What are you writing about?

B some advice 4 an ending: e.g.

Be prepared

5 your full name

Do you have the right email address? Do you have the email address of the person you are sending the message to?

Keep in mind:

Will you write a formal or informal message?

– When you are writing (or talking) to a friend, a family member or someone you know well, you are using

2 While writing

language. You can use emoticons and abbreviations. There are also

certain words that you only use in

Be polite

language (e.g. dude, stuff, wanna, etc.).

When in doubt always use a formal register. Do not use emoticons and abbreviations.

– When you are writing (or talking) to someone who outranks you (e.g. a teacher) or someone you don’t know well, you should use

language.

Respect all grammar and spelling rules, write complete sentences and be polite.

KISS Keep it short and simple!

See p. 102

Pay attention to the structure twenty-six

Omdat leerstrategieën ontzettend belangrijk zijn, vind je die ook in de Main Track terug wanneer je ze nodig hebt. 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.

STRATEGY

UNIT 4:

LIFE IS A ROLLERCOASTER

twenty-nine

UNIT 3:

It sounds like this has been going on for a while. I hope you’ve had the courage to tell your friends what you told me: that you don’t appreciate their setting up times to meet you and then not showing up. If you haven’t yet told them how you feel, you absolutely should! By not telling them you are sending them a message that you don’t mind being treated this way. Adjectives tell us something more about a noun or are used with the verb ‘to be’ and with linking My guess is that your goal is to have friends that respect you, who you can count on to be verbs, such as ‘to feel’.

seventeen

pagenumber

226

I’m really sorry that you don’t have friends that you can count on. I don’t blame you for feeling sad or angry. A real friendship is based on mutual trust, respect, honesty and open communication. It sounds like the relationship you’ve got with your friends is missing most of these key elements.

The subject reﬂects what the letter is about.

UNIT 3:

Salutation

LIFE IS A ROLLERCOASTER

Short introduction Thoughts on the problem Some advice

Ending (Full) Name

Terra@anniefox.com JasonReynolds@GoodGuymail.com Bad friends? Formal: Dear Mr Reynolds, Dear Jason, Informal: Hi / Hello Good Guy / Hey Jason I’m really sorry that you don’t have friends that you can count on. A real friendship is based on mutual trust, respect, honesty and open communication. Your relationship with your friends seems to be missing most of these key elements. I hope you’ve had the courage to tell your friends what you told me. If you haven’t yet told them how you feel, you absolutely should! If you aren’t getting what you want from your friends, then maybe you should try to ﬁnd new ones. You deserve to be treated well. That is the best birthday gift you can give yourself. Formal: Yours sincerely, / Kind regards, / Best regards, Informal: Bye, / See you later, / See you, Formal: Terra Jones Informal: Terra

After writing one hundred and two

102

six

Track

Starten met Track

Edit! Avoid mistakes by rereading your email. Use spell check. Hit the send button. UNIT 3:

LIFE IS A ROLLERCOASTER

Pair up and discuss food with your partner. Use the expressions on ‘How to express your likes and dislikes (food)’.

SPOKEN INTERACTION

a Find out what your classmate’s favourite dish is and what they don’t like. b Report to the class, and then list the top 3 choices of the class.

Omdat je Engels wilt gebruiken in een realistische context, reiken we je graag ook veelgebruikte uitdrukkingen aan.

Class favourite dishes

Class least favourite dishes

USEFUL EXPRESSIONS

How to express your likes and dislikes (food) Look, smell and taste: It looks … awful / amazing / delicious / good / weird / gross … It smells … awful / amazing / delicious / good / weird / gross … It tastes … awful / amazing/ delicious / good / weird / gross …

It looks like … (e.g. a sausage). It smells like … (e.g. fish). It tastes like … (e.g. chicken).

Overall opinion: This is delicious. This is great/(very) good. I like it. It tastes better than it looks. It’s not that bad. It is too fatty / salty / spicy / bitter / sweet / … I don’t like it (at all).

See p. 241

Discuss these questions with a partner.

SPOKEN INTERACTION

a Do you like pancakes? Why (not)? b What toppings do you like on your pancakes: sugar, whipped cream …? 5

READING

Americans love maple syrup on their pancakes. Read all about it in the text on the next page and answer the questions.

De woordenschat van elke unit geven we je graag mee via mindmaps of via een overzichtelijke woordenlijst met ruimte om je eigen woorden en zinnen aan te vullen.

an apple

an avocado

a banana

a grapefruit

a melon

a lemon

a pear

a strawberry

2 VEGETABLES

an aubergine (UK)/ an eggplant (US)

an asparagus

broccoli

Brussels sprouts

a cauliflower

lettuce

a mushroom

an onion

a (bell) pepper

a potato

spinach

angry

boos

anxious

paniekerig

appalled

verbijsterd

astonished

verbaasd

certain

zeker

cheerful

vreugdevol

concerned

bezorgd

confident

zelfzeker

delighted

blij

depressed

depressief

disappointed

teleurgesteld

enraged

razend

fulfilled

vervuld/volledig

glad

blij

happy

gelukkig

hateful

hatelijk

hopeful

hoopvol

in love

verliefd

miserable

ellendig

pleased

blij

sad

droevig

satisfied

tevreden

shocked

gechoqueerd

upset

overstuur

My notes

222

a tomato

DIG IN!

UNIT 6:

Different grades of maple syrup Better than medicine It contains some vitamins and minerals, but is also high in sugar The conclusion: it’s slightly ‘less bad’ than sugar What is maple syrup and how is it made?

UNIT 6:

DIG IN!

one hundred and one

two hundred and thirty-eight

a carrot

Translation

two hundred

a grape

238

b Find a subtitle for every paragraph from this list. There is 1 title you do not need to use.

EMOTIONS Word

1 FRUIT

VOCABULARY

a Write a short conclusion under each paragraph where it says ‘bottom line’.

UNIT 3:

LIFE IS A ROLLERCOASTER

101

watchING

READING

SPEAKING

SPOKEN INTERACTION

WRITING

writtEN INTERACTION

listening

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, watching, reading, speaking, spoken interaction, writing, written interaction.

Indian sari Sari is one of the most wonderful dresses worn by Indian women. In fact, when one thinks of a Sagittarius Capricorn typical Indian woman, the first thing that comes to mind is a woman dressed in a sari, who is (November 22 –solah shringar including bindi, chudi (December 22 –etc. 30 wearing the and kajal, December 21): January 19): TheySherwani are independent, but They are careerfor men friendly. They love oriented They Sherwani is asports long coat resembling achkan in styling.people. It is buttoned up to the collar, and it and outdoor activities. They are ambitious and comes below the knee. It adds to thehave charm and grace canusually be outspoken in their opinions about of men, especially the taller ones.about Indian men spend a lot on buying the sherwani forplan the special occasion of their opinions everything, everything.suit They they are quiet as well. carefully to achieve 35but wedding.

3 / Fijn en handig voor onderweg They seek the unknown all the Turban time.

attire: clothes, mostly formal bygone: belonging to or happening in the past Pisces (February 19 –state in the past Maharajas: the male ruler of an Indian March 20): Rani: a female Indian ruler or the wife of a male Indian ruler They are sensitive and reminiscent: makes you understanding. think of They splendour: brilliance cannot stand to see other people yards: a unit of measurement, equalsuffer. to 3 feet or It makes them angry 90 centimeters when things do not run smoothly. They are also unpredictable in their behaviour.

unpredictable and full of Source: www.culturalindia.net surprises.

Wanneer er moeilijke woorden voorkomen in het authentieke tekstmateriaal, worden die uitgelegd in de glossary.

their ambitions.

In India, one can spotAquarius many men wearing turbans. A turban is tied (January 20 –not February 18): it for the sake of fashion, but because Aquarians are intelligent has a lot of significance in the lives of and inventive. They are Indians. The hair turban isunusual a headdress full of ideas onof how to change that basically consists a long piecethe world. is They are great of unstitched cloth, which wrapped speakers and thinkers. around the head. They are friendly, but also

Go through the text again and write the names under the pictures.

Adapted from: en.islcollective.com

READING

3 2 text? Form groups and discuss b Do1you agree with what is written in the these questions. Use SPOKEN INTERACTION some of the expressions from the Summary on p.xx in your discussion. – Are the descriptions correct? Why (not)? – Can you say the same about people you know? – Is there something you would add to the text? What?

Did you know? Astronomy is the study of the universe and everything in it. This includes stars, planets and galaxies as well as other things. The word astronomy comes from the Greek words astron which means star and nomos which means law.

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

Astrology is the study of how the positions of the stars and movements of the planets have an inﬂuence on events and on the lives and behaviour of people.

2 / What are people like?

De volgende iconen helpen je ook nog een eind op weg. 1

SPOKEN INTERACTION

Het luisterfragment dat hierbij hoort, vind je ook bij het onlinelesmateriaal terug. one hundred and five

someone who isn’t afraid of danger

Het beeldfragment dat hierbij hoort, vind je ook bij het onlinelesmateriaal terug. SHOP TILL YOU DROP e.g. Fire fighters are really brave! They aren’t afraid of fire.

UNIT 6:

UNIT 3:

105

TALK TO THE STARS

Als je dit icoon ziet, moet je iets online opzoeken. seven

two hundred and thirty-six

236

Pair up! You will get a stack of cards with character traits. Pick a card and use it in a sentence so your partner understands its meaning. If they do, keep the card. If they don’t, put the card back in the stack. Continue until all cards are gone.

Starten met Track

Track

het onlineleerplatform bij Track Leerstof kun je inoefenen op jouw niveau. Je krijgt meteen feedback aan de hand van theoriekaders en instructiefilmpjes.

Je kunt vrij oefenen en de leerkracht kan ook voor jou oefeningen klaarzetten.

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

Hier kan de leerkracht toetsen en taken voor jou klaarzetten. Trace Your Steps: vul hier jouw portfolio in om aan te duiden wat je al beheerst.

Benieuwd hoe ver je al staat met oefenen en opdrachten? Hier vind je een helder overzicht van je resultaten.

Hier vind je het lesmateriaal per unit (o.a. audio- en videobestanden). Alle instructiefilmpjes en leerbladen uit de Summary zijn hier verzameld.

SUMMARY

The plural of nouns

Right, children, there are several stories you can choose from today. I want to hear Snow White and the Seven Dwarfs.

GRAMMAR

HOW TO talk about more than one thing

3 MEAT AND FISH

beef (steak)

chicken

lamb

pork (chops)

a sausage

veal

an anchovy

salmon

HOW TO build a story Before writing/speaking What will your write/speak about?

Plural

a book

two books

General rule: noun + -s

a story

two stories

If the noun ends in a consonant + -y: -y g -ies

a box

two boxes

if the nouns ends in a hissing sound (-s / -es / -x): noun + -es

When did it happen?

Who is the hero (= good) and who is the villain (= evil)?

(a loaf of) bread

cereal

cheese

How do they act?

an egg

2 Irregular plural

Vocabulary: • are there any special magical words?

Irregular

What do the characters look like? How do the other characters react?

Plural

Rule:

noun + -s

Rule:

-f or -fe g -ves

BUT: some words can have 2 plural forms: Plural two dwarfs or dwarves two hoofs or hooves two elfs or elves

Explanation The form ending in -ves is often the ‘magical’ form.

UNIT 5:

ONCE UPON A TIME

rice

a sandwich

yoghurt

Grammar: • Use the past simple and check the irregular verbs. • Use linking words.

2 While writing/speaking

5 DISHES

Beginning Once upon a time Long, long ago

A long time ago Once there/There once was

1 Expressing likes

Middle bangers and mash

cake

fish and chips

195

a pie

a salad

scrambled eggs

Challenge What does the good character have to do?

ice cream

soup

UNIT 6:

DIG IN!

239

This is delicious. This is great/(very) good.

Twist What magic is involved?

I love it because … I like it because …

Story conflict • What was the conflict? • Why did it happen? • How did they resolve the conflict?

After writing/speaking Check your goal Was the audience interested?

Evaluate your writing/performance What went well?

… all the ﬂavours really come together. … it smells / tastes / looks amazing / delicious. … it is healthy for you. … it tastes just like chicken.

It tastes better than it looks.

Ending Moral Is there a universal lesson to the story? Happy ending? • And they lived happily ever after. • And they lived long and happy.

How can I improve?

UNIT 5:

ONCE UPON A TIME

2 Expressing dislikes

201

It’s not that bad, but it could do with some seasoning. I don’t (really) like … because … I don’t like … at all because … I (really) hate …

… it is unhealthy for you. … it is too fatty / spicy / salty / bitter / sweet. … it smells / tastes / looks awful / gross / weird. two hundred and forty-one

two halves two thieves two knives two wives

two hundred and one

Singular a half a thief a knife a wife

two hundred and thirty-nine

Plural two cliffs two safes two giraffes two chefs

one hundred and ninety-ﬁve

Regular

Singular

I don’t like Brussels sprouts because they are too bitter.

Check language

a cliff a safe a giraffe a chef

one dwarf one hoof one elf

This is delicious! All the ﬂavours really come together.

Where did it happen?

Choose characters

1 Nouns ending in -f, -ff, -fe:

Singular

HOW TO express your likes and dislikes (food)

Choose setting

4 WHEAT AND DAIRY

Rule:

UNIT 6:

eight

Track

USEFUL EXPRESSIONS

Singular

Choose theme or plot

1 Regular plural

You make a noun plural by adding an -s to the noun. There is never an apostrophe (‘) to make a noun plural in English.

STRATEGY

No, that’s boring! I want one with magical elves, or maybe a story about thieves and knives!

DIDDIT

DIG IN!

241

UNIT 1: W HO'S W HO? check in Step 1: talking about family

Step 2: describing looks

main track

ÂŠ

summary

trace your steps

on different tracks check out: a family tree

CHECK IN My family 1

Look at this screenshot and answer the questions. a What website is this screenshot taken from? b What is the title of the video?

c What is the name of the vlogger?

d Why did she make this video?

e Do you think she has a popular channel? Why do you say so?

ten

UNIT 1:

W HO'S W HO?

READING

watchING

Watch the video and answer the questions. a Which is the most suitable family tree? Tick the box. x

ÂŠ

b Highlight the family members that are mentioned in the video. Write their names next to the words if possible. grandparents

brothers

mother

parents

son

sister

siblings

husband

daughter

child/children

brother-in-law

wife

partner

nephews

sister-in-law

grandfather

grandmother

niece

father

aunt

uncle

eleven

c Add the names to the family tree in exercise a.

UNIT 1:

â&#x20AC;&#x201A; W HO'S W HO?

MAIN TRACK Me, my family and I

Step 1

Talking about family

1 / My family tree 1

Read Aiden’s email and answer the questions. a Complete the email with the correct words. Choose from the words in the box. You can use some words more than once.

From

Aiden@yahoo.co.uk

yoko@cali.com

Subject

My family

aunt – child – cousins – daughter – father – mother – nephew – niece – sister – son – stepmother – stepsister – uncle

Dear Yoko,

Let me tell you about my family. I live with my and my big .

We live in London. My mum’s name is Carmen. She’s Spanish and she speaks English and Spanish. She’s a Spanish teacher. She’s short and slim; she’s got long, brown hair and brown eyes. Soon after my mother Carmen and Oliver got married, they had their

ToI

first , my sister Ruby. She is 16 and she loves listening to music. A few years later,

From

came along. Things didn’t really work out, so they got divorced.

Subject

My father remarried to my . She’s really nice. My stepmother’s name is

Sophie. She already had a from her first marriage, my Lucie, who From To

is 5 years younger than me. Sophie and Lucie are French.

My father isn’t my grandparents’ only . They have another ,

Subject

my George. His wife is my Megan. I am their and Ruby is their . Their children are Samuel and Charlotte. They are my .

We really like meeting up with them. They also have a great dog. His name is Simba. Isn’t that a great name? Simba loves playing with his teddy bear. Although its clothes are completely ripped, Simba keeps carrying it around. Write soon and tell me about your family. Kind regards, Aiden

twelve

UNIT 1:

W HO'S W HO?

READING

b Complete Aiden’s family tree. Give the correct word and the name of the person.

grandmother

Aiden

grandfather

c Look at the two phrases that are underlined. What do they express? d Highlight another example like this in the text. Then complete the grammar box.

GRAMMAR

How to express possession

In English, we can use the genitive to express possession (of nouns). This is preceded

by an , e.g. . Type of word

Rule:

Example

Singular nouns

My teacher’s name is Miss Jones.

Plural nouns and words ending in -s

My grandparents’ only son

Names ending in -s – Most names – Classical or religious names

+ ’s +’

Charles’s friend Jesus’ name

Irregular plural nouns

The children’s parents

Keep in mind: - If there are multiple nouns, add ’s only to the last noun. e.g. Peter and John’s mother is a teacher. - An apostrophe is never used to make the plural of a noun in English!

thirteen

See p. 27

UNIT 1:

W HO'S W HO?

Check these pictures and write correct sentences. Use the genitive: ’s or ’.

It is the doctor and nurse job to help people.

My teacher job is great.

My grandparents names are Maria and Jackson.

James car is expensive.

This is our friends cat.

This is everyone restroom.

Use the prompts to make sentences. Conjugate the verbs. Add genitive ’s where necessary. 1 Jack / grandparents / to live / in London

2 today / lessons / to be / boring

3 his parents / neighbours / to be / American

4 his father / eyes / to be / blue

5 we / to go to / Angela / party

Write ’s, ’ or s where necessary. 1 Danny and Eve are husband and wife. Danny is Eve husband. 2 He has his mother eye . 3 This bike belongs to Max. It’s Max bike. 4 My 2 brother live with my father. 5 We are at Helen place. 6 My grandmother birthday is on 22 October. 7 The students books are on the teacher desk. 8 My grandparents live next to us. My grandparents house is next to ours. 9 Sam and Nelly have got one daughter. Mary is Sam and Nelly daughter.

fourteen

10 My sister are older than I am.

UNIT 1:

W HO'S W HO?

Some words are printed in bold in the text in exercise 1 (p. 12). a What do these words express? b Complete the grid with the correct possessive adjective from the text. Personal pronouns

PLURAL

my mother

you

your family tree

wife

she

marriage

clothes

our cat

you

your family

they

children

SINGULAR

Possessive adjectives

Complete the grammar box.

GRAMMAR

How to express possession

We can also express possession in English with possessive adjectives. They express that something or someone to someone.

They are always used in combination with a noun.

e.g. my dog, your clothes

Use a possessive adjective to correct these phrases. Follow the example. 1 The car (of my father):

his car

2 The outfit (of my mother):

3 The cup (of you):

4 The game (of my niece and nephew): 5 The name (of me):

6 The family (of my sister and me):

7 The house (of us):

8 The tail (of the snake):

fifteen

See p. 27

UNIT 1:

W HO'S W HO?

Use possessive adjectives to make this conversation work.

Hi, my name is Alice. Who is that cute girl

Hey, I'm Aiden. That girl is

in your family tree?

sister Ruby. I don't think she looks cute at all. hair is funny and smile is weird in this photo.

3 No way! It's so cool that family

has a family tree. brother and

That's too bad … Anyway, I'm a

parents and parents, but mum

bit sorry that cat isn't

and dad can't find all the information …

I are really curious about our grand

in the tree. We couldn't

take picture because

5 Oh, do you have a cat?

I just love dogs!

Okay, I'll try. See you!

6 That's the bell … I have to go. See you later, Alice! And try to find some more information on family …

Be careful not to mix up the following words! Complete the grid. they’re

there

their

it’s

its

you’re

your

sixteen

she wouldn't sit still.

UNIT 1:

W HO'S W HO?

‘Where are my new shoes?’ ‘ in the living room.’ ‘Where?’ ‘Over ! Are you blind?’ ‘Is that new car?’ ‘Yes, they just bought it.’ ‘Whose cat is this?’ ‘Oh, ours.’ ‘Look at that cat! tail is so long!’ ‘ very nice, Miss!’ ‘Oh, thank you!’ ‘I think teacher is very nice.’ ‘I know!’

10 Complete the sentences with the correct words. a Choose between ‘they’re’, ‘there’ and ‘their’. 1 you are! Your friends are waiting. 2 I don’t know where going. 3 are people waiting outside. not coming in. 4 Suddenly was music. 5 Where are the guests? over there. 6 If anyone calls, ask for number. b Choose between ‘you’re’ and ‘your’. 1 This is book. 2 He’s from Chester and from Bristol.

3 Are these pencils? 4 Did you see sister yesterday evening? 5 new here. Here’s key. 6 teacher is ill. c Choose between ‘it’s’ and ‘its’.

1 The shops are closed; Sunday. 2 The cat is drinking milk.

3 The dog is wagging tail.

4 time to go, before too late. 5 Turn the box on side.

2 / Mine is better!

READING

Read the cartoon and highlight the words that indicate possession. My phone is new and its battery doesn’t drain fast.

Well, mine is still better than yours.

seventeen

UNIT 1:

W HO'S W HO?

Did you notice the other way to indicate possession? Complete the grid with the missing words. Choose from the following words. hers – his – mine – ours – theirs – yours (2x)

SINGULAR

PLURAL

Possessive adjectives Possessive pronouns

mine

you

your

his

she

her

its

our

you

your

they

Personal pronouns

their

Complete the grammar box.

GRAMMAR

How to express possession

Another way to indicate possession in English is with possessive pronouns. We use possessive pronouns to express that something or someone to someone. They are never

used in combination with a noun.

e.g. Is this my schoolbag? No, it’s not yours. It’s mine. It’s not yours schoolbag. It’s mine schoolbag.

Write sentences with possessive adjectives and possessive pronouns. Follow the example. 1 That pen belongs to me.

That is my pen.

It’s mine.

2 That dog belongs to them.

4 That pencil case belongs to the teacher.

5 This house belongs to me and my family.

6 This hole punch belongs to you.

See p. 27

3 This house belongs to that girl.

Did you know? In English ‘they’, ‘their’ and ‘theirs’ sometimes refer to the singular. It replaces ’he’ and ’she’ when we do not know the gender of the antecedent – the word the pronoun refers to – or when this is not important or non-binary. ‘They’, ‘their’ and ‘theirs’ are often used as gender-neutral words. This is nothing new. In fact, the Oxford English Dictionary mentions that singular ’they‘ already existed in 1375, where it appears in the medieval romance William and the Werewolf. eighteen

Source: https://public.oed.com

UNIT 1:

W HO'S W HO?

Look around the classroom and choose 5 objects. Ask your classmates questions about them SPOKEN INTERACTION and use possessive adjectives and possessive pronouns. Make sure you will get a negative answer. Follow the example.

e.g. Student 1: Is that your schoolbag? Student 2: No, it’s not mine. It’s his/hers. OR S tudent 1: Is this Bruno’s pen? (point at pen) Student 2: No, it’s not his. It’s mine. 6

Reply to Aiden’s email (exercise 1, p. 12).

writtEN INTERACTION

a Preparation: pretend you are Yoko. Choose at least 5 people (family members) to talk about.

b Action: write your email (about 70 words). – Start with ‘Dear + name’ and end with ‘Kind regards’ or ‘All the best’ + your name on a separate line. – Describe your relation to 5 of your family members and give some information about them. – Use possessive pronouns, possessive adjectives and the genitive correctly.

To Subject

From

Subject

From

Subject

nineteen

UNIT 1:

W HO'S W HO?

c Reflection: check your email by filling in the checklist. Then give your text to your classmate who will give you some feedback too. Me

Checklist: my daily routines

Yes I think so

Classmate No

Yes I think so

2 Language • I used the genitive correctly. • I used possessive adjectives and pronouns correctly. • I used vocabulary to describe family correctly. • I used correct spelling and punctuation.

Step 2

You’re beautiful! Describing looks

Look at the pictures and match them with the correct words.

CHECK 1, p. 34

Feedback

1 Content and structure • I talked about 5 family members. • I described my relationship to these family members. • I wrote about 70 words. • I started and ended the email correctly.

Hair

short, curly hair

twenty

UNIT 1:

W HO'S W HO?

bald

long, straight hair

medium, wavy hair

Eyes

green eyes

blue eyes

grey eyes

brown eyes

short and stocky

tall and thin

overweight

pointy chin

beard and moustache

chubby cheeks

muscular

Height and build

high forehead

twenty-one

ÂŠ

Special features

UNIT 1:

â&#x20AC;&#x201A; W HO'S W HO?

READING

Read the text and answer the questions. a Which picture matches the description? Who is Lynn? I have a lot of friends, but Lynn is my best friend. This is Lynn and me. We live in the same street and we do everything together. We’ve got some other things in common; we both like dancing and skateboarding and we have got long, straight hair. We don’t have any brothers or sisters. She is quite tall, but I am rather short. She has got dark hair and an olive complexion while I haven’t got dark hair at all. I’ve got fair hair and pale skin. While I have got blue eyes, she’s got brown eyes. I haven’t got a fringe like her. We both like animals a lot. She has a dog, while I have a cat and a parrot. She doesn’t have a cat anymore. I used to have a dog, but now I don’t have one anymore. I plan on getting another puppy soon! We both have a hamster too.

b Highlight the forms of ‘have got’ in blue in the text. c Highlight the forms of the verb ‘to have’ in green. d Complete the grammar box with the missing forms of the verbs ‘have got’ and ‘to have’. twenty-two

UNIT 1:

W HO'S W HO?

GRAMMAR

How to talk about what you own

When we are talking about possession, relationships or characteristics of people or things, we can use the verb , but also . To have Personal pronoun (subject)

Positive

Negative

have

don’t have

I You He/she/it We

don’t have

You

have

don’t have

They

have

don’t have

Positive

Negative

Personal pronoun (subject) I You

have got

He/she/it

To have got

haven’t got hasn’t got

We have got

haven’t got

They

have got

haven’t got

You

Have got

To have

WRITING

twenty-three

Write 3 sentences with the verb ‘have got’ and 3 sentences with ‘to have’, explaining why the others can’t be the people from the text.

See p. 29

UNIT 1:

W HO'S W HO?

WRITING

Describe Aiden’s looks. a Preparation: write down the words that describe his hair, eyes, height and other features.

EYES:

HEIGHT:

FEATURES:

HAIR:

I think Aiden takes after

b Action: use your keywords and write a short paragraph (about 40 words) to describe Aiden’s looks. Who does he take after (look at the family tree on p. 13)? Use ‘have got’ and ‘to have’ correctly. because she/he also

has got and has

. and so does Aiden.

c Reflection: check your text by filling in the checklist. Checklist: describing Aiden 1 Content and structure • I wrote about 40 words. • I described Aiden’s looks. • I mentioned who he takes after. 2 Language • I used the verbs ‘have got’ and ‘to have’ correctly. • I used vocabulary to describe looks correctly. • I used correct spelling and punctuation. Feedback

twenty-four

UNIT 1:

W HO'S W HO?

Yes

I think so

Describe a few people.

SPOKEN INTERACTION

a Preparation: make some notes about the people you want to describe (keywords only). A person from your class A teacher

A famous person

Name Hair Eyes Height Features

b Action: describe each person to a classmate. Can they guess who you are talking about? Switch when you are done.

Checklist: describing people

c Reflection: check your speaking task by filling in the checklist.

Yes

I think so

1 Content and structure • I described 3 people. • I described hair, eyes, height and other features. • I was accurate (my classmate could guess who it was).

2 Language • I used the verbs ‘have got’ and ‘to have’ correctly. • I used vocabulary to describe looks correctly. • I used correct pronunciation. Feedback

SPEAKING

Who is the mystery person?

a Preparation: your teacher will give you one or two photographs. Make some notes to describe the looks of this person/these people (keywords only!).

Hair

Eyes Height Features

twenty-five

Extra

UNIT 1:

W HO'S W HO?

b Action: – Sit in groups of 4 or 5 and describe your person to the group. – Talk in full sentences. – Use ‘to have’ and ‘have got’ correctly. – Pay attention to your pronunciation. – Before you start, check the Strategy in the Summary on How to be a good public speaker, p. 33. – If you are listening, write down the name of the person you think is being described. Photo Name 1 2 3 4

6 7 8 – Who knows the most mystery people?

c Reflection: check your speaking by filling in the checklist. Checklist: describing mystery people

1 Content and structure • I described hair, eyes, height and other features. • I was accurate (my partners could guess who it was). 2 Language • I used the verbs ‘have got’ and ‘to have’ correctly. • I used vocabulary to describe looks correctly. • I paid attention to my pronunciation.

3 Presentation • I was confident. • I spoke clearly. • I used good body language. Feedback

CHECK 2, p. 41

twenty-six

UNIT 1:

W HO'S W HO?

Yes

I think so

SUMMARY Possessive pronouns and adjectives and the genitive form

No, that’s Milo. It’s his. Milo is Jack’s best friend.

Milo is my dog. I love him. He’s mine!

Is that your dog?

GRAMMAR

HOW TO express possession

In English we can express possession with personal pronouns and with the genitive.

Subject pronoun

Possessive adjective

Possessive pronoun

I love

my dog Milo.

He’s mine.

You love

your dog Milo.

He’s yours.

He loves She loves It is showing

his dog Milo. her dog Milo. its teeth.

He’s his. He’s hers. /

We love

our dog Milo.

He’s ours.

You love

your dog Milo.

He’s yours.

They love

their dog Milo.

He’s theirs.

Keep in mind: – Possessive adjectives are always used in combination with a noun: e.g. my mother, your family tree, his wife, her brother, its name, our father, their children – Possessive pronouns are never used in combination with a noun. e.g. Is this my schoolbag? No, it’s not yours. It’s mine. It’s not yours schoolbag. It’s mine schoolbag.

UNIT 1:

W HO'S W HO?

twenty-seven

PERSONAL PRONOUNS

THE GENITIVE FORM We use the genitive ’s to express possession (of nouns). This s is preceded by an apostrophe, e.g. Romy’s mother. Type of word

Rule:

Example

Singular nouns

+ ‘s

My teacher’s name is Miss Jones.

Plural nouns and words ending in -s

+‘

My grandparents’ only son

Names ending in -s – Most names – Classical or religious names

+ ‘s +‘

Charles’s friend. Jesus’ name.

Irregular plural nouns

+ ‘s

The children’s parents

Keep in mind: – If there are multiple nouns, add ’s only to the last noun. e.g. Peter and John’s mother is a teacher. – An apostrophe is never used to make the plural of a noun in English!

twenty-eight

UNIT 1:

W HO'S W HO?

HOW TO talk about what you own

The verbs ‘to have’ and ‘have got’ ‘No, I don’t have any children, but I have a dog!’

‘I’ve got 2 children: a son and a daughter. What about you? Have you got any children?’

When we are talking about possession, relationships or characteristics of people or things, we can use the verb ‘to have’, but also ‘have got’. TO HAVE Positive

Negative

Question

have

don’t have

Do I have?

You

have

don’t have

Do you have?

He/she/it

has

doesn’t have

Does he/she/it have?

have

don’t have

Do we have?

You They

Personal pronoun (subject)

have

don’t have

Do you have?

have

don’t have

Do they have?

HAVE GOT

Positive

Negative

Question

have got

haven’t got

Have I got?

have got

haven’t got

Have you got?

has got

hasn’t got

Has he/she/it got?

have got

haven’t got

Have we got?

You

have got

haven’t got

Have you got?

They

have got

haven’t got

Have they got?

You

He/she/it

Keep in mind: – ‘have got’ has a long form and a short form: e.g. I have got = I’ve got She has got = she’s got You have not got = you haven’t got He has not got = he hasn’t got – ‘don’t have’ and ‘doesn’t have’ are short for ‘do not have’ and ‘does not have’. In the positive we mostly use the full form. – The ‘have got’ forms are more common in an informal style. The ‘have got’ form is also used more in British English than in American English. e.g. How many sisters have you got? I’ve got 2 sisters. (BrE) How many sisters do you have? I have 2 sisters. (AmE)

UNIT 1:

W HO'S W HO?

twenty-nine

Personal pronoun (subject)

thirty

UNIT 1:

W HO'S W HO?

William a son

Jada a wife

Ebony Jamal a brother-in-law a sister-in-law

Shanila a mother-in-law

Logan a father-in-law

Luke me

Priscilla a daughter

Terell a nephew

Jake a brother

Aliyah a stepfather’s ex-wife

Jasmin a niece

Tiane Connor Malik a sister-in-law a half-brother a stepbrother

Sylvia a mother (mum)

John a stepfather

Caitlin a sister

Marc a father (dad)

George a grandfather

Bruce a cousin

Jenna an aunt

Maya a cousin’s partner

Hiro a cousin’s son

Kelly a cousin

Stephen an uncle

VOCABULARY

1 FAMILY RELATIONS

2 DESCRIBING PEOPLE HAIR

ginger hair

short hair

shoulder length hair

wavy hair

EYES

brown eyes

green eyes

blue eyes

grey eyes

curly hair

long hair

straight hair

black hair

brown hair

blond hair

HEIGHT AND BUILD

tall

short

slim, thin

stocky

muscular

overweight

thirty-one

UNIT 1:

W HO'S W HO?

3 OTHER FEATURES Translation

My notes

a beard

een baard

cheeks

wangen

cheekbones

jukbeenderen

a (pointy) chin

een (puntige) kin

chubby

mollig

eyebrows

wenkbrauwen

a (high) forehead

een (hoog) voorhoofd

a moustache

een snor

a nose

een neus

Word

thirty-two

UNIT 1:

W HO'S W HO?

STRATEGY

HOW TO be a good public speaker 1

Before presenting

Choose topic/subject What do you know about it? What words come to mind?

Know your audience Who are they? What do they (want to) know?

Prepare what you want to say

Check the pronunciation of words.

Practice: in front of a mirror or with a partner.

2 While presenting

Open strong

Be confident: stand up straight.

Be clear: strong points come first.

Inspire the audience Be enthusiastic.

Make eye contact.

Use cue cards, but don’t read.

After presenting 3 Check your goal

Does the audience know more about the subject? Was the audience interested?

Evaluate your performance How can I improve? thirty-three

What went well?

UNIT 1:

W HO'S W HO?

ON DIFFERENT TRACKS Check 1 1

Talking about family

Look at Sean’s family tree. Label the family relations in the family tree.

f 12 g

Sean

10 =

11 =

12 =

UNIT 1:

Score

< 10

≥ 10

Next exercise

ex. 2

ex. 3

thirty-four

W HO'S W HO?

Look at this family picture. Match the correct words with the people, depending on their relationship with Amy. There is more than one possible answer. Look at how old they are and where they are in the picture. aunt – cousin – father – grandfather – grandmother – mother – uncle

4 1

2 3

10 5

Score

Next exercise

3 Amy

≥8 ex. 3

thirty-five

UNIT 1:

W HO'S W HO?

Complete the sentences with the correct possessive adjectives and possessive pronouns.

My name is Feng and this is my lovely family. Don’t they look perfect? darling wife Mae is on the other side of this picture. She is sitting next to son Huan and grandson Jin. son has a lovely wife. name is Jia. She is holding cute granddaughter. She is called Meili. She is just adorable. Every weekend they come to visit us. We love those moments.

I am Jack. This is me and family. husband

Ashton is sitting on the other side. In between us, there's son Cameron. Isn’t he the best? He is so cool, definitely now that hair has been cut. We just love being dads. That boy really lights up lives.

We’re so happy he’s .

Hello, name is Ugabe. I live in Kenya, together with family. I have five brothers and two sisters. I am so happy they’re . parents decided to have lots of children, which is quite normal in culture. families in Europe aren’t that big, right?

My parents are called Dalili and Aida. brothers are

called Adil, Gakere, Abdoulaye, Bumani and Betoto. names are probably different from . Anyway, what’s in a name?

Score

< 17

≥ 17

Next exercise

ex. 5

ex. 4

Introduce the Duke and Duchess of Cambridge’s family members. a Preparation: look at the British royal family tree. Imagine that you are the Duke or Duchess of Cambridge. Choose 10 family members. Circle them in the family tree. b Action: introduce 10 of the family members. Use at least 6 different possessive adjectives or pronouns and 2 genitives. Write on a separate piece of paper.

thirty-six

UNIT 1:

W HO'S W HO?

WRITING

IN N

c Reflection: fill in the checklist. Then give your text to a classmate who will give you some feedback. Checklist: the royal family

Me Yes I think so

Classmate No

Yes I think so

1 Content and structure • I introduced at least 10 family members.

2 Language • I used personal pronouns and possessive adjectives correctly. • I used the genitive correctly. • I used the present simple correctly. • I used correct spelling and punctuation. Feedback

6–8

Next exercise

ex. 6

ex. 5

Check 2, p. 41

thirty-seven

Score

UNIT 1:

W HO'S W HO?

Complete the sentences. Use possessive pronouns or adjectives where necessary and use the genitive or plural correctly. 1

school is in another city. (Aisha and Mohammed)

2 We go to a nice school; teachers are very friendly. (we) 3 My car was not expensive. (parents) 4 I’d like you to meet Rob; he is an old friend of . (I) 5 Two students didn’t do mathematics homework. (two students) They copied . (I) 6 I have a new bike; colour is red. (bike) 7 iPad is new. (Jay) 8 I went to party last Saturday. (the party

9 That is the bag. (boy)

of my friends)

10 These are the books. (boys)

11 – What colour is your jacket? (brother) – jacket is black. (brother)

Score

< 12

Next exercise

≥ 12

ex. 7

12 This is Salvador Dalí; he’s an artist and paintings are great. (Salvador Dalí)

Complete the sentences with the correct genitive form: ’s or ’. 1 Anna is mother. (Emily)

2 These are our cds. (friends)

3 Let’s meet at for lunch. (Giovanni)

4 Where is the dressing room? (ladies) 5 This is our car. (boss) 6 My uncle is my dad. (cousin)

7 Did you read newspaper? (yesterday) 8 bags are at school. (Edanur – Semi) 9 Our grandparents live in an old home. (people) 10 That book is not to taste. (everyone) Score Next exercise

thirty-eight

UNIT 1:

W HO'S W HO?

≥8 ex. 5

Describe a famous family.

READING

a Preparation: read the text and answer the questions first. 1 Write the names of the families under the pictures. 2 Choose one family to make a family tree about.

From the Carter-Knowles family to the Beckhams. Check out Hollywood’s most famous family units!

Who the Pinkett-Smiths Who: What: Fresh Prince actor and mega-watt movie star Will Smith is married to actress Jada What Pinkett-Smith and they have two children together. 20-year-old Jaden Smith is an actor and singer, having appeared in ‘Karate Kid’ and ‘After Earth’ and on-stage with Justin Bieber. His little sister Willow may only be 18, but she’s already had a hit single with ‘Whip My Hair’. Will’s eldest son Trey, from his previous marriage to Sheree Zampino is a professional DJ in Los Angeles. Music runs in the family!

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Who the Beckhams Who: What: Legendary international football star, David Beckham, and super talented fashion What designer wife and former Spice Girl, Victoria Beckham, have been married since 1999 and have since gone on to have four children: their sons Brooklyn, Romeo and Cruz & their daughter Harper. After previously living abroad in places including Spain and LA, all 6 family members are currently residing in their London townhouse once more. Brooklyn, the eldest son of the Beckham family is a professional photographer and completed his education in photography from Parsons School of Design.

UNIT 1:

W HO'S W HO?

Who the Carter-Knowles family Who: What: Beyoncé Knowles and Jay-Z (Shawn Carter) are the two halves to one whole of the What most powerful, iconic couples that have ever graced the entertainment industry. The duo dominates the world of music, fashion, and Hollywood. From their adorable family life with three children, daughter Blue Ivy and the twins Rumi and Sir, to their steamy collaborative music and shows, Queen Bey and Jay-Z are royalty in their own right. It’s no wonder that the general public can’t get enough of them! Oh and do you know Beyoncé’s super talented sister Solange? Who the Alba-Warrens Who: What: American starlet Jessica Alba met film producer Cash Warren, son of actor Michael What Warren, on the set of The Fantastic Four in 2004 and the two have remained one of Hollywood’s cutest couple ever since. They married in a low-key ceremony at Beverly Hills courthouse in 2008, the same year they had their first daughter gorgeous Honor bolsterous: noisy, energetic, rough Marie Warren, followed by little Haven brood: a person’s children Garner Warren. Adorable.

Source: www.marieclaire.co.uk

humble: not proud or not believing that you are important a starlet: a young female actor a stir: an excitement

b Action: 1 Make a family tree of one of your chosen families.

2 Write a short text about this family (about 50 words). Make sure the relationships are clear. Use possessive pronouns, adjectives and the genitive form correctly.

forty

UNIT 1:

W HO'S W HO?

WRITING

c Reflection: fill in the checklist. Then give your text to a classmate who will give you some feedback. Checklist: describing a famous family

Yes

I think so

1 Content and structure • I answered the questions about the text to prepare. • I made a family tree. • I wrote a short text of about 50 words about one family. • I talked about 5 family members. 2 Language • I used correct possessive pronouns. • I used the genitive form correctly. • I used the present simple correctly. • I used correct spelling and punctuation.

Score

Feedback

< 12

≥ 12

Next exercise

Describe 2 features of each of these people’s looks. You can talk about hair, eyes, height, build and special features.

Score

< 10

≥ 10

Next exercise

ex. 2

ex. 3 forty-one

Describing looks

Check 2

UNIT 1:

W HO'S W HO?

Read the descriptions and answer the questions. a Highlight all the words about people’s looks. b Write the words in the correct column. JAMES (17), student I’m a rather sporty and muscular person. I like running and archery, but I’m also very good at basketball. That’s because I’m very tall. I have blond, wavy hair and blue eyes. Girls seem to be really keen on that … SONJA (32), nurse

My patients often say that I’m not much taller than their grandchildren. Although I am rather short, I’m still quite strong. I keep my brown hair very short. That’s easier for work. CANDICE (22), teacher

I have always been a rather stocky person. Although I do quite a lot of sports, I don’t really seem to get in perfect shape.

Everybody always compliments me on my long, black hair. I always straighten it. OMAR (45), lawyer

My beard and moustache make me look much older than I am, my children often say. I actually like that look.

My hair used to be very dark brown, but it’s getting a bit grey now …

Hair

Eyes

Build

Height

Special features

Score Next exercise

forty-two

UNIT 1:

to be keen on: to like

W HO'S W HO?

< 10

≥ 10 ex. 3

Write a letter to a pen pal describing the looks of at least 2 people from your (imaginary) family.

writtEN INTERACTION

a Preparation: choose at least 2 of these people and make some notes in the grid.

Height Features Extra

Eyes

Hair

From To

b Action: write a short email (about 50 words) about the looks of 2 of the people in the photo. Use your keywords. Use ‘have got’ and ‘to have’ correctly. Make sure you have a good greeting and ending.

Subject

From

Subject

forty-three

UNIT 1:

W HO'S W HO?

c Reflection: check your text by filling in the checklist. Checklist: describing people

Yes

I think so

1 Content and structure • I introduced at least 2 people. • I described their looks (hair, eyes, height, build, special features). • There is a good greeting and ending in my email. 2 Language • I used ‘to be’, ‘to have’ and ‘have got’ correctly. • I used the vocabulary to describe looks correctly. • I used correct spelling and punctuation.

Feedback

Score

≥8

Next exercise

ex. 4

ex. 5

Use ‘to have’ and ‘have got’.

Youseff

a Complete the sentences with the correct form of ‘have got’. Check the grid. Layla

Omar

Hajar

bicycle

brother

car

pet

computer

1 Layla a bicycle but she a car. 2 Hajar a bicycle but she a car.

3 Omar and Layla a car, but Youseff one. 4 Youseff and Layla a computer but they a pet.

5 Omar a pet but . 6 Hajar a brother but Youseff one.

b Write 5 sentences (at least 3 negative) about the people in the grid. This time, use the correct form of the verb ‘to have’. Meghan

Lois

Sean

Gigi

sister

brown eyes

long hair

beard

forty-four

UNIT 1:

W HO'S W HO?

1 2 3 4 5 Score

< 14

Next exercise 5

≥ 14 ex. 5

Who is it? Work in pairs. Choose one of the pictures in front of you and start describing. Your partner will try to guess who you are describing.

SPEAKING

Score

All done!

forty-five

Next exercise

UNIT 1:

W HO'S W HO?

CHECK OUT: A FAMILY TREE Orientation You will make a family tree of your own family or an invented family. You will then present your family.

Preparation 1

Decide if you want to do this task about your own family or an invented family.

If you do this task about your own family, ask your (grand)parents what they know about their relatives. Go through old photo albums and select some good photos (old and new!) of as many family members as you can.

If you do this task about an invented family, browse through newspapers, magazines, etc. to find good photographs.

Action 4

Put the most suitable photos on a blank piece of paper: – Make a family tree or a collage of photos and write the names of your ‘relatives’ (real or fake) under each photo. – Match the names of your relatives with the correct vocabulary: mother, sister, stepbrother, etc.

Write a text (about 100 words) in which you introduce your (real or invented) family. – Describe the looks of four family members in a few lines. Write about their hair, eyes, height, build and special features. – Use correct grammar and vocabulary: possessive adjectives, possessive pronouns, to have (got), etc.

Present your family to your group or the entire class.

SPEAKING

While you are listening to your classmates’ presentations fill in the listening grid you will get.

listening

WRITING

Reflection 8

Check your task by filling in the checklist. Checklist: a family tree

1 Preparation • I asked family members for photos or I browsed newspapers and magazines for photos. 2 Content and structure • I made a family tree or collage. • I wrote the names under each photo. • I described 4 family members and their looks. 3 Language • I used the correct vocabulary to describe family relations. • I used possessive adjectives and possessive pronouns correctly. • I used ‘to have (got)’ correctly. • I used correct spelling and punctuation. Feedback

Trace your steps on diddit. forty-six

UNIT 1:

W HO'S W HO?

Yes

I think so

UNIT 2: W HAT'S HAPPENING? check in Step 1: talking about household chores

Step 2: using the present continuous

main track

ÂŠ

summary

trace your steps

on different tracks check out: a day in the life

CHECK IN A note 1

READING

Read the note and answer the questions. a Who wrote this note? b Who is this note meant for? c What is it about?

Dear kids,

I am out at work all day so I expect you to do some things around the house.

Love, Mum.

Thanks!

1 clear the kitchen table 2 load the dishwasher 3 do the laundry 4 dust the furniture 5 take out the dustbins 6 tidy your bedrooms

I hope all goes well. In case of an emergency, call your grandmother . . . Or if something really goes wrong, dial 999..

What ‘emergency’ could there be? a Let your imagination run wild and think of 3 things that could go wrong. – – – b Report your ‘emergencies’ to a classmate.

forty-eight

UNIT 2:

W HAT'S HAPPENING?

SPEAKING

MAIN TRACK Step 1

Talking about household chores

Look at the pictures and match them with the questions. Write down the names of the people doing the chores (= tasks around the house).

Brenda

2 Who is clearing the table?

3 Who is making the bed?

4 Who is mowing the grass?

5 Who is loading the dishwasher?

6 Who is putting out the dustbins?

7 Who is tidying up the bedroom?

8 Who is cleaning the windows?

9 Who is vacuuming the carpet?

1 Who is washing the car?

READING

Things to do

JIM

BRENDA

APRIL

RACHID

GEMMA

MIKE

AYISHA

TIM

forty-nine

MANDY

UNIT 2:

W HAT'S HAPPENING?

Listen to these sounds. What is going on? Circle the correct answer. 1 Someone is…

vacuuming the carpet.

mowing the grass.

2 Someone is…

washing the car.

taking a shower.

3 Someone is…

doing the washing up.

cooking dinner.

4 Someone is…

flushing the toilet.

cleaning the windows.

5 Someone is…

putting out the dustbins.

loading the dishwasher.

listening

What is happening in these pictures? Complete the sentences. Use the information from exercise 2.

Gordon Ramsay is

Ryan Gosling is

Martha Stewart and Snoop Dogg are

Mrs. Doubtfire (Robin Williams) is

Listen to the conversation between Mia and her best friend Lily and answer the questions. a What is the name of Lily’s father? b How is Mia feeling? Why? c Who are Jack and Ella?

fifty

UNIT 2:

W HAT'S HAPPENING?

listening

5 Listen again and mark the correct boxes. 1 Mia is calling Lily in the evening. 2 Lily’s mother has just left for work. 3 Mia has got a brother and a sister. 4 Mia likes helping Mum around the house. 5 Mum wants her children to help out around the house. 6 Mia is going to tell Jack and Ella which chores they have to do. 6

listening True False X

Look at the chores list in the Check In on p. 48. Use the ground plan to indicate where the household chores have to be done. Name the rooms. attic – bathroom – bedroom – cellar – dining room – hall – kitchen – living room 1 2

3 4 5 6 7

Try to be the king or queen of chores.

a Make a list of the rooms in your house (column 1: Rooms). b Write down as many chores as you can think of that you can do in those rooms (column 2: Chores). You only have 2 minutes! c Walk around the classroom for another minute and ‘steal’ ideas from your classmates. Add them to your list (column 3: More chores). d Who can come up with the most chores? Chores

More chores

fifty-one

Rooms

UNIT 2:

W HAT'S HAPPENING?

Chores

More chores

Rooms

Write a note and a chores list for your brother or sister to do. a Preparation: – What chores do you really hate? Make a short list (at least 4). – Use the note in the Check In (p. 48) as an example for your note.

b Action: write your brother, sister or other family member a short note (about 50 words) with chores to do.

fifty-two

UNIT 2:

W HAT'S HAPPENING?

writtEN INTERACTION

c Reflection: check your task by filling in the checklist. Checklist: writing a note

Yes

I think so

1 Content and structure • I checked the structure of my note. • I talked about at least 4 chores I hate. • I wrote about 50 words. 2 Language • I used the vocabulary to describe chores correctly. • I used correct spelling and punctuation. Feedback

watchING

Watch the video and answer the questions. a What is this video about? b Who is it meant for? People watching the news. Teenagers browsing the Internet. Cleaners.

c How does she ‘solve’ her problem? Write down at least 5 tips.

10 Discuss these questions.

SPOKEN INTERACTION

a Name the 3 tricks (exercise 9) that you like best.

b Do you think these tricks will work? What could go wrong?

fifty-three

CHECK 1, p. 66

UNIT 2:

W HAT'S HAPPENING?

Step 2

What is going on?

Using the present continuous

1 / Lily is talking to Mia 1

Read the conversation between Mia and Lily and answer the questions. a How does Mia contact Lily this time? b Is Mia happy about how the chores are going? c Why does Lily end the conversation?

1 You are coping quite well. 2 Are you joking?

d Find synonyms in the conversation for the underlined words.

managing

3 We all have to clean up our bedrooms.

4 You made that clutter. Mia’s got an incoming Facetime call ... Hi Lily! What’s up?

Lily

Hi Mia! Erm… Is that a vacuum cleaner I’m hearing?

Mia Lily

Mia

Yes, I’m vacuuming the floor in the living room! Oh wait, I’ll turn it off.

Oh yeah, the household chores. How are you getting on with them? Are Jack and Ella helping out?

Yes, they are! I actually got them to do a few things. Right now, Jack is in the storeroom taking out the dustbins and Ella is doing the laundry in the utility room.

Lily

Well done, Mia! You are managing quite well over there.

Mia

Yes, I am. Some things still need to be done, but we’ll get there. Oh, there’s Jack. He’s coming into the living room.

Jack

Okay Mia, the dustbins are gone! Am I off duty now?

Mia

No way, Jack! By the way, can’t you see I’m talking to Lily?

Jack

Oh, hi Lily! What are you doing?

Mia

fifty-four

UNIT 2:

W HAT'S HAPPENING?

READING

Oh nothing really. I’m just sitting here, listening to you two arguing about the chores your mum gave you.

Jack

Sounds interesting …

Mia

Right, Jack, next on the list is …

Jack

What!? There’s more?

Mia

Of course! We all have to tidy up our bedrooms. So I guess you’d better start. You’ve got quite a lot of work, I suppose …

Jack

Are you kidding me?! My bedroom? But it looks as if a bomb has exploded in there. I’ll be tidying for ages …

Mia

Well, you should have thought about that before you made that mess! Come on! And don’t forget to finally take those empty boxes up to the attic.

Lily

Hey guys, are you fighting now? Please, stop! Anyway, I have to go. My dad is calling me. Bye!

Lily

Mia and See you! Jack

Describe what everyone is doing during Lily and Mia’s Facetime conversation.

READING

1 Mia is vacuuming the carpet in the living room. 2 Lily

4 Ella 3

3 Jack

Look at the verbs in the conversation and in your answers to exercise 2 and answer these questions. a What is the same in all the examples?

b What is described: states or actions? c Are we talking about the past, the present or the future?

Complete the grid with some more examples from the text in exercise 2. Subject

Full form +

You

are

Short form +

-ing form

He (Jack)

talking

You

logging on

They

hanging out

fifty-five

UNIT 2:

W HAT'S HAPPENING?

Use the information from exercises 3 and 4 to complete the grammar box.

GRAMMAR

How to talk about actions going on now

To talk about actions going on (or in the ), we use the present continuous in English. The present continuous is formed with the verb See p. 63

and the main verb in .

Fill in the grid below and try to find the spelling rules on how to form the -ing form of the verb. -ing form

to work

working

to read

reading

to cook

cooking

Spelling rules making

to drive

to ride

to put

putting

to stop

Exception 1: to be >

Exception 2: to see >

If a verb is short and ends in one vowel and one consonant,

we the consonant (never double ‘x’ or ‘w’).

to tie

tying

If a verb ends in -ie, we replace the -ie by a and

then add .

to die

travelling

If a verb ends in one vowel + l (even long verbs), we

to control

the -l and then add .

to quarrel

to travel

Work in groups. Everyone gets a card with a chore. Mime the chore and have your classmates guess what you are doing. e.g. ‘What am I doing?’ ‘You are sweeping the floor.’

fifty-six

If a verb ends in , we drop the -e and then add .

to swim

to lie

We add -ing to the base form of the verb.

to make

Rule:

Infinitive

UNIT 2:

W HAT'S HAPPENING?

SPOKEN INTERACTION

Work in pairs. Look at the picture. Take turns describing what is happening. Describe as many actions as possible in 1 minute.

SPOKEN INTERACTION

fifty-seven

How many actions did your classmate describe?

UNIT 2:

W HAT'S HAPPENING?

Describe what is going on in this picture. Who is doing what? Where are they doing these chores? Include the names of the rooms. e.g. John is dusting the furniture in the living room.

SPEAKING

Cliff

Macy

Jenny

2 / Jack is not working very hard!

Describe what Jack is not doing right now, based on what you see in his bedroom. Follow the example.

Roy

John

is not vacuuming the 1 Jack carpet.

(to dust / the furniture)

(to clean / the windows)

(to tidy / the bedroom)

(to make / the bed)

Complete the grid with some examples from exercise 1. Subject

Full form +

Jack

is not

He fifty-eight

(to vacuum / the carpet)

UNIT 2:

W HAT'S HAPPENING?

Short form +

-ing form vacuuming

WRITING

Use the information from exercises 1 and 2 to complete the grammar box.

GRAMMAR

How to talk about actions going on now We form the present continuous in the negative with the verb and

See p. 63

the main verb in .

Look at the pictures and the descriptions: they do not match up! Write down what is not happening in the picture and what is really going on. Follow the example.

3 Rashida: to have a bath

2 Jim: to do the washing up

1 James + Cindy: to mop the floor

4 Daisy: to mow the grass

5 John: to load the dishwasher

6 Annie + Ramesh: to feed the pets

1 James and Cindy are not mopping the floor. They are vacuuming the carpet. 2 3 4 5

fifty-nine

UNIT 2:

W HAT'S HAPPENING?

3 / What is going on? 1

Look at the pictures. Answer the questions. Follow the example.

a Is Jack mowing the lawn?

She is vacuuming the floor. b Is she doing the dishes?

a Ella, what are you doing?

b Is he washing the car?

No, she isn’t!

b Are you tidying up the kitchen?

a What is Lily doing?

a Is Grace making her bed?

b What is she doing?

Complete the grid with some of the answers in exercise 1. Questions Subject -ing form

Short answer: positive

Short answer: negative

you

the bed?

Yes, I .

No, I .

they

TV?

Yes, they .

No, they .

Lily

the floor?

Yes, she .

No, she .

Jack

the car?

Yes, he .

No, he .

sixty

b Is the TV working?

a Are they watching TV?

UNIT 2:

W HAT'S HAPPENING?

Complete the box with the information from exercises 1 and 2.

GRAMMAR

How to talk about actions going on now

To form questions in the present continuous we start with the verb followed by the and the main verb in . See p. 63

You can answer a yes/no question with a .

WRITING

What is the life of a celebrity (not) like? a Preparation: look at the magazine cover. Choose at least 3 photos to write about.

Photo 1

Photo 2

Photo 3

b Action: – Write 2 sentences per photo about what is (not) going on in the photos. – Write 3 questions about the magazine cover and the articles in them. Answer them with a short answer. – Use present continuous: positive, negative and question forms.

Questions

c Reflection: check your work by filling in the checklist. Checklist: celebrity life

Yes

I think so

1 Content and structure • I wrote 2 sentences about 3 photos. (6 sentences) • I wrote 3 questions about the magazine cover and/or the articles. • I wrote 3 short answers, one for each of my questions. 2 Language • I used the present continuous correctly. • I used short answers correctly. • I used correct spelling and punctuation.

sixty-one

Feedback

UNIT 2:

W HAT'S HAPPENING?

CELEB LIFE

CHECK 2, p. 71 sixty-two

UNIT 2:

W HAT'S HAPPENING?

HOW TO talk about actions going on now

Present continuous

Is Maeve doing the dishes? No, she is not doing the dishes. She is mowing the lawn.

FORM

The present continuous is formed with the verb to be in the present simple and the main verb in the -ing form. There are full and short forms: Full forms Subject 1st p. sing. 2nd p. sing.

Positive (+)

Negative (-)

Questions (?)

I am working.

I am not / I’m not working.

Am I working?

You are working.

You are not / aren’t working.

Are you working?

She is working.

He is not / isn’t working.

Is it working?

1st p. plur.

We are working.

We are not / aren’t working.

Are we working?

2nd p. plur.

You are working.

You are not / aren’t working.

Are you working?

3rd p. plur.

They are working.

They are not / aren’t working.

Are they working?

Subject

Positive (+)

Negative (-)

Questions (?)

1st p. sing.

I’m working.

I’m not working.

Am I not working?

2nd p. sing.

You’re working.

You aren’t working.

Aren’t you working?

3rd p. sing.

She’s working.

He isn’t working.

Isn’t he working?

1st p. plur.

We’re working.

We aren’t working.

Aren’t we working?

2nd p. plur.

You’re working.

You aren’t working.

Aren’t you working?

3rd p. plur.

They’re working.

They aren’t working.

Aren’t they working?

Short forms

UNIT 2:

W HAT'S HAPPENING?

sixty-three

GRAMMAR

SUMMARY

Spelling of the -ing form: Infinitive

-ing form

Rule

to work

working

We add -ing to the base form of the verb.

to take

taking

If a verb ends in -e, we drop the -e and then add -ing.

to jog

jogging

If a verb is short and ends in one vowel and one consonant, we double the consonant.

to die

dying

If a verb ends in -ie, we replace the -ie by -y and then add -ing.

to travel

travelling

If a verb (even long verbs) ends in one vowel + l, we double the -l and then add -ing. USE

The present continuous is used to talk about actions happening now (= at the moment of speaking). e.g. I am studying English now. You are reading a book at the moment. Father is preparing dinner in the kitchen right now.

Keep in mind: You can answer a yes/no question with a short answer. e.g. Is Thomas paying attention in class? + Yes, he is. = Yes, subject + auxiliary verb – No, he isn’t. = No, subject + auxiliary verb + not

sixty-four

UNIT 2:

W HAT'S HAPPENING?

VOCABULARY

1 CHORES

to mow the lawn

to make the bed

to load the dishwasher

to clean the windows

to put out the dustbins

to cook

to tidy up

to wash the car

to hoover/to vacuum

to dust

to clear the table

2 ROOMS

2 a living room

3 an attic

4 a kitchen

5 a cellar

6 a bathroom

7 a bedroom

8 a hall

9 a storeroom/storage room 10 a utility room

9 10

sixty-five

1 a dining room

UNIT 2:

W HAT'S HAPPENING?

ON DIFFERENT TRACKS Check 1 1

Talking about household chores

Look at these chores and answer the questions. a Match the household chores with the pictures and write them in the table. There are more chores than pictures. clearing the table – cooking dinner – doing the washing up – dusting the furniture – loading the dishwasher – making the beds – putting out the dustbins – tidying up the bedroom – vacuuming the carpet – washing the car

b Write down where all these household chores take place. Where?

Chore

1 2 3 4 5 6 7 8

sixty-six

UNIT 2:

Score

< 10

10 – 13

> 13

Next exercise

ex. 2

ex. 3

ex. 4

W HAT'S HAPPENING?

Read these descriptions and match them with the correct room in the house. attic – bathroom – bedroom – cellar – dining room – hall – kitchen – living room – storeroom – utility room 1 People wash themselves in this room.

2 Breakfast, lunch and dinner are prepared here.

3 Most people enjoy relaxing in this room in the evenings.

4 A lot of people keep extra food here.

5 The washing machine is typically found here.

6 When you enter the house, this is the first room you come to.

7 This room is mostly used to store boxes with old clothes and books, etc.

9 Most families sit down and eat together in this room.

Score

6–7

Next exercise

ex. 3

ex. 5

ex. 4

Find a partner and mime 5 chores each. Ask your classmate what you are doing. Follow the example.

SPOKEN INTERACTION

8 Some people use this room to keep drinks and food cool.

e.g. A: What am I doing? B: Are you making coffee? A: No, I’m not. (pupil A mimes the activity again.) / Yes, I am. Which mimes did you guess correctly? 1 2 3 4

Score

Next exercise

≥6 ex. 4

sixty-seven

UNIT 2:

W HAT'S HAPPENING?

WRITING

Design your dream house.

a Preparation: draw a floor plan. Make sure there are at least 5 different rooms.

b Action: – Name all the rooms. – Make a list of at least 2 chores that you want someone else do for you in each room.

Rooms

List of chores

sixty-eight

UNIT 2:

W HAT'S HAPPENING?

c Reflection: check your work by filling in the checklist. Checklist: designing your dream house

Yes

I think so

1 Content and structure • My floor plan has at least 5 rooms. • I named all the rooms. • I gave at least 2 chores per room (10 in total). 2 Language • I used the correct vocabulary about rooms and chores. • I checked my spelling and punctuation. Feedback

Score

< 12

≥ 12

Next exercise

Check 2, p. 71

Write a to-do list for Gillian.

writtEN INTERACTION

a Preparation: look at the pictures. What chores does Gillian’s mother want her to do?

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UNIT 2:

W HAT'S HAPPENING?

b Action: complete the note Gillian’s mother gave her.

Dear Gillian, While I am away, can you help out by doing these things?

Oh, and if you’ve got time left visit Grandma and see if she needs any help! Thanks, Mum

c Reflection: check your work by filling in the checklist. Checklist: writing a to-do list

1 Content and structure • I completed the note. • I put 6 chores on the list.

2 Language • I used the correct vocabulary for chores. • I used correct spelling and punctuation.

Feedback

Score

Next exercise

seventy

UNIT 2:

W HAT'S HAPPENING?

≥5 Check 2, p. 71

Yes

I think so

Using the present continuous

Check 2 1

WRITING

What are they doing? a Preparation: look at the 2 pictures and find at least 4 differences between them.

ÂŠ

b Action: write down 8 sentences about what is (not) happening. Start with what they are not doing (from the first picture) and add what they are doing (in the second picture). Use the present continuous correctly. seventy-one

UNIT 2:

â&#x20AC;&#x201A; W HAT'S HAPPENING?

c Reflection: check your work by filling in the checklist. Checklist: describing differences

Yes

I think so

1 Content and structure • I wrote down 4 differences (8 sentences in total). 2 Language • I used the present continuous correctly (positive and negative). • I used the correct vocabulary. • I used correct spelling and punctuation.

Score

6–8

Next exercise

ex. 2

ex. 4

ex. 5

Feedback

Complete these sentences with the correct forms of the verb ‘to be’.

1 Jack getting ready for football practice.

2 Mum and dad changing their outfits before going to aunt Joan’s. 3 Ella cleaning out her saxophone.

4 I deciding what to write in my weekly planner. 5 We going to visit grandma tonight.

6 Clary’s mum marrying her stepdad?

7 I taking a selfie; I’m using Facetime! 8 Who you talking to? 9 Mum? Mum?! Muuuum! You listening to me! 10 you going to Abdoulaye’s birthday party tonight? Score

Next exercise

seventy-two

UNIT 2:

W HAT'S HAPPENING?

6–8

ex. 4

ex. 3

WRITING

Multitasking: what is going on in the picture? a Preparation: look at the picture. Make a list of what the people are (not) doing.

dad

Ella

Jack

mum

Lily

b Action: – Write down 4 sentences about what is going on in the picture. – Write down 3 sentences about what is not happening in the picture. – Write down 3 questions about what is happening in the picture. Answer with a short answer.

seventy-three

UNIT 2:

W HAT'S HAPPENING?

c Reflection: check your work by filling in the checklist. Checklist: describing a picture

Yes

I think so

1 Content and structure • I made a list of actions going on in the picture. • I wrote 10 sentences (4 positive, 3 negative, 3 questions with short answers) about the picture. 2 Language • I used the present continuous correctly to talk about what is (not) going on. • I used short answers correctly. • I used the correct vocabulary about chores. • I used correct spelling and punctuation.

Score

< 11

Next exercise

≥ 11

All done!

What are they doing? Complete the sentences.

Feedback

Selena Gomez

Ben Affleck

seventy-four

UNIT 2:

W HAT'S HAPPENING?

Rihanna

The Minion

The dwarves

Jennifer Lopez

Score

ex. 5

What is your best excuse ever?

WRITING a Preparation: read the requests first. Think of possible things you are doing instead of your chores. 1 Can you take out the bins? 2 Please put your dirty glasses in the dishwasher. 3 After breakfast, don’t forget to clear the table! 4 Can you tidy up the living room before grandma arrives? 5 Will you help me clean the windows? 6 Can you wash the car for me? 7 Could you vacuum the hall after school? 8 We’ve got the neighbours coming over in an hour. Quick! Dust the furniture in the kitchen!

≥6

Next exercise

Cody Simpson

Matthew McConaughey

b Action: write a paragraph (about 50 words) with your excuses for not doing these chores. seventy-five

UNIT 2:

W HAT'S HAPPENING?

c Reflection: check your work by filling in the checklist. Checklist: finding excuses

Yes

I think so

1 Content and structure • My paragraph is about 50 words. • I reacted to all of the requests. 2 Language • I used the present continuous correctly. • I used the correct vocabulary about chores. • I used correct spelling and punctuation. Feedback

≥7

Next exercise

ex. 3

All done!

Score

seventy-six

UNIT 2:

W HAT'S HAPPENING?

CHECK OUT: A DAY IN THE LIFE Orientation You will be a reporter for a magazine and present a day in the life of a celebrity. The readers want to find out everything there is to know about this person.

Preparation 1

Browse some magazines or websites. Choose a celebrity you would like to write about. Name of celebrity: Look up (online) or cut out 5 typical paparazzi photographs of your celebrity. If you can’t find any, use a photo of their face and stick it onto an image of someone doing a chore.

Look up some extra information about your celebrity and compile it here.

Partner?

Job?

House?

Pets?

Extra?

Action

WRITING

Write a caption (= 1 short line describing the photo) about what your celebrity is doing in each photograph (chores, daily routines, etc.). e.g. James Bond is doing the washing up.

Write a short article about your celebrity’s life. Talk about their age, house, partner or job, etc. Write about 100 words. e.g. Rocky Balboa is a boxing champion. He lives in Philadelphia.

Put your photographs, captions and article on a two-page spread. Make it look like it is for a real magazine! Be as creative as possible. Use p. 62 with Miley Cyrus as an example. seventy-seven

UNIT 2:

W HAT'S HAPPENING?

Reflection 7

Check your work by filling in the checklist. Checklist: writing an article

Yes

I think so

1 Content and structure • I used 5 paparazzi photos. • I wrote a good caption for each photo. • I looked up some extra information. • I wrote a text of about 100 words to describe the life of the celebrity. • I used the layout of a magazine. 2 Language • I used the correct tense to write about what is happening in the photos. • I used the correct tense to describe the daily life of a celebrity. • I checked my spelling and punctuation.

Feedback

Trace your steps on diddit.

seventy-eight

UNIT 2:

W HAT'S HAPPENING?

UNIT 3: LIFE IS A ROLLERCOASTER check in Step 1: describing emotions

main track

Step 3: giving advice

Step 2: using adjectives

ÂŠ

summary

trace your steps

on different tracks check out: writing a letter of advice

CHECK IN How do you feel? 1

Match the art forms with their meaning and artistic fields. Choose from: literary arts – mixed art – performing arts – visual art Explanation

Artistic field

Where different artistic fields are combined Artistic fields like music, dance and theatre Artistic fields like painting, photography, sculpture, ceramics, drawing and architecture Artistic fields that are written, e.g. poetry

watchING listening

Look at, listen to and watch these different art forms. a Write the correct art form. b Write the exact discipline form if you know it. c Describe how they make you feel.

To make a prairie it takes a clover and one bee, One clover, and a bee, And revery. The revery alone will do,

If bees are few.

- Emily Dickinson (1830-1886)

b c

D © kavzov / Shutterstock.com

Discuss these questions. a Do you know any other emotions? b Do you know any other art forms?

eighty

c Do you think it is difficult to say how you feel? Explain why (not)? UNIT 3:

LIFE IS A ROLLERCOASTER

SPOKEN INTERACTION

MAIN TRACK I feel great!

Step 1

Describing emotions

1 Read these letters to ‘agony aunt’ Annie Fox and answer the questions.

READING

a What do you think an ‘agony aunt’ does? b How do all the writers of the letters feel? Good or bad? c Whose letter do you find the saddest? Why?

Dear Annie,

Help

The problem is that I am extremely shy, and the two girls I like are intimidating, and I don’t know if they like me or not. The problem is that I go to private school, and everybody gossips, and if one says she won’t go out with me, they will tell everybody. One of the girls is popular, but nice, not mean, and the other one is part of a different group, but I like them equally. I am so desperate to have one of them as my girlfriend. I would like to know how to get either one of them to go out with me, or to ask me out, or to like me, or to show signs of liking me. I don’t know what to do.

Annie Fox

I am a 13-year-old boy, and I really want a girlfriend. I have never had one; I have never kissed anybody. I have never been in love… I really want a girlfriend.

At the beginning of the school year I was doing pretty well and I cared about what I was doing and I was happy so I did well in school. Then my boyfriend and I broke up. I didn’t do my work because I was depressed. I couldn’t get him off my mind, and by the time I realized I needed to get back on track, it was too late.

Annie Fox

Dear Annie,

I got my report card today and it’s bad. I have a D, and 2 F’s. My ex really screwed up a lot for me. I know it’s not his fault; it’s mine for letting things go, but I was depressed and I know my parents are going to be disappointed in me. What should I tell them? Uh-oh

People are making fun of me, calling me: pig, gorilla, and fat... It makes me feel so miserable and I don’t know what to do. I tried talking to the teachers, but I am sad to find out that that hasn’t helped. The bullies are still teasing me. What should I do? Thanks, Tired of being made fun of. Adapted from: www.anniefox.com

eighty-one

Annie Fox

Dear Annie,

UNIT 3:

LIFE IS A ROLLERCOASTER

Match the emotions from exercise 2 with their opposites.

Underline the ‘feeling’ words in the letters, and then match them with these illustrations.

joyful pleased/satisfied

hopeful

glad

hateful

cheerful

listening

Listen to these people reacting to some situations. How are they feeling?

1 2 3 4 5

Look at the following words to describe feelings and put them in the correct category. Use a(n) online dictionary to help you if necessary. anxious – appalled – certain – cheerful – concerned – convinced – delighted – depressed – enraged – fulfilled – furious – hopeful – miserable

eighty-two

Happy

Sad

Angry

Satisfied

Worried

Confident

Shocked

UNIT 3:

LIFE IS A ROLLERCOASTER

Use a thesaurus and look for 1 or 2 more synonyms and add them to the grid. Happy

Sad

Angry

Satisfied

Worried

Confident

Shocked

Complete the sentences using the correct ‘feeling’ word. 1 Those cheerleaders always seem so 2 You looked at his diary without asking and now you’re wondering why he’s so

3 My cat just died yesterday. I’m 4 I passed my French test! My parents will be 5 My aunt has to go to the hospital today for some tests. I’m really

6 I’m allowed to go on a trip with my best friend next Saturday. I’m so

7 And then the headmaster, Mr Darcy, just kissed Ms Bennet in front of everyone!! We were all ! What on earth was he thinking!?

8 Have you seen Mr Clock? Apparently, someone hid all the balls, so the PE class is in ; he was ranting and raging.

detention today. I’ve never seen him so

9 Next weekend we are going away with my niece and nephews. I’m quite that it’s going to be a lot of fun.

Pair up and take turns telling each other how you feel when the following activities happen to you. Use the adjectives from the previous exercises. Not being able to sleep.

You meet your teacher in the shop.

Being teased.

Forgetting your mobile phone.

Watching TV.

Falling over during your break.

Eating your favourite meal.

Winning a prize.

Eating insects.

SPOKEN INTERACTION

eighty-three

Getting a present.

; I don’t want the

10 Oh dear, I forgot my maths homework! I’m so teacher to be angry at me.

UNIT 3:

LIFE IS A ROLLERCOASTER

SPEAKING

Use this empty emoji to draw how you are feeling right now, and then describe it to a classmate and explain why you feel like this.

10 Play the emotions game with your classmate.

SPOKEN INTERACTION

a Roll the dice and move your token. b Then pick an emotion card and read the sentence on the board game in the correct emotion. 11 Pair up and interview a classmate.

SPOKEN INTERACTION

a Preparation: fill in the list with questions for yourself (= your answer).

Your answer:

b Action: – Interview your partner and complete the list with their information. – Sit together with another pair of students and tell each other what makes your partner afraid, excited, etc. • What are you afraid of? Is it something typical or do girls with ponytails scare you?

Your classmate’s answer:

• What made you very excited this past year? Are you often excited?

Your answer:

Your classmate’s answer:

• How do you act when you are very happy? Is it obvious to everyone how you are feeling?

Your answer: Your classmate’s answer:

eighty-four

UNIT 3:

LIFE IS A ROLLERCOASTER

c Reflection: check your task by filling in the checklist. Checklist: how does that make you feel?

Yes

I think so

1 Preparation • I filled in all the questions about my own feelings. 2 Content and structure • I asked all the questions. • I answered all the questions my partner asked me and gave some extra information. • I explained how my partner feels to another pair of students. 3 Language • I used correct vocabulary to explain feelings. • I used correct basic grammar. • I spoke loudly and clearly. • I paid attention to my pronunciation.

Feedback

CHECK 1, p. 103

Step 2

Using adjectives

listening

Listen to the song ‘All of me’ and answer the questions. a Do you know this song? b How does the song make you feel? c Does your feeling change towards the end of the song? Explain.

eighty-five

How are you?

UNIT 3:

LIFE IS A ROLLERCOASTER

listening

Listen again and fill in the blanks.

All of me – John Legend 1

What would I do without

I can’t stop singing, it’s ringing, in my

your mouth

head for you

Drawing me in, and you kicking me out

You got my head spinning, no kidding, I

My head’s underwater

can’t pin you down

But I’m breathing fine

What’s going on in

that mind?

You’re and I’m out of my mind

I’m on your mystery ride Cause all of me, loves all of you

hit me, but I’ll be alright

Love your curves and all your edges

And I’m so , don’t know what

All your imperfections

My head’s underwater

But I’m breathing fine

Give your all to me, I’ll give my all to you You’re my end and my beginning

You’re and I’m out of my

Even when I lose I’m winning

mind

Cause I give you all of me And you give me all of you, give me all of

Cause all of me, loves all of you

you, oh

Love your curves and all your edges

Cards on the table, we’re both showing

Give your all to me, I’ll give my all to you

hearts

You’re my end and my beginning

Risking it all, though it’s hard

Even when I lose I’m winning

Cause I give you all of me And you give me all of you, oh

Cause all of me, loves all of you 50

Love your curves and all your edges All your imperfections

How many times do I have to tell you

Give your all to me, I’ll give my all to you

Even when you’re crying

You’re my end and my beginning

you’re too

Even when I lose I’m winning

The world is beating you down, I’m around through every mood

Cause I give you all of me And you give me all of you

You’re my downfall, you’re my muse

My distraction, my rhythm

I give you all of me

and blues

And you give me all of you, oh

eighty-six

UNIT 3:

LIFE IS A ROLLERCOASTER

All your imperfections

Focus on the words you filled in. a Draw arrows to the words they say something about. b Put the words you filled in in the song lyrics in the grid. Do they describe a noun or the subject? A noun

The subject (with ‘to be’, ‘to feel’)

c What do we call words that describe nouns?

d Is it possible to use them with verbs as well?

Use the information from exercise 3 to fill in the grammar box.

GRAMMAR

How to describe people and things

Adjectives tell us something more about or are used with the verb and with linking verbs, such as : 1 Noun

e.g. I have a big problem = big describes how the problem is 2 To be e.g. John is so happy! = happy describes how John is feeling 3 Linking verbs

e.g. I feel fine! = fine tells you how I feel

See p. 99

Write 5 sentences using adjectives with the verb ‘to be’ and other linking verbs. eighty-seven

UNIT 3:

LIFE IS A ROLLERCOASTER

Read the article about the most common teenage problems and answer the questions. a What is the main reason a teen’s self-image changes? b What are the main reasons why a teen gets bullied? c What is cyberbullying? d Highlight all the adjectives.

Most common teenage problems It’s no mystery that teenagers face real problems on a daily basis. During the most awkward growth stages of their lives, teens are expected to cope with hormones, puberty, social and parental forces, work and school pressures, as well as internal struggles. Self-esteem and body image

Teenage boys and girls suffer through numerous body changes. Some feel too fat, too skinny, too short, too tall and spend time wishing their curly hair was straight or vice versa. As a teen’s body changes, a teen’s self-image changes. Trouble adjusting can affect selfesteem and body image. This all links to how others, particularly schoolmates, will view you. Bullying

Bullying affects millions of teenagers, causing thousands to fear going to school each day. Because adults in their lives don’t always witness the bullying, the children may not understand exactly how extreme it can get.

Appearance and social status are two of the prime reasons teens are bullied, because the bully decides who fits in and who doesn’t. Some bullies physically attack their targets, while others take psychological control through gossiping or repeatedly spewing verbal insults. Cyberbullying is the latest evolution in bullying, consisting of cruel instant e-mail and text messages. Bullying in any form is relentless, causing a teen to live in a state of constant fear. Source: www.ehow.com

e Choose 5 adjectives that you find difficult and look up their meaning. Give either a synonym or the opposite/antonym of that adjective. Use a dictionary or thesaurus to help you if necessary.

Adjective

Meaning

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UNIT 3:

LIFE IS A ROLLERCOASTER

Synonym or antonym?

READING

Sometimes adjectives come from nouns or verbs. Do you know what the nouns or verbs are for these adjectives? Adjective

Noun

Adjective

happy

enjoyable

funny

satisfied

sad

worried

angry

cheerful

confident

annoyed

Verb

mad guilty Which part of speech do you need in these sentences: verb, noun or adjective? Underline the correct form. 1 He received good results; he is happy/happiness. 2 She is not happy/happiness at all; you can see the sad/sadness in her eyes. 3 Did you enjoy/enjoyable your holiday? 4 You don’t have to worried/worry; everything will be just fine. 5 She said ‘sorry’ for at least a million times already; she really feels guilt /guilty. 6 That boy has the confidence/confident to speak up against those older guys. 7 She’s completely losing it; you can see the mad/madness in her eyes. 8 Can you stop making that noise? It really annoyed/annoys me! 9 That last game was so much funny/fun to play! Let’s do it again.

Watch the video ‘Paintings come alive’ and describe what you see.

watchING

a Preparation: answer these questions about the video. It’s

Describe the water.

The water is

Describe the house.

The house is

Describe what you see on the table.

Describe what happens to the village and the room.

Describe the beach and the sea.

Give 3 (other) examples that can explain the title of this video.

eighty-nine

What is the first thing you see?

UNIT 3:

LIFE IS A ROLLERCOASTER

Write 5 adjectives you would use with these images.

Write 3 nouns that you associate with these images.

b Action: use what you prepared to write a paragraph about what you saw (about 50 words). Underline the adjectives you used (at least 5).

c Reflection: check your text by filling in the checklist, and then have a classmate read your text. They will give you some feedback too. Checklist: paintings come alive

1 Preparation • I answered the questions. • I came up with 5 adjectives to describe the images.

2 Content and structure • My text is about 50 words. • I used the information from what I prepared to write the text. • I used at least 5 adjectives.

3 Language • I used the correct vocabulary. • I used adjectives and nouns correctly. • I used correct spelling and punctuation. Feedback

CHECK 2, p. 108

ninety

UNIT 3:

LIFE IS A ROLLERCOASTER

Yes I think so

Classmate No

Yes I think so

WRITING

Step 3

Help! I need somebody Giving advice

1 / What’s up? 1

Read Annie’s answer to ‘Tired of Being Made Fun Of’ (p. 81) and answer the questions.

READING

a What do you think of Annie’s advice? Do you agree with her? b Does Annie use ‘feeling’ words as well? Underline them. annie@advice.com TiredOfBeingMadeFunOf No bullying!

Dear ‘Tired of Being Made Fun Of’,

Wow, that’s so rude and insensitive. It makes me angry just to think about people treating you that way! What you’re describing is harassment. And it’s against the law. Every student has the right to go to school without being afraid, teased or harassed.

You mustn’t keep this to yourself. Can you talk to your parents about this? Your parents should get in touch with the school principal as soon as possible. He or she has to know what is going on and you need assurances that it will stop. Until that happens, you can ask a friend to walk to and from school with you, or you could ask an older brother or sister. This way you won’t be alone.

You should stay hopeful! Keep me posted. Kind regards, Annie

Adapted from: www.anniefox.com

Look at the sentences in which Annie gives advice. a Copy the sentences here.

– – – – – –

b Look at the structure of the sentences. How many verbs are used in each sentence? c Which verbs are used?

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UNIT 3:

LIFE IS A ROLLERCOASTER

d Complete the grammar box.

GRAMMAR

How to express possibility and give advice

The verbs , , and are called modal auxiliary verbs. They help other verbs and are always followed by the base form of another verb. These verbs have a special meaning: 1 prohibition = mustn’t: e.g. 2 possibility = can e.g.

= could e.g.

3 advice

should: e.g.

To change advice into obligation, you can replace ‘should’ by ‘must’ or ‘have to’. These forms are much stronger. e.g. The principal has to do something about the bullies in his school. See p. 100 This harassment must stop! Read the following sentences. Complete with the correct modal verb using the modal meaning in brackets.

1 If someone is hurting you, you keep it to yourself. (prohibition) 2 If you need a pencil, you always ask a classmate. (possibility) 3 If you can’t swim, you take swimming lessons. (advice)

4 You be on time every school day. (obligation) 5 You take that pen; it isn’t yours and you didn’t ask! (prohibition) 4

Complete the sentences with the correct modal verb. Choose between ‘should’, ‘can’, ‘could’, ‘must’ and ‘mustn’t’. 1 If you don’t like mushrooms, you always take them out. 2 You be on time or you’ll miss the bus.

3 That bike has a flat tire; you take it to the repair shop. 4 I think you and your parents do with some support. 5 You take action right now! If not, the consequences will be severe. 6 I don’t think you tell your mum about that broken mirror. 7 Leave that bike alone; you use it! It’s not yours and it’s broken anyway.

Imagine you are the agony aunt. What would you say to ‘Help’ and ‘Uh-oh’ (p. 81)? a Pick out one letter (p. 81). What would you tell the writer? Write sentences with modal auxiliaries. e.g. You should explain the situation to your parents.

WRITING

– – – ninety-two

b Does your advice match that of your classmates? Discuss!

UNIT 3:

LIFE IS A ROLLERCOASTER

SPOKEN INTERACTION

2 / Message in a bottle 1

READING

Read these letters and answer the questions. a Which letter is a description of the problem? b Underline the words that describe feelings in letter A. c Highlight the modal auxiliary verbs that are used in letter B. There is one auxiliary we have not yet seen before. Which one? What does it express? d What is the problem? e What part of the letter already gives you an idea about the problem?

f Who is Annie? g What is letter B about?

graciejace@outlook.com annie@advice.com

i Do you agree? Why (not)?

h What advice does she give?

Help! I have a clingy friend.

Dear Annie,

I’ve known Friend A for 4 years. I have another friend who I’m now closer to. Friend A just wants me to be friends with her alone. I have tried to include her with my other friend, or any of my friends but she never wants to do what we’re doing. She tries to squeeze in between me and whoever I’m sitting or standing next to. She over-compliments me on everything and it makes me embarrassed. She’s always hugging me and trying to hook arms with me. It bothers me a lot and it seems to be getting worse every day. I don’t want to be mean to her but I’m really getting so annoyed! What should I do?

ninety-three

– Gracie Adapted from: blog.anniefox.com

UNIT 3:

LIFE IS A ROLLERCOASTER

annie@advice.com graciejace@outlook.com Re: Help! I have a clingy friend.

Dear Gracie, I understand your challenge. Friendships change. Sounds like this one has. Friend A likes you very much. That’s a good thing. She’s used to having you as her best and only friend. She may be clingy because she’s afraid she’ll lose the friendship. For some people, change can be a scary thing. Friend A may not feel confident and she may worry that others won’t want to be her friend. That’s kind of sad. But it is not your problem if she feels uncertain about her ability to make new friends. That’s something she has to figure out for herself. She can and she will!

Let’s talk about what you can do to make this situation better. You are a kindhearted person. That’s a very good thing! But it’s also a very good thing to set boundaries for your friends and let them know what you want and need in the friendship. You have the right to spend time with people who want to spend time with you. You also have the right to demand more space than this girl is giving you.

Now, as to what you should do? You have different options, really. You can stay silent, keep smiling, and pretend this doesn’t bother you. Or you can tell her you don’t want to be her friend anymore. Of course, you can also talk to her privately. Tell her that she is your friend and you also like to spend time with other friends. To make the best decision, think about what will be the most helpful to you, the girl and the friendship. Whatever you decide, don’t forget, you should always stay true to who you are. Kind regards, Annie

Adapted from: blog.anniefox.com

Look at letter B and put the following items next to the text.

1 (full) name 2 main message A: your thoughts on the problem 3 subject 4 short introduction 5 ending 6 salutation 7 main message B: some advice

ninety-four

UNIT 3:

LIFE IS A ROLLERCOASTER

READING

Read this note and answer the questions. a How does T feel? b Why does T feel like this? c Who does T write this note to? d What can you say about how the note is written?

Hey J, SOOOO fed up with Jesse & Tim, dude! They’re always saying they’re doing this or that.

They wanna meet up but then they never turn up. I’m so ANGRY!!! and it’s my b-day in 2 days. Dunno what to do??? 

e Write ‘T’ a short note back and give him some advice. You can use the same type of language writtEN INTERACTION as T does.

READING

Read Terra’s answer to T’s letter and answer the questions. a What is Terra’s advice? b Do you agree with this advice? Why (not)? c If you look at this letter, how is it different from how Trevor wrote his note?

ninety-five

UNIT 3:

LIFE IS A ROLLERCOASTER

Dear Trevor, I’m really sorry that you don’t have friends that you can count on. I don’t blame you for feeling sad or angry. A real friendship is based on mutual trust, respect, honesty and open communication. It sounds like the relationship you’ve got with your friends is missing most of these key elements. It sounds like this has been going on for a while. I hope you’ve had the courage to tell your friends what you told me: that you don’t appreciate their setting up times to meet you and then not showing up. If you haven’t yet told them how you feel, you absolutely should! By not telling them you are sending them a message that you don’t mind being treated this way.

I hope this helps.

mutual: from both sides

Regards, Terra Adapted from: blog.anniefox.com

Complete the strategy box with information from exercises 3 and 4.

My guess is that your goal is to have friends that respect you, who you can count on to be there for you and to keep their agreements with you. If you aren’t getting what you want from your mates, then find some new mates. You deserve to be treated well. Taking back that kind of control in your life, is the best birthday gift you can give yourself.

STRATEGY

How to write a (formal) letter or email

When writing a letter of advice, you need to include: 1 a salutation: e.g.

2 a short introduction

3 a main message with:

A your thoughts on the problem

B some advice

4 an ending: e.g. 5 your full name Keep in mind:

– When you are writing (or talking) to a friend, a family member or someone you know well, you are using language. You can use emoticons and abbreviations. There are also certain words that you only use in language (e.g. dude, stuff, wanna, etc.). – When you are writing (or talking) to someone who outranks you (e.g. a teacher) or someone you don’t know well, you should use language. Respect all grammar and spelling rules, write complete sentences and be polite.

ninety-six

UNIT 3:

LIFE IS A ROLLERCOASTER

See p. 102

Write a letter of advice yourself.

writtEN INTERACTION

a Preparation: read these letters and choose one you want to respond to.

Hey Terra

I wanted to tell you that I’m having a lot of problems in my house. For example, yesterday my mom got all mad at me because someone took my brother’s bike. And my mom started to yell at me for no reason. Some of the words she said hurt my feelings. What should I tell her to stop yelling at me that way? The Girl That Gets Yelled At

Hey Terra

Source: anniefox.com

I need some serious help. I have had this crush on this girl for over a year but I don’t really know her. The only time I see her is at church and every time I talk to her it seems like I get on her nerves. I don’t know that much about her, but she is really fine (as in !@#$ she fine) and I’m afraid that she’ll get a boyfriend at her school. I’ve been trying to find out a way with my friend on how to express my feelings. I really wanna ask her out.

I hardly ever talk to girls and every time I talk to one, I always freeze up and say something stupid. I have never tried to make friends with any girl ever in my life. Also I’m 14 and (if she says yes) where could I take her on a date. PLEASE HELP! Big Crush

Source: anniefox.com

ninety-seven

b Action: write your letter of advice. – Make sure that you use modal auxiliaries correctly. – Pay attention to the structure of your letter: there is a brief introduction, explain the situation and give your thoughts on the problem, and give advice. End the letter correctly. Don’t forget to use paragraphs. – Write about 75 words.

UNIT 3:

LIFE IS A ROLLERCOASTER

c Reflection: use the checklist, and then share your letter with someone who chose the other letter. They will give you some feedback. Checklist: a letter of advice

1 Content and structure • I paid attention to the structure of the letter. • I used paragraphs. • My text is about 75 words. 2 Language • I used the correct vocabulary. • I used the correct register (formal). • I used modal auxiliaries correctly. • I used correct spelling and punctuation. Feedback

ninety-eight

CHECK 3, p. 113

UNIT 3:

LIFE IS A ROLLERCOASTER

Me Yes I think so

Classmate No

Yes I think so

SUMMARY Adjectives

GRAMMAR

HOW TO describe people and things

Me neither, my schoolbag is way too heavy, and we have Mrs Greenleaf today. I forgot to do my homework, so I’m going to be in big trouble. She is so strict.

I don’t want to go to school today. I feel tired.

Adjectives tell us something more about a noun or are used with the verb ‘to be’ and with linking verbs, such as ‘to feel’. USE

1 Noun

e.g. I have a big problem = big describes how the problem is

2 To be e.g. John is so happy! = happy describes how John is feeling 3 Linking verbs

e.g. I feel fine! = fine tells you how I feel

ninety-nine

Keep in mind: Adjectives can be used to make comparisons (see Unit 4).

UNIT 3:

LIFE IS A ROLLERCOASTER

HOW TO express possibility and give advice

Modal auxiliary verbs

It may be helpful for you to think about what kind of boyfriend you’re looking for. You can’t plan for it or schedule it. But know this: you shouldn’t rush anything. You should have faith that the right person will come along!

Dear Annie, I’m a 14-year-old girl who never had a boyfriend before, but I really want one. The thing is, I’m kind of shy so I’m not that good at that sort of thing. What should I do?

FORM

Modal auxiliary verbs are special helping verbs that can express a certain meaning. The verbs can, may, must, should and could are all modal auxiliary verbs: – They have only 1 form (never add -s, -ing or -ed!). – They are followed by the base form of another verb: e.g. You should have faith. – To form the negative, add ‘not’ after the modal verb: e.g. You should not/shouldn’t rush anything. – To form questions, use inversion (like for the verb ‘to be’): e.g. What should I do? USE

These verbs have a special meaning:

one hundred

100

Meaning

Modal verb

Examples

Advice

should shouldn’t

e.g. You should tell a parent. e.g. You shouldn’t do this alone.

Possibility

can could

e.g. You can always ask a friend if you are not sure. e.g. You could ask an older brother or sister.

Obligation

must

e.g. This harassment must stop!

Prohibition

mustn’t

e.g. You mustn’t keep this to yourself.

Keep in mind: – Some modal auxiliary verbs can have different meanings: e.g. If you don’t know the answer, you can look it up. = permission I can swim! = ability – To change advice into obligation, you can replace ‘should’ by ‘must’ but also by ‘have to’. These forms are much stronger. e.g. The principal has to do something about the bullies in his school.

UNIT 3:

LIFE IS A ROLLERCOASTER

angry

boos

anxious

paniekerig

appalled

verbijsterd

astonished

verbaasd

certain

zeker

cheerful

vreugdevol

concerned

bezorgd

confident

zelfzeker

delighted

blij

depressed

depressief

disappointed

teleurgesteld

enraged

razend

fulfilled

vervuld/volledig

glad

blij

happy

gelukkig

hateful

hatelijk

hopeful

hoopvol

in love

verliefd

pleased sad satisfied shocked

ellendig blij

droevig

tevreden

gechoqueerd overstuur

one hundred and one

ÂŠ

upset

miserable

My notes

Translation

Word

VOCABULARY

EMOTIONS

UNIT 3:

â&#x20AC;&#x201A; LIFE IS A ROLLERCOASTER

101

STRATEGY

HOW TO write a (formal) letter or email Before writing

1 Why and what? Why are you writing? What are you writing about?

Be prepared Do you have the right email address? Do you have the email address of the person you are sending the message to?

Will you write a formal or informal message?

2 While writing

Be polite

When in doubt always use a formal register.

Do not use emoticons and abbreviations.

The subject reflects what the letter is about.

Salutation Short introduction

Thoughts on the problem Some advice

Ending (Full) Name

KISS

Keep it short and simple!

Pay attention to the structure

Terra@anniefox.com JasonReynolds@GoodGuymail.com Bad friends?

Formal: Dear Mr Reynolds, Dear Jason, Informal: Hi / Hello Good Guy / Hey Jason I’m really sorry that you don’t have friends that you can count on. A real friendship is based on mutual trust, respect, honesty and open communication. Your relationship with your friends seems to be missing most of these key elements. I hope you’ve had the courage to tell your friends what you told me. If you haven’t yet told them how you feel, you absolutely should! If you aren’t getting what you want from your friends, then maybe you should try to find new ones. You deserve to be treated well. That is the best birthday gift you can give yourself. Formal: Yours sincerely, / Kind regards, / Best regards, Informal: Bye, / See you later, / See you, Formal: Terra Jones Informal: Terra

After writing one hundred and two

102

Edit! Avoid mistakes by rereading your email. Use spell check. Hit the send button. UNIT 3:

LIFE IS A ROLLERCOASTER

ON DIFFERENT TRACKS Check 1

Which feelings do these pictures show? Make antonym pairs with your answers. Note that you can only make 3 pairs!

Describing emotions

Antonym pairs:

Score

7–9

Next exercise

ex. 2

ex. 3

ex. 4

UNIT 3:

LIFE IS A ROLLERCOASTER

one hundred and three

103

Read these greeting card messages. How is the writer of these cards feeling?

On a silent night when friends are few, I close my eyes and think of you, a silent night, a silent tear, a silent wish you were here!

TURNING 50? WON’T YOU BECOME GREY, WRINKLED AND OLD?

May this New Year bring you pleasant memories and much happiness

Every day spent with you has me floating on air… and I couldn’t love you more!

one hundred and four

Score

104

Next exercise

UNIT 3:

LIFE IS A ROLLERCOASTER

≥5 ex. 3

READING

Write down your own messages for these feelings. Write 2 sentences per card, and then show your cards to the teacher for some feedback.

pleased

sad

writtEN INTERACTION

hopeful

Score

≥6

Next exercise

ex. 4

Check 2, p. 108

one hundred and five

happy

UNIT 3:

LIFE IS A ROLLERCOASTER

105

Each comic shows an emotion. Write down that emotion on the left of the arrow, and then write the opposite on the right of the arrow.

Score

Next exercise

one hundred and six

106

UNIT 3:

LIFE IS A ROLLERCOASTER

≥5 Check 2, p. 108

Write fact files for paintings. a Preparation: browse the internet for 3 paintings that clearly express a different emotion.

WRITING

b Action: fill in these fact files about the paintings.

FILE A

FILE B

FILE C

Title:

Artist:

Feeling:

Feeling: Feeling:

Reason:

FILE B

FILE C

Title:

Artist:

Feeling:

Reason:

VA FILE B

FILE C

Title:

Artist:

Feeling:

Title:

Reason:

one hundred and seven

FILE A Title:

Title:

FILE A

UNIT 3:

LIFE IS A ROLLERCOASTER

107

c Reflection: check your task, and then tell a classmate about your paintings. Do they agree? Checklist: describing paintings

Yes

I think so

SPEAKING

1 Preparation • I used my research skills to look up 3 paintings. 2 Content • I filled in everything in the fact files. • I gave good reasons for the feelings. 3 Language • I used good adjectives. • I paid attention to my pronunciation when I explained the paintings.

Feedback

Score

Check 2

Using adjectives

On the next page you will find the opening pages from the book Matched by Ally Condie.

ex. 3

Next exercise

Matched, by Ally Condie, is the first book in the Matched trilogy. Cassia lives in a futuristic society in which the people’s lives are strictly controlled by the government. The government decides where they live, where they work, who they care about and even when they die. When they are 17, everyone is ‘matched’ or paired up with another boy/girl selected by the sorters (authorities). They normally do not know their Match ahead of time, but are shown their face over a television screen. a Answer the questions. 1 How is Cassia feeling? How does Xander know this? 2 Where are Cassia and Xander going? 3 What will happen there? one hundred and eight

108

4 Highlight 5 adjectives in the text. Total:

UNIT 3:

/ 5

LIFE IS A ROLLERCOASTER

READING

‘What are you smiling about?’ Xander wonders as I smooth the folds of my green silk dress down neat.

‘Everything,’ I tell him, and it’s true. I’ve waited so long for this: for my Match Banquet. Where I’ll see, for the first time, the face of the boy who will be my Match. It will be the first time I hear his name. I can’t wait.

Perhaps Xander can hear my heart pounding, too, because he asks, ‘Are you nervous?’ ‘No,’ I say. But Xander is my best friend. He knows me too well. ‘You lie,’ he teases. ‘You are nervous.’ ‘Aren’t you?’ I ask. 10

‘Not me. I’m ready.’ He says it without hesitation, and I believe him. Xander is the kind of person who is sure about what he wants.

‘It doesn’t matter if you’re nervous, Cassia,’ he says, gentle now. ‘Almost 93 percent of those attending their Match Banquet show some signs of nervousness.’ ‘Did you memorize all of the official Matching material?’ 15

‘Almost,’ Xander says, grinning. He holds his hands out as if to say ‘What did you expect?’. ‘So you’re in the minority,’ I say. ‘The 7 percent who don’t show any nerves at all.’ ‘Of course,’ he agrees.

‘How could you tell I was nervous?’

‘Because you keep opening and closing that.’ Xander points to the golden object in my hands. ‘My compact,’ I say.

‘You look beautiful,’ Xander tells me, and I flush a little even though I’ve known Xander all my life. I feel beautiful, in this dress: ice green, floating, full-skirted. Al my life I have waited to walk up those clean marble steps and through the doors of the Hall, a building I have seen from a distance but never entered. ‘Cassia,’ my mother says, smiling at me. I blink and look up, startled. My parents stand up, ready to leave. Xander stands, too. I hear him take a deep breath, and I smile to myself. Maybe he is a little nervous after all.

‘Here we go,’ he says to me. His smile is so kind and good; I’m glad we were called up the same month. We’ve shared so much of childhood, it seems we should share the end of it, too.

I smile back at him and give him the best greeting we have in the Society. ‘I wish you optimal results,’ I tell Xander. ‘You too, Cassia,’ he says.

Adapted from: Ally Condie, Matched p. 1-5

1 Preparation: which adjectives did you highlight? Write them down here. You will have to use them in your text.

UNIT 3:

LIFE IS A ROLLERCOASTER

one hundred and nine

WRITING

b What happens next?

109

2 Action: write the next paragraph (50-75 words) explaining what happens now to Cassia and Xander. Use the 5 adjectives you highlighted, plus, at least, 3 more in your text. You can write in the first person (as if you were Cassia).

3 Reflection: check your text, and then give it to the teacher for some feedback.

Checklist: writing what happens next

Yes

1 Preparation • I highlighted 5 adjectives in the text.

2 Content and structure • My text is 50-75 words. • I described what happens next. • I described the emotions Cassia and Xander have.

3 Language • I used at least 8 adjectives (5 from the text and 3 of my own). • I used correct basic grammar (‘to be’, the present simple). • I used correct spelling and punctuation. Feedback

one hundred and ten

110

UNIT 3:

Total:

/ 10

Score

9 – 12

> 12

Next exercise

ex. 3

ex. 2

ex. 4

LIFE IS A ROLLERCOASTER

I think so

Write your own greeting card.

writtEN INTERACTION

a Preparation: choose an occasion. Which 3 adjectives describe that occasion? b Action: write your greeting card (about 25 words). Use the adjectives from exercise a.

c Reflection: check your text by filling in the checklist. Checklist: writing a greeting card

Yes

I think so

1 Content and structure • I chose an occasion. • I linked the occasion to 3 adjectives. • My greeting card is about 25 words.

2 Language • I used at least 3 adjectives. • I used correct basic grammar (‘to be’, the present simple). • I used correct spelling and punctuation. Feedback

Next exercise

≥7 Check 3, p. 113

one hundred and eleven

Score

UNIT 3:

LIFE IS A ROLLERCOASTER

111

READING

Read the greeting card messages below. a Match the wishes with the occasions. Choose from the list. birthday – driver’s license – Father’s day – funeral – graduation – wedding day Wish

Occasion

Blow out the candles and make a wonderful wish. Enjoy your day! I’m very sorry to hear about your loss. My condolences. Be safe! No kidding, pay attention to the road! Congratulations. I feel so lucky to have such an amazing dad! May this new diploma offer you new opportunities. Well done!

Score

b Highlight all adjectives. < 10

≥ 10

Next exercise 4

ex. 4

Song lyrics search.

Title:

FILE B

FILE C

FILE A

a Preparation: browse the Internet for song lyrics that express positive feelings.

Artist:

Title:

Artist:

is about: Feeling: Feeling: What this song

b Action: – Find the adjectives in the song. – Find at least 5 adjectives, and then give the opposites/antonyms. Use a dictionary or thesaurus, if necessary. Adjective

one hundred and twelve

112

UNIT 3:

LIFE IS A ROLLERCOASTER

Opposite/antonym

READING

– Write 3 sentences. Be sure to use the antonyms of the adjectives. Highlight the adjectives in these sentences. c Reflection: use the checklist to check the task, and then ask your teacher for some feedback. Checklist: looking up song lyrics

Yes

I think so

1 Preparation • I found a ‘positive’ song. • I filled in the fact file about the song.

2 Action • I found 5 adjectives and their opposites/antonyms. • I changed 3 sentences. Feedback

Next exercise

ex. 2

Check 3 1

≥8

Check 3

Score

Giving advice

Write a letter of advice.

writtEN INTERACTION

a Preparation: read the text on the next page and answer the following questions.

1 Who is writing about their problem?

2 How does she feel?

3 What major event has changed her life? 4 What seems to be the problem? one hundred and thirteen

5 What advice would you give her?

UNIT 3:

LIFE IS A ROLLERCOASTER

113

Hayden.Massie@outlook.com terra@anniefox.com Stuck in between

Dear Terra, I have just moved to a new school in a different district. I just recently found out that my best friend from my previous school was best friends with my new friend at my new school. Somehow, they were friends in preschool and lost touch. I’m spending a lot of time with my new friend and now the girl from my previous school is jealous. I’m so busy because I am at a new school and in a play and I don’t know when I can get the time to spend with her. Can you help me?

Hayden Source: anniefox.com

b Action: write an answer to Hayden. Use the strategy ‘How to write a (formal) letter or email’. Write about 75 words.

one hundred and fourteen

114

UNIT 3:

LIFE IS A ROLLERCOASTER

c Reflection: complete the checklist, and then give it to your teacher for some feedback. Checklist: a letter of advice

Yes

I think so

Feedback

Score

9 – 12

> 12

Next exercise

ex. 2

ex. 3

ex. 5

Read the letters on the next page and answer the questions.

READING

a Which letter is a description of the problem? b Underline the words that describe feelings in letter A. c What is the problem?

d What is his ‘name’?

e Is that his real name? f Who is Terra?

g What is letter B about?

h What advice does she give?

i Explain the following words from the letters. Use a(n online) dictionary if necessary. – appealing: – courage: – foolish: – rejection:

one hundred and fifteen

j Label the different parts of letter B. 1 (full) name 2 main message A: your thoughts on the problem 3 subject 4 short introduction 5 ending 6 salutation 7 main message B: some advice

UNIT 3:

LIFE IS A ROLLERCOASTER

115

GoodGuy@GoodGuymail.com Terra@anniefox.com This amazing girl

Hey Terra, There is this girl at my school. I have had a crush on her since the start of the year, but I am too scared to talk to her. I am afraid of rejection because that happened to me before. I know I shouldn’t be, but I am. I am going to try to ask her out on Valentine’s Day. That is if I have the courage. My question is, if I don’t ask her out on Valentine’s Day, what should I do? Regards, Good Guy

Terra@anniefox.com GoodGuy@GoodGuymail.com Re: This amazing girl

Dear Good Guy,

Source: anniefox.com

To spend your life shuttered in a ‘safe’ place where you’ll never be rejected may look appealing at first sight. But there’s a line from a song I know that goes: ‘Those who don’t try, never look foolish.’ If it’s your goal never to look foolish, then you can set up your life that way and never take a risk.

I personally think you shouldn’t do that. I agree with you that you should ask the girl out. Every time you make a move in the direction of showing someone that you like them, you risk rejection. So what? What’s the alternative? Staying alone forever? So, ask her out, but not for Valentine’s Day. Valentine’s Day is a day for sweethearts. It doesn’t feel right to be asking someone out for the first time on that day.

Good luck!

Kind regards, Terra

Source: anniefox.com

Score

< 15

≥ 15

Next exercise

ex. 4

ex. 3

one hundred and sixteen

116

UNIT 3:

LIFE IS A ROLLERCOASTER

Read these letters to ‘agony aunt’ Annie Fox and answer the questions.

READING

a Write down how these people are feeling.

I’m a 16-year-old girl and only 5’1’’ (5 feet and 1 inch) tall. People always make fun of me, especially guys. I sometimes even cry about it.

I have a boyfriend. He’s wonderful! The bad news is that any day now, I could get my first kiss… AND I DON’T REALLY KNOW HOW TO KISS! Oh my gosh…

I’m 13. My two sisters are 2 and 3 and half, and my mum just told me yesterday that she was pregnant again! I just felt like crying because I don’t want another sibling.

WRITING

b What advice would you give these teenagers? Write 2 tips for each of the teenagers. Use different modal auxiliary verbs (at least 3 in total). Letter 1

You

Letter 2

You

Letter 3 You

Score

≥7

Next exercise

ex. 4

All done!

one hundred and seventeen

UNIT 3:

LIFE IS A ROLLERCOASTER

117

Complete the following sentences with the correct modal verb. 1 There is this TV show you see! (obligation) 2 There is this new comic you read. (advice) 3 If you don’t understand that task, you always ask for help. (possibility) 4 My mum is pretty strict. I go to bed at 10 p.m. (obligation) 5 You open that window! It’s too cold inside. (prohibition) 6 You remove that photo from your social media; it isn’t yours. (obligation) 7 You post photos of anyone else without their permission. (prohibition) 8 You talk to her; you can’t ignore her forever. (advice) 9 No worries. If there’s a problem, you always tell me. (possibility) 10 If you’re afraid of the dark, you always leave a light on. (possibility) Score

≤7

Next exercise 5

All done!

Read this fragment from Percy Jackson and the Olympians: The Lightning Thief. a Does it sound like Percy likes being a half-blood? Why (not)?

b What advice does he give the reader?

I accidentally vaporized my pre-algebra teacher

ook, I didn’t want to be a half-blood. If you’re reading this because you think you might be one, my advice is: close this book right now. Believe whatever lie your mom or dad told you about your

birth, and try to lead a normal life. Being a half-blood is dangerous. It’s scary. Most of the time, it gets you killed in painful, nasty ways. If you’re a normal kid, reading this because you think it’s fiction, great. Read on. I envy you for being able to believe that none of this ever happened. But if you recognize yourself in these pages – if you feel something stirring inside – stop reading immediately. You might be one of us. And once you know that, it’s only a matter of time before they sense it too, and they’ll come for you. Don’t say I didn’t warn you. My name is Percy Jackson. I’m twelve years old. Until a few months ago, I was a boarding student at Yancy

one hundred and eighteen

118

Academy, a private school for troubled kids in upstate New York. Am I a troubled kid? Yeah. You could say that. I could start at any point in my short miserable life to prove it, but things really started going bad last May, when our sixth-grade class took a field trip to Manhattan ... Source: Rick Riordan, Percy Jackson & the Olympians: The Lightning Thief

UNIT 3:

LIFE IS A ROLLERCOASTER

READING

c Write a letter of advice to Percy Jackson. – Preparation: consider how Percy feels about being a half-blood. What are some tips you could give him?

writtEN INTERACTION

1 2 3 – Action: use these tips to write your letter to Percy. Write about 75 words. Don’t forget to use modal auxiliary verbs correctly.

– Reflection: check your letter, and then ask your teacher for some feedback. Checklist: a letter of advice

Yes

I think so

1 Content and structure • I paid attention to the structure of the letter. • I used paragraphs. • My text is about 75 words. 2 Language • I used the correct vocabulary. • I used adjectives to describe how Percy feels. • I used the correct register. • I used modal auxiliaries correctly. • I used correct spelling and punctuation.

Score

< 11

≥ 11

Next exercise

ex. 3

All done!

one hundred and nineteen

Feedback

UNIT 3:

LIFE IS A ROLLERCOASTER

119

CHECK OUT: WRITING A LETTER OF ADVICE Orientation You are going to write an answer to an Agony Aunt’s letter.

Preparation 1

READING

You will receive 3 letters to a series of agony aunts. How are these people feeling? Underline these words.

Action Write an answer to one of the people in these letters and give them some advice. – Make sure you use at least 5 different adjectives. Underline them in your text. – Use modal auxiliary verbs correctly.

Reflection 3

Fill in the checklist to reflect on your work. Checklist: writing a letter of advice

1 Preparation • I underlined the feeling words in the letters.

2 Content and structure • I paid attention to the structure of my letter. • I used paragraphs. • My text is about 75-100 words. • I gave good advice.

3 Language • I used the correct vocabulary to talk about emotions. • I used at least 5 different adjectives. • I used modal auxiliary verbs correctly. • I used correct basic grammar (‘to be’, present simple). • I used correct spelling and punctuation.

Feedback

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UNIT 3:

LIFE IS A ROLLERCOASTER

Yes

I think so

writtEN INTERACTION

UNIT 4: SHOP TILL YOU DROP check in Step 1: talking about clothes

Step 2: making comparisons

Step 3: buying things in a shop

main track

ÂŠ

summary

trace your steps

on different tracks check out: going shopping

CHECK IN Are you a big spender? 1

Take the shopping test on diddit. Read your results below. What is your profile?

READING

9-14 You have a hole in your pocket!

And not a small one either! Your money is probably gone the instant you receive it. It’s likely that you regularly encounter financial problems (unless you have a lot of money) because you never save any money. Spending money is fun while it lasts, but you should try to save some for when you really need it!

15-21 Your spending habits are OK.

22-27 You’re too cheap!

You know how to handle money; you never get into debt. Without being mean, you don’t spend a penny more than you have to. So, when there’s a special occasion, you always have some money to spend. Thumbs up!

You never spend any money because you’re either mean or you don’t have any money. You almost certainly miss out on a lot of fun because of this. It’s a shame, and you should try to do something about it. What good is money if you never spend it? Discuss these questions.

SPOKEN INTERACTION

a Do you agree with the results of the test? Why (not)? b Listen to your classmates. What do they think of their results? c Discuss what you like to spend money on.

I’m (quite good/not very good) with money. I get € a week/month pocket money.

I save € a week/month and put it in my bank account.

I spend my money on: games

sweets

clothes

magazines

apps

top up cards mobile phone

accessories

food

…

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online (e.g. Zalando, Asos …) at shopping centres at second-hand stores

at street markets

I really don’t!

…

UNIT 4:

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MAIN TRACK It’s shopping time

Step 1

Talking about clothes

1 / What do people like to wear? 1

Read the text about Rachel and her friends, and then listen to their conversation and answer listening the questions.

Meet Rachel and Ayisha. Rachel is a real shopaholic. Her friends don’t understand her obsession with new clothes and the latest fashion trends. Today, Rachel has convinced Glen and Ayisha to come with her to Oxford Street, one of London’s most famous shopping areas.

a While you are listening, try to find the answers to the following questions. 1 What kind of shop are they in?

2 What shop does Glen want to go to?

3 How many places do they go to?

4 Where in the shop does Rachel go to try on the clothes?

5 How does Rachel ask if the trousers look good on her?

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b Name Rachel’s new clothing items.

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Match these names with the correct pattern. Choose from the words below. checked – flowery – pin-striped – plaid – plain – polka-dotted – spotted – striped – tartan

Let’s find out what these teens’ favourite outfits are.

a Indicate the clothing items (= nouns) and the adjectives in two different ways.

Jill: This is my party dress. My mother bought it for me to wear on special occasions. At my parents’ anniversary party I wore this expensive striped silk dress with very fancy jewellery: a necklace, earrings and a bracelet. My mother also made me wear fancy black shoes. The heels were very high, so they were hard to walk in. I’m a huge fan of glasses and sunglasses. They are a very important accessory for me.

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Jamila: This is my absolute favourite outfit. I usually wear it to hang out with my friends. They all say my jeans are really cool because they’re ripped here and there. I love my blue denim ripped trousers. I also love this off-white blouse. On colder days I wear a dark jumper over it. To add some colour on darker days, I wear these clothes with a very colourful leather jacket and my black boots.

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Jamie: I wear these clothes for school. All the boys in my school have to wear this uniform: a white shirt and a tie, green trousers, brown leather shoes and a green jacket. In winter we can also wear a warm coat, a woollen hat, some warm woollen knitted gloves and a scarf. The girls in my school don’t have to wear a tie. They can also wear a skirt with long socks instead of trousers.

Ella: This is my most sporty outfit. I usually wear skirts. I am wearing trainers, a pair of dark blue shorts and a nice loose blue T-shirt. It is easy to move around in these clothes, so I wear them to play football. This is my favourite uniform.

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Name these clothing items. Use articles where possible.

SPOKEN INTERACTION

b Discuss with the class. · • Whose outfit do you like? Why? • Which outfit won’t you wear? Why not? • Which outfit looks most like the way you dress?

125

Did you know? Plural nouns Trainers, shorts, glasses, trousers are always used in the plural. If you want to express there is more than one, you can say: e.g. There are two pairs of jeans on the table. NOT There are two jeans on the table. 5

Read the text about traditional Indian clothing and answer the questions. a What word is used to refer to designs that take us back to our cultural roots? b Why is Shalwar Kameez also often called a Punjabi suit?

c What type of dress is most common for Indian women to wear?

Traditional Indian clothing

Dhoti Dhoti kurta is the traditional Indian clothing of men. Unlike other dresses, it is an unstitched piece of cloth usually 5 yards long that is tied around the waist and legs. The knot is tied at the waist. Dhoti is known by different names in different places, such as Laacha in Punjabi and dhuti in Bangla.

Traditional Indian clothing has become important once again. Well, if you notice the trends in fashion industry, you’ll realize that modern fashion has aped the styling and designing of the bygone eras, the period of royalty, when Maharajas and Ranis used to spend extravagantly on their clothing. Whatever the royals chose to wear was reminiscent of splendour and luxury. The creative fashion designers of today are on the lookout for ethnic designs that brings us closer to our cultural roots and remind us of the glorious past. In this section, we will provide you with information on the different kinds of traditional clothing in India, so read on…

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Kurta Kurta is a term used to refer to a long loose shirt, the length of which falls below or may be just above the knees of the wearer. In olden times, it was primarily worn by men, but today, it has become a unisex dress that both men and women can wear. Indian shalwar kameez Shalwar kameez is the traditional Indian clothing for women. Due to its high popularity in the region of Punjab, shalwar kameez is commonly referred to as Punjabi suit. The fashion of shalwar kameez in India is not new. For the last few centuries, women have been wearing this wonderful attire.

UNIT 4:

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READING

Indian sari Sari is one of the most wonderful dresses worn by Indian women. In fact, when one thinks of a typical Indian woman, the first thing that comes to mind is a woman dressed in a sari, who is wearing the solah shringar including bindi, chudi and kajal, etc.

Sherwani for men Sherwani is a long coat resembling achkan in styling. It is buttoned up to the collar, and it usually comes below the knee. It adds to the charm and grace of men, especially the taller ones. Indian men spend a lot on buying the sherwani suit for the special occasion of their wedding. attire: clothes, mostly formal bygone: belonging to or happening in the past Maharajas: the male ruler of an Indian state in the past Rani: a female Indian ruler or the wife of a male Indian ruler reminiscent: makes you think of splendour: brilliance yards: a unit of measurement, equal to 3 feet or 90 centimeters

Turban In India, one can spot many men wearing turbans. A turban is tied not for the sake of fashion, but because it has a lot of significance in the lives of Indians. The hair turban is a headdress that basically consists of a long piece of unstitched cloth, which is wrapped around the head. Source: www.culturalindia.net

Go through the text again and write the names under the pictures.

READING

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Did you know? India is a country in South Asia. It is the seventh largest country and the second most populous country with over 1.2 billion people. It is surrounded by the Indian Ocean on the south, the Arabian Sea on the southwest and the Bay of Bengal on the southeast. It shares borders with Pakistan, China, Nepal and Buthan. India was a British colony in the 18th and 19th century; therefore English is still one of the most spoken languages in this country. British influence in India remains quite strong, as cricket is the most popular national sport and cars drive on the left.

Match the images to the correct descriptions.

2 / A gorgeous blue silk scarf

ÂŠ

A B C D E F

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black leather pants 2 nice loose grey T-shirts expensive dark sunglasses stylish gold shoes a beautiful long red Spanish dress a cute little pink baby jacket 1

UNIT 4:

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Look at the order of the adjectives in exercise 1, complete the grid, and then add 2 more from the texts in exercise 3, p. 124.

N VA

Determiner

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Opinion

Size/age

ÂŠ

Shape

Colour

Origin

Material

Make/type

Noun

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Look around the classroom and complete the grid in exercise 2 with 2 more examples.

Write the adjectives in the correct order. 1 (black/metal) sunglasses: 2 (fancy/new/2) school bags: 3 a (brown/leather/small) wallet: 4 (fantastic/mini/modern/3) skirts: 5 (blue/cool/new/nylon/some) trainers:

What do you see here? Use at least 2 adjectives to describe the items.

ÂŠ

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UNIT 4:

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What do you think of the clothes in exercise 5? Use the expressions from the box below.

SPEAKING

USEFUL EXPRESSIONS

How to express your preferences I love … because … I’m fond of … because … I prefer … / I prefer … to … I have a slight preference for … I like … because… I like … (much) more than … because … I don’t (really) like … because … I don’t like … at all because … I (really) hate … I wouldn’t be caught dead wearing … because …

See p. 146

Pair up! You will get a stack of cards with some items of clothing on them. Describe the items SPEAKING of clothing and say what you think of them.

Watch the girl in the vlog. She is presenting her favourite outfits. Answer the questions.

watchING

a Which items were not in the video? Tick the boxes. a pair of shorts

a pair of jeans

boots

a bracelet

trainers

a belt

a hat

b Which outfit is the nicest? Describe it. Be as precise as you can. A black top is not the same as a black, long-sleeved T-shirt with diamonds.

WRITING

SPEAKING

What have you got in your closet that you don’t wear and want to sell? a Preparation: choose one or more item(s) of clothing from your wardrobe and take a picture of it (them). Bring the picture to class (e.g. on your phone). b Action: describe your item(s). Think about age, size, colour, price, etc. Write about 40-50 words.

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c Reflection: check your writing, and then give your text to a classmate who will give you some feedback too. Me

Checklist: describing clothes

Yes I think so

Classmate No

Yes I think so

1 Content and structure • I wrote about 40-50 words. • I brought a picture and described the item. 2 Language • I used adjectives to describe the item. • I checked the order of the adjectives. • I used correct spelling and punctuation.

Feedback

SPEAKING

10 Class auction! Maybe someone is really interested in the clothes you don’t really want anymore. a Preparation: bring your clothing item(s) to class. Read your description (exercise 9) again and practise! Decide if you will ask for money or do a clothes swap.

b Action: auction off your item. Don’t forget: – Make eye-contact. – Only use a card with some keywords (after all, the item is right there!). – Speak loud enough. – Don’t speak too fast or too slow. – Show confidence by being well prepared. c Reflection: check your speaking task by filling in the checklist. Checklist: class auction

1 Content and structure • I brought the item. • I described the item in detail. • I mentioned whether I wanted money or if it was a swap. 2 Language • I used adjectives correctly. • I used correct vocabulary. • I paid attention to my pronunciation. Feedback

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UNIT 4:

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Yes

I think so

Step 2 1

Good, better, best Making comparisons

watchING

Watch the video about how men should dress and do the tasks below. a Complete the transcript with the correct words. Most men wear jeans that are too or too . If you can fit 2 fingers comfortably between the hip and waist band, you found the right . Unless you’re a surfer, avoid shorts that fall below the . On the other hand, no one wants to see your entire thigh. Wear shorts by choosing a length that either breaks at the knee or no more than 2 to 3 above it. In general don’t tuck in

wearing, well, a . Tuck formal shirts in, which are longer with a straight . Untuck casual shirts when the hemline

shirts and and don’t untuck dress shirts or you’ll look like you’re

curls upward at the .

b Answer the questions about the video.

1 How can you tell that a jacket is too large?

2 What should be the maximum depth of the V in a V-neck shirt?

3 Which tips are given about not limiting yourself? Give 2. 4 Were there any good tips in the clip? Which ones?

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5 Did you see anything you really disagree with? If so, what?

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Glen is going to a party and wants a new outfit. He went shopping with his mother and they have selected 3 outfits. Read what they have to say about each one, and then answer the questions. a What outfit do you prefer? b Underline the words that Glen and his mother use to describe the outfits.

£ 250

£ 180

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UNIT 4:

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READING

Glen: I really like outfit A; it’s the trendiest and I think it would make me the coolest guy in the room. The shirt is a bit more formal than I am used to, but the shoes make it look quite sporty. It’s way cooler than the shirt in B. I would feel more comfortable wearing this outfit; to me it’s the most comfortable outfit. And let’s not forget about the price. This outfit is cheaper than the others. In fact, it’s the cheapest. Outfit C is less suitable; I think, it’s just too formal for me.

Mum: I am crazy about outfit C. This suit makes Glen look really smart; it’s actually the smartest of all 3 outfits! The trousers and the jacket are very

simple and modern, the belt is of good quality leather. Maybe the tie is a bit much? I don’t really mind that this outfit is the most expensive because it is so stylish. My least favourite is outfit B. I think outfit A is nicer than this one.

c How would you describe outfit B? Use words from the box to complete the sentences. affordable – casual – cheap – colourful – cool – expensive – fancy – fashionable – modern – old-fashioned – original – stylish – trendy – ugly – ultra-posh

– The trousers are – The shirt is

– The boots are

d This is what Glen and his mum think about the 3 outfits. Complete the sentences with a form of the adjective you find in the texts in b. 1 Glen thinks the shirt from outfit A is

than the shirt from outfit B. (cool)

2 Outfit C is the , but Glen’s mother thinks that’s fine, because it is also the . (expensive – smart)

3 Outfit A is than outfit B and it is than outfit C. Outfit A is the . (cheap) 4 Outfit B is than outfit C but outfit A is the . one hundred and thirty-five

(comfortable)

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Check the text in exercise 2 to complete the grid. Adjective

Comparative

Superlative

small

smaller than

the smallest

cheap

large

larger than

nice

big

bigger than

hot

happy

happier than

sporty

popular

more popular than

expensive

than

the the largest

than

the the biggest

than

the the happiest

than

the the most popular

than

the

Use the information from exercise 3 to complete the grammar box.

GRAMMAR

How to make comparisons Comparative and superlative

can be used to make comparisons.

USE

– To compare 1 person or thing with another – To compare 1 person or thing with all of person or thing. their group. – Used with ‘than’: – Used with ‘the’: e.g. Outfit A is cheaper than outfit B. e.g. Outfit A is the cheapest. FORM

– Short adjectives: add e.g. cheaper, smarter

– Long adjectives: add e.g. more expensive, more popular

FORM

– Short adjectives: add e.g. cheapest, smartest – Long adjectives: add e.g. most expensive, most popular

Keep in mind: – Depending on the adjective, the spelling of the comparative and superlative may be a little bit different. – There are irregular forms! – To say that something is the same, we use ‘as + adjective + as’. e.g. Outfit B is as expensive as outfit C. See p. 143

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UNIT 4:

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Complete the sentences with the adjective in the comparative or superlative form. 1 Who is the

woman on earth? (rich)

2 My new shoes are

than my old pair. (comfortable)

3 I couldn’t wear my new dress because the weather was very bad; tomorrow it will be than today. (hot) 4 This is the

outfit I have, perfect for this occasion. (pretty)

5 Brandy Melville is the

shop at the moment. (popular)

6 They sell that item in the

shop in town. (large)

7 The way to buy a lot of clothes is to buy them during the sales; then they’re . (good – cheap) Complete the sentences in the text with the correct form of the adjective. Listen to the text to check your answers.

PARIS

WHAT

online travel guide

Paris Fashion Week happens twice a year and depending on your point of view it is either (good) time to be in the city, or (bad). Hundreds of fashion editors, assistants, stylists, models and the general cool crowd come to

the French capital to see what they’ll be wearing the next year. One of the ‘Big 4’, Paris Fashion Week has the honour of hosting the finale of every bi-annual

fashion fest that takes place in the city.

Along with New York, London and Milan, Paris Fashion Week is (high) point of weeks and weeks of work for the exhibiting designers and only the beginning of the work for all the editors and journalists who will write about it. The big boys – Chanel, Christian Dior, Givenchy – exhibit their collections in iconic Parisian locations such as the Grand Palais or the Espace Eiffel while the (small) fish are left with (little) high-profile locations; however, their locations are

often (cool) the big ones’ locations such as nightclubs and warehouses.

Paris Fashion Week wants to show the fashion industry what is in and what is definitely categories: Men’s Fashion, Haute Couture, and Prêt-à-Porter. The term haute couture is protected in France

so that only (important) fashion houses can claim to have Haute Couture collections. These collections are (expensive) the others and they are shown at a different time than the prêt-à-porter (meaning ready-to-wear) collections. This is what (big) part of the modern fashion houses exhibit during Paris Fashion Week.

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out. Paris Fashion Week is divided into three

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An International Flavour Paris’s cultural diversity as a city is often highlighted by the fashion weeks. There are always designers from all over the world, for instance Elie Saab from Lebanon, that show in Paris. (pure) ethnic accents show up on the clothes too whether it be Russian furs strutting down Impasse de la Defense or braided Grecian belts and bright African patterns dominating in the Louvre. Since its start in 1973 Paris Fashion Week has been a Mecca for the fashionistas, and naturally these fabulous people need fabulous parties. As well as all the serious work (runway events and trade shows), PFW is also a great excuse for (luxurious) openings, promotional events and lavish celebrity-studded parties thrown by anyone who’s anyone. Paris, being one of (cultural) metropolises of the fashion world, has a match made in heaven really. Adapted from: https://www.whatparis.com

READING

Are the statements true or false? Correct false statements. Statement

no shortage of experience in throwing big parties or a lack of luxurious party locations so it is

True False

1 Paris is the only city that hosts a fashion week.

2 The ready-to-wear collection is probably cheaper than haute couture.

3 Big and small brands show their clothes at the same locations during Paris Fashion Week.

How is it said in the text?

READING

1 When something occurs twice a year, it is 2 Large busy cities are also called 3 When there is not enough, there’s a 4 An extremely well-suited pairing of people or things is a

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Compare 2 outfits. a Preparation: look at the 2 outfits. – Write down which items of clothing you see in each.

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WRITING

– Decide which one is your favourite.

b Action: write a paragraph (about 50 words) in which you compare the 2 outfits. Use the comparative and superlative form correctly. Make sure that you use the adjectives below in your comparison. beautiful - casual - cheap - glamorous - nice

c Reflection: check your text by filling in the checklist, and then swap your text with a classmate. Did you agree? Yes

Checklist: comparing outfits

I think so

1 Content and structure • I described both outfits. • I said which one is my favourite and why. • My text is about 50 words. 2 Language • I used the given adjectives. • I used correct vocabulary. • I used comparative and superlative correctly. • I used correct spelling and punctuation. one hundred and thirty-nine

Feedback

CHECK 2, p. 153

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Step 3 1

Can I try this on?

Buying things in a shop watchING

Watch the video and answer the questions. a What do you think she is doing? b Where do you think they are? c Check your answers in the second part of the video.

watchING

Watch the second part and answer the questions. a What are they doing?

b What is so special about it?

c What does the other woman say?

d Does she agree?

e What is her opinion about the next items? f How does she pay for it?

g What do you think about this shopping experience?

Read these parts of a conversation between a shop assistant and a customer.

READING

a Put the sentences in the correct order.

b Who said it? Write S for shop assistant and C for customer.

listening

c Listen to check your answers. Number Sentence

Who?

Yes, of course. The changing rooms are over there. I’d like to have a purple one.

We’ve got it in white, black, red and purple. What colour would you like? Can I help you?

Let me check that for you. What size do you need? Oh, I’m sorry, I’m afraid we haven’t got any mediums in purple. In medium we’ve got black and red. Yes, I’m looking for a T-shirt. Have you got this T-shirt in other colours? Medium, please. OK, I’ll try the red one. Red. Can I try it on?

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That’s £19.50. Would you like to pay by credit card or cash?

140

I’ll try the red one. *Pause* This one is perfect.

UNIT 4:

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Who?

Number Sentence

Who?

Thanks. Bye. Have a lovely day! Let’s see. I have a larger size in red, blue, pink, black and white. Cash please. Here’s twenty. No, not really. I’m sorry, it’s too tight. Do you have a larger size please? No, that’s it. I’ll take the blue scarf as well. Where can I pay? Do you need anything else? OK, thanks, that’s 50 pence change and here’s your receipt. The cash desk is over there. (walks to the cash desk) Look at these sentences. Who said them? Write S for shop assistant and C for customer. The changing rooms are over there.

What size would you like?

That’s 2 pounds, 20 pence change, please.

Sorry.

It’s a present for my mother. Can you wrap it, please? I’m afraid we don’t have any more left. This one is too tight.

Yes, I’d like to try this on, please. How much are these boots? Cash or card?

Pair up and work out a dialogue with your partner.

SPOKEN INTERACTION

a Preparation: before you start, read through the useful expressions on how to buy something in a shop in the Summary of this unit (p. 147). b Action: decide who will be the shop assistant and who will be the customer. – You will get some cards from your teacher. – When you see this sign , complete the dialogue with the information on your card. – Act out your conversation for another pair of students. – Switch when you are done.

c Reflection: check your conversation when you are done, and then ask your audience for some feedback. Checklist: at the shop

Classmate

Yes I think so No Yes I think so No

1 Content and structure • We followed the structure in the useful expressions. • We used the given cards. • I acted out both roles.

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2 Language • I started and ended the conversation correctly. • I spoke fluently. • I paid attention to my pronunciation. Feedback

CHECK 3, p. 159 UNIT 4:

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141

HOW TO describe people and things

Order of adjectives

That’s a nice fitted blue top! And I adore that short checked skirt.

I just love your long red dress.

GRAMMAR

SUMMARY

USE

Adjectives tell us something more about a noun. We use them to describe people and things. Check Unit 3 for more information (p. 99). FORM

When we use more than 1 adjective to describe something there is a certain order you should follow. 1

determiner

opinion

nice

2 fitted

5 origin

warm

material make/type

NOUN

blue

top

round delicious

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size/age shape colour

2 some

gold Chinese woollen

earrings fortune

knitted

gloves

Keep in mind: – Opinion or attitude always comes first! e.g. ugly red boots – This typical order may change if you want to emphasize something. – 1 and 2 adjectives in front of a noun is quite common. 3 is unusual, and more than 3 is very unusual.

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HOW TO make comparisons

Comparative and superlative

I am cheaper!

I am really cheap!

I’m good.

But I am the cheapest!

I’m better!

I’m the best!

USE Adjectives can be used to make comparisons. Superlative

– To compare 1 person or thing with another person or thing. – Used with ‘than’: e.g. Outfit A is cheaper than outfit B.

– To compare 1 person or thing with all of their group. – Used with ‘the’: e.g. Outfit A is the cheapest.

Comparative

FORM Comparative

Superlative

Adjective + -est e.g. cheap g cheapest

Adjective + -er e.g. cheap g cheaper

2 syllables

– Adjectives ending in consonant + -y g -y changes to -i before -er e.g. friendly g friendlier happy g happier – Other adjectives more + adjective + than e.g. more boring than more pleasant than

– Adjectives ending in consonant + -y g -y changes to -i before -est e.g. friendly g friendliest happy g happiest – Other adjectives the most + adjective e.g. t he most boring the most pleasant

More + adjective + than e.g. more expensive than more popular

The most + adjective e.g. the most expensive the most popular

1 syllable

> 2 syllables

Adjective good bad much many little

Comparative better worse more more less

Superlative best worst most most least

Keep in mind: To say that something is the same, we use ‘as + adjective + as’. e.g. Outfit B is as expensive as outfit C. UNIT 4:

SHOP TILL YOU DROP

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Spelling changes: – Short adjectives ending in a short vowel + consonant = double the consonant. e.g. big, bigger, biggest hot, hotter, hottest – Short adjectives ending in -e = adjective + -r/-st e.g. large, larger, largest nice, nicer, nicest – There are irregular forms!

143

a blouse

a jacket

a T-shirt

a bow tie

a shirt

a dress

(a pair of) shorts

a suit

a top

a coat

a sweater

a skirt

a tie

a pair of trousers

tights

a hoodie

socks

stockings/tights

VOCABULARY

1 CLOTHES

underwear

a vest

2 ACCESSORIES

a bag

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a handbag

UNIT 4:

a purse

SHOP TILL YOU DROP

a bracelet

a hat

a ring

a cap

a necklace

a wallet

earrings

a piercing

a watch

3 SHOES

boots

high heels

shoes

slippers

trainers

4 COLOURS

blue

orange

pink

brown

red

5 PATTERNS

checked

floral/flowery

grey (BrE)/gray (AmE)

pin-striped

white

plaid

yellow

plain

green

black

polka-dotted

spotted

striped

tartan

silk

jeans/denim

wool

leather

UNIT 4:

cotton

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6 MATERIALS

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I wouldn’t be caught dead in your outfit! I like my stylish shirt and matching trousers much more!

I love my new orange sweater, but I don’t really like my shoes. What do you think?

1 Expressing likes

USEFUL EXPRESSIONS

HOW TO express your preferences

… it really suits you. … the colours match. … it brings out the best in me/you.

I love … because … I’m fond of … because … I prefer … / I prefer … to … I have a slight preference for … because … I like … because … I like … (much) more than … because …

2 Expressing dislikes I don’t (really) like … because … I don’t like … at all because … I (really) hate … I wouldn’t be caught dead wearing … because … one hundred and forty-six

146

UNIT 4:

SHOP TILL YOU DROP

… it doesn’t suit me/you. … the colours don’t match. … it’s the wrong size. … it clashes with my/your personality.

HOW TO buy something in a shop 1 Starting the conversation Hello / Good morning / Good afternoon. Can I help you? Is there anything I can help you with?

No, thanks. I’m just looking. Hi! Yes, I’m looking for … Yes, do you have this/these (name object) in (name size or colour)?

2 Giving information

Can I try it on?

I’m sorry, I’m afraid we haven’t got any (name size) left. Oh, I’m sorry, we don’t have that colour anymore.

I need a size (xs, s, m, l, xl). I’d like this in (name colour).

Let me check what we have in stock. Let me check that for you. What size/ colour do you need? Sure, we’ve got this in (name other sizes/colours).

Yes, of course. The fitting rooms are over there. Is it OK? How do you like it?

Oh, it’s perfect. I’ll take it! It fits perfectly. I’ll take it!

No, not really. It’s too (small, big, etc.). Can I try on another size? No, that’s it, thanks.

Do you need anything else?

3 Paying

I'll pay cash/ by credit card.

How would you like to pay today? Cash or card? Would you like to pay by credit card or cash?

Here you go!

That’ll be (name price), please.

Thanks! Here’s your change. Here’s your receipt. Have a nice day. We appreciate your business.

Thanks! You too.

UNIT 4:

SHOP TILL YOU DROP

one hundred and forty-seven

4 Finishing the conversation

147

ON DIFFERENT TRACKS Check 1 1

Talking about clothes WRITING

Describe the outfit in the picture you will get. a Preparation: write down a few keywords to describe the outfit. Think about colour, fit, pattern, material, etc.

b Action: describe the outfit in about 50 words. Talk about at least 4 items of the outfit and use at least 10 adjectives. Pay attention to the order of the adjectives!

c Reflection: check your text by filling in the checklist. Checklist: describing an outfit

Yes

1 Content and structure • My text is about 50 words. • I described 4 items of clothing. • I mentioned colour, patterns, fit and material of the items in the outfit. 2 Language • I used vocabulary to describe clothes correctly. • I used the correct order of adjectives. • I used correct spelling and punctuation. Feedback

one hundred and forty-eight

148

UNIT 4:

Score

9 – 12

> 12

Next exercise

ex. 2

ex. 3

ex. 4

SHOP TILL YOU DROP

I think so

Name the colour and the clothing items. Don’t forget to add the indefinite article (a/an) where necessary.

1 2

7 8

Score

≥8

Next exercise

ex. 3

Name the items of clothing and add the adjectives. Add the indefinite article a/an where appropriate. Put the adjectives in the correct order!

red / woman’s 1

blue / comfortable / plain 2

beautiful / green 3

UNIT 4:

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one hundred and forty-nine

149

yellow / swim

cotton / grey / small

Score

≥9

Next exercise

Check 2, p. 153

black / fancy

Read the article about school uniforms and answer the questions.

READING

a Why does wearing uniforms limit the students’ self-expression, according to this text?

b How can students still show that they are wealthier than others when wearing a uniform, according to this text?

c How many arguments against school uniforms are given in the text?

d What is the best argument?

e Can you come up with 3 arguments for wearing school uniforms? 1 2 3

one hundred and fifty

150

f Present your arguments to a classmate who also read the text. Do you agree?

UNIT 4:

SHOP TILL YOU DROP

SPEAKING

Facts against school uniforms for students 1

School uniforms have been praised for reducing the risk of violence and crime in schools, and focusing the attention of students on class work and academics rather than fashion and appearances. School uniforms have also caused a dramatic debate, with many people pointing out the many cons of forcing students to wear school uniforms. Uniforms limit individuality and self-expression

Forcing students to wear uniforms limits their ability to express themselves and show their individuality. Students express themselves by wearing certain clothes and looking a certain way. When students have to dress identically, they lose the freedom to choose and their rights of self-expression.

Uniforms do not eliminate competition and value of appearances

Those against school uniforms argue that obliging pupils to wear uniforms ultimately fails to level the differences between wealthy and poor students because there are other ways for students to show status. For instance, girls from wealthy families may still wear expensive jewellery, make up, manicures and other accessories. Uniforms are uncomfortable and unpopular

Many students strongly dislike wearing uniforms. Instead of feeling confident about their appearance, some students feel uncomfortable and unhappy. Uniforms do not make schools safer 25

One of the most common reasons used to support the use of school uniforms is the belief that uniforms make schools safer. However, uniforms don’t take away the underlying causes for bullying and teasing. Crimes such as theft can still happen, since school uniforms do not prevent students from bringing jewellery or electronics to school.

Cost 30

Depending on the type of uniform a school selects, school uniforms may be less expensive than 'normal' clothes. However, forcing students to wear school uniforms requires parents to buy more clothes for their children, as they will need school clothes and clothes for home.

Score

≥7

Next exercise

ex. 6

ex. 5 one hundred and fifty-one

Adapted from: www.ehow.co.uk

UNIT 4:

SHOP TILL YOU DROP

151

SPEAKING

Design your own uniform. a Preparation: most Belgian school children do not wear uniforms, but suppose your headmaster or headmistress decided to introduce one. What would be a nice outfit for the school? b Action: – Draw your uniform and label the items of clothing, and then tell a classmate about your uniform. – Make sure to talk about at least 4 items and mention colour, material, fit, etc. – Who is the most creative? c Reflection: check your task by filling in the checklist. Ask your partner to give you some feedback. Me

Checklist: my (new) school uniform 1 Content and structure • I drew the uniform and labelled the items. • I described at least 4 items of clothing. • I added some nice features (colour, material, etc.).

Classmate No

Yes I think so

2 Language • I used correct vocabulary to describe the clothes. • I used the correct order for the adjectives. • I paid attention to my pronunciation. Feedback

Score

≥ 10

ex. 6

Check 2, p. 153

Next exercise

< 10

Pair up! You will get some photographs. Describe the outfits the people in the photo are wearing. Make sure the adjectives are in the correct order! Score Next exercise

one hundred and fifty-two

152

UNIT 4:

SHOP TILL YOU DROP

Check 2, p. 153

SPEAKING

Check 2 1

Making comparisons

Look at the pictures. Choose the item you like most for each line. Compare the clothes/ shoes and write 3 sentences under the pictures. Use the adjectives that are given to form comparatives and superlatives. Use your own ideas as well.

£ 69.95

£ 44.99

WRITING

£ 54.95

(comfortable – expensive)

(ugly – old-fashioned – modern)

£ 94.95

£ 88.99

£ 50.99

(fancy – cheap – nice)

Score

≥7

Next exercise

ex. 2

ex. 4

one hundred and fifty-three

UNIT 4:

SHOP TILL YOU DROP

153

Complete the grid with the correct forms. Adjective

Comparative

Superlative

tiny better than beautiful the largest expensive big thin Score

< 10

≥ 10

Next exercise

ex. 3

Complete the text about London’s shopping streets using the adjectives in the box. Pay attention to the degrees of comparison.

big – calm – easy – elegant – exclusive – famous (x2) – good – great (x2) – ideal – old – old-fashioned

Top shopping destinations in London

London has shopping streets, many of which have their own themes or specialties. Luxury goods in Mayfair, crazy finds in Covent Garden, large shopping centres like Westfield … You can easily spend an hour, an afternoon or a whole day shopping in London. Here’s our guide to London’s top shopping areas. Oxford Street

The heart of London shopping, Oxford

Street has more than 300 shops, designer

outlets and landmark stores. Home to the legendary Selfridges, it also has

department stores such as John Lewis and Debenhams. Hate the crowds? Slip into a side street and it’s to leave the masses of people behind. Regent Street and Jermyn Street The shopping street, Regent Street, offers a good range of mid-

one hundred and fifty-four

154

priced fashion stores alongside some of the city’s and shops, including Hamleys, Liberty and The Apple Store. Nearby, historic Jermyn Street is well-known for men’s clothing shops and is so typically British, it brings out the gentleman in anyone!

UNIT 4:

SHOP TILL YOU DROP

Bond Street and Mayfair Whether you’ve got money to burn and want to splash out on the in designer clothes, or just love luxury window shopping, Bond Street and Mayfair are places to go for some extravagant shopping. Popular with celebrities, this is probably London’s shopping area, home to big names including Burberry, Louis Vuitton and Tiffany & Co. Covent Garden

Whether you want hip fashion, unique gifts, rare sweets or

handmade jewellery, Covent Garden is the

place to explore. You can stock up on the latest urban street wear, funky cosmetics and shoes on Neal Street, check out imaginative arts and crafts at Covent Garden Market or just window shop

around the stores.

crowds: a large group of people sleek: smooth, shiny, looking well-cared for to splash out: to spend a lot of money on buying things

Canary Wharf

Canada Square, in London’s Docklands, is home to many of the UK’s leading businesses, but it also has a shopping centre, open seven days a week. Sleek and modern, Canada Square has more

than 200 shops, with all the major high-street chains as well as the selection of

designer stores. Look out for names like Oasis and Zara.

If you can avoid the weekday lunch-hour rush, it’s one of London’s shopping experiences. Adapted from: www.visitlondon.com

Next exercise

< 10

≥ 10 Check 3, p. 159

one hundred and fifty-five

Score

UNIT 4:

SHOP TILL YOU DROP

155

Compare items using the comparative and superlative. a Write 6 sentences using the comparative. Compare the items from the first column to the ones on the right. Use the adjectives in the middle column. 1

teacher

intelligent

my best friend

English

easy

Dutch

Spain

warm

Germany

my bracelet

shiny

your necklace

suit

expensive

dress

bike

slow

car

b Choose words from the box to write 4 sentences using the superlative. Look at the example given.

Clever – easy – expensive – fabulous – fancy – handsome – old-fashioned 1 My best friend is the cleverest person I know.

3 4 5 Score

≥7

ex. 3

ex. 5

Next exercise

Read the text and answer the questions. a Why is New York the best according to the text? b How come they say that Italy dominates the list? c How did they make up this list?

one hundred and fifty-six

156

d What 3 categories did they take into account?

UNIT 4:

SHOP TILL YOU DROP

READING

Los Angeles

Bangkok

Hong Kong

London

Paris

New York

e Complete the chart according to the information from the text. Where can you ….

do Christmas shopping buy famous designer clothes find out what clothes celebrities buy have your clothes made for you buy electronic goods visit vintage shops visit independent shops

get a good bargain

Best cities in the world for shopping in 2019

Paris, London, and Milan reign as fashion capitals, but New York City beats them all. Thanks to its healthy mix of world-famous window displays, designer labels, and independent boutiques, the Big Apple has been named as the world’s best city for shopping in 2019, according to the CEOWORLD magazine. Across the Atlantic, Italy dominated the European shopping scene, with three cities ‒ Milan, Rome, and Florence ‒ receiving high marks. To pinpoint which cities around the world are favourites for globetrotters who travel to shop, we surveyed 1,200 global experts, using a 1-to-100 scoring scale for each 3 factors.

Shopping is one fun activity which is enjoyed by people of all ages and nationalities. It is kind of a stress buster to buy things you love at the most exquisite displays. Be it clothes, shoes, or artifacts, there are some exclusive shopping destinations in the world which will amaze you at the range of stuff they offer. The shopping experience doesn’t just get better but also goes easy on the pocket. The wide range of shopping goods defines the beauty of a shopping destination.

1) Variety: major shopping centres, designers, quantity of upscale shops, shopping malls, boutique retailers, number of available brands, and the little-known antiques shop. 2) Friendliness: city beauty, quality of window displays, shop decor, staff friendliness, city dining experience, and accommodation options. 3) Value for money: bargain opportunities, such as sale seasons and average prices. Here are some of the exciting shopping destinations of the world which keep your suitcase filled with amazing take back goods:

New York City, USA: This is the best all-round shopping destination in the world. With hundreds of international brands, there are thousands of boutiques, vintage shops that are exclusive to the city. Try out malls such as Time Warner Centre, SoHo boutiques, pop-up shops in Byrant Park and Union Square for a majestic experience.

UNIT 4:

SHOP TILL YOU DROP

one hundred and fifty-seven

157

Hong Kong, China: For people who love bargain goods and electronics, this is the perfect destination. Try out Jade Market, Temple Street, Street Night Market, and also visit Kowloon’s Nathan Road which is a major retail outlet. This place is also famous for tailored goods where clothes can be custom-made by a wide range of tailoring options. Bangkok, Thailand: The well-known department store MBK comprises nearly 2000 stores of various outlets and brands. Chinatown has the cheapest and the most affordable goods which feeds into your shopping mania. Chatuchuck market is also one of the biggest shopping markets in the world. Los Angeles, USA: This glam capital of the world has nothing but the best to offer for the crazy shopper. Rodeo Drive is one of the most famous streets in the world for shopping. All the top-notch brands such as Armani, Chanel, and Christian Dior are present in this elegant shopping destination. For a relaxed market atmosphere, try the Farmers’ Market for satiating your taste buds as well! Have a fashionable shopping trip to Melrose Avenue to get to know what all clothing celebrities live for!

London, United Kingdom: The best shopping of the world happens at Oxford Street which has the famous department store John Lewis. For mid-priced fashion outlets, check out Regent Street. Bond Street, Mayfair and Carnaby Street’s independent brands are another star attraction. Notting Hill is another amazing place with vintage offerings for the passionate shopper! For years London has been known as an amazing destination for affordable electronic goods.

Paris, France: Don’t miss shopping at the fashion capital of the world. High-end fashion labels such as Chanel, Louis Vuitton have their biggest outlets here. Also check out the Paris’ Golden Triangle which offers the best shopping options. Check out the Christmas market during January to get budget-friendly shopping options here. For people who love fashion, Paris is the ultimate destination for shopping.

Adapted from: https://ceoworld.biz

f Look at the top 10. Compare the cities. Write 5 sentences using the comparative and superlative.

Rank

one hundred and fifty-eight

158

UNIT 4:

City

Variety Friendliness Value for money Score

New York City, United States

Paris, France

London, United Kingdom

Hong Kong

Bangkok, Thailand

Los Angeles, United States

Singapore

SHOP TILL YOU DROP

Rank

Variety Friendliness Value for money Score

Dubai, United Arab Emirates

Milan, Italy

Seoul, South Korea

Score

< 14

≥ 14

Next exercise

ex. 3

Check 3

Buying things in a shop

Pair up and act out a conversation in a shop. a Preparation: decide which role you will play, customer or shop assistant. Read the role card and make some notes if necessary.

SHOP ASSISTANT

SPOKEN INTERACTION

City

CUSTOMER

You are looking for a red leather jacket. You see a jacket you like but it is not your size. You really want this jacket so you will ask the shop assistant if they can help you.

Your shop has some new inventory: a lot of leather jackets have come in in different colours and sizes. Besides that, there is a whole new range of wonderful belts, scarves and other accessories.

Make sure you can help your customers. They often ask: • for a different size. • for a different colour. • to try on clothing.

You end up buying a jacket and … something else.

b Action: act out your conversation for another pair of students or the teacher. Follow all steps: starting the conversation, giving or asking for information, paying and ending the conversation. c Reflection: check your task when you are done. Does your teacher agree? Checklist: a conversation in a shop

Yes

I think so

1 Content and structure • I followed the instructions on my role card. • I followed all the steps of a good conversation. 2 Language • I used the correct expressions as customer or sales assistant. • I spoke fluently. • I paid attention to my pronunciation.

Score

≥7

Next exercise

ex. 2

ex. 4

one hundred and fifty-nine

Feedback

UNIT 4:

SHOP TILL YOU DROP

159

Who says it? Highlight the sentences of the shopkeeper and the customer in 2 different colours. see if it fits? Would you like to try it on to I’m also looking for some nic e shorts. ? OK, how would you like to pay

Yes, I’m looking for a sweater. I’m an extra large.

May I help you? Do you have them in grey as well? credit cards? Do you take

How does it fit?

Score

e a nice day! Thank you. Hav

≥8

Next exercise 3

ex. 3

How do you say…?

2 Where do you try them on?

1 Before you buy an item of clothing, you want to make sure it’s the right size. You ask:

3 If it’s too small for you, you can ask the sales assistant:

4 If you want to know how the customer wants to pay, you ask:

5 How do you ask for the price of a scarf?

Score

Next exercise 4

≥4 All done!

Watch the video about future shopping. a Answer the questions. 1 What is the topic of this video?

one hundred and sixty

160

2 Why does she like this type of shopping?

UNIT 4:

SHOP TILL YOU DROP

watchING

3 Why do they need your data? 4 Why is deciding the tricky part? 5 What is she looking for? 6 How does she try them on? Explain. Total:

/ 7

WRITING

b What do you think about this way of shopping? • Give some advantages and/or disadvantages. • Think about what you like best. What do you prefer? Use some good expressions to give your opinion. Check the useful expressions in the Summary on p. 146 if necessary. • Write down your opinion (about 50 words).

• Share your opinion with a classmate. Checklist: giving your opinion

Yes

I think so

1 Content and structure • I gave some advantages and disadvantages. • I gave my opinion about this type of shopping. • My text is about 50 words. 2 Language • I used some expressions to give my opinion. • I used correct basic grammar. • I used correct spelling and punctuation.

Total:

one hundred and sixty-one

Feedback

/ 10

Score

< 14

≥ 14

Next exercise

ex. 3

All done!

UNIT 4:

SHOP TILL YOU DROP

161

CHECK OUT: GOING SHOPPING Orientation You will have 2 conversations: – There is a special occasion coming up. Try to find/buy the perfect outfit for it! – You are a shop assistant and you will try to sell your best pieces.

Preparation 1

You will get a role card with a special occasion.

Check magazines, social media, websites of famous brands/shops and look for a good outfit for your occasion. Make sure you know what you are looking for.

Don’t forget that you will have to stick to your budget.

Action You are going to the shop to buy your outfit. Act out your conversation.

SPOKEN INTERACTION

A: shop assistant You help the customer, ask about the size, the colour, the material, etc. and you try to sell extra clothing or accessories.

Now take on the role of shop assistant and try to help your customer.

Reflection 6

B: customer You buy the things you need. Describe at least 3 different pieces of clothing and use at least 4 adjectives to describe what you are looking for. Compare at least 2 items with each other and be precise when describing the items.

Check your task by filling in the checklist. Checklist: going shopping

1 Preparation • I looked for a good outfit for the event.

2 Content and structure • I started and ended the conversation well. • I kept the conversation going. • I compared at least 2 pieces (as the customer). • I described at least 3 pieces of clothing (as the customer). • I tried to sell extra items (as the shop assistant). • I convinced the customer (as the shop assistant). • I was friendly.

one hundred and sixty-two

162

3 Language • I used words about clothes correctly. • I used at least 4 different adjectives to describe my outfit. • I used adjectives in the correct order. • I used basic grammar correctly. • I spoke fluently. • I paid attention to my pronunciation. Feedback

Trace your steps on diddit.

UNIT 4:

SHOP TILL YOU DROP

Yes

I think so

UNIT 5: ONCE UPON A TIME check in Step 1: talking about the past

Step 2: exploring the past simple

Step 3: reading and building stories

main track

ÂŠ

summary

trace your steps

on different tracks check out: MY OWN FAIRY TALE

CHECK IN When I was young, my grandma told me some stories 1

Look at the images and match them with the corresponding fairy tale.

READING

Alice in Wonderland – Bluebeard – Cinderella – Hansel and Gretel – The Little Match Girl – Little Red Riding Hood – Rumpelstiltskin – Thumbelina – The Ugly Duckling

5 2 one hundred and sixty-four

164

Discuss these questions. a Do you know these stories? If so, tell a partner what they are about. b Did you often read or listen to fairy tales when you were little? c Do you know any other fairy tales? d Which one(s) is (are) you favourite(s)?

UNIT 5:

ONCE UPON A TIME

SPOKEN INTERACTION

MAIN TRACK Step 1

Once upon a time … Talking about the past

1 / Once there was… 1

What words do you associate with fairy tales?

SPOKEN INTERACTION

a List as many words as you can in the following categories. b Share with a classmate and add missing words to your list. Places

Things

People

Watch the opening scene of the series Once upon a time ... and answer the questions.

watchING

a How does the story start?

b Where does it take place? c Who is in the story? d What happened?

one hundred and sixty-five

e Do you know this series? If so, do you like it?

UNIT 5:

ONCE UPON A TIME

165

watchING

Watch the second scene and answer the questions. a What characters did you see? b Who was the prince looking for? c What happened to her? d How did he wake her up? e What is the first thing she said when she woke up? f Who interrupted the wedding?

g What did she come for?

The story in Once upon a time ... is about Snow White and the Seven Dwarfs. Do you remember the plural of nouns in English? Complete the grammar box.

How to talk about more than one thing

GRAMMAR

To talk about more than one thing, you make a noun plural by adding to the noun. Note that there is never an apostrophe (’) to make a noun plural in English. Singular a book a story a box

Plural

Rule:

two books

General rule:

two stories

If the noun ends in a consonant + -y:

two boxes

If the noun ends in a hissing sound (-s/-es/-x):

Most nouns ending in -f, -fe or -ff have a regular plural, e.g. cliff g cliffs. But sometimes the spelling of the root word changes: Singular

a half a thief a knife a wife

Plural

two halves two thieves two knives two wives

Explanation Some words ending in -f or -fe change the plural to

There are more exceptions and some words can have 2 plural forms: Singular one hundred and sixty-six

166

a dwarf a hoof an elf

Plural

Explanation

two dwarfs or dwarves The form ending in -ves is often the ‘magical’ form. two hoofs or hooves two elfs or elves

To learn more about (irregular) plural, check the Summary of this unit.

UNIT 5:

ONCE UPON A TIME

See p. 195

Rewrite the sentences with a noun in the plural. Use the numbers in brackets if there is one. 1 Aladdin is a thief. Aladdin is the king of 2 There was 1 bus for 1 child. (3-45) There were 3 There is a wolf in our neighbouring country. (11) There are more than 4 There is one good fairy to help the princess. (3-7) 5 Dobby is a house elf. All house serve their masters. Read the opening scenes of these stories and answer the questions.

READING

a Write the appropriate title above each story. b Complete the grid below.

Extract 2

Extract 3

When?

Where?

Extract 1

Main character(s)

EXTRACT 1:

UNIT 5:

ONCE UPON A TIME

one hundred and sixty-seven

Once upon a time there were 3 bears who lived together in a house of their own in the woods. One of them was a little wee bear and one was a middle-sized bear and the other was a great big bear. They each had a bowl of porridge: there was a little bowl for the little wee bear and a middle-sized bowl for the middle-sized bear and a big bowl for the great big bear. And there were 3 chairs. They each had a chair to sit in: a little chair for the little wee bear and a middle-sized chair for the middle-sized bear and a big chair for the great big bear. And they had each a bed to sleep in: a little bed for the little wee bear and a middle-sized bed for the middle-sized bear and a great bed for the great big bear. One day, after they had made the porridge for their breakfast, and poured it into their porridge bowls, they walked out into the woods while the porridge was cooling, so that they might not burn their mouths by beginning too soon, because they were polite, wellbrought-up bears. And while they weren’t at home, a little girl called Goldilocks, who lived on the other side of the woods, passed by the house. She had to run errands for her mother but stopped at the house and looked in at the window. And then she peeped through the keyhole …

167

EXTRACT 2: Long, long ago, there was a king and a queen. They were very sorry that they had no children, so sorry that it cannot be told. It was their biggest wish to have a baby. At last, however, the Queen had a daughter, Aurora. There was a very fine christening; and the Princess had as godmothers all the fairies they could find in the whole kingdom (there were 7 of them). Every fairy had a gift for her. It was the custom of fairies in those days. In this way, the Princess had all the perfections imaginable; she was beautiful, sweet and lovely. When the christening was over, the company returned to the King’s palace. There was a great feast for the fairies. All of them had a magnificent plate covered with solid gold; on it was a spoon, a knife and fork (made of pure gold, set with diamonds and rubies). But while they were all sitting down at the table they saw a very old fairy named Maleficent come into the hall. She had not been invited, because for more than 50 years she had not left a certain tower, and she was believed to be either dead or enchanted.

EXTRACT 3:

a christening: to give a baby a name at a Christian ceremony enchanted: affected by magic a fairy: an imaginary creature with magic powers, usually represented as a very small person with wings porridge: a breakfast made of oatmeal, or some other meal or cereal, boiled to a thick consistency in water or milk.

Adapted from: www.storynory.com

A long time ago, in Persia, a poor boy called Aladdin was playing with his friends in the streets of the city. He was not alone. And then suddenly a stranger came up to him and asked him if he was the son of Mustapha the tailor. ‘I am, sir, or rather I was,’ replied Aladdin, ‘but he died a long while ago.’ When the stranger heard this, he embraced Aladdin saying: ‘My boy – I wasn’t there before, but I am here now. I am your long lost uncle.’ ‘Where were you all this time?’ asked Aladdin, but he didn’t wait for an answer and ran home, told his mother all about this newly found relative, and she prepared supper for them all.

Check the underlined verbs in extracts 1, 2 and 3 and answer these questions. a Which verb are these verbs from?

b When is this set? in the past

in the present

in the future

c Complete the grid with the missing forms. Positive form

Negative long form

wasn’t

You He/she/it one hundred and sixty-eight

168

Negative short form

were not was

We You They

UNIT 5:

were

ONCE UPON A TIME

weren’t

Answer the questions about the extracts in exercise 6. Write complete sentences and use the past form of ‘to be’ in your answers.

READING

a Were the bears in the house when Goldilocks looked through the window? b Where were the 3 bears then? c What was their breakfast? d What was the biggest wish of the king and queen? e Were all the fairies invited?

f Was Aladdin alone? g Who was Aladdin?

Read the speech bubbles.

h Who was the man that Aladdin met?

a Complete the sentences with the past simple of the verb ‘to be’. b Who said it? The characters are taken from the stories in exercise 6.

I invited to the christening

little house. I wanted to go in and nobody

party for the king and queen’s

there. There 3 bowls

daughter. I furious and

I in the woods and I found this

with porridge. I tasted them all and

that’s why I put this terrible curse on

eventually ate the medium bowl entirely.

the young princess, Aurora;

It delicious. I very

and they able to prevent

tired so I went to bed and when I woke up,

this from happening.

there 3 bears, a little one,

By sunset on her sixteenth birthday,

a middle-sized one and a big bear.

she would prick her finger on the

They friendly, so I

spindle of a spinning wheel and die! one hundred and sixty-nine

afraid of them.

UNIT 5:

ONCE UPON A TIME

169

Life in the city hard for us. We poor and hungry; we had to steal sometimes to survive. It always easy, we in trouble sometimes but I brave. I more than just a thief and one

day the people able to see that.

10 Look at the questions in exercise 8. Make 2 groups of questions and complete the grid. Tip: look at the answers! a

Answer

Type of question

Questions

Example

Form

+ subject + rest?

QW* + + subject + rest?

*QW = question word

11 Now use the information from the previous exercises to complete the grammar box.

GRAMMAR

How to talk about the past Past simple of ‘to be’

To talk about a past state, we use the verb ‘to be’ in the past simple tense. e.g. Once there was a king. Keep in mind:

– In the negative (–) you can use a long form and a short form.

e.g. I was not = You were not = – To form questions (?), there is inversion and you can answer with a short answer.

e.g. I was brave.

g Were you brave too?

g Was the queen happy too? No,

The king was happy.

See p. 197

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Yes,

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12 Complete the grid with correct sentences: positive, negative or question. Positive sentence

Negative sentence

Question

Was the prince old?

2 Aladdin was his nephew.

Goldilocks wasn’t afraid.

4 The 3 bears were very nice.

Were the 3 fairies friendly?

7 You were a fan of fairy tales.

6 The witch was good and brave.

2 / Modern versions of old fairy tales

watchING

Watch the extract from the film Beastly and answer the questions.

a Who are the people in the pictures? Complete the fact file about these characters.

Character’s name

What does he/she look like?

How does the character act?

b Who do you think is the good and who is the bad character? Why do you think this? UNIT 5:

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How do other characters react to this character?

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Read the text and decide which fairy tale was the inspiration for this story.

‘I am a beast. A beast. Not quite wolf or bear, gorilla or dog, but a horrible new creature who walks upright – a creature with fangs and claws and hair springing from every pore. I am a monster. You think I’m talking fairy tales? No way. The place is New York City. The time is now. It’s no deformity, no disease. And I’ll stay this way forever – ruined – unless I can break the spell. Yes, the spell, the one the witch in my English class cast on me. Why did she turn me into a beast who hides by day and prowls by night? I’ll tell you. I’ll tell you how I used to be Kyle Kingsbury, the guy you wished you were, with money, perfect looks, and a perfect life. And then, I’ll tell you how I became perfectly beastly.’ Source: www.alexflinn.com

watchING

Watch the next extract and answer the questions. a How did Kyle become ‘a beast’?

b Are the statements true, false or not mentioned in this extract? Correct the false statements. True

Statement 1 Kendra suddenly appeared on the balcony.

2 Kyle greeted Kendra.

3 Kendra asked why he was there.

4 Kyle replied that it was a joke.

5 Kendra cursed Kyle.

6 Kyle played with girls’ feelings.

7 Kyle cried when Kendra disappeared.

8 Kyle’s father travelled a lot.

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False

Not in text

watchING

Watch the clip again and answer the questions. a What is the conflict (= twist) in the story? Explain. b Why does Kendra curse him? c How can the spell be broken?

listening

Listen to the original story. a How does it end?

b What is the last sentence?

Look at the sentences from exercise 3b on p. 172 and do the tasks. a Underline the verbs in the sentences.

b To which time period do all the verbs refer?

past

present

future

c Write the base form of the verb in the right column. d Finally write down the rule on how to form the past simple from these regular verbs. Past simple Sentence

Base form of the verb

Kendra appeared on the balcony.

Kyla greeted Kendra.

Kendra asked Kyle something. Rule:

READING

Read the extract from the book Beastly and answer the questions. a Who is talking? I= b Where was he?

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c How did Kyle make himself invisible?

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d Where did he want to go? e Why did he fear Sloan seeing him? f Why couldn’t he go in? g Why didn’t he want to go in anyway? h Did you read or see Beauty and the Beast when you were little? Yes, I did/No, I didn’t.

i Did you enjoy the story? Why/why not?

That night, for the first time since moving to Brooklyn, I went out onto the street. I waited until night, and even though it was early October, I wore a big coat with a hood, which I pulled up 5 over my face. I wrapped a scarf around my chin and cheeks. I hurried close to the buildings, turning so people wouldn’t see me, ducking into alleys to avoid coming too close to anyone. I shouldn’t have to do this, I thought. I am Kyle 10 Kingsbury. I’m someone special. I shouldn’t have been reduced to skulking in alleyways, hiding behind garbage Dumpsters, waiting for some stranger to yell, ‘Monster’. I should have been with people.

Yet, I hid and ducked and skulked and luckily went unnoticed. That was the weird thing. No one noticed me, even those who seemed to look right at me. Unreal.

I knew where I wanted to go. Gin Elliott, from my class at Tuttle, had the hottest parties at his parents’ place in SoHo when they were away. I’d been watching the mirror, so I knew they’d be away this weekend. They always stayed in the Hamptons over the weekend. I couldn’t go to the party – not as a stranger, and certainly not as myself, as Kyle Kingsbury reduced to nothing.

But I thought that maybe – just maybe – I could stand outside the party and watch people going in and out and who enjoyed getting drunk. I could watch them from Brooklyn, sure. But I wanted to be there. No one would recognize me. My only risk was that maybe someone would see me, that I would be captured, held as a monster, maybe made a zoo creature. Not a small risk. But my loneliness made me brave. I could do it. And still, as 25 people travelled to where they wanted to go, it seemed they were looking, but they never really saw me. 20

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Did I dare to take the subway? I did dare. It was the only way. I found the station I’d seen so many times from my window, and pushing back once again the thought of being placed in a zoo and having my friends come there on field trips to see me, I bought a MetroCard 30 and waited for the next train. When it arrived, it wasn’t crowded. Rush hour was over. Still, I sat away from the other passengers, taking the worst seat in back. I faced the window. Even so, a woman in a nearby seat moved away when I sat. I watched her, reflected in the windowpane, as she passed me, holding her breath. She would have been able to see my animal reflection if 35 she’d looked. But she didn’t look, just walked, lurching against the movement of the train, wrinkling her nose as if she smelled something bad. She went to the farthest part of the car to sit, but she didn’t say anything.

Then I figured it out. Of course! It was warm. In my heavy coat and scarf, I looked like a homeless person. That’s what they thought I was, the people on the street and the train. 40 That’s why they hadn’t looked at me. No one looked at the homeless. I was invisible. I could walk the streets, and as long as I kept my face sort of hidden, no one would notice me. It was freedom, in a way. Braver, I looked around. Sure enough, not one eye met mine. Everyone looked at their books, or their friends, or just … away. Adapted from: Alex Flinn, Beastly

Check the text for the correct form of the past simple of the verbs in the grid. Complete the sentences and write down the rule on the right. Past simple

Base form Rule: of the verb

Sentence

N stay

vowel + -y:

The people getting drunk.

enjoy

regular

I close to the buildings.

hurry

I a scarf around my chin and cheeks.

wrap

When it , it wasn’t crowded.

arrive

A woman in a nearby seat away.

move

As people , it seemed they were looking.

travel

They in the Hamptons.

consonant + -y: stressed vowel + consonant: verb ends in -e: vowel + -l:

Complete the sentences with the correct form of the verb in brackets in the past simple. Pay attention to your spelling! 1 He was very little. That’s why they (to call) him Little Thumb. 2 He (to enjoy) playing with his brothers and they never (to carry) him when they (to play) basketball. 3 He (to drop) a pebble while walking through the woods.

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4 He (to hurry) to the river side very early in the morning and (to fill) his pockets with pebbles. 5 His brother (to cry) when their parents were away. 6 He (to try) to bring them home again. 7 Little Thumb (to climb) up to the top of the tree and (to look) around, he (to turn) his head and (to notice) a glimmering light. 10 Not all verbs follow the regular ‘verb + -ed’ rule. Many verbs are irregular. Find the irregular past simple forms of these verbs in the text in exercise 7. Base form

Past simple

Base form know

find

make

buy

Past simple

sit

have

think

hide

wear

How to talk about the past

Past simple

11 Use the information from the previous exercises to complete the grammar box.

GRAMMAR

– We use the past simple to talk about actions and events that happened in the and that are completely .

– The past simple is often used to tell .

e.g. It all started in November 2014. Regular verbs

Base form of the verb + -ed e.g. walk g walked

Irregular verbs

You have to learn them by heart (see list p. 199).

There are some spelling difficulties and some regular verbs don’t exactly follow the regular rule!

How to study vocabulary and grammar

See p. 197

STRATEGY

Knowing the irregular verbs by heart is an absolute must! You will find a list of irregular verbs in this unit on p. 199. one hundred and seventy-six

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– Divide the list into smaller parts (e.g. 7 verbs) and study one part every day. – There are a lot of (online) tools that can help you study. Try using an app like Quizlet to study irregular verbs and word lists, etc.

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See p. 199

12 Complete the extract from Beastly with the missing verbs in the past simple form. I’ve changed my name. There (to be) no Kyle anymore. There (to be) nothing left of Kyle. Kyle Kingsbury (to be) dead. I didn’t want his name anymore. I (to look up) the meaning of Kyle online, and that (to clinch) it. Kyle means ‘handsome’. I (to be). I (to find) a name that means ‘ugly’, Feo (who would name their kid that?), but finally (to settle) on Adrian, which means ‘dark one’. That (to be) me, the dark

one. Everyone – by which I mean Magda and Will – (to call) me Adrian now.

I (to be) darkness. I (to live) in darkness too.

I (to start) sleeping during the day, walking the streets and riding

the subways at night when no one could really see me. I (to finish) the hunchback book – everyone (to die) – so I (to read)

The Phantom of the Opera. In the book – unlike the dorky Andrew Lloyd Webber musical

version – the Phantom (not to be) some misunderstood romantic loser. He (to be) a murderer who (to terrorize) the opera house for years before kidnapping a young singer and trying to force her to be the love he was denied.

13 You are a character in a fairy tale. Write what happened to you in your diary.

WRITING

fairy godmother

apple

woods

gingerbread house

witch

poor boy

stepsisters

ball

dwarfs

midnight

flying carpet

knight

lamp

genie

oven

mirror

b Action: choose one of the fairy tales and write what happened to you in your diary. – Write a paragraph of about 75 words. – Use the keywords.

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a Preparation: look at the keywords below. Group them and find the fairy tales in which these objects/people occur.

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– Use the past simple and pay attention to the irregular verbs! Use at least 5 verbs from the box below. to appear – to be – to enter – to find – to fly – to go – to hide – to leave – to live – to put – to run – to sleep – to wake up

c Reflection: check your text by filling in the checklist, and then have a classmate give you some feedback too.

Checklist: diary of a fairy tale character 1 Content and structure • I chose 1 fairy tale to write about. • My text is about 75 words. 2 Language • I used the past simple correctly. • I checked the irregular forms. • I used the keywords correctly. • I used correct spelling and punctuation. Feedback

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CHECK 1, p. 202

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Classmate

Yes I think so No Yes I think so No

Step 2

Happily ever after?

Exploring the past simple

1 / Careful what you wish for 1

READING

Read the story in the past simple and answer the questions. 1 Where were Aladdin and Abu? 2 What does the place look like? 3 Why were they there? 4 Who did they meet inside? 5 How did they find the lamp? 6 What went wrong inside?

7 How did they get out? 8 What did the evil man do?

9 What happened when Aladdin rubbed the lamp?

Still disguised as an old man, Jafar led Aladdin and his friend Abu to the Cave of Wonders

in the middle of the desert. Sure enough, the Cave gave Aladdin permission to enter, (it didn’t give permission to Jafar), as long as he didn’t touch anything except the lamp. While Jafar was waiting outside, Aladdin and Abu nervously entered the Cave. There were mountains of gold and precious jewels, which could have made Aladdin and Abu very rich,

beyond their wildest dreams. But they didn’t see the lamp. Aladdin and Abu searched through the vast Cave and met a shy Magic Carpet. It didn’t leave them alone and luckily the enchanted Carpet knew exactly where the magic lamp was. However, just as Aladdin collected the lamp, Abu took an enormous ruby. 10

The Cave was angry that its rule had been broken. It tried to trap Aladdin and Abu, but the Carpet came to their rescue.

Aladdin handed the lamp to Jafar and the evil man tried to give him his ‘eternal reward’– death! Abu managed to stop Jafar by biting his arm and stole the magic lamp back. Aladdin and Abu were still trapped inside the Cave, but were safe from Jafar for now. Aladdin

didn’t understand what was so special about the lamp, until he rubbed it. A Genie appeared and told Aladdin that he would grant him three wishes. Aladdin thought carefully about his wishes. He didn’t know it would work but he tricked the Genie into freeing him from the Cave. He didn’t lose a wish.

Do you recognize the irregular verbs? Tip: highlight the forms that you make mistakes on and study them again.

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Adapted from: Disney Princess Enchanted Character Guide

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UNIT 5:

Find 4 negative sentences in the text and complete the grid below. Past simple Regular verbs

Positive sentence

Negative sentence

He touched something.

It gave permission. Irregular They saw the lamp. verbs He lost a wish. Rule:

Regular:

Irregular: unpredictable

Watch the extract of the life of the princess and the normal girl. Compare their lives before they met. Rewrite the positive and negative sentences.

watchING

She danced well.

2 She lived in the castle.

She wanted to go to the masquerade ball.

4 She didn’t go horseback riding.

She didn’t fall while dancing.

She didn’t fall off the horse.

7 (they / not / to play / the violin / well) 8 (they / not / to be / happy / with / their lives)

2 / From Sleeping Beauty and Cinderella to Maleficent and Cinder 1 Watch the interview and answer the questions. a Who is there? one hundred and eighty

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b Why are they laughing?

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watchING

c Write down as many questions as you can. d Have you seen the film they are talking about? If so, what did you think of it?

‘little kids really didn’t like me’ When people found out you would be

READING

Read the text below. Something went wrong with the layout of the interview. Highlight what the interviewer said and underline the questions.

playing the role of Maleficent, people said: ‘Oh, she’s perfect for that!’ Did you know that? Did you take this as a

[Laughs] It is really funny when people say you’d be obvious for a great villain. She was just my favorite as a little girl. I was terrified of her but I was also really drawn to her. I loved her. I got a phone call from my brother who said ‘You got to get your name on the list for this!’ Were you like, ‘Geez, thanks a lot?’ Did you see it too? I didn’t at first. But what’s interesting about her that what I do relate to, and what I think everyone relates to, is she’s not what you think she is. You’ve got six kids at home. What did they think of their mom as this villain? I told my kids I was playing Maleficent and they went ‘She’s so scary!’ and I said ‘Let me tell you the real story but you can’t tell anybody’ so I put them in the room and I told them the [film’s] story. What did it feel like to be in Maleficent’s skin? Maleficent was always so elegant. She always was in control. And to play her was difficult. I worked on my voice a lot. She’s bigger than me. She’s on a different level of performance that I have never done. She’s very still. She’s very sure of herself, but I couldn’t figure out her voice, I kept playing with these different types of British

voices, making my voice darker and scarier. How did you ultimately find the right voice? I was giving my kids a bath, and I started making up other stories about Maleficent – and they weren’t really paying attention to me, as children often do. You can bore them to death, until I started to mess around with this playful [sing-songy] voice. Your daughter, Vivienne, played the toddler version of Aurora. How did that happen? We think it’s fun for our kids to have cameos and join us on set, but not to be actors. That’s not a goal for Brad and me at all. I think we would both prefer that they didn’t become actors. But she was 4 at the time and other 3- and 4-year-old [actors] really wouldn’t come near me. Big kids thought I was cool! But little kids really didn’t like me. So it had to be a child that really liked me and wasn’t afraid of my horns and my eyes and my claws. So it had to be Viv. What was it like freaking out those other kids? Honestly – did you like it? I had a friend come with their children, and when I met the kids, one of them froze and screamed so much that I had to go wait in my trailer. When [my son] Pax saw me for the first time, he ran away and

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compliment or an insult?

181

got upset and I actually found him crying. I had to take off pieces [of the make-up] in front of him to show him it was all fake. How did it feel carrying those massive horns on your head? It was pretty funny, because I kept on hitting my horns on things, the framing was very strange. They were actually kind of heavy. There had to be [lighter weight] ones that you could ride horse in because if you fall with something [heavy] attached to your head, that’s it – it could break your neck. What did Brad think of your costume?

I don’t know! You know, I never asked him. He thinks she’s cool. I loved being Maleficent. I was quite sad to put my staff down and put my horns away because somehow, she just lives in a different world. But I did have to take my staff home to practice walking with it in my cloak, and then I would go outside and scream at the bushes to expand my voice and play with my voice. So, mom was a bit nutso for a period.It’s good to know you still have that dark side if you need it. [Laughs] I know!

Source: www.ew.com

Are the following statements true, false or not mentioned? Correct the false statements. True

1 Vivienne played the toddler version of Aurora.

2 Angelina didn’t like Maleficent when she was young.

3 The children laughed when they saw Maleficent.

4 Shiloh ran away when she saw Maleficent.

5 Brad didn’t like the costume.

6 Angelina didn’t tell her children she would be playing Maleficent.

7 Angelina didn’t take anything of the costume home.

Did you know? This text is an American text. The verb ‘to practice’ is used. – In American English the verb and the noun are both written with a ‘c’. e.g. to practice – a practice – In British English the verb and the noun are written differently. e.g. to practise – a practice

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False Not in text

Statement

READING

Check the interview and sort the questions into yes/no questions and question word questions in the grid below. Tip: check the answers! Past simple Questions

Answers

Regular verbs Yes/no

No, not really, I had to take off the pieces so my own kid wouldn’t be afraid!

Question word

It was because she’s a kid who likes me and wasn’t afraid of the horns.

Irregular verbs Yes/no

Well, yes, it’s actually funny when people think you’d be a perfect villain. I didn’t at first, no.

Question word

It was very difficult: she’s so elegant and so still. I don’t know, I never asked him.

Rule regular & irregular verbs:

What happens if you want to ask a subject question? Try to complete the grid below.

Regular verbs

Questions

Answers

Angelina Jolie played Maleficent.

Irregular verbs

Rule:

Everyone thought she was a great villain.

Turn these sentences into yes/no questions. 1 The frog jumped into the lake.

2 They visited the princess’ tower. 3 The evil queen looked after the baby. one hundred and eighty-three

4 She made the invitation cards herself. 5 The wolf gave Little Red Riding Hood directions.

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Make good question word questions for the underlined parts. 1

Aladdin found the lamp in the cave.

The wolf ran after the little goats.

4 They left Hansel and Gretel in the woods. 5 The Big Bad Wolf felt tired after eating grandma. 8

Pair up. You will get a stack of cards. Your partner needs to find out what character you are by asking questions about what you did. Follow the example.

SPOKEN INTERACTION

e.g. Did you live in the woods? Yes, I did / No, I didn’t. Not only Disney does retellings of fairy tales. Read this interview with Marissa Meyer to find out more.

a Read the introduction. Who is Marissa Meyer?

b The questions in the interview are missing. Write the questions. Choose from the list. There is one extra question!

Why did you make these changes? What did you have the most fun with while adapting this fairy tale? Why did you choose a small town in southern France? Did you love fairy tales when you were young? Who is your favorite character in your books? Why did you choose ‘Red Riding Hood’ as the next fairy tale in the series?

Interview: Marissa Meyer

Marissa Meyer is the author of Cinder and Scarlet. Last year, the first book in Marissa Meyer’s Lunar Chronicles series, Cinder, about a cyborg Cinderella was received with high acclaim. The second book in the series, Scarlet, is an adaptation of Little Red Riding Hood, which follows Scarlet on the quest for her grandmother who may have been taken because of the secrets she’s been keeping. In this interview, Marissa Meyer explains how each book in The Lunar Chronicles series links together. The first book in The Lunar Chronicles, Cinder, was based on the fairy tale ‘Cinderella’.

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When I was first plotting out the series, I had a list of ten or so of my favorite fairy tales, and I spent a lot of time brainstorming different ways that I could tweak the stories to give them a science-fiction spin. ‘Little Red Riding Hood’ kept popping up, and I knew it was familiar enough that readers would have an instant connection to it, while also having a lot of wiggle room for me to re-envision the story in my futuristic, high-tech world. I was particularly excited to see what could be done with the character of the Big Bad Wolf.

READING

Which were your favorites? Absolutely, I did – I was raised on Disney movies, like most of my generation! But I was still really young when I was given a book of fairy tales that had Hans Christian Andersen’s ‘The Little Mermaid’ in it, and I remember being shocked at how different it was from the Disney movie. It really made me question how other popular fairy tales might be different from the movies I was familiar with, and that kicked off a fascination that I have to this day. It’s impossible for me to choose a favorite, but obviously the four that I’ve chosen to rewrite in The Lunar Chronicles (‘Cinderella’, ‘Little Red Riding Hood’, ‘Rapunzel’, and ‘Snow White’) rank highly!

Because I knew that Scarlet would feature werewolves (although not quite how we normally see them in YA fiction), I wanted to set it someplace that already had a rich history of werewolves or werewolf mythology. Then one day I saw a TV documentary about ‘The Beast of Gévaudan,’ a creature that supposedly roamed the French countryside in the 18thcentury. There were a lot of killings in a few rural towns and the townspeople said it was this beast, which they believed was a werewolf. This legend was also where the idea of werewolves being vulnerable to silver bullets comes from. So that old tale of werewolves, murders and terror inspired the rural French setting for Scarlet.

I did a lot of research on wolves, their hierarchy, social structure, communication, and hunting skills in order to give these characters as many wolf-like tendencies as I could, while also making sure that I had scientific explanations for how they’ve come to be the way they are. The Pack developed into a small society all on its own, which was really fun to develop and write about.

We also travel to a new part of the world in Scarlet. Cinder was set in China.

I didn’t want to rely on the stereotypes of popular fairy tale characters, and so I try to avoid them wherever possible. That started with ‘Cinderella’ – Cinder isn’t a pushover and Prince Kai isn’t a dandy – and I hope that will continue through the entire series. For me, it wouldn’t be any fun to write about those characters. I like heroes who are courageous, who stand up for what they believe in and who take steps to right the injustices they see. Of course, they all have their faults, too (both Scarlet and her grandmother are very stubborn.)

The story fits in the world of The Lunar Chronicles.

As you read fairy tales as an adult, do you see different things in them than you did when you were a child? Oh yes. I took a ‘fairy tale and fantasy literature’ course in college, in which we talked a lot about the psychology and symbolism behind fairy tales. How certain elements are like a ‘code’, hinting at things like social unrest, sexual maturation, religion and morals, etc. Though I can still read and appreciate a fairy tale as a children’s story without trying to pick it apart, I’ll never be able to read them exactly the same way again. one hundred and eighty-five

Scarlet’s grandmother isn’t a helpless old lady and Scarlet isn’t a naive girl like in the fairy tale.

I really enjoyed exploring Wolf and the ‘gang’ he belonged to – ‘The Order of the Pack.’ Adapted from: www.teenreads.com

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READING

c Read the interview again and answer the following questions. 1 Which fairy tales did Marissa Meyer use to write her books Cinder and Scarlet?

2 How did she start?

3 What does she think of Disney films?

4 How does Marissa Meyer feel about fairy tales now that she is an adult?

10 Like Marissa Meyer says, fairy tales are not always the way we think they are. Retell a classic fairy tale to a classmate but in the new version. a Preparation: you are going to watch a video about a fairy tale. Answer these questions about the original story and the new version.

New elements?

Title of the story:

New version

Original story

How does it go?

‘New’ characters?

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Main characters:

Are they good or evil? What did they do?

b Action: summarize the story and compare the original story to the new version. – Use the writing frame to prepare what you are going to say. – Describe at least 3 differences. – Don’t forget to answer the questions about the original story. – Tell your classmate about the new version of this classic fairy tale.

UNIT 5:

watchING

ONCE UPON A TIME

WRITING SPEAKING

I watched

(name of the story)

There were/weren’t any new characters, such as: Normally they In this version there were/weren’t a lot of/not so many things that were different. (Name at least 3 things.) • In the new version, didn’t do but he/she did • •

In the end they didn’t live/lived happily ever after.

c Reflection: check your task by filling in the checklist, and then ask your classmate for some feedback too.

Checklist: talking about fairy tales

Classmate

Yes I think so No Yes I think so No

1 Content and structure • I chose 1 fairy tale to describe. • I mentioned the name of the story. • I described the normal characters. • I talked about new characters. • I explained what the story was about. • I talked about 3 differences.

2 Language • I used the past simple correctly. • I checked the irregular forms. • I used correct pronunciation. Feedback

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CHECK 2, p. 208

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Step 3 1

And so the story goes … Reading and building stories

What do we already know about fairy tales? Complete the information below.

• In a fairy tale we don’t know/know exactly where and when it took place. • The story usually starts with:

Watch the clips about Hansel and Gretel and do the tasks.

• Take a closer look at the verbs. When is the story set? past – present – future

a Put the pictures you will get in the correct order.

b Match the verbs/words you have with the correct pictures.

c Complete the text with the given clues. There .

A man at night and his wife to take the children to the forest. The children were sleeping but he them and them to the forest but they .

He to be back soon and then the father and he in the forest. They and what

to do or where to go. They started walking and . Hansel and . But suddenly one hundred and eighty-eight

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. When they were inside the candles and a strange creature

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watchING

d Watch part 1 again and complete the story builder.

STORY BASICS Setting •

• When did it happen? • Where did it happen?

•

Characters • Main characters:

•

• What are they wearing?

• rich poor angry happy sad

• What does the father do?

• •

• How do the other characters react to this?

upset confused sick motivated afraid

• What do they look like?

e Watch part 2 of the story and use the prompts below to say what happened. Use the past simple!

to appear – to ask for help – to enter the house – to find a strange house – to knock on the door – to light up

Use all the information to complete the rest of the story builder. What was the conflict?

Why did this conflict occur?

How did they resolve the conflict?

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Some words link ideas and sentences in a story together. They are called linking words. Underline them in the text in exercise 2 and match them with the correct explanation below. : joins words or ideas : shows there is a choice between two or more things : shows a contrast : shows that the second event comes after the first : gives a time

READING

Read the text about the fox and the crow. a Complete the fable with correct linking words.

c What is the moral (= lesson) of the story?

b Paraphrase what happens in this story in your own words.

The fox and the crow

It was a fine bright morning I was following my sharp nose through the woods in search of a bite to eat, I caught a cheesy smell on the breeze. I looked up into the tree there on the branch I saw Miss Crow, looking terribly

pleased with herself, for in her beak she held a large piece of

cheese. It was stolen, no doubt, from a farmer up the hill in the village, I’m not one to go

around accusing people of this and that. I called up to my neighbour said: ‘Good morning Miss Crow, you are looking

very lovely today, if I may say so.’ Miss Crow cocked her head on one side and looked at me with her beady little eye, she kept her beak firmly closed on the cheese. ‘Such a charming creature,’ I mused to myself, making sure that she could overhear. ‘Such a fine sheen on those wonderous black feathers. What wings! What legs! that beak, exquisite!’

one hundred and ninety

190

I could see that Miss Crow was paying close attention to my words, even though she was pretending ever so hard not to hear. So I gazed up at the tree with admiration and love in my eyes said: ‘Ah, my

UNIT 5:

ONCE UPON A TIME

heart is smitten by this wonderful bird. If only I could hear her voice. I’m sure that such a charming creature must sing most sweetly! If I could but hear one line of her song, I would 20

hail her as the Princess of The Forest!’ Now I could see my words had hit home. Swelling with pride, Miss Crow puffed up her feathers began to sing the most lovely music I have ever heard. ‘CAAWWWWWWWWW!’ Well alright, I know that you are saying that Miss Crow’s voice is not exactly star quality,

to me that ‘cawww!’ was just the sound that I’d been waiting for. Because she opened her beak, the cheese fell to the ground I snapped up my breakfast.

Adapted from: www.storynory.com

This only goes to show that: flattery will get you anywhere.

Write your version of what happened next in the story of Hansel and Gretel. a Preparation: check the words in the box.

WRITING

after that – battery – a big push – a black cat – a bone – her brother – to burn – to cry – to find – to heat – to knit – to leave – not to see very well – oven – to roast – to run away – to save – to sit – a smartphone – suddenly – the witch – wood

b Action: write your own alternative ending. – Make sure that you use at least 10 words from the box. – Decide if you will have a moral in your text or not. – Be careful when using the past simple: regular and irregular verbs! – Use linking words correctly. – Write 50-75 words.

one hundred and ninety-one

UNIT 5:

ONCE UPON A TIME

191

c Reflection: check your text by filling in the checklist, and then read your ending to a classmate who will give you some feedback. Checklist: writing the ending of a fairy tale

Classmate

Yes I think so No Yes I think so No

1 Content and structure • I wrote 50-75 words. • I wrote a creative story. • I used at least 10 of the given words. 2 Language • I used the past simple correctly. • I used good and varied vocabulary. • I used linking words to combine sentences. • I used correct spelling and punctuation.

Feedback

Read on the next page how the original story of Hansel and Gretel ends and complete the story builder.

How was the conflict resolved?

What happened after the conflict was resolved?

How did the conflict and its resolution affect the characters?

one hundred and ninety-two

192

UNIT 5:

ONCE UPON A TIME

READING

Gretel ran to set her brother free as fast as she could, opened the cage, and cried, ‘Hansel, we are saved! The old witch is dead!’

Hansel sprang out like a bird from its cage when the door opened. How they did rejoice, and threw their arms around each other’s necks, and danced around and kissed each other!

Since there wasn’t anything to fear, they went inside the witch’s house.

until they discovered amongst the witch’s belongings, a huge chocolate 15

egg. Inside lay a casket of gold coins and precious stones. ‘These are better

They ate some more of the house,

than pebbles’ said Hansel, and stuck

as many in his pocket as he could. ‘The witch is now burnt to a cinder,’ said Hansel, ‘so we’ll take this treasure with us.’

They filled a large basket with food, stuffed the precious stones and coins in their

pockets, and set off into the forest to search for the way home. This time, luck was with them. A little white duck came to their aid as they tried to cross a wide lake. The little white duck carried them, one by one, safely, to the other side. Pretty soon they came to a forest that kept looking more and more familiar, and at last in the 25

distance they saw their father’s house. Then they started to run, burst into the living

room, and threw themselves on their father’s neck. Since he had left the children in the forest, he had not had a single happy hour. Their father said, weeping, ‘Your stepmother is dead. You are with me now, my dear children!’ The two children hugged the woodcutter. Gretel shook out her apron, and pearls and precious stones rolled all over the room, and Hansel threw down out of his pocket one handful after another. ‘Look, Father! We’re rich now . . . You’ll never have to chop wood again and we’ll never be hungry again.’ And they all lived happily together ever after. Source: theliterarylink.com

one hundred and ninety-three

UNIT 5:

ONCE UPON A TIME

193

Now that we have read several fairy tales, add some typical phrases and expressions in the correct place in the story builder. (Tip: go back to your brainstorming list in Step 1, ex. 1, p. 165.)

SETTING

Where

When

BEGINNING

Typically starts with:

CHARACTERS

Good

• What was the conflict? • Why did the conflict occur? • How did they resolve it?

one hundred and ninety-four

194

UNIT 5:

Twist  Magic!

Moral?

Happy ending?

CHECK 3, p. 211

ONCE UPON A TIME

STORY CONFLICT

END

Evil

SUMMARY The plural of nouns

Right, children, there are several stories you can choose from today. I want to hear Snow White and the Seven Dwarfs.

GRAMMAR

HOW TO talk about more than one thing

No, that’s boring! I want one with magical elves, or maybe a story about thieves and knives!

1 Regular plural

Singular a book a story a box

You make a noun plural by adding an -s to the noun. There is never an apostrophe (‘) to make a noun plural in English. Plural

Rule:

two books

General rule: noun + -s

two stories

If the noun ends in a consonant + -y: -y  -ies

two boxes

if the nouns ends in a hissing sound (-s / -es / -x): noun + -es

2 Irregular plural 1 Nouns ending in -f, -ff, -fe: Irregular

Singular

Plural

Singular

Plural

a cliff a safe a giraffe a chef

two cliffs two safes two giraffes two chefs

a half a thief a knife a wife

two halves two thieves two knives two wives

Rule:

noun + -s

Rule:

-f or -fe g -ves

BUT: some words can have 2 plural forms: Singular one dwarf one hoof one elf

Plural two dwarfs or dwarves two hoofs or hooves two elfs or elves

Explanation The form ending in -ves is often the ‘magical’ form.

UNIT 5:

ONCE UPON A TIME

one hundred and ninety-five

Regular

195

2 Nouns with special forms in the plural: Singular foot tooth goose man woman

Plural feet teeth geese men women

Singular mouse louse ox child person

= nouns that change their vowels

Plural mice lice oxen children people

= nouns that change completely

Keep in mind: There are many irregular plurals, so if you are not sure consult a dictionary! 3 The pronunciation of plural nouns

/z/ after a light sound

cups minutes shoes knives teachers pages

horses

bridges

/ / after a hissing sound

cats

/s/ after a heavy sound

Examples

Pronunciation

one hundred and ninety-six

196

UNIT 5:

ONCE UPON A TIME

HOW TO talk about the past

Past simple

Once upon a time, there was a little girl who lived in a village near the forest. Whenever she went out, she wore a red riding cloak, so everyone in the village called her Little Red Riding Hood.

1 Past simple REGULAR VERBS

Positive (+)

Negative (-)

Questions (?)**

1st p. sing.

I visited.

I didn’t visit.

Did I visit?

2nd p. sing.

You visited.

You didn’t visit.

Did you visit?

3rd p. sing.

He/she visited.

He/she didn’t visit.

Did he/she visit?

1st p. plur.

We visited.

We didn’t visit.

Did we visit?

2nd p. plur.

You visited.

You didn’t visit.

Did you visit?

3rd p. plur.

They visited.

They didn’t visit.

Did they visit?

Rule:

Subject + base form of the verb + -ed

Subject + didn’t/did not* + base form of the verb

Did + subject + base form of the verb

Subject

*In the negative, the auxiliary can have a long or short form: e.g. He didn’t visit. = He did not visit. **You can answer a yes/no question with a short answer: e.g. Q: Did you visit Paris? A: Yes, I did. / No, I didn't.

UNIT 5:

ONCE UPON A TIME

one hundred and ninety-seven

FORM

197

Spelling exceptions! Base form of verb

Past simple

enjoy

enjoyed

stay

stayed

hurry

hurried

try

tried

stop

stopped

plan

planned

arrive

arrived

use

used

travel

travelled

cancel

cancelled

Rule: vowel + -y: regular verb + -ed

consonant + -y: -y g -ied stressed vowel + consonant: double the consonant + -ed verb ends in -e: verb + -d

vowel + -l: double l + -ed

IRREGULAR VERBS

Many verbs are irregular! You have to learn them by heart. See Summary, p. 199.

2 Past simple of ‘to be’ Positive (+)

1st p. sing.

I was.

2nd p. sing.

You were.

3rd p. sing. 1st p. plur. 2nd p. plur. 3rd p. plur.

Negative (-)

Questions (?)

I wasn’t / was not.

Was I?

You weren’t / were not.

Were you?

He/she/it was.

He/she/it wasn’t / was not.

Was he/she/it?

We were.

We weren’t / were not.

Were we?

You were.

You weren’t / were not.

Were you?

They were.

They weren’t / were not.

Were they?

Subject

FORM

‘To be’ is a special verb. – It has an irregular form in the past simple. – There is inversion to ask questions. e.g. He was happy. g Was he happy?

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198

USE

We use the past simple: - To talk about past facts and states. e.g. The prince was handsome. - To talk about actions that happened in the past and that are completely over. e.g. When I was little, my grandmather always told me stories. - To tell stories. e.g. Once upon a time, there was a little girl who lived in a village near the forest. Whenever she went out, she wore a red riding cloak, so everyone in the village called her Little Red Riding Hood.

When I was 5

UNIT 5:

ONCE UPON A TIME

in November 2014

Yesterday

Now

3 Irregular verbs Base form

Past simple

was/were

know

knew

become

became

lay

laid

begin

began

lead

led

bet

leave

left

break

broke

let

bring

brought

lose

lost

build

built

make

made

buy

bought

mean

meant

catch

caught

meet

met

choose

chose

pay

paid

come

came

put

cost

read

cut

ring

rang

deal

dealt

say

said

did

see

saw

draw

drew

sell

sold

drink

drank

send

sent

drive

drove

set

eat

ate

show

showed

fell

shut

fed

sing

sang

felt

sit

sat

fought

sleep

slept

found

speak

spoke

forget

forgot

spend

spent

get

got

stand

stood

give

gave

steal

stole

went

stick

stuck

grow

grew

take

took

hang

hung

teach

taught

have

had

tell

told

hear

heard

think

thought

hide

hid

throw

threw

hit

understand

understood

hold

held

wear

wore

hurt

win

won

keep

kept

write

wrote

feed feel fight

ÂŠ

find

UNIT 5:

one hundred and ninety-nine

fall

My notes

Past simple

Base form

â&#x20AC;&#x201A; ONCE UPON A TIME

199

VOCABULARY

WORDS FROM THE FAIRY REALM 12

11 2

1 an enchanted forest

7 a princess

3 a fairy

4 a genie

5 a king

8 a prince 9 a witch 10 dwarfs/dwarves

two hundred UNIT 5:

6 a queen

2 the woods

200

ONCE UPON A TIME

11 a huntsman 12 a beast 13 a woodcutter 14 a spell 15 to curse

Before writing/speaking

STRATEGY

HOW TO build a story 1

Choose theme or plot What will your write/speak about?

Choose setting When did it happen?

Where did it happen?

Choose characters

How do the other characters react?

Check language

Grammar: • Use the past simple and check the irregular verbs. • Use linking words.

Vocabulary: • are there any special magical words?

Check your goal Was the audience interested?

Evaluate your writing/performance What went well?

Beginning Once upon a time Long, long ago

A long time ago Once there/There once was

Middle Challenge What does the good character have to do?

2 While writing/speaking

Twist What magic is involved?

Story conflict • What was the conflict? • Why did it happen? • How did they resolve the conflict?

Ending Moral Is there a universal lesson to the story? Happy ending? • And they lived happily ever after. • And they lived long and happy.

How can I improve?

UNIT 5:

ONCE UPON A TIME

two hundred and one

How do they act?

What do the characters look like?

Who is the hero (= good) and who is the villain (= evil)?

201

ON DIFFERENT TRACKS Check 1 1

Talking about the past

Look at the pictures below. Write 2 sentences for each of them. a Use the past simple of the verb ‘to be’. b Write one positive and one negative sentence for each of the pictures. c You can use the prompts in the box. afraid of the beast – at first – be there to grant wishes – helpful to her grandmother – in the end – in the woods – not afraid of the wolf – not evil – not free – not friendly – very kind

two hundred and two

202

UNIT 5:

Score

≥7

Next exercise

ex. 2

ex. 3

ONCE UPON A TIME

WRITING

Complete the speech bubbles with the correct form of the verb ‘to be’ in the past simple, and then decide which magical character said this.

I in a lamp for 10,000 years; that quite a long time. I so happy that I There a ball, but I couldn’t

young man and his little monkey

go. When my stepsisters

in need, but they

there, I happy but very sad

safe from Jafar. I the right man in the right place and I got them out of the cave. They very

finally could help somebody; and this

because of their unkindness. Suddenly a voice called me to the garden, I went out so see who there.

thankful afterwards.

It my godmother, a good

old fairy …

We at home today, but when we arrived, there a little girl in our house. We happy that she had sneaked into our

Score Next exercise

< 13

two hundred and three

house.

≥ 13 ex. 3

UNIT 5:

ONCE UPON A TIME

203

Sometimes we feel as if we are living in our own fairy tale. Describe what happened to you. a Preparation: think about the fairy tale you would be in, and what character you would be. Complete the story builder. What does the character look like?

Character’s name:

How does the character act?

How do other characters react to this character?

What fairy tale are you in?

b Action: write about your life in the fairy tale. – Use the writing frame below. – Write a minimum of 10 sentences (or 75-100 words). – Use good ‘magical’ words. – Use at least 10 different verbs. – Write in the past simple.

Once upon a time

One day, a magical dragon appeared in the kingdom. two hundred and four

204

And I lived to tell the tale.

UNIT 5:

ONCE UPON A TIME

WRITING

c Reflection: check your text by filling in the checklist, and then give your text to the teacher who will give you some feedback. Checklist: diary of a fairy tale character

Yes

I think so

1 Content and structure • I described who I was in the fairy tale. • I described what happened. • I wrote a minimum of 10 sentences (75-100 words). • I used the writing frame. 2 Language • I used 10 different verbs. • I used the past simple correctly. • I used good and varied vocabulary. • I used correct spelling and punctuation.

Score

9 – 12

≥ 12

Next exercise

ex. 4

ex. 5

ex. 6

to be

to eat

to catch

to fight

to send

to take

to ring

to sleep

to think

to find

to run

to speak

to throw

to go

to sell

to stand

to write

to drink

to grow

Score Next exercise

< 14

two hundred and five

to draw

Look at these infinitives and find the past simple form in the grid. You can find the answers in every direction.

Feedback

≥ 14 ex. 5

UNIT 5:

ONCE UPON A TIME

205

Read this ancient Chinese story and complete it with the missing forms of the past simple. Once, long ago, there (to be) a woman who (to live) alone in a country far away from here with her three children. The children (to be) Shang, Tao and Paotze. On the day of their grandmother’s birthday, the good mother (to go) to her house to see her. She (to leave) the three children at home. Before she (to take) off she (to say): ‘Be good while I am away, my heart-loving children. I will return tonight. Remember to close the door tight at sunset and latch it well.’ But an old wolf (to live) nearby and (to see) the good mother leave. At dusk, disguised as an old woman, he (to come) up to the house of the children and (to knock)

Score

on the door twice: BANG, BANG.

≥9

Next exercise Reconstruct Walt Disney’s life.

ex. 7

READING

A At the age of 10, his family moved to Kansas City, where Disney developed a love for trains. His uncle, Mike Martin, was a train engineer and later on he would take a summer job with the railroad (selling snacks and newspapers to travelers).

a Put the events in chronological order.

B In 1932, Walt decided to make a full-length animated film called Snow White and the Seven Dwarfs. It took five years to complete the film. It was a huge success. C Walt Disney was born on December 5, 1901 in Chicago. He was one of 5 children. D As a child, Walt took art classes in Chicago and drew for the school newspaper. He was very good at it. E In 1929, Disney created Silly Symphonies. For this film he created new friends for Mickey such as Donald Duck, Goofy and Pluto. F They had a lot of success and they made plans for a theme park. Disneyland opened in 1955 and cost 17 million dollars to build. The park was a massive success and is still one of the most popular holiday destinations in the world.

two hundred and six

G In 1923, Walt moved to Hollywood. He created the first animated film. It was called Steamboat Willie and starred Mickey and Minnie Mouse.

206

H Walt Disney died on December 15, 1966, from lung cancer. Walt and his wife, Lilly, had 2 children.

UNIT 5:

ONCE UPON A TIME

I After winning 8 Oscars for Snow White, during the next 5 years Walt Disney Studios completed other full-length animated films, Pinocchio, Fantasia, Dumbo and Bambi. Adapted from: www.biography.com

Total:

/ 9

b Use information from the text to write a short text about Walt Disney. – Preparation: look at the dates below and locate them in his life story. 1901 – 1911 – 1923 – 1937 – 1966

– Action: write a paragraph (50-75 words) using the dates and the verbs below. Use the correct tense! to create – to die – to move – success to come – to take

– Reflection: check your text, and then have a classmate read your text. They will give you some feedback too. Checklist: Walt Disney’s life

Yes

I think so

1 Content and structure • I wrote 50-75 words. • I used all the dates and the words from the box.

2 Language • I used the past simple correctly. • I used correct spelling and punctuation.

Total:

/ 10

Score

< 14

≥ 14

Next exercise

ex. 7

Check 2, p. 208

Listen to your teacher and play the past simple board game.

SPOKEN INTERACTION

Score Next exercise

Check 2, p. 208

UNIT 5:

ONCE UPON A TIME

two hundred and seven

Feedback

207

Check 2 1

Exploring the past simple

Rewrite the sentences into negative sentences or questions. +

–

2 Many people believed in fairy tales.

3 The 3 pigs built their own house.

1 It was a dark and stormy night.

4 The wolf spoke in a soft voice.

5 The father left the children in the woods.

Next exercise 2

Score

≥7

ex. 2

ex. 5

Put the words in the correct order to form good sentences. 1 Why / not / to say / the queen / something /?

2 not / to bake / the witch / biscuits / herself

3 Why / Cinderella / to run away / at midnight /? 4 not / to live / Aladdin’s genie / in a cave 5 to like / not / Snow White’s / her / stepmother two hundred and eight

208

6 The Brothers Grimm / not / for young children / to write stories

UNIT 5:

ONCE UPON A TIME

7 Anyone / there / to be / in the brick house / ? Score

≥5

Next exercise 3

ex. 3

Make yes/no questions in the past simple. Answer in a short answer. Then complete the answer by using the information in brackets. 1 It / to take place / in the palace? (-, enchanted forest)

Did it take place in the palace? No it didn’t. It took place in the enchanted forest. 2 The girl / to wear / a blue hooded cape (-, red)

3 Wolfie / to blow down / the straw house (+, house youngest pig)

4 Jack / to climb / the hill? (-, beanstalk)

5 Brothers Grimm / Cinderella / to write? (-, Hansel and Gretel, Charles Perault) Score

Check 3, p. 211

Next exercise

≥6

Make the question for the given answers. 1

Little Red Riding Hood visited her grandmother. 2 The wolf ate grandmother when he arrived at her house. 3 Abu, the monkey, was Aladdin’s best friend. 4 Aladdin and Jasmin were at the marketplace when they first met.

two hundred and nine

5 At bedtime Wendy told her little brothers stories about Neverland.

UNIT 5:

ONCE UPON A TIME

209

6 The hunter brought the queen the heart of a deer. 7 The seven little goats locked the front door when their mother left for the forest. Score

≥6

Next exercise 5

Check 3, p. 211

Read the text and come up with the correct questions. 1 There was a terrible storm. 2

He didn’t find a good princess because there was always something wrong.

He was sad because he wanted a real princess. 4 A real princess knocked at the town gate.

She put a pea on the bedstead. 6

No, she didn’t. She slept terribly bad.

She felt something hard through twenty mattresses and twenty feather beds. 8

They put it in the museum.

There was once a prince, and he wanted a princess, but then she had to be a real princess. He travelled right around the world to find one, but there was always something wrong. There were plenty of princesses but there was always something which was not quite right about them.

At last he had come home again, and he was very sad. One evening there was a terrible storm. There was thunder and lightning and the rain poured down in torrents; indeed it was a fearful night.

two hundred and ten

210

In the middle of the storm somebody knocked at the town gate, and the old King himself went to open it. It was a princess who stood outside, but she was in a terrible state from the rain and the storm. The water streamed out of her hair and her clothes. It ran in at the top of her shoes and out at the heel, but she said that she was a real princess.

UNIT 5:

ONCE UPON A TIME

‘Well we shall soon see if that is true,’ thought the old Queen, but she said nothing. She went into the bedroom, took all the bed clothes off and laid a pea on the bedstead. Then she took twenty mattresses and piled them on top of the pea, and then twenty feather beds on top of the mattresses. This was where the princess had to sleep that night. In the morning they asked her how she slept.

‘Oh terribly bad!’ said the princess. ‘I have hardly closed my eyes the whole night! Heaven knows what was in the bed. I seemed to be lying upon some hard thing, and my whole body is black and blue this morning. It is terrible!’

They saw at once that she had to be a real princess when she had felt the pea through twenty mattresses and twenty feather beds. Nobody but a real princess could have such a delicate skin.

Adapted from: http://childhoodreading.com

≥5

Next exercise

ex. 4

Check 3

Score

Reading and building stories

Check 3 1

So the prince took her to be his wife, for now he was sure that he had found a real princess, and the pea was put into the museum, where it may still be seen today.

Retell one of these classic stories.

watchING

a Preparation: watch the trailer and answer the questions. – What fairy tale is it?

– Complete the story builder with information from the trailer. Add your own knowledge to fill in the blanks. Story

Setting

Beginning Characters

Good

Evil

Conflict

two hundred and eleven

Magic End

UNIT 5:

ONCE UPON A TIME

211

SPEAKING

b Action: use the information from the story builder to tell the story of the trailer to your classmate. – Use the past simple correctly. – Use linking words appropriately (at least 4!). – Pay attention to your pronunciation! c Reflection: check your task. Checklist: retelling a classic tale

Yes

I think so

1 Preparation • I filled in the story builder with the correct information from the trailer. • I filled in the blanks with my own information. 2 Content and structure • My story is logical: I started at the beginning and finished with the end. • I used all the information from the story builder.

3 Language • I used the past simple correctly. • I used linking words correctly (at least 4). • I paid attention to my pronunciation.

< 10

Next exercise

ex. 2

10 – 14

> 14

ex. 5

ex. 6

Score

Feedback

These sentences are taken from fairy tales.

a Use the correct linking word to combine the 2 parts of a sentence. b Write the sentences in full with the verb in the past simple. The Dwarfs (to be) heartbroken.

Snow White (to bite) into the apple. Cinderella’s father (to die). The Queen (to ask) her Magic Mirror. The witch (to think) Hansel was big enough. (to be) Snow White blonde?

two hundred and twelve

212

UNIT 5:

ONCE UPON A TIME

The queen (not to be) the fairest of them all. (to be) Snow White’s hair black? and The Dwarfs (to build) a glass coffin for but Snow White + + then The witch (to ask) Gretel to turn on (turn or on) the oven Her stepmother (to take) care of Cinderella. Snow White (to fall) down on the grass.

Score

≥9

Next exercise

ex. 3

ex. 4

Complete the sentences with correct linking words. 1 ‘Now go to the ball my love enjoy yourself’ she said to Cinderella. Cinderella kissed thanked her godmother, and she stepped into her carriage. she was gone, the fairy returned to Fairyland. 2 the little man came on the first day, the queen said every name that she had collected. ‘Is your name Caspar, Melchior Balthazar?’ she asked. no

matter how many names she gave him, the little man simply replied, ‘No, that is not my name.’ 3 the kind queen got her wish she gave birth to a baby girl who had skin white as snow, lips red as blood, and hair black as ebony. They named the baby princess Snow White, sadly, the queen died soon after giving birth. Score Next exercise

ex. 4

Watch the video. Put the story of the Bamboo Cutter and the Moon Child in the correct order to recreate the story.

watchING

≥7

Many princes wanted to marry her but Kaguya Hime did not want to marry anyone so she gave them very difficult tasks like bringing a jewel from a dragon’s neck. In a flying chariot Kaguya Hime vanished into the heavens. He and his wife took very good care of the baby girl. One day an old bamboo cutter found a beautiful baby girl in a bamboo plant. He took her home.

Kaguya Hime was not happy. She always looked at the moon and felt sad. One day Kaguya Hime told the bamboo cutter that she actually came from the moon and the moon people would soon come to pick her up. The girl grew up to be a gorgeous young woman. They called her Kaguya Hime. The princes could not complete their tasks. The bamboo cutter did not want Kaguya Hime to leave. He asked the emperor to protect her from the moon people. On the night of the full moon, the moon people came. They took Kaguya Hime back to the moon. The soldiers could not do anything.

Next exercise

≥7

two hundred and thirteen

Score

All done!

UNIT 5:

ONCE UPON A TIME

213

Read the ancient Chinese story your teacher will give you and complete the story builder. Setting

READING

Characters

When:

Good:

Where:

Evil:

Beginning Western fairy tale

How did the story start?

What fairy tale does this remind you of?

How did the conflict occur?

What was the conflict?

How did they resolve the conflict?

Score

≥7

Next exercise

ex. 4

All done!

Pair up and write a story! a Preparation: look at the images you will get. What do you see? Brainstorm about what could have happened.

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b Action: – Write the beginning of a fairy tale (about 50 words). Use the images you received. Make sure that you talk about the setting and the characters.

UNIT 5:

ONCE UPON A TIME

WRITING

– Swap your text with a classmate. You will write the next paragraph of their story (about 50 words). Make sure that you describe the conflict in the story. – Finally, swap again and finish your own story (about 50 words). Write a good ending!

c Reflection: check your task by filling in the checklist, and then ask your classmate for some feedback too. Checklist: writing a fairy tale

Classmate

Yes I think so No Yes I think so No

1 Content and structure • I wrote a paragraph (about 50 words) to start a story. • I used the images. • I wrote a middle paragraph (about 50 words) describing a conflict. • I ended my own story with a good resolution and ending. • My text is logical and creative!

2 Language • I used the past simple correctly. • I used ‘magical’ words correctly. • I used linking words correctly. • I used correct spelling and punctuation.

Score

< 14

≥ 14

Next exercise

ex. 5

All done!

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Feedback

UNIT 5:

ONCE UPON A TIME

215

CHECK OUT: MY OW N FAIRY TALE Orientation You will write and tell your own version of Little Red Riding Hood.

Preparation watchING

Watch the clip of this modern version of Little Red Riding Hood.

Pair up or work alone.

You will pick 3 objects and 2 actions from the hat. You will have to use these in your story.

Actions

Objects

Use the story builder you will get to prepare your story.

Action 5

c Use the objects and the actions you picked.

a Use the past simple correctly. b Use linking words correctly, so your story is logical. Divide your text into paragraphs.

d Be creative! e Write a minimum of 100 words.

SPEAKING

You will tell your story to the class. This means you have to practise first.

WRITING

Write your story. Pay attention to the following.

Reflection 7

Check your task by filling in the checklist. Checklist: my own fairy tale

1 Preparation • I completed the story builder. • I practised telling the story.

2 Content and structure • I used the objects and actions in my story. • I included all the elements from the story builder. • I wrote a minimum of 100 words. • I divided the text into paragraphs. • The story is logical and creative.

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Trace your steps on diddit.

UNIT 5:

ONCE UPON A TIME

Yes

I think so

UNIT 6: DIG IN! check in Step 1: talking about (favourite) food

Step 2: discussing quantity

Step 3: giving (recipe) instructions

main track

ÂŠ

summary

trace your steps

on different tracks check out: master chef

CHECK IN Kids commenting on food 1

watchING

Watch the video and answer the questions. a What is this video about? b What foods do they not try? spinach fruitcake roasted chicken strawberry shortcake dino ribs

c What TV shows do they refer to? Do you know them? Have you ever watched them?

d Link the comments to the foods. Choose A for spinach, B for roasted chicken and C for dino ribs. They’re as big as an elephant’s ear! Smells really good. It tastes like wet leaves.

A bear wouldn’t finish this in one bite. Can’t get enough of that stench.

Ewww!

It could use some salt.

It tastes juicy and good.

It has really good flavourings; it’s sweet and salty.

e Here is a list of other TV foods that these children tried. Which of these would you like to try? SPEAKING Why?

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UNIT 6:

DIG IN!

MAIN TRACK Let’s talk about food!

Step 1

Talking about (favourite) food

1 / Food groups Look at the food and drinks in the photos. What do you like? What do you hate? What is your favourite? Indicate your preferences below.

fish and chips

onions

cake

salmon

coffee

Brussels sprouts

bangers & mash

Add more examples for each group. What title would you give to each group?

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lettuce

rice

grapes

scrambled eggs

cauliflower

orange juice

anchovies

peppers

lemons

grapefruit, melon,

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cucumber, aubergine,

veal, sausages, lamb,

rosemary, curry, oregano,

mustard, cocktail sauce,

sparkling water, still water,

cornflakes,

You will get a food group. Write down as many words as you can think of in 1 minute. Share with the class.

ÂŠ

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What does it taste like? Write down the foods from the previous exercises in the correct column.

Sweet

Salty

Sour

Spicy

Bitter

UNIT 6:

â&#x20AC;&#x201A; DIG IN!

SPOKEN INTERACTION

2 / Tastes better than it looks! 1

watchING

Watch the Kids vs Food video and answer the questions. a What is this video about? b Do they like the way it looks? How do you know? c After they have tried it, do they like it? Why do you think so? d Do they still think that way after they heard what it is made of? e What did you think about haggis? Does it look good? Have you ever eaten it? How did it taste?

Watch the video again and do these tasks.

watchING

a Highlight the words used to comment on the food.

a bit bitter – disgusting – gross – I like it – it’s too spicy – looks healthy – looks like a sausage – looks nice – looks weird – no bad taste – not that bad – smells amazing – smells good – smells like chicken – tastes better than it looks – very salty – way too sweet for me

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b Put the phrases in the correct column.

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Pair up and discuss food with your partner. Use the expressions on ‘How to express your likes and dislikes (food)’.

SPOKEN INTERACTION

a Find out what your classmate’s favourite dish is and what they don’t like. b Report to the class, and then list the top 3 choices of the class. Class favourite dishes

Class least favourite dishes

USEFUL EXPRESSIONS

How to express your likes and dislikes (food)

Look, smell and taste:

It looks … awful / amazing / delicious / good / weird / gross … It smells … awful / amazing / delicious / good / weird / gross … It tastes … awful / amazing/ delicious / good / weird / gross … Overall opinion:

It looks like … (e.g. a sausage). It smells like … (e.g. fish). It tastes like … (e.g. chicken).

This is delicious. This is great/(very) good. I like it. It tastes better than it looks. It’s not that bad. It is too fatty / salty / spicy / bitter / sweet / … I don’t like it (at all).

See p. 241

Discuss these questions with a partner.

SPOKEN INTERACTION

a Do you like pancakes? Why (not)?

b What toppings do you like on your pancakes: sugar, whipped cream …?

Americans love maple syrup on their pancakes. Read all about it in the text on the next page and answer the questions. a Write a short conclusion under each paragraph where it says ‘bottom line’. b Find a subtitle for every paragraph from this list. There is 1 title you do not need to use.

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UNIT 6:

DIG IN!

READING

Maple Syrup: Healthy or Unhealthy? by Kris Gunnars, BSc

One of the more popular sweeteners today is maple syrup. It is a 100% natural sweetener that is said to be more nutritious and healthier than sugar.

Maple syrup is made from the sugary circulating fluid (sap) of maple trees. It has been consumed for many centuries in North America … since the times of the Indians. Over 80% of the world’s supply is now produced in Canada. Maple syrup is made in a natural 2-step process: 1 A hole is drilled in the maple tree. Then the sugary circulating fluid leaks out and is collected into a container. 2 The sugary fluid is boiled until most of the water evaporates, leaving a thick sugary syrup, which is then filtered to remove impurities. The final product looks something like this:

Bottom line: Maple syrup is made by

There are several different ‘grades’ of maple syrup, depending on the color. The exact way they are classified can vary between countries. In the United States, maple syrup is either classified as grade A or grade B. • Grade A is further categorized into 3 groups: light amber, medium amber and dark amber. • Grade B is the darkest of them all. The main difference between them is that the darker syrups are made from sap that is collected later in the harvesting season. The dark syrups have a stronger maple flavor and are usually used for baking or in recipes, while the lighter ones are rather used directly as syrups … for example on pancakes. If you’re going to buy maple syrup, then make sure to get actual maple syrup, not just maple-flavored syrup, which can be loaded with refined sugar or high fructose corn syrup. As with any other food, make sure to read the label. Bottom line: There are several

The main thing that sets maple syrup apart from refined sugar is the fact that it also contains some minerals and antioxidants. Maple syrup contains a decent amount of some minerals, especially manganese and zinc, but keep in mind that it also contains a whole bunch of sugar.

UNIT 6:

DIG IN!

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223

Maple syrup is about 2/3rds sucrose (as in table sugar) and 100 grams of it therefore supply around 67 grams of sugar. Really … sugar can be seriously harmful. When consuming too much of it, it is believed to be among the leading causes of some of the world’s biggest health problems, including obesity, type 2 diabetes and heart disease. But if you’re going to eat a sugar-based sweetener anyway, then replacing refined sugar in recipes with an identical amount of maple syrup will cut the total sugar content by a third. Bottom line: Maple syrup contains

Adapted from: authoritynutrition.com

Even though maple syrup does contain some nutrients and minerals, it is also very high in sugar. Maple syrup is a ‘less bad’ version of sugar … kind of like honey and coconut sugar. That does NOT make it healthy. Same as with all sugar-based sweeteners, if you’re going to eat it, make sure to do so in moderation only.

SPEAKING

c Have you ever tried maple syrup? If not, would you like to try it? 6

Discuss a list of foods kids hate the most.

beets olives broccoli cilantro mushrooms tomatoes aubergine peanuts bologna sausage pineapple pizza

WRITING

a Preparation: read the list of most hated foods around the world and tick off the foods that you like. Look up an image of the ones you don’t know. Put an X next to the ones you hate. Think of the reasons why you like/hate this food. Prepare what you want to say about this below. liver ginger mayonnaise spam candy corn tuna black liquorice pickles cantaloupe Brussels sprouts

I hate because it tastes like

I also don’t like because it smells

looks like and that’s why I think it is I think is too

. for me.

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b Action: form groups and discuss the list with your classmates. Use good expressions to say why you (dis)like these foods. Observe at least one classmate in your group.

UNIT 6:

DIG IN!

SPEAKING

c Reflection: one classmate will observe you and fill in the checklist for you. Next sit together and discuss what went well and what could be improved. Checklist: commenting on food

Yes

I think so

1 Preparation • My classmate ticked off the list of foods. • My classmate filled in the writing frame. 2 Content and structure • My classmate talked about the foods they like/hate for about 1 minute. • My classmate discussed the flavours of the foods. • My classmate gave reasons. 3 Language • My classmate used good expressions for likes/dislikes. • My classmate used vocabulary to talk about food correctly. • My classmate paid attention to their pronunciation.

Feedback

Discussing quantity

Brandon’s mother wants him to go grocery shopping. Take a look at his shopping list and answer the questions.

ples 6 ap ts rro 8 ca f butter g 250 o bread of 1 loaf nanas s 3 ba f mushroom o x 1 bo les of milk tt 2 bo of lettuce r a 1 he d (lb) of suga d n u u f lo r 1 po lb) of ( d n u 1 po ops ork ch ps 4p ris g of c 1 ba

READING

Did you know?

1 pound = 0.454 kg In Latin a pound is ‘libra’. The English use this Latin word for the abbreviation of pound: lb. How many pounds is 10 kg? How many kg is 4 lb?

a How many apples does he need?

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How much do you want?

Step 2

CHECK 1, p. 242

b How much milk does he have to buy? c How many pork chops are on his list? d How many bananas does he want?

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e How much bread does he have to buy? f How many mushrooms does Brandon need? g How many crisps does his mother want? h How much lettuce do they need? Sometimes the things you buy are packaged, sometimes they aren’t. And sometimes certain types of containers are associated with them. Complete the phrases below the pictures.

a bottle of

a cup of

a glass of

a can of

a box of

a packet of

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226

a bar of

a carton of

a jar of

a bag of

a spoonful of

Complete these columns with foods you know. Write 3 for each. a bottle of …

a box of …

a packet of …

a can of …

a jar of …

a bag of …

a cup of …

a glass of ...

UNIT 6:

DIG IN!

Can you count this? a Mark the items that you can count and complete the grid with items from Brandon’s list in exercise 1, p. 225. b Do you need ‘much’ or ‘many’ after the questions with ‘how’? Items you can count: countable

Items you can’t count: uncountable

– pears

– strawberries

– yoghurt

– salt

– eggs

– water

Question: How

Work with a partner. Ask each other questions about the classroom/school. Use ‘how much’ or ‘how many’. e.g. How many subjects do we have? How much does a sandwich cost?

SPOKEN INTERACTION

Are these dishes healthy or not? Underline the correct answer.

READING

1 Eating a salad is healthy / unhealthy because salads are made with a lot of different vegetables.

2 Fast food is healthy / unhealthy because there is too much fat in it. 3 Coke, lemonade, Ice Tea: these drinks are healthy / unhealthy because they contain a lot of sugar. 4 Eating too many sweets is good / bad for your teeth. 5 Fruit is good / not good for you because it contains a lot of vitamins.

6 Drinking water is healthy / unhealthy because it does not contain much sugar. 7 Bangers and mash is / is not a healthy dish because there aren’t many vegetables in it. 8 It is healthy / unhealthy to eat many vegetables. 9 It is good / bad for you to eat fruit with the skin because most of the vitamins are closest to the skin. 10 Eating a little bit of dark chocolate is healthy / unhealthy for your heart.

Look at the words in bold in exercise 6. Complete the grid below with the correct words. Positive sentence

Negative sentence

Question

After ‘too’ two hundred and twenty-seven

Countable nouns Uncountable nouns

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Complete the grammar box with the correct information.

GRAMMAR

How to talk about quantity

When you don’t know the exact amount of something you can use ‘quantifiers’. We use with nouns. e.g. There are many students in my school. We use with nouns. e.g. Don’t put too much salt in that soup!

can be used with and nouns and is mostly used for large quantities. e.g. There is a lot of sugar in soft drinks. My mother always buys a lot of vegetables at the market. See p. 235

Complete the sentences with ‘much’, ‘many’ or ‘a lot of’. 1 How rice should I cook for two people?

2 She has too things to do today so we can’t go shopping now. 3 Have you got friends in this school?

4 Our teacher gives us too homework! 5 Do you eat fruit?

6 Whoa! There is too salt in this soup!

7 How money have you got in your wallet? 8 There aren’t vegetables I don’t like. 9 I think you eat too sweets.

10 There are pupils in our school.

10 Look at these pictures, and then answer the questions in complete sentences, like in the example.

Is there any water in the glass?

No, there isn’t any water in the glass.

Are there any pens on the desk?

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Is there any orange juice in this glass?

UNIT 6:

DIG IN!

Are there any apples on the table?

Are there any pens in the pencil case?

11 Use the words from the previous exercise to complete the grid.

any negative sentences

Is there water in

No, there isn’t

Yes, there is

the glass?

water in the glass.

Is there

No, there isn’t

Yes, there

lemonade in the glass?

lemonade in the glass.

Are there pens

No, there aren’t

Yes, there

on the desk?

pens on the desk.

12 Complete the grammar box with the correct information. How to talk about quantity

GRAMMAR

General rule:

We use for sentences. e.g. There is some fruit in my lunch box.

We use for sentences and . e.g. T here isn’t any water left in the bottle. Are there any apples in the fruit basket? But:

And sometimes we can use in a positive sentence when we mean ‘it doesn’t matter which’. e.g. Give me any pen! See p. 235

UNIT 6:

DIG IN!

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Sometimes we can use in questions when we are offering or asking for something, especially when we expect a positive answer. e.g. Can I have some coffee, please? Would you like some more cake?

229

13 Complete the sentences with ‘some’ or ‘any’. 1 There aren’t biscuits in the cupboard. 2 Is there water left in that bottle? 3 There are apples on the table; can you get them for me? 4 Are there carrots on your shopping list? No, not yet. Should I get

5 There is fruit in the fruit basket on the kitchen counter. 6 Are there potatoes in that bag? 7 There are pancakes left over from the party. Do you want one? 8 I have grapes in my lunchbox. 9 Do you have homework today? 14 Pair up and ask each other questions about your lunch. Use ‘some’ or ‘any‘.

SPOKEN INTERACTION

15 What is in the fridge?

e.g. Have you got any vegetables in your lunch bag? – Yes, I have got some cherry tomatoes. Did you bring any fizzy drinks for lunch? – No, I didn’t bring any drinks at all. I’ll get some from the vending machine.

a Preparation: look at the picture and circle at least 5 things.

b Action: – Write down 5 questions and answers about what is in the fridge. –U se ‘a lot of – any – many – much – some’ in your sentences.

e.g. Is there any orange juice in the fridge? – Yes, there is some orange juice in the fridge. 1 Is there

– There is

2 Are there

– There are

3 4

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UNIT 6:

DIG IN!

WRITING

c Reflection: check your task by filling in the checklist. Checklist: what’s in the fridge?

Yes

I think so

1 Content and structure • I wrote down 5 questions. • I wrote answers for all 5 of my questions. 2 Language • I used quantifiers (much/many/a lot of/some/any) correctly. • I used the vocabulary about food correctly. • I used correct spelling and punctuation. Feedback

Step 3

What’s cooking in your kitchen? Giving (recipe) instructions

watchING

Watch the video recipe for egg rolls and complete the sentences.

CHECK 2, p. 246

1 1 pound of ground pork in a large bowl.

2 a teaspoon of ginger and 1 teaspoon of garlic powder. 3 it thoroughly.

4 In a medium sized frying pan, over medium high heat, the pork mixture. 5 Cook and through until it’s cooked and no longer pink. 6 Set aside.

7 with a knife enough cabbage to make two cups.

8 the shredded cabbage along with 2 ounces of pre-shredded carrots into a large bowl.

9 Add the cooked pork. 10 it a good stir to mix it up well. 11 Place 2 tablespoons of flour and 2 tablespoons of water in a small bowl. 12 Stir them together to make a paste. 13 one egg roll wrapper with the corner pointing toward you.

15 the corner up over the filling. 16 Fold the left and right corners toward the centre and continue to roll. 17 a bit of the flour paste on the final corner to help seal the egg roll. 18 peanut oil in a large frying pan, add enough to fill halfway up the pan.

UNIT 6:

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14 Place about 1/4 to 1/3 of a cup of the filling on the wrapper.

231

19 it until it reaches 375° (F!). 20 Place the egg rolls into the hot oil until they are golden brown. 21 them to make sure they brown evenly. 22 the egg rolls from the oil and drain them on paper towels. 23 When they are still hot, them with sesame seeds. 2

Look at the instructions in exercise 1. a What do they all start with? b Do you remember the verb form to give instructions? Complete the grammar box below.

GRAMMAR

How to give instructions

The imperative is the base form of the verb. e.g. Add a teaspoon of ginger.

To give instructions or to say that someone has to do something, we use .

To say that someone is not allowed to do something, we add . e.g. Don’t forget to share the recipe!

We also use to give the order in which we have to do something:

See p. 237

e.g.

Complete this recipe for falafel with the correct verbs from the box.

blend – combine – drizzle – form – fry – heat – season (3x) – serve – transfer – whisk (3x) 1 In a food processor fitted with a metal blade, chickpeas, garlic, shallots, parsley, cumin, coriander and flour, and season with salt and pepper. until mixture resembles a thick paste.

2 mixture into falafel balls of about 2” in diameter. 3 In a pot, 1” vegetable oil until a drop of water added to the oil sizzles and pops.

4 falafels until golden, then to a paper towel-lined plate and immediately with salt.

5 To make yoghurt sauce: in a medium bowl, together yoghurt, lemon juice, oil, and dill. with salt and pepper. 6 To make tahini sauce: in a medium bowl, together tahini, garlic, lemon juice, and warm water. with salt. (If you prefer a thinner sauce, in more warm water, 1 tablespoon at a time.) 7 falafels in pita with lettuce, tomatoes, and cucumber and

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with either sauce.

232

UNIT 6:

DIG IN!

Choose words from the box to match the pictures below. to dab – to drizzle – to fry – to pour – to season – to shred – to sprinkle – to whisk

What do you see? Check the words in the recipes in exercises 1 and 3 that are printed in bold and match them to the correct image.

Look up a recipe that you want to try and make a list of the utensils you need to make it yourself.

Give instructions on how to prepare your favourite dish.

a Preparation: find a partner. Look up the recipe for your favourite meal or choose a card from the teacher’s stack and look up that recipe. – Make a list with the ingredients:

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– Make a list with the utensils you need:

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b Action: – Write down the recipe. Make sure that there are at least 5 instructions. Use the list of ingredients and the utensils in your recipe. Use the correct verbs for the actions! Don’t forget to use linking words.

WRITING

SPEAKING

– One of you tells the class what they need for the recipe. The other one gives the instructions. Have your classmates guess what you are ‘cooking’. c Reflection: check your work by filling in the checklist.

Checklist: preparing your favourite dish

1 Preparation • I looked up (parts of) the recipe. • I made a list of ingredients and utensils.

2 Content and structure • I wrote clear instructions for my recipe (at least 5). • I told the class my recipe in a structured way.

3 Language • I used cooking verbs correctly. • I used linking words correctly. • I used imperatives to give instructions. • I used the correct vocabulary to talk about kitchen utensils. • I used correct spelling and punctuation. • I paid attention to my pronunciation. Feedback

CHECK 3, p. 248

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234

UNIT 6:

DIG IN!

Yes

I think so

SUMMARY Quantifiers

I would like to have some tea and some toast, please.

How many slices of toast would you like?

Just one and I want a lot of sugar in my tea!

GRAMMAR

HOW TO talk about quantity

There isn’t any sugar left, I’m afraid. How much milk do you want?

1 Counting nouns

Countable nouns

– You count them with numbers. e.g. 1 apple – 2 apples – They have a plural and a singular form. – The singular can use the indefinite article ‘a’ or ‘an’: e.g. a carrot – an apple

Uncountable nouns

– You can’t count them with numbers. e.g. 1 money – 2 moneys – They don’t have a plural form. – They can only use the definite article ‘the’: e.g. the rice, the butter

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Keep in mind: – Some words can be both countable and uncountable with a change in meaning. Drinks are usually uncountable but if we think of a cup or a glass, we can say e.g. ‘a coke’ or ‘two coffees’. – When you don’t know the exact amount of something you can use quantifiers: some, any, much, many.

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2 Unspecified quantity USE

some

any

EXAMPLES

– – – – –

with plural of countable nouns with uncountable nouns in positive sentences in offers in requests

– – – – –

an apple g some apples water g some water There is some milk in the fridge. Do you want some tea? Could you get me some milk, please?

– – – – –

with plural of countable nouns with uncountable nouns in questions in negative sentences when the meaning is ‘it doesn’t matter which’

– – – – –

a pear g any pears milk g any milk Is there any milk left in the fridge? There isn’t any milk left in the fridge. You can ask for help any time!

3 Large quantity – – – –

much sugar How much sugar do you want? I don’t need much sugar. There is too much sugar in my tea.

– – – –

with plural countable nouns in questions in negative sentences in positive sentences with ‘so’, ‘as’ or ‘too’

– – – –

many restaurants How many ice cubes would you like? There aren’t many restaurants here. There are too many ice cubes in my drink.

– always correct

a lot of

with uncountable nouns in questions in negative sentences in positive sentences with ‘so’, ‘as’ or ‘too’

many

– – – –

much

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UNIT 6:

EXAMPLES

USE

DIG IN!

– We have a lot of options.

HOW TO give instructions

The imperative

Shake it! Don’t stir it!

FORM

Positive imperative

Negative imperative

= base form of the verb

= don’t + base form of the verb

e.g. Pour the water in the frying pan. Mix until smooth.

e.g. Don’t let it get too hot! Don’t stir but shake!

USE

– to order someone to do something – to give instructions

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Keep in mind: If you want to structure your instructions, use linking words: – first(ly) … – second(ly) … – then … – next … – after that … – finally …

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an apple

a grape

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UNIT 6:

a carrot

an onion

DIG IN!

a strawberry

VA an aubergine (UK)/ an eggplant (US)

an asparagus

a lemon

a pear

2 VEGETABLES

a banana

a grapefruit

a melon

an avocado

VOCABULARY

1 FRUIT

a cauliflower

a (bell) pepper

a tomato

broccoli

lettuce

a potato

Brussels sprouts

a mushroom

spinach

3 MEAT AND FISH

beef (steak)

a sausage

chicken

veal

(a loaf of) bread

rice

cereal

cheese

an anchovy

4 WHEAT AND DAIRY

lamb

a sandwich

pork (chops)

salmon

an egg

yoghurt

5 DISHES

a pie

cake

a salad

fish and chips

scrambled eggs

ice cream

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bangers and mash

soup

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6 DRINKS

sparkling water

coke

still water

chocolate

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UNIT 6:

DIG IN!

tea

crisps (UK) / (potato) chips (US)

biscuits (UK) / cookies (US)

lemonade

7 SNACKS AND SWEETS

orange juice

milk

coffee

sweets (UK) / candy (US)

I don’t like Brussels sprouts because they are too bitter.

1 Expressing likes

This is delicious! All the flavours really come together.

USEFUL EXPRESSIONS

HOW TO express your likes and dislikes (food)

This is delicious. This is great/(very) good. I love it because … I like it because …

… all the flavours really come together. … it smells / tastes / looks amazing / delicious. … it is healthy for you. … it tastes just like chicken.

It tastes better than it looks.

2 Expressing dislikes

I don’t (really) like … because … I don’t like … at all because … I (really) hate …

… it is unhealthy for you. … it is too fatty / spicy / salty / bitter / sweet. … it smells / tastes / looks awful / gross / weird. two hundred and forty-one

It’s not that bad, but it could do with some seasoning.

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ON DIFFERENT TRACKS Talking about (favourite) food

Check 1 1

watchING

Watch this video of Tucker and his friend Journee taste testing food. a Write down the names of the foods they test and add the correct food group. Food N° Name

Food group

1 2 3 4 6 / 12

Total:

b What do Tucker and Journee think about the food? Write 6 sentences. Use the writing frame. WRITING

Tucker

– Tucker hates because + Tucker loves because + Journee + + +

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Total:

UNIT 6:

/ 6

Score

< 11

11 – 14

> 14

Next exercise

ex. 2

ex. 4

ex. 5

DIG IN!

Name the foods in the photo and put them in the correct food group.

Score

< 12

≥ 12

ex. 3

Next exercise

WRITING

Write about foods you (dis)like.

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a Preparation: look at the pictures and circle 5 foods you would like to give your opinion about. Name them!

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243

b Action: write a paragraph (about 50-75 words) in which you give your opinion about the food. Make sure there is at least 1 sentence per food. Use the right expressions to give your opinion about food. c Reflection: check your work by filling in the checklist. Yes

I think so

Checklist: foods I (dis)like

1 Preparation • I circled 5 foods in the pictures and named them.

2 Content and structure • My text is 50-75 words. • There is at least 1 sentence per food. • My opinion is clear.

3 Language • I used good phrases to give my opinion (about food). • I used correct vocabulary. • I used correct basic grammar. • I used correct spelling and punctuation. Feedback

Score

≥ 11

ex. 4

Check 2, p. 246

Next exercise

< 11

WRITING Make 3 menus: 1 for a school day, 1 for your birthday and 1 for a special celebration (e.g. Christmas). Make sure you use at least 3 vegetables, 2 types of meat, 4 kinds of fruit, 2 drinks and 2 desserts. a School day

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UNIT 6:

DIG IN!

b Birthday c Special celebration Score

≥9

Next exercise

Check 2, p. 246

SPEAKING

Taste test review. Give your opinion about new foods you tried.

a Preparation: think of something you have recently tasted (for the first time). Write down your ideas in the grid.

I tried … It looked … It smelled …

It tasted …

What I liked about it:

What I hated about it:

b Action: describe your experience. Discuss the flavours, the smell, the look, etc. Talk for at least 1 minute about what you liked or didn’t like about it.

c Reflection: use this checklist to check your work. Checklist: giving opinion about food

Yes

I think so

1 Content and structure • I talked for at least 1 minute. • I talked about the flavour, smell and look of the food. 2 Language • I used good phrases to give my opinion about food. • I used the vocabulary about food to talk about the flavours, smell and look, etc. • I paid attention to my pronunciation.

Score

≥7

Next exercise

ex. 3

Check 2, p. 246

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Feedback

UNIT 6:

DIG IN!

245

Discussing quantity

Check 2 1

Complete the sentences. a Use ‘much’, ‘many’, or ‘a lot of’. 1 We’ve got too homework. Now I can’t go to the cinema tonight. 2 There are people in our school. 3 There isn’t milk left. I have to go to the shop to buy some. 4 How sweets do you want? – Six, please! 5 London has got beautiful buildings. 6 Did you invite classmates to your party? 7 I have got money … in my Monopoly bank!

b Use ‘some’ or ‘any’. 1 Have you got spare change? I’d like to buy a can of coke from the machine. 2 There are drinks in the fridge, if you’re thirsty. 3 Who ate all the cake? There isn’t left!

4 I would like tea, please, if you have .

5 Have you got idea how long it takes to make this recipe? 6 There is freshly squeezed juice in the fridge, if you like.

Score

7 Would you like coffee?

Next exercise 2

9 – 12

> 12

ex. 2

ex. 3

ex. 4

Are these words countable or uncountable? Circle the uncountable words.

1 rice 2 pineapple 3 tea 4 waiter 5 wine Score

6 biscuit 7 sugar 8 beef 9 cake 10 cherry

Next exercise 3

11 cabbage 12 pepper 13 basil 14 juice 15 bacon

≥8 ex. 3

Complete with the correct containers. 1 a of crisps

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246

2 a / of honey 3 a of soap 4 a / / of lemonade 5 a / / of soda

UNIT 6:

DIG IN!

16 burger 17 milkshake 18 chocolate spread

6 a of sweets 7 a of rice 8 a of chocolates 9 a / / of orange juice 10 a of coffee Score

≥8

Next exercise

Pair up. Your classmate will dictate 10 things from their shopping list. Try to draw the items. You will earn 1 point for each correct item (containers + food). Score

Next exercise 5

SPEAKING

≥7 Check 3, p. 248

Pair up and match shopping lists to trolleys!

ex. 4

SPOKEN INTERACTION

a Preparation: decide who will be student A and who will be student B. You will each get 3 different trolleys or baskets and 3 different shopping lists.

b Action: – Student A starts by asking student B questions using ‘some’ and ‘any’ and tries to match the trolleys to the correct shopping lists. Switch when the 3 trolleys have been found. – Now it is student B’s turn to ask questions. c Reflection: check your task by filling in the checklist. Checklist: finding trolleys

Yes

I think so

1 Content and structure • I could match the trolleys to the lists. 2 Language • I used correct quantifiers. • I used the correct containers. • I used basic grammar to ask questions correctly. • I paid attention to my pronunciation.

Score

≥8

Next exercise

ex. 4

Check 3, p. 248

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Feedback

UNIT 6:

DIG IN!

247

Giving (recipe) instructions

Check 3 1

Watch the video and complete the instructions on how to make churros. Procedure: • 100 ml of water in a . • 25 g of unsalted butter. • the off the stove. • some salt to 1/2 cup of flour. • well. • to the butter.

• the dough in a piping bag. • for 20 minutes. Meanwhile make the chocolate sauce: • 100 ml double cream,

• until you have a dough.

3/4 tsp vanilla extract and 1/2 tsp cinnamon powder in a . • Bring to a .

• 40 g of dark chocolate. • and let it melt. Time to make the churros:

• the piping bag to make little ‘strips’, cut the end using scissors. • in hot oil until golden brown.

• Once cooked, drain them on a paper towel. • sugar and cinnamon to a plate and the churros in it. Enjoy!

Score

< 13

13 – 17

> 17

Next exercise

ex. 2

ex. 3

ex. 4

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248

UNIT 6:

DIG IN!

watchING

Name the utensils and instructions in the pictures.

Score

Next exercise

≥6

ex. 3

watchING

Watch the video, with the sound off. Complete the instructions in this recipe. Afterwards, watch the video again, with the sound on, and check your answers. • the cucumber in (half) circles. • a red onion in slices.

• 1/3 cup kalamata olives in half. • 2 tomatoes in small wedges. • the seeds and the ribs of the bell pepper.

• up the pepper. • the feta cheese over the salad. • with your fingers. • the dressing over the salad.

Score Next exercise

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• some more oregano. ≥7 All done!

UNIT 6:

DIG IN!

249

WRITING

Make your own potion! a Preparation: decide what type of potion you want to make: truth serum, love potion, magic maths potion, etc. – What my potion does: – Make a list of the ingredients (minimum 5). – Make a list of the utensils you need (minimum 4).

b Action: – Write the recipe for the potion. – Make sure that there are at least 6 different ways to handle the food/liquids you use for the potion. – Use the list of ingredients and the utensils in your recipe. – Use the correct verbs for the actions! – Don’t forget to use linking words.

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250

UNIT 6:

DIG IN!

c Reflection: use this checklist to check your work. Checklist: a potion recipe

Yes

I think so

1 Preparation • I made a list of ingredients and utensils. • I chose a purpose for my potion. 2 Content and structure • I wrote clear instructions on how to prepare the potion. • I used at least 5 ingredients for my potion and 3 utensils. • I wrote 6 different ways to handle the ingredients. 3 Language • I used imperatives to give instructions. • I used action verbs correctly. • I used linking words correctly. • I used the correct vocabulary to talk about kitchen utensils. • I used correct spelling and punctuation.

Feedback

< 14

≥ 14

Next exercise

ex. 3

All done!

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Score

UNIT 6:

DIG IN!

251

CHECK OUT: MASTER CHEF Orientation You are going to be a TV chef!

Preparation 1

Start by writing your menu. It should consist of a starter, a main course and a dessert.

Next make a shopping list of all the ingredients you will need for 4 people.

Make the recipe for one of your courses. Make sure you use clear instructions.

WRITING

Action Film yourself while preparing the recipe. Give clear instructions, and name everything you use: utensils, ingredients, quantities.

End your ‘programme’ with 3 tips for people who want to try this recipe at home.

Show the video in class and bring the food so everyone can taste it.

Discuss the food: – Whose meal tasted the best? – What would you do differently? – Which of the recipes do you want to try at home?

Reflection

Fill in the checklist to reflect on your work. Checklist: master chef

1 Content and structure • I wrote a 3-course menu. • I made a shopping list. • I made a recipe with clear instructions.

2 Language • I used the correct words to talk about food. • I used the correct grammar to give instructions. • I used the correct grammar to talk about the quantity of the ingredients. • I used linking words correctly. • I used the correct phrases to discuss the food. • I paid attention to my pronunciation. Feedback

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252

Trace your steps on diddit.

UNIT 6:

DIG IN!

Yes

I think so

SPEAKING

UNIT 7: TALK TO THE STARS check in Step 1: describing peopleâ&#x20AC;&#x2122;s character

main track

Step 3: making plans

Step 2: predicting the future

ÂŠ

summary

trace your steps

on different tracks check out: predicting the future

CHECK IN Marvel’s real hero 1

Watch the interview with Stan Lee and answer the questions.

watchING

a What is Stan Lee’s job? b What kind of books did he write in the past?

c Can you name some?

d What kind of book is the interview about?

e What is the title of the book?

f What is difficult for Stan Lee to remember? g What is the book about?

h Is it written just for children?

i Does the story have a good ending?

j Will it be adapted for the small or big screen?

Did you know?

Stan Lee was an American comic book writer, editor, publisher, and producer. He was Marvel Comics’ primary creative leader for 2 decades. He made it from a small publishing house to a multimedia corporation that dominated the comics industry. Stan Lee appeared in many Marvel films and television projects. His final film appearance was in The Avengers: Endgame. He died in November 2018 and is considered a real hero. Adapted from https://en.wikipedia.org/wiki/Stan_Lee

Discuss with a classmate. a Do you like reading comic books? If so, what do you like in them? If not, why not?

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254

b Do you know any of the films mentioned in the interview? Which one(s)? c Do you like any of the films mentioned in the interview? Why (not)? d Do you know what a Zodiac is?

UNIT 7:

TALK TO THE STARS

SPOKEN INTERACTION

MAIN TRACK Step 1

Do you believe in the stars? Describing people’s character

1 / Signs of the zodiac 1

READING

Read the text about the zodiac and answer the questions. a What is the text about? b What did people in ancient times think the constellations were all about?

WHAT IS THE ZODIAC AND WHAT IS SPECIAL ABOUT THESE CONSTELLATIONS?

N earth

The constellations in the zodiac are simply the constellations that this imaginary straight line points to in its year-long journey.

In ancient times, astronomers did not fully understand how Earth, the Sun, and the stars moved. Nor did they have any idea the Universe is so vast. But they were good observers of the sky and tried very hard to make sense of it.

sun

constellations: if you connect the stars they create constellations, e.g. the Little Bear, the Great Bear nor: and also not (‘noch’, ‘ook niet’) an orbit: a rotation, a path a solar system: the sun and all the planets vast: big, endless

People had already imagined that the constellations might be important symbols, telling stories of their gods and other myths. It was not a big step to suppose that the changing positions of the constellations at different times of the year might be important to people and events on Earth. two hundred and fifty-five

Imagine a straight line drawn from Earth through the Sun and out into space way beyond our solar system where the stars are. Then, picture Earth following its orbit around the Sun. This imaginary line would rotate, pointing to different stars throughout one complete trip around the Sun – or, one year. All the stars that lie close to the imaginary flat disk swept out by this imaginary line are said to be in the zodiac.

Adapted from: www.spaceplace.nasa.gov

UNIT 7:

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255

Discuss these questions with a partner, and then report to another pair of students.

SPOKEN INTERACTION

a What are signs of the zodiac? b Do you believe the signs of the zodiac mean anything? c Do you know what your sign is? 3

Watch the extract from the film Zodiac, Signs of the Apocalypse and answer the questions. Sometimes more than 1 answer is possible.

watchING

b What does the man think this is? He has no idea. He thinks it is a special date. He thinks it is a countdown.

a What are the carvings in the cave? zodiac signs the old Mayan Calendar a Greek myth

c What did the company want? They wanted to find the cave. They wanted the stone. They wanted the bodies from the dead scientists.

d What is so special about that object? They think it is an undiscovered gemstone of great value. They think it is a power source, energy.

e What is the legend about? It is about the end of the world. It is about the end of the sun. It is about natural disasters.

Every sign of the zodiac has certain character traits. a Read the text and answer the questions.

1 How many signs are there? 2 What are these signs called? 3 Which sign is reliable? 4 Which sign plans carefully to achieve their ambitions? 5 Which sign is careful? 6 Which sign is full of surprises? 7 Which sign has good self-control? 8 What is your neighbour’s sign? 9 Do you think the text accurately describes what he/she is like? two hundred and fifty-six

256

UNIT 7:

TALK TO THE STARS

READING

10 What is your father’s or mother’s sign? 11 Do you think the text accurately describes what he/she is like?

Signs of the Zodiac Aries (March 21 – April 19):

Taurus (April 20 – May 20):

Taurus are reliable and practical people but they can be really stubborn when dealing with other people. They only work hard if they are enjoying what they are doing. They hate change.

Gemini (May 21 – June 20):

Those born under this sign are very active people, as a result they can be impulsive. But they are also innocent. They like planning ahead but they can’t foresee problems and tend to overlook details.

Cancer (June 21 – July 22):

They are loyal to their friends and very sensitive. They can be moody, however. They like staying in one place and hate travelling. They like living in the past.

They are lively. They like to chat, but are restless and are always looking for new things. They don’t like hard, monotonous work, because they like change.

Virgo (August 23 – September 22):

Leos are demanding and sometimes bossy. But despite this they also have a generous nature. They love to be the centre of attention. They have a lot of respect for family life and children. They are good organisers.

Libra (September 23 – October 22):

Libras typically need balance and stability in their lives. They are creative and artistic. They want to settle down, they need marriage and a harmonious life.

Virgos are thorough and careful. They are reasonable, but can be very critical. They like things to be perfect and places to be tidy, as they are terribly fussy.

Scorpio (October 23 – November 21):

Those born under this sign are determined to get their own way and are very jealous. They enjoy solving problems and can be difficult to live with. They have good self-control.

reasonable: fair thorough: detailed

UNIT 7:

TALK TO THE STARS

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Leo (July 23 – August 22):

257

Sagittarius (November 22 – December 21):

Capricorn (December 22 – January 19):

They are careeroriented people. They are ambitious and have opinions about everything. They plan carefully to achieve their ambitions.

They are independent, but friendly. They love sports and outdoor activities. They can be outspoken in their opinions about everything, but they are quiet as well. They seek the unknown all the time.

Aquarians are intelligent and inventive. They are full of unusual ideas on how to change the world. They are great speakers and thinkers. They are friendly, but also unpredictable and full of surprises. Adapted from: en.islcollective.com

Pisces (February 19 – March 20):

They are sensitive and understanding. They cannot stand to see other people suffer. It makes them angry when things do not run smoothly. They are also unpredictable in their behaviour.

Aquarius (January 20 – February 18):

SPOKEN INTERACTION

b Do you agree with what is written in the text? Form groups and discuss these questions. Use some of the expressions from the Summary on p. 276 in your discussion. – Are the descriptions correct? Why (not)? – Can you say the same about people you know? – Is there something you would add to the text? What?

Did you know?

Astronomy is the study of the universe and everything in it. This includes stars, planets and galaxies as well as other things. The word astronomy comes from the Greek words astron which means star and nomos which means law.

Astrology is the study of how the positions of the stars and movements of the planets have an influence on events and on the lives and behaviour of people.

2 / What are people like? 1

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258

someone who isn’t afraid of danger e.g. Fire fighters are really brave! They aren’t afraid of fire. UNIT 7:

TALK TO THE STARS

SPOKEN INTERACTION

Put the character traits from the text in exercise 4 on p. 257-258 in the correct column. Are they good, bad or can they be both? If you are not sure, discuss with a classmate before you consult a dictionary. Good

Bad

Both

GRAMMAR

How to describe people and things

The character traits to describe what people are like are all adjectives. Check the Summary of Unit 3 for more information on how to use adjectives.

See p. 99

Complete the following sentences with the correct adjective from exercise 2. 1 When someone is good at drawing and painting, they are very .

2 Someone who knows what they want and doesn’t want to change their mind is .

3 When someone always tells you what to do, they are being . 4 Someone who changes their mind all the time is . 5 Someone who doesn’t talk much is . 6 Someone who is is good at inventing and creating things. 7 If you have made a firm decision to do something and will not let anything stop you, you are . is . 9 Someone who thinks things through and doesn’t take a decision lightly is . 10 Someone who does things on their own and doesn’t need help is .

UNIT 7:

TALK TO THE STARS

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8 Someone who is never satisfied with the results and always pushes for more,

259

Below is a list of synonyms to the words in exercise 2 and 3. Fill in the grid. Use an online thesaurus if necessary. big-hearted – creative – dependable – detailed – determined – devoted – efficient – energetic – grumpy – imaginative – pushy – smart – spontaneous – strong-willed Adjective

Adjective

generous

moody

stubborn

impulsive

artistic

bossy

determined

reliable

loyal

active

thorough

intelligent

practical

inventive

Describe yourself.

Synonym

a Preparation: scan the text ‘Signs of the Zodiac’ on p. 257-258 to find your sign. Compare the character traits from the text to how you really are.

are

My zodiac sign is . The text says that

This is also how I am. / This is not how I am at all. (Cross out the wrong statement.)

On a scale from 1 to 10, this is how much I agree with the text (also say why):

WRITING

b Action: use the information from what you prepared to describe what kind of person you are. – Write about 50 words. – Add at least 2 positive characteristics. – Add at least 2 negative characteristics. – Include your zodiac sign. – Discuss your zodiac sign with a partner. Do they agree? two hundred and sixty

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UNIT 7:

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SPOKEN INTERACTION

c Reflection: check your task by filling in the checklist. Give your text to a classmate. They will give you some feedback. Me

Checklist: describing yourself

Yes I think so

Classmate No

Yes I think so

1 Preparation • I used the writing frame to compare my character traits with those of the zodiac signs.

3 Language • I used the correct words. • I used correct basic grammar. • I used correct spelling and punctuation.

CHECK 1, p. 277

Feedback

2 Content and structure • I wrote about 50 words to describe my character. • I wrote 2 positive character traits. • I wrote 2 negative character traits. • I added my zodiac sign.

Look into the crystal ball

Step 2

Predicting the future

1 / One day you will …

READING

Read the text on the next page and answer the questions. a Where can you find this type of text?

b Are the statements true or false? Correct the false statements. Statement

True

False

1 Aries will have a good week. 2 Taurus will have fun in P.E. 3 Libra won’t have time to play computer games. two hundred and sixty-one

4 Capricorn won’t have to study for a maths test. 5 Leo won’t have a lucky day.

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261

This week’s

horoscope

Taurus:

This won’t be a good week for you.

Something unexpected will happen

You will have a lot of homework.

on Sunday. Don’t worry. You won’t

History will be difficult. Be nice to

have any problems. You will have a

your friends, as you will need them.

great time. P.E. will be fun.

Gemini:

Cancer:

You will have a very busy week. You won’t have much free time. At the weekend you will go out with

Leo:

Be careful on Friday! You won’t have a good day. At the weekend you will meet some friends and do some sport.

friends.

Aries:

Virgo: You will go on a journey and meet lots

You will get a surprise that you

of new friends. Maths won’t be easy

won’t forget. You will have an oral

this week.

Tuesday will be your lucky day.

assignment for English.

Scorpio:

You will receive very good news

Everything will be great this week.

from your best friend. You won’t

You will win something. French will

have time to play computer games.

be OK this week.

Libra:

Sagittarius:

Capricorn:

You won’t stay at home this

You will have to study for a maths

weekend; you will go out with your

test. Be careful; you won’t feel very

family. School will be easy this

good at the weekend.

week.

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UNIT 7:

Aquarius:

Pisces:

You will do very well at school this

This will be a good week to solve

week. Tests won’t be a problem. You

problems. If you don’t, you won’t

will get some extra money.

feel good. Your friends will help you.

TALK TO THE STARS

Read the text again and answer the questions. a Which verb forms are used a lot in the text? b These verb forms refer to the:

past

present

future

c In the text: They talk about plans or intentions. They talk about predictions. They talk about things that are certain in the future. They talk about things that are uncertain in the future. d Underline the verb forms and complete the grammar box.

GRAMMAR

How to talk about the future We use the :

e.g. You will have a good week. Form of the future simple:

– to make about the future. The future is .

Positive (+) + +

e.g. Tuesday will be your lucky day.

Negative (-) + +

See p. 272

Complete the sentences with the correct form of the future simple.

e.g. You won’t stay at home this weekend.

Zoe asked a fortune teller about her future. This is what he said: 1 You (to travel) the world.

2 You (not to earn) a lot of money, but you (to be)

happy.

3 You (to meet) a lot of interesting people.

4 You (not to have) any problems. 5 Everybody (to love) you. 6 You (to find) the job of your dreams. 7 You (not to have) any difficulty making decisions.

Write 6 predictions for 2 people you know (3 predictions each). Use the future simple!

WRITING

e.g. to my mother  Aquarius: You will have some extra laundry this week.

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Make your own fortune cookie. a Preparation: – Do you remember how to give instructions? Check the Summary of Unit 6, p. 237. – Check the pictures and link the words from the box to the correct picture. – Write clear instructions for making fortune cookies. to dry – to fold – glue – index finger – materials – middle finger – paperclip – thumb – two ends

Picture

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UNIT 7:

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WRITING

b Action: – Give your instructions to a classmate. They will use them to make 2 fortune cookies of their own. – Write 2 predictions on a long, thin piece of paper. Use the future simple! – Put the messages in the fortune cookies and give them to your teacher. One will be handed out in class immediately. The other one is for you to keep or to give away. – When you get your fortune cookie, read your fortune. Are you happy with the prediction? Explain why (not).

WRITING

SPEAKING

c Reflection: check your task by filling in the checklist. Checklist: making fortune cookies

Yes

I think so

1 Preparation • I linked the correct words to the correct picture. • I wrote clear instructions on how to make fortune cookies.

2 Content and structure • I wrote 2 fortune cookie predictions. • I discussed the predictions I received.

There are other ways to predict the future, such as tarot cards. Use a regular deck of cards to predict a classmate’s future. One of you is the tarot reader and the other is the client. Afterwards switch roles. Interpret the cards using the guidelines you will get.

SPOKEN INTERACTION

The Seven Triplets Spread (aka The Seven Fates Spread) relationships

romance wealth 4

success

happiness 2

UNIT 7:

career

family life

TALK TO THE STARS

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1 The following spread is to be used with regular playing cards. This spread is called ‘the Seven Fates or Seven Triplets’. It needs 21 cards from a regular deck of 52. 2 Shuffle the cards carefully, have the client divide the deck into 3 stacks. This is done with the right hand for future and alternating both for present. 3 Make 7 groups of 3 cards, taking 1 from each pile. The middle stack should be the middle card of each set, and this middle card will be the focal point of all readings.

Feedback

3 Language • I used the imperative correctly to give instructions. • I used the future simple correctly to write the fortune cookies. • I checked my spelling and punctuation. • I paid attention to my pronunciation.

265

2 / In the next 60 seconds … 1

In the following video you see what will happen in the next 60 seconds. Tick the facts that are mentioned.

watchING

There will be 5 earthquakes. There won’t be 5 car accidents. A humming bird won’t flap its wings 4,000 times. 5,000 thousand babies will be born. You will blink an average of 12 times. Nike will make 36,000 dollars. The sun will get bigger. 2,040 trees will be cut down in the rainforest. 1,800 stars will explode. Can you think of 2 things that will also happen in the next 60 seconds? e.g. I will blink a couple of times. / I won’t tell a lie.

What do you think?

a The statements in exercise 1: talk about plans or intentions. talk about predictions. talk about things that are certain in the future. talk about things that are uncertain in the future.

b Look at these questions and answer them with information from the statements in exercise 1. 1 How many earthquakes will there be?

2 Who will blink about 12 times?

3 What will get bigger?

4 Will Nike make 36,000 dollars?

5 Will a hummingbird flap its wings 4,000 times?

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UNIT 7:

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SPEAKING

c Complete the grammar box.

GRAMMAR

How to talk about the future We can also use the future simple:

– to talk about that will happen in the . The future is .

e.g. 5,000 babies will be born in the next 60 seconds. To ask questions in the future simple: Questions (?) + +

e.g. Will I make a lot of money?

Short answers: Positive (+)

Yes, +

e.g.

Negative (-) No, +

e.g.

Keep in mind: – Question word questions: e.g. When will I make a lot of money? – Subject questions: e.g. Who will make a lot of money? What will happen in the future?

See p. 272

Invent 2 facts for each of the following people: – your best friend – the teacher – a parent or sibling

SPEAKING

Play the future tenses board game (version 1).

SPOKEN INTERACTION

CHECK 2, p. 281

Step 3

Making plans

READING

Read these people’s plans for the weekend. a What plans do the people on the next page have? Use complete sentences when you fill in the grid. Who?

Plan? two hundred and sixty-seven

Any plans for the weekend?

Duncan Giulio Anna

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267

b Underline the verb forms in each of the sentences in exercise a. c Which verb form(s) is (are) always present in the verb tense? d Can you guess the name of this tense? e What are all these people talking about?

Message Board

New messages

3 hours ago

Giulio, 2 hours ago

Anna, 1 hour ago

I’m going to sit in my underwear playing computer games. Might have a shower. Might not. I’m not going to do anything for school! That is what weekends are for – sounds great! Well, tomorrow I’m going to meet up with my girlfriend’s family. Her brother, who lives in Stockholm, just had a baby girl last Friday, so we are all going to see her for the first time. I’m going to play laser tag with my little brother as it’s his birthday today. Then it’s home to carry on working on a school project. What about you? What are you going to do?

Duncan,

Source: www.designernews.co

All messages

Check the verb forms of the verbs in the comments in exercise 1.

a Use the information to fill in the grammar box on this tense. b Answer Anna’s question and add your own examples.

How to talk about plans and intentions

GRAMMAR

The going-to future is formed with the auxiliary verb followed by and .

Positive (+) + + +

e.g. I’m going to play laser tag.

Negative (-) + + +

e.g. I’m not going to do anything for school.

Question (?) (question word +) + + + two hundred and sixty-eight

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e.g. What are you going to do?

The going-to future is used to talk about or things you intend to do in the future.

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See p. 273

What is in the bag? Pick an object card and explain what you are going to do with the object. e.g. card = a pen g I am going to write a letter to my best friend.

SPEAKING

Play the future tenses board game again! This time play version 2 and pay attention to the colours on the board.

SPOKEN INTERACTION

Listen to the song ‘Best day of my life’ by American Authors and answer the questions.

listening

a Complete the lyrics with the missing word(s). b Why do you think that word is used in this particular way? c What is he never going to do? d What is today for him?

SPEAKING

e Can you describe that day as well? Tell a classmate about it.

Best day of my life – American Authors I had a dream so big and loud I jumped so high I touched the clouds Wo-o-o-o-o-oh, wo-o-o-o-o-oh I stretched my hands out to the sky

But all the possibilities

No limits just epiphanies

We danced with monsters through the night

I’m never look back

Woah, never give it up

Wo-o-o-o-o-oh, wo-o-o-o-o-oh

I’m never look back

Woah, never give it up 10

Wo-o-o-o-o-oh, wo-o-o-o-o-oh

No, just don’t wake me now This is be the best day of my life, my li-i-i-i-i-ife

No, please don’t wake me now

This is be the best day

of my life, my li-i-i-i-i-ife

I hear it calling outside my window

of my life, my li-i-i-i-i-ife

I feel it in my soul (soul)

This is be the best day

The stars were burning so bright

I howled at the moon with friends

The sun was out ’til midnight

And then the sun came crashing in

I say we lose control (control)

Depending on who you communicate with, there are appropriate and less appropriate ways to communicate. Register is the way you use language differently in different situations. ‘Gonna’ is the informal form of ‘going to’. This means we do not use it in formal speech and we almost never use it in writing! The same goes for ‘wanna’, ‘gimme’ and ‘ain’t’. Can you guess what they mean in formal speech?

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Did you know?

269

What are your plans for the weekend? a Preparation: think about at least 3 activities you have planned for the weekend. Write them down here: b Action: – Write a paragraph (about 50 words) in which you explain what you are going to do next weekend. Use the going-to future. Pay attention to the register: this is formal!

WRITING

Plan 1

Plan 2

SPOKEN INTERACTION

Plan 3

Name

– Walk around the class and talk to at least 5 classmates. Tell them what you are going to do. Listen to your classmates. Make a note of their plans.

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– Finally, report what your classmates are going to do to someone you haven’t spoken to yet.

UNIT 7:

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SPEAKING

c Reflection: complete the checklist and give it to your teacher for some feedback. Checklist: plans for the weekend

Yes

I think so

1 Content • I wrote a paragraph about my plans for the next weekend. • I wrote about 50 words. • I talked to at least 5 classmates about my plans. • I reported what my classmates are going to do. 2 Language • I used the going-to future correctly. • I used the correct register for the writing and the speaking part of the task (formal vs informal). • I used correct spelling and punctuation. • I paid attention to my pronunciation.

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CHECK 3, p. 287

Feedback

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HOW TO talk about the future What will my future look like?

In 15 years, you will have lots of money.

Future simple That sounds great!

Sorry, no wait, … that was someone else. I’ll look in my crystal ball again ... You won’t have a job, but I promise you that you will be happy.

GRAMMAR

SUMMARY

1 Future simple Positive (+)

1st p. sing. 2nd p. sing. 3rd p. sing. 1st p. plur. 2nd p. plur. 3rd p. plur.

I will work. You will work. He will work. We will work. You will work. They will work.

Rule:

Negative (-)

Questions (?)

I will not work. You will not work. He will not work. We will not work. You will not work. They will not work.

Will I work? Will you work? Will he work? Will we work? Will you work? Will they work?

Subject + will not + base form of the verb

Will + subject + base form of the verb?

Subject

FORM

Subject + will + base form of the verb

Keep in mind: – There are short and long forms in the negative: e.g. I will not work. = I won’t work. – You can give a short answer to yes/no questions: e.g. Will I make a lot of money? Positive (+) Yes, subject + will. e.g. Yes, you will. Negative (-) No, subject + won’t. e.g. No, you won’t. – Question word questions: e.g. Where will I be in 15 years? – Subject questions: e.g. Who will help me? USE

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We use the future simple: – to make predictions about the future. The future is uncertain. e.g. You will have a good week. – to talk about facts that will happen in the future. e.g. 5,000 babies will be born in the next 60 seconds.

272

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HOW TO talk about plans and intentions I’m not going to do anything! Just chilling all weekend in my pajamas!

I’m going to visit my friends and play some laser tag.

What are you going to do this weekend?

Going-to future

FORM

Positive (+)

1st p. sing. 2nd p. sing. 3rd p. sing. 1st p. plur. 2nd p. plur. 3rd p. plur.

Questions (?)

I am going to work. You are going to work. He/she/it is going to work. We are going to work. You are going to work. They are going to work.

I am not going to work. You are not going to work. He/she/it is not going to work. We are not going to work. You are not going to work. They are not going to work.

Am I going to work? Are you going to work? Is he/she/it going to work? Are we going to work? Are you going to work? Are they not going to work?

Subject + ‘ to be’ in the present simple +g oing to + base form of the verb

Subject + ‘not to be’ in the present simple + going to + base form of the verb

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

Rule:

Negative (-)

Subject

USE

Keep in mind: ‘Gonna’ is the informal form of ‘going to’. This means we do not use it in formal speech and we almost never use it in writing. You can use ‘gonna’ when you talk to your classmates and other peers.

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The going-to future is used – t o talk about plans or things you intend to do in the future. e.g. I’m going to play laser tag this weekend.

273

Pisces

Cancer

Scorpio

Aries

Leo

Sagittarius

Taurus

Virgo

Gemini

Libra

Capricorn

Aquarius

VOCABULARY

1 SIGNS OF THE ZODIAC

active

ambitious

artistic

2 CHARACTERISTICS

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UNIT 7:

bossy

critical

TALK TO THE STARS

careful

friendly

creative

fussy

intelligent

jealous

impulsive

inventive

independent

irritable

lively

loyal

reliable

stubborn

practical

restless

thorough

unpredictable

reasonable

sensitive

understanding

UNIT 7:

â&#x20AC;&#x201A; TALK TO THE STARS

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moody

ÂŠ

generous

275

USEFUL EXPRESSIONS

HOW TO express your opinion

1 Expressing your opinion

'I guess I am intelligent and inventive. I also believe I am very modest.' I (really) think that … I believe (that) … In my opinion … / My opinion is … I feel that … I guess/imagine … I’m certain that …

I strongly believe that … To be honest … / Honestly …

'Yes, I agree!'

Yes, I agree with you. I couldn't agree more.

2 Agreeing

3 Disagreeing

'Oh, I disagree, I really think you are a vain person. You can also be very unpredictable!' No, I disagree with you. I don’t agree with you.

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ON DIFFERENT TRACKS Check 1 1

Describing people’s character

Look at the following people. a What character trait fits best?

b Write a sentence for each of the character traits. Make sure that you describe a situation in which you sometimes are/feel like that adjective. 1 I am/feel when I 2

4 5

Score

6–8

≥8

Next exercise

ex. 2

ex. 5

ex. 4

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Listen to someone talking about the zodiac signs and what they really mean. Circle the correct character trait for each sign. 1 Aries:

water sign / leaders / stubborn

2 Taurus:

earth sign / impulsive / stubborn

3 Gemini:

always changing their minds / angry / irritable

4 Cancer:

hard / difficult / sensitive

5 Leo:

loyal / love to travel / water sign

6 Virgo:

generous / water sign / organized

7 Libra:

beauty / stubborn / difficult

8 Scorpio:

very driven / friendly / patient

9 Sagittarius: difficult / happy /generous 10 Capricorn: impatient / ambitious / social 12 Pisces:

jealous / sensitive / fussy

Score

≥9

Next exercise

ex. 3

Complete the sentences with the correct characteristic.

11 Aquarius: reasonable / lively / social

1 Suzy is a very easy person to work with!

– No, she isn’t, she’s a really person to deal with.

2 Sheila likes her friends; she’s really to them. 3 Daran is a person, he always makes everything happen the way he wants it to, and it always works.

4 But sometimes Daran goes too far and just won’t listen to reason, and then he can be so .

5 Sophia is such an person. – Yes, she is. She’s always so alive.

6 Paula is so demanding. Everything has to be to her standards, and she’s pretty about details.

7 Alex is a and person; everyone likes him. 8 When you need some help, Jessy always comes to the rescue! She is able to come up with a solution for every problem, she’s . 9 Lenny isn’t impulsive, she takes her time before making a decision. She considers the pros two hundred and seventy-eight

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and cons and makes sure she has all the details. She’s really . 10 I don’t like people who are , because . Score

Next exercise

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≥9 Check 2, p. 281

listening

4 Take a good look at your hand and read your palm. a Preparation: read the instructions on palm reading that your teacher will give you. Next write at least 2 sentences using the future simple and/or characteristics.

READING

b Action:

WRITING

1 My heart line: 2 My head line:

3 My life line:

4 My fate line:

c Reflection: check your task by filling in the checklist. Checklist: palm reading

Yes

I think so

1 Content • I used the palm reading instructions. • I wrote which lines I saw. • I wrote my predictions and characteristics.

2 Language • I used the future simple correctly. • I used the character adjectives correctly. • I used correct spelling and punctuation.

Score

≥7

Next exercise

ex. 3

Check 2, p. 281

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Feedback

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279

WRITING

Write cartoons. a Preparation: look at the following cartoons. Write at least 1 characteristic (adjective) for how each person in the cartoon feels. b Action: complete the speech bubbles with good sentences.

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c Reflection: check your task by filling in the checklist. Checklist: writing cartoons

Yes

I think so

1 Content • I wrote 1 characteristic for each cartoon character. • I wrote a good sentence in each speech bubble. 2 Language • I used the correct tense. • I used the correct vocabulary. • I used correct spelling and punctuation. Feedback

< 11

≥ 11

Next exercise

ex. 3

Check 2

Predicting the future

Check 2

Score

WRITING

What do the cards have in store for you?

a Preparation: – Get a deck of cards. – Use the card reading instructions you will get. – Spread the cards according to the instructions below.

The spread of five

Decide if you want to take out the queens or the kings from the deck. Shuffle the cards carefully with your left hand. Spread the cards as shown in the picture below. 3

Q/K

the situation/ problem now

the actual ending of your current situation

how the situation/ problem will develop in the future

what to do to make a positive change in the future

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how it will end, will give possible solutions to the problem

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b Action: – First write down which cards you have. Card 1: Card 2: Card 3: Card 4: Card 5: – Now write 2 sentences for each card. Use the future simple correctly.

c Reflection: check your task by filling in the checklist. Checklist: the spread of five

Yes

1 Content • I used the spread of five. • I wrote which cards I had. • I wrote 2 sentences for each card.

2 Language • I used the correct tense for each situation. • I used the correct vocabulary. • I used correct spelling and punctuation. Feedback

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UNIT 7:

Score

6–8

≥8

Next exercise

ex. 2

ex. 3

ex. 4

TALK TO THE STARS

I think so

Complete the following sentences with ‘will’ or ‘won’t’. Check whether the sentence should be positive (+) or negative (-). 1 It’s cold and windy outside; you get sick if you don’t wear your coat. (+) 2 You get Alter Bridge’s new album; I already have it. (-) 3 It’s that time of the month again; the moon be full tonight. (+) 4 If blue is your favourite colour, you be in good company this weekend. (+) 5 I’m afraid I be able to make it tomorrow. (-) 6 I’ve tried everything, but he eat. (-) 7 There’s someone at the door. I get it. (+) 8 She’s late. Don’t worry, she come. (+) 9 Go and tidy your room! I do it for you! (-)

Score

10 I’m really hungry. In that case, we wait for Saif. (-)

≥7

Next exercise 3

ex. 3

What do you think the fortune teller is saying to his customers?

watchING

a Preparation: watch the video.

WRITING b Action: – Write down 5 different questions the customers ask. – Taking the fortune teller’s body language into consideration, write down a good answer for each of the questions. Make sure that you use the correct tense. Question 1

Prediction 1 Question 2

Prediction 2 Question 3

Prediction 3 Question 4

Prediction 4 Question 5

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Prediction 5

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c Reflection: check your task by filling in the checklist. Checklist: the fortune teller

Yes

I think so

1 Content • I wrote 5 questions. • I wrote 5 possible predictions the fortune teller made. 2 Language • I used the correct tense. • I used the correct vocabulary. • I used correct spelling and punctuation. Feedback

Next exercise 4

≥7 Check 3, p. 287

Score

Write a personal letter to yourself about your future in 5 years.

a Preparation: think about the following questions before you start. – What will you do? – Where will you go? – Who will you meet? b Action: write your letter. Write between 50 and 75 words.

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writtEN INTERACTION

c Reflection: check your letter by filling in the checklist. Next find a classmate and read each other’s letters. Do you have the same hopes for the future? Checklist: a letter to yourself

Yes

I think so

1 Content • I wrote between 50 and 75 words. • I discussed the 3 questions. 2 Language • I used the future tense correctly. • I used the correct vocabulary. • I used correct spelling and punctuation. Feedback

≥7

Next exercise

ex. 5

Check 3, p. 287

Read the text ‘Believe it or not, astrologers actually saw this one coming’ and answer the questions.

READING

Score

a Can you say what the text is really about?

b What is the name of the extra sign? c Who decided not to use this sign? two hundred and eighty-five

d How long has this been known to astronomers? e What happened when this news got onto the internet?

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Believe it or not, astrologers actually saw this one coming An astrological controversy erupted online Thursday after a newspaper article wrongly suggested that the dates that decide the zodiac signs had shifted by about a month, throwing millions of believers into 5 self-doubt and panic. 1

Fear not: your sign remains the same.

Twitter, predictably, exploded with outrage and irony. One user, @pnuts_mama, tweeted, ‘it’s our identity!! ahh!! postmodernism defined!!’

Out of alignment

We’ve known about this for ages. The constellations don’t suggest what’s coming up, it’s the planets! The constellations are a measuring device.’ ‘In ancient days there were, like, 50 constellations. 40 Then they finally got together and agreed on 18. Then they narrowed it down,’ says Miller. ‘I’m getting so many tweets. Trying to explain something technical in 140 characters is hard!’

The tilt of the Earth’s axis has gradually shifted since the ancient times when the Babylonians determined the dates of the zodiac. The calendrical switch also 10 supposedly re-introduced a sign discarded by the Babylonians: Ophiuchus, alternatively called the much-cooler sounding Serpentarius. This means that an Aquarius is now a Capricorn.

‘Astronomers have known about this since 130 BC. Hipparchus was able to determine that this would happen,’ says Parke Kunkle, a board member of the Minnesota Planetarium Society. ‘It surprises me that this has taken off the way it has in the last day or two.’

What has changed, subtly and very gradually, is the tilt of the Earth’s axis as it revolves around the sun. If you watch a spinning toy top, explains Kunkle, you will see its axis wobble. That’s called precession. The 50 Earth’s axis does the same thing. It’s currently facing Polaris, often called the North Star, but 3,000 years ago it was pointing at an obscure star called Thuban.

‘It’s not like it’s something new. Anybody 50 years ago or 100 years ago or yesterday for that matter could have and would have known that the stars and the signs don’t match up,’ said Dr. Ed Krupp, an astronomer at the Griffith Observatory, according to ABC7.

‘Three thousand years ago the sun was ‘in’ whatever it was in,’ says Kunkle, who is also a professor at 55 Minneapolis Community and Technical College. ‘Now it’s about a whole constellation off from that.’ In an August 2009 Pew poll, 25 percent of Americans said they believed in astrology; 71 percent said they did not. Kunkle falls into the latter category (‘I’m a 60 scientist,’ he says drily.). an axis: the line about which something turns constellations: any of various groups of stars to which definite names have been given a controversy: an argument to discard: to reject to erupt: to break out

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In short, your astrological sign has not changed.

But astrologers and astronomers – two groups that don’t always see eye-to-eye – agree that this is old news. About 3,000 years old. Western astrologers 20 included the wobble of the Earth’s axis in their calculations centuries ago. The zodiac we are all familiar with is still perfectly valid (as valid, anyway, as the zodiac ever was).

Score

Next exercise

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≥7 Check 3, p. 287

Check 3 1

Making plans WRITING

What are you going to do the day after tomorrow? a Preparation: think about what you are going to do the day after tomorrow. b Action: write a short paragraph (about 50 words) about what you are going to do, when, where and with whom. Pay attention to the register!

c Reflection: complete the checklist and give it to your teacher for some feedback. Checklist: making plans

Yes

I think so

1 Content • I talked about my plans. • My paragraph is about 50 words. • I mentioned what, when, where and with whom. 2 Language • I used the going-to future correctly. • I used the correct vocabulary. • I used correct (formal) spelling and punctuation.

Score

6–8

≥8

Next exercise

ex. 2

ex. 3

ex. 4

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Feedback

287

Complete the following verb forms with the correct form of ‘going to’. Write positive (+) or negative (-) sentences or questions (?). 1 We at the birthday party this evening! (+ / to sing) 2 He a book this weekend; his English paper is due. (+ / to read) 3 Now we are lost, and I someone the way. (- / to ask) 4 We have this party in two months. we a T-shirt for the promotion? (? / to design)

in the garden! (- / to keep)

5 You a hamster

6 dad dinner today? (? / to prepare)

the next bus? (? / to take)

7 Elise and Alexander

8 Angelica

the week in Poland. (+ / to spend)

9 When you my book back? (? / to give)

10 John anything. (- / to eat)

Score

Next exercise

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≥7 ex. 3

Here are 5 objects. Write a complete sentence below each object, describing what you are going to do with it.

Score Next exercise

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WRITING

5–6 All done!

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289

watchING

4 Watch the video, and then answer the questions. a Decide if these sentences are formal or informal. b Then change the register of this sentence. Sentence

Formal Informal Counterpart

There is no sunshine.

Today is going to be the day that they are going to throw it back to you.

I want to hold your hand.

I gotta feeling that tonight’s gonna be a good night.

You have to be bad, you have to be bold, you have to be wiser.

It’s a

Hey, I just you And this is But here’s my So me, maybe?

This one gon’ last cause her name is Ari.

You really know how to make me cry when you give me those ocean eyes.

And I ain’t tryna mess with your self-expression.

c What do all of the sentences have in common?

Score

< 11

≥ 11

Next exercise

ex. 5

All done! watching

Watch the following clips. a Write down what is going to happen next. – Clip 1: – Clip 2: b Discuss with a partner. Do you agree?

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c Watch the rest of the clip and decide if you were right or wrong. Score Next exercise

UNIT 7:

TALK TO THE STARS

All done!

CHECK OUT: PREDICTING THE FUTURE Orientation This Check Out consists of 3 parts. – You are going to be a fortune teller and predict someone’s future. – You are going to be the customer, let someone predict your future and make a plan for your future. – You are going to evaluate a group when they are talking to each other.

Preparation Fortune teller: decide your way of predicting the future. Choose from the following options and use the guidelines to help you interpret the prediction. I will be … a palm reader a tarot reader a horoscope reader Make sure you have your guidelines and some props, like a crystal ball, a card deck, candles, etc.

Client: before you go to a fortune teller prepare a list of 3 questions. My questions:

2 3

Observer: read through the feedback form. Remember: you are just going to listen. Don’t talk to the fortune teller or the client.

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Action

SPOKEN INTERACTION

Get into groups of 3.

Act out the 3 role plays.

After being the client, think of what you can do. Make 3 concrete plans, one for each of the predictions. Next, tell the observer what your plans are. My plans: 1 2 3

Reflection 7

Check your task by filling in the checklist. Checklist: predicting the future

1 Content • I chose a way of predicting the future and I used the correct guidelines. • As a client, I asked at least 3 questions. • As a fortune teller, I answered at least 3 questions. • I made 3 plans for the future. • As an observer, I stayed silent and focused on the role play. • As an observer, I completed the evaluation form and I gave good feedback. 2 Language • I used the future simple and the going-to future correctly. • I used correct spelling and punctuation. • I paid attention to my pronunciation.

Feedback

Trace your steps on diddit.

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Yes

I think so

UNIT 8: I'VE GOT TALENT! check in Step 1: talking about hobbies and talents

Step 2: selecting information from a text

main track

ÂŠ

summary

trace your steps

on different tracks check out: writing a summary

CHECK IN Look what I can do! 1

Discuss these questions.

SPOKEN INTERACTION

a Do you watch talent shows on TV? b What kinds of talents do you see in these types of shows? c What is talent to you? 2

watchING

Can you match the celebrities to their special talent? a Look at the photos. Try to match the celebrity to the talent. Choose from the list below.

Kendall Jenner:

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Jennifer Lawrence:

Patrick Dempsey:

Justin Bieber:

Ariana Grande:

Cara Delevingne:

acrobat – archery – beatboxer – closed-mouth singer – gymnast – juggler – making bird noises – mime – rapper – ride a unicycle – solving a Rubik’s Cube – tattoo artist – voice impressionist

Daniel Radcliffe:

Jessie J:

b Check your answers in the video. 3

Can you do things your classmates can’t? Show the class.

UNIT 8:

I'VE GOT TALENT!

SPEAKING

MAIN TRACK Step 1

I don’t care! I love it!

Talking about hobbies and talents

1 / Likes and dislikes 1

Put these words on the ladder. Put the things you like the most at the top. The things you like the least go at the bottom of the ladder. cooking – drawing/painting/sketching – gaming – listening to music – making things (sewing/ building) – playing an instrument – playing sports – reading books – repairing things – singing – taking care of pets or people – writing stories

LOVE

DISLIKE

HATE

Look at the verbs in the box in exercise 1. What do they have in common?

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GRAMMAR

How to express likes and dislikes

In English, you can choose how you express what you love, like, dislike or hate: – love / like / dislike / hate + verb + -ing e.g. I love watching films. I hate repairing things. – verb + noun e.g. I love dogs. I hate chores. When someone asks you what you like or dislike, use a short answer to reply: Question

Short answer in the positive

Short answer in the negative

Do you like playing online games?

Yes, I do.

No, I don’t.

Do you love chess?

Yes, I do.

No, I don’t. See p. 313

Describe your likes and dislikes.

WRITING

a Preparation: read the grammar box on How to express likes and dislikes and check your ladder from exercise 1. Prepare a short text (about 50 words) about what you love, like, dislike and hate.

b Action: find out what your classmates like or dislike. Follow this procedure: – Using what you prepared from 3a, tell at least 7 people about what you like or dislike. – Find out what your classmates like/dislike by asking yes/no questions. Use the present simple to ask your questions. Try to find out 3 things per line. Write your classmates’ answers in the grid:

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UNIT 8:

Things my classmates love:

Things my classmates like:

I'VE GOT TALENT!

SPOKEN INTERACTION

Things my classmates dislike:

Things my classmates hate:

c Reflection: check your task by filling in the checklist. Checklist: describing likes and dislikes

Yes

I think so

1 Preparation • I prepared a short text of about 50 words. • I wrote about what I love, like, dislike and hate.

2 Action: content • I asked questions to at least 7 classmates. • I explained my own likes and dislikes.

3 Language • I used the correct structures to talk about likes and dislikes. • I answered with short answers. • I used correct spelling and punctuation in my plan. • I paid attention to my pronunciation when I talked to my classmates.

Feedback

What are the most popular likes and dislikes in the group of people you questioned?

SPOKEN INTERACTION

a List the top 3.

Likes

Dislikes

b What are the top 3 likes and dislikes of the rest of the class? Dislikes

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Likes

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2 / You’ve got talent! 1

There are plenty of things you can be good at. Your teacher will distribute cards. Pick out any SPEAKING card you like and give it to the classmate you think deserves it. Tell them why you give them this card.

What talent is described in these sentences? Choose from the box below.

READING

dancing – hairdressing – hand lettering – interior design – make-up – running – sewing – singing – spelling – vlogging – woodworking 1 In my free time I like to use different kinds of fineliner pens, write quotes and draw little sketches around them. 2 I am really good at spelling. I can even spell words backwards without writing the words down! 3 Every Wednesday evening I put on my pointes and my tutu, and I go to my ballet class.

My teacher says I am very gifted.

4 Whenever my friends have a party to go to, they come to me. I like doing people’s hair and making them look pretty.

5 I am redecorating my bedroom. My parents say I can do whatever I want with it so I am

spending a lot of time browsing through magazines, looking for photos. I have a whole Pinterest board on how I want it to look. 6 My grandma taught me how to use a sewing machine. And now I make my own clothes.

7 For my birthday I got a toolbox with a hammer, a saw and nails, etc. When I was young, I loved playing with Legos. Last weekend I made a garden bench with old pallets.

8 I tried football, but I can’t score a goal, so I quit. But I did find something I love. I am now

training for the half marathon! 9 I was second in The Voice Kids. But now everybody knows me as ‘Emma Bale’.

10 I have a lot of subscribers on YouTube. In my videos I tell people how to be more successful at games.

What are you good at? a Which of the talents apply to you? Highlight them!

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298

b Give your paper to a classmate; they will use a different colour to highlight the things they think apply to you. c Is there anything that your partner highlighted that you didn’t know about yourself yet?

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I'VE GOT TALENT!

SPOKEN INTERACTION

great actor

good at writing texts/poems

creative

can persuade a teacher to delay a test

knows a lot of languages

enthusiastic

can tell funny jokes

great team player

takes great photographs

patient

good technical thinker

ÂŠ

always there to listen

good at explaining things

good with computers

remembers a lot

awesome gamer

sticks up for friends

always happy

original hairstyle

can work well under pressure

great personality

honest

wonderful musician

very sporty

kind hearted

friendly to everyone

takes the lead

good at making decisions

makes beautiful things

beautiful voice

careful

can fix anything

good at telling stories

gives good advice

always wins the quiz

never gossips

good with numbers

thinks two steps ahead

amazing football player

knows how to solve any problem

never gives up

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great fashion sense

â&#x20AC;&#x201A; I'VE GOT TALENT!

two hundred and ninety-nine

pretty handwriting

299

Group all the talents. Use the cards from exercise 1. Which ones are similar? Try to add more of your own or your classmates’ talents. Creative

Musical

Technical

Sports

Lifestyle

Knowledge

Watch the video about Ed Sheeran and answer the questions.

a What is this video about?

watchING

b Describe the young Ed Sheeran in a few keywords.

c How did he overcome his ‘quirks’?

d What lesson does he want to teach us?

Discuss your own talents. a Preparation: answer the questions in the grid below. 1 What talents do you have? What are you good at? 2 Is there anything you would like to be better at? 3 How do you want to improve?

three hundred

300

b Action: discuss your answers with a classmate.

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SPOKEN INTERACTION

c Reflection: complete the checklist and then give it to your classmate for some feedback. Checklist: discussing talent

Yes

I think so

1 Content and structure • I completed the box with the questions. • I talked about my talents. • I talked about what I would like to be better at. • I talked about how I want to improve. 2 Language • I used the correct vocabulary to talk about talent. • I used correct sentence structure. • I paid attention to my pronunciation.

Did you know?

Feedback

– Michael Phelps (swim champion), Orlando Bloom (actor), Keira Knightley (actress), Walt Disney (film producer) and even Albert Einstein (physicist) struggled with dyslexia. – Solange Knowles (singer-songwriter) has ADHD. – Millie Bobby Brown (actress) was born with partial loss of hearing in one of her ears, and after years of tubes, her hearing completely faded away on that side. When she’s performing she can’t fully hear herself.

What skills do you need if you want to do these jobs? 1 Teacher

2 Hockey coach

3 Mechanic 4 Film director 5 Game developer three hundred and one

6 Sales assistant

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301

WRITING

Describe your dream job. a Preparation: think about the following questions. Write down some keywords. – What job would you like to do later on? – What skills do you need for that job? – Which of your talents could you use in that job? b Action: write a paragraph of about 50 words, in which you describe the job you would like to do later. Give the skills you need and the talents you already have.

c Reflection: complete the checklist. Give it to your teacher or a classmate for some feedback. Checklist: my dream job 1 Content and structure • I completed the preparation box. • I wrote a paragraph of about 50 words about my future job. • I mentioned skills and talents. 2 Language • I used the correct grammatical structures. • I used the correct vocabulary to describe skills and talents. • I used correct spelling and punctuation. Feedback

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CHECK 1, p. 318

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I'VE GOT TALENT!

Yes

I think so

Find out what you’re made of

Step 2

Selecting information from a text

1 / How to find a talent

STRATEGY

How to read a text more effectively

Do you find it hard to read a long(er) text? Make sure that you know the answers to these questions before you start: – What do you need to do with the text? – Why do you have to read it? – What types of questions will there be? In Track 1 you learned how you can read a text more effectively. Check the strategy on diddit if you are still experiencing difficulties.

See

Look at the text ‘How to find a talent’ on p. 304-305 and answer these questions. a Look at the pictures. What do you see?

READING

c Who is this text meant for?

b Read the (sub)titles. What is this text about?

d Based on your answers, can you give an answer to some of the basic WH-questions? Question

Answer

(For) who?

What?

When?

Where? Why?

How? e Do you want to read it in detail? Why (not)?

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f If you answered ‘no’ to question e, look online for a text about finding your talent(s). Read that text instead.

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How to Find a Talent 1

It’s time to rethink talent. Talents may be artistic or technical, mental or physical, personal or social. You can be a talented introvert or a talented extrovert. Your talents don’t have to make you rich, don’t have to be useful, or ‘normal’, but they will always be your own, a part of what makes you into you. 1 Stop waiting for talents to appear.

2 Try things that are easy.

What comes naturally to you? What do you do without thinking? What do you love? If you love to spend all day doodling, reading, or dancing, there’s no point in wasting time wishing you had a talent for baking. Focus on the talents you do have by focusing on what comes easiest to you. If you’re in school, what homework comes most easily to you? Those subjects might be some of your natural talents. Pay attention to what other people might have noticed about you. Often other people can spot your talents better than you do yourself. Ask your family, your friends, and your teachers to help you figure out what you make look easy.

You can’t know if you’ve got a talent for guitar if you never try to play the guitar. The same is true for all other things, like singing, knitting, riding a unicycle ... Find a talent that seems cool and learn everything you can about it. Find out what it takes and see what you’ve got. If you never try, you’ll never know. You’re not going to find a talent without trying. You can only find your natural abilities, skills, and talents when you test them out and look for new experiences. Make it your goal to try something new every week. You might not discover something that you’re super-talented at, but maybe you pick up a guitar one day and find out it feels comfortable in your hands and decide to learn more. Maybe you discover an ability to connect with animals at the shelter, something you’d never experienced before. Maybe you learn you’re great at playing computer games. That’s the start of talent. Get outside and scrape your knees. Go on adventures, try out different sports, outdoor hobbies like fishing, hiking, and climbing to see if you’ve got a natural ability or an instinct for it.

3 Try things that are hard.

Does the stage frighten you, or maybe public speaking? Writing a story and finishing it? Grab the mic and put pen to paper. Do what scares you. What would you love to be naturally good at? Give it a try and see if it really is as hard as it seems. James Earl Jones, the voice of Darth Vader, suffered from terrible stuttering as a child. He was terrified of speaking in class and only learned to speak properly by facing his fear. Now, he’s famous as one of the most talented voice actors in the world. 4 Follow your obsessions.

40 three hundred and four

304

What are other people tired of hearing you talk about? What can you do all day long? Use the things you’re obsessed with to discover abilities and talents that you might be hiding. Even if you’re obsessed with something that’s hard to connect to a talent, like watching television or movies, give yourself some credit. Maybe you have a talent for telling stories, or analysing them. Channel that obsession into learning about film history and learning how movies are made. You might become a famous film director one day.

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5 Keep track of little successes. If you’re feeling talentless, maybe it’s because you’ve been missing out on your own successes. Try to pay close attention to successes, little and big, to find things for which you have a natural talent. Think creatively about how these little successes might be linked to bigger talents and abilities. Maybe you’ve just thrown a super party. Might not sound like a talent, but if you’ve got the people skills, the planning, and the organisation abilities necessary to pull it off, celebrate that as a success. Maybe you have leadership talents and management skills that will prove useful later on. 6 Ignore the television.

Shows like ‘American Idol’ and ‘Britain’s Got Talent’ have very narrow definitions of what it means to be talented. If you’re not an attractive young person with a loud, showy singing voice, these shows all make people believe they’re untalented. It’s not true. Being talented doesn’t mean being famous, being attractive, or being some kind of performer. It means dedication, creative thinking, and attention to detail. It means you have a big curiosity to develop some of your abilities into skills. You’ve just got to find them.

Adapted from: https://www.wikihow.com

Read the text and match the quotes from the text in column A with a sentence in column B. A (from the text)

READING

A ‘Something you’d never experienced before.’ (l. 15)

1 Are you afraid to speak in front of a group? 2 Find out what you are really good at.

C Does public speaking frighten you? (l. 32)

3 You didn’t see what you did well.

B Figure out what you make look easy. (l. 29)

D Channel that obsession into learning about 4 You are good at perfecting things you have it. (l. 43) a natural talent for. 5 Something you haven’t done before.

F You have great curiosity in turning some of your abilities into skills. (l. 57)

6 Find out more about your interest.

E You’ve been missing out on your own successes. (l. 46)

STRATEGY

How to deal with difficult words in a text

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1 Don’t stop reading when there is a word you do not understand. 2 Look for clarifying images. 3 Look for: synonyms – examples – a definition – a description – a word with the opposite meaning in the same sentence/paragraph. 4 Do you recognize parts of the word? – Is it a compound word (e.g. sweatpants)? – Does the word have a prefix (un-/in-/il-/ir-/...) or a suffix (-able/-ful/-ion/…)? 5 Ask a peer, a parent or your teacher to explain it. See p. 316 6 Consult a dictionary.

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READING

Find out what difficult words in the text mean. a Underline the words that you think are difficult in the text. b Make a list of these words. c Use the strategy on how to deal with difficult words in a text to find out what they mean.

Meaning

Word

Read the entire text and answer the questions.

a How many sections are there in the text? How do you know? Write them in the column on the left.

b Highlight the most important sentence in each section. Write it down in the middle column. c Try to rewrite the sentence in your own words in the column on the right. Most important sentence

In my own words

ÂŠ

Section

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READING

SPEAKING

Answer these questions for yourself, and then report to the class. a What kind of things do you think are easy? b What could you do all day long? What do you absolutely love doing? c Have you received any compliments recently? What was on the cards you got in the lesson about talents (step 1)? What were they about? d What have you done recently that you are really proud of? e Look at your answers in questions a-d. Is there anything that links all of them?

2 / How to summarize a text

Go through the ‘Did you know’ box about skimming and scanning. Then say which technique you will use to find out the following information. a The writer of an article in the newspaper.

skimming

scanning

b What the main point is of an article.

skimming

scanning

c The year someone was born on a Wikipedia page.

skimming

scanning

READING

Did you know?

Skimming and scanning a text

Skimming and scanning are two types of quick reading techniques, but they have different purposes.

Skimming is looking through a text quickly to get the general idea. For example, if you want to know what is going on in the news, you skim through a newspaper or news website. You will only read the titles, introductions and conclusions. You won’t know the details, but you will know the main points. Scanning is used to look up information or a detail in a text. For example, to look up the word ‘valuable’ in the dictionary, you don’t start at the letter A and read every word. The most efficient way is to turn to the letter V and then find the words beginning with va-. Scanning is the reading technique you use if you want to find specific information.

READING

Look at the text on the next page and answer the questions.

three hundred and seven

a Who is the writer of the book? b What is it about? c Is this book fiction or non-fiction?

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d Did you have to read the entire text to find the answers to these questions? What parts did you need to find the necessary information?

Source: https://www.goodreads.com

e What strategy did you use to find these answers?

Now read the text in detail and answer the questions.

READING

1 Who are the actors or actresses who star in the film?

2 What was the job of the NASA women?

ÂŠ

3 What nickname did they get? 4 What strategy did you use to find the answers to these questions?

Skim the text on the next page. Answer these questions. 1 Who is the text about? 2 What kind of text is it? an interview a news item a biography a book report 3 Where was she born?

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4 When was she born? 5 Is she married?

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READING

J.K. Rowling Author (1965- …)

J.K. Rowling is the creator of the ‘Harry Potter’ fantasy series, one of the most popular book and film franchises in history. Who is J.K. Rowling? Joanne Rowling (born July 31, 1965), who goes by the pen name J.K. Rowling, is a British author and screenwriter best known for her seven-book Harry Potter children’s book series.

J.K. Rowling was living in Edinburgh, Scotland, and struggling to get by as a single mum before her first book, Harry Potter and the Sorcerer’s Stone, was published.

JK Rowling

According to Bloomberg News, Rowling said ‘I had hoped to keep this secret a little longer, because being Robert Galbraith has been such a liberating experience. It has been wonderful to publish without hype or expectation, and pure pleasure to get feedback under a different name.’

‘Cuckoo Calling,’ ‘The Silkworm,’ ‘Career of Evil,’ and ‘Lethal White’ In April 2013, Rowling broke into a new genre, crime fiction, with a novel she published under the pen name Robert Galbraith. In its first few months of release, the novel had modest sales and received positive reviews. Sales for the work skyrocketed in July when its author’s identity was discovered.

Rowling published two more books under the pen name Robert Galbraith: The Silkworm and Career of Evil, both released in June 2014, and released Lethal White in September 2018. Birthday J.K. Rowling was born on July 31, 1965, in Yate, England. She adopted her pen name, J.K., incorporating her grandmother’s name, Kathleen, for the latter initial (Rowling does not have a middle name).

Early life A graduate of University of Exeter, Rowling moved to Portugal in 1990 to teach English. There, she met and married the Portuguese journalist, Jorge Arantes. The couple’s daughter, Jessica, was born in 1993. After her marriage ended in divorce, Rowling moved to Edinburgh with her daughter to live near her younger sister, Di. While struggling to support her daughter Jessica and herself on unemployment benefits Rowling worked on her first book in the Harry Potter series. The idea for the book reportedly occurred to her while she was travelling on a train from Manchester to London in 1990. Adapted from: https://www.biography.com

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three hundred and nine

Husband and children On December 26, 2001, J.K. Rowling married anesthetist Dr. Neil Murray at the couple’s home in Scotland. They have two children together, David (born in 2003) and Mackenzie (born in 2005). Rowling has one child, Jessica (born 1993), from her previous marriage.

309

Read the text in detail and try to summarize it. a Preparation: – Highlight main ideas and look for topic sentences (= most important sentences). – Make the first draft of a summary by completing the text below. is the author of books. Her is Joanne Rowling. She also wrote books under the name . They started to sell when the real writer was revealed. She was born and is now and has . She her husband. She wrote Harry Potter when she was , living in . She got

for Harry Potter when she was on

b Action: write a summary of the text. – Reconstruct the sentences you highlighted but use your own words. – Use the information from exercise 4 as well.

three hundred and ten

– Check and correct if necessary: Did you answer the WH-questions (who, what, where, when)? Does your text use the same order as the original text? Is your text shorter than the original? Is your spelling and punctuation correct?

310

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READING

c Reflection: check your text by filling in the checklist, and then have someone else read your summary. Can they understand everything? Checklist: writing a summary

Yes

I think so

1 Content and structure • I answered the WH-questions in my summary. • I used the information from the topic sentences in my summary. • My summary uses the order and structure of the original text. • My text is shorter than the original. 2 Language • I used the correct grammatical structures. • I used the correct vocabulary. • I used correct spelling and punctuation.

Feedback

Complete the strategy box about how to summarize a text.

STRATEGY

How to summarize a text

A summary retells the main events of a story in a shorter version. Follow these steps:

1 the text. Find the answers to the : • Who? • What? • When? • Where? • How? • Why?

2 Read the text in .

• Highlight main ideas. • Look for topic sentences. 3 Write the where you put those main ideas in the correct order. Use your words!

4 Check your first draft. • Did you answer WH-questions? • Does your text use the same order as the original? • Is your text shorter than the original? • Did you use correct spelling and punctuation?

• Let someone else read the text. Do they understand what the text is about? • Reread and again, if necessary. 6 Reflect: what went well, what can you improve?

See p. 317

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5 Get feedback:

311

Summarize the text ‘How to find a talent’ (p. 304-305). a Preparation: reread the text. Check your answers for exercises 1d and 4. b Action: write your own summary by reconstructing the sentences you highlighted. Write a first draft, check and correct if necessary: Did you answer the WH-questions (who, what, where, when)? Does your text follow the order of the original text? Is your text shorter than the original? Is your spelling and punctuation correct? c Reflection: swap your summary with a classmate. They will read your summary and give you feedback using the checklist. Do you have the same summary (more or less)? Checklist: writing a summary

Yes

1 Content and structure • I answered the WH-questions in my summary. • I used the information from the topic sentences in my summary. • My summary follows the order and structure of the original text. • My text is shorter than the original.

I think so

Feedback

2 Language • I used the correct grammatical structures. • I used the correct vocabulary. • I used correct spelling and punctuation.

CHECK 2, p. 322

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312

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SUMMARY

Yes, I do! I love Overwatch and Fortnite Battle Royale.

Ugh! I don’t! I hate playing violent games. I enjoy all sorts of sports, like tennis or athletics.

Do you like playing online games?

Verb complements

GRAMMAR

HOW TO express likes and dislikes

In English, you can choose how you express what you like, dislike, love or hate. These verbs can have different complements (= what follows the verb): – love / like / dislike / hate / enjoy + verb + -ing e.g. I love watching films. I hate repairing things. – verb + noun e.g. I love dogs. I hate chores.

Question

Short answer in the positive

Short answer in the negative

Do you like playing online games? Does she enjoy reading?

Yes, I do.

No, I don’t.

Yes, she does.

No, she doesn’t.

Do you love chess? Does he hate documentaries?

Yes, I do. Yes, he does.

No, I don’t. No, he doesn’t.

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When someone asks you what you like or dislike, use a short answer to reply:

313

CREATIVE

drawing/sketching

dancing

hand lettering

painting

sewing

writing

VOCABULARY

1 HOBBIES AND TALENTS

MUSICAL

playing an instrument

singing

listening to music

TECHNICAL

building (e.g. lego)

woodworking

working with computers

LIFESTYLE

fashion

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314

hairdressing

make up

UNIT 8:

nail art

I'VE GOT TALENT!

interior design

photography

SPORTY

athletics

basketball

chess

cycling

dancing

football

tennis

running

scouting/youth movement

Word baking construction cooking fixing things

2 OTHER WORDS AND EXPRESSIONS Translation

My notes

bakken

iets maken/creëren koken

spullen herstellen kennis

remembering things

dingen onthouden

speaking different languages

verschillende talen spreken

spelling

a spelling bee

een spellingwedstrijd

taking care of pets

voor (huis)dieren zorgen

trivia

weetjes

vlogging

vlogging (video’s maken voor YouTube)

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knowledge

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315

STRATEGY

HOW TO deal with difficult words in a text Do you really need the word to understand the sentence?

Yes, I do

No, I don’t.

Look for: - a definition - a description - an example - an image

I need more information.

I get it!

Look for a part of the word you know: - a compound word e.g. bread + crumbs = breadcrumbs - a prefix e.g. im-, il-, un-, pre- ... - a suffix e.g. -ion, -ful, -able ...

I still don’t understand.

Ask a peer or your teacher.

Look up the word.

Read on! three hundred and sixteen

316

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HOW TO summarize a text Before writing

Read the text 1st time: skim the text • Find answers to the WH-questions: – Who? – What? – When? – Where? – How? – Why? 2nd time: read in detail

• Highlight main ideas. • Look for topic sentences. = most important sentence of a paragraph = often the first or last sentence of a paragraph (the rest is explanation or example)

2 While writing Write your summary

1st draft: retell the text in your own words

• Put main ideas in the correct order. • Start with topic sentences. • Add important facts or examples. 2nd draft: check your text for these aspects:

• Did you answer the WH-questions? • Does your text follow the order of the original text? • Is your text shorter than the original? • Did you use correct spelling and punctuation?

After writing

Complete your summary Get feedback:

• Have someone else read the text. Can

three hundred and seventeen

they understand what the text is about? • Reread and correct again, if necessary. Reflect:

• What went well?

• How can you improve?

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ON DIFFERENT TRACKS Talking about hobbies and talents

Check 1 1

Look at the pictures and answer the questions. a Which talents do you recognize? List them below.

b Make a sentence with each of the words. Use the verbs in the box below to express (dis)likes.

1 I

dislike – hate – like – love

2 My mother

3 Your classmate 4 The teacher 5 They

6 7 8 9 10

Score

9 – 12

> 12

Next exercise

ex. 2

ex. 4

ex. 5

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Look at the pictures. Which talents do they represent?

Score

ex. 3

ex. 4

Next exercise

6–8

watchING

Watch the video. Write down 10 things these people say they are good at. 1

Score Next exercise

≥7

three hundred and nineteen

ex. 4

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319

READING

Read these descriptions. What talents are they about? 1 I am good at learning texts by heart. I love drama and dressing up. Move over Angelina Jolie, I’m coming to Hollywood! 2 Whenever we play Pictionary, my brother always loses. As soon as he puts the pencil to the paper, we can already see what it is! 3 I will ask my parents for a new controller. This one is almost broken. I use it everyday for GTA, Fortnite or Call of Duty. 4 Tyra Banks could be my best friend. I love the way she dresses. She’s got style! I’d love to help her choose an outfit. 5 My grandfather is the man you need with you on vacation. He knows how to order food in almost every European country. 6 You should become a psychologist. I can tell you everything, you give me great advice and you

don’t judge or gossip about it. 7 Patimat has got an account on Wattpad. She’s got such an extraordinary talent for creating exciting stories!

8 We play in teams of five, and our aim is to shoot the ball through the hoop. My jump shot is amazing!

9 I can’t read sheet music but I know every Ariana Grande song by heart. Some say I even sound like her!

10 Whatever problem you have, you should talk to Arturio. He’s the best at analysing problems

Score

and looking for a solution. He will help you out! <7

≥7

Next exercise 5

Check 2, p. 322

What do you need for these jobs?

writtEN INTERACTION

a Preparation: make a list of talents and qualities needed for these jobs. Write at least 3 qualities/skills per job. You can use words from the Summary or on p. 299, or you can look up words in an online dictionary.

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UNIT 8:

Nurse

Vlogger

Babysitter

Game tester

I'VE GOT TALENT!

b Action: choose one of these jobs and make a job advertisement for it. Use the talents and qualities list. Think about what the company can offer this person. Be creative! Use the template below.

We are looking for a Are you the person we are looking for? Skills needed This is what we offer: (about 30 words)

If you want to apply, contact

c Reflection: fill in this checklist to check your task, and then give your job advertisement to a classmate who will give you some feedback too. Checklist: writing a job advertisement

Classmate

Yes I think so No Yes I think so No

1 Preparation • I made lists of talents for each job. • I chose 1 job to make a job advertisement for.

2 Content and structure • I used the template to write the job advertisement. • I mentioned the skills necessary. • I mentioned what the company offers.

3 Language • I used the correct grammatical structures. • I used the correct vocabulary. • I used correct spelling and punctuation.

Score

< 12

≥ 12

Next exercise

ex. 4

Check 2, p. 322

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Feedback

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321

Check 2 1

Selecting information from a text

Summarize this text.

READING

a Preparation: read the text and answer the questions. – Fill in the grid with the correct answers. 1 Who is Darci Lynne? 2 What is a ventriloquist? 3 What else does she do?

5 Why aren’t there any shows on weekdays? 6 How many puppets does she have?

7 Do the puppets change?

4 How many shows does she do a month?

8 Has Darci Lynne changed a lot because she is famous?

– Highlight or underline the main ideas and look for topic sentences.

Darci Lynne - ‘America’s Got Talent’ winner talks about new tour and much more A lot has changed for Darci Lynne since the ventriloquist won America’s Got Talent nearly two years ago, and yet, some things have stayed the same.

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She was 12 when she won in 2017, now, she still lives in her native Oklahoma, still goes to public school and still has a normal life, as much as possible. For example, she does media interviews, but they’re all scheduled late in the afternoon after she comes home from school. Most of the time. And as she gets ready to kick off her 18-city tour ‘Fresh Out Of The Box’, all show dates have all been planned around her school schedule.

Darci Lynne with Petunia

‘The shows are all on weekends so I can go to school during the weekdays and go out and do these awesome shows on the weekend. Two weekends a month, four shows a month.’ The 2019 tour follows a highly successful 50-stop tour last year that took her all over the country, generated more than 100,000 in ticket sales, and grossed $5.2 million.

UNIT 8:

I'VE GOT TALENT!

‘After winning, it was kind of crazy and everything came at me at once, so we thought it would be perfect to do a tour because people wanted to see more of what I did on AGT (America’s Got Talent). It was so much fun! I can now say I’ve been to 37 states … and counting.’ Her enthusiasm, openness, and genuine talent are the qualities that helped Darci Lynne get the most votes for a final performance in the history of NBC’s America’s Got Talent.

She now has four puppets, that very first one, and three others that each has his or her own unique personality. There’s a rabbit named Petunia, a shy mouse named Oscar, and a sarcastic old woman named Edna. ‘Once I have a puppet and make a character and add personality to them, they still evolve and pick up little quirks and funny things along the way,’ she says. ‘Sometimes their personalities change according to what I do and what happens to me. Like winning changed Petunia. She used to be shy and now she’s a diva.’ While the puppets may have changed, Darci tries to keep her feet on the ground, despite the many new doors that have opened for her.

‘I think who I am hasn’t changed, I’ve stayed true to myself, but definitely the opportunities have changed. I’ve gotten to do so many things that I’ve never gotten to do before, so it’s a whole new world for me. My world has kind of changed, but I haven’t. You know what I mean?’ She is also a singer in her own right. She hopes to do more with her music in the future.

In terms of what else the future might hold, she says she thinks about possibly having her own TV show some day or perhaps venturing into acting. For someone who has already made a pretty amazing dream come true at a very early age, the possibilities are endless.

‘I’d love to, maybe grow a little more in my music because I love to sing by myself. So, maybe I’ll record some music of my own, I think that’d just be awesome.’

Adapted from: https://www.forbes.com

WRITING

b Action: use the grid in 1a to write the first draft of your summary. Check and correct, if necessary: Did you answer the WH-questions (who, what, where, when)? Does your text follow the order of the original text? Is your text shorter than the original? Is your spelling and punctuation correct?

three hundred and twenty-three

UNIT 8:

I'VE GOT TALENT!

323

c Reflection: check your task by filling in the checklist. Checklist: writing a summary

Yes

I think so

1 Preparation • I answered the questions about the text to prepare. 2 Content and structure • I answered the WH-questions in my summary. • I used the information of the topic sentences in my summary. • My summary follows the order and structure of the original text. • My text is shorter than the original. 3 Language • I used the correct grammatical structures. • I used the correct vocabulary. • I used correct spelling and punctuation.

Score

9 – 12

> 12

Next exercise

ex. 2

ex. 4

ex. 5

Feedback

Look at the text ‘Scots dancing queen’ and answer these questions.

a Look at the pictures. What do you see?

b Read the (sub)titles. What is this text about?

c Where would you find a text like this?

d Skim and/or scan the text and answer the WH-questions. Question

Answer

Who?

How old? What? three hundred and twenty-four

When?

324

Where? Why?

UNIT 8:

I'VE GOT TALENT!

Scots dancing queen 1

Talented youngster Tiyan Shek was just four days old when she went under the knife and now she is performing in a BBC show. By Steve Hendry Just watching Tiyan Shek dancing is exhausting

The 10-year-old spins and twirls and jumps and flips, a pixie buzzbomb of energy. She moves like she was born to do it but her glittery costumes are cut so they don’t show the scar on her chest. Traumatic entry into the world

Tiyan Shek (L) and her sister Estelle bust some moves in front of the Forth Rail Bridge (Image: Collect)

Tiyan, from Glenrothes, was just four days old when she had open-heart surgery. For her mum Euphene, remembering her traumatic entry into the world still makes her emotional.

Following a natural birth at Forth Park, her midwife noticed Tiyan was abnormally blue. Further checks revealed her oxygen levels were low and her heart wasn’t beating properly. ‘We went to another hospital by ambulance the same day, met with all the doctors and they said she needed open-heart surgery, scheduled on day four after she was born.’

Keeping active

The operation was a success. And as Tiyan grew up she wanted to follow in the footsteps of her older sister Estelle, who had started to dance and win competitions. After checking with the hospital, Euphene and Martin were encouraged to keep her active. For her parents, when she first started, it was close to terrifying.

‘We wondered if Tiyan could cope with the super-fast pace of acrobatic moves and dance, if it was putting unnecessary pressure on her heart. We did ask all these questions but, at the same time, we realised we couldn’t wrap her up in cotton wool and, from then on, she just excelled. I just wanted her to have a hobby but she is very determined to do well and gets very angry with herself if she doesn’t.’

A true fighter and example for others ‘She was a fighter from birth and she is the same with competitions.’

Adapted from: https://www.dailyrecord.co.uk

Score

≥7

Next exercise

ex. 3

ex. 4

three hundred and twenty-five

Tiyan’s doctors in Glasgow have also been impressed; they share Tiyan’s story with their patients and their parents to help relieve their fear and worry for their children, to give the message that sick kids can live normally, live healthy lives, stay active and enjoy sports like other kids.

UNIT 8:

I'VE GOT TALENT!

325

watchING

Watch the video and answer the questions. a What kind of video is this? a vlog a news item a promotional video b What is it about? c Fill in the missing information in this short summary. The winner of the competition, Nemmani, is old. He beat his opponent , because she her word. He to her in the contest. That made him work and be more to do well. He says that is a very competitive region. He is going to put the trophy

Score

in .

≥9

Next exercise Summarize the text.

READING

ex. 4

a Preparation: skim the text. Find the answers to the questions. Answer

Question Who?

What?

Where? How?

KUTULLO

Given Tshehla (21) is a talented man. Tshehla, from Kutullo Village (South Africa), does the remarkable. He designs homes using cardboard boxes and paper mâché. He dreams of one day being an architect. While most of his peers hang around in the streets doing nothing, he is doing something to improve his life. ‘I am using my God-given talents to design toys. I also use things that are considered useless and have been thrown away, to design some of my products. I excelled in drawing at school, that’s when I realised art was my talent. I have a passion for designing structures, scale models and I also enjoy taking measurements’, he told Sekhukhune Times.

three hundred and twenty-six

326

Tshehla said he is currently drawing up a plan for Nelson Mandela Lodge and ecotourism adventure. ‘This design will be a beacon in the country. I have been getting support from Lavita Car Wash and I pray and hope other stakeholders can come on board and help me in achieving my goals.’ Adapted from: https://sekhukhunetimes.co.za UNIT 8:

I'VE GOT TALENT!

b Action: read the text in detail. – Highlight main ideas. – Look for topic sentences. – Complete this summary by putting those main ideas in the correct order. Use your own words! lives in . His talent is . He uses and to build them. Right now he is for . He hopes that other people will his work. c Reflection: check your work by filling in the checklist. Checklist: writing a summary

Yes

I think so

1 Preparation • I answered the questions about the text. • I highlighted the main ideas.

2 Action • I answered the WH-questions in my summary. • I used the information from the topic sentences in my summary.

3 Language • I used the correct grammatical structures and words. • I used correct spelling and punctuation.

Score

Feedback

≥7

Next exercise

Summarize a video about a girl and her talent.

All done!

a Preparation: watch the video and write down keywords in the grid. Watch twice if necessary. Highlight the most important facts.

watchING

Find answers to these questions: 1 What kind of video is this?

an interview a trailer a film a documentary three hundred and twenty-seven

2 Who? 3 What? 4 By whom? 5 How old? 6 Why was this video made? 7 Why?

UNIT 8:

I'VE GOT TALENT!

327

8 What is her talent? 9 What does she want to teach us? 10 One other main idea b Action: use your answers in the grid to write your summary. Check your text and correct if necessary: Did you answer the WH-questions (who, what, where, when)? Does your text follow the order of the video? Is your text shorter than the video? Is your spelling and punctuation correct?

c Reflection: check your work by filling in the checklist. Share your summary with a classmate who is also doing this exercise. Do you have the same information? Checklist: writing a summary

1 Preparation • I answered all the questions in the grid. • I highlighted the most important facts.

2 Action • I answered the WH-questions in my summary. • My summary follows the order and structure of the video. • My text sums up the most important information from the video. 3 Language • I used the correct grammatical structures. • I used the correct vocabulary. • I used correct spelling and punctuation. Feedback

three hundred and twenty-eight

328

UNIT 8:

Score

< 14

≥ 14

Next exercise

ex. 4

All done!

I'VE GOT TALENT!

Yes

I think so

WRITING

CHECK OUT: WRITING A SUMMARY Orientation You will choose a text, read it and then summarize it. Your partner will have to answer questions about your text, based on your summary.

Preparation 1

Read the keywords on the envelopes. Choose a text that you think sounds interesting.

Read the text. Highlight keywords and topic sentences. Fill in the grid.

Main topic of the text Who is it about?

How?

When?

What is it about?

Answer

Question

READING

Where?

Why?

Action Write a summary of the text. Use your own words. Use the grid above to write the first draft. Check and correct if necessary: Did you answer the WH-questions (who, what, where, when)? Does your text follow the order of the original text? Is your text shorter than the original? Is your spelling and punctuation correct?

Find a person in the class who reads a different text. Read each other’s summaries, and then answer the 3 questions you will get.

UNIT 8:

I'VE GOT TALENT!

WRITING

three hundred and twenty-nine

329

Reflection 5

Check your task by filling in the checklist. Checklist: writing a summary

Yes

I think so

1 Preparation • I read the text and highlighted topic sentences. • I filled in the grid. 2 Content and structure • I answered the WH-questions in my summary. • I used the information from the topic sentences in my summary. • My summary follows the order and structure of the original text. • My text is shorter than the original. • My partner could answer the 3 questions based on my summary.

3 Language • I used the correct grammatical structures. • I used the correct vocabulary. • I used correct spelling and punctuation.

Feedback

Trace your steps on diddit.

three hundred and thirty

330

UNIT 8:

I'VE GOT TALENT!

NOTES

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