'n trace
update
track
4
q Clerc e D s l E len Lies A eck Ko Peter Lehmann el Manu maekers ay Tina R mmerman Te ele Leen dema n a V Ann
VA
© N IN
update
track
N
IN
'n trace
©
VA
4
Els De Clercq Lies Alen Peter Koeck Manuel Lehmann Tina Raymaekers Leen Temmerman Ann Vandemaele
VA
© N IN
CONTENTS 3 Pimp that room!
1 RSVP please
9
Check In
10
Check In
128
Main Track Step 1: using the present continuous and the going-to future Step 2: inviting people to your party Step 3: using the present perfect
11
130
Summary Grammar – HOW TO talk about (fixed) plans and intentions – HOW TO talk about when and where things happen – HOW TO talk about unfinished actions and experiences Vocabulary – Types of parties – Event organization – Party idioms – Other words
31 31
Main Track Step 1: describing where things are in your room Step 2: giving your opinion about colour and design Step 3: giving a presentation Summary Grammar – HOW TO mention where things are (going) – HOW TO express obligation and prohibition Vocabulary – Furniture, decoration and accessories – Colours – Idioms Strategy – HOW TO give a presentation Useful expressions – HOW TO express your opinion
154 154
11 14 22
33
34 39 39 40 41 41
On Different Tracks Check 1: using the present continuous and the going-to future Check 2: inviting people to your party Check 3: using the present perfect
42
Check Out: setting up an event
57
59
60
61 61
Summary Grammar – HOW TO tell a story in the past – HOW TO describe past experiences Vocabulary – Verbs – Nouns: creepy locations – Nouns: creepy sounds – Nouns: characters – Nouns: details – Adjectives Strategy – HOW TO listen/watch more effectively – HOW TO deal with difficult words in a text
87 87 87 89 90 90 91 92 93 94 95 97 97 98
©
76 83
On Different Tracks 99 Check 1: describing scary past experiences 99 Check 2: using typical mystery and horror words 108 Check 3: retelling and writing creepy stories 113 123
154
156 158 158 160 161 162 162 164 164
On Different Tracks Check 1: describing where things are in your room Check 2: giving your opinion about colour and design Check 3: giving a presentation
165
Check Out: pimp that room!
189
4 Love it or hate it
VA
Main Track Step 1: describing scary past experiences Step 2: using typical mystery and horror words Step 3: retelling and writing creepy stories
Check Out: telling or writing a scary story
136 146
165 171 179
191
Check In
192
Main Track Step 1: learning the language of advertising Step 2: expressing probability Step 3: giving instructions Step 4: describing infomercials
193
Summary Grammar – HOW TO make comparisons – HOW TO express possibility, probability and certainty – HOW TO give instructions Vocabulary – Beauty products – Cleaning products and utensils – Food and drinks – Other – Advertising – Describing products Strategy – HOW TO advertise a product
219 219 219
On Different Tracks Check 1: learning the language of advertising Check 2: expressing probability Check 3: giving instructions Check 4: describing infomercials
227
Check Out: making an infomercial
249
three
Check In
42 47 52
N
2 Spooktacular
130
IN
31
127
T'n'T 4
3
Contents
193 203 209 211
220 222 223 223 223 223 223 223 224 226 226
227 233 237 241
5 #Backtothefuture
251 252
Main Track Step 1: expressing reason and purpose Step 2: describing the past Step 3: describing the future
253 253 260 268
Summary Grammar – HOW TO express reason and purpose – HOW TO talk about the future Vocabulary – Past and future – Storage – Items
278 278 278 279 281 281 281 282
On Different Tracks Check 1: expressing reason and purpose Check 2: describing the past Check 3: describing the future
283 283 289 296
Check Out: A message to my future self
305
6 How can I help you?
IN
Check In
307
Check In
308
Main Track Step 1: learning words to make complaints Step 2: filing a complaint Step 3: filling in a customer satisfaction survey
310
Summary Vocabulary Strategy – HOW TO write a formal letter/email – HOW TO make or deal with a complaint
331 331 333 333 334
On Different Tracks Check 1: learning words to make complaints Check 2: filing a complaint Check 3: filling in a customer satisfaction survey
335
Check Out: making a formal complaint
363
310 320
©
VA
N
327
four
4
T'n'T 4
Contents
335 344 353
STARTEN MET TRACK 'N' TRACE Welkom in Track ‘n’ Trace. We leggen graag even uit hoe je met dit boek aan de slag gaat.
1 / Op weg met Track ‘n’ Trace Het leerwerkboek bestaat uit zes units en elke unit is op dezelfde manier opgebouwd. Op de voorpagina van elke unit vind je terug wat je zult leren om de taak aan het einde van de unit, de Check Out, goed uit te voeren. Deze voorpagina toont je de weg die je zult afleggen.
UNIT 2: SPOOKTACULAR
main track
Step 3: retelling and writing creepy stories
IN
check in Step 1: describing scary past experiences
Step 2: using typical mystery and horror words
In de Check In maak je kennis met het thema van de unit.
summary
trace your steps
CHECK IN
The car never starts 1
SPOKEN INTERACTION
Discuss these questions with a partner.
a Do you like scary films or horror films? Why (not)?
b Which ones are your favourite (scary) films? Describe what happens in the story.
on different tracks
2
check out: telling or writing a scary story
Imagine you could give horror film characters tips on how to survive. What would you tell them? Think of three good tips and then share them with the class.
SPEAKING
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.
3
MAIN TRACK
a Which were mentioned? Tick the correct boxes. Step 1 tipsMy room, my home, my world
Stay away from clowns! Describing where things are in your room Don’t split up! Don’t strange noises! What’s infollow a room? Always wear shoes! List objects belong in with a bedroom. Write on a separate piece of paper or use a word cloud Don’tthat make friends that creepy neighbour! app or Shoot website. have three minutes to write as many objects as possible. himYou in the head!
1/
N
1
Don’t pick up strangers in your car! Look atDon’t the photo andthe connect channel dead! the numbers to the correct items in the photo.
2
Don’t go to that party alone! 15 13empty tank of gas! Don’t drive around on an Stay away from deserted/remote places!
7
b Were any of your tips mentioned? Which one(s)?
14
4
6
10
3 5 1
12
sixty-two
12 a rug
5 a footboard
4 a headboard
14 a picture
11 a chest of drawers
10 a mattress
9 a wardrobe
7 a lamp
6 a duvet (a duvet cover)
8 a bedside table
13 a wall
1 a double bed
2 a pillow (a pillow case)
3SPOOKTACULAR a blanket UNIT 2:
VA
Reflection: check your text by filling in the checklist. verwijzing naar een Check. Aan het einde van elke Step zie je ceen Checklist: bedroom description Yes I think so Die Check vind je terug in het onderdeel On Different Tracks. In On 1 Content • I wrote about 75 words. • I described where atal least onder ten things are. de knie hebt. Different Tracks ga je na of je de bouwsteen 2 Language 15 a window
3
What is the correct name for each number in the photo? 1 a mirror 2 curtains
1
4 a shelf/shelves
2
3
5 a desk
6 a lamp
8
6
©
HOW TO mention where things are (going)
Prepositions of place and movement
1 Prepositions of place USE
To say where things are.
1
I
P
L
7
PIMP THAT ROOM!
GRAMMAR
UNIT 3:
L
O
>8 ex. 5
2 above
W
below under
behind
in front of
A R 3
E
B
D
S
I
D
E
next to beside by
E
4
R
D
O
R
E
L
C
to the left of on the left
H
A
U
B 6
O
I
5 to the right of on the right
R
between
U
R F
G
T
Je leerkracht zal je zeggen wanneer je de Check , die bijI een bepaalde M N Step hoort, kunt maken in On Different TracksB .OAfhankelijk van je O K C A S E E resultaat kun je – helemaal volgens jouw tempo en niveau – de leerstof D nog even herhalen, extra oefenen of meer verdiependeDown oefeningen Across 1 The item under your head while you 2 The item in which you store your clothes. sleep. 3 The room where you sleep. maken. 3 The table next to your bed is a ... table. 4 In front of the window you have a set of ... in
O
ON DIFFERENT TRACKS Check 1
132
9
5
7 a chair
I used the words to describe the items correctly. 8 a computer I used the prepositions of place bookcase 9 acorrectly. I used grammatical structures correctly. I used correct spelling and punctuation. one hundred and twenty
• • • •
No
4
3 a poster
is Voor je start met On Different Tracks SUMMARY Feedback er een Summary: een overzicht van de Score <6 6–8 grammatica, woordenschat, strategieën en Next exercise ex. 2 ex. 3 veelgebruikte uitdrukkingen. 2 Read the descriptions and complete the crossword.
Describing where things are in your room
A
inside
near
on on top of
among
opposite
against
7
WRITING
Where are the items in this bedroom?
outside
a Preparation: look at this photo and identify at least ten different items.
one hundred and forty-two
b Action: write a short paragraph (about 75 words) about the items in the bedroom and where they are. Mention at least ten different items.
156
PIMP THAT ROOM!
4 The item you use to sit on. 6 The poster is not on the right, but on the ... of the window. 7 The item in which you keep your books.
one hundred and fifty-two
Je kunt je traject in On Different Tracks helemaal zelfstandig doorlopen, met een partner of samen met de klas. Aan de hand van de handige scorewijzers weet je 168 meteen welke oefeningen je moet maken.
UNIT 3:
Score
<6
Next exercise
UNIT 3:
you can close to keep the light out. 5 A soft fabric on the floor to keep your feet warm. 7 The piece of furniture that you sleep in. 6–8
>8
ex. 3
ex. 4
PIMP THAT ROOM!
one hundred and fifty-one
UNIT 3
PIMP THAT ROOM!
167
five
1
9 11
2
8
62
CHECK 1, p. 44
watching
Watch the (funny) video How to survive a horror movie: A tutorial for white people.
Starten met Track 'n' Trace
T'n'T 4
5
Als je alle bouwstenen in de Main Track hebt doorlopen en ze voldoende hebt ingeoefend in On Different Tracks, dan ben je zeker klaar voor de Check Out, de taak aan het einde van de unit. Hier kun je alles wat je geleerd hebt in de unit toepassen.
CHECK OUT: PIMP THAT ROOM! Orientation You are going to redesign and redecorate someone’s (bed)room. Afterwards you will present this ’pimped’ room and give your opinion about your own new room.
Preparation 1
Create a mindmap with all the information about the room as it is now. Make sure you find out the following things: • the measurements of the room • where the windows and doors are • the items in the room • the current colours of the walls • the current theme of the room • favourite colours/the theme Tip: ask your partner for their preparation of the presentation they gave in Check 3.
Action 2
Work out the new colour scheme.
3
Create the floor plan, and put items in the room. Make a sketch on paper or use an online programme to work out your plan. Consult your teacher.
4
Prepare your presentation and present the room. Explain your choices.
Elke Check Out gebruikt de OVUR-strategie:
SPEAKING
Reflection
Orientation
Action
3 Reflect on your task by filling in the checklist. Checklist: describing your holiday
Yes
I think so
No
Preparation
Reflection
one hundred and seventy-five
1 Preparation • I described my friends’ holiday activities. • I wrote my note or postcard in draft first.
2 Content • I wrote about 75 words. • I included all the necessary elements. PIMP THAT ROOM! • I respected the rules for writing an informal note or postcard.
c Reflection: check your speaking by filling in the checklist.
We willen graag dat je vorderingen maakt 3 Language use en dat je reflecteert op je taken en leert uit • I used the correct vocabulary to describe the activities and the feedback. weather. UNIT 3
191
Checklist: room description
Yes
I think so
No
IN
1 Content • I described two rooms. • I mentioned at least three different items in each room, and where they are. 2 Language • I used the correct preposition of place. • I used the correct vocabulary for the items in the room. • I spoke fluently and clearly.
• I used the past simple tense correctly. • I paid attention to the structure of my sentences. • I checked my spelling and punctuation.
Feedback
Feedback
Score
<7
≥7
Next exercise 5
Check 2, p. 171
READING
Read the text ‘My Sanctuary’ and answer the questions.
1 Which items are in the room? Name at least five different items.
Ten slotte kun je na elke unit je online portfolio op diddit individueel of samen met je leerkracht invullen. Zijn er dingen die nog niet zo goed lopen, dan krijg je meteen ook digitale oefeningen bij je werkpunten. There is a bed with a mattress, a carpet, a desk, a desk chair, a TV, some pillows,
Trace your steps on diddit.
a couch, and blinds on the window.
2 Explain the title ‘My Sanctuary’.
A sanctuary is a place where you feel most comfortable. For the author it is their bedroom.
3 What does the bed look like?
It is a multi-coloured bed with parallel lines alternating between red, blue and white.
4 What special ’powers’ does the bed have? It is a shelter and a protection from all the evil in the world.
N
5 Where does the author rarely sit?
He/She rarely sits behind the dark wood desk in the leather chair.
2 / Nuttig voor onderweg
6 What makes the red wallpaper turn into a dark depressed bloody colour?
3 Past simple and past continuous
The dusk light darkens the room, making the wallpaper change colour.
USE
Combine the two tenses if you want to make clear something happened while you were in the middle of a longer action going on.
7 What did the author forget to do yesterday? The author forgot to close the windows. X The author forgot to feed the fish. The author forgot to close the door.
one hundred and fifty-four
e.g. I was browsing on my laptop when my phone vibrated. e.g. We were telling ghost stories, when we suddenly heard a shrieking sound.
In de loop van elke unit word je ondersteund door een aantal hulpmiddelen. Past
5
Complete each sentence in the grammar box with the correct word.
were telling past continuous
Now
heard past simple
170
VA
can’t – modal auxiliary verbs – must – mustn’t – obligation – prohibition – should – shouldn’t
Future
PIMP THAT ROOM!
UNIT 3:
GRAMMAR
How to express prohibition and obligation
The verbs ’must’, ’should’ and ’can’ are called . They help other verbs and are always followed by the base form of another verb. These verbs have a special meaning. They can be used to express:
HOW TO describe past experiences
Have you ever seen a ghost?
Past simple and present perfect
Yes, I have!
Really?? What did it look like?
It was a tall dark figure, with long black hair. It looked weird and a bit gnarly.
– = to say that you are not allowed to do something.
e.g. You fidget with your hands.
Giving advice.
You sit down.
The speaker forbids it.
You read your entire presentation.
General prohibition.
– = to say that you have to do something.
e.g. You ask for help if there is a problem. Giving advice.
The speaker wants me to.
pagenumber
See p. 156-157
6
Complete the sentences with a correct modal verb from the box.
can’t – must – mustn’t – should – shouldn’t
Present perfect
Past simple
to describe (life) experiences, without a specific reference to time e.g. Have you ever seen a ghost? Yes, I have!
to talk about precise details of a particular experience: who, when, what, where etc. e.g. Really?? What did it look like? It looked weird and a bit gnarly.
Use keywords such as: ‘ever’ and ‘never’, but also ‘lately’, ‘recently’, ‘already’, ‘yet’, ‘so far’, ‘up until now’ are used in combination with present perfect tense.
Give specific information: e.g. I saw it around midnight. It was a tall figure.
Keep in mind: The form of the present perfect is explained in the Summary of Unit 1, p. 34.
1 Peter can’t put up posters in his room because the walls have just been painted. 2 Oh dear, does that hurt a lot? Should I call a doctor?
UNIT 2
3 You can’t drive a car unless you are 18 and have a licence.
SPOOKTACULAR
UNIT 4:you sure 4 Are you have the right colour? You should check first. OFF W EW ENT
226
eighty-five #
You listen carefully.
– is a semi-modal auxiliary verb that is also used to express obligation that is based on a rule. e.g. You have to wear protective goggles in a lab.
91
Grammaticale regels staan in de Main Track altijd in een kader, met een duidelijk voorbeeld erbij. Hier vul je zelf een aantal basiskenmerken van de regel in. Hoe je de grammatica gebruikt, vind je vervolgens terug in de Summary. Aan de hand van nog meer voorbeelden en illustraties schetsen we de context waarin je de grammatica kunt gebruiken.
5 ’No, no, no!!! You mustn’t put your fingers in the plug!’
6 You shouldn’t simply start your DIY project! First, you must lay out the materials.
7 Mum was pretty clear: you must first read the instructions; you mustn’t skip a step.
3 / Over to you!
8 That’s very nice, but you shouldn’t put the ladder in front of the door.
How to give a presentation
© one hundred and forty
152
UNIT 3:
STRATEGY
HOW TO listen/watch more effectively
1 Choose an interesting topic. 2 Plan your presentation and practise: • in front of a mirror • film yourself. 3 Make sure the audience can follow what you are saying: • Use visuals: a video, a PowerPoint or Prezi. • Speak clearly: naturally and loud enough. • Be confident: stand up straight and look at your audience, not your visuals. 4 Reflect and do it all over again. See p. 162-163
PIMP THAT ROOM!
1
Before listening watching
1
Topic What do you know about the topic? What words come to mind?
Type of text/video
SPEAKING
Choose one of the following topics and make a short presentation. First prepare yourself by filling in the table. Use the strategy on how to give a presentation (check the Summary on p. 162-163 for more information).
What kind of text/video are you going to listen to/watch?
What do you already know about this type of text/video?
Task
TOPIC
favourite item in my bedroom
Do you understand the task?
my two favourite colours
Read through the question and highlight key words.
my two favourite classrooms at school
PLAN
1 Your audience: think about these questions:
2 While listening watching
• Who: do they know you or do you need to introduce yourself?
Focus on what you hear/see
• What do they already know about your topic? • What do they want to know?
Think ahead: what might happen next?
2 Outline presentation: • What do you plan to talk about?
Take short notes.
I’m going to talk about (your chosen topic)
USEFUL EXPRESSIONS
Omdat je Engels wilt gebruiken in een realistische context, reiken we je graag ook veelgebruikte uitdrukkingen aan. My favourite item in my bedroom is … because …. (Explain why this is
Focus on key words and facts.
important to you.)
1 Expressing your opinion
Listen to the intonation and stress of the speakers.
Ignore the words you think are less important.
My (topic) … is/are … • What is your message about the topic?
HOW TO express your opinion
STRATEGY
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.
’I really think that red is my ideal colour,
two colours are your favourite.)
I (really) think that …
I believe (that) … In my opinion … / My opinion is …
After listening watching 3 Check your understanding
My two favourite colours are … and … because … (Explain why those
it is really soothing.’
If possible, listen again to difficult passages. Have you completed the task?
Read your notes.
I feel that … I’m certain that …
ninety-one
Have you understood the main points?
I guess/imagine … I strongly believe that … To be honest … / Honestly …
UNIT 2
#
154
six
6
2 Agreeing ’Yes, I agree!’
T'n'T 4
I agree with the statement that says … Yes, I agree with you. I couldn’t agree more.
Starten met Track 'n' Trace
3 Disagreeing
’I disagree, red is an aggressive colour. I don’t really think you can call it a calm colour at all.’
UNIT 3:
PIMP THAT ROOM!
SPOOKTACULAR
99
bar mitzvah
baby shower
VOCABULARY
Source: ChameleonsEye / Shutterstock.com
VOCABULARY
1 TYPES OF PARTIES
birthday party
Word
Translation
after-party
afterparty
all-nighter
nachtje door
blowout
stevig, groot feest
bridal shower
vrijgezellenfeest (vrouwen)
cocktail party
cocktailfeestje
costume party
verkleedfeestje
hen night housewarming
fancy dress party
graduation party
goodbye party
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 toe te voegen.
My notes
vrijgezellenfeest (vrouwen) housewarming, instuif
send-off
afscheidsfeestje
sleepover / a slumber party
slaapfeestje (voor kinderen)
stag night (Br. Eng.)
vrijgezellenfeest (mannen)
surprise party
verrassingsfeest
theme party
themafeestje
2 EVENT ORGANIZATION pool party
house party
prom
Word
Translation
beverages
drankjes
BYOB
bring your own beer, bottle,
My notes
hosted by
georganiseerd door, gepresenteerd door
beverage; eigen which had been holding it; then he put the handkerchief away. The huntbooze, was almost over. He drank meebrengen dress code had left the woman in her bed, the man on the bedroom floor, the olderkledingvoorschriften child in her brightly drinks drankjes coloured bedroom, surrounded by toys and half-finished models. That toegangsprijs only left the little one, entrance fee pyjama guest list be gastenlijst aparty baby barely aquinceañera toddler, to takeretirement careparty of. One more and his task would done.
15
He flexed his fingers. The man Jack was, above all things, a professional, orvoorsode he told party favour cadeautje aanwezigen himself, and he would not allow himself to smile until the job was RSVP completed. Répondez s’il vous plaît, antwoord alstublieft venue locatie, plaats His hair was dark and his eyes were dark and he wore black leather gloves of the thinnest tea party wedding lambskin. thirty-nine
street party
The toddler’s room was at the very top of the house. The man Jack walked up the stairs, his PLEASE RSVP PLEASE 40 39 feet silent on the carpeting. Then heRSVP pushed open the attic door, and he walked in. His shoes were black leather, and they were polished to such a shine that they looked like dark mirrors: you could see the moon reflected in them, tiny and half full. forty
UNIT 1:
UNIT 1:
The real moon shone through the casement window. Its light was not bright, and it was diffused by the mist, but the man Jack would not need much light. The moonlight was
IN
20
25 enough. It would do. Vaardigheden zijn een belangrijk onderdeel bij het leren van een nieuwe taal. Daarom geven we He could make out the shape of the child in the crib, head and limbs and torso. The crib had high, slatted to prevent child from getting out. Jack leaned over, je het meest aan het oefenen bent: listening, reading, bij elke oefening sides, aan op thewelke vaardigheid raised his right hand, the one holding the knife, and he aimed for the chest ... ... and then he lowered his hand. The shape in the crib was a teddy bear. There was no child. speaking , spoken interaction , watching, writing, written interaction. 30
The man Jack’s eyes were accustomed to the dim moonlight, so he had no desire to turn on an electric light. And light was not that important, after all. He had other skills.
listening
35
READING
SPEAKING
The man Jack sniffed the air. He ignored the scents that had come into the room with him, dismissed the scents that he could safely ignore, honed in on the smell of the thing he had come to find. He could smell the child: a milky smell, like chocolate chip cookies, and the sour tang of a wet, disposable, night-time nappy. He could smell the baby shampoo in its hair, and something small and rubbery – a toy, he thought, and then, no, something to suck – that the child had been carrying. The child had been here. It was here no longer. The man Jack followed his nose down the stairs through the middle of the tall, thin house. He inspected the bathroom, the kitchen, the airing cupboard, and, finally, the downstairs hall, in which there was nothing to be seen but the family’s bicycles, a pile of empty shopping bags, a fallen nappy, and the stray tendrils of fog that had insinuated themselves into the hall from the open door to the street.
SPOKEN INTERACTION
3 / Fijn en handig voor onderweg 40
MAIN TRACK Step 1 1
bUNITIf2:theSPOOKTACULAR schedules are for the same week, what would go wrong?
Check 2
Dominic has made plans with Farah, but she’ll be away for the weekend.
Soms krijg je extra uitleg bij een boek, een auteur of c Check the example sentences in exercise a and highlight the verb forms. What are the main verbs? een film. to visit and to play
FEED – M.T. ANDERSON Feed (2002) is a young adult dystopian novel of the cyberpunk subgenre written by M.T. Anderson. The novel portrays a near-future in which the feednet, a huge computer network (apparently an advanced form of the Internet), is directly connected to the brains of about 73 % of American citizens by means of an implanted device called a feed.
d How are the two verbs conjugated differently?
is visiting (= present continuous), is going to play (= going-to future)
e If you look at Farah’s schedule, she wants to call Dominic twice. Copy the prompts here. calling Dominic, going to call Dominic
Source: wikipedia.org
What do you think the difference is between the two? personal answer
1
READING
Read the 2 extracts from the novel Feed by M.T. Anderson.
In de Did You Know -kaders vind je leuke weetjes en 1 Describe life from before ‘the feed’. achtergrondinformatie.
Did you know?
©
• Days, months and holidays are generally capitalized in English because they are proper nouns. e.g. My dentist appointment is on Wednesday afternoon. Your birthday is in July, right? Thanksgiving is in November, Christmas in December and New Year is in January. • The seasons aren’t capitalized unless they are used as a proper noun (like a personification in a poem). e.g. My favourite season is spring.
a Answer the questions.
2 Describe the pros and cons of ‘the feed’ as mentioned in extract 1.
3 How does the main character (Titus) feel about ‘the feed’ in extract 1?
De volgende iconen helpen je ook nog een eind op weg.
4 Would you like to have ‘the feed’? Use the pros and cons from question 2.
eleven
How do you feel when you are digitally disconnected? Het luisterfragment dat hierbij hoort, vind je ook online5 terug.
UNIT 1:
RSVP PLEASE
11
Het beeldfragment dat hierbij hoort, vind je ook online terug. Score:
/ 7
Als je dit icoon ziet, moet je iets online opzoeken of vind je extra materiaal terug op diddit. UNIT 5
#BACKTOTHEFUTURE
Starten met Track 'n' Trace
T'n'T 4
273
seven
f
Describing the past
two hundred and seventy-three
seventy-four
80
WRITTEN INTERACTION
Wanneer er moeilijke woorden voorkomen in het authentieke tekstmateriaal, worden die uitgelegd in de glossary.
VA
What’s the plan?
WATCHING
N
The man Jack made a small noise then, a grunt that contained in it both frustration and also satisfaction. He slipped the knife into its sheath in the inside pocket of his long coat, and he stepped out into the street. There was moonlight, and there were street lights, but the fog stifled everything, muted light and muffled sound and made the night shadowy and treacherous. He looked down the hill towards the a casement window: a window that is attached light of the closed shops, then up the street, where to its frame by one or more hinges at the side the last high houses wound up the hill on their way a handkerchief: a square piece of cloth or paper 50 to the darkness of the old graveyard. used for cleaning the nose or drying the eyes The man Jack sniffed the air. Then, without slither: to move easily and quickly across a Using the to present continuous and thetogoing-to future hurrying, he began walk up the hill. surface, like a snake does to stifle: to silence; to suppress SPOKEN Take a look at the schedule your teacher gives you. INTERACTION stray tendrils of fog: traces of lingering fog Source: The Graveyard Book, Neil Gaiman a After reading the schedule, talk to your neighbour and compare the schedules. treacherous: dangerous, unsafe e.g. On Tuesday at 5 p.m., he is visiting his grandmother. After that, he is going to play a game at his best friend Jared’s house. 45
WRITING
7
het onlineleerplatform bij Track ‘n’ Trace Leerstof kun je inoefenen op jouw niveau.
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.
IN
Je krijgt meteen feedback aan de hand van theoriekaders en instructiefilmpjes.
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.
N
Benieuwd hoe ver je al staat met de oefeningen en opdrachten? Hier vind je een helder overzicht van je resultaten.
VA
Hier vind je het lesmateriaal per unit (o.a. audio- en videobestanden). Alle instructiefilmpjes en leerbladen uit de Summary zijn hier ook nog eens verzameld.
SUMMARY
1 VERBS
to creep
to curse
vervloeken, vloeken
She was running in the forest when suddenly the sound of an owl startled her.
HOW TO express your opinion
1 Expressing your opinion
1 Past simple
to disappear / to vanish (into thin air) (plots) verdwijnen
FORM
Subject
Positive (+)*
Negative (-)
Questions (?)
1st p. sing. 2nd p. sing. 3rd p. sing. 1st p. plur. 2nd p. plur. 3rd p. plur.
I laughed. You laughed. He/She laughed. We laughed. You laughed. They laughed.
I didn’t laugh. You didn’t laugh. He/She didn’t laugh. We didn’t laugh. You didn’t laugh. They didn’t laugh.
Did I laugh? Did you laugh? Did he/she laugh? Did we laugh? Did you laugh? Did they laugh?
Rule:
Subject + base form of the verb + (e)d
Subject + didn’t / did not + base form of the verb
Did + subject + base form of the verb
to knock
to lurk
kloppen
to shriek / to scream
eighty-three #
to startle
to tremble / to shiver (with fear) beven, trillen
(doen) opschrikken
3 Disagreeing
staren
to yell
gillen, roepen
In my opinion … / My opinion is … I feel that …
UNIT 2:
What words come to mind?
I guess/imagine … I’m certain that … I strongly believe that … To be honest … / Honestly …
Type of text/video What kind of text/video are you going to listen to/watch?
What do you already know about this type of text/video?
Task Do you understand the task? Read through the question and highlight key words.
2 While listening watching Focus on what you hear/see Think ahead: what might happen next?
’I disagree, red is an aggressive colour. I don’t really think you can call it a calm colour at all.’
Take short notes.
Listen to the intonation and stress of the speakers.
Ignore the words you think are less important.
I disagree with the statement that says … No, I disagree with you. I don’t agree with you.
Focus on key words and facts.
After listening watching 3 If possible, listen again to difficult passages.
one hundred and fifty
92
1
Topic What do you know about the topic?
Check your understanding
eighty-six #
©
89
to stare
glibberen, glijden
gillen, krijsen
SPOOKTACULAR
166
Have you completed the task? UNIT 3:
PIMP THAT ROOM!
Read your notes.
Have you understood the main points?
UNIT 2
TRACK 'n
TRACE
4 Engels voor de dubbele finaliteit
Leer zoals je bent
track 'n trace
update
Track ‘n’ Trace 4 4
Clercq Els De Lies Alen k Koec Peter Lehmann Manuel aekers Tina Raymmerman Tem Leen emaele Ann Vand
Ontdek het onlineleerplatform: diddit! Vooraan in dit boek vind je de toegangscode, zodat je volop kunt oefenen op je tablet of computer. Activeer snel je account op www.diddit.be en maak er een geweldig schooljaar van!
ISBN 978-94-641-7481-6
600415
eight
9 789464 174816
DIDDIT
Before listening watching
I believe (that) …
’Yes, I agree!’
achtervolgen
to slither
En waarom de woordenschat niet instuderen met de handige woordtrainerapp van Track ‘n’ Trace 4 ?
T'n'T 4
to pursue / to chase
op de loer liggen
WOORDTRAINER VAN IN
8
I (really) think that …
I agree with the statement that says … Yes, I agree with you. I couldn’t agree more.
Keep in mind: – Mind the spelling of regular verbs like ’try’ (tried), ’stop’ (stopped), ’arrive’ (arrived), ’travel’ (travelled) in the positive form. – In the negative, the auxiliary can have a long or short form: e.g. I didn’t send a reply back. = I did not send a reply back. – ’To be’ is a special verb: there is no ’did (not)’ for negative sentences and questions. e.g. My friend wasn’t downstairs. e.g. Was my friend downstairs?
SPOOKTACULAR
to go through walls
door muren gaan
HOW TO listen/watch more effectively
it is really soothing.’
2 Agreeing
*Irregular verbs: Mind the irregular verbs in the positive form. You have to learn them by heart (see Unit 1, p. 36-38).
UNIT 2
to gasp
naar adem snakken
’I really think that red is my ideal colour,
STRATEGY
sluipen, kruipen
ninety-one
to appear (out of thin air)
(uit het niets) verschijnen
USEFUL EXPRESSIONS
VOCABULARY
Past simple and past continuous
GRAMMAR
HOW TO tell a story in the past
vanin.be
SPOOKTACULAR
99
UNIT 1: RSVP PLEASE check in
IN
main track
Step 1: using the present continuous and the going-to future
VA
N
Step 3: using the present perfect
Step 2: inviting people to your party
summary
©
trace your steps
on different tracks
check out: setting up an event
CHECK IN Project X Party 1
Discuss these questions.
SPOKEN INTERACTION
a What could go wrong at a house party you organize? b Share your ideas with your class and make a list for each of the categories below.
The food
IN
The house
The music
The guests
VA
N
©
2
Watch the trailer for Project X. Highlight the things you wrote down in exercise 1b that you see in the trailer.
WATCHING
3
A friend tells you about a party at Thomas’s place.
READING
a Read the role card your teacher gives you.
b Go through the flowchart you will get, using the cues from the role card to see where you ended up.
ten
10
UNIT 1:
RSVP PLEASE
MAIN TRACK Step 1 1
What’s the plan?
Using the present continuous and the going-to future
Take a look at the schedule your teacher gives you.
SPOKEN INTERACTION
a After reading the schedule, talk to your neighbour and compare the schedules. e.g. On Tuesday at 5 p.m., he is visiting his grandmother. After that, he is going to play a game at his best friend Jared’s house.
IN
b If the schedules are for the same week, what would go wrong?
c Check the example sentences in exercise a and highlight the verb forms. What are the main verbs?
d How are the two verbs conjugated differently?
f
N
e If you look at Farah’s schedule, she wants to call Dominic twice. Copy the prompts here.
What do you think the difference is between the two?
VA
Did you know?
• Days, months and holidays are generally capitalized in English because they are proper nouns. e.g. My dentist appointment is on Wednesday afternoon. Your birthday is in July, right? Thanksgiving is in November, Christmas in December and New Year is in January.
eleven
©
• The seasons aren’t capitalized unless they are used as a proper noun (like a personification in a poem). e.g. My favourite season is spring.
UNIT 1:
RSVP PLEASE
11
2
Complete the grammar box below.
GRAMMAR
How to describe plans for the future
To talk about plans for the future, you can use the or the . 1 Present continuous Check the formation of the present continuous on diddit if you have forgotten how to do this. We use the present continuous when the or personal arrangements
IN
are . There is often a . e.g. On Thursday at 8 p.m., Dominic is playing tennis. 2 Going-to future
The going-to future is formed with the auxiliary , followed by
N
and . e.g. Positive (+) She is going to ask for the weekend off. e.g. Negative (-) Dominic is not going to study in time for the French test. e.g. Question (?) Are they going to watch movies together?
We use the going-to future to talk about or things you want to do in the future. It is not always yet.
VA
e.g. On Saturday, Farah is going to buy croissants.
3
See p. 31-32
Make your own plans.
a Go to one of the event calendars for New York, Sydney, London or Edinburgh. b Pick out an activity for Friday, Saturday and Sunday. Write them down in full sentences using the present continuous. When
Plan
e.g. On Friday
afternoon
I am seeing an exhibition at the MOMA.
On Friday
©
Day
On Saturday
On Sunday
twelve
12
UNIT 1:
RSVP PLEASE
READING
c Also write down three activities you want to do without planning them on a specific day, using the going-to future. Intention
e.g. play
I am going to attend a play at the Sydney Opera House.
IN
Activity
4
Walk around the classroom and ask at least five people what they are going to do on each of the days. Make a few notes on the worksheet you will get.
5
Write a conclusion about the activities your classmates have planned. Use the present continuous and the going-to future and be as specific as possible.
SPOKEN INTERACTION
WRITING
a Preparation: highlight the activities that several people are going to do (ex. 4).
N
to attend – to dance – to drink – to drop by – to eat – to hang out – to join – to see – to stay – to stroll around – to visit – to walk around b Action: write your conclusion. Make sure that you write at least five sentences (50-75 words). Use the present continuous and the going-to future correctly.
VA
c Reflection: check your conclusion by filling in the checklist. Then sit with a partner and read your conclusion. Do you have the same information? Checklist: writing a conclusion
Yes
I think so
No
©
1 Content and structure • I wrote about 50-75 words. • The conclusion mentions the activities that my classmates and I have in common. 2 Language • I used the present continuous and the going-to future correctly. • I used correct spelling and punctuation. Feedback
thirteen
CHECK 1, p. 42 UNIT 1:
RSVP PLEASE
13
Step 2
BYOB
Inviting people to your party
1 / You’re invited! 1
Discuss these questions with a partner.
SPOKEN INTERACTION
a What is the last party you went to? What was the party like? b Have you ever organized a party or an event? If so, describe it.
2
IN
c If you have never organized a party yourself, talk about any event you were part of. Maybe you planned a date with someone, or you helped your family for the New Year’s Eve party? Watch the video in which YouTuber Kendrick talks about organizing a party. Answer the questions. a Which type of party does Kendrick give you tips about? b Explain the following words: – a party mum:
N
– a hype man:
c Which five themes does Kendrick talk about?
VA
d Work in groups. Every group will get a theme. Highlight the keywords that are relevant to your theme. buy more than you need
entrance fee
venue
prom party mum
your house
taste in music
not too drunk
chemistry
lighting
©
friends of friends
engage in conversation fourteen
RSVP PLEASE
playlist
DJ friend invitation
RSVP
UNIT 1:
non-alcoholic alternatives
space for chilling
beverage
14
date
BYOB
space for dancing
dress code
hype man
rent a place
Spotify
ice
safety
chasers and mixers
wide variety
free entry
WATCHING
e Watch the video again and correct your guesses: which tips are the most important for your group’s theme? f
Form new groups. – Tell the members of your new group what you decided on as the most important tips for your theme. – Listen to the tips for the other themes.
g Go back to your first group and put the words from d in the correct row.
IN
location
music
drinks
fun
You will get a few flyers and an invitation. Find the words in the documents that match these descriptions.
READING
VA
3
N
people
the money you have to pay to enter the party venue
2
a place where you can hold a party, like a club, concert hall or bar
3
bring your own bottle/beer/booze; for this party you have to bring your own drinks
4
you have to wear certain clothes or colours to match the theme of the party
5
répondez s’il-vous-plaît; you have to let the organizer or host know whether you are going to come to the party or not
©
1
you do not have to pay to go to the party
7
organized by
8
a list of people who are invited; at a club these people don’t have to pay the entrance fee
9
a small gift you receive at the end of the party to thank you for coming
10
drinks fifteen
6
UNIT 1:
RSVP PLEASE
15
4
READING
Read the flyer and answer the questions. a What type of event is the flyer for?
d How much is the entrance fee?
b Where does the event take place?
e Is this a BYOB event?
c Who hosts the event?
IN
TOP PARTY EVENTS
MUSIC
N
PRESENTS
VA
FEST
©
TICKETS AT DOOR COME EARLY
SHENANIGANS - THE STRIKES DJ AVUCI - MASTROIANI LENNON - SAMK - TLK
SATURDAY 21 MAY
MUSIC - DRINKS - FOOD - CONTESTS - ANIMATION - OFFERS - FUN STARTING AT 08PM PARTY STREET 565, DUBLIN, IRELAND - WWW.MUSICFEST.COM
sixteen
16
UNIT 1:
RSVP PLEASE
5
Below are some sentences from party flyers and invitations. Find the meaning of the idioms used in the sentences. 6
Are you a laugh? shindig! Then come to our little
1
7
Put your dancing shoes on for this year’s spring prom!
2
4
Pull one more all-nighter after the exams at your favourite pub!
y Fire To collect money, the Cit a party. ng wi ro th Department is
9
10
Let’s paint the town red one more time before the new year starts!
Please, no crying party-poopers at my goodbye party!
N
5
IN
Ready to let your hair down?
Calling all party animals!
No offense, but no wallflowers allowed!
8
3
Come burn up the dance floor!
A to be good company
B someone who loves going to parties C to dance a lot
VA
D to have a wild time
E someone who stands alone and doesn’t join in at a party F someone who doesn’t like to have fun, who doesn’t like parties G to stay up all night (e.g. to party or study) H to get ready for dancing I
to forget all your inhibitions
J to organise a party, to have a party 2
3
4
5
6
7
8
9
10
©
1
Put two different idioms from exercise 5 in catchy sentences to add to Kendrick’s party invitation (ex. 2 on p. 14). Explain to a partner why you picked them.
seventeen
6
UNIT 1:
RSVP PLEASE
17
2 / Prepping the party 1
Link the type of party with the correct picture. baby shower – bar mitzvah – birthday party – dinner party – fancy dress party – goodbye party – graduation party – house party – pool party – prom – pyjama party – quinceañera – retirement party – street party – tea party – wedding 2
6
5
9
IN
7
11
12
N
Source: a katz / Shutterstock.com
10
8
Source: kamira777 / Shutterstock.com
4
3
Source: Chameleons Eye / Shutterstock.com
1
14
15
VA
13
2
Which of the parties from exercise 1 can you connect with the words below?
©
a If you don’t know the word, look it up online. b If there are more than three matches, pick the most relevant. 1 all-nighter 2 blow-out
3 bridal shower 4 cocktail party 5 costume party 6 hen night 7 housewarming
eighteen
18
UNIT 1:
RSVP PLEASE
8 send-off 9 sleepover 10 slumber party 11 stag night 12 surprise party 13 theme party
IN
Look at the party pictures. Circle the correct answers in the sentences.
N
Source: a katz / Shutterstock.com
3
1 Jenny’s at a street party / at a bar mitzvah with all her neighbours.
4 Louis loves organizing pool parties at the weekend / in January.
2 The street party is always held in summer / in winter.
5 He invites his friends on Wednesday / on Saturday and they party all through the weekend.
7 Haruo is an exchange student in the US / in Belgium and he gets to go to his first prom. 8 He was invited by his classmates in August / in May. 9 He started getting ready with Amy at noon / at midnight and the party only started at 6 p.m. / at 6 a.m.
6 They were lucky to have a friend with a pool in his garden / on his porch.
10 Back in 1834 / in 2015 Salma loved hanging out with her high school friends. 11 They would buy beer at the liquor store / at the baker’s and sneak it into the party. 12 On her birthday / On Christmas Day her parents caught her drinking eggnog and punished her. 13 She had to work for free at her father’s shop on the corner of the street / at school. UNIT 1:
RSVP PLEASE
nineteen
©
VA
3 It usually starts at 5 p.m. / at 5 a.m. on a Friday / on a Sunday after work.
19
4
Look at the sentences above and complete the grammar box below.
GRAMMAR
How to talk about when and where things happen
We can use prepositions to talk about (= time) and (= place) things happen. To describe time and place, the prepositions in, on, and at go from general to specific.
– Centuries, decades, years, months, seasons, parts of the day: e.g. 2021 Salma loved hanging out with her friends. e.g. Her birthday is May. – Days and dates: e.g. Christmas Day her parents caught her drinking. e.g. Haruo’s birthday is 15 July.
– Countries, cities and neighbourhoods: e.g. She was born Norway. e.g. He lives Tokyo.
– Streets, avenues and parts of streets: e.g. She lives Tate Avenue.* e.g. There’s a block of flats the corner.
– Address, specific location: e.g. Her house is 98 Penn Street. e.g. They would buy drinks the liquor store.
N
– Hours, noon, (mid)night: e.g. Jenny’s street party starts 5 p.m. e.g. The police broke up the party midnight.
PLACE
GENERAL
IN
TIME
VA
SPECIFIC
Exceptions:
Some combinations are fixed expressions you have to study. e.g. in the morning, on time, at Christmas e.g. in space, on the floor Keep in mind:
* In British English you live in a street or avenue (vs. on a street in American English). See p. 33
5
Fill in the correct preposition of time or place.
©
1 Jane, the party organizer extraordinaire, set up a little get-together her house yesterday. 2 She had only sent the invitations Thursday so not that many people could come.
3 The last party she had been involved in was held Brussels a small concert hall. 4 That party July had been absolutely crazy. 5 Everyone had confirmed and showed up 8 o’clock sharp. 6 This time, she tried to be even smarter about it and planned a smaller party her garden. 7 It had worked out fine and midnight there were about twenty people dancing her terrace. 8 Unfortunately, she didn’t coordinate the clean-up very well so the morning she had to do all the work herself.
twenty
20
9 She swore to herself that her next party – 2026 maybe – would be organized better! UNIT 1:
RSVP PLEASE
6
READING
Compare the invitations your teacher gives you. a What do the invitations have in common? Write your answers in the box below. It’s possible that only two of the invitations have something in common. 1 2 3
5 6 7
additional information such as:
IN
4
b Which invitation would be most appropriate for a party you are organizing? Explain.
N
c Which invitation is the worst?
WRITTEN INTERACTION
VA
d Re-write the worst invitation, using the graphic organizer below.
name of your party
organizers
.
We are celebrating
.
©
reason for the party
You are invited to hosted by
date - time
location
date
additional information
You are welcome We are holding the party
. .
Please, RSVP by
.
Make sure to
.
UNIT 1:
RSVP PLEASE
twenty-one
21
e Check your writing by filling in the checklist. Checklist: a party invitation
Yes
I think so
No
1 Preparation and content • I used the graphic organizer to prepare my invitation. • I included all the necessary information: who, when, where, cost, theme, etc. 2 Language • I used correct vocabulary related to organizing events. • I used the correct prepositions for time and place. • I used correct spelling and punctuation.
CHECK 2, p. 47
Check yourself before you wreck yourself Using the present perfect
1 / Party plan 1
N
Step 3
IN
Feedback
Watch the first part of the video and answer the questions.
VA
a What is Miss Mikayla G giving you information about in this video?
b What is her experience?
c What are all the things you have to think about when you are planning a party?
©
twenty-two
22
UNIT 1:
RSVP PLEASE
WATCHING
2
WATCHING
Watch the second part of the video and fill in the gaps in the checklist.
PARTY TIME
CHECKLIST
TWO MONTHS BEFORE THE PARTY
Send a reminder
ONE MONTH BEFORE THE PARTY
DAY BEFORE THE PARTY
IN
Get inspired
ONE WEEK BEFORE THE PARTY
Find and book a venue Make up a guest list
DAY OF THE PARTY
Set up decor
Make up a plan for decorations
N
Make up a plan for food
AFTER THE PARTY
TWO WEEKS BEFORE THE PARTY
Clean up
Go shopping
VA
Check the RSVPs
Create DIY decorations
You are organizing a party and you have one more week before the party. You are right on schedule.
READING
a Check off everything that you have already done in exercise 2.
b Are the following statements true or false if it’s one week before the party? Statement
True
False
1 I have already picked a theme.
©
3
2 I have already cleaned up the house. 3 I have checked the RSVPs. 4 I haven’t set up the food yet.
5 I have sent out thank-you notes. 6 I haven’t made a guest list yet.
twenty-three
7 I haven’t done any cooking yet.
UNIT 1:
RSVP PLEASE
23
4
Look at the sentences in exercise 3b and answer the questions. a What verb is used in every sentence? b Highlight the other verb form in every sentence. c Circle the correct answer. In sentences 1-3:
In sentences 4-7:
• the verb is regular / irregular
•
the verb is regular / irregular
• the form of the verb looks like / does not look like the past simple tense
•
the form of the verb looks like / does not look like the past simple tense
• the corresponding base forms of the verbs
•
the corresponding base forms of the
are:
.
verbs are:
IN
5
.
The main verb in the sentences in exercise 3 is in the past participle form.
a Use the information from exercise 4 to fill in the table below for the following base forms of the verbs in exercise 3. book – check – clean – create – do – find – get – go – make – pick – prepare – send – set Regular verbs e.g. worked
Base form e.g. be
Past participle e.g. been
VA
e.g. work
Irregular verbs
Past participle
N
Base form
Rule: past participle of the verb =
Study by heart! See the list on p. 36-38.
Tip: regular past participle =
©
b Pay attention to the spelling of certain verbs in the past participle form. Fill in the right form and complete the rule.
twenty-four
24
Example
Rule:
I have always (to enjoy) planning parties.
vowel + y:
He has not (to reply) to the invitation yet.
consonant + y:
The music hasn’t playing yet (to stop).
stressed vowel + consonant:
Amber has just (to arrive) home from the party.
verb ends in -e:
He has (to travel) to Ibiza to party vowel + l: many times. UNIT 1:
RSVP PLEASE
6
READING
Read this text about a girl’s quinceañera and answer the questions. 1 What is a quinceañera? 2 Which two dresses has she already bought? 3 Which theme has she chosen?
4 Why does she love her crown? 5 Which people are in her perfect court? 6 Why did she also pick Darlin?
IN
N
7 Why does she think this will be the best quinceañera it can be?
Login
Search
VA
Poetry / Fiction / Nonfiction / Reviews
Subscribe
PLANNING A QUINCEAÑERA
1
Submit
Forum
10
15
20
UNIT 1:
twenty-five
©
5
A quinceañera (in Latin America and among Latinos) is a celebration of a girl’s fifteenth birthday and her transition from childhood to adulthood. My big day will be on April 15. So it’s about 3 months until my big day! I’m more than excited for this day to come. It has been one of my greatest dreams for a very long time and to see how hard I am working for it gives me the hope of it coming true! So far, I have already bought my big puffy dress with my crinoline and my after-party dress. Buying these dresses was a really special moment for me because that was the beginning of an amazing journey! It was hard to choose from a thousand beautiful dresses but knowing the colors of my Quince (blue and white) made it a bit easier and I found the perfect blue dress with diamonds! Every girl needs to wear the perfect accessories with the perfect dress! You know something is right when you look at it once and fall in love with it right away! My crown is the most shiny thing I have ever
RSVP PLEASE
25
35
40
That is why I chose to have my cousin. I look up to her because every time I make a mistake she would always tell me why I shouldn’t do it and what the consequences of my actions are. I also chose Darlin because she has had experience with a quinceañera and she can be a great help on my big day! My uncle’s girlfriend Deborah has been a great help to my family and me. And lastly but most importantly: Jasmine. We have been through a lot together and she has been there for me on my toughest moments. These girls have all had a big impact in my life.
With the boys, Dario has been in my life for about 3 years now, and he has always found a way to make me smile and help me up when I fall down. Eddy can brighten up anyone’s day with just a smile. Josue has been a friend to me since I first came to Massachusetts. He has always found the way to make me smile and bring out the laughter in me. Randy is the kid who always has respect towards you and who will always want to make you laugh. These guys have impacted my life in one way or another. They are the ones I look up to and I go to when I have boy issues.
VA
45
IN
30
The Quinceañera’s court of honor is composed of girls (called damas) and boys (called chambelanes). In addition the Quinceañera’s own chambelan de honor! The court is dressed in gowns and tuxedos representing the theme of the party. Thinking of who has really made my life better and who has been there with me through ups and downs was hard but I knew that I wanted the perfect court and I know who has been in my life and who has never left and who’s still with me now to support me.
N
25
seen! It shapes a heart around the number 15 and even fits perfectly on my head! I can’t wait till I have my hair all done and for my father to put the crown on me. It will be an emotional moment but a moment I will remember forever!
50
I know I have found the right team to make this Quince come alive and to make it the best and even more than the best it could be. While it is hard to plan my sweet 15 and to practice every step of the way, I only do this for my dreams and I only hope that it comes out to be the a court of honor/honour: a group of people that have a special best it could be at the end of place at a formal event the day! a crinoline: an underskirt made of a stiffened fabric a gown: a formal dress an issue: a problem puffy: soft, light and fluffy Adapted from www.teenink.com a transition: going from one stage, phase or place to another a tuxedo: a semiformal evening suit
©
55
The most important decision but not the hardest, was choosing my main chambelan! As this has been one of my dreams, I have always had that one guy who I always wanted for the main guy in my Quince, Fabricio Martinez! Fabricio is someone who has been in my life for almost 5 years now. He has been my guy best friend for a long time now.
60
twenty-six
26
UNIT 1:
RSVP PLEASE
7
Look at these sentences from the text in exercise 6. a Underline the verb forms. 1 So far, I have already bought my big puffy dress with my crinoline and my after-party dress. 2 (I know) who has been in my life and who has never left and who’s there now to support me. 3 She has had experience with a quinceañera. 4 I have found the right team. 5 My uncle’s girlfriend Deborah has been a great help to my family and me. b Complete the table with the correct form of the verb. Then add the rule on how to form this tense. Form of the present perfect Positive (+)
1st p. sing.
I have bought my dress.
2nd p. sing.
We have been through a lot together.
2nd p. plur.
You haven’t received the invitation.
©
3rd p. plur.
Rule:
Has she had experience with a quinceañera?
VA
1st p. plur.
my dress?
N
my dress.
You haven’t asked Fabio.
Question (?)
3rd p. sing.
Negative (-)
IN
Subject
Have they impacted my life?
c Link a sentence (and verb form) in exercise a to an explanation. Sentence Explanation An action that happened at an unspecified time in the past. It is an accomplishment up until now or an experience, possibly with ’already’.
UNIT 1:
twenty-seven
A past event or action that is important at the time of speaking.
RSVP PLEASE
27
d Now use the information to fill in the grammar box below. How to talk about unfinished actions and experiences
GRAMMAR
The present perfect (simple) tense is used: – to talk about actions that happened in the and that are important at the time of speaking. e.g. Darlin has organized a quiceañera before. (= so she knows what to do now) Careful, when you want to indicate when it happened, you have to use the past simple. e.g. She organized the party for my cousin in 2020.
IN
– to talk about or in your life up until now. Keywords: already, so far, up until now e.g. So far, I have chosen a theme, a dress and a crown. e.g. I have already celebrated my quiceañera. – to talk about recent events. Keywords: just, recently e.g. I have recently assembled a team of damas and chambelanes.
N
– to talk about an event that has not yet started or hasn’t been completed. Keyword: yet e.g. She hasn’t sent out the invitations for the quinceañera yet. Careful, you only use this with or sentences.
VA
Don’t forget that many verbs are irregular in English. This means that they also have an irregular form for the past participle. You can find the list of the irregular verbs in the Summary of this unit on p. 36-38.
To help you study, find the irregular verbs that behave similarly. If you group them together and study them as one, you will find it easier to remember them. e.g. sink – sank – sunk and swim – swam – swum e.g. cut – cut – cut and put – put – put See p. 34-38
8 Complete the sentences with an appropriate verb in the present perfect (simple). Choose from te list.
©
ask – to book / already – to get – to have – not to have – not to send – to talk – to write
My name is Farah and I’m going to high school in the US this year. So far, I a blast here, especially this month, since I am helping to organize the spring prom. My friend Charlie and I are in charge of the decorations. As part of the student board we together a couple of times to discuss the prom. We decided privately on a theme. Of course, we to the other students to see if they agree on everything. In the end, we
twenty-eight
28
to make any changes!
UNIT 1:
RSVP PLEASE
Everyone was really enthusiastic about our ideas. The others are responsible for many things. John and Tim a venue. Romi and Salma the invitations but they them out yet. Some of the students and even teachers us about our plans even though they know we prefer to keep it all a secret. We want prom to be a fun night full of surprises! Read the text in exercise 8 again and choose the correct answer. Then complete the sentences using a short answer. 1 Has Farah already had fun in the US?
Yes, / No,
2 Has the student board had a meeting yet?
Yes, / No,
3 Have Tim and John already booked a venue?
Yes, / No,
4 Has Salma already sent the invitations?
Yes, / No,
5 Have they told the teachers about their plans? Yes, / No,
6 Have you ever been to a prom?
10 Make your own bucket list.
IN
9
Yes, / No,
N
a Preparation: make sure to study the irregular past participles well. In the bucket list below, circle all the irregular verbs. If you don’t know the correct form, look it up on p. 36-38, and then practise with your classmates.
VA
b Action: – In the bucket list, tick the things you have already done. – Go around the class and ask your classmates about the activities and events on the bucket list. – Write down their answers using ’yet’ and ’already’. Write a full sentence.
SPOKEN INTERACTION
Me Classmate Bucket list X
to bungee jump to eat sushi
3
to lie to your parents
4
to cheat on a test
5
to kiss someone
©
2
6
to steal something
7
to read a book in a day
8
to fly in an airplane
9
to run 10k
10
to go on a date
11
to visit Brussels
e.g. Khalid hasn’t bungee jumped yet.
twenty-nine
1
UNIT 1:
RSVP PLEASE
29
Me Classmate Bucket list to turn 16
13
to babysit for a neighbour
14
to practise Ramadan
15
to skip class
16
to sleep in a tent
17
to play tennis
18
to cook for your family
IN
12
WRITING
– Write a paragraph (about 50 words) summarizing what the people in your class have already done or haven’t done yet. Choose at least five things you hadn’t expected.
N
c Reflection: check your task by filling in the checklist.
VA
Checklist: bucket list
1 Preparation • I studied or reviewed the irregular past participles with my classmates. 2 Action • I indicated what I have already done. • I asked my classmates about things they have already done. • I wrote a sentence in the table about each activity. • I chose at least five surprising facts to write my summary. • I wrote about 50 words.
©
3 Language • I used the present perfect in my questions. • I used the present perfect in my answers. • I paid attention to my pronunciation. • I used the present perfect correctly in my summary. • I used correct spelling and punctuation. Feedback
CHECK 3, p. 52 thirty
30
UNIT 1:
RSVP PLEASE
Yes
I think so
No
SUMMARY Present continuous and going-to future
N
What are you going to do after the tournament?
After that, I have invited some friends, and we are going to play some videogames.
IN
Rachid’s mother is picking us up at six and then I’m having dinner at their place.
GRAMMAR
HOW TO talk about (fixed) plans and intentions
1 Present continuous
FORM
Positive (+)
Negative (-)
VA
Subject
Questions (?)
I am working.
I am not working.
Am I working?
2nd p. sing.
You are working.
You are not working.
Are you working?
3rd p. sing.
He is working.
He is not working.
Is he working?
1st p. plur.
We are working.
We are not working.
Are we working?
2nd p. plur.
You are working.
You are not working.
Are you working?
3rd p. plur.
They are working.
They are not working.
Are they working?
Rule:
Subject + ’ to be’ in the present simple + -ing form of the verb
Subject + ’not to be’ in the present simple + -ing form of the verb
’to be’ in the present simple + subject + -ing form of the verb?
©
1st p. sing.
Keep in mind: - Pay attention to the spelling of the -ing form for verbs like make (making), sue (suing), lie (lying) and sit (sitting). - There are short and long forms in the positive and in the negative. e.g. You’re working. = You are working. e.g. I’m not working. = I am not working.
Fixed plans and personal arrangements in the future, often with a specific time reference. e.g. Rachid is participating in a tournament at 2 p.m. this Saturday.
UNIT 1:
RSVP PLEASE
thirty-one
USE
31
2 Going-to future FORM Positive (+)
Negative (-)
Questions (?)
1st p. sing.
I am going to work.
I am not going to work.
Am I going to work?
2nd p. sing.
You are going to work.
You are not going to work.
Are you going to work?
3rd p. sing.
He is going to work.
He is not going to work.
Is he going to work?
1st p. plur.
We are going to work.
We are not going to work.
Are we going to work?
2nd p. plur.
You are going to work.
You are not going to work.
Are you going to work?
3rd p. plur.
They are going to work.
They are not going to work. Are they going to work?
Rule:
Subject + ’to be’ in the present simple + going to + base form of the verb
Subject + ’not to be’ in the present simple + going to + base form of the verb
IN
Subject
’to be’ in the present simple + subject + going to + base form of the verb?
USE
– Intentions or plans. Usually the decision for this has already been made. e.g. After dinner Rachid is going to play some videogames with friends.
N
– To predict something that we think is certain to happen or which we have evidence for now. e.g. With 5 points behind and 2 minutes on the clock, Jesse is going to lose the game for sure.
©
VA
Keep in mind: If the verb following ‘going to’ is ‘go’ or ‘come’, we usually use a present continuous. e.g. I’m going to go to the park next week. I’m going to the park next week.
thirty-two
32
UNIT 1:
RSVP PLEASE
Jenny’s street party starts at 5 p.m. They will still be sleeping at noon. The police broke up the party at midnight.
– days – dates – holidays with ’day/part of the day’
– hours – specific time noon, (mid) night
UNIT 1:
thirty-three
• IN + parts of the day: e.g. in the morning, in the afternoon, in the evening • IN + period of time: e.g. in 2 days (= 2 days from now) • ON time (= just at the right time) • AT + holidays without ’day’: e.g. at Christmas, at Easter • AT the weekend
Keep in mind:
TIME
My party is on Friday. Haruo’s birthday is on 15 July. We have a huge family dinner on Christmas Eve. Everyone is happy on Christmas day.
– long periods – centuries – decades
N
AT
ON
IN
GENERAL countries cities neighbourhoods enclosed spaces
PLACE
IN
The party is at 25 Box Street. I will wait for you at the bus stop.
There are many shops on Arlon Street. She lives on Tate Avenue.* There’s a block of flats on the corner.
Football was invented in England. He lives in Tokyo. He always goes out in the city centre. The party is in my backyard but I will keep the drinks in the kitchen.
Examples
PLACE
– address – specific location
– avenues – parts of a street
– streets
– – – –
Keywords
* In British English you live in a street or avenue (vs. on a street in American English).
• IN + space • ON + surfaces: e.g. on the table, on the floor • No preposition: downtown, e.g. I live downtown.
VERY SPECIFIC
VA
Archery was popular in the Middle Ages. Football was invented in the 1800s. Dance music became popular in the 1980s. I was born in 2002. My birthday is in July. Selma likes to go to parties in the summer.
– years – months – seasons
Examples
TIME
©
Keywords
HOW TO talk about when and where things happen Prepositions of time and place
RSVP PLEASE
33
HOW TO talk about unfinished actions and experiences
Present perfect simple
Have you already received my invitation?
No, I haven’t got anything in the mail yet.
IN
That’s so weird. I sent it last Monday.
N
1 Present perfect simple
FORM
Positive (+)
Negative (-)
Questions (?)
1st p. sing.
I have worked. I have fallen.
I have not worked. I have not fallen.
Have I worked? Have I fallen?
2nd p. sing.
You have worked. You have fallen.
You have not worked. You have not fallen.
Have you worked? Have you fallen?
3rd p. sing.
He has worked. He has fallen.
He has not worked. He has not fallen.
Has he worked? Has he fallen?
1st p. plur.
We have worked. We have fallen.
We have not worked. We have not fallen.
Have we worked? Have we fallen?
2nd p. plur.
You have worked. You have fallen.
You have not worked. You have not fallen.
Have you worked? Have you fallen?
3rd p. plur.
They have worked. They have fallen.
They have not worked. They have not fallen.
Have they worked? Have they fallen?
Rule:
Subject + have/has + past participle*
Subject + have not / has not + past participle*
Have/has + subject + past participle*?
©
VA
Subject
* Irregular verbs have an irregular past participle. e.g. to eat g eaten to go g gone to write g written
thirty-four
34
UNIT 1:
RSVP PLEASE
USE 1 Actions at an unspecified time in the past If you talk about actions that happened at an unspecified time in the past but are important or not over yet at the time of speaking. e.g. Darlin has organized a quinceañera before. Careful, when you want to indicate when it happened, you have to use the past simple. e.g. She organized the party for my cousin in 2020. 2 Accomplishments or life experiences If you talk about accomplishments or experiences in your life up until now.
IN
Keywords: already, so far, up until now e.g. So far, I have chosen a theme, a dress and a crown. I have already celebrated my quinceañera. 3 Recent events If you talk about something that happened recently.
Keywords: just, recently e.g. I have recently assembled a team for my quinceañera.
4 Unfinished actions If you talk about an action that hasn’t happened, hasn’t started or hasn’t finished yet.
thirty-five
©
VA
N
Keyword: yet e.g. She hasn’t sent out the invitations for the quinceañera yet. Careful, you only use this with questions or negative sentences.
UNIT 1:
RSVP PLEASE
35
2 Irregular verbs Past simple
Past participle My notes
arise
arose
arisen
be
was/were
been
bear
bore
born/borne
beat
beat
beaten
become
became
become
begin
began
begun
bend
bent
bent
bet
bet
bet
bid
bid/bade
bid/bidden
bite
bit
bitten
blow
blew
blown
break
broke
broken
bring
brought
brought
build
built
built
burst
burst
burst
buy
bought
bought
cast
cast
cast
catch
caught
caught
choose
chose
chosen
come
came
come
VA
N
IN
Base form
cost
cost
cut
cut
cut
deal
dealt
dealt
dig
dug
dug
do
did
done
draw
drew
drawn
drink
drank
drunk
drive
drove
driven
eat
ate
eaten
fall
fell
fallen
feed
fed
fed
feel
felt
felt
fight
fought
fought
find
found
found
fly
flew
flown
forget
forgot
forgotten
forgive
forgave
forgiven
©
cost
thirty-six
36
UNIT 1:
RSVP PLEASE
Past simple
Past participle My notes
freeze
froze
frozen
get
got
got/gotten
give
gave
given
go
went
gone
grow
grew
grown
hang
hanged/hung
hanged/hung
have
had
had
hear
heard
heard
hide
hid
hidden
hit
hit
hit
hold
held
held
hurt
hurt
hurt
keep
kept
kept
know
knew
known
lay
laid
laid
lead
led
led
leave
left
left
lend
lent
let
let
lie
lay
light
lit/lighted
N
IN
Base form
lent let
lain
lost
lost
make
made
made
mean
meant
meant
meet
met
met
pay
paid
paid
prove
proved
proved/proven
put
put
put
quit
quit
quit
read
read
read
ride
rode
ridden
ring
rang
rung
rise
rose
risen
run
ran
run
say
said
said
see
saw
seen
seek
sought
sought
sell
sold
sold
©
lose
thirty-seven
VA
lit/lighted
UNIT 1:
RSVP PLEASE
37
Past simple
Past participle My notes
send
sent
sent
set
set
set
shake
shook
shaken
shine
shone/shined
shone/shined
shoot
shot
shot
show
showed
shown
shut
shut
shut
sing
sang
sung
sink
sank
sunk
sit
sat
sat
sleep
slept
slept
slide
slid
slid
speak
spoke
spoken
spend
spent
spent
split
split
split
spread
spread
spread
stand
stood
stood
steal
stole
stolen
stick
stuck
stuck
strike
struck
struck
swear
swore
sworn
VA
N
IN
Base form
swam
swum
take
took
taken
teach
taught
taught
tear
tore
torn
tell
told
told
think
thought
thought
throw
threw
thrown
understand
understood
understood
undertake
undertook
undertaken
upset
upset
upset
wake
woke
woken
wear
wore
worn
win
won
won
wind
wound
wound
write
wrote
written
©
swim
thirty-eight
38
UNIT 1:
RSVP PLEASE
Source: ChameleonsEye / Shutterstock.com
VOCABULARY
1 TYPES OF PARTIES
bar mitzvah
baby shower
fancy dress party
graduation party
goodbye party
VA
N
IN
birthday party
pool party
©
pyjama party
quinceañera
street party
prom
retirement party
tea party
wedding
thirty-nine
house party
UNIT 1:
RSVP PLEASE
39
My notes
after-party
afterparty
all-nighter
nachtje door
blowout
stevig, groot feest
bridal shower
vrijgezellenfeest (vrouwen)
cocktail party
cocktailfeestje
costume party
verkleedfeestje
hen night
vrijgezellenfeest (vrouwen)
housewarming
housewarming, instuif
send-off
afscheidsfeestje
sleepover / a slumber party
slaapfeestje (voor kinderen)
stag night (Br. Eng.)
vrijgezellenfeest (mannen)
surprise party
verrassingsfeest
theme party
themafeestje
IN
Translation
N
VOCABULARY
Word
VA
2 EVENT ORGANIZATION Translation
beverages
drankjes
BYOB
bring your own beer, bottle, booze, beverage; eigen drank meebrengen
dress code
kledingvoorschriften
drinks
drankjes
entrance fee
toegangsprijs
guest list
gastenlijst
hosted by
georganiseerd door, gepresenteerd door
party favour
cadeautje voor de aanwezigen
RSVP
Répondez s’il vous plaît, antwoord alstublieft
venue
locatie, plaats
©
Word
forty
40
UNIT 1:
RSVP PLEASE
My notes
Word
Translation
to be a laugh
een gezellig iemand / leuk gezelschap zijn
VOCABULARY
3 PARTY IDIOMS My notes
de hele nacht door dansen
to let your hair down
plezier maken, je laten gaan
to paint the town red
de bloemetjes buiten zetten, gaan feesten
party animal
feestbeest
party-pooper
spelbreker
to pull an allnighter
een nachtje doordoen
to put on your dancing shoes
je klaarmaken om te gaan dansen
N
to dance the night away
IN
to burn up the veel en enthousiast dansen dance floor
een feestje organiseren
wallflower
muurbloempje
VA
to throw a party / have a party
4 OTHER WORDS Translation
to attend
bijwonen
to drop by
langsgaan
to join
meegaan
My notes
forty-one
©
Word
UNIT 1:
RSVP PLEASE
41
ON DIFFERENT TRACKS Check 1
WRITING
Happy birthday to me!
IN
1
Using the present continuous and the going-to future
a Preparation: think about your next birthday party. What are your plans or what would you like to do? b Action: write a text of about 75 words detailing what your fixed and intended plans are for your next birthday party. Use the correct tenses. Share your plans with a partner.
VA
N
c Reflection: check your text by filling in the checklist. Checklist: writing about an event
Yes
1 Content and structure • I explained in detail what my fixed plans and intentions are. • I wrote about 75 words. • My text is logical and well-structured.
©
2 Language • I used the correct tenses (focus on the present continuous and the going-to future). • I used correct words. • I used correct spelling and punctuation. Feedback
Score
<6
6–8
>8
Next exercise
ex. 2
ex. 4
ex. 6
forty-two
42
UNIT 1:
RSVP PLEASE
I think so No
2
Fill in the correct present continuous. Rewrite the sentence into the third person singular. 1 (I to play) with his band at the party? (He?) 2 They (not to go) to the party together. (he – with her) 3 We (to plan) every step in detail at the meeting. (Dad)
(Eunice)
IN
4 Next Friday you (to book) the venue.
5 (you to run) the marathon? (She?) Score
<4
Next exercise 3
≥4
ex. 3
Answer the questions with your intentions, using the going-to future.
N
1 What are you going to do for New Year’s Eve?
2 Who are you going to ask to celebrate your birthday with?
VA
3 What are you going to do when you graduate?
4 Which festival are you going to in the near future?
5 What are you going to do next with your pocket money?
Score
≥4
ex. 5
©
Next exercise
<4
WRITING
What’s the plan? a Preparation: read John’s notes for the upcoming street party committee meeting. Which sentences will have to be positive, which are negative and which will be questions? Highlight them using different colours.
forty-three
4
UNIT 1:
RSVP PLEASE
43
THE MOST AWESOME STREET PARTY EVER Assigned tasks
Next meeting???
John -> talk to the police -> tomorrow
- Suggest theme
Ren -> order traffic sign -> tonight
- Assemble a decoration team
Charleen -> call about drinks -> Monday
- Buy decorations (not yet!)
Mohammad -> interview band -> Tuesday 2 p.m.
- Discuss Flyer
Rick -> send info DJ -> after meeting
- Involve the shops
Fina -> design poster -> ASAP
- Need vegetarian?
IN
- Research food trucks? - Book a clean-up crew - ...
b Action: write sentences with the information given. Use the present continuous or the goingto future in questions, positive and negative sentences.
VA
N
c Reflection: check your sentences by filling in the checklist. Checklist: writing about plans
Yes
I think so
1 Preparation • I highlighted the questions, positive and negative sentences in different colours. 2 Content • I wrote sentences using John’s notes.
©
3 Language • I used the correct tenses (focus on the present continuous and the going-to future). • I used correct words. • I used correct spelling and punctuation. Feedback
Score forty-four
Next exercise
44
UNIT 1:
RSVP PLEASE
<6
6–8
>8
ex. 5
Check 2, p. 47
No
5
Look at Jessy’s weekend calendar. Her fixed plans are in a time slot and things she would like to do are in the notes section. Form sentences with the prompts.
January
January
5
6
9:00
9:00
10:00
10:00
study
11:00
11:00
study
12:00
study
12:00
lunch Granny
13:00
IN
13:00
14:00
14:00
15:00
15:00 16:00
READING
visit Uncle Dave
16:00 17:00
17:00
18:00
18:00
19:00
19:00 Notes
cinema
Notes
Street Art Festival in Birmingham
Prepare meals for the week Sleep in
Party with Roxane?
Write back to Auntie
N
Film Festival in London
Date w Fadhil?
VA
1 Jessy / to take the train / the Street Art Festival / morning
2 to cook / lunch / with Granny
3 Sunday / to prepare meals for the week
4 cinema / Fadhil / to take / her
©
5 to party / with Roxane / she / ?
6 to visit / Uncle Dave / around 4 p.m.
7 to study / exams / all morning 8 not / to travel / London / the Film Festival
forty-five
UNIT 1:
RSVP PLEASE
45
9 to write / back / Aunt Em 10 to ask / second date / Fadhil / she / ? Score
<8
≥8
Next exercise 6
Check 2, p. 47
WATCHING
Watch Mikayla’s video on how to spend your summer.
IN
a Preparation: write down the seven tips Mikayla gives to make sure you don’t waste your summer. 1
5
2
.
3
6 7
4
SPEAKING
b Action: tell a classmate how you are going to spend your next (summer) holiday. Use the questions to help you out. Which of these tips sound so useful you are definitely following it up? How are you going to apply each tip? Which tips are you not going to apply yourself? Which tips are you already planning on doing?
N
– – – –
VA
c Reflection: fill in the checklist to check your task. Then give your list to a partner who will do the same. Give each other feedback about your speaking exercise. Checklist: speaking about your summer plans
Me Yes I think so
1 Preparation • I wrote down the seven tips correctly.
2 Action • I told my classmate about my plans for summer. • I used the prompts in my conversation with my partner.
©
3 Language • I used the going-to future to talk about intentions. • I used the present continuous to talk about fixed plans. • I paid attention to my pronunciation. Feedback
forty-six
46
UNIT 1:
Score
<8
≥8
Next exercise
ex. 5
Check 2, p. 47
RSVP PLEASE
Classmate No
Yes I think so
No
Check 2 1
Inviting people to your party
Your class’s ideal party.
SPOKEN INTERACTION
a Preparation: form groups of three. Figure out what the members of your group want by asking them about at least four elements of a party. – Include at least the theme, guest list, venue and times (date and hours). – Brainstorm on a separate piece of paper about the ‘ideal party’ and make a word web.
MY PARTY PROPOSAL The theme of the party is
IN
b Action: make up a party proposal and present it to the members of your group. Make sure to include one or two catchy sentences that you would include on your invitation, flyer or poster. – Listen to the other group members’ proposals and give them your opinion. – Decide on one catchy phrase for your invitation, flyer or poster with your group members. – Make changes if necessary.
.
The party is going to be held at (venue)
.
.
N
These people are invited:
The party is (date)
.
It will start and finish
.
VA
OTHER INFORMATION
Catchy phrase 1: Catchy phrase 2:
c Reflection: listen to your group members and fill in the table to evaluate their proposals. Then fill in the table for yourself, based on their comments. Checklist: speaking about an event
My classmates
Me
©
1 Content and structure • I have talked about at least four elements of the party: the theme, venue, guest list and times. • I have included my group’s input. • My text is logical and well-structured. 2 Language • I have used full sentences. • I used the correct words for the event. • I used the correct prepositions for time and place. • I used correct basic grammar. • I paid attention to my pronunciation. forty-seven
Feedback
UNIT 1:
RSVP PLEASE
47
2
Score
<8
8 – 10
> 10
Next exercise
ex. 2
ex. 6
ex. 7
Which type of party can you link to the people in the photos?
1
IN
2
4
N
3
6
Source: Maksim Dubinsky / Shutterstock.com
VA
5
8
©
7
Score forty-eight
48
Next exercise
UNIT 1:
RSVP PLEASE
<6
≥6 ex. 3
READING
Read the Facebook event below. Fill in the correct word for each circled phrase.
17
Hi everyone!
Events
Events Calendar Birthdays Discover Past
N
+ Create Event
If you have received this invitation, that means you are on the guest list! You made it! As you know, my sister is pregnant and I am throwing her a pink and blue baby shower! Make sure you wear at least one item of each colour! Since my sister isn’t able to drink, we will be making all virgin cocktails. Now, I know some of you pretty well ... Let’s keep it fun, so please don’t bring any booze! Of course, there will be something in it for you as well! I rented a photo booth, which will be free for all of you to use! This way, everyone will be able to leave with a lovely memory of what will surely be a great get-together! The baby shower will be held at my house. If the weather is still nice, we’ll be able to have the party outside. Maybe bring a sweater in case it turns a little chilly.
IN
3
Please let me know by Thursday May 13th if you will be able to make it to the party!
I am sooooo looking forward to this! Love, Naomi
VA
Score
<5
Next exercise
ex. 4
Fill in the correct preposition for time or place. 1 A pool party is typically held summer.
2 Starting a prom 8 o’clock gives everyone time to get ready. 3 The bar mitzvah ceremony is held the synagogue.
©
4
≥5
4 Our street party is the corner of Town Street and King Street. 5 Devin hosts the best parties his house. 6 My first dinner party was a winter barbecue February.
7 Tuesday I sent out the invitations for our wedding.
Next exercise
<5
≥5 Check 3, p. 52 forty-nine
Score
UNIT 1:
RSVP PLEASE
49
5
Complete the sentences with the correct word or idiom. 1 Jen always has great fun with Vinz. He is . 2 The worst thing you can do before an exam is pull an at the local pub. 3 Patrick is a real who goes out from Thursday till Sunday. 4 Charlie on the other hand doesn’t like dancing or socializing with anyone. He’s a true . 5 Before the wedding, Raul went out on a with his best friends. 6 Selma didn’t have a because she didn’t have any friends.
married soon. Score
<5
Next exercise 6
IN
7 Luckily, Selma’s sisters threw her a beautiful to celebrate her getting
≥5
Check 3, p. 52
Read the Facebook invitation in exercise 3 and answer the questions. Write in full sentences.
N
1 Where is this event held?
2 When is the RSVP date? 3
Is this a BYOB event?
VA
4
What is the dress code?
5
Who is the event hosted by?
6
How much do you have to pay to get in?
7
What types of beverages will they have?
©
8
What’s the party favour?
Score
Next exercise
fifty
50
UNIT 1:
RSVP PLEASE
<5
5–6
>6
ex. 4
Check 3, p. 52
7
Write a thank-you note to a friend who invited you to a party. a Preparation: watch the video and take notes about all the party details such as the venue and the dress code.
WATCHING
WRITTEN INTERACTION
fifty-one
©
VA
N
IN
b Action: write a note (about 50 words) thanking your friend for the lovely party explaining in detail all the things you liked about the party.
UNIT 1:
RSVP PLEASE
51
c Reflection: check your text by filling in the checklist. Checklist: writing about an event
Yes
I think so
No
1 Content and structure • I explained in detail which parts of the event I liked. • I wrote about 50 words. • My text is logical and well-structured.
IN
2 Language • I used full sentences. • I used the correct words about the event. • I used idioms about parties. • I used correct prepositions for time and place. • I used correct basic grammar. • I used correct spelling and punctuation. Feedback
<8
Next exercise
ex. 6
Check 3 1
≥8
Check 3
N
Score
Using the present perfect
You and a friend are organizing a prom at school next month.
a Preparation: your teacher will give you a role card. Prepare your role well.
VA
b Action: use the role card to have a conversation. Use the checklist below.
PARTY TIME
CHECKLIST
TWO MONTHS BEFORE THE PARTY
Get inspired
ONE MONTH BEFORE THE PARTY
©
Pick a theme
Pick a date and time
ONE WEEK BEFORE THE PARTY
Send a reminder DAY BEFORE THE PARTY
Clean your space Prepare food that doesn’t go bad
Find and book a venue
DAY OF THE PARTY
Make up a guest list
Set up food
Make and send invitations
Set up decor
Make up a plan for food
Do some cooking
Make up a plan for decorations TWO WEEKS BEFORE THE PARTY Check the RSVPs Go shopping fifty-two
Create DIY decorations
52
UNIT 1:
RSVP PLEASE
AFTER THE PARTY Clean up Send out thank-you notes
SPOKEN INTERACTION
c Reflection: check your conversation by filling in the checklist. Checklist: checking your work
Yes
I think so
No
1 Content and structure • I used full sentences or short answers. • I checked my classmate’s work. 2 Language • I used the present perfect in my questions. • I used the present perfect in my short answers. • I minded my pronunciation.
2
Score
<6
Next exercise
ex. 2
IN
Feedback
6–8
>8
ex. 4
ex. 6
Complete the sentences with the correct past participle.
N
1 Tomi has (to put) her sister Lacey in charge of organizing her wedding reception.
2 Tomi hasn’t (to give) Lacey a lot of details about what she wants.
VA
3 Lacey knows that Tomi and her fiancée have (to travel) to Spain a lot.
4 They have always (to be) very enthusiastic about the Spanish cuisine.
5 That’s why Lacey has (to decide) to invite a Spanish chef to make the food for the reception.
6 So far, she has also (to call) around for a flamenco guitarist to come play some background music and (to buy) some decorations.
©
7 After having (to talk) to Tomi’s friends a little bit more, Lacey was shocked to hear that Lauren is a vegetarian!
8 She has (to know) Lauren since Tomi introduced her a couple of years ago and they have (to have) food together plenty of times.
Next exercise
<8
≥8 ex. 3
fifty-three
Score
UNIT 1:
RSVP PLEASE
53
3
Complete the sentences in this conversation using the present perfect simple. Allie: I’m just checking up on you to see if I can help you with anything. Bruno: I (1 to do – already) most of the work. A: I could help you finish up maybe. (2 you to hang up) the posters in the hallway? B: Yes, I (3 to put – already) them up. I (4 to go – yet) to every classroom though.
(5 not to get) around to yet?
IN
A: I’ll make sure there’s a poster everywhere. Is there anything else you
B: Let me check my list. I (6 to ask) the faculty members who would like to chaperone. They (7 not to reply). A: That’s typical ... Teachers always miss deadlines.
B: The decoration team (8 to go) completely bonkers with the theme. They (9 not to hold) back at all.
A: The list says that you (10 to book) a DJ and that party favours
N
(11 to arrive). Can I see any of it? B: You know I (12 to swear) to keep the party favours a surprise! This prom (13 to be) so much work, you have to let me have some fun, too.
A: I understand ... You (14 to work) really hard on this. When did you
VA
start all this?
B: I started working on it over summer actually, setting up the mood boards. I (15 to lose) count of how many hours I (16 to put) in our prom.
A: (17 you to have) any fun organizing it?
B: Definitely! I (18 to laugh) a ton ... but I (19 to stress) a lot as well.
A: I’m sure it will pay off in the end!
©
B: Not if we don’t get back to work! (20 you to see) that frigging checklist anywhere?
A: Bruno ... It’s in your hand. Score
Next exercise
fifty-four
54
UNIT 1:
RSVP PLEASE
< 16
≥ 16 All done!
4
Watch the video about The Inbetweeners and answer the questions in full sentences using the prompt in the present perfect tense.
WATCHING
1 Which party are these kids organizing? (to choose) 2 What is the theme for the party? (to decide on) 3 Which part of the organization does John talk about? (not to stop)
(to pick)
IN
4 Which venue are they having the party at?
5 Why can’t the boy DJ during the entire party? (already – to book)
6 How many parties does the wannabe DJ say he has organized? (to organize)
7 How much experience has he had really? (not to have)
(to do)
N
8 Who has basically organized everything already?
9 What does he use to lead the meeting?
VA
(to write out)
<7
≥7
Next exercise
ex. 3
ex. 5
WATCHING
Watch the scene from Drop Dead Diva.
a Answer the following questions.
1 What type of event are they talking about? 2 Who is Jane, the brunette, looking for? 3 What website does Stacy mention?
b Write seven sentences in the present perfect simple tense about what Stacy and Jane have done, using the prompts.
©
5
Score
1 (engagement ring) 2 (Owen) 3 (to-do list) 4 (blog) 5 (personal and interactive) 6 (cake) fifty-five
7 (cake concepts)
UNIT 1:
RSVP PLEASE
55
6
Score
<7
≥7
Next exercise
ex. 3
All done!
Your sister, brother or cousin is getting married.
WRITTEN INTERACTION
a Preparation: think about things you have experienced together, how long you have known each other, what has been important between you two etc. b Action: write your sister, brother or cousin a letter (about 75 words) that you want to give them on the day of the wedding in which you describe experiences and important events.
IN
VA
N
c Reflection: check your text by filling in the checklist. Checklist: writing an informal letter
1 Content and structure • I wrote about 75 words. • I mentioned experiences and events.
©
2 Language • I used the correct tenses in my text (the present perfect for unfinished actions and experiences and the past simple for specific past time actions.) • I used correct spelling and punctuation. Feedback
fifty-six
56
UNIT 1:
Score
<7
≥7
Next exercise
ex. 5
All done!
RSVP PLEASE
Yes
I think so
No
CHECK OUT: SETTING UP AN EVENT Orientation You are organizing a party with a partner. You will design a flyer and an invitation. You will also write a thank-you note to send out after the party.
Preparation Before you start you will draw some prompts. You have to use all of these when you make decisions about your party. Fill in all the information in the table below and add anything that is missing.
IN
1
MY PARTY PLANNER GENERAL INFORMATION 1 Name of your party
3 Organizers
N
2 Theme of your party
4 Reason for the party
VA
5 Date 6 Time
7 Venue
ADDITIONAL INFORMATION
YES Date:
NO
9 BYOB
YES
NO
10 Surprise
YES
NO
11 Dress code
YES Details:
NO
©
8 RSVP
Action
Make a flyer that includes all the information from the table and that reflects your party’s theme. You can use any platform you are comfortable with. Your teacher will give you some suggestions.
3
Write an invitation for the party. Make sure you add all necessary information.
WRITTEN INTERACTION
4
Write a thank-you note. Make sure to use appropriate language.
WRITTEN INTERACTION
UNIT 1:
RSVP PLEASE
fifty-seven
WRITING
2
57
Reflection 5
Check your work by filling in the checklist.
Checklist: setting up an event
Yes
2 Language • We used correct words to talk about our event. • We used the correct prepositions for time and place. • We used the present continuous to talk about our event. • We used correct spelling and punctuation.
N
Feedback
©
VA
Trace your steps on diddit.
fifty-eight
58
UNIT 1:
We think so
No
IN
1 Content and structure • We used all the prompts for organizing our party. • We have a good name for our party. • We mention the theme for our party. • We set a date for our party. • We picked a time for our party. • We decided on a venue for our party. • We added all additional information in the invitation. • We made an attractive flyer. • We wrote an appropriate thank-you note.
RSVP PLEASE
UNIT 2: SPOOKTACULAR check in
IN
main track
Step 1: describing scary past experiences
VA
N
Step 3: retelling and writing creepy stories
Step 2: using typical mystery and horror words
summary
©
trace your steps
on different tracks
check out: telling or writing a scary story
CHECK IN The car never starts 1
SPOKEN INTERACTION
Discuss these questions with a partner. a Do you like scary films or horror films? Why (not)? b Which ones are your favourite (scary) films? Describe what happens in the story. Imagine you could give horror film characters tips on how to survive. What would you tell them? Think of three good tips and then share them with the class.
Watch the (funny) video How to survive a horror movie: A tutorial for white people.
N
3
a Which tips were mentioned? Tick the correct boxes.
VA
Stay away from clowns! Don’t split up! Don’t follow strange noises! Always wear shoes! Don’t make friends with that creepy neighbour! Shoot him in the head! Don’t pick up strangers in your car! Don’t channel the dead! Don’t go to that party alone! Don’t drive around on an empty tank of gas! Stay away from deserted/remote places!
b Were any of your tips mentioned? Which one(s)?
©
sixty
60
UNIT 2:
SPEAKING
IN
2
SPOOKTACULAR
watching
MAIN TRACK Step 1
Are you scared yet?
Describing scary past experiences
1 / Have you ever seen a ghost? SPOKEN INTERACTION
Play the statements game. Do you believe in ghosts?
2
Read the interview in which people were asked the question ‘Have you ever seen a ghost?’. Then answer the questions.
IN
1
reading
1 has seen a ghost?
Helen
Allison
Billy
Sharon
Bill
Anthony
Iris
Liza
Kelly
Who …
Kelsey
Grace
a Tick the box if it applies to that person from the interview.
N
2 has a friend that has seen a ghost? 3 has seen a ghost that looked like their friend? 4 thinks seeing ghosts is romantic?
VA
5 has never seen a ghost?
6 has seen a ghost (a man) sitting in the living room?
7 has seen ghosts because of the drugs he has taken?
b The writer of this article thinks that most Brooklynites are:
sixty-one
©
skeptical when it comes to ghosts; true believers; people that believe in things as long as they are strange enough.
UNIT 2
SPOOKTACULAR
61
Have You Ever Seen a Ghost?
10
Grace: I’ve never seen a ghost, but I’ve definitely sensed evil. Interviewer: What do you mean? Grace: I’ve just – I don’t know if I’m sensitive, because I’m in the arts, but I’ve just sensed – you just get this feeling with people. Interviewer: What do you do when you sense evil? Grace: Lately, I’ve just been doing this thing where I have my headphones in all the time. But I usually just try to protect myself, make sure I’m surrounded by other people who look good.
Interviewer: Who did you see? Anthony: One time I saw an angel and one time I saw a bartender. Interviewer: An angel and a bartender? Are you Catholic, by any chance? Anthony: Not at all. I wouldn’t say I’m not a religious man, but I don’t subscribe to anything. But I’ve eaten enough acid in my time to know there’s ghosts.
40
VA
15
There’s no such thing as ghosts, of course – it always turns out to be the janitor, or the lighthouse keeper or whoever else has a motive to scare people and access to a fog machine and some spooooky lighting. (Talking dogs who smoke weed, of course, are totally normal.) Still, a lot of people claim to have seen ghosts – especially in Brooklyn, because people in Brooklyn will believe any goddamn thing they want to as long as it sounds quirky enough. We went around and asked some Brooklynites if they had ever felt the presence of spirits.
N
5
IN
“Someone’s got to explain some creepy shit.”
20
©
25
Interviewer: Do you know anyone who has seen a ghost? Grace: Yeah, my boyfriend’s seen a ghost. He used to live in a haunted house when he lived in Chicago. Kelsey: No. Liza: Yes, I have! I saw a man sitting in my mother’s living room in historic downtown Wilmington, North Carolina. I walked into our living room with this lady [Kelly]. And then I was like, “Who’s this guy sitting in our living room?” And he was gone, and then I was like, “My house is old!”
30
35
Iris: Oh God! This is such a bad time for an interview. Anthony: Absolutely.
sixty-two
62
45
50
55
60
Allison: Yeah. ‘Cause something’s got to explain some creepy shit. Sharon: Nope. Billy: I saw what looked like a friend of mine who was still alive and standing about a hundred feet away from me. It was glowing and weird and looked gnarly. It was in this weird spot in my neighbourhood between my house and his house. After I saw that, me and him always felt this weird energy and we would see this black thing following us through this area. Interviewer: Um, whoa. Helen: No, I haven’t. But it’s a romantic idea. Interviewer: Why is seeing a ghost a romantic idea? Helen: It’s a nice nostalgic feeling to think about the past coming to visit us in the present. Interviewer: That’s pretty smart, actually. Source: www.vice.com
UNIT 2:
SPOOKTACULAR
3
Look at the extract of the interview and answer the questions.
Grace:
I’ve never seen a ghost, but I’ve definitely sensed evil. Yeah, my boyfriend’s seen a ghost.
a Do you remember which tense this is? Go back to the Summary of Unit 1 (p. 34-35) if necessary. b How do you form this tense? c How do you form the short answer in this tense? Give an example from the text.
IN
d Is there a specific time indication when you use this tense? Yes / No e Why is this tense used here? f
Which keywords are often used in combination with this tense?
4
N
Now, take a look at the following extract of the interview and answer the questions.
Interviewer: Who did you see? I saw what looked like a friend of mine who was still alive and standing about a Billy: hundred feet away from me.
VA
a Which tense is used here?
b What is the difference between forms like ‘looked’ and ‘saw’?
c Fill in the table with the rule on how to form the past simple of regular verbs. d Fill in the example in each column.
Form of past simple - regular verbs (e.g.
Negative (-)
Questions (?)
Example (to look)
(to walk)
(you / to start)
Rule:
©
Positive (+)
)
Keep in mind! • Mind the spelling! Check the Summary, p. 87-88. sixty-three
• Regular past participle =
UNIT 2
SPOOKTACULAR
63
e Fill in the table with the rule on how to form the past simple of irregular verbs. f
Fill in the example in each column. Form of past simple - irregular verbs (e.g. Positive (+) Example I (to see)
Negative (-) a bartender. You (to feel)
definitely a ghost. It
My friends (to be)
scared.
here too. You (to be)
/t/
/d/
If the verb ends with the sound /f/, /k/, /p/, /s/, /ʃʃ/ (shirt), /tʃʃ/ (cheese) or θ (thanks), pronounce the past tense ending as /t/.
If the verb ends with the sound /b/, /dʒ dʒ/ (jump), /ʒʒ/ (beige), /g/, /j/, /l/, /m/, /n/, /ŋ / (sing), /ð/ (there), /r/, /v/, /w/, /z/ or any vowel sound, pronounce the past tense ending as /d/.
©
VA
If the verb ends with the sound /t/ or /d/, pronounce the past tense ending as /ɪd/.
sixty-four UNIT 2:
you alone?
How do you pronounce the past simple form of regular verbs? Does it end in /ɪd/, /t/ or /d/? Listen to the recording. Write down the verb form in the corresponding column. Afterwards, compare your answers with a partner. /ɪd/
64
?
it tall?
there. (to be)
N
5
scared. What (you /to see)
Example It
Rule:
Questions (?)
IN
Rule:
)
SPOOKTACULAR
listening
6
Complete the grammar box, using the information from the previous exercises.
GRAMMAR
How to describe past experiences •
We use the to talk about , actions that happened at an time in the past. e.g. Have you ever seen a ghost? I have never seen a ghost.
•
7
IN
Keywords are and . Of course, there are more keywords, but when asking about experiences, these are the most common ones. If we want to describe actions at a time or place in the past, we use . e.g. I saw a ghost at my grandmother’s house. It was weird and looked gnarly. See p. 89
Interview each other. Walk around the classroom and ask each other questions about possible scary experiences they have had. Write on the role sheet you will get.
SPOKEN INTERACTION
N
a Use the present perfect in your questions. b If your partner answers “Yes, I have”, ask for details: What? Where? When? How? Who? Use the past simple in that question (Q) and write down their answers (A). e.g. Q: What did the ghost look like? / What exactly happened? A: It looked like a little girl with black eyes.
VA
c Report back to the rest of the class.
2 / The clock struck midnight …
SPEAKING
You will get one of the shortest horror stories ever written. a Walk around the classroom and read your story out loud to at least four of your classmates.
b Report back to the class: which one was most spine-chilling? Why was that?
sixty-five
©
1
UNIT 2
SPOOKTACULAR
65
2
Read the different parts of the scary story ’I’m Downstairs’ and answer the questions.
READING
a The paragraphs are not in the right order. Highlight the words that show the connection between the paragraphs. b Answer these questions to help you find the right order. 1 How does the story begin? 2 What is the first text message Ben sends to his friend?
IN
3 How does the story end?
c Reconstruct the storyline. Put the paragraphs in the right order. 1
2
3
4
I’m downstairs
5
6
7
VA
N
A “ Hey man. I’m outside by the back door. Can you let me in?” I knew he was lying. For the last few weekends, he had been messing with me. One weekend he told me he was parked in my cul-de-sac when in reality, he was in his bedroom. The following weekend, he told me he was coming over to hang out. When I came outside to greet him in his car, he floored it out of my neighbourhood. I wasn’t going to let him get me this time. I sent a reply back.
B T he clock struck midnight. I was on my laptop in my bedroom, browsing through YouTube videos. However, my browsing stopped when my phone vibrated. I saw that I received a text message from my friend, Ben.
©
C “ Aren’t you going to come upstairs? I can hear you walking around downstairs. Just come up here already.” I sent the message and waited for him to respond. I was starting to get a little annoyed after a minute of waiting. I got up from my bed and went to the doorway. I proceeded to shout downstairs.
sixty-six
66
UNIT 2:
SPOOKTACULAR
D “ I’m downstairs.” “Ben, you can’t troll me three weekends in a row. However, I’ll give you an A for effort.” I placed my phone down again. I wasn’t going to play his little game. As I was about to continue my search, I started to hear something coming from the deafening silence of my dark house. I faced the doorway behind me and listened closely. It sounded like footsteps, silent footsteps walking around downstairs. It was nerve racking. I couldn’t believe it. Was my mind tricking me or was Ben actually in my house? I grabbed my phone.
IN
E “ Are you joking with me, man?” I continued to listen as my phone vibrated again. “No, I told you I was downstairs, but you didn’t believe me.” I was quite relieved that it was him, but I was pissed off that he had broken into my house. I could hear him walking around downstairs still as I waited for him to come into my bedroom. I grabbed my phone again.
N
F “ Get your ass upstairs already! Stop fucking around!” I sat back on my bed as I began to hear him walk upstairs. Suddenly, my phone vibrated again. It was a text message from Ben. “You know I was fucking with you, right?” My heart dropped. I looked up at the doorway to see my killer smiling at me.
VA
G “I know you’re just messing with me again.” He immediately replied. “No? I’m being serious this time, I am by the back door.” “Nice try, I know you’re not there.” I placed my phone down and continued my search. About a minute later, my phone vibrated again. to floor: to drive really fast to troll: to bother by following around
READING
Read the story again to answer these questions.
a How do Ben’s feelings evolve throughout the story? Check each paragraph for a good adjective. Choose from: angry – annoyed – nervous – pissed off – relieved – terrified – trolled
©
Paragraph
Feeling
A
He gets the feeling he is being .
D
He is starting to feel .
E
He is but .
C
He is starting to get .
F
He gets and probably feels when he sees his killer smiling at him. sixty-seven
3
UNIT 2
SPOOKTACULAR
67
b Which words or phrases are used to evoke the scary atmosphere? Write down five examples.
IN
c Explain the underlined words or phrases. Check the strategy on how to deal with difficult words in a text in the Summary on p. 98 first. Write down which clues you can derive from the context, or if there were any parts of the word you do know/recognize from related words.
N
Context clues
1 "For the last few weekends, he had been messing with me."
VA
2 “I was quite relieved that it was him.”
©
3 What is a ‘cul-de-sac’ (underlined in the text)? a highway a street that is closed at one end a forest road 4 “Was my mind tricking me?”
sixty-eight
68
UNIT 2:
SPOOKTACULAR
Known parts of the word / related words
3 / My killer was smiling at me 1
Let’s focus on the text one more time. Answer the following questions and then fill in the grammar table below. a Do you remember what the tense is in the examples below?
e.g. Are you joking with me, man? e.g. I know you’re just messing with me.
Tense:
b Now look at these examples. What is this tense called then? Think logically! e.g. … he was coming over to hang out … e.g. They were starting to get a little annoyed …
IN
c How is the tense in exercise b formed?
Tense:
d Use the information from exercises a to c to fill in the table about the past continuous. Form of past continuous (e.g. Positive (+) 1st p. sing.
)
Negative (-)
Questions (?)
He/She/It wasn’t working.
I was working.
3rd p. sing.
1st p. plur.
N
2nd p. sing.
We were working.
2nd p. plur.
VA
They weren’t working.
Fill in the sentences in the past continuous.
1 (you to joke) with me? 2 My killer (to spy) on me while I (to browse) on my
©
2
Were we working?
You weren’t working.
3rd p. plur. Rule:
laptop.
3 Ben (to lie). He was not downstairs at all. 4 I (to sit) in my room and someone (to walk) around downstairs.
5 (he to start) to feel a bit nervous? 6 I felt like I (to die). 7 My friend and I (to chat) all night long. I (to study) sixty-nine
for my exam.
UNIT 2
SPOOKTACULAR
69
3
Look at these examples and answer the questions. e.g. They were looking at the Ouija board when the lights went out. e.g. I was browsing on my laptop when my phone vibrated. a Which verb forms express longer background actions? b Which verb forms express short actions that interrupt other activities? c Draw the verbs on the timeline.
4
NOW
FUTURE
IN
PAST
Use the information from exercise 3 to fill in the grammar box below. How to tell a story in the past
GRAMMAR
Tense 1:
N
The past simple and the past continuous are used to tell a in the .
( shorter or single) completed actions in the past e.g. The clock struck midnight.
•
consecutive actions in the past e.g. I sent the message and waited for him to respond.
•
longer actions going on in the past e.g. He was walking around downstairs.
VA
•
Tense 2:
Combine the two tenses if you want to make clear something happened you were in the middle of a longer action going on.
e.g. I was browsing on my laptop when my phone vibrated.
©
Keywords: - and + past continuous - + past simple
seventy
70
UNIT 2:
SPOOKTACULAR
See p. 87-89
5
Fill in the correct form of the verb in the sentences below. Choose between the past simple and past continuous.
1 All of a sudden I (to get) the strange feeling something (to watch) me. 2 James (to arrive) home late at night. He (to unlock) his front door and (to step) into the darkness of his apartment.
to make a single sound.
IN
3 She (to lie) still in her pitch black room, not daring
4 She (to shiver) with terror, clinging on to her sheets.
5 The burglars (to hide) in the upstairs bedroom, when the police (to knock) on the front door.
The police (to open) the door, (to go) upstairs and quickly (to find) the burglars.
N
6 One evening, while I (to browse) on my computer,
seventy-one
©
VA
a strange noise (to echo) through my room.
UNIT 2
SPOOKTACULAR
71
6
Read the creepy short story below. a Fill in the missing verb forms. Use the past simple or past continuous correctly. Watch out for irregular verbs!
The girl in the photograph 1 One school day, a boy named Tom (1 to sit) in class and doing maths. It (2 to be) six more minutes until school ended.
(4 to catch) his eye.
IN
As he (3 to do) his homework, something
5 His desk (5 to be) next to the window, and he
(6 to turn) and (7 to look) at the grass outside. It (8 to look) like a picture. When school was over, he (9 to run) to
the spot where he (10 to see) it. He (11 to run) fast so that no one else could grab it.
N
10 He (12 to pick) it up and (13 to smile). It (14 to be) a picture of the most beautiful girl he had ever seen. She (15 to wear) a dress, tights and red shoes, and her hand (16 to hold up) a peace sign.
VA
She was so beautiful that he wanted to meet her, so he (17 to run)
15 all over the school and (18 to ask) everyone if they knew her or had ever seen her before. But everyone he asked (19 to say) “No.” He was devastated.
When he got home, he (20 to ask) his older sister if she (21 to know) the girl, but unfortunately she also said “No.” It was very late, so Tom
20 (22 to walk) up the stairs, (23 to place) the
©
picture on his bedside table and (24 to go) to bed. That night, while Tom (25 to sleep), something awakened
him. It was a tap on his window. It was like a nail tapping. He (26 to get) scared. After the tapping he (27 to hear) a giggle. He
25 (28 to see) a shadow near his window, so he (29 to get) out of his bed, (30 to walk) toward his window,
seventy-two
72
UNIT 2:
SPOOKTACULAR
(31 to open) it up and (32 to follow) the giggling. By the time he had reached it, it was gone. The next day again he (33 to ask) his neighbours if they 30 (34 to know) her. Everybody (35 to say) “Sorry, no.” When his mother (36 to come) home he even (37 to ask) her if she (38 to know) her. She (39 to say) “No.”
IN
He (40 to go) to his room, (41 to place) the 35 picture on his desk and (42 to fall) asleep.
Once again he was awakened by a tapping. He (43 to take) the
picture and followed the giggling. He (44 to walk) across the road, when suddenly he (45 to get) hit by a car. He was dead with the picture in his hand.
N
40 The driver (46 to get) out of the car and (47 to try) to help him, but it was too late. Suddenly he (48 to see) the picture and (49 to pick) it up.
VA
He (50 to see) a cute girl who (51 to hold) up three fingers.
Adapted from www.thoughtcatalog.com
READING
Now answer these questions about the story.
1 Describe the girl in the photograph that Tom picked up.
2 Describe the girl in the photograph the driver picked up.
©
b
3 Explain the end.
seventy-three
UNIT 2
SPOOKTACULAR
73
7
Describe a scene from The Hound of the Baskervilles, based on the original novel by Arthur Conan Doyle.
WRITING
ARTHUR CONAN DOYLE Arthur Conan Doyle (1859-1930) was a British writer best known for his detective fiction featuring the character Sherlock Holmes. In 1887 he published A Study in Scarlet, the first of four novels about Holmes and Dr. Watson. The Sherlock Holmes stories are milestones in the field of crime fiction and there have been many adaptations of the stories with this famous fictional detective: films, series, graphic novels, plays, etc.
IN
a Preparation: look at the panels and read each scene.
N
b Action: describe what is going on. Use the past simple and past continuous correctly. Use all the verbs that are given. Write two or three sentences per image.
- to ride / to come upon:
VA
- to whimper / to notice:
©
- to lie:
- to be filled with fear / to see: seventy-four
74
UNIT 2:
SPOOKTACULAR
a clearing: an open space in a forest a roister(er): someone making a lot of noise and causing disturbance to whimper: to make a low whining plaintive or broken sound
IN
N
- to see / to tear:
- to growl / to turn its blazing eyes upon the men:
VA
Source: The Hound of the Baskervilles, adapted by I.N.J. Culbard. Published by SelfMadeHero.
c Reflection: fill in the checklist to reflect on your writing. Then read your story to a classmate. Do you have the same sentences? Checklist: telling a story in the past
Yes
I think so
No
1 Content and structure • I used all the given verbs. • I wrote two or three full sentences for each image.
©
2 Language • I formed and used the past simple correctly. • I formed and used the past continuous correctly. • I used correct spelling and punctuation. Feedback
SPOKEN INTERACTION
Discuss with a partner. a Would you consider reading the whole graphic novel? Why (not)? b What is your opinion on graphic novels in general? Do you like them? Why (not)?
seventy-five
8
CHECK 1, p. 99 UNIT 2
SPOOKTACULAR
75
Step 2 1
From A(ttics) to Z(ombies)
Using typical mystery and horror words SPOKEN INTERACTION
Do the carousel exercise. Afterwards, complete the word web below.
creepy sounds
IN
details
characters a professional killer / a hitman
creepy locations
N
VERBS
NOUNS
VA
MYSTERY AND AND HORROR HORROR MYSTERY
feelings
horrified
©
ADJECTIVES
descriptive adjectives
2
Form groups and play the domino game. Add words that are new to you to the word web too.
seventy-six
76
UNIT 2:
SPOOKTACULAR
SPOKEN INTERACTION
READING
Read the first pages of The Graveyard Book by Neil Gaiman and answer the questions.
IN
NEIL GAIMAN Neil Gaiman is an English author of short fiction, novels, comic books, graphic novels and films. Important works he has written are the comic book series The Sandman and the novels Stardust, American Gods, Coraline and The Graveyard Book. He has won many awards, such as the Hugo, Nebula, and Bram Stoker awards, as well as the Newbery and Carnegie medals. He is the first author to win both the Newbery and the Carnegie medals for the same work, The Graveyard Book (2008). Gaiman often writes fantasy but sets it in contemporary society with a lot of references to mythology and folklore. He has also appeared on The Simpsons and The Big Bang Theory as himself. More information can be found on his website: www.neilgaiman.com.
Source: Kyle Cassidy
3
a Complete: the man Jack is a professional .
c Who is his next target?
Source: The Graveyard Book, Neil Gaiman
b How many people did the man Jack kill in this scene?
N
d Where is his bedroom?
e How did he kill the people in this scene?
The man Jack doesn’t need light. He has ’other skills’. Which other skills do you think he has?
VA
f
g Where does the man Jack go next to look for the boy, since he is not in his cot?
The Graveyard Book
Chapter One - How Nobody came to the graveyard There was a hand in the darkness, and it held a knife.
©
1
The knife had a handle of polished black bone, and a blade finer and sharper than any razor. If it sliced you, you might not even know you had been cut, not immediately.
5
The knife had done almost everything it was brought to that house to do, and both the blade and the handle were wet.
10
The man Jack paused on the landing. With his left hand he pulled a large white handkerchief from the pocket of his black coat, and with it he wiped off the knife and his gloved right hand
UNIT 2
SPOOKTACULAR
seventy-seven
The street door was still open, just a little, where the knife and the man who held it had slipped in, and wisps of night-time mist slithered and twined into the house through the open door.
77
which had been holding it; then he put the handkerchief away. The hunt was almost over. He had left the woman in her bed, the man on the bedroom floor, the older child in her brightly coloured bedroom, surrounded by toys and half-finished models. That only left the little one, a baby barely a toddler, to take care of. One more and his task would be done. 15
He flexed his fingers. The man Jack was, above all things, a professional, or so he told himself, and he would not allow himself to smile until the job was completed. His hair was dark and his eyes were dark and he wore black leather gloves of the thinnest lambskin.
25
IN
20
The toddler’s room was at the very top of the house. The man Jack walked up the stairs, his feet silent on the carpeting. Then he pushed open the attic door, and he walked in. His shoes were black leather, and they were polished to such a shine that they looked like dark mirrors: you could see the moon reflected in them, tiny and half full. The real moon shone through the casement window. Its light was not bright, and it was diffused by the mist, but the man Jack would not need much light. The moonlight was enough. It would do. He could make out the shape of the child in the crib, head and limbs and torso.
The crib had high, slatted sides, to prevent the child from getting out. Jack leaned over, raised his right hand, the one holding the knife, and he aimed for the chest ...
30
The man Jack’s eyes were accustomed to the dim moonlight, so he had no desire to turn on an electric light. And light was not that important, after all. He had other skills. The man Jack sniffed the air. He ignored the scents that had come into the room with him, dismissed the scents that he could safely ignore, honed in on the smell of the thing he had come to find. He could smell the child: a milky smell, like chocolate chip cookies, and the sour tang of a wet, disposable, night-time nappy. He could smell the baby shampoo in its hair, and something small and rubbery – a toy, he thought, and then, no, something to suck – that the child had been carrying.
VA
35
N
... and then he lowered his hand. The shape in the crib was a teddy bear. There was no child.
40
The man Jack made a small noise then, a grunt that contained in it both frustration and also satisfaction. He slipped the knife into its sheath in the inside pocket of his long coat, and he stepped out into the street. There was moonlight, and there were street lights, but the fog stifled everything, muted light and muffled sound and made the night shadowy and treacherous. He looked down the hill towards the a casement window: a window that is attached light of the closed shops, then up the street, where to its frame by one or more hinges at the side the last high houses wound up the hill on their way a handkerchief: a square piece of cloth or paper to the darkness of the old graveyard. used for cleaning the nose or drying the eyes The man Jack sniffed the air. Then, without to slither: to move easily and quickly across a hurrying, he began to walk up the hill. surface, like a snake does to stifle: to silence; to suppress stray tendrils of fog: traces of lingering fog Source: The Graveyard Book, Neil Gaiman treacherous: dangerous, unsafe
©
45
The child had been here. It was here no longer. The man Jack followed his nose down the stairs through the middle of the tall, thin house. He inspected the bathroom, the kitchen, the airing cupboard, and, finally, the downstairs hall, in which there was nothing to be seen but the family’s bicycles, a pile of empty shopping bags, a fallen nappy, and the stray tendrils of fog that had insinuated themselves into the hall from the open door to the street.
50
seventy-eight
78
UNIT 2:
SPOOKTACULAR
4
Look at the underlined words in the text. Add them to the word web in exercise 1.
5
Watch Lana McKissack’s video How to survive in a horror movie.
WATCHING
a Which typical things were mentioned? Tick the boxes. Add the correct words too.
2
3
5
4
6
N
IN
1
8
9
VA
7
11
10
©
13
12
14
15
seventy-nine
b What is the best way to survive a horror film, according to Lana McKissack?
UNIT 2
SPOOKTACULAR
79
6
Fill in the crossword puzzle. 1
2
3
IN
4
5
6
7
10
9
N
8
11
12
14
VA
15
13
©
Across 4 a narrow street with walls or buildings on both sides 5 an imaginary evil spirit or being, used to frighten children 7 a room under the ground floor of a building, usually used for storing things 8 to pass quickly from sight; to disappear 10 a dead body 11 strange in a frightening and mysterious way; creepy; spooky 15 a type of ghost or spirit that is responsible for physical disturbances, such as loud noises and objects being moved or destroyed
eighty
80
UNIT 2:
SPOOKTACULAR
Down 1 a large, flat inscribed stone standing or laid over a grave 2 a person who changes for periods of time into a wolf, typically when there is a full moon 3 a personification of death in the form of a cloaked skeleton wielding a large scythe 6 the partial or total absence of light 9 the part of a building, especially of a house, directly under a roof 12 to move or jump suddenly (as in surprise or alarm) 13 to move slowly and carefully in order to avoid being heard or noticed 14 an area of ground in which dead bodies are buried
7
Do you know your creepy sounds? a First match the correct descriptive adjective to the sound. Sounds
1
clanking
A
wind
2
howling
B
door
3
cackling
C
witch
4
creaking
D
chains
5
barking
E
sound
6
muffled
F
dog
1
2
3
4
5
6
IN
Adjectives
b Listen to the recordings. Which sounds do you hear?
listening
1
5
2
6
3
7
8
N
4 Complete the table. If one of the options does not exist, write an X. Something is … 1 scary 2
I feel …
to …
horrify
VA
3
creep (someone out)
4 fearful
5 terrifying
X
7
frighten
Rank the adjectives describing feelings on the scale below, going from ’only slightly afraid’ to ’extremely afraid’. afraid – alarmed – anxious – nervous – panicked – paralysed with fear – petrified – shocked – suspicious – terrified – uneasy – worried
©
9
6 eerie
only slightly afraid
extremely afraid
eighty-one
UNIT 2
SPOOKTACULAR
81
SPEAKING
10 Tell your own story. a Preparation: roll the story dice. Write down the words that come up. Also write down some keywords that clearly show your understanding and then link these words together in a short story.
IN
b Action: tell your short story to someone in the class. Add some creepy details if you can.
N
OU DID I KNOW WHAT Y
c Reflection: listen to your partner’s story. Fill in the checklist for them and give some feedback. Peer evaluation: telling a story
VA
1 Content and structure • My partner used all the keywords. • My partner told the story in a logical order. • The story included creepy details/information. 2 Language • My partner used correct grammar. • My partner spoke fluently. Feedback
What my partner did really well is:
©
What my partner could work on is:
CHECK 2, p. 108
eighty-two
82
UNIT 2:
SPOOKTACULAR
Yes
I think so
No
Read at your own risk
Step 3 1
Retelling and writing creepy stories READING listening
Do the reading and listening quest. a Read the first paragraph of the two scary stories below. b Choose one of the stories you would like to read or hear more of. c Your teacher will show you how to get to the next (listening) extract.
IN
d You will get a handout with questions about the story you have chosen. Answer the questions while listening or reading. Each correct answer will lead you to the next part.
Coraline NEIL GAIMAN 1
Front cover by Dave McKean
e Check the strategy on how to listen/watch more effectively in the Summary on p. 97 before getting started.
Coraline discovered the door a little while after they moved into the house. It was a very old house – it had an attic under the roof and a cellar under the ground and an overgrown garden with huge old trees in it. Coraline’s family didn’t own all of the house – it was too big for that. Instead they owned part of it. There were other people who lived in the old house.
N
5
VA
If you want to find out what happens next in Coraline, ask your teacher for further instructions.
MISS PEREGRINE’S HOME FOR PECULIAR CHILDREN RANSOM RIGGS 1
©
5
I had just come to accept that my life would be ordinary when extraordinary things began to happen. The first of these came as a terrible shock and, like anything that changes you forever, split my life into halves: Before and After. Like many of the extraordinary things to come, it involved my grandfather, Abraham Portman.
If you want to find out what happens next in Miss Peregrine’s Home for Peculiar Children, ask your teacher for further instructions.
UNIT 2
SPOOKTACULAR
eighty-three
Growing up, Grandpa Portman was the most fascinating person I knew. He had lived in an orphanage, fought in wars, crossed oceans by 10 steamship and deserts on horseback, performed in circuses, knew everything about guns and self-defence and surviving in the wilderness, and spoke at least three languages that weren’t English. It all seemed unbelievably exotic to a kid who’d never left Florida, and I begged him to entertain me with stories whenever I saw him. He always obliged, telling them like secrets that could be entrusted only to me.
83
2
Report back to the class. What was the story you read and listened to all about?
SPEAKING
3
Listen to the creepy story ‘Know Thy Neighbours’. Answer the questions.
listening
a What happened to Ken in the end? b What probably happened to Jude and Stella?
IN
c Are these statements true or false? Correct the false statements. Statement
True False
1 The girl was invited to Jude and Stella’s farewell party.
N
2 Ken’s apartment looked just like Stella and Jude’s, except for one new painting.
3 She and Ken went on a date.
VA
4 Ken often came over to lend stuff, like kitchen materials.
5 Ken even came to cook at her apartment.
6 Ken has a weird way of describing routes – not like normal people.
7 Ken became more and more pushy.
©
8 At one point she called the police.
eighty-four
84
UNIT 2:
SPOOKTACULAR
4
What did you think of ‘Know Thy Neighbours’? a Preparation: listen to the story again if necessary.
listening
b Action: write a paragraph (about 50 words) in which you explain whether you thought it was creepy or not. Use some of these sentence starters in your paragraph.
WRITING
– – – – –
I really liked the story. What I really liked/didn’t like about the story was … I thought the story was (really) creepy/not that creepy, because … I thought the story was (a bit) boring/predictable/ … I never thought/already knew the story would end like this.
IN
N
c Reflection: evaluate your text by filling in the checklist. Then share your opinion with a partner. Checklist: opinion
Yes
I think so
No
VA
1 Content and structure • I wrote about 50 words. • My opinion is clear.
2 Language • I used correct grammar and vocabulary. • I used the sentence starters and added my own information in a correct way. • I used correct spelling and punctuation.
eighty-five
©
Feedback
UNIT 2
SPOOKTACULAR
85
5
Listen to the scary story ‘Charlotte’.
listening SPEAKING
a Preparation: sit together in pairs and read through the keywords on the card you will get. b Action: listen carefully to the story. Mark when a word on your card is mentioned. Afterwards, retell the story to your partner by using the words you marked on your story card. c Reflection: listen to your partner’s story and fill the peer evaluation form for them. Peer evaluation: retelling a story
Yes
I think so
No
2 Language • My partner used correct grammar. • My partner spoke fluently. Feedback What my partner did really well is:
IN
1 Content and structure • My partner marked all the keywords on the story card. • My partner used all the keywords from the story card when retelling the story. • My partner told the story in a logical order. • The story included all the necessary details/information.
N
What my partner could work on is: 6
Do the writing carousel exercise.
VA
a Preparation: form groups and read through the fictional profile fact file you will get. Do you understand all the words? b Action: do the writing carousel exercise.
c Reflection: your teacher will put the stories up around the class. Walk around (with your group) and read the other stories. Which is best, according to your group? Evaluate all the stories with the checklist provided with each story. Give some feedback. d Report back to class: which story is the winner. Explain why.
©
CHECK 3, p. 113
eighty-six
86
UNIT 2:
SPOOKTACULAR
WRITING
SUMMARY
IN
Past simple and past continuous
GRAMMAR
HOW TO tell a story in the past
1 Past simple
N
She was running in the forest when suddenly the sound of an owl startled her.
FORM
Positive (+)*
Negative (-)
Questions (?)
1st p. sing. 2nd p. sing. 3rd p. sing. 1st p. plur. 2nd p. plur. 3rd p. plur.
I laughed. You laughed. He/She laughed. We laughed. You laughed. They laughed.
I didn’t laugh. You didn’t laugh. He/She didn’t laugh. We didn’t laugh. You didn’t laugh. They didn’t laugh.
Did I laugh? Did you laugh? Did he/she laugh? Did we laugh? Did you laugh? Did they laugh?
Rule:
Subject + base form of the verb + (e)d
Subject + didn’t / did not + base form of the verb
Did + subject + base form of the verb
VA
Subject
*Irregular verbs: Mind the irregular verbs in the positive form. You have to learn them by heart (see Unit 1, p. 36-38).
eighty-seven
©
Keep in mind: Mind the spelling of regular verbs like ’try’ (tried), ’stop’ (stopped), ’arrive’ (arrived), ’travel’ – (travelled) in the positive form. In the negative, the auxiliary can have a long or short form: – e.g. I didn’t send a reply back. = I did not send a reply back. – ’To be’ is a special verb: there is no ’did (not)’ for negative sentences and questions. e.g. My friend wasn’t downstairs. e.g. Was my friend downstairs?
UNIT 2
SPOOKTACULAR
87
-ED: PRONUNCIATION /Id/
/t/
/d/
wanted
helped
called
attended
looked
loved
missed
played
watched washed sniffed If the final sound of a regular verb is a voiceless consonant (= /p/, /k/, /f/, /s/, /θ/, /tʃʃ/, /ʃʃ/) then ‘ed’ is pronounced as /t/.
If the final sound of a regular verb is a voiced consonant, vowel or diphthong, then ‘ed’ is pronounced as /d/.
IN
If the final sound of a regular verb is pronounced like the letters /t/ or /d/ then ‘ed’ is pronounced as /Id/.
USE
– Consecutive actions in the past. e.g. I sent the message and waited for him to respond. – The events in a story that is told in the past. e.g. When he heard the clock strike midnight, he knew it was time to go.
N
2 Past continuous
FORM
Positive (+)
Negative (-)
Questions (?)
1st p. sing. 2nd p. sing. 3rd p. sing. 1st p. plur. 2nd p. plur. 3rd p. plur.
I was talking. You were talking. He was talking. We were talking. You were talking. They were talking.
I wasn’t talking. You weren’t talking. He wasn’t talking. We weren’t talking. You weren’t talking. They weren’t talking.
Was I talking? Were you talking? Was he talking? Were we talking? Were you talking? Were they talking?
Rule:
Subject + was/were + -ing form of the verb
Subject + wasn’t (was not) / weren’t (were not) + -ing form of the verb
Was/were + subject + -ing form of the verb
VA
Subject
USE
©
– Longer actions going on in the past. e.g. He was walking around downstairs.
– (background) descriptions. e.g. The girl was wearing a grey dress. Keywords: ’while’ and ’as’ + past continuous e.g. As she was going down the stairs, she saw the shadows of men in the distance.
’when’ and ’suddenly’ + past simple e.g. She was running in the forest when suddenly the sound of an owl startled her. eighty-eight
88
UNIT 2:
SPOOKTACULAR
3 Past simple and past continuous USE Combine the two tenses if you want to make clear something happened while you were in the middle of a longer action going on. e.g. I was browsing on my laptop when my phone vibrated. e.g. We were telling ghost stories, when we suddenly heard a shrieking sound.
heard past simple
Now
Past simple and present perfect
N
HOW TO describe past experiences
Yes, I have!
Really?? What did it look like?
VA
Have you ever seen a ghost?
Present perfect
©
Future
IN
were telling past continuous
Past
It was a tall dark figure, with long black hair. It looked weird and a bit gnarly.
Past simple
to describe (life) experiences, without a specific reference to time e.g. Have you ever seen a ghost? Yes, I have!
to talk about precise details of a particular experience: who, when, what, where etc. e.g. Really?? What did it look like? It looked weird and a bit gnarly.
Use keywords such as: ‘ever’ and ‘never’, but also ‘lately’, ‘recently’, ‘already’, ‘yet’, ‘so far’, ‘up until now’ are used in combination with present perfect tense.
Give specific information: e.g. I saw it around midnight. It was a tall figure.
eighty-nine
Keep in mind: The form of the present perfect is explained in the Summary of Unit 1, p. 34.
UNIT 2
SPOOKTACULAR
89
to appear (out of thin air)
to disappear / to vanish (into thin air)
to curse
to gasp
to go through walls
VA
N
to creep
IN
VOCABULARY
1 VERBS
to knock
to lurk
©
to shriek / to scream
ninety
90
UNIT 2:
SPOOKTACULAR
to slither
to startle
to pursue / to chase
to stare
to tremble / to shiver (with fear)
to yell
(dark) alley
attic
graveyard / cemetery
cave
cellar / basement
VA
N
castle
IN
VOCABULARY
2 NOUNS: CREEPY LOCATIONS
rundown hotel
©
haunted house
hospital morgue
ruin
abandoned house
prom
seance
(misty / dark ) woods
ninety-one
psychiatric hospital
UNIT 2
SPOOKTACULAR
91
3 NOUNS: CREEPY SOUNDS
clanking chains
ticking clock
barking dog
creaking door
VA
N
ringing church bells
IN
rattling chainsaw
breaking glass
footsteps
©
muffled sound
ninety-two
92
UNIT 2:
whispering
a cackling witch
SPOOKTACULAR
ringing telephone
howling wind
grunt
4 NOUNS: CHARACTERS
the bogeyman
ghost
the Grim Reaper
hitchhiker
VA
N
demon
IN
clown
poltergeist
professional killer / hitman
©
vampire
spirit
werewolf
witch
zombie ninety-three
UNIT 2
SPOOKTACULAR
93
5 NOUNS: DETAILS
anonymous phone call
black cat
bat
IN
apparition
candles
VA
N
cobwebs
coffin
corpse
©
darkness
ninety-four
94
UNIT 2:
moonlight
skulls and bones
SPOOKTACULAR
goosebumps
red eyes
dark shadow
tombstone
VOCABULARY
6 ADJECTIVES DESCRIPTIVE ADJECTIVES
eerie, spooky, scary, creepy
hideous
N
floating, hovering
evil
IN
diffused light
VA
shadowy
transparent, barely visible
ninety-five
©
treacherous
UNIT 2
SPOOKTACULAR
95
Translation
anxious, worried
bezorgd, ongerust
afraid, scared
bang, angstig
alarmed
gealarmeerd, bang
frantic
hysterisch, panisch
horrified, terrified
doodsbang
nervous
nerveus
panicked, in a panic, panicky
in paniek
paralysed (with fear), petrified
verlamd van angst, versteend
shocked, in shock
geschokt
suspicious
achterdochtig
uneasy
ongemakkelijk
My notes
IN
Word
©
VA
N
VOCABULARY
FEELINGS
ninety-six
96
UNIT 2:
SPOOKTACULAR
Before listening watching
STRATEGY
HOW TO listen/watch more effectively 1
Topic What do you know about the topic? What words come to mind?
What kind of text/video are you going to listen to/watch?
What do you already know about this type of text/video?
Task Do you understand the task?
IN
Type of text/video
N
Read through the question and highlight key words.
2 While listening watching
VA
Focus on what you hear/see Think ahead: what might happen next? Take short notes.
Listen to the intonation and stress of the speakers.
Ignore the words you think are less important. Focus on key words and facts.
©
After listening watching 3 Check your understanding If possible, listen again to difficult passages. Have you completed the task?
Read your notes.
ninety-seven
Have you understood the main points?
UNIT 2
SPOOKTACULAR
97
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.
IN
Look for: - a definition - a description - an example - an image
N
I need more information.
VA
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 get it!
I still don’t understand.
©
Ask a peer or your teacher.
ninety-eight
98
UNIT 2:
SPOOKTACULAR
Look up the word.
Read on!
ON DIFFERENT TRACKS Check 1 1
Describing scary past experiences
Fill in the questionnaire. a First rewrite the questions using the correct tense: past simple or present perfect simple.
1 Do you believe in ghosts? Yes No
IN
b Then fill in the questionnaire and answer in full sentences. Use the correct tense in your answer.
2 (you / ever / to have) a personal experience with a ghost? Yes No
9 Bloody Mary in front of a mirror (you / ever / to say)? Yes No
N
3 If so, (what / you / to experience)?
8 your tarot cards (anyone / to read / ever)? Yes No
10 If so, (you / to see) her?
VA
4
(a family member / ever / to claim) to have had a personal experience with a ghost? Yes No
5 If so, who was it?
©
11 (you / ever / to witness) a UFO? Yes No 12 If so, (what / the UFO / to look like)?
6 (you / ever / to use) a Ouija board? Yes No
13 Do you believe (aliens / ever/ to visit) earth? Yes No
7 If so, (something strange / to happen)?
14 Do you enjoy watching horror movies? Yes No
ninety-nine
UNIT 2
SPOOKTACULAR
99
15 If so, what is the best horror movie
17 If so, (what / to happen)?
(you / ever / to watch)?
18 If no, what is the scariest story (you / ever / to hear)?
IN
16 a creepy experience that you have never found an explanation for? Yes No
Score
< 10
10 – 12
≥12
Next exercise
ex. 3
ex. 4
ex. 5
2
Describe a scene from Through the Woods.
N
a Preparation: look at the pages taken from Through the Woods by Emily Carroll. Check these verbs and highlight the verbs that you can use in your description. Look at the example. to ask – to believe – to be scared – to call – to crawl – to disappear – to eat – to enter – to grin – to have – to hear – to live – to lurk – to seep – to speak – to tell – to warn
VA
b Action: write your description. Use the past simple and past continuous to retell or describe what was happening. Write at least 100 words. Make sure you use at least ten of the verbs from the list in a. Underline them in your text.
e.g. One day, Bell asked her mother for a story.
©
one hundred
100
UNIT 2:
SPOOKTACULAR
WRITING
UNIT 2
SPOOKTACULAR
101
one hundred and one
VA
© N IN
IN N VA
© one hundred and two
102
Source: Through the Woods, Emily Carroll
UNIT 2:
SPOOKTACULAR
c Reflection: check your text by filling in the checklist below. Then give your text to the teacher who will give you some feedback. Checklist: describing events in a graphic novel
Yes
I think so
No
1 Content and structure • I clearly described the events in the comic book. • I used at least ten verbs from the list and wrote at least 100 words. • My sentences are logical and well-structured.
Feedback
<9
Next exercise
ex. 6
9 – 12
> 12
ex. 4
ex. 7
Complete the sentences from an interview, using the correct form of the present perfect simple or past simple.
N
3
Score
IN
2 Language • I used the past simple and past continuous together in a sentence correctly. • I used correct spelling and punctuation.
(1 you / ever / to see) a ghost?
UNIT 2
SPOOKTACULAR
one hundred and three
©
VA
- No, I don’t think so. - Oh geez. (2 I / ever / to see) a ghost? - Oh, I wish I could say yes, but I don’t think I (3 to see / ever) one. - No. And I do not want to. I’m very afraid of the dark. I’m scared of creatures and monsters and darkness; I tell myself that there’s no such thing. - I wouldn’t say that I (4 to see) a ghost but I (5 to be) in spooky ghost-like situations. - I (6 to see) my grandma just standing at the end of the bed. I (7 to be) a little shaken because I was, like, you, I (8 to see) you die. - I don’t think I (9 to see) a ghost in a human form. I think I (10 to see) dishes falling off of shelves or …The temperature in the room will change and it’ll get really cold. - I (11 to see) this woman standing in the corner of my apartment, and then she just sort of (12 to disappear). And then the room (13 to get) ice cold. - I (14 never / to have) an experience like that. Ever. - I have. I (15 to believe / not) in ghosts at first. Before, I was skeptical. And then I (16 to have) a situation where I was in an apartment, I (17 to hear) people kind of touching the walls and I (18 to end) up basically having a conversation with them, with them saying things like “Hey, I’m a visitor in your place, I’m friendly, I’m good …” I believe in ghosts for sure now. - It (19 to happen) to me seven times in the past year. - I did see a ghost on the side of the freeway in a pair of overalls and I don’t care what anybody says, it was there. I saw it. It was right by the cemetery.
103
Adapted from www.youtube.com/hashtag/cut
Score
< 25
Next exercise
≥ 25
+ ex. 7
ex. 4
N
4
IN
- One lives in my house, and it (20 to live) there for over twenty years. First time I (21 to see) him, I (22 to walk) in and he was just standing there. And I was like, damn! - I have a ghost living at my apartment. He (23 to bother / not) me as much. - I don’t think I’ (24 ever / to see) a ghost, but I definitely feel ghosts and paranormal energy around us. - I (25 to have) sleep paralysis and (26 to see) a giant black figure standing in the corner. I was just like, this is not ideal. - My grandfather (27 to pass) and I (28 to know / not) yet, but I dreamt of him, and in my dream, he was telling me goodbye. And then the next day I (29 to wake) up, and he had passed. So I feel like he just (30 to come) to say goodbye. - I guess I (31 to see) a ghost on video. My daughter (32 to set) up a camera in her grandmother’s house. And in the middle of the night, I literally saw legs. It was like munchkin feet. It (33 to be) just very strange.
Complete the creepy story starters with full sentences. You can add your own words as well. Use the past simple or past continuous correctly. Story 1
VA
1 When I was in the 4th grade
2 I went through a phase where
3 Every single night
. (to sleep / door open) .
(every night / to wake up / between 3:00 and 4:00 a.m.) . (to hear / footsteps / to walk around / hallway)
4
©
5 But one night
. (to stop / doorway / to turn around / to go back / basement) . (to stop / not)
6
.
(to see / shadow / girl / to look / to walk away)
7
Story 2
one hundred and four
104
. (to sleep / door closed / next night)
1 It was 6 a.m. January 2017.
UNIT 2:
SPOOKTACULAR
. (to freeze / to rain)
2
. (to run / main road / car / lights / to flash)
3
.
(to jog along / suddenly / to feel / bump / head)
4 (to look up / to see): the blade of his bloody, rusty knife glistening in the rain … Checklist: writing a story in the past
Yes
I think so
No
IN
1 Content and structure • I used all the words given between brackets. • My sentences are logical and well-structured.
2 Language • I formed the past simple and past continuous correctly. • I used the past simple and past continuous correctly. • I used correct spelling and punctuation. Feedback
Next exercise 5
< 12
≥ 12
N
Score
+ ex. 7
Check 2, p. 108
Describe a scary experience you had in the past.
WRITING
VA
a Preparation: write about ten sentences about the experience. Think about where it was, who was with you, what you were doing at the time, what happened next, etc.
©
b Action: tell your scary experience to a partner. Use the past simple and past continuous correctly. Make sure you tell the story. Don’t just read it!
UNIT 2
SPEAKING
SPOOKTACULAR
one hundred and five
105
c Reflection: ask your partner to fill in the peer evaluation below while you are telling the story. Then check the feedback: do you agree with it? Then take turns. Checklist: describing scary past experiences
Yes
I think so
No
1 Content and structure • My partner clearly described a scary past experience. • My partner’s story is at least ten sentences long. • My partner spoke fluently and didn’t read from the paper.
Feedback
D
Next exercise
ex. 4
C
Check 2, p. 108
N
6
Score
IN
2 Language • My partner formed the past simple and past continuous correctly. • My partner used the past simple and past continuous correctly in a sentence. • My partner’s pronunciation is good.
Read the scary story ‘The Accident’ and fill in the correct form of the past simple or past continuous. It (1 to be – past simple) 1 a.m. and Guy Halverson (2 to sit – past continuous) in his dark living room. He hadn’t moved for over an hour. The
VA
accident earlier that evening (3 to keep - past simple) playing over and over in his mind. The light (4 to turn – past simple) red, but he (5 to hurry – past simple) and (6 to accelerate – past simple). An orange
blur (7 to come – past simple) from his right, and in a split second there (8 to be – past simple) a violent jolt, then the cyclist
(9 to roll – past simple) across his hood and (10 to fall – past simple) out of sight on the pavement. Horns (11 to blare – past simple) angrily and he (12 to panic – past simple), stepping on the gas and screeching away from the chaos into the darkness. Totally shaken, he (13 to keep – past continuous)
©
an eye on his rearview mirror until he (14 to get – past simple) home. Why (15 you to run – past simple), you idiot? He’d never committed a
crime before this and punished himself by imagining years in jail, his future gone. Why not just go to the police right now? You can afford a lawyer. Then someone (16 to tap – past simple) on the front door and his world suddenly (17 to crumble – past simple) away beneath him. They (18 to find – past simple) me. There was nothing he could do but
one hundred and six
106
answer it. His body (19 to tremble – past continuous) as he (20 to get up – past simple), (21 to go – past simple) to the door and (22 to open – past simple) it. A police officer
UNIT 2:
SPOOKTACULAR
(23 to stand – past simple) under the porch light. “Mr. Halverson?” (24 to ask – past simple) the grim officer. He (25 to let out – past simple) out a defeated sigh. “Yes. Let me …” “I am terribly sorry, but I’m afraid I have some bad news. Your son’s bike was struck by a hit-and-run driver this evening. He (26 to die – past simple) at the scene. I’m very sorry for your loss.” Source: www.scoopwhoop.com
Score
< 18
Next exercise
Check 2, p. 108
IN
7
≥ 18
Read these fragments taken from online scary stories. Fill in the correct form of the past simple or past continuous. a The doctor (1 to pull) the stethoscope ear tips out and
(2 to hang) the device around his neck. ”Mr. Weatherby, all of your tests have come back
negative and my examination shows nothing abnormal.” Adam (3 to know) what (4 to come) next. ”I’m not crazy, Doctor.” ”I’m sorry, but there is no physical reason for why you occasionally lose control of your hands. A psychologist can
N
help ...” ”I don’t need therapy. I need answers. They seem to have a life all their own. I can’t hold a job. I’m under investigation for assault. I almost (5 to kill) my neighbour. (Hands by minnboy)
b I don’t know why I (6 to look up), but when I (7 to do) I (8 to see) him there. He (9 to stand) against my
VA
window. His forehead (10 to rest) against the glass, and his eyes were still and light and he (11 to smile) a lipstick-red, cartoonish grin. (He Stood Against My Window by sabethook)
c Last night a friend (12 to rush) me out of the house to catch the opening act at a local bar’s music night. After a few drinks I (13 to realize)
my phone (14 not to be) in my pocket. I (15 to check) the table we (16 to sit) at, the bar, the bathrooms, and after no luck
I (17 to use) my friend’s phone to call mine. After two rings someone
©
(18 to answer), (19 to give out) a low raspy giggle, and (20 to hang up). They (21 not to answer) again. I eventually (22 to give) it up as a lost cause and
(23 to head) home. I (24 to find) my phone lying on my night stand, right where I (25 to leave) it. (So I lost my phone ... by Lynxx)
Score Next exercise
< 15
one hundred and seven
Source: www.scoopwhoop.com
≥ 15 Check 2
UNIT 2
SPOOKTACULAR
107
Check 2 1
Using typical mystery and horror words
Find the magic number in the magic square. a Match each word from Part 1 with its correct definition from Part 2. Write the number in the magic square’s appropriate box. If your answers are correct, all rows, columns, and the two diagonals will add up to the same number. Watch out: five words cannot be matched. Part 1 eerie: 168 alley: 159 cemetery: 166 treacherous: 170 run-down: 167 lurking: 165 abandoned: 172
Part 2
grim reaper: 160 diffused: 157 slithering: 161 yelling: 176 coffin: 162 skulls: 177 cobwebs: 164
IN
corpse: 163 haunted: 173 hovering: 158 vanish: 175 bogeyman: 174 startled: 171 whispering: 169
A The little boy didn’t dare to look under his bed, convinced that the would be there waiting for him to fall asleep.
B When you die, some people believe it means the
back to the swamp it had come from.
N
C The girl could barely see the snake
had you on his list.
D When he spoke, the sound of his voice her. E The coroner examined the 20-year-old that had been remarkably well preserved.
VA
F She heard something like a soft in her ear. G From out of the deep dark woods came the voice of a man singing in a cracked, voice.
H I always visit the local I
when I’m on holiday. I love the creepy vibe there.
Our family stayed in a hotel during our visit to Baton Rouge:
bathrooms with cracked ceilings, worn-out tiles and a mouldy smell.
J He could sense something evil was from the dark. K Coraline had to force her way through the narrow hallway covered in thick layers of dust and . It was clear that nobody had been in that room for ages.
©
L The road leading up to the old house was . You had to watch your step or you risked sliding down the steep cliffs.
M The vampire crawled out of his , ready for another night of blood-sucking pleasure.
N Have you ever visited an house at night? Would you dare to go there by yourself?
one hundred and eight
O Our old family home was definitely . It could sense a strange
108
presence all the time. P I prefer to take the long walk home. Anything to avoid having to walk through that dark after school.
UNIT 2:
SPOOKTACULAR
Magic square A=
B=
E=
F=
I= M=
H=
K=
N=
D=
G=
J=
C=
L=
O=
P=
IN
The magic number is: Score:
/ 16
b Make good (and creative!) sentences with the five words you could not use in the magic square.
WRITING
Score: Score
/ 5
< 13
13 – 17
> 17
ex. 2
ex. 3
ex. 5
VA
Next exercise
N
Vocabulary from A to Z. Write down as many words as you can remember from this unit. Try to find words for each letter of the alphabet listed below. A-Z A
B C
D
©
2
E F
G
H I
one hundred and nine
K L M N UNIT 2
SPOOKTACULAR
109
P R S T U V W Y
3
Score
< 35 words
Next exercise
ex. 4
IN
Z
≥ 35 words
Check 3, p. 113
Find the typical ’horror’ vocabulary.
VA
N
a What do you see in the picture? The first and the last letter have been given to help you get started. The number of dots indicates the number of letters.
g . . . . . . .d / c . . . . . . y
h . . . . . . l m . . . . e
one hundred and ten
110
to l . . k Score:
UNIT 2:
SPOOKTACULAR
s . . . . s and b . . . s
©
G . . m R . . . . r
d...n
to c . . . e / 10
c....n
h . . . . . d house
a...c
WRITING
b Choose five of the words and write a coherent paragraph with them. - Preparation: highlight the words you want to use. Revise the past simple and past continuous if necessary (see Summary, p. 88-90). - Action: write your paragraph here. Write about 50 words.
IN
VA
N
- Reflection: reflect on your writing by filling in the checklist.
Checklist: writing a spooky paragraph
Yes
I think so
No
1 Content and structure • My paragraph shows I understand the words. • My paragraph is logical.
©
2 Language • My sentences are well structured. • I used the (past) tenses correctly. • I used correct words. • I used correct spelling and punctuation.
Score:
/ 10
Score
< 10
≥ 10
Next exercise
ex. 4
Check 3, p. 113
one hundred and eleven
Feedback
UNIT 2
SPOOKTACULAR
111
Find the 15 scary words that are described below. First, try to find the word just by looking at the description/definition. If necessary, look for the words in the word search below. 1 deserted, empty
2 an imaginary evil spirit, used to frighten children
3 a room below ground level in a house
4 a dead body
5 spooky, scary (synonym)
6 spooky, scary (synonym)
7 a place where dead people are buried
IN
4
8 an imaginary character who represents death
9 the light of the moon
10 partial or total absence of light
11 to scream with a high-pitched voice
12 a large, flat inscribed stone standing or laid over a grave
13 very afraid
14 to disappear
N
15 the hairs on your skin stand up so that it is covered with tiny bumps
L D M C T E R R I F I E D I E
D S O O W T B R M M A V C H A
A G O R T Q J J U A G K I W H
R R N P G O U C A L F X V T A
K I L S V R M B Z C U C A G B
N M I E J H A B I K R P N O O
E R G X U N G V S E I L I O G
©
VA
Z M N U P C E L L A R F V G I
Score
< 10
Next exercise
one hundred and twelve
112
UNIT 2:
SPOOKTACULAR
S E H R D C P P E T B N S S E
S A T O S P O P R Y O V H E Y
J P N B H H Y H I I A N Y B M
≥ 10 Check 3, p. 113
Q E W B R G S D V X K R E U A
D R N F I E C E E R I E D M N
X F C I E Q J G O L J L Q P O
P N C U K W K N Z S J V V S F
5
WRITING
Make your own crossword puzzle. a Preparation: check the vocabulary in the Summary on p. 90-95 and choose at least ten words to add to your crossword puzzle. Choose verbs, nouns and adjectives. b Action: make your puzzle. Follow these steps. – Write clues for the words you chose on a piece of paper. – Draw your solved puzzle on a piece of paper. – Write down the clues ’down’ and ’across’ below. – Draw your puzzle on another piece of paper. – Pass on your page to a partner who will try to solve your puzzle.
Checklist: crossword puzzle
IN
c Reflection: check your task by filling in this checklist. Was your partner able to solve the puzzle? Yes
I think so
No
1 Content and structure • My clues clearly describe the word. • Each clue refers to the correct word/part of speech (a noun for a noun, a verb for a verb, an adjective for an adjective). • I wrote creative sentences or good definitions.
N
2 Language • The sentences in my clues are well-structured. • I used correct basic grammar. • I used correct words. • I used correct spelling and punctuation.
VA
Feedback
Score
D
C
Next exercise
ex. 4
Check 3
Check 3
Retell a scary story. First listen to the scary story. Student A listens to story A, student B listens to story B.
©
a Preparation: look at the listening table below. Write down keywords in the table while listening. Use the table to write a rough draft of what you will say. When does the story take place?
Where does the story take place?
listening
one hundred and thirteen
1
Retelling and writing creepy stories
UNIT 2
SPOOKTACULAR
113
Who are the main characters?
What happened?
IN
N
How does it end?
VA
b Action: work with a partner. You will both get a new listening table. Retell the story to a classmate who listened to another scary story. Can they fill in the listening table? Compare your tables. c Reflection: check your task by filling in the checklist below.
©
Checklist: retelling a scary story
one hundred and fourteen
1 Content and structure • I told the story in a logical order. • I could keep track of the events. • All the answers to the WH-questions from the table were used in the story. • My partner could fill in the same information in the table.
114
UNIT 2:
SPOOKTACULAR
Yes
I think so
No
What my partner says
SPEAKING
2 Language • I formed correct sentences. • I used the past tenses correctly. • The story was told fluently. • I paid attention to my pronunciation. Feedback What my partner did really well is: What my partner could work on is:
2
Score
more
Next exercise
ex. 4
or ? than
Write the next paragraph of a scary story.
IN
at least 5
only 1 ? or
ex. 2
ex. 5
WRITING
a Preparation: choose a story starter and brainstorm words that could be used in your paragraph. Story starters:
VA
N
A I had never seen a ghost. But like they say, there is a first time for everything. B Wandering through the graveyard it felt like something was watching me. C The phone rang. ‘Hello,’ I said, ‘Hello.’ No one was there. I hung up. All the lights went out ... D I pushed open the old creaky door and looked inside. E My next door neighbours, the Johnsons, were all sleeping in their coffins when I climbed the fence to get the ball. F I couldn’t sleep. I was tossing and turning for hours, but my mind kept racing. G Then I noticed the man in my rear-view mirror.
Source: www.literacyshed.com
Brainstorm:
©
CREEPY WORDS
c Reflection: check your story by filling in the checklist. Give your text to a partner who will read it and give you some feedback too. Did you manage to scare them? Give your text to the teacher who will also give feedback.
UNIT 2
SPOOKTACULAR
one hundred and fifteen
b Action: write the next 100-150 words of this story. Use past tenses in your text correctly. Try to use the creepy words from your brainstorm session as well. Write your story on a separate piece of paper.
115
Checklist: writing a scary story
Yes
I think so
No
1 Content and structure • My paragraph has a spooky atmosphere. • I wrote at least 100-150 words. • My story is well-structured. • My story is interesting to read. 2 Language • I used the past tenses correctly. • I used correct basic grammar. • I used correct words. • I used correct spelling and punctuation.
IN
3 Strategies • I used a dictionary when needed and used it correctly. • I prepared my text well (e.g. brainstormed words). • I checked and reread my text when I was finished. Feedback
<7
≥7
Next exercise
ex. 4
All done!
N
3
Score
Retell the story ‘Lock Your Doors at Night!’
listening
a Preparation: while listening to the podcast, mark the words you hear. handle began turning
basement
bad habit
something
porch
cried for help
second key
dark graveyard
video camera
ghost
scratching at the door
red eyes
heart stopped
strange sounds
terrified
peephole
from the kitchen dark rags
loud bang
getting over the shock
sick to my stomach
unlocked
unnaturally long fingers
Score:
/ 15
VA
front door
staring at me
©
b Action: retell the story to your teacher. Use the keywords. Write out a short draft first, if necessary.
one hundred and sixteen
116
UNIT 2:
SPOOKTACULAR
SPEAKING
c Reflection: check your task by filling in the checklist. Checklist: retelling a scary story
Yes
I think so
No
1 Content and structure • The story was told in logical order. • I used all the (correct!) keywords from the table in the story. 2 Language • I formed correct sentences. • I used the past tenses correctly. • I told the story fluently. • I minded my pronunciation.
Score:
/ 10
Score
< 18
Next exercise
≥ 18
All done!
Read the story ‘Yeeeeeeees?’. Some sentences have been left out. Complete the text by putting the number in the correct gap.
READING
N
4
IN
Feedback
1 One early evening when I came home, the house was still dark.
2 I called her again as I climbed the stairs to see which room she was in, and again got the same “Yeeeeees?” reply.
VA
3 I jumped back, startled and ran down the stairs to her, but as I glanced back from the top of the stairs, the door to the room slowly opened a crack. 4 When I was a child, my family moved to a big old two-storey house, with big empty rooms and creaking floorboards.
5 I felt uneasy, but I figured that was only natural so I rushed forward to see my mum, knowing that her presence would calm my fears, as a mother’s presence always does.
Missing sentence nr. . Both my parents worked so I was often alone when I came home from school.
©
Missing sentence nr. . I called out, “Mum?” and heard her sing song voice say “Yeeeeees?” from upstairs. Missing sentence nr. . We were decorating at the time, and I didn’t know my way around the maze of rooms but she was in one of the far ones, right down the hall.
Missing sentence nr. . For a brief moment, I saw something strange in there, and I don’t know what it was, but it was staring at me. Score Next exercise
<4
≥4 ex. 3
UNIT 2
SPOOKTACULAR
one hundred and seventeen
Missing sentence nr. . Just as I reached for the handle of the door to let myself in to the room I heard the front door downstairs open and my mother call “Sweetie, are you home?” in a cheery voice.
117
5
Complete a scene from the graphic novel The Graveyard Book, Volume I by Neil Gaiman.
WRITING
a Preparation: read the information about The Graveyard Book so you know the context of the book. Look at the excerpt from the graphic novel and write down some keywords that come to mind.
Adapted from www.goodreads.com
IN
THE GRAVEYARD BOOK - NEIL GAIMAN After the shocking murder of his entire family, a toddler ends up in a graveyard where the ghosts and other supernatural residents agree to raise him as one of their own. Nobody Owens, known to his friends as Bod, is a normal boy. He would be completely normal if he didn’t live in a graveyard, being raised and educated by ghosts, with a lonely guardian (Silas) who belongs to neither the world of the living nor of the dead. There are dangers and adventures in the graveyard for a boy. But if Bod leaves the graveyard, he will come under attack from the man Jack – who has already killed Bod’s family. One day, Bod makes a human friend, the intelligent Scarlett, who assumes Bod must be imaginary because her parents tell her so.
N
b Action: fill in the captions and the speech bubbles. Use past tenses in the captions. You can use present tenses in the speech bubbles. Try to create an eerie atmosphere. Number the speech bubbles and captions. Write down your sentences below.
VA
©
one hundred and eighteen
118
UNIT 2:
SPOOKTACULAR
UNIT 2
SPOOKTACULAR
119
one hundred and nineteen
VA
© N IN
IN N VA
© one hundred and twenty
120
UNIT 2:
SPOOKTACULAR
IN N VA one hundred and twenty-one
© © Neil Gaiman/Chris Riddell, 2009, The Graveyard Book, Bloomsbury Publishing Plc
UNIT 2
SPOOKTACULAR
121
c Reflection: check your scene by filling in the checklist. Then share the scene with a partner or the class. Give your text to the teacher who will give you some feedback too. Checklist: writing a scene in a graphic novel
Yes
I think so
No
1 Content and structure • There is a spooky atmosphere in my scene. • I completed each speech bubble and caption.
Feedback
< 11
Next exercise
ex. 3
≥ 11
All done!
©
VA
N
Score
IN
2 Language • I used the correct past tenses in the captions. • I used the correct present tenses in the speech bubbles. • I used correct basic grammar. • I used correct words. • I used correct spelling and punctuation.
one hundred and twenty-two
122
UNIT 2:
SPOOKTACULAR
CHECK OUT: TELLING OR WRITING A SCARY STORY 1 / Telling a scary story Orientation You are going to listen to a scary story podcast and retell the story by recording your own podcast.
1
Prepare yourself.
IN
Preparation a Check the strategy in the Summary on how to listen more effectively, p. 97.
b Note down key words while listening by answering the questions in the table. c Write some extra notes if necessary. When does the story take place?
listening
N
Where does the story take place?
VA
Who are the main characters?
one hundred and twenty-three
©
What happened?
UNIT 2
SPOOKTACULAR
123
How does it end?
IN
d Decide what app you will use to record your podcast. Make sure to test it before you start.
Action
Use your preparation to record your own podcast.
3
Send it to the teacher.
Reflection 4
N
2
Reflect on your task by filling in the checklist. Checklist: retelling a scary story
VA
1 Listening • I was able to mark all the correct key words. • I was able to keep track of the story. • I was able to select relevant information from the text. • I was able to derive the meaning of unknown words from context. • I remained focused even when I didn’t understand everything. 2 Speaking: content and structure • I told the story in logical order. • I used all the keywords used in the story. • There was a spooky atmosphere in my podcast.
©
3 Speaking: language • I formed correct sentences. • I used the past tenses correctly. • I told the story fluently (but it did not appear ’read’!). • I paid attention to my pronunciation. Feedback
one hundred and twenty-four
124
UNIT 2:
SPEAKING
SPOOKTACULAR
Yes
I think so
No
2 / Writing a scary story Orientation You are going to write a complete scary story, a horror story, if you will.
Preparation 1
Make sure you are prepared. a Whenever you see this hand pick words from the bags: villains – scary locations – details (verbs – nouns – adjectives – feelings – scary sounds).
IN
b Fill out these words on your hand-outs. Short notes are enough. You will have to put them in your story somehow. c You can choose to change cards, but only once and a maximum of two cards. d Answer the WH-questions to prepare your writing. What will happen in your story? What?
Who?
N
Who is the main character? Is it you? A fictional person?
Who is the villain of the story?
VA
Where does the story take place?
Where?
When does it all take place? (Halloween, at 3 o’clock in the morning …)
When?
©
Why did the main character end up in the scary situation?
one hundred and twenty-five
Why?
UNIT 2
SPOOKTACULAR
125
Which details will be in your story? Pick a card from the five details bags: verbs, nouns, descriptive adjectives, feelings, scary sounds.
Which?
How?
IN
How does the story end? Will the problems be resolved or will the story have an open ending? Make up a surprise ending. Good stories shock the reader.
Action 2
WRITING
Write your story on a separate piece of paper.
a Use the past simple and past continuous in your text. Mind the irregular verbs.
N
b Write your story in full. Write at least 200 words. c Come up with a good, catchy title for your story.
Reflection 3
Before handing in your text, check your story by filling in the checklist.
VA
Checklist: writing a scary story
1 Content and structure • My story has a spooky atmosphere. • I wrote at least 200 words. • I put in all the words from the different bags (7 in total) and underlined them in my text. • My story is well-structured (varied sentences, paragraphs etc.). • My story is interesting to read. • My story has a fitting, catchy title.
©
2 Language • I used the past tenses correctly. • I used correct basic grammar. • I used correct words. • I used correct spelling and punctuation.
one hundred and twenty-six
3 Strategies • I used a dictionary when needed and used it correctly. • I prepared my text well: I filled in the preparation table. • I checked and reread my text when I was finished.
126
Feedback
Trace your steps on diddit.
UNIT 2:
SPOOKTACULAR
Yes
I think so
No
UNIT 3: PIMP THAT ROOM! check in
IN
main track
Step 1: describing where things are in your room
VA
N
Step 3: giving a presentation
Step 2: giving your opinion about colour and design
summary
©
trace your steps
on different tracks
check out: pimp that room!
CHECK IN Why teenagers need space 1
Read the article about why teenagers need space and answer the questions.
READING
a Link a correct subtitle to each paragraph. Choose from: Giving space – Independence – Privacy – Trust b Who is the target audience of this text?
IN
WHY TEENAGERS NEED SPACE
like using technology, spending time with friends or choosing leisure activities, let your teen know you trust their judgment. Of course, it’s a two-way street – your teen must earn your trust before you give it freely, and it can be taken away when they take advantage of their new-found freedom inappropriately.
VA
10
N
5
Sometimes, giving your teen space is inevitable – especially when it’s requested in the form of a slammed bedroom door. But our teens’ need for a little space stems from their development from teen into young adult and eventually, fully-functioning adult. While it might be hard to step back, giving space within healthy parameters can actually help our teens become more mature and fortify your parent-child relationship.
15
©
20
While you might wish your teen would stay your baby forever, they’re growing up. By giving them some space, whether it’s in a room or when making important decisions on their own, you help to foster the sense of identity and independence they will eventually need to transition into adulthood. When you hover or force your teen to make certain decisions, you remove that sense of independence, instead promoting dependence on you for everything. Let your teen have the space and autonomy to make decisions, but also to face the consequences of their actions.
25
one hundred and twenty-eight
128
35
40
45
30
When you spy on your teen, you send a clear message: I don’t trust you. Giving your teen a little space when it comes to things
UNIT 3:
PIMP THAT ROOM!
50
Your teen craves privacy from time to time, and it’s not always linked to poor behaviour. Your teen experiences a natural pull away from you as a parent. In an article for Psychology Today, psychotherapist Elizabeth Donovan notes that privacy should be a privilege in your home, based on the basis of consistency, responsibility and integrity. When your teen exhibits all three, they can enjoy some privacy – that ability to pick and choose what they want to tell you as their parent.
55
60
As a parent, the amount of space you give your teen should be calculated based Adapted from https://healthfully.com
IN
65
upon their past decisions and your level of trust. Giving your teen space doesn’t mean ignoring them, but rather respecting their right to privacy, having a space of their own and choosing not to tell you something if they don’t want to. Still, maintaining an open, communicative relationship builds a foundation for mutual trust. The stronger this foundation, the more comfortably you can give your teen some space without completely giving their free rein. By remaining a guiding force for your teen, you can give them a little help without the risk of them taking advantage of their new independence.
VA
N
to fortify: to strengthen or to grow stronger to foster: to encourage to hover: to stay too close autonomy: the ability to make your own decisions without being controlled by anyone else inappropriately: in a way that is unsuitable, or wrong in a particular situation a privilege: a right or an advantage consistency: the quality of always behaving or performing in a similar way integrity: the quality of being honest and having strong moral principles mutual: doing the same thing to or for each other free rein: the freedom to do, say, or feel what you want
Discuss the questions.
SPOKEN INTERACTION
a Which parameter is the most important to you? b Do you have your own room/space at home?
c Is there anything you would like to tell your parent(s)/guardian(s) about a teenager’s need for ‘space’?
one hundred and twenty-nine
©
2
UNIT 3
PIMP THAT ROOM!
129
MAIN TRACK Step 1
My room, my home, my world
Describing where things are in your room
1 / What’s in a room? List objects that belong in a bedroom. Write on a separate piece of paper or use a word cloud app or website. You have three minutes to write as many objects as possible.
2
Look at the photo and connect the numbers to the correct items in the photo.
IN
1
15
13 7
9
14
4
8
6 3
N
10
11
2
5
1
VA
12
3
a rug
a footboard
a headboard
a picture
a chest of drawers
a mattress
a wardrobe
a lamp
a duvet (a duvet cover)
a blanket
a bedside table
a wall
a window
a double bed
a pillow (a pillow case)
What is the correct name for each number in the photo? 1
©
2
4
3
1
4
3
5 6 7
one hundred and thirty
130
8 9
UNIT 3:
PIMP THAT ROOM!
2
6
8 5
9 7
WATCHING
4 Watch the room tour and indicate the items you see. Add three more items of your own. a pillow
a wardrobe
a rug
a bedside table
a shelf
a lamp
2 / Where’s your stuff? 1
SPEAKING
Discuss with a partner what furniture and accessories you have in your bedroom.
IN
5
a bed
listening
Listen to Neil Gaiman reading an extract from the book The Dark. Answer the questions by completing the sentences. 1 What is Lazlo afraid of? He is afraid
.
2 Where does the Dark live? It lives
as Lazlo.
N
3 Where did the Dark sometimes hide? It sometimes hid or
.
4 Where did the Dark spend most of its time? It spent most of its time
.
5 When does the Dark go out?
.
VA
It goes out
6 Where does it go then? It spreads
of Lazlo’s house.
7 What does Lazlo do every morning? He visits the Dark every morning
.
8 Why does he do that?
He hopes that if he visits the Dark , the Dark would never come
Look at the phrases you filled in in exercise 1.
©
2
.
a With what type of word does every phrase you filled in start?
b
Which of those words indicate a place or a location? Write them down here.
Write down other prepositions that you know that indicate place.
one hundred and thirty-one
c
UNIT 3
PIMP THAT ROOM!
131
d Write the correct prepositions of place under the drawings. Choose from the list. above – against – among – at – behind – below – beside – between – by – in – in front of – inside – near – next to – on – on top of – opposite – outside – to the left of / on the left – to the right of / on the right – under
VA
IN
N
©
one hundred and thirty-two
132
UNIT 3:
PIMP THAT ROOM!
3
In the sentence ‘The Dark would never come to this room’ the preposition ‘to’ indicates something a little bit different than ‘place’. a What does it indicate? b Write the correct prepositions of movement under the drawings. Choose from the list.
©
Choose the correct prepositions of movement to fill in these sentences. 1 We jumped
the swimming pool at the same time.
2 Dave! Can’t you read the sign? You have to get 3 The cat jumped
my room!
the bed and didn’t want to get
4 Ugh, my brother is such a slob. You have to navigate other clothes to get
the door
it anymore.
a pile of dirty socks and
his desk.
5 I didn’t see the dog lying on my bedroom floor and tripped right it!
UNIT 3
PIMP THAT ROOM!
one hundred and thirty-three
4
VA
N
IN
across – along – down – from ... to … – into – off – onto – out of – over – past – through – towards – up
133
5
Spot the differences and complete the sentences with the correct preposition of place.
VA
2
N
IN
1
©
In the second picture …
1 there is no guitar
the wall.
2 There is no clock the wall.
3 There is a huge poster the wall. 4
5 There is a teddy bear the bookcase.
one hundred and thirty-four
134
the poster there is a lamp.
6 There is no chair the bed and the desk. 7 The rug is still
the box.
8 The magazines are now the bed.
UNIT 3:
PIMP THAT ROOM!
6
WRITING
Write a paragraph (of about 50 words) in which you describe where things are. a Preparation: look at the photo and locate the following items: lamp – pillow – plant – purple notebook – single bed
N
IN
b Action: write a paragraph explaining the location of the five items, and then add about five more items to the photo. You can check the prepositions of place and movement in the Summary on p. 154-155.
e.g. There is a rug on the floor.
VA
c Reflection: check your text by filling in the checklist.
©
Checklist: bedroom description
Yes
I think so
No
1 Content • I wrote about 50 words. • I described where at least ten things are.
one hundred and thirty-five
2 Language • I used the words to describe the items correctly. • I used the prepositions of place correctly. • I used grammatical structures correctly. • I used correct spelling and punctuation. Feedback
UNIT 3
PIMP THAT ROOM!
135
7
Work with a partner. You will get a floor plan of a bedroom.
SPOKEN INTERACTION
a Describe where the following items are: the bed, night stand and chest of drawers. You can check the prepositions of place and movement in the Summary on p. 154-155. b Talk about two more items of your choice. c Listen to your partner and draw where those items are.
CHECK 1, p. 165
How to redecorate a room
N
Step 2
IN
d Afterwards switch roles.
Giving your opinion about colour and design
1 / A rainbow vision
reading
Take the colour quiz and find out what colour you are.
VA
1
a Write down the conclusion of the quiz and whether you agree with it. The quiz says that my colour is
.
I agree / disagree with this because
©
b Form groups and discuss your result.
2
Watch the video about colour. Answer the questions. a What type of video is this? informative: it gives you information narrative: it tells a story prescriptive: it tells you what to do
one hundred and thirty-six
136
b What is colour theory?
UNIT 3:
PIMP THAT ROOM!
watching
c Look at the following colour wheel and write which colours are primary, secondary and tertiary. yellow
yellow orange
yellow green
orange
green
red orange
red
blue
IN
blue green
red violet
blue violet
Primary colours:
violet
N
Secondary colours: Tertiary colours:
VA
d What do the following words mean? - hue:
- saturation: - value:
one hundred and thirty-seven
©
e Write the correct term under each picture.
UNIT 3
PIMP THAT ROOM!
137
Look at the colour wheel and draw the six different formulas given in the video on how to choose colours.
N
IN
f
g There are a few classic dos and don’ts when it comes to colour. Are the following suggestions true or false? Statement
True
False
1 Make it really vibrate (strong, vivid).
VA
2 Use saturation properly. 3 Tone the colour down.
4 Readability is not important.
5 It should be easy on the eyes.
6 You should pay attention to the meaning of colours.
h Where can you find ideas for colour schemes?
©
Look at the chart and say the COLOUR not the word.
one hundred and thirty-eight
138
YELLOW BLUE ORANGE BLACK RED GREEN PURPLE YELLOW RED ORANGE GREEN BLACK BLUE RED PURPLE GREEN BLUE ORANGE
Left-right conflict: your right brain tries to say the colour but your left brain insists on reading the word.
UNIT 3:
PIMP THAT ROOM!
3
Colourful idioms are everywhere! a Complete the idioms in the sentences with the correct colour. If you are unsure, consult a(n online) dictionary. Choose from: –
–
–
–
–
–
1 That storm came out of the and I didn’t have an umbrella! 2 Katie was
with envy when she saw you got a new car for your birthday.
3 The issue of allowing mobile phones in the classroom is a
area right now,
it could go either way.
5 My mother has a
IN
4 Ludo was caught -handed while stealing those candy bars. thumb, she can make anything grow!
6 Rachel is the sheep in the family because she left school without a degree, unlike her brothers and sisters. 7 Once in a
moon you will see that mean professor smile.
8 I took the -eye from California to New York last night and now I am exhausted. that you called on her birthday!
N
9 Your grandma was tickled
10 I didn’t like her dress, but I told a b
lie because I didn’t want to offend her.
Add the correct colour idiom for each explanation.
Explanation
Colour idiom
VA
1 a small lie that is told to be polite or avoid hurting someone’s feelings 2 a late night flight that arrives early in the morning
3 to be skilled at gardening
4 very jealous, envious
5 something that is unclear, undefined
6 to be caught in the act of doing something
©
7 the outcast, the odd one out, unlike the others 8 extremely pleased
9 very rarely 10 randomly, without warning, surprisingly
Colours from specific brands and products always get special names. Search the Internet to find original colour names. a Collect at least five different items with their colour name. e.g. Russian Navy as a type of blue, Glitzerland for a type of gold … b Compare your items’ colour with a partner and discuss where the colour’s name might come from.
UNIT 3
PIMP THAT ROOM!
READING one hundred and thirty-nine
4
139
5
Go to the website your teacher gives you. Create your personal colour palette and save it. Make sure you have at least four colours and give them a new colour name. Explain why you chose these names.
speaking
2 / Before and after 1
Watch Jaylen Harris’s room tour. Answer the following questions.
watching
a What is the colour theme of his room? What is special about his bed? c
Are the following items in his room? Yes 1 a bed 2 curtains 3 a chalk wall 4 a clock
IN
b
No
5 a walk-in wardrobe 7 a pillow
N
6 bedside tables 8 a ceiling fan light d
Name at least five other items that you see in his room.
VA
2
Watch the ’before and after’ video.
a Check the item you will focus on and describe what has changed. Colours
- before:
©
- after:
Decorations - before: - after:
Furniture
one hundred and forty
- before:
140
- after:
UNIT 3:
PIMP THAT ROOM!
WATCHING
b
3
Discuss the results. 1 Sit with someone who focused on the same item and compare your answers. 2 Sit with two people who focused on the other items so you get the complete picture. 3 Do you like the result? Why (not)?
SPOKEN INTERACTION
Have you ever thought about what steps you have to take to redecorate a bedroom?
READING
a Read the text and answer the questions. 1 What is important about the style of the room?
IN
2 What are the three steps to think about when you want to redecorate your bedroom? 1 2 3
3 What should the colour of the room be and why?
N
4 Which colours should you avoid and why?
5 What does the text say about accessories?
VA
How is it said in the text?
1 It should be a sign of what you like.
2 It doesn’t have to cost a lot.
3 Stay away from bright colours.
©
b
4 They make the room lively.
5 Accessories make the theme stronger.
one hundred and forty-one
6 Accessories must go together with the theme. 7 The items are not too expensive.
UNIT 3
PIMP THAT ROOM!
141
Steps
5
Your bedroom is surely the most personal relaxing room of your house. It is where you relax and clear your mind after a long day of working. Therefore your bedroom must be full of comfort and cosiness to surround you with the relaxing atmosphere that you need. Your bedroom style must speak of your personality and reflect your interests and likes. Although renovating your bedroom could be costly we will give you some tips to give a new look to your bedroom even with a tight budget. The first step to take is to determine a
IN
1
for redecorating your bedroom
10 favourite theme for your bedroom. The type
of accessories and furniture will be chosen to resemble that theme in your bedroom. Keep in mind while choosing the theme you wish for your bedroom that it must be a reflection of your personality so you can never get bored of your bedroom theme. For 15 example, if you like nautical things you can choose decorative objects that enhance the nautical feel in your bedroom. Make sure that you choose easy objects to work with so when you come to remodel your bedroom with a different theme in the future, it will be easier for you.
N
20 The second step to take is deciding the colour scheme you want in your bedroom;
VA
different colours enhance different themes. Having the fact that the bedroom is a place for relaxation should refer your mind to a warm colour. Avoid bright colours as they make the room vibrant and cause extreme feelings like anger. Wall papers will 25 give the room a rich look but they are more expensive and more difficult to apply and remove. Instead choose a soothing colour paint for your walls. This still will give you a cool look and interesting result. 30 Finally, choose furniture and accessories
©
for the room to show the character of the room and enhance your chosen theme. Accessories must match and complement the theme of the room. Items like rugs, lighting fixtures and curtains are very affordable items that can easily transform the look of your bedroom. Just changing these items can give your room a whole new 35 look without much expense or having to repaint the walls or even change the furniture set. Adapted from www.interiordesign4.com
one hundred and forty-two
142
UNIT 3:
PIMP THAT ROOM!
nautical: maritime, of the sea soothing: calming
4
WRITING
Look at the ‘before and after’ photos and answer the questions. a Look at room 1. Start by writing down three differences. Think about colours, furniture and accessories. Do you think there is a theme? Room 1 1 At first, the bed was (where?) and there was nothing it, but/and now it is (where?) .
2 In the before picture, the colour(s) of the room was/were
IN
.
In the after picture, the colour(s) is/are 3 Before, (discuss accessories) Now there are
. .
./
N
I think the theme is I’m not sure if there is a theme.
one hundred and forty-three
©
VA
1
UNIT 3
PIMP THAT ROOM!
143
b Form groups and complete the information about room 2 and 3. Use the structure of room 1 for your answers. Room 2 1 Bed: 2 Colours:
IN
3 Accessories: Room 3
2 Colours:
VA
N
1 Bed:
3 Accessories:
2
©
3
one hundred and forty-four
144
UNIT 3:
PIMP THAT ROOM!
c Form groups to give your opinion about the makeovers. You will get a set of opinion phrases. Take a piece of paper and use the phrase in your sentence. Check the strategy on how to express your opinion in the Summary on p. 164. e.g. In my opinion, it’s a good thing that the bed in room 1 is still against the right wall. I believe the colours in the after picture of room 1 are too dark.
SPEAKING
d Use the information from exercises a, b and c to write a fluent paragraph (about 75 words) in WRITING which you give your opinion of the three makeovers. Make sure you mention which makeover you like the most.
IN
N
e Reflect on your writing by filling in this checklist. Afterwards give it to a classmate and read their feedback. Checklist: bedroom description
Yes
I think so
No
VA
1 Content • I wrote about 75 words. • I described the three makeovers and gave my opinion about them. • It is clear which makeover I like the most. 2 Language • I used the words to describe the items correctly (colours, furniture and accessories). • I used the prepositions of place correctly. • I used expressions to give my opinion correctly. • I formed my sentences correctly. • I used correct spelling and punctuation.
©
Feedback classmate
one hundred and forty-five
CHECK 2, p. 171
UNIT 3
PIMP THAT ROOM!
145
Step 3
The big reveal
Giving a presentation
1 / Planning and preparing 1
WATCHING
Watch the video Presentation skills: tips and tricks. a Fill in the missing words in the graphic organizer (plan, perform and reflect). 1 Know your . •
are they?
IN
PLAN
• What do they already ?
• What are their : what do they want to know? 2 Outline your presentation. •
your presentation.
– Tell what you plan to talk about.
– Tell your . – Say what your presentation was about. • Make
or flowchart of your presentation.
N
3 Produce your presentation. • Use .
• : rehearse, rehearse, rehearse. – Control your nerves. – Don’t run overtime.
VA
PERFORM 1 Start with a good opening.
• Be confident. If you are nervous, show
first.
2 Set the . • Be clear.
• Strongest points .
3 Open and close each section with a clear . 4 Inspire and entertain.
• Be !
©
• Don’t be afraid to make . Making your audience smile is
REFLECT
one hundred and forty-six
146
SMART TIPS
the easiest way to success.
After the presentation ask yourself this: • Did I achieve my (= goals)? • Was the audience interested? • How can I ? 1 2 3
UNIT 3:
PIMP THAT ROOM!
b Work with a partner. Come up with three ’smart tips’ you want to share with the class that can help you give better presentations.
SPOKEN INTERACTION
1 2 3 c With the class, agree on the top three tips and add them to the table. 2
READING
Complete the table below. First read these situations and determine who your intended audience is. Then decide what level of expertise they have. Are they ’beginners’ or ’experts’ on the topic?
IN
A You are part of the student council at your school and you have ideas to make your classrooms better.
B You are buddy to a first-year student at your school and you want to show her around at her new school. C You get to present the refurbished wing of the school on your school open day.
D You went to camp and you want to show pictures during the spaghetti night of your youth movement.
1 new student
Situation
beginner expert beginner expert
3 teachers and headmaster/headmistress
beginner expert
VA
2 members of youth movement and their parents
4 potential students and their parents
beginner expert
Work with a partner. Pick one of the four situations in exercise 2 and decide on how you would outline the presentation.
SPOKEN INTERACTION
a Make a sketch or a flow chart on a separate sheet of paper. b What visuals would you include in your presentation?
c Show your sketch or flowchart to another pair of students, and tell them how you would give your presentation.
one hundred and forty-seven
©
3
Level of expertise
N
Audience
UNIT 3
PIMP THAT ROOM!
147
2 / Lights, camera, action
2
WATCHING
IN
Watch these presentation videos and list what went wrong.
-
-
-
-
-
-
-
-
-
N
1
Draw some conclusions from these mistakes. a Divide your advice into dos and don’ts.
VA
DO
have to
can’t
©
Advice
Auxiliary verbs
What do these verbs express?
one hundred and forty-eight
148
DON’T
obligation / prohibition
obligation / prohibition
b Which auxiliary verbs can you use to describe things you have to do when giving a presentation? c Which auxiliary verbs can you use to describe things you can’t do when giving a presentation?
UNIT 3:
PIMP THAT ROOM!
3
Indicate what is appropriate when you give a presentation. Why do you say this?
READING
You have to practise your presentation. You must be prepared. You don’t have to introduce yourself to the audience. You shouldn’t maintain eye contact with the audience. You always have to ask if the audience has any questions. You mustn’t speak too fast or too slow.
You can’t read from your slides.
IN
You must read from your paper.
You need to pace up and down the whole time.
You have to avoid saying ’um’ within a sentence. You should fidget with your hands.
VA
N
You have to be enthusiastic.
Check the sentences in exercise 3 and answer the questions. a Underline the verb forms in every sentence.
b How many verb forms are there in every sentence?
©
4
c Which auxiliary verbs (= helping verbs) are used?
one hundred and forty-nine
d Indicate in exercise 2 whether these verbs express: – an obligation (= how to say when you have to do something); – a prohibition (= how to say that you are not allowed to do something).
e Add the verbs you listed in exercise c to the table in exercise 2.
UNIT 3
PIMP THAT ROOM!
149
5
Complete each sentence in the grammar box with the correct word. can’t – modal auxiliary verbs – must – mustn’t – obligation – prohibition – should – shouldn’t
GRAMMAR
How to express prohibition and obligation
The verbs ’must’, ’should’ and ’can’ are called . They help other verbs and are always followed by the base form of another verb. These verbs have a special meaning. They can be used to express: –
= to say that you are not allowed to do something.
You sit down.
The speaker forbids it.
You read your entire presentation. –
Giving advice.
IN
e.g. You fidget with your hands.
General prohibition.
= to say that you have to do something.
e.g. You ask for help if there is a problem. Giving advice. You listen carefully.
The speaker wants me to.
VA
N
– is a semi-modal auxiliary verb that is also used to express obligation that is based on a rule. e.g. You have to wear protective goggles in a lab.
6
See p. 156-157
Complete the sentences with a correct modal verb from the box. can’t – must – mustn’t – should – shouldn’t
1 Peter
put up posters in his room because the walls have just been painted.
2 Oh dear, does that hurt a lot? I call a doctor?
3 You
drive a car unless you are 18 and have a licence.
4 Are you sure you have the right colour? You 5 ’No, no, no!!! You
©
6 You materials.
check first.
put your fingers in the plug!’
simply start your DIY project! First, you
lay out the
7 Mum was pretty clear: you first read the instructions; you skip a step. 8 That’s very nice, but you
one hundred and fifty
150
UNIT 3:
PIMP THAT ROOM!
put the ladder in front of the door.
7
Give tips to make presentations better next time.
SPOKEN INTERACTION
a Watch the presentations in exercise 1 again and pick one of the speakers. speaker 1
speaker 2
speaker 3
b Write down three tips for your chosen speaker so his presentation will be better next time. Use a different verb structure for each tip. 1 2
3
IN
c Find a partner who has chosen a different speaker and tell them the tips. 8
Watch the 2014 World Champion Speaker Dananjaya Hettiarachchi give some tips about body WATCHING language. a What are the four essential body language tips? Use the imperative form.
N
b Rewrite the tips using different modal auxiliary verbs.
VA
one hundred and fifty-one
©
UNIT 3
PIMP THAT ROOM!
151
3 / Over to you!
STRATEGY
How to give a presentation
1
IN
1 Choose an interesting topic. 2 Plan your presentation and practise: • in front of a mirror • film yourself. 3 Make sure the audience can follow what you are saying: • Use visuals: a video, a PowerPoint or Prezi. • Speak clearly: naturally and loud enough. • Be confident: stand up straight and look at your audience, not your visuals. 4 Reflect and do it all over again. See p. 162-163
Choose one of the following topics and make a short presentation. First prepare yourself by filling in the table. Use the strategy on how to give a presentation (check the Summary on p. 162-163 for more information).
TOPIC
favourite item in my bedroom my two favourite colours
PLAN
N
my two favourite classrooms at school
1 Your audience: think about these questions:
• Who: do they know you or do you need to introduce yourself? • What do they already know about your topic?
VA
• What do they want to know?
2 Outline presentation:
• What do you plan to talk about?
I’m going to talk about (your chosen topic) My (topic) … is/are …
• What is your message about the topic?
My favourite item in my bedroom is … because …. (Explain why this is
important to you.)
©
one hundred and fifty-two
152
UNIT 3:
PIMP THAT ROOM!
My two favourite colours are … and … because … (Explain why those two colours are your favourite.)
SPEAKING
PLAN
My two favourite classrooms are … and … because … (Explain why those two are your favourites. Maybe because of something that happened? The courses you get there? How come?) • Conclude by repeating your message.
IN
In conclusion, I think it is clear that ... Thank you for your attention.
That brings us to the end of my presentation.
I’d like to thank you (all) for your attention and interest.
If anyone has any questions, I’ll do my best to answer them.
If anyone has any questions, please feel free to ask them now. 3 Produce presentation:
• Do you know all the words you need? If not, use the Summary or a dictionary.
N
• Do you know how to pronounce those words? If not, check the pronunciation in an online dictionary.
• Visuals: do you have a photo (maybe on your smartphone)? • Practise: choose a partner to practise with.
VA
My practice partner will be:
PERFORM Over to you!
Sit in a group of four. Each of you will present their topic to the group. • Don’t be afraid! • You planned!
• You practised! • You will rock!
REFLECT
In your group of four, listen to the presentations. You will get a (peer) evaluation
2
WHAT WENT WELL?
HOW CAN I IMPROVE?
Now switch groups and do this again. Use the feedback to improve your presentation.
SPEAKING
CHECK 3, p. 179
UNIT 3
PIMP THAT ROOM!
one hundred and fifty-three
©
form. Use this to give each other feedback.
153
GRAMMAR
SUMMARY HOW TO mention where things are (going)
Prepositions of place and movement
1 Prepositions of place USE
to the left of on the left
©
in
outside
one hundred and fifty-four
154
UNIT 3:
behind
PIMP THAT ROOM!
in front of
to the right of on the right
between
inside
near
on on top of
among
opposite
against
VA
next to beside by
below under
N
above
IN
To say where things are.
2 Prepositions of movement USE To show movement from one place to another.
along
off
N
into
down
out of
VA
over
towards
onto
past
up
one hundred and fifty-five
©
through
from ... to ...
IN
across
UNIT 3
PIMP THAT ROOM!
155
HOW TO express obligation and prohibition
You mustn’t sit.
Expressing modality
Relax, take a deep breath. You can start now.
IN
Yes, you have to stand up to do this!
You need to speak louder.
N
You practised, so you don’t have to be nervous!
1 MODAL AUXILIARY VERBS
FORM
VA
Modal auxiliary verbs are special helping verbs that can express a certain meaning like obligation, permission or prohibition: could, may, should, must and can*. – They have only one form (never add -s, -ed, or -ing!). – They are always followed by the base form of a verb: e.g. You must go to the headmaster! – To form the negative: add ’not’ after the modal verb. e.g. You should not show off. – To form questions: use inversion. Don’t use do/does /did. e.g. Can I borrow a pen?
©
* The same modal can have more than one ’meaning’. e.g. ’can’t’ g for prohibition e.g. You can’t smoke in public places. = You are not allowed to do something. g for inability e.g. I can’t swim. = I am not able to do this.
one hundred and fifty-six
156
UNIT 3:
PIMP THAT ROOM!
USE PROHIBITION = to say that you are not allowed to do something
must
speaker wants it
mustn’t
speaker forbids it
have to
a rule or law that says so or when the circumstances force you to do it
can’t
general prohibition
need to
it is necessary
should
advice
shouldn’t
advice
2 OTHER VERBS
IN
OBLIGATION = to say that you have to do something
FORM
N
have to, need to – followed by the base form of a verb. e.g. You need to go now. – to form negatives and questions: use ’to do’ for ’have to’ and ’need to’. e.g. I do not need to go to the headmaster. e.g. Do I have to go to the headmaster now?
one hundred and fifty-seven
©
VA
Keep in mind: You can use the imperative to show obligation or prohibition: – Obligation: base form of verb e.g. Raise your hand! – Prohibition: don’t + base form of verb e.g. Don’t lean back!
UNIT 3
PIMP THAT ROOM!
157
air conditioner
armchair
double bed
single bed
bunk bed
bed sheets
bedside lamp
VA
N
blanket
IN
VOCABULARY
1 FURNITURE, DECORATION AND ACCESSORIES
bedside table
bookcase
©
chest of drawers
one hundred and fifty-eight
158
UNIT 3:
(alarm) clock
PIMP THAT ROOM!
chandelier
curtains
duvet
dressing table with mirror
ceiling
desk
floor
hanger
mattress
mirror
pillow (case)
office chair
radiator
socket
(light) switch
©
wardrobe
shelf (shelves)
wall
window
pictures, photos, posters, paintings
rug
VA
N
footboard
wall lamp
window sill
one hundred and fifty-nine
houseplant(s)
IN
heating
VOCABULARY
headboard
UNIT 3
PIMP THAT ROOM!
159
VOCABULARY
2 COLOURS COOL COLOURS
WARM COLOURS
yellow green
yellow
green
yellow orange
orange
IN
blue green
blue
red orange
blue violet
red
violet
red violet
VA
N
primary colours
tertiary colours
©
secondary colours
one hundred and sixty
saturation
160
UNIT 3:
value
PIMP THAT ROOM!
hue
3 IDIOMS Explanation
white lie
small lie that is told to be polite or avoid hurting someone’s feelings
to take the red-eye
to take a late night flight that arrives early in the morning
to have a green thumb
to be skilled at gardening
green with envy
very jealous, envious
grey area
something that is unclear, undefined
to be caught red-handed
to be caught in the act of doing something
black sheep
outcast, the odd one out, unlike the others
to be tickled pink
to be extremely pleased
once in a blue moon
very rarely
out of the blue
without warning, surprisingly
to see red
to become angry, quickly
one hundred and sixty-one
©
VA
N
IN
Idiom
UNIT 3
PIMP THAT ROOM!
161
STRATEGY
HOW TO give a presentation Before presenting
1
Choose topic/subject What do you know about the topic? What words come to mind?
IN
Know your audience Who are they?
What do they know?
What do they want to know?
Outline presentation
N
What do you plan to talk about? e.g. I’m going to talk about (your chosen topic) … My topic(s) … is/are …
VA
What is your message or story? e.g. In today’s presentation I’d like to … / show you … / explain to you how … I want to show you ... / I intend to demonstrate … / prove to you ... Let’s start by looking at … / I’d like to start by looking at … I got the idea when ... / I chose this because ... Now let’s move on to … / Moving on to the next part, I’d like to … Conclude by repeating your message. e.g. In conclusion, I think it is clear that ... Thank you for your attention. That brings us to the end of my presentation. I’d like to thank you (all) for your attention and interest. If anyone has any questions, I’ll do my best to answer them. If anyone has any questions, please feel free to ask them now.
©
Produce your presentation
one hundred and sixty-two
162
UNIT 3:
PIMP THAT ROOM!
Use visuals: video, PowerPoint, Prezi, etc. Speak clearly: naturally and loud enough. Check the pronunciation of words.
Practise in front of the mirror or film yourself.
2 While presenting Open strong Be confident: stand up straight.
If you’re nervous show a video first.
Set the theme Be clear.
Strongest points first.
IN
Use good transitions
Linking words are very useful here.
Inspire and entertain Be enthusiastic.
Make eye contact.
N
Use cue cards, don’t read.
Make a joke.
After presenting 3 Check your goal
VA
Does the audience know something more about the topic?
Was the audience interested?
Evaluate your performance
How can I improve?
one hundred and sixty-three
©
What went well?
UNIT 3
PIMP THAT ROOM!
163
USEFUL EXPRESSIONS
HOW TO express your opinion
1 Expressing your opinion
’I really think that red is my ideal colour, it is really soothing.’ I (really) think that … I believe (that) …
IN
In my opinion … / My opinion is … I feel that …
I guess/imagine … I’m certain that …
I strongly believe that …
2 Agreeing ’Yes, I agree!’
N
To be honest … / Honestly …
VA
I agree with the statement that says … Yes, I agree with you. I couldn’t agree more.
©
3 Disagreeing
one hundred and sixty-four
164
UNIT 3:
PIMP THAT ROOM!
’I disagree, red is an aggressive colour. I don’t really think you can call it a calm colour at all.’ I disagree with the statement that says … No, I disagree with you. I don’t agree with you.
ON DIFFERENT TRACKS Check 1 1
Describing where things are in your room WRITING
Where are the items in this bedroom? a Preparation: look at this photo and identify at least ten different items.
VA
N
IN
b Action: write a short paragraph (about 75 words) about the items in the bedroom and where they are. Mention at least ten different items.
©
one hundred and sixty-five
UNIT 3
PIMP THAT ROOM!
165
c Reflection: check your text by filling in the checklist. Checklist: bedroom description
Yes
I think so
No
1 Content • I wrote about 75 words. • I described where at least ten things are. 2 Language • I used the words to describe the items correctly. • I used the prepositions of place correctly. • I used grammatical structures correctly. • I used correct spelling and punctuation.
2
Score
<6
Next exercise
ex. 2
IN
Feedback
6–8
>8
ex. 3
ex. 5
Read the descriptions and complete the crossword. 2
N
1
3
5
VA
4
6
7
Down 2 The item in which you store your clothes. 3 The room where you sleep. 4 In front of the window you have a set of ... you can close to keep the light out. 5 A soft fabric on the floor to keep your feet warm. 7 The piece of furniture that you sleep in.
©
Across 1 The item under your head while you sleep. 3 The table next to your bed is a ... table. 4 The item you use to sit on. 6 The poster is not on the right, but on the ... of the window. 7 The item in which you keep your books.
one hundred and sixty-six
166
Score
<6
Next exercise
UNIT 3:
PIMP THAT ROOM!
6–8
>8
ex. 3
ex. 4
3
Watch the video of the song ’You belong with me’ by Taylor Swift. Write down at least ten items you see in the two bedrooms. his bedroom
<8
IN
Next exercise 4
her bedroom
Score
WATCHING
≥8
ex. 6
Describe these bedrooms.
SPEAKING
a Preparation: choose two rooms and mark at least three different items in each of them and where they are.
2
VA
N
1
4
©
3
Source: John Thackwray
one hundred and sixty-seven
b Action: describe the rooms to a classmate.
UNIT 3
PIMP THAT ROOM!
167
c Reflection: check your speaking by filling in the checklist. Checklist: room description
Yes
I think so
No
1 Content • I described two rooms. • I mentioned at least three different items in each room, and where they are. 2 Language • I used the correct preposition of place. • I used the correct vocabulary for the items in the room. • I spoke fluently and clearly.
Score
<7
Next exercise 5
IN
Feedback
≥7
Check 2, p. 171
Read the text ‘My Sanctuary’ and answer the questions.
N
1 Which items are in the room? Name at least five different items.
2 Explain the title ‘My Sanctuary’.
VA
3 What does the bed look like?
4 What special ’powers’ does the bed have?
5 Where does the author rarely sit?
©
6 What makes the red wallpaper turn into a dark depressed bloody colour?
one hundred and sixty-eight
7 What did the author forget to do yesterday? The author forgot to close the windows. The author forgot to feed the fish. The author forgot to close the door.
168
UNIT 3:
PIMP THAT ROOM!
READING
8 How is the rug (carpet) described? 9 The author has: a dog a fish
a cat
a worm
10 Which place or room is your sanctuary? Explain why.
1
5
Archive
My room is my sanctuary; it is a place where I feel most comfortable and at home. I sleep on a multi-coloured bed with parallel lines alternating between red, blue, and white. It is my shelter and protection from all the evil in the world. The memory foam mattress swallows you up like a feathery white cloud. The extremely fuzzy dark blue carpet stretches from wall to wall warming the room to a pleasant temperature. This carpet reminds me of a deep ocean where you could get lost if you jump inside. The thick fluffy strings of the carpet are like millions of worms coming out of the ground on a rainy morning. My black and white cat rolls around on the carpet as natural light beams through the multiple windows displaying a satisfying dusk gradient. The windows let out an occasional cool breeze that sweeps through the room causing my cat to twitch. As the breeze lets up, the lifted up blinds smash back down. My dark wood desk remains empty as I rarely sit there. The leather spiral desk chair spins from the gusts of wind that continue to occur. The deep creases in the leather chair remind me of how long I have had that chair. However, there would be no point in getting a new chair as I would never use that one either. The sunset gradient starts to fade away to nothing.
VA
10
About
N
Jan/22
Home
IN
MY SANCTUARY
15
There is a TV in the corner that I never use either but suits the room nicely. The dusk light darkens the room slowly, which transitions the red wallpaper into dark depressed blood. I glance at my bedroom side table where I see my turquoise and red fish swimming around in his bowl. I forgot to feed him yesterday, so I drop double the pellets inside. I observe the shrimp pellets dropping to the bottom of the bowl as they silently hit the black and brown gravel at the bottom. I try to remember the last time I cleaned my room, as I gather some clothes off the majestic carpet. It is Sunday night, I begin to get scared about the homework I must have forgot to do. Then I remember a weekly writing due at midnight, which is in a few hours. I accept the zero out of four because I am way too lazy to do anything.
25
30
UNIT 3
PIMP THAT ROOM!
one hundred and sixty-nine
©
20
169
40
45
IN
35
I hear the front door thrust open and slam close, which temporarily shakes my room like an earthquake. It must be my brother coming home from college. I want to continue to procrastinate instead of doing my homework, so I start to heat my shower to a comfortable temperature. I throw the hundreds of pillows off my bed to prepare myself for a pleasant slumber. The pillows vary in colour and shape. I gently toss my cat off my bed to leave more space for myself. I glance over to the small couch in the corner of the room. My cat repositions himself there. The small microfibers of the couch absorb the loose hair of the cat. The windows are now dark which turns the room into a fish bowl from the outside. I proceed to gently close the blinds as I remind myself of the scariest horror movies. I hear the shower water turn off then catch my brother claiming I am “wasting the warm water”. I don’t answer him, as I am annoyed with the situation. I must be dawn: at sunrise, getting lighter the last one on Earth because I can dusk: at sunset, getting darker hear my own brain thinking, as time gradient: the line where one colour gradually seems to halt. turns into another to procrastinate: to postpone, put off until later Adapted from www.teenink.com
<6
≥6
Next exercise
ex. 4
Check 2, p. 171
N
6
Score
Look at the picture and complete the text with the correct prepositions. This is a huge bedroom. There is a wooden panel
the wall.
the
bed there is a stone surround. There is a chair in the room. One guitar is pointing the bed. There is a shelf
with some books and vases . There is a plant
the bed and the alarm,
VA
(or or ) the window. There are four pillows which is
the floor.
is
the window. There are three guitars, one is
and
the chair and a third one
©
of the alarm there are some books. The white chair
one hundred and seventy
170
Score
<9
Next exercise
UNIT 3:
PIMP THAT ROOM!
≥9 Check 2, p. 171
the chair, one the wall.
Check 2 1
Giving your opinion about colour and design WRITING
Give your opinion on two different bedrooms. a Preparation: indicate a most and least favourite bedroom. Think about theme, colours, furniture and accessories. b Action: write a paragraph (about 75 words) in which you discuss: theme, colours, furniture and accessories in the rooms. Make sure it is clear which room you like the most.
2
IN
1
4
VA
N
3
©
one hundred and seventy-one
UNIT 3
PIMP THAT ROOM!
171
c Reflection: check your text by filling in this checklist. Checklist: bedroom description
Yes
I think so
No
1 Content • I wrote about 75 words. • I described the two rooms and gave my opinion about them. • It is clear which bedroom I like the most.
Feedback
<6
Next exercise
ex. 2
6–8
>8
ex. 6
ex. 5
What is the colour of the following items in the picture?
N
2
Score
IN
2 Language • I used the words to describe the items correctly (colours, furniture and accessories). • I used the prepositions of place correctly. • I used expressions to give my opinion correctly. • I used grammatical structures correctly. • I used correct spelling and punctuation.
Item
– the back wall
– the door
– the bed
– the small chairs
– the small table
VA Score
<4
Next exercise
Score
ex. 4
D
Next exercise
one hundred and seventy-two
172
UNIT 3:
≥4
Work in groups of four. Play the game of ’I spy with my little eye’. Take turns at describing an item in class. Mention where it is and what colour it is. Have three turns each.
©
3
Colour
PIMP THAT ROOM!
C Check 3, p. 179
SPEAKING
Name an item in the room that has the following colour. Colour
Item
– orange
– blue
– grey
– white
– red
Score Next exercise 5
<4
IN
4
≥4
ex. 3
READING
Read the text ‘How to Use Paint Colours to Change the Feeling of a Room’.
a Indicate whether the sentences are true or false. Correct the false statements. Statement
True
False
1 Colour can make a room appear bigger or smaller.
N
2 Lighter colours and cooler colours have different perceptions.
3 Paint a ceiling darker to make the room look smaller.
VA
4 Lighter paint colours make rooms bigger.
5 To enlarge is the same as to make a room appear bigger.
6 If you want a room to look cosy, you have to paint it lighter.
7 If your room is rectangular, you should paint the shorter walls darker to give it a more square feel.
8 Painting vertical stripes will make a room space feel smaller.
©
9 In a small home, paint each room a different colour to make it look bigger.
10 Paint unattractive items the same as your wall to make them more invisible, e.g. heating system. one hundred and seventy-three
UNIT 3
PIMP THAT ROOM!
173
How to Use Paint Colours to Change the Feeling of a Room
5
Paint colours can make the difference in enjoying or feeling uncomfortable in a room. Colour is even more exciting when we realize how it affects the way we see a space. Colour can change our perception of a room’s size and shape. Are you trying to work out how best to paint a room? Take a look at these design tips to assist you in your painting project.
30
35
Paint colours can create different moods and perceptions
Different paint colours and even different shades of the same colour have different effects. Overall, lighter and cooler colours tend to recede: they appear farther away. Darker colours and warmer colours advance; they appear to move towards us. We can use this concept to make a space look larger or smaller; to change the shape of a space; to draw attention to focal points and positive aspects of a space, or to hide or minimize the not-so-attractive features. Here are just a few examples.
40
45
VA
15
50
Painting the ceiling can make a room feel larger or smaller
If a room is very large and doesn’t feel comfortable, paint the ceiling a darker colour than the walls to make it appear lower, thereby making the room feel cosier. Conversely, if space makes you feel claustrophobic, paint the ceiling a lighter colour, which will raise the height of the ceiling. As a result, the room will feel more spacious. You can also paint the ceilings of exterior spaces, such as the porch. A soft blue will give the illusion of the sky above.
©
20
25
one hundred and seventy-four
174
UNIT 3:
Enlarging a room with a single lighter colour enables your eye to travel continuously around the space, making the room appear more spacious. When you use different colours, your eye stops at the line where the colour changes. This makes the edges, and therefore the size of the room, more apparent. You see the boundaries. With the same colour, you don’t see boundaries and space seem to continue.
Use darker colours to create a cosy room
Darker colours can make a room feel cosy and personable. Don’t make the painting mistake of assuming dark colours will always make your room feel like a cave. When walls are a deep colour and the trim is white or another light colour, the eye notices the borders of a space. If the room is small, this will accentuate the feeling of enclosure. However, if the trim does not stand out because it’s painted a deeper colour as well, the eye does not stop at the edges or borders but continues around the room. Because the eye doesn’t register the borders, space feels like it continues on, so it feels more expansive.
N
10
To enlarge a room use lighter paint colours
IN
1
PIMP THAT ROOM!
55
60
How to use paint to alter the shape of a room
If you have a long, narrow space, paint both end walls (the shorter ones) a shade or two darker than the other walls so the end walls feel closer to you. As a result, the room appears to be more of a square shape. If you have very large, bare walls, break up the space with molding; paint different colours above and below. Use a darker colour on the bottom to ground the space.
Painting stripes can add visual interest
70
75
Adapted from www.thespruce.com
To highlight a unique ceiling or decorative trim, paint the walls a different colour than whatever feature you want to highlight. There are so many ways to use colour when staging a home to accentuate the positive features and downplay or eliminate those that are less than desirable.
IN
65
Painting vertical stripes will make a room space 80 feel taller. Conversely, horizontal stripes make the space feel longer. In a small home, paint adjoining rooms the same colour. By doing this, the eye keeps moving from room to room and judges the space as being larger than it is. Use paint colour to disguise unattractive items. Sometimes there are features in a room we hate looking at but can’t get rid of, such as heating or AC vents. Paint these and other ’eyesores’ the same colour as the walls so they blend in and become less noticeable. If you have lots of angles and other architectural features you want to downplay, paint all surfaces the same colour. This is common in attic rooms. Sometimes these features are attractive.
molding: material used to cover transitions between surfaces (like a wall) or for decoration
N
b How is it (also) said in the text?
1 Light colours tend to recede.
VA
2 the most important items of a space
3 making a room look bigger
4 decoration used to frame windows, walls or doors
Score
Next exercise
<9
9 – 12
> 12
ex. 3
Check 3, p. 179
one hundred and seventy-five
©
5 something you don’t like looking at
UNIT 3
PIMP THAT ROOM!
175
6
READING
Read the text ‘Symbolism of Colours and Colour Meanings around the World’ on the next page. a Write down at least three cultural meanings of each colour in western cultures. 1 blue
2 green 3 red
4 yellow 5 orange
7 white
8 black
IN
6 purple
Symbolism of Colours and Colour Meanings around the World
considered to be soothing and peaceful. But it Have you ever had the blues, or felt green can also represent depression, loneliness, and with envy, or been so angry you saw red? Or maybe you’ve been tickled pink by a golden sadness (hence having ’the blues’). opportunity that came out of the blue? Colour 25 In some countries, blue symbolizes healing and 5 plays such an integral role in our lives that it evil forces. Blue eye-shaped amulets, believed even shapes the way we describe our moods. to protect against the evil eye, are common The way different cultures see and describe the sights in Turkey, Greece, Iran, Afghanistan, and meaning of colour varies dramatically around Albania. In Eastern cultures, blue symbolizes 30 immortality, while in Ukraine it means good the world. For instance, the Bassa people in 10 Liberia only have two words for classifying health. In Hinduism blue is strongly associated colours (ziza for red/orange/yellow and hui for with Krishna, who embodies love and divine joy. green/blue/purple), while the Inuit have 17 different words for white alone, which are Green changed by different snow conditions. In Western cultures green represents luck, nature, freshness, spring, environmental 15 Here’s a more in-depth look at what different 35 awareness, wealth, inexperience, and jealousy colours mean and the symbolism of colours (the ’green-eyed monster’). Of course, green across the globe. is also the colour for Ireland, which earned its nickname ’The Emerald Isle’ from its lush green Blue landscapes. Blue is considered the safest colour choice around the world, since it has many positive 20 associations. In North America and Europe blue represents trust, security, and authority, and is
one hundred and seventy-six
176
40 Green has traditionally been forbidden in Indonesia, whereas in Mexico it’s a national colour that stands for independence. In the
UNIT 3:
PIMP THAT ROOM!
Source: CHRISTIAN DE ARAUJO / Shutterstock.com
©
VA
N
1
Red 50 Red symbolizes excitement, energy, passion, action, love, and danger in Western cultures. It’s also associated with communism and revolution in countries like Russia. In Asian
70 the colour of sunlight), joy, and hope, as well as caution and cowardice. In Germany, yellow represents envy, but in Egypt, it conveys happiness and good fortune. Orange Orange represents autumn, harvest, warmth, 75 and visibility in Western cultures. In Hinduism saffron (a soft orange colour) is considered auspicious and sacred. In the Netherlands orange is the colour of the Dutch Royal family, while it represents sexuality and fertility in 80 Colombia. In Eastern cultures orange symbolizes love, happiness, humility, and good health. Buddhist monks’ robes are often orange.
IN
Middle East green represents fertility, luck, and wealth, and it’s considered the traditional 45 colour of Islam. In Eastern cultures green symbolizes youth, fertility, and new life, but it can also mean infidelity. In fact, in China, green hats are taboo for men because it signals that their wives have committed adultery!
N
cultures red is a very important colour – 55 it symbolizes good luck, joy, prosperity, celebration, happiness, and a long life. Because it’s such a successful colour, brides often wear red on their wedding day and red envelopes containing money are given out during holidays 60 and special occasions. In India red is associated with purity, sensuality, and spirituality. On the other hand, some countries in Africa associate red with death, and in Nigeria it represents aggression and 65 vitality. It’s considered a lucky charm in Egypt and symbolizes good fortune and courage in Iran.
VA
Purple Purple is often associated with royalty, wealth, spirituality, and nobility around the world. 85 Historically in Japan only the highest ranked Buddhist monks wore purple robes. Purple is also associated with holiness and faith, and in Catholicism, penitence. However, in Brazil and Thailand purple is the colour of mourning. 90 It’s also a colour of honour – the Purple Heart is the oldest military award still given to US military members.
one hundred and seventy-seven
©
Yellow In Western cultures, yellow is associated with happiness, cheeriness, optimism, warmth (as
UNIT 3
PIMP THAT ROOM!
177
adultery: cheating on someone embodies, to embody: to represent a quality or an idea exactly fertility: being able to have children infidelity: cheating on someone lush: a lot of green, healthy plants, grass and trees mourning: great sadness felt because someone has died penitence: regretting for a mistake and willingness to correct it prosperity: the state of being successful and having a lot of money
N
Adapted from www.shutterstock.com
Black In many cultures black symbolizes style, complexity and formality, but it also represents death, evil, mourning, magic, fierceness, illness, bad luck, and mystery. In the Middle East black 105 can represent both rebirth and mourning. In Africa it symbolizes age, maturity, and masculinity. As companies become more global, it can be beneficial to understand the cross110 cultural meanings of colours. By knowing the symbolism of different colours around the world you’ll be able to speak to your audience in a way that’s both culturally appropriate and effective.
IN
White In Western cultures, white symbolizes purity, elegance, peace, and cleanliness; brides 95 traditionally wear white dresses at their weddings. But in China, Korea, and some other Asian countries white represents death, mourning, and bad luck, and is traditionally worn at funerals. In Peru, white is associated 100 with angels, good health, and time.
VA
b Do you remember what these colour idioms mean? Write down the explanation. 1 a white lie:
2 to be green with envy: 3 to see red:
4 to be tickled pink:
5 once in a blue moon:
6 to come out of the blue:
©
c Which colour do you want to be associated with the most? Why?
one hundred and seventy-eight
Score
178
<9
Next exercise
UNIT 3:
PIMP THAT ROOM!
9 – 12
> 12
ex. 3
Check 3, p. 179
Check 3 1
Giving a presentation WATCHING
Watch ‘Good presentation vs bad presentation’ and answer the questions. a Watch the first part of the video and write down five things that go wrong.
IN
b Write five tips for Ranjit to improve his presentation. Use at least three different modal auxiliary verbs to write your tips.
N
c Check the feedback the students give him. Tick the box in exercise b if your tip is mentioned. d Watch the third part of the video and write down four things he did better than in his first presentation.
VA
9 – 11
> 11
Next exercise
ex. 3
ex. 5
ex. 2
one hundred and seventy-nine
<9
©
Score
UNIT 3
PIMP THAT ROOM!
179
2
Give a short presentation (1 minute) describing a room of your choice (e.g. your bedroom, your living room, your classroom).
SPEAKING
a Preparation: – Create a mindmap with all the items in this room. Only write down keywords, don’t use sentences!
measurements
colours
furniture
decoration
N
extra items
IN
MY ROOM
– Draw a map of the room on a separate piece of paper. – Prepare your presentation. Fill in the table.
VA
TOPIC PLAN
Outline presentation. • What do you plan to talk about?
• What is your message about the topic?
©
• Conclusion: Produce presentation. • Do you know all the words you need? • Do you know how to pronounce those words? • Visuals: do you have the map of your room? • Practise!
one hundred and eighty
180
UNIT 3:
PIMP THAT ROOM!
b Action: – Work with a partner. Find a good spot to give your presentation and film each other while you are giving your presentation. – Then sit in a group of six to eight and show your presentation to the group. c Reflection: in your group, watch and listen to the presentations. Give feedback to at least two of the presenters. Use the checklist. Checklist: presentation
Me
Classmate
VA
Feedback
N
2 Presentation and structure • There is a good opening. • There are good transitions. • I was enthusiastic. • The presentation was fluent. • I spoke clearly. • I made eye contact. • I used the room map.
IN
1 Preparation • I made an outline of my presentation. • I thought of the most important vocabulary necessary for this topic. • I checked (online) if I didn’t know how to pronounce a word. • I practised my presentation.
< 14
≥ 14
Next exercise
ex. 5
ex. 7
Look at the pictures and write a response for each sentence. Use different modal verbs.
e.g. Mum has written a note. (you – to clean – room) You must clean your room!
2
It’s so dark in your room. (you – to open – window) one hundred and eighty-one
1
©
3
Score
UNIT 3
PIMP THAT ROOM!
181
3
4
Look, they still have their good clothes on while they’re painting the wall! (they – put on – old clothes)
IN
I have just cleaned my room. (negative – you – to make a mess)
6
N
5
I sleep in a dorm room at boarding school. (negative – you – to hang up – posters)
VA
Oh no, the little boy is high up on the ladder! (you – to help – to get down)
4
Score
<4
≥4
Next exercise
ex. 4
ex. 5
Fill in a correct modal auxiliary verb in these sentences. can’t – don’t have to – have to – must – mustn’t – should – shouldn’t
If people don’t ask for your advice, you
2
It’s getting late. We really
3
If you want to know what is trending in interior design, you buy the latest catalogue.
4
We have a lot to do tomorrow so we
5
You
spend a lot of money to change your room.
6
You
slow down and stop when the light turns orange.
7
©
1
one hundred and eighty-two
182
Next exercise
UNIT 3:
PIMP THAT ROOM!
be late.
ask Devon for advice if you plan on redecorating your living room.
He’s an expert. <6
go.
you really wear that awful hat? I hate it!
8 You
Score
give it.
≥6 ex. 5
5
WATCHING
Watch the video How to decorate a mantel and answer the questions. a Write down the top five tricks. Use the imperative form.
1 2 3
IN
4 5
1 2
VA
N
b Rewrite these five tips using an appropriate modal auxiliary verb. Don’t use a verb structure more than twice. Also add at least two prohibitions.
3
4
5
6
©
7
Next exercise
<9
≥9
one hundred and eighty-three
Score
ex. 6
UNIT 3
PIMP THAT ROOM!
183
6
Reorganize your classroom and present it (about 1 minute) to a classmate or the teacher.
SPEAKING
a Preparation: choose a part of the classroom to reorganize, using the tips from the video in exercise 4 (your desk, the teacher’s desk, etc.). How would you change this? – Complete the word web below. – Draw a map of the area of the classroom you want to reorganize on a separate piece of paper.
colours
furniture
extra items
IN
PART OF THE CLASSROOM
decoration
TOPIC
Outline presentation. • What do you plan to talk about?
VA
PLAN
N
– Prepare what you want to say.
• What is your message about the topic?
©
• Conclusion:
one hundred and eighty-four
184
Produce presentation. • Do you know all the words you need? • Do you know how to pronounce those words? • Visuals: do you have the map of your room? • Practise!
b Action: find a quiet spot and ask a classmate to film you while you are giving your presentation.
UNIT 3:
PIMP THAT ROOM!
c Reflection: watch your presentation and fill in the checklist below. Your classmate will do the same for you. Checklist: presentation
Me
Classmate
2 Presentation and structure • There is a good opening. • There are good transitions. • I was enthusiastic. • The presentation was fluent. • I spoke clearly. • I made eye contact. • I used my classroom map. Feedback
Next exercise 7
< 14
≥ 14 All done!
N
Score
IN
1 Preparation • I made an outline of my presentation. • I thought of the most important vocabulary necessary for this topic. • I checked (online) if I didn’t know how to pronounce a word. • I practised my presentation.
Read the text ’9 Totally Cringeworthy Home Improvement Fails’ and answer the questions.
READING
a Describe for each picture what they did wrong.
VA
Picture What did they do wrong? 1 2 3 4
©
5 6
one hundred and eighty-five
7 8 9
UNIT 3
PIMP THAT ROOM!
185
GH HOME BEAUTY HEALTH PRODUCT REVIEWS
SUBSCRIBE
9 Totally Cringeworthy Home Improvement Fails Who handed these people a hammer, anyway? By Kristen Lauletti
When it comes to sprucing up our homes, we’ve all had that moment when we realize we’ve bitten off more than we can chew (the feeling usually sinks in around the second coat of streaky paint). But while some novice mistakes are common, we have to wonder what these not-so-intrepid DIYers were thinking.
IN
2 The roof mix-up Unless you plan on walking on the roof often, we suggest putting the kitchen tiles in your, ahem, kitchen.
N
1 The double switch plate We understand not wanting to make another trip to hardware store, but come on, people.
4 The interrupting tree These homeowners went so green, they don’t even care if they can’t get to their cars.
©
VA
3 The inconvenient cabinets These drawers seem to be installed nice and snuggly. Too bad nobody will be able to open them.
one hundred and eighty-six
186
UNIT 3:
PIMP THAT ROOM!
N
7 The ill-placed spout Could this be a new water saving system?
6 The missing door This entry is almost perfect. The only thing missing from it is an entrance.
IN
5 The wonky door knob There are rules to installing these types of door handles, guys. They are not reversible.
9 The accident waiting to happen It’s not a great sign when your weekend project turns into a balancing act.
one hundred and eighty-seven
©
VA
8 The toilet notch This is what happens when you realize your measurements were off, but starting over is just not an option.
Adapted from www.goodhousekeeping.com
UNIT 3
PIMP THAT ROOM!
187
b Look at the underlined words in the text. Can you work out what they mean? 1 cringeworthy
A improving the appearance of something by making it neater or by adding decorations
2 sprucing
B extremely brave and showing no fear of dangerous situations
3 streaky
C do it yourself
4 novice
D making you feel very embarrassed
5 intrepid
E covered with long, thin lines
6 DIY
F a person who is not experienced in a job or situation
7 snuggly
G cosy 2
3
4
5
6
c Have any home improvement fails in your house been fixed? If so, which ones?
d Do you know anyone who would do/has done things like this? < 12
Next exercise
ex. 5
≥ 12
All done!
©
VA
N
Score
one hundred and eighty-eight
188
UNIT 3:
PIMP THAT ROOM!
7
IN
1
CHECK OUT: PIMP THAT ROOM! Orientation You are going to redesign and redecorate someone’s (bed)room. Afterwards you will present this ’pimped’ room and give your opinion about your own new room.
Preparation Create a mindmap with all the information about the room as it is now. Make sure you find out the following things: • the measurements of the room • where the windows and doors are • the items in the room • the current colours of the walls • the current theme of the room • favourite colours/the theme Tip: ask your partner for their preparation of the presentation they gave in Check 3.
Action
IN
1
Work out the new colour scheme.
3
Create the floor plan, and put items in the room. Make a sketch on paper or use an online programme to work out your plan. Consult your teacher.
4
Prepare your presentation and present the room. Explain your choices.
SPEAKING
one hundred and eighty-nine
©
VA
N
2
UNIT 3
PIMP THAT ROOM!
189
Reflection 5
Reflect on the task and your presentation by filling in the checklist. Checklist: presentation
Yes
I think so
No
1 Preparation • I interviewed my classmate about their wishes and found out all the details I needed. • I made an outline of my presentation. • I practised my presentation.
IN
2 Presentation and structure • There is a good opening. • There are good transitions. • I was enthusiastic. • The presentation was fluent. • I spoke clearly. • I used the room map and other visuals. • I made eye contact.
VA
Feedback
N
3 Language • I used the words to describe the (bed)room items correctly (colours, furniture and accessories). • I used the prepositions of place correctly. • I used expressions to give my opinion correctly. • I used grammatical structures correctly. • I paid attention to my pronunciation.
6
Evaluate the person who pimped your room.
a Did they take your wishes into consideration? Do you like your new room?
b Fill in the peer evaluation form to give your classmate feedback about their presentation.
©
Trace your steps on diddit.
one hundred and ninety
190
UNIT 3:
PIMP THAT ROOM!
UNIT 4: LOVE IT OR HATE IT check in
IN
main track
Step 1: learning the language of advertising
VA
N
Step 3: giving instructions
Step 2: expressing probability
summary
Step 4: describing infomercials
©
trace your steps
on different tracks
check out: making an infomercial
CHECK IN Smell like a man 1
Look at this photo and answer the questions.
READING
a What do you think this will be a commercial for?
c What do you expect to see in the commercial? 2
IN
b Who is it meant for?
Watch the commercial for Old Spice and answer the questions.
WATCHING
VA
N
a What should a ’real man’ be like or do, according to this commercial?
b Did you see what you expected to see?
SPOKEN INTERACTION
c Do you think this commercial is successful? Why (not)? d Imagine you have to make a female version of this commercial. What would it look like?
3
Watch LeBron James in the Sprite commercial. Answer the questions.
©
a How would you summarize the idea of the ad? LeBron James warns us about the negative sides of drinking too much Sprite. LeBron James orders us to drink Sprite. LeBron James doesn’t want to force us to drink Sprite; the choice is up to us. b What is the goal of every commercial (so also the Sprite commercial)?
one hundred and ninety-two
192
UNIT 4:
LOVE IT OR HATE IT
WATCHING
MAIN TRACK Step 1
Simply the best
Learning the language of advertising
1 / The language of advertising 1
Test your slogan talent. a Your teacher will show you pictures. Complete the slogans in the first column.
IN
b Do you remember the products? Write them in the second column. Slogan
Product
1 Because you’re
it.
2 Think
.
3 The
a man can get. in your tank.
N
4 Put a 5 Melts in your 6 The
, not in your hand.
place on earth.
.
VA
7 Gives you
Why is it a great tagline? (ex. 2 d)
What makes a great tagline or slogan?
a Do you know any other slogans for products? Which ones? Why do you remember them?
SPOKEN INTERACTION
b Read the text and fill in the subtitles from exercise c (left-hand column) in the correct place in the text.
READING
c Complete the gaps in the right-hand column to summarize the text. It’s memorable.
– a few words – memory-enhancing techniques such as
Fewer words are better.
–
It includes a key benefit.
– Sell the , not the features.
It differentiates the brand.
– the or USP: what separates a brand from the others
words or less is best
It transmits positive feelings – Use positive and words. about the brand.
It’s aspirational.
–
It’s different.
– Don’t rely on puffery. – Establish and promote associations.
people.
UNIT 4
LOVE IT OR HATE IT
one hundred and ninety-three
©
2
193
What makes a great slogan? Is the slogan quickly recognizable? Will people only have to spend a second or two thinking about it? A catchy few words can go a long way in advertisements, videos, posters, business cards, swag, and other places. How do copywriters make sure a slogan is memorable? They use memoryenhancing techniques such as alliterations ("Your flexible friend!" (Access credit card)), rhyme ("Don’t just book it, Thomas cook it!" (Thomas Cook)) or repetition ("Cats like Felix like Felix." (Felix cat food)).
2
According to neuroscientists the average English speaker can recall a memory loop (that is, the time to repeat what is heard), for about two seconds. That’s the power behind short slogans such as Bissell’s “We mean Clean.” or Nike’s "Just do it." Contrast that with something lengthier and yawn-worthy such as “The Leader in High Quality at an Affordable Price.” There are of course exceptions to the shorter is better rule, but in a nutshell five words or less is probably best.
3
Ever heard the marketing advice "Sell the sizzle, not the steak"? It means sell the benefits, not the features – which applies perfectly to slogans. A great slogan makes a company or product’s benefits clear to the audience.
5
10
15
VA
20
IN
1
N
1
4
Does your light beer have the fullest flavour? Or maybe the fewest calories? What is it about your product or brand that sets it apart from competitors? The Unique Selling Proposition or USP is that one thing that separates a brand or product from all others. Put another way, it is the point of differentiation. There are countless amusement parks across the planet, but there is only one that can claim it is “The happiest place on earth”. Of course, you know it as Disneyland.
5
The best taglines use words that are positive and upbeat. For example, Reese’s Peanut Butter Cups’ slogan, "Two great tastes that taste great together", gives the audience good feelings about Reese’s, whereas a slogan like Lea & Perrins’, "Steak sauce only a cow could hate", uses negative words. The former leaves a better impression on the audience.
©
25
30
6
one hundred and ninety-four
194
35
UNIT 4:
Is it possible for a tagline to inspire you enough to want to associate your heart and soul with a brand? This was the genius behind Nike’s slogan “Just do it.” In three simple words the company captured the imagination of the committed athlete as well as the wannabe because the desire it covers – working out and staying fit despite any barriers – is supremely aspirational.
LOVE IT OR HATE IT
7
The trouble with slogans and taglines that rely on sales puffery such as “the best” or “the finest” is that they are claims that any competitor can make. But a great tagline can help establish differentiation and promote positive associations. Take, for example, Master Card’s powerful motto which violates the short rule, but is nonetheless very catchy: “There are some things that money can’t buy. For everything else, there’s MasterCard.” Upon hearing that, haven’t you thought of a situation where that was applicable to your own life?
45
Adapted from blog.hubspot.com
enhancing > to enhance: to improve swag: free things to yawn: what your mouth does when you are very sleepy
IN
40
d Go back to the slogans in exercise 1 on p. 193. Write down the reasons why they work so well in the column on the right.
Did you know?
N
The power of language: connotations Language has a powerful influence over people and their behaviour, especially in the field of advertising. By choosing specific words advertisers can show specific messages to influence people. That is why it is important to understand the connotation of a word. Connotation is the feeling or idea that is suggested by a word, rather than the actual meaning of the word. e.g. Armchair suggest comfort, whereas chair arouses no particular feelings.
VA
Connotation is used in advertisements and commercials to get emotional responses out of the consumer. Companies can take advantage of the associations people naturally make with a certain word or phrase and sell consumers on an idea or a feeling and not just a product. Adapted from www.linguarama.com
3
READING
Discuss these questions.
a Reread the slogans in exercise 1 on p. 193. Which words have a connotation? Write them down.
©
b Do these words have a positive or negative connotation?
c Which form are adjectives often in in this context?
4
What are the most powerful words in advertising in your opinion? List at least three words. Why do you think they are powerful?
SPOKEN INTERACTION
UNIT 4
LOVE IT OR HATE IT
one hundred and ninety-five
195
5
Read the text to find out if your guesses in exercise 4 are correct.
READING
a Complete the subtitles and paragraphs with the following missing words. best – discover – free – guarantee – now – love – results – save – you
10 of the most powerful words in advertising The psychology department at Yale University studied many words in the English language and discovered the following to be the most powerful, especially when trying to sell or persuade. Here are 10 words you should always consider using in your campaigns. 10
35
There’s no doubt that the word 5
the TV, the
very efficient, but it has really been really , a consumer will sit up and take notice. However, these days it is often followed by the dreaded asterisk (*), or coupled with other words (risk- or
samples,
shipping,
returns, buy-one-get-
word a consistent power player in the list.
7
40
next
45
VA includes the word in the title.
50
“I want it . Give it to
me .” If you cannot give people
something , don’t promise it. Of course, there is the opposite use, and that’s
getting the customers to ACT .
©
25
55
The word has power, especially when coupled
8
one hundred and ninety-six
196
30
on the list is . When used correctly, in class” or “winner of Car &
Driver’s
new SUV of 2018” it has
real power. People want the , and
UNIT 4:
cars,
clothes,
shoes,
smells, and we’re willing to pay
tastes,
6
Hands up if you don’t want to time or money. Exactly.
money is
something that 99 % of us want to do. Even the richest of the rich want deals, they just get them on more expensive purchases. If you can genuinely promise to
someone
some money, you’d be foolish not to point this out. Of course, HOW you talk about it is just as important as what you’re talking about.
untrustworthy. And as for 60
time,
well, time is money, which brings us right back to something we all want to .
Another contender for the most abused word like “
either a pile-it-high-sell-it-cheap merchant, or
and you’ll get free
shipping and an additional product free!”
phone model. We want
Do it wrong, and you will come across as
with language that creates urgency. For example, “call
in reality. We want the
for it.
immediate downloads of movies and music.
20
We all want , even if it’s not really all that
especially in this age of fast, free shipping, and
service
jeans,
watch.
Instant gratification is important to people,
Indeed, Amazon’s Prime
phone,
shoes, and the
N
However,
9
the
trial) which soften the meaning.
one- , and other offers make this 15
even better. They want the
is
misused over the years. When something is
10
if they can get it at a price they can afford,
IN
1
LOVE IT OR HATE IT
5 This one has multiple meanings. You can be “in ” with something (like new shoes) or you can “ ”
65
how well something works or performs – “I
2
how white it gets my whites.”
Either way,
is a strong word. Of
success. And this word is powerful
course, you must be careful with its use. It’s one thing to say “you’re going to 70
quite another to say “you will instantly fall in
because it’s a promise that helps you
the
way it smells” when talking about a perfume. It’s
rationalize the purchase. “Oh, well if this 95
the ante. We all want , whether it’s
4
from a household cleaner, our bank manager or
This one is a prompt that advertisers use to it’s worth your time to keep reading”.
the President of the USA.
IN
75
gets , it must be worth it.” If you “guarantee ” you’ve just upped
with our toilet cleaner”. Really?
say, “you’re going to get something out of this,
is a word that also means
1
100
Still number one after all these years, and with good reason,
is the most
powerful word in advertising for a reason, it’s personal. Let’s talk about .
Or when it comes to product packaging, it’s worth trying.
is a promise of
105
N
gift on your birthday,
ears. If I make a promise to make people rich,
always
bring a sense of excitement and adventure.
And any time you evoke those fond childhood feelings, you’re on a winner.
This word is a safety net. Just think of the way you use it in everyday life, and you’ll see its
power. “I I will be home by 5 p.m.” is your way of removing any doubt. In
advertising, a guarantee is a promise made by a corporation to a consumer. Whatever you do, only use it if you can absolutely back up
that , or your credibility is done.
©
110
rich, that’s a different story.
is a word that must be used
when talking to your customers, because that’s who you’re addressing. And when you do that, you’re talking about a person’s favourite subject. a contender: a competitor, a contestant credibility: a feeling of being believed gratification: a feeling of pleasure merchant: seller purchase: something you buy to up the ante: to make something more serious
Adapted from www.thebalancecareers.com
b Work with a partner. – Think of three products you often use in your daily life. – Can you come up with a good sentence to advertise them? Make sure to use some of the words from the text in exercise a. Product
Advertising sentence
UNIT 4
writing
one hundred and ninety-seven
90
may be interested. If I promise to
make
VA
3
85
find yourself interesting. Let’s be honest, when it comes to , ’re all
something more to come. Like unwrapping a 80
are interesting, and
LOVE IT OR HATE IT
197
2 / Finger licking good 1
READING
Look at these ads and answer the questions. a Complete the gaps with one of the three options.
IN
good – better – best
N
VA
friendly – friendlier – friendliest
©
CREATING A FRIENDLIER ENVIRONMENT
b Write the words from the previous exercise in the correct column.
one hundred and ninety-eight
198
UNIT 4:
Adjective
Comparative
Superlative
LOVE IT OR HATE IT
c Complete the slogans with appropriate words. Choose from: big – harder – succesful – ultimate
IN
A good way to make a slogan more positive is by using the comparative and superlative form of an adjective.
N
2
a Watch the commercials and fill in the different comparatives and superlatives you hear. Adjective
VA
Comparative
Superlative
©
WATCHING
one hundred and ninety-nine
b Complete the table by writing down the other forms (adjective and comparative or superlative).
UNIT 4
LOVE IT OR HATE IT
199
3
Remember how to form the comparative and superlative form? Complete the table. Adjective 1 syllable
Comparative
Superlative
e.g. fast
than
the
e.g. big
than
the
e.g. large
than
the
e.g. tasty
than
the
e.g. perfect
than
the
2 syllables
IN
> 2 syllables
e.g. amazing
than
the
e.g. powerful
than
the
GRAMMAR
How to make comparisons
4
N
In Track ’n’ Trace 3 you learned how to make comparisons using the comparative and the superlative form. Check the Summary on p. 219 if you need more information. See p. 219
Make this advertisement about the hair guard better by using comparatives and superlatives correctly. Choose from the adjectives below.
VA
clean – difficult – disgusting – easy – fashionable – good – gross – important
Noodle Eater’s Hair Guard
Finding a hair (even if it’s your own) in your lunch is one of the
things people experience at home or in restaurants. And if your hair is too short to fit in a ponytail, it will be even The
to prevent hair from ending up in your plate.
way to avoid hair ending up in your meal,
©
must be this Noodle Eater’s Hair Guard. You will find the pink one
than the black or white variant, but the
thing is that it will make sure one of the situations during a meal will not happen to you.
Not only your hair, but also your face will look
than ever before. And the A truly exhilarating accessory!
two hundred
200
news is: it fits neatly into your handbag or briefcase!
Adapted from The Big Bento Box of Unuseless Japanese Inventions, Kenji Kawakami
UNIT 4:
LOVE IT OR HATE IT
5
To make a slogan stand out, sometimes a more colourful synonym of a basic word is used. Find more ’glittering’ words for these basic words. Take another look at the adjectives in exercise 2 or use a thesaurus if necessary. 1 good-looking
2 good, nice, okay
4 tasty
5 strong
Read this text about a new product. Fill in these words to make the text sound more like a commercial.
IN
6
3 a lot of
easily – enjoyable – extremely handy – impeccable – more pleasure – perfectly dry – whole new
The Full Body Umbrella
200 years ago the umbrella was invented.
It was the first step in the battle to stay dry in the rain.
N
Now step into a experience of walking in the rain. With this 360° sheet of clear vinyl, you will find in walking in the rain, even more
than in going for a stroll in the sunshine. And you will look
VA
as well!
It will keep you making your shopping
trips even more .
The vinyl sheet can be detached and
folded in an bag that comes with the umbrella.
©
Adapted from The Big Bento Box of Unuseless Japanese Inventions, Kenji Kawakami
Compare the two smartphones. a Preparation: consider the following aspects of the phones and make a few notes.
WRITING
Price Size
Camera (resolution) Memory
two hundred and one
7
Battery
UNIT 4
LOVE IT OR HATE IT
201
Screen size:
6.44”
OnePlus Nord 256GB Light Gray 5G - € 459
48 MP
Total storage capacity: 256 GB
Battery capacity: 4116 mAh
IN
Weight: 184 g Height: 15,83 cm Width: 7,33
Rear camera:
Screen size:
6,7”
64 MP
Total storage capacity: 128 GB
Battery capacity: 5000 mAh
N
Weight: 203 g Height: 16,5 cm Width: 7,74
Rear camera:
mAh: The milliampere hour represents a unit of electrical charge used to measure battery capacity. Batteries with larger mAh ratings generally last longer
VA
Samsung Galaxy A72 128GB Black - € 419
b Action: write your paragraph (at least five comparative sentences or 50 words) and make sure that you use the comparative and superlative form correctly. Add a conclusion: which smartphone do you think is best? First of all
Second,
©
Also,
Another thing
Finally, even though two hundred and two
202
In conclusion, I think
UNIT 4:
LOVE IT OR HATE IT
c Reflection: check your task by filling in the checklist. Then compare your text with a partner. Did you come to the same conclusions about the phones? Checklist: writing a comparative paragraph
Yes
I think so
No
1 Content • I wrote at least five sentences (50 words). • I mentioned which phone I think is best. 2 Language • I used the comparative form correctly. • I used the superlative form correctly. • I used correct spelling and punctuation.
CHECK 1, p. 227
And this is a commercial for what exactly? Expressing probability
N
Step 2
IN
Feedback
1 / The secret of my success 1
WATCHING
Watch the first section of seven commercials.
a Guess what the advertised product is. Choose from the products or services below.
VA
an airline – beer – chocolate – glasses – shampoo – shaving gel – a ventilating pillow b What makes you think so? Indicate whether there was proof in the clip. Proof yes no
2
yes no
3
yes no
4
yes no
5
yes no
6
yes no
7
yes no
©
1
Why I think this
two hundred and three
Commercial for …
UNIT 4
LOVE IT OR HATE IT
203
2
How sure are you of your guesses in exercise 1?
SPOKEN INTERACTION
1 2 3 4 5 6 7 8 9
Maybe it’s an ad for … It could/might be an ad for … It’s certainly an ad for … It’s probably an ad for … I’m sure it’s an ad for … It may be an ad for … It’s definitely an ad for … It must be an ad for … It can’t be an ad for…
IN
a Read the sentences and highlight the words that indicate whether the speaker is sure or unsure about what they are saying.
N
b Rank these expressions in the correct columns. Quite sur e
VA
Rather unsur e
c Discuss with a partner how certain you feel about your answers in exercise 1. Use the expressions in exercise a.
Use the information from exercise 2 to fill in the grammar box below.
©
3
How to express possibility and (almost) certainty
GRAMMAR
To express possibility, probability and certainty, we can use: possibility
(almost) certainty
Adverbs
two hundred and four
204
Modal auxiliary verbs Make sure you use adverbs in the correct position in the sentence. e.g. Maybe he wants to try a new deodorant. He probably buys all his groceries at a local supermarket.
UNIT 4:
LOVE IT OR HATE IT
See p. 220
4
Watch the complete commercials from exercise 1 and find out if your guesses were correct.
5
Make these statements less probable by using the right modal (M) or adverb (A).
WATCHING
Consumer electronics and other technology improve (1) (M) in quality and drop in price after the bugs in the first-generation are worked out and market demand increases. If you camp out to be first in line to buy the latest gadget, you’ve spent (2) (M) a lot of money on technology that is not 100 % perfect yet (3) (A). 1 Consumer electronics and other technology a lot of money on technology.
3 ...
not 100 % perfect yet.
IN
6
2 …,
…
Highlight the three phrases that make this text sound less certain. Then make the text more certain by replacing those modal verb forms or adverbs. From kitchen knives that claim to cut through steel bars, to electronic belts promising to remove body fat overnight, many products sold only on TV probably fall short of their sales pitches. Miracle products offered at an ‘unbelievably low price’ or even for free may come with high shipping and handling costs. And if a product fails to perform as promised, getting your money back could require, a true miracle.
2
VA
3
N
1
WATCHING
Watch the three commercials in the video and guess what the ads are for. Make sure you express how certain you are. Also explain why you think so. – Ad 1
– Ad 2
©
7
– Ad 3
two hundred and five
UNIT 4
LOVE IT OR HATE IT
205
2 / If it’s good enough for Beyoncé, it’s good enough for me 1
There are some well-tested techniques that are used in a lot of commercials.
READING
a Read the descriptions below and link them to a technique. Techniques bandwagon celebrity endorsement transfer emotional appeal
A People tend to buy products used by their favourite celebrities, so advertisements or branded products show famous personalities using them.
5 6 7 8
B Advertisers add a bit of situational humour to the commercial or newspaper advertisement to attract consumers to the product so they buy it.
C This testimonial technique helps consumers
D Images that cause strong emotions move the consumers in some way. Both happy and sad emotions can be evoked.
N
identify with a product by showing customer satisfaction by a user who in many ways resembles members of the target audience.
E Some advertisements even claim that they
F A doctor wearing a white laboratory coat may
VA
are already being used by most of the people. This usually makes the viewer feel that they are ’left out of the crowd’, simply because they are not using that product.
G Companies make use of sexual appeal in
©
advertising. Beer advertisers use scenes in which men purchase beer to gain attention of attractive woman and fragrance products indicate the use of product will help women find the man of their dreams.
two hundred and six
206
UNIT 4:
expert opinions real-life situations and people humour sensuality or sex
IN
1 2 3 4
LOVE IT OR HATE IT
praise the effectiveness of a new medicine or medical. The person’s expertise in the field adds credibility to the product and can convince people to try something new.
H Advertisers may associate almost any positive feeling with their product. For instance, it can play on people’s desire to do good things for the environment by selling something as ’green’ and environmentally friendly, even when those are only one small aspect of the product.
b Look at the advertisements and decide which technique is used to convince the audience. Write the correct number and technique.
2 1
IN
4
N
3
6
VA
5
7
two hundred and seven
©
UNIT 4
LOVE IT OR HATE IT
207
2
Go online and find at least two English ads to discuss with your partner. Use the following questions in your discussion: – Why do you like these advertisements? Does your partner agree? – Which techniques are used to convince the audience?
3
Express your opinion about these commercials.
SPOKEN INTERACTION
WATCHING
a Preparation: watch the commercials and decide which techniques are used. Product
Technique
1 John Lewis
IN
2 Hyundai 3 Aston Martin 4 Colgate 5 Doritos
7 Old Navy
N
6 Volvo
8 Haynes Baked Beans
VA
9 Diet Pepsi
WRITING
b Action: write down a short paragraph (about 50 words) about which commercial you liked best and least. Explain why you say this. Mention the techniques used. Compare the two commercials.
©
two hundred and eight
208
UNIT 4:
LOVE IT OR HATE IT
c Reflection: check your text by filling in the checklist. Then compare with a partner. Do you have the same opinion about the commercials or not? Checklist: writing an opinion
Yes
I think so
No
1 Content • I wrote about 50 words. • I explained which commercials I liked best and least. • I made a good comparison. • I matched the techniques with the corresponding advertisements.
Feedback
Step 3
Just do it!
Giving instructions
WATCHING
Watch the Echo/Alexa commercial and answer the questions. a What is Echo Plus exactly?
VA
1
N
CHECK 2, p. 233
IN
2 Language • I used comparative and superlative correctly. • I used the correct words. • I used correct spelling and punctuation.
b Write down the orders the family members give to Alexa.
©
c Which orders would Alexa hear at your house? Who would give these orders? Write three sentences. e.g. My dad would say: ‘Alexa, lock the front door.’ two hundred and nine
1 2 3
UNIT 4
LOVE IT OR HATE IT
209
2
Watch the videos and write down the positive and negative orders that are given in the taglines and slogans. Positive or ders
Negative or ders
Check your answers in exercise 2 to fill in the grammar box about the verb form used in orders and instructions. Add your own Echo Plus examples. How to give instructions
IN
3
WATCHING
GRAMMAR
If you want to give orders or instructions to someone, you have to use a verb in the . Positive of verb
=
of verb
N
=
Negative
e.g. Call 1800 Direct TV.
e.g. Don’t judge too quickly.
e.g.
e.g.
VA
4
See p. 222
Your parents bought a high-tech cleaning robot. They want you to use it to clean your bedroom. a Preparation: you will get a role card from your teacher. Read it carefully and think about five things the robot should do and five things the robot can’t do in your room.
b Action: write your instructions for the robot. Use the imperative form correctly. YES!
©
two hundred and ten
210
UNIT 4:
LOVE IT OR HATE IT
NO!
WRITING
c Reflection: work with a partner and tell them your instructions. Check your orders by filling in the checklist below. Checklist: giving instructions
Yes
I think so
No
1 Content and structure • I wrote five positive orders. • I wrote five negative orders. 2 Language • I used the imperative form of the verb correctly. • I used correct spelling and punctuation.
VA
N
CHECK 3, p. 237
IN
Feedback
Step 4
1
But wait, there’s more! Describing infomercials
Before watching the Axe commercial, answer these questions.
SPOKEN INTERACTION
a What is Axe?
b What do you expect to see?
WATCHING
Watch the commercial and answer the questions. a What problem does the man in the commercial have?
©
2
b Why is this a problem?
c How is he going to solve this problem?
d What are the advantages or positive features of this product?
UNIT 4
LOVE IT OR HATE IT
two hundred and eleven
211
3
READING
The key questions in exercise 2 often come back in commercials. Now have a look at the ad below and answer these key questions. a What is the problem?
b Why is it a problem?
c How can the problem be solved?
IN
d What are the advantages or positive features of this product?
N
e Do you know of another (beauty) company that tries to solve the problem mentioned here? 4
READING
Look at these photos.
VA
a What is the difference between them? –
–
b Which of the two photos is an example of an ad or commercial?
©
two hundred and twelve
c The other photo is an example of an infomercial. What do you think this word means?
212
UNIT 4:
LOVE IT OR HATE IT
5
Read this text about how infomercials work and what the most used phrases in infomercials are.
READING
a Fill in the phrases in the correct gaps. Choose from the list below. Call right now. / Act now! Limited time only! You can do it! But wait, there’s more! Life’s a pitch and then you buy. Money back guaranteed!
6 7 8 9 10
Two easy payments of $19.99! Operators standing by! We’ll double the offer. Not available in stores. Set it and forget it.
IN
1 2 3 4 5
’But wait ... there’s more!’ Top 10 infomercial sayings of all time 1
N
5
We’ve all been there. Watching TV, perhaps late at night, when a booming, animated voice snaps you out of your sleep to pay attention to the latest gizmo or gadget that will solve a longstanding annoyance of domestic life. You watch, skeptical that said device could possibly live up to its boastful claims. But then the over-the-top demonstrations (are you really going to cut aluminium cans with that knife?) begin to win you over.
10 Then comes the closer: the offer. In the lingo of the pitchman, this is referred to as “the turn”. This is when the infomercial turns from information to commercial, when a simple sales pitch turns into an offer too good to refuse.
VA
As Seen On TV Inc., a company that sells products featured in TV pitches, recently outlined the top 10 most-used sayings in infomercials, and how they help convert scepticism to sales:
15 10
9
8
There’s no reason not to buy a product when you are guaranteed to get your money back if you are dissatisfied. This addresses a common excuse: “I’ll pick it up next time I go to the store.”
©
20
No matter the product, there is one thing that will deter the purchase of any viewer: a high price tag. By splitting a purchase into easy payments, it is seen as more affordable.
7
6
5
30
This common As Seen On TV phrase creates a sense of urgency in the purchase-making decision process. To sweeten the deal, the pitchman may add more value to the purchase with a free product or two of the same item.
This saying was made popular by fitness guru and pitchman Tony Little. If Tony can do it, so can you.
UNIT 4
LOVE IT OR HATE IT
two hundred and thirteen
25
213
3
2
40
45
Some infomercials even include a ticking clock, suggesting that once the ad or paid program is over, no one will be able to take an order. This phrase was made popular by Ron ’Ronco’ Popeil, one of America’s most celebrated inventors who first gained acclaim for his role as pitchman in his own product infomercials. Over the past 40 years, his products have pulled in more than $2 billion in sales. “I’m the ’set it and forget it’ man”, said Ron Popeil, inventor and pitchman of the Ronco Showtime Rotisserie, to AsSeenOnTV.com. “If people see me at an airport, that’s what they call me.” Popeil first incorporated this saying into the infomercial for his Showtime Rotisserie.
One of the most quotable sayings from one of the most acclaimed As Seen On TV pitchmen of all time Billy Mays, most notable for his promotion of OxiClean, Orange Glo, Kaboom, and other cleaning, home and maintenance products.
And last, but certainly not least:
1 Arguably the most popular infomercial tagline: This phrase was made popular by, once again, Mr. Ron Popeil, the ’set it and forget it’ man. Although he was not the creator of the phrase, he certainly popularized it.
N
50
IN
35
4
Source: www.businessobserverfl.com
VA
affordable (> to afford): to have enough money to do or buy something without difficulty annoyance (> to annoy): something that makes someone feel rather angry boastful (> to boast): expressing too much pride in yourself or the things you have got a claim: a statement that something is true to deter: to discourage someone from doing something a device: a tool, a thing invented to fulfil a special purpose dissatisfied: not satisfied, not pleased domestic life: everyday life at home notable: interesting, important a purchase: the act of buying something sceptical: doubtful about a lot of things that other people say
©
b Read the sentences from the text and highlight appropriate synonyms for the underlined words. 1 ... a gadget that will solve a longstanding annoyance of domestic life. (l. 4) comfort / threat / irritation 2 ... skeptical that said device could possibly live up to its boastful claims. (l. 6) answer / statement / definition
two hundred and fourteen
214
3 ... there is one thing that will deter the purchase of any viewer. (l. 16) encourage / question / discourage 4 By splitting a purchase into easy payments, it is seen as more affordable. (l. 17) cheaper / more pricey / more economical
UNIT 4:
LOVE IT OR HATE IT
5 … to get your money back if you are dissatisfied. (l. 20) not pleased / contented / unsatisfied 6 … most notable for his promotion of OxiClean … (l. 45) typical / remarkable / important c Match the underlined words with the corresponding definition. Definition
1 ... skeptical that said device could possibly live up to its boastful claims. (l. 5) >> to boast
A tool, thing invented to fulfil a special purpose
2 ... skeptical that said device could possibly live up to its boastful claims. (l. 5)
B the act of buying something
3 ... skeptical that said device could possibly live up to its boastful claims. (l. 5)
C everyday life at home
4 ... a gadget that will solve a longstanding annoyance of domestic life. (l. 5)
D expressing too much pride in something
5 ... there is one thing that will deter the purchase of any viewer. (l. 16)
E doubtful about a lot of things that other people say
6
2
3
4
5
N
1
IN
Phrase
WATCHING
Watch the infomercial for Slap Chop.
a Highlight the techniques below when they are used.
Call now! Act now!
You can do it!
Not available in stores!
Operators standing by!
Money back guaranteed!
We’ll double the offer!
Two easy payments of …
VA
But wait, there’s more.
b What do you think Slap Chop is?
©
c Which other commercial techniques from step 2 are used?
Making A merica skinny ag ain, one slap at a time.
UNIT 4
LOVE IT OR HATE IT
two hundred and fifteen
215
7
Watch the infomercial again and complete the table with the correct answers.
WATCHING
Answer
1 What is the problem?
2 Why is it a problem? What are the negative consequences?
3 How can this problem be solved?
a How does it work?
b Name 3 advantages or positive features of the product.
VA
N
Question
IN
STRUCTURE
ADDITIONAL INFORMATION
Answer
1 How much does the product cost?
2 Is there a special promotion?
3 Where can you buy it?
©
Question
two hundred and sixteen
216
UNIT 4:
LOVE IT OR HATE IT
STRATEGY
How to advertise a product
If you want to advertise and present a product in an infomercial, use the structure in the Summary of this unit. See p. 226
8
WATCHING
Make your own voice-over for a commercial. a Preparation: check the first seconds of the commercial. What product do you think it advertises?
IN
While you are watching the commercial, make notes of at least ten different typical ad words you could use in your voice-over.
N
WRITING
Write your voice-over here.
VA
©
SPEAKING
c Reflection: check your task by filling in the checklist. While you are reading your voice-over, give your checklist to your partner who will give you some feedback too.
UNIT 4
LOVE IT OR HATE IT
two hundred and seventeen
b Action: work with a partner. Watch the commercial together and read your voice-over while the commercial is playing. Then switch.
217
Checklist: presenting an infomercial
Me Yes I think so
Classmate No
Yes I think so
No
2 Language and performance • I used good vocabulary. • I used correct basis grammar. • I spoke enthusiastically. • I paid attention to my pronunciation. Feedback
Did you know?
IN
1 Content and structure • I mentioned the product’s name three times. • I mentioned the slogan twice. • I followed the structure of an infomercial. • My information was detailed.
N
Advertorial As well as infomercials on television, there are also advertorials to read in a magazine or online. Advertorials look and read like objective journalistic content but are, in fact, paid advertisements.
©
VA
Source: www.investopedia.com
two hundred and eighteen
218
CHECK 4, p. 241
UNIT 4:
LOVE IT OR HATE IT
SUMMARY Comparative and superlative
I am cheaper!
I’m good.
But I am the cheapest!
I’m better! I’m the best!
IN
I am really cheap!
GRAMMAR
HOW TO make comparisons
USE
Adjectives can be used to make comparisons. Comparative
Superlative
– To compare one person or thing with another person or thing. – Used with ’than’: e.g. A Swatch watch is cheaper than a Rolex.
– To compare one person or thing with all of their group. – Used with ’the’: e.g. James Bond has the fastest car.
Comparative
Superlative
adjective + er e.g. fast g faster
adjective + est e.g. fast g fastest
– Adjectives ending in consonant + y g y changes to i before adding -er e.g. healthy ghealthier crispy g crispier
– Adjectives ending in consonant + y g y changes to i before adding -est e.g. healthy g healthiest crispy g crispiest
– Other adjectives more + adjective + than e.g. more boring than more pleasant than
– Other adjectives the most + adjective e.g. the most boring the most pleasant
more + adjective + than e.g. more expensive than more delicious than
the most + adjective e.g. the most expensive the most delicious
VA
1 syllable
N
FORM
2 syllables
> 2 syllables
– Some two syllable adjectives can have both forms: healthier than - the healthiest OR more healthy than - the most healthy Adjective good bad much little
Comparative better worse more less
Superlative best worst most least UNIT 4
LOVE IT OR HATE IT
two hundred and nineteen
©
Keep in mind! – Adjectives ending in a short vowel + consonant = double the consonant e.g. big, bigger, biggest – Irregular forms! e.g. good, better, best
219
HOW TO express possibility, probability and certainty
Expressing modality
My favourite ad is probably the funny one with the famous guy.
What a great ad!
Maybe it was for beer …?
Unforgettable!!
It could be for some tech thing … Whatever it was, those marketers must have been proud when they saw the result.
IN
What brand was it again?
Classic!
1 Modal auxiliary verbs
FORM & USE
VA
N
– We use some modal verbs when we want to express possibility, probability and certainty. – They can refer to the present or future. • modal + base of the verb e.g. It could be for some tech thing. • modal + ’be’ + ing-form of the verb e.g. They must be working on their new ad. – They can refer to the past. • modal + have + past participle e.g. The marketers must have been proud. • modal + have been + ing-form of the verb e.g. They can’t have been working long on it. How certain are you?
Positive (+)
100 %
Must e.g. He bought a new Porsche last week. He must be very rich!
Negative (-) Can’t / cannot e.g. He can’t be that rich, because he had to sell his Porsche. Mustn’t / must not e.g. Gary’s second hand phone broke down a week after he bought it. He must not have checked it before buying it.
©
Could e.g. You could buy a Fiat 500 or a MINI Cooper. They’re both easy to park.
two hundred and twenty
220
May e.g. Cheap products may be of lower quality.
May not e.g. He may not buy a new car after all.
Might e.g. He might have bought her a new watch, because I saw him at the department store.
Might not e.g. This car might not be ideal, but it’s good value for money. < 50 %
UNIT 4:
LOVE IT OR HATE IT
2 Adverbs FORM & USE – We use some adverbs when we want to express possibility, probability and certainty. • Possibility and probability: maybe, probably, possibly, perhaps • Certainty: certainly, definitely, clearly, surely
two hundred and twenty-one
©
VA
N
IN
– Make sure that you use the adverbs in the correct position in the sentence. • ’Maybe’ and ’perhaps’ are usually placed at the beginning of the clause. e.g. Maybe he wants to try a new deodorant. • The other adverbs of probability usually come: ° before the main verb. e.g. He probably buys all his clothes at Primark. ° after the verb ’to be’. e.g. They are clearly very expensive!
UNIT 4
LOVE IT OR HATE IT
221
HOW TO give instructions
The imperative
N
IN
Don’t vacuum the floor. Do my homework instead!
FORM
VA
Positive imperative
Negative imperative
= base form of verb
= don’t + base form of verb
e.g. Call 1800 Direct TV. e.g. Do my homework!
e.g. Don’t judge too quickly. e.g. Don’t vacuum the floor.
USE
– to order someone to do something – to give instructions
©
Keep in mind! If you want to structure your instructions, use linking words or sequencers: – First(ly) ... – Then ... – Next ... – After that ... – Finally ...
two hundred and twenty-two
222
UNIT 4:
LOVE IT OR HATE IT
Word
Translation
VOCABULARY
WORD LIST My notes
1 BEAUTY PRODUCTS aftershave
aftershave
foundation
foundation
make-up
make-up
shampoo
shampoo
chopping board
snijplank
cleaning products
poetsproducten
container
bewaardoos
washing powder
waspoeder
3 FOOD AND DRINKS cereal
ontbijtgranen
soft drink
frisdrank
4 OTHER
IN
2 CLEANING PRODUCTS AND UTENSILS
luchtvaartmaatschappij
diet pills
dieetpillen
device
toestel
fan
ventilator
pillow 5 ADVERTISING ad(vertisement) to advertise
kussen
advertentie, reclame reclame maken voor betaalbaar alliteratie
annoyance
ergernis
aspirational
strevend naar een hogere sociale positie
benefit
voordeel
boastful
opschepperig
brand
merk
campaign
(reclame)campagne; reeks acties om de verkoop van een product te stimuleren
©
alliteration
catchy
goed in het gehoor liggend, gemakkelijk te onthouden
claim
bewering
commercial
reclamefilmpje
company
firma, bedrijf
complexity
complexiteit
consumer
consument
copywriter
iemand die reclameteksten schrijft
two hundred and twenty-three
VA
affordable
N
airline
UNIT 4
LOVE IT OR HATE IT
223
to deter
afschrikken
device
toestel
dissatisfied
ontevreden
to differentiate (your brand/product)
je merk/product onderscheiden
domestic life
huisje boompje beestje
endorsement
steun, goedkeuring
expert
expert
feature
kenmerk
to influence
beïnvloeden
infomercial
infomercial (langer reclamefilmpje dat (ogenschijnlijk) veel informatie bevat)
to last long
lang meegaan
memorable
gedenkwaardig, gemakkelijk te onthouden
(use) in moderation
(gebruik) met mate
notable
opmerkelijk
payment to persuade pleasure purchase rhyme
betaling
overtuigen plezier
aankoop rijm
verkooppraatje
VA
sales pitch
My notes
IN
Translation
N
VOCABULARY
Word
simplicity
eenvoud
skeptical
sceptisch
slogan
slogan
tagline
slagzin
6 DESCRIBING PRODUCTS (DESCRIPTIVE ADJECTIVES) charismatisch
cheap
goedkoop
delicious
heerlijk
disgusting
walgelijk
©
charismatic
two hundred and twenty-four
224
energetic
energiek
enjoyable
aangenaam
exhilarating
opwindend
expensive
duur
fashionable
modieus
full of flavour
vol smaak
fun
leuk
gross
smakeloos, vulgair, vuil, walgelijk
handy
handig
UNIT 4:
LOVE IT OR HATE IT
iconic
iconisch
impeccable
onberispelijk
magical
magisch
perfect
perfect
revolutionary
revolutionair
smart
(hier) piekfijn, vlot
unbreakable
onbreekbaar
unlimited
onbeperkt
My notes
two hundred and twenty-five
©
VA
N
IN
Translation
VOCABULARY
Word
UNIT 4
LOVE IT OR HATE IT
225
STRATEGY
HOW TO advertise a product Before presenting the product
1
Problem • •
What is the problem? Why is it a problem? (= Are there negative consequences?)
Solution = the product! • Your product solves the problem!
Choose a name for the product and think of a slogan. What are the positive features of the product? How does it work? Mention price, promotion, where to buy it.
IN
• • • •
Prepare
•
Practise in front of a mirror or a live audience at home.
2 While presenting the product
N
Be confident
• Look your audience in the eye.
•
Be enthusiastic.
VA
Demonstrate Follow the problem structure. Give detailed information.
Be clear • Mention the product’s name several times.
• • •
Repeat the slogan a few times. Use the correct vocabulary. Form good sentences.
3
After presenting the product
©
• Show how the product works.
• •
Check the structure
• Did you mention the product’s name more than twice?
• • • • •
two hundred and twenty-six
226
Did you repeat the slogan enough? Did you follow the structure of an infomercial? Did you answer the key questions of the problem structure? Was the information detailed enough? Did you mention price, promotion, where you can buy it, etc.?
Evaluate your performance • Did the audience pay attention the whole time? • • •
UNIT 4:
Did you feel confident? Were you convincing? What would you do differently next time?
LOVE IT OR HATE IT
ON DIFFERENT TRACKS Check 1 1
Learning the language of advertising
Fill in the correct words in this comment about the new Mini. awesome – brighter – charismatic – energetic – exhilarating – fun – iconic – impeccable – perfect – smart
IN
Source: M / Shutterstock.com
More (1) than ever, the (2) Mini 3-Door Hatch embodies the essence of low-centre-ofgravity handling and (3)
go-kart feel. It’s
like a (4) date: (5) and
(6) with (7) credentials. Every single model is packed with (8) kit
and (9) character designed to make your life a whole lot (10) .
Score Next exercise
<6
≥6
ex. 2
ex. 3
Read the promotional text taken from a Rolex commercial.
a Fill in the correct word in the sentences below. Choose from the following words:
VA
2
N
Source: www.mini.co.uk
complexity – easily – elegant – revolutionary – simplicity
For those who travel the world this is the Sky-Dweller. The first Rolex with two time zones and an annual calendar that discretely marks the passage of the months. At the heart of the movement lies a planetary mechanism inspired by the alignment of sun, moon and earth. It enables the Sky-Dweller to know the difference between a 30-
©
and a 31-day month.
To display two time zones simultaneously the Sky-Dweller combines
with a 24-hour disk for keeping track of time back home. To operate the Sky-Dweller’s functions Rolex have engineered an interface of : the ring
command. Turning the bezel lets you select the date, local time or reference time for setting. Only Rolex can make such so elegantly simple. b Watch the commercial for Rolex and check your answers in exercise a.
UNIT 4
WATCHING
LOVE IT OR HATE IT
two hundred and twenty-seven
Source: rolex.com
a jumping hour hand to adjust to local time
227
c Write down two special features of the Rolex. Score
<6
Next exercise 3
≥6 ex. 3
Compare the old Mini Cooper (designed in 1959) to the newer version (designed in 2000).
Price Dimensions Top speed Fuel economy
N
b Action: write your paragraph (at least five comparative sentences or 50 words) and make sure that you use the comparative and superlative form correctly. Add a conclusion: which Mini do you prefer?
VA
c Reflection: check your task by filling in the checklist. Then compare your text with a partner. Did you come to the same conclusions about the cars? Checklist: writing a comparative paragraph
©
1 Content • I wrote at least five sentences (50 words). 2 Language • I used the comparative form correctly. • I used the superlative form correctly. • I used correct spelling and punctuation. Feedback
two hundred and twenty-eight
228
UNIT 4:
LOVE IT OR HATE IT
READING
IN
a Preparation: read the infographic and make some notes in the table below to compare the two Minis.
Yes
I think so
No
WRITING
IN
The original Mini was one of the iconic vehicles of the 1960s. Its stylish appearance and enviable handing ensured that it has remained in production in roughly the same form until the year 2000, surviving the collapse of its original manufacturer thanks to its overwhelming popularity and fan base.
two hundred and twenty-nine
©
VA
N
It was superseded by BMW-manufactured Mini Hatchback in 2001, which retained its predecessor’s trendsetting styling but combined this with much improved performance. But does this mean that it is the better vehicle? You decide ...
Adapted from www.moneysupermarket.com
Score
<6
6–8
>8
Next exercise
ex. 4
ex. 5
ex. 7
UNIT 4
LOVE IT OR HATE IT
229
4
Make sentences using the comparative or superlative form of the adjectives. Use the infographic in exercise 3 to check your answers. 1 The old/new Mini is (long) the old/new one. 2 The selling price of the old/new Mini is (low) that of the old/new one. 3 Judging from the top speed, the old/new Mini is (fast) the old/new one. 4 The old/new Mini accelerates (quickly) the
old/new one. 5 The old/new Mini is (economical) than the old/new one.
and it is/was manufactured in Britain.
IN
6 The old/new Mini is the (British) one because it is/was designed by a Brit
7 The old/new Mini is the (expensive) of both: the
(cheap) model (without options) costs around £16,000.
8 The amount of old/new Minis that has been sold so far is (high) than the amount of old/new Minis.
9 In terms of dimensions, the old/new Mini is the (high): 1.42 metres high. Score Next exercise
5
≥ 12
N
< 12
Check 2, p. 233
Read these famous slogans and taglines.
VA
a Fill in the correct typical ad words. Choose from:
bright – champions – fresh – fun – great – new – smile – special – quality – ultimate
b Combine the slogans with the right product. Choose from: airline (2x) – car – cereal – chewing gum – jeans – soft drink (2x) – takeaway food – telecom provider
Slogan
1 Breakfast of .
©
2 Double your pleasure, double your . 3 Have a Coke and . 4 A
way to fly.
5 The future’s . The future’s orange. 6 Something in the air. 7 The
two hundred and thirty
230
driving machine.
8 never goes out of style. 9 The choice of a generation! 10 Eat !
UNIT 4:
LOVE IT OR HATE IT
Product
c Choose three slogans and give two reasons why they can be considered good slogans. – I think number
is a good slogan because
– I think number
is a good slogan because
6
Score
< 11
Next exercise
ex. 6
is a good slogan because
IN
– I think number
≥ 11
Check 2, p. 233
WATCHING
Watch the clip in which Steve Jobs announces the iPad (2010). a Write down seven typical ad words in column A.
N
b Add eight things you can do with the iPad in column B. A
VA
B
©
Score Next exercise
< 12
two hundred and thirty-one
c The first iPad is from 2010, as you could see in the video. Are all features Jobs promised still present in today’s iPads? If not, what has changed? ≥ 12 Check 2 , p. 233
UNIT 4
LOVE IT OR HATE IT
231
7
Watch a part of the infomercial of Kenmore Intuition and write an advertorial about the vacuum.
WATCHING
a Preparation: make notes about the differences between the Kenmore Intuition and another vacuum cleaner. Note at least four differences. Note at least five different typical ad words that you can use in your advertorial.
b
IN
Action: write an advertorial of about 100 words.
N
VA
c Reflection: check your task by filling in the checklist. Checklist: writing an advertorial
1 Content and structure • I wrote about 100 words. • I presented the product’s name three times. • I mentioned the slogan. • I followed the structure of an advertorial. • My information was detailed.
©
2 Language and performance • I used good vocabulary. • I used correct basic grammar. • I used correct punctuation. Score
<7
≥7
Next exercise
ex. 6
Check 2, p. 233
two hundred and thirty-two
232
UNIT 4:
LOVE IT OR HATE IT
Yes
I think so
No
Check 2 1
Expressing probability
Look at these ads. They all represent a different commercial technique.
READING
a Write the technique(s) used under each picture.
2
IN
1
4
N
3
VA
b Explain your choice and express how sure you are about the used technique using four different modals or adverbs. 1 The technique used in the Unicef ad
.
2 The technique used in ad number 2
.
3 The technique used in the Lancôme ad
.
4 The technique used in the McDonald’s ad
.
©
c Decide which ad you think is the most successful. Give two reasons for your opinion. Make sure that you mention the technique used in your answer.
WRITING
two hundred and thirty-three
Score
<6
6–8
>8
Next exercise
ex. 3
ex. 2
ex. 6
UNIT 4
LOVE IT OR HATE IT
233
2
Look at the contents of this garbage bag that was left at a local park last week.
WRITING
a What information do these items give you on the person who dumped the bag? b Write five sentences. Maybe this is true …
This I’m sur e of !
©
VA
N
IN
two hundred and thirty-four
234
UNIT 4:
Score
<6
>8
Next exercise
ex. 3
ex. 5
LOVE IT OR HATE IT
Source: urbanbuzz / Shutterstock.com monticello / Shutterstock.com Emilio100 / Shutterstock.com
3
Read the list of things that advertisements want to make us believe. a Make the statements less probable. Use modal verbs or adverbs. 1 Colgate creates a wonderful smile. 2 In an average family the mother does the laundry. 3 If you drink Coke, you will have a lot of friends.
IN
4 If you use Dash, even the dirtiest spots will disappear.
b Now turn these guesses into facts that you are absolutely sure of. Use adverbs.
1 Maybe Duracell batteries are not the longest lasting batteries they claim to be.
2 Samsonite suitcases probably fall apart after they’ve been run over by a truck.
N
3 It’s possible that Clearasil doesn’t make your spots disappear within a week.
VA
Score
<5
Next exercise
ex. 4
Rewrite these sentences using could, may or might. 1 Selena Gomez and Eva Mendes probably wash their hair with Pantene shampoo.
©
2 Beyoncé probably doesn’t drink Pepsi.
3 Brad Pitt probably wears Tag Heuer watches.
two hundred and thirty-five
4
≥5
4 Katy Perry probably doesn’t wear the shoes she designs.
UNIT 4
LOVE IT OR HATE IT
235
5 Maybe Kirstin Stewart will appear in the next Chanel ad. Score
<4
≥4
Next exercise
5
Check 3 , p. 237
3
5
6
N
4
2
IN
1
8
VA
7
Doubt
©
two hundred and thirty-six
236
Score
<7
Next exercise
UNIT 4:
WRITING
Look at the pictures about the future in 2100. Which things are you absolutely sure of and which are you unsure about? Make ten (positive or negative) sentences with ’will’.
LOVE IT OR HATE IT
≥7 Check 3, p. 237
9
Sur e
6
In ads the voice-over tries to identify with the potential customer. The voice-over describes how you (probably/surely) feel and why their product is the ideal solution. a Try to think up the rest of these sentences. 1 After a hard day’s work, you probably feel . Time to relax in a bath with Dove bath foam! 2 After an intense session at the fitness club,
. Get fresh again with Rituals shower gel.
3 After working in the garden,
.
Get your muscles in shape again with Voltaren gel. . Always keep
IN
4 While working out at the gym, your bottle of Vittel mineral water close at hand.
WATCHING
b Now watch another Direct TV ad and make what you hear less certain. Finish these six sentences with modals or adverbs. 1 When you pay too much for cable,
.
2 When you feel depressed,
.
3 When you need some comfort,
N
.
4 When you make a surprise visit home,
.
5 When you discover something new about your parents,
.
VA
6 When you speed off with tears in your eyes,
.
Score
<7
≥7
Next exercise
ex. 5
Check 3
Giving instructions
©
Check 3
Look at the scenario below. It is from a commercial that sells washing powder. Write the instructions for the actor or actress, based on what you read in the text.
WRITING
Scenario (for the camera man) Setting: Kitchen and utility room Actors: parent and son SHOT N° 1 in profile
ACTOR parent
ACTION
TEXT
Takes a clean white T-shirt out of the washing machine. The washing powder (Whity) is clearly visible.
UNIT 4
LOVE IT OR HATE IT
two hundred and thirty-seven
1
237
ACTOR
ACTION
TEXT
2 frontal
parent
Holds the shirt up to check if all the stains have disappeared. Looks serious.
3 close-up
parent
Smiles mysteriously and holds it in his/her hands.
4 frontal
parent
Turns away from the washing machine and walks towards the camera. Looks right in the lens.
5 closer frontal
parent
Smiles and continues to walk towards the camera.
6 close up frontal
parent
Frowns forehead.
Said he had so much fun at school.
7 camera zooms out
parent
Walks to the kitchen smiling.
He’s 23 now. Works as a teacher.
8 in profile
parent
Takes up a white shirt clearly smeared with dirt. Looks straight into the camera smiling.
Still has a lot of fun at school, so it seems!
9 medium shot
parent
Puts the dirty shirt next to the box of washing powder, without losing eye contact with the camera.
Whity: for a life full of fun!
IN
My son … used to come home with his T-shirts all dirty.
N
SHOT N°
Instructions for the actor SHOT N°
TEXT
Take a clean white shirt out of the washing machine.
VA
1
ACTION
2 3 4
5
6
Said he had so much fun at school.
7
He’s 23 now. Works as a teacher.
8
Still has a lot of fun at school, so it seems!
9
Whity: for a life full of fun!
© two hundred and thirty-eight
238
UNIT 4:
My son … used to come home with his T-shirts all dirty.
Score
<6
6–8
>8
Next exercise
ex. 2
ex. 3
ex. 4
LOVE IT OR HATE IT
2
Here are some tips for the smart consumer. Fill in positive and negative imperatives in the text. Choose from: book (3 x) – buy (2 x) – expect – get – keep – look – start – take – wait
TIPS FOR THE SMART CONSUMER 1 a car in January and February. Car dealers give big discounts, especially when there’s a car fair. The best day of the week to buy a car would be on Monday, especially if the car dealer didn’t sell a lot of cars over the weekend.
IN
2 for Christmas decoration and Christmas cards right after New Year’s day. You will get a big discount and your Christmas cards will still be alright next year.
3 advantage of price drops on digital cameras, TVs, tablets, and other electronics in January as retailers are looking to clear their shelves for new models.
4 New furniture models come out in February, so bargains arrive in January. an eye on office furniture, as retailers target entrepreneurs launching new ventures in the new tax year.
N
5 As temperatures rise and demand cools in March, sellers are ready to strike deals on winter sporting equipment and apparel. Also that last ski trip of the season.
6 planning your summer holiday in March or April, but a flight that leaves on Friday, because that’s the most popular day to depart. For lots of hotels
VA
and airline tickets, the longer you wait the more you pay. Unless you don’t really care where exactly you’re going; then a last minute holiday trip. That’s probably the
cheapest option.
7 garden furniture in June or July, because that’s when everyone needs a sun lounger or a garden table and chairs. until the end of the summer and you’ll find great bargains, as retailers want to free shop space for winter items.
8 In November Black Friday deals can be made not only on that very day only. Some deals last for 2 or 3 weeks. the best deals in online shops.
©
discounts on big and small appliances, vacuum cleaners, and furniture. This is also a good time to buy laptops, HDTVs, tablets, digital cameras, and other electronics. Source: uk.businessinsider.com
Next exercise
<7
≥7 ex. 3
two hundred and thirty-nine
Score
UNIT 4
LOVE IT OR HATE IT
239
Watch the Amazon Echo Plus commercial and write down five orders you hear. Invent a negative equivalent for each of the orders, as in the example. Positive order
Negative equivalent
e.g. Play my sweet victory playlist everywhere.
e.g. Don’t play my calm Sunday list.
Score
<8
Next exercise
8 – 10
Check 4, p. 241
Watch the Dr Pepper commercial and make a list of (ten) instructions for the main male character (student Todd Johnson) and the main female character (the nurse) in the video.
VA
N
4
©
two hundred and forty
240
Say that you got it stuck in a key hole. Say that he needs a band aid, but add that you don’t have one that’s small enough.
UNIT 4:
WATCHING
IN
3
LOVE IT OR HATE IT
WATCHING
Thank the nurse. Leave her office. Say: ‘He should be more careful where he sticks that thing.’ Look puzzled when you see the crowd laughing.
Score
<7
≥7
Next exercise
ex. 3
Check 4
1
Describing infomercials
IN
Check 4
Below you will find some information about the ’Picture Protector’. a Put the sentences in the correct order.
READING
2
3
VA
1
N
A But since it’s unlikely that the King is available for more unscheduled photo shoots, the Picture Protector should be all you need. B For total idiots – who either don’t see the string or think it’s a finish line – each cable is also equipped with a sign that says ’Picture taking in progress’. C Elvis Presley was notorious for picture crashing. D With two cords that are attached to the side of the photographer and the subject an impassable fortress is created. E He’d lean into a scene, unbeknown to the photographer or the subject, and when they got their film developed they’d be all shook up. 4
5
b Answer these questions about the Picture Protector.
2 Why is that a problem? (What are the negative consequences?)
©
3 How can the problem be solved?
– What are the advantages or positive features of the product?
– How does it work?
two hundred and forty-one
1 What is the problem?
UNIT 4
LOVE IT OR HATE IT
241
c You decide to put the product on the market. Answer these questions. 1 How much would you sell it for? 2 Which special promotion could launch the product? 3 Where can people buy it?
<8
8 – 10
> 10
Next exercise
ex. 2
ex. 4
ex. 5
IN
2
Score
Look at the picture and try to get an idea of what the product is meant for.
READING
a Put the sentences in column A back in the correct position in the text.
b Write in column B what you think the sentences explain. Choose from these words. cause – price – problem – promotion – solution
B
N
A But should this be a reason not to eat any nuts anymore?
There’s also a clear vinyl window that allows you to keep an eye on your work.
VA
The aftermath of a good shelling session is, however, the tidy housekeeper’s worst nightmare.
The peanut is a great nut, especially when freshly sprung from its shell. 1
Bits of peanut shell find their way into the most unlikely places.
©
2
The Peanut Deshelling Bag may sound an unlikely enough place itself, but once inside it, nothing can escape – except the nut you want to eat. There are two openings for your hands and ample storage for a feast of nuts.
two hundred and forty-two
3
242
The bag is easily emptied after a session, but careful not to spill shell fragments through the hand holes on the way to the waste bin. Source: The Big Bento Box of Unuseless Japanese Inventions, Kenji Kawakami UNIT 4:
LOVE IT OR HATE IT
c Answer these questions. 1 What is the problem?
2 Why is that a problem? (What are the negative consequences?)
3 How can the problem be solved?
– What are the advantages or positive features of the product?
– How does it work?
IN
SPOKEN INTERACTION
d Work with a partner and compare your answers. Score
<9
≥9
Next exercise
N
Work with a partner. Look at the pictures and choose one gadget you would like to sell to your partner.
VA
3
ex. 4
a hoverboard
virtual reality goggles
SPEAKING
a smart watch
a Preparation: make some notes about the gadget you choose. 1 What is the problem?
©
2 Why is that a problem? (What are the negative consequences?)
3 How can the problem be solved? What are the advantages or positive features of the product?
two hundred and forty-three
– How does it work? – How much does it cost? – Is there a promotion?
– Where can you buy it?
UNIT 4
LOVE IT OR HATE IT
243
b Action: sell your item to your partner. – Mention the product’s name at least three times. – Follow the structure of the table you filled out when preparing for this task. – Make sure you sound convincing. Be enthusiastic. c Reflection – Give the checklist to your partner who will give you some feedback. – Fill in the checklist after you spoke and discuss the feedback your partner gave you. Checklist: selling a gadget
Me
Classmate
1 Content and structure • I mentioned the product’s name three times. • I followed the structure of an infomercial.
No
Yes I think so
no
IN
Yes I think so
2 Language and performance • I used good vocabulary. • I used correct basic grammar. • I spoke enthusiastically. • I paid attention to my pronunciation.
Score
<7
≥7
ex. 4
All done!
VA
Next exercise
N
Feedback
4
Watch the infomercial and try to retell it to a partner.
WATCHING
a Preparation – Highlight the items below when you hear them. But wait, there’s more.
We’ll double the offer!
Money back guaranteed!
You can do it!
Call now! Act now!
Two easy payments of …
Operators standing by!
Not available in stores!
Why wait?
– Which other commercial techniques are used?
©
– Watch the infomercial again and make some notes. What is the problem?
two hundred and forty-four
244
UNIT 4:
LOVE IT OR HATE IT
How can the problem be solved? Name all the advantages or positive features of the product.
– How does it work?
N
– How much does the product cost?
IN
– Is there a special promotion?
VA
– Where can you buy it?
b Action: use your preparation to retell the infomercial to a partner. Try to be as convincing as possible. Use the strategy on how to advertise your product on p. 226 in the Summary.
SPEAKING
c Reflection: check your task by filling in the checklist. Checklist: retelling an infomercial
Yes
I think so
No
©
1 Content and structure • I mentioned the product’s name three times. • I mentioned the slogan twice. • I followed the structure of an infomercial. • My information was detailed. 2 Language and performance • I used good vocabulary. • I used correct basic grammar. • I spoke enthusiastically. • I paid attention to my pronunciation.
Score Next exercise
<8
two hundred and forty-five
Feedback
≥8 All done!
UNIT 4
LOVE IT OR HATE IT
245
5
Make your own commercial storyboard. a Preparation: read this storyboard of a simple Colgate commercial and answer the questions. READING 1 What is the girl’s problem? 2 What is the cause of her problem? 3 How can her problem be solved?
IN
4 What are the advantages or positive features of the product?
N
You should use Colgate toothpaste. It makes your teeth whiter and they will look healthy again. And your breath will smell like mint.
Why not? Are you okay?
©
VA
I don’t feel comfortable smiling.
My teeth aren’t white. They don’t look healthy and I’m afraid my mouth smells bad.
two hundred and forty-six
246
UNIT 4:
LOVE IT OR HATE IT
You were right! I’ve tried Colgate for a week and my teeth now look and feel healthy again. I can’t stop smiling. When’s our next date?
WRITING
b Action: create a similar storyboard for deodorant. – First answer these questions. Use your imagination. What is the problem?
Why is that a problem? (negative consequences)
What is the cause of the problem?
IN
N
How can the problem be solved?
What are the advantages or positive features of the product?
VA
Suggested slogan?
©
two hundred and forty-seven
– Now make your own storyboard. Your teacher will give you some tips on what tools or sites you can use.
UNIT 4
LOVE IT OR HATE IT
247
c Reflection: check your storyboard by filling in the checklist. Then try to sell your product to a partner by telling them what it is all about! Checklist: making a storyboard
Yes
I think so
No
1 Content and structure • I mentioned the product’s name three times. • I mentioned the slogan twice. • I followed the structure of an infomercial. • My information was detailed.
Feedback
<6
Next exercise
ex. 3
>8
All done!
©
VA
N
Score
IN
2 Language and performance • I used good vocabulary. • I used correct basic grammar. • I spoke enthusiastically. • I paid attention to my pronunciation.
two hundred and forty-eight
248
UNIT 4:
LOVE IT OR HATE IT
CHECK OUT: MAKING AN INFOMERCIAL Orientation You will present a new product using the infomercial format.
Preparation Work with a partner and make a infomercial for a product your teacher will give you or invent a new product that solves a problem you can have at school (e.g. a boring teacher). Think about these questions: STRUCTURE Question
SPOKEN INTERACTION
IN
1
Answer
What is the problem? Why is it a problem? What are the negative consequences?
N
ow can the problem be solved? H What are the advantages or positive features of the product? – What is your product’s name?
VA
– How does it work?
ADDITIONAL INFORMATION Question
Answer
How much does the product cost? Is there a special promotion?
two hundred and forty-nine
©
Think up a slogan.
UNIT 4
LOVE IT OR HATE IT
249
Action SPEAKING
2 Make an infomercial video or perform ’live’ in class. 3 Present your product in 1 to 2 minutes. Try to convince your classmates (and your teacher) to buy it. Follow these tips: Mention the product at least three times. Mention the slogan at least twice. Follow the structure of an infomercial. Be detailed. Be enthusiastic! Pay attention to your language and pronunciation.
Reflection
IN
• • • • • •
4 Reflect on your task by filling in the checklist. Checklist: presenting an infomercial
1 Content and structure • I mentioned the product’s name three times. • I mentioned the slogan twice. • I followed the structure of an infomercial. • My information was detailed.
VA
Feedback
N
2 Language and performance • I used good vocabulary. • I used correct basic grammar. • I spoke enthusiastically. • I paid attention to my pronunciation.
©
Trace your steps on diddit.
two hundred and fifty
250
UNIT 4:
LOVE IT OR HATE IT
Yes
I think so
No
UNIT 5: #BACKTOTHEFUTURE check in
IN
main track
Step 1: expressing reason and purpose
VA
N
Step 3: describing the future
Step 2: describing the past
summary
©
trace your steps
on different tracks
check out: a message to my future self
CHECK IN
Adapted from www.imdb.com
IN
BACK TO THE FUTURE Back to the future is a trilogy in which Marty McFly (played by Michael J. Fox) is accidentally sent thirty years into the past and into the future in a timetravelling DeLorean invented by his close friend, the maverick scientist Dr. Emmett ‘Doc’ Brown (played by Christopher Lloyd). The first film came out in 1985.
© Universal Studios
Inventions of and for the future
In Back to the future II a number of inventions are predicted. Look at these photos. a Link a word to a picture. Choose from the words below.
changing headlines – flying cars – hoverboard – self-lacing sneakers – technological glasses – thumbprints
N
2
VA
1
3
4
©
5
two hundred and fifty-two
252
6
b Discuss with a partner which inventions came true. Tick those boxes in exercise a. c Watch the news report about the predictions from the film and check your answers.
UNIT 5:
#BACKTOTHEFUTURE
WATCHING
MAIN TRACK Step 1
You mean the world to me
Expressing reason and purpose
1 / Things you would save in a fire 1
Imagine your house is on fire.
SPOKEN INTERACTION
IN
a Write down the three items that you would definitely save (sorry, no pets or people allowed).
b Discuss your three items with a partner and explain why you would save them. Use the following structure: If my house burned down I would definitely save (+ item), because (+ reason).
Watch Tamzin Lena’s video about the ten things she would save and answer the questions below.
WATCHING
N
2
a Tamzin Lena cheated a bit in her video. 1 Explain why.
VA
2 List the cheats.
b Why does she say that her phone doesn’t really count?
©
c Why does she keep the glass pot?
3
Answer these questions individually first and then discuss with a partner. a What do you think a Q&A book is?
UNIT 5
#BACKTOTHEFUTURE
two hundred and fifty-three
253
b
SPOKEN INTERACTION
Think of five questions that you would write in your Q&A book. 1 2 3 4 5
2 / For old times’ sake Discuss these questions in your group.
SPOKEN INTERACTION
IN
1
a What are your best childhood memories?
b What is the oldest item you have that brings back a memory? What is that memory?
c If you could choose one item that you would like to show your future grandchildren, what would it be? 2
Watch Laura opening her time capsule and decide whether the following statements are true WATCHING or false. Correct the false statements. Statement
True
N
1 Laura made her time capsule in 1999.
2 Laura is still in touch with most of her 6th grade classmates.
VA
3 Sarah gave her the teddy bear that is inside the box.
4 There is a can of Pepsi in her capsule.
5 Laura used to collect stickers to stick them onto anything.
©
6 Laura still lives in the same house.
7 Laura is very proud to show her old grades.
two hundred and fifty-four
254
8 Laura answered affirmatively to two questions in her checklist.
UNIT 5:
#BACKTOTHEFUTURE
False
3
WATCHING
Watch the video again if necessary and answer these questions. a Why is Laura surprised when she opens the time capsule? b What was the top secret item? c At the end of the video Laura says: ‘Al Gore, the President of the United States, invented the internet’. – Why is it a stupid answer?
IN
– Why do you think she gave that answer?
WATCHING
Watch the second part of Laura’s video. She gives reasons why she included certain items. Look at this example. Then answer each question using two different ways to express the reason and/or the purpose.
N
4
E.g. Why did Laura include comics in her time capsule?
VA
She included them because she thought they would become valuable later. She included them because of the value they might have later. She included them so (that) she could sell them later. She included them to sell them later.
a Why does Laura laugh when she says she had a D in language arts? –
–
©
b Why did Laura include a Goosebumps book in her time capsule? –
– –
c Why do you think Laura discusses her report card? – –
–
UNIT 5
#BACKTOTHEFUTURE
two hundred and fifty-five
255
5
Use the examples in exercise 4 and your own answers to fill in the grammar box below.
GRAMMAR
How to express reason and purpose Some linking words help you connect the ideas in a sentence. 1 Expressing reason: , • ‘Because’ is followed by and
(= subclause
or ). e.g. Laura included the comics because she thought they would become valuable later.
IN
• ‘Because of’ is followed by . e.g. Laura included them because of the value they might have later.
2 Expressing purpose: , , • ‘So’ and ‘so that’ are followed by or ).
and
(= subclause
e.g. She included them so (that) she could sell them later.
• The most common type of purpose clause is a . e.g. She included them to sell later.
N
Link a clause on the left with the most logical ending on the right. 1 I am donating any clean and usable items to a local church or shelter ...
A because I really hate clutter!
2 I’m keeping my report cards ...
B mainly because of all the hard work I put into it.
3 I’m keeping only a few really important pieces of my artwork ...
C because I enjoy looking back at them and I think my son will too when he gets older.
4 I got rid of all the stuff my mum saved for me, and I’ve never regretted it ...
D because a thing is just a thing unless there’s a story behind it.
VA
6
See p. 278
5 I’m going to keep a few things that E so they can go to those who would truly prompted a forgotten story when I unboxed love to have them. them ...
Adapted from ask.metafilter.com
©
1
7
2
3
4
Fill in a correct linking word in the sentences below. 1 It is a bizarre thing going through old photos of my past self
it is like
looking through a window into a past memory.
two hundred and fifty-six
256
5
2 Store your memorabilia collected over the years in one box
you can
access it when you want to and enjoy it. 3 My nan kept her old teddy bear for all those years give it to me when I was little. UNIT 5:
#BACKTOTHEFUTURE
4 This is another reason I think it is so important to keep a family album; just the family can look back and remember things in their lives. 5 The headline said: ‘Man loses all of his childhood memories
a rare
condition’. 8
Discuss the following questions with a partner. Use a variety of ways to express your reasons.
SPOKEN INTERACTION
a What would you definitely put in a time capsule? Why? b What would you definitely not put in a time capsule? Why not?
9
IN
c Which of Laura’s items do you find most interesting to put in a time capsule? Why?
READING
Read the following article about a teenage time capsule and answer the questions. a List the items the teen scientists put in the time capsule.
b Which items do you know? Which one(s) was/were new to you?
N
c Name three items that you would not put in a time capsule and explain why. Use the correct structure to do so.
VA
* 56
33
72
©
Teen Scientists Create a Time Capsule for the Future
In 2014, the New York Historical Society opened a time capsule that was created back in 1914. The original to-open date of this capsule was in 1974, but past curators forgot to do so. When the capsule was opened, historians found documents and news reports that depicted the life of NY businessmen of the time.
UNIT 5
#BACKTOTHEFUTURE
two hundred and fifty-seven
Taking inspiration from recently found time capsules that were buried for more than a 100 years (and sometimes even more than 200!), teens around the USA also gathered objects they would like to show to people from the future.
257
More recently, the contents of a 220-year-old time capsule, buried in 1795 by Samuel Adams and Paul Revere, were revealed to the public: coins, letters, newspaper clippings, a silver plaque … all items reflecting early America. Teenagers around the US have used these remarkable finds to create their own time capsules for the future. Their goal? Showing people from the future how teenagers lead their lives today.
N
IN
What inspires teenagers today? What items did they choose to represent their generation?
©
boleuzia
two hundred and fifty-eight
Source: www.buzzfeed.com
258
UNIT 5:
#BACKTOTHEFUTURE
follow
cutiecutecosplay
follow
Source: www.instagram.com/cutiecutecosplay
VA
Even the most photographic – and for some most annoying – invention of our time had to be included: the selfie …
SPEAKING
10 Put together your own personal time capsule. a Preparation: what do you want to know about your past self … in the future? – Choose five items that are important to you. – Bring a box or something similar that can be sealed and stored for ten years. – Think of what you are going to say about each item. – Use the past and future forms correctly. b Action: present your time capsule to a group of classmates. Make sure you explain what each item is, what it meant or means to you and why you put it in your capsule. Use linking words correctly. Speak for about 60 seconds, so watch the timing. Speak clearly and pay attention to your presentation skills. Use the tips on how to give a presentation (Unit 3, p. 162).
Checklist: presenting a time capsule
IN
c Reflection: reflect on your speaking task by filling in the checklist. Yes I think so No
N
1 Preparation • I picked five items and brought a box that can be sealed for ten years. • I thought what I wanted to say about each item and made an outline of my presentation. • I thought of the most important vocabulary necessary for this topic. • I checked how to form the past and future forms. • I checked (online) if I didn’t know how to pronounce a word. • I practised the presentation. 2 Content and structure • I spoke for about one minute. • I discussed all five items. • The presentation was fluent and I spoke clearly.
VA
3 Language • I used the correct vocabulary. • I used the past and future tenses correctly. • I paid attention to my pronunciation. Feedback
two hundred and fifty-nine
©
CHECK 1, p. 283
UNIT 5
#BACKTOTHEFUTURE
259
Step 2
Sometimes in order to go forward, you must go back Describing the past
1 / I still remember 1
Discuss the following questions with a partner.
SPOKEN INTERACTION
a What is your best childhood memory? Explain.
Adapted from en.wikipedia.org
2
IN
Bugzy Malone (real name Aaron Davis) is an English grime rapper from Manchester. He is one of the key MCs who started a ‘grime revival’ moving the UK urban scene away from more commercially orientated music. Bugzy Malone is present on social media (Twitter, Instagram and Snapchat) and his own website.
Source: Neal Whitehouse Piper
b Do you write down your memories? If so, where? If not, why not?
Read the lyrics of the song ‘Childhood Memories’.
N
a Fill in the verbs in the past simple or past continuous form.
Childhood Memories – Bugzy Malone Smiles, laughter, good times, family,
20th of the 12th 1990
friends, no ties, wild, young
She (5 to tell) me that she’d
VA
1
5
And I’m about to take you back deeper
never seen anything like me
than I can remember
I bet she (6 not to
Let me start with the smiles, the
Given birth to a soldier that will always
With the family, the friends and the no
fight for her
ties
Now let me take you to my childhood
Because she (2 to have)
gangsters
responsibility now
And the ghetto was established and
She had a life in her tummy, I’m talkin’
we’re talking
© two hundred and sixty
260
UNIT 5:
I (7 not to know) that the nineties (8 to be) full of
35
‘Bout the real hood
Daddy seen us as a meal ticket didn’t he
I just remember sitting in that living room
Well she
And for as long as I could hold a pen
(3 to replace) him
like a real woman should’ve done
I (9 to draw)
And everything for her child like a real
For as long as I could see a dream I had
woman could 20
30
And I remember it being real good
that was all about to change
bout my mummy
15
know) I’d hold her back tight
laughter, the good times
She (1 to be) wild, young but
10
25
And I (4 to be) born on the
#BACKTOTHEFUTURE
40
visions of a city that (10 to sparkle)
Chorus:
Questioning my worth, am I a mistake?
We (11 to fall)
Cos I’m black and my sisters white
from the stars Bleeding from the heart 45
70
Does it mean it’s fate? That I end up on
And I (12 to believe) in
the street
you from day oh
Bottle at my feet questioning, where I’m
Now I’m reaching for the stars
gonna live
Holding on to Mars
And how I’m gonna eat?
Because of you today oh
75
Hell no Lemme tell you how it’s gonna be
50
Tears, pain, so broke, lost, child And I’m about to take you back to the place that I’m just tryna forget With the drama, the stress and the no And the tears, the pain, so broke, lost, child
And what I’ve seen I can tell the streets
80
Every story from my journal I’m just still tryna compete
tryna find your feet
And your future looks so bleak you turn
But that (13 to be) all
85
to the streets and the roads
about to change ‘cos I
My mummy (16 to try) her
(14 to grow up) Defended for myself look
best and (17 to ignore)
I (15 to have) a step
the side effects
daddy right
Cos the struggle (18 to
N
60
I can only preach what I know
With the lows, the peak when you’re
dough 55
I’m the priest of my own religion
IN
Yeah drama, stress, no dough
But yin and yang hasn’t always been
90
teach) me all that I know.
VA
black and white
Cos I could remember occasions where
65
Chorus x2
we would have a fight
And I would run away, sit down and look up at the sky
b Listen to the song and correct yourself.
WATCHING
Answer the questions about the song.
READING
a How does Bugzy Malone feel about his childhood?
©
3
gonna: going to lemme: let me tryna: trying to
c Prove with a line from the text that Bugzy’s mum wasn’t ready for a child. UNIT 5
#BACKTOTHEFUTURE
two hundred and sixty-one
b How does Malone describe his relationship with his father?
261
d Which image does Malone use to discuss the relationship with his stepfather? What was it like? e What was the result of that relationship? 4
Discuss the following questions.
SPOKEN INTERACTION
a What kind of job would you like to do in 15 years?
IN
b How do you see your personal or family life in 15 years?
c Have you ever read your earliest posts on social media or your old diaries and letters? What did they sound like? Watch the video and decide whether the following statements are true or false. Correct the false statements.
VA
N
5
Statement
1 Scott wrote his letter back in 1991.
2 The teacher was allowed to read all of the students’ letters.
3 The teacher started this assignment back in the 1960s.
4 The teacher agreed to send back the letters after 15 years.
©
5 Scott has lived up to most of his expectations.
6 The assignment to write the letter has spread over the country now.
7 Scott wanted to make the world a better place. two hundred and sixty-two
262
8 The teacher will send his last letter in 2036.
UNIT 5:
#BACKTOTHEFUTURE
True
False
WATCHING
6
WATCHING
Watch the video a second time to answer these questions. a Why did the teacher give this assignment? b Sum up the expectations that Troy had. Professional
IN
Personal
c Name a prediction that Scott didn’t include in his letter, but that did come true.
d Would you like to do such an assignment? Why (not)?
1
N
2 / Amor Deliria Nervosa
Who knows what the future holds? Read about Delirium, a novel set in a future world. What is different from our world today and what is still the same?
SPOKEN INTERACTION
VA
DELIRIUM – LAUREN OLIVER In an alternate United States, love has been declared a dangerous disease, and the government forces everyone who reaches 18 to have a procedure called the Cure. Living with her aunt, uncle, and cousins in Portland, Maine, Lena Haloway is very much looking forward to being cured and living a safe, predictable life. She watched love destroy her mother and isn’t about to make the same mistake. But with 95 days left until her treatment, Lena meets enigmatic Alex, a boy from the ‘Wilds’ who lives under the government’s radar. What will happen if they do the unthinkable and fall in love? Adapted from goodreads.com
listening
Listen to the first part of the first chapter of Delirium and answer these questions.
©
a Are the following statements true, false or not mentioned? Correct the false statements. Statement
True False
Not mentioned
1 Nobody in the speaker’s family has been treated in the past 9 years.
two hundred and sixty-three
2
2 Minors can’t get the treatment. 3 The speaker is not scared of the procedure.
UNIT 5
#BACKTOTHEFUTURE
263
b
What is the worst thing that could happen if the procedure fails?
c What happens after the procedure?
GRAMMAR
How to talk about past events
IN
Do you still remember the form of regular and irregular verbs in the past simple tense? Check diddit and the Summary of Unit 2 on p. 87-88 if you need to refresh your memory. See p. 87-88 Read the rest of the first chapter of Delirium and fill in the verb forms in the past simple tense.
3
1 Things
(1 not to be) always as good as they are now. In school we
N
(2 to learn) that in the old days, the dark days, people (3 not to realize) how deadly a disease love (4 to be). For a long time, they even (5 to view) it as a good thing, something to be celebrated and pursued. Of course that’s one of 5 the reasons it’s so dangerous: It affects your mind so that you cannot think clearly, or make
rational decisions about your own well-being. (That’s symptom number twelve, listed in the
VA
amor deliria nervosa section of the twelfth edition of The Safety, Health, and Happiness
Handbook, or The Book of Shhh, as we call it.) Instead, people back then (6 to name) other diseases—stress, heart disease, anxiety, depression, hypertension, insomnia,
10 bipolar disorder—never realizing that these
(7 to be), in fact, only symptoms
that in the majority of cases could be traced back to the effects of amor deliria nervosa.
Of course, we aren’t yet totally free from the deliria in the United States. Until the procedure
©
has been perfected, until it has been made safe for the under-eighteens, we will never be totally protected. It still moves around us with invisible, sweeping tentacles, choking us. I’ve seen
15 countless uncureds
(8 to drag) to their procedures, so racked and ravaged by
love that they would rather tear their eyes out, or try to impale themselves on the barbed-wire fences outside of the laboratories, than be without it.
two hundred and sixty-four
264
Several years ago on the day of her procedure, one girl (9 to manage) to slip from her restraints and find her way to the laboratory roof. She (10 to drop) 20 quickly, without screaming. For days afterward, they
UNIT 5:
#BACKTOTHEFUTURE
(11 to broadcast) the
image of the dead girl’s face on television to remind us of the dangers of the deliria. Her eyes (12 to be) open and her neck was twisted at an unnatural angle, but from the way her cheek was resting against the pavement you might otherwise think she had lain down to take a nap. Surprisingly, there was very little blood—just a small dark trickle at the corners of 25 her mouth.
Ninety-five days, and then I’ll be safe. I’m nervous, of course. I wonder whether the procedure will hurt. I want to get it over with. It’s hard to be patient. It’s hard not to be afraid while I’m still
IN
uncured, though so far the deliria hasn’t touched me yet.
Still, I worry. They say that in the old days, love (13 to drive) people to madness. 30 That’s bad enough. The Book of Shhh also tells stories of those who
(14 to die)
because of love lost or never found, which is what terrifies me the most.
The deadliest of all deadly
N
things: it kills you both when you have it and 35 when you don’t.
to affect: to have an impact on anxiety: feeling nervous or worried about something bad that is going to happen barbed-wire fence: strong fence with short, sharp objects on it to choke: to stop from breathing hypertension: high blood pressure to impale: to push a sharp object through something to pursue: to do something or to achieve something over a period of time restraints: a type of seatbelt uncureds: people who have not been treated yet
VA
Source: Delirium, Lauren Oliver
4
READING
Answer these questions about the extract in exercise 3. a Why do people call it ‘The Book of Shhh’?
b How does the main character feel about her own procedure?
c What happened to the girl who managed to escape?
©
READING
Read these other extracts from the novel. a Put the extracts in chronological order.
A
The evaluation is the last step, so I can get paired. In the coming months the evaluators will send me a list of four or five approved matches. One of them will become my husband after I graduate college (assuming I pass all my boards. Girls who don’t pass get paired and married right out of high school). The evaluators will do their best to match me with people who received a similar score in the evaluations. As much as possible they try to avoid any huge disparities in intelligence, temperament, social background, and age.
UNIT 5
#BACKTOTHEFUTURE
two hundred and sixty-five
5
265
B
IN
The evaluators nod, make notes. Romeo and Juliet is required reading in every freshmanyear health class. “And why is that?” Evaluator Three asks. It’s frightening: That’s what I’m supposed to say. It’s a cautionary tale, a warning about the dangers of the old world, before the cure. But my throat seems to have grown swollen and tender. There is no room to squeeze the words out; they are stuck there like the burrs that cling to our clothing when we jog through the farms. And in that moment it’s like I can hear the low growl of the ocean, can hear its distant, insistent murmur, can imagine its weight closing around my mother, water as heavy as stone. And what comes out is: “It’s beautiful.” Instantly all four faces jerk up to look at me, like puppets connected to the same string. “Beautiful?” Evaluator One wrinkles her nose. There’s a zinging, frigid tension in the air, and I realize I’ve made a big, big mistake.
C
N
“Remember,” she is saying for the thousandth time, “they want to know about your personality, yes, but the more generalized your answers the better chance you have of being considered for a variety of positions.” My aunt has always talked about marriage with words straight out of The Book of Shhh, words like duty, responsibility, and perseverance. “Got it,” I say. A bus barrels past us. The crest for St. Anne’s Academy is stenciled along its side and I duck my head quickly, imagining Cara McNamara or Hillary Packer staring out the dirtencrusted windows, giggling and pointing at me. Everyone knows I am having my evaluation today. Only four are offered throughout the year, and slots are determined well in advance.
D
One piece of really good news is this: All of yesterday’s evaluations have been invalidated. All of us will receive a new evaluation date, which means I get a second chance. This time I swear I’m not going to screw it up. I feel completely idiotic about my meltdown at the labs.
VA
E
“Would you like some water?” Evaluator One, the woman, gestures to a bottle of water and a glass set up on the table. She has noticed my momentary flinch, but it’s okay. My personal statement is done, and I can tell by the way the evaluators are looking at me—pleased, proud, like I’m a little kid who has managed to fit all the right pegs in all the right holes—that I’ve done a good job.
Source: Delirium, Lauren Oliver
1
2
3
4
©
b Why are the Evaluators shocked when she says Romeo and Juliet is beautiful?
c How do the Evaluators find a good partner for you?
two hundred and sixty-six
266
d Compare how she feels in the extract in exercise 3 with how she feels in extract A. UNIT 5:
#BACKTOTHEFUTURE
5
Lauren Oliver
6
WRITING
You will write a short scene for a ‘fake’ novel using the past (simple) tense. Follow your teacher’s instructions. a Preparation – Find a partner to work with. – Read the synopsis of your ‘fake’ novel. If necessary, read it again. – Think of what you could let your protagonists do. Brainstorm and make a mindmap. – Write a few key sentences for your text here.
IN
b Action – Use the key sentences and the rest of your preparation to write the scene on a separate piece of paper. – Use past tenses. – Use linking words correctly. – Make sure your text is between 100 and 200 words. Use paragraphs. – Reread your text and check for language mistakes.
N
c Reflection: check your scene by filling in the checklist below. Then swap your text with another pair of students and listen to their feedback. Checklist: writing a scene in a novel
Yes I think so
No
VA
1 Preparation • I read the synopsis very carefully. • We brainstormed about what we could write about. • We made a mindmap and wrote down a few key sentences. 2 Content and structure • Our text is between 100 and 200 words. • We used paragraphs in our text. • We wrote a final version on a separate piece of paper. 3 Language • We used the correct vocabulary. • We used the past tenses correctly. • We used linking words correctly. • We used correct spelling and punctuation.
©
Feedback
two hundred and sixty-seven
CHECK 2, p. 289
UNIT 5
#BACKTOTHEFUTURE
267
Future me
Step 3 1
Describing the future
Answer the following questions.
SPOKEN INTERACTION
a Are you curious to know what your life will be like at the age of 30? b Do you think it will be very different from your life today? c What will have changed? What will still be the same? Look at the FutureMe website and fill in this basic information. Where?
What?
When?
©
VA
N
How?
two hundred and sixty-eight
268
Source: www.futureme.org
UNIT 5:
READING
IN
2
#BACKTOTHEFUTURE
3
Discuss the following questions with a partner.
SPOKEN INTERACTION
a What kind of emails do you think people send to themselves? b Would the fact of sending these emails affect their future? c Would you consider sending a message to your future self? What would be in it? You will get one of these FutureMe emails. Read it carefully and then do the exercises. a
READING
Make a few notes in the table and try to answer the questions (if possible based on the information in your letter). Question
Answer
1 How does the writer feel at the moment of writing?
2 Is the writer positive about the future?
N
3 Which hopes does the writer express for the future on a personal level?
IN
4
VA
4 Which ambitions does the writer express for the future on a professional level?
SPEAKING
Use your preparation to explain to a partner what is in the letter.
two hundred and sixty-nine
©
b
UNIT 5
#BACKTOTHEFUTURE
269
5
Read some more inspiring letters that were posted on FutureMe.
READING
a Answer the following questions in the table. – Is the writer satisfied with who he is at the moment of writing? – Write down at least three hopes and/or ambitions for each person. Letter
Satisfied?
1
Hopes and ambitions? – – –
2
– – – – 3
– –
IN
–
4
N
– – – –
Discuss these questions with a partner. – Are the predictions realistic? – Which email do you find the most interesting? Why? – Is there someone you can relate to? Who?
VA
b
1
Hi Future Katie! Dear FutureMe,
Well, hi Katie! If you’re reading this, you live in Omaha, Nebraska. Hopefully you like it, hopefully it rocks. Right now it’s September 29th, 2022, and I am moving to
©
Omaha, Nebraska one week from today.
I am worried that I will miss everyone in California more than I think I will. We are planning to meet again next summer, but that won’t be the same. I am worried that I will feel more bitter about missing cheer competitions than I think I will. I’m worried that I will be freaked out in my new house, because it’s across the street from a Dollar Store but it’s like 100 years old. I am REALLY worried that I won’t fit in at my new school. I mean, right now I feel ok I guess, but I’m so shy around new people that I’m scared that I will be too shy to talk to anyone :-(
two hundred and seventy
270
It’s kind of comforting to know that by the time I read this, Omaha will be like home to me. I will have been living there for a year and I will be all used to it and I will hopefully have made some great friends. And my room will be decorated and well, I don’t know what else. I will be fitting in just fine!
UNIT 5:
#BACKTOTHEFUTURE
I mean, when I moved here, I never would have ever guessed how it would turn out. I mean, I accomplished so many things I had always wanted to do, like becoming a cheerleader. I also hope that by the time I read this, I will have fallen in love. Because it seems like everyone around me has or is falling in love, and I want to. I mean, mom says that I just have trouble settling for anyone that I am going to fall in love one day, but I’m 16 and I still haven’t even really come close to it. I have a pretty big crush on this guy Devin, and hopefully by the time I read this I won’t even think about him anymore. Well, it will have been a year, so somehow I doubt I will. Hopefully you will have kissed some more guys by now, because right now I’ve only kissed
IN
one guy and it was a while ago. Well anyways, good luck in senior year! By the time you see this you’re going to be done with junior year already, wow that’s crazy.
Be sure to have fun in your last 6 months in high school! <33333 Katie from a year ago!
2 A letter from March 14th, 2017
N
Dear FutureMe, What’s up man?! How are things going?! You’ve finished high school, you’ve just started university and the girl of your dreams is back in your arms; life’s pretty good, am I right?! It’d better be! If not, fix it! You have your whole life ahead of you and things are going to be awesome, but don’t get lazy. You’ve only got a limited time on this Earth so make the most of it! You will have been walking around for 20
VA
years and you’ll only have another 70 or so to enjoy the beauty that is this world. Take the time to appreciate the little things. Watch the clouds go by and smell the roses!
Also, if you haven’t signed up to the gym to get hot for Ebony, do it! Don’t neglect your family, either, now that you’re an “adult”. Make time for them as well. Good luck with life, dude! I’m only seventeen but I’m pretty sure it’s not going to be a breeze. Work hard and strive for only the best. You will go far. With much love,
©
You from the past, AKA - Jack Willis.
3
Congrats on the graduation!
This is loser Alex of 2018 speaking. I’m not entirely sure what date you’ll be graduating, so I’m setting the send date to the last day of June. In all honesty, I have no idea what I’m going to do with my life. Hopefully, you do. Even if you don’t, whatever, now you’ve got a high school diploma (did Mum go through with the whole two-diploma thing?). And if you don’t, whatever, I’m sure there’s a good
UNIT 5
#BACKTOTHEFUTURE
two hundred and seventy-one
Dear Alex,
271
reason (are you famous? I hope so, or maybe not. I don’t know). So, whatever the case, happy graduation. No more IB exams or personal projects etc. You can now get a license. Rock on. We’re meeting in 5 years from now! - Loser Alex of 2018 P.S. Are you still playing football? I hope so, if not, go do that. Unless you have some terrible injury and you can’t. And don’t forget that even though athletics sucked, it shaped you. Alright, adios.
4
IB exams: exams for the International Baccalaureate
IN
sent 5 years into the future, to July 1st, 2023
Future me!!!! Do you remember this ...?? Dear FutureMe,
Happy Birthday, future me!!! You are 29 years old today, and I am sitting here, 18
going on 19 in February. I have to remind myself to keep my email address for this
purpose ... it will be really cool. I wonder how my views will have changed in 10 years? Will I be in Europe? Will I have a family? Will I have found someone to be with for the rest of my life? Will I be happy? Will my artistic endeavors have become successful?
Hopefully I will be opening galleries in New York City ... and in Italy. I wonder how my
N
parents will be in 10 years. Where will they be? Where will my sisters be? Will these questions be hard to answer? How will I look in 10 years? Will I remember anything from my high school in Oconee County? My high school friends? I wonder what memories I have now will be lost in 10 years. If only I could write all of them down right now, like a diary entry.
Do you remember the time when you were obsessed with Muse and Radiohead?
VA
What kind of music do you listen to now? Did you ever get to go to another Muse or Radiohead concert like you wanted?
I don’t know ... a lot has changed between now and 10 years ago, and I really don’t know if we will still have emails 10 years from now, because even more will change in the next 10 years.
You know? I just want the writing to come naturally, and to flow from my fingertips, not really thinking about what to say. Just sort of rambling. Because I think I will cherish that more, because it is sort of a door into my head. 29-year-old self, I hope you found what you were looking for, and if you haven’t, I
©
hope you are on your way. I hope your life is just beginning. I hope you do what you’ve always wanted to do. Your 18-year-old self feels like her heart weighs a hundred pounds, because your 18-year-old self is just so awfully emotional like that. I hope you found someone equally as weird and strange as you are, and if they’re not, then I hope they are equally as accepting and tolerant of the weirder side of people. Someone that understands you. I hope they complete your life like you complete theirs.
two hundred and seventy-two
272
But anyway. I guess I will close this email to myself, now ... Goodbye, current 18-year-old self, because each second of the day, you are a different person, so when you send this email, you will not be the same 18-year-old you were when you were writing it. sent 10 years into the future, to July 17th, 2024
Source: futureme.org UNIT 5:
#BACKTOTHEFUTURE
Highlight the future forms in each of the emails and put them in one of the categories below. Look at the given example and decide to which group it belongs, then complete the rule.
Rule:
7
Going-to future
Future continuous
Present continuous
I will miss everyone in California.
I am going to fall in love one day.
You will be graduating.
I am moving to Omaha.
IN
e.g.
Future simple
N
6
What do we use which tense for? Look at the examples and make the correct combinations. Tense
Use
A We use this tense to make a prediction for the future based on evidence in the present and for intentions and fixed plans in the future.
2 future simple e.g. I am worried that I will feel more bitter about missing cheer competitions than I think I will.
B With this tense you express that you think an action will take place in the future. It is also used for predictions and spontaneous decisions or promises.
3 future continuous e.g. Hopefully I will be opening galleries in New York City … and in Italy.
C We use this tense to express what will take place in the future with stress on the duration of the action. It is also used to talk about plans or arrangements.
4 going-to future e.g. By the time you see this you’re going to be done with junior year already, wow that’s crazy.
D This tense is used to talk about (personal) arrangements at a later time than now.
1
2
3
UNIT 5
4
#BACKTOTHEFUTURE
two hundred and seventy-three
©
VA
1 present continuous e.g. We’re meeting in four years from now!
273
8
Complete the grammar box with the correct words. Also add your own example sentence.
GRAMMAR
How to talk about the future
There are several ways to talk about the future. – In Unit 1, we discussed the present continuous and the going-to future (p. 31-32). – Two other ways to talk about the future are the future simple and the future continuous. 1 Future simple =
+ +
• used for general e.g. Tomorrow will be warm and sunny. 2 Future continuous =
IN
• to say that you think an action will take place in the e.g. I think I will be rich and famous one day.
+
+
• to express what will take place in the future, with a stress on the of the action e.g. Hopefully I will be opening many galleries in New York City.
N
• to talk about or e.g. Next week we will be presenting our time capsules.
See p. 279
VA
For an overview of all four future forms, check the Summary of this unit.
9
Fill in the correct future form of the present continuous. 1 ‘Dear, you
(to have) dinner tonight with my lord.’ ‘I am?’ Kurena asked
taken aback.
2 ‘
(you to stay) for dinner tonight?’ She asked him, already guessing the
answer.
3 We
(to meet) my aunt and uncle at my grandparent’s house about an hour
©
away.
10 Fill in the correct form of the future continuous. 1 My sister
(to go) off to college soon.
2 During their time in Washington, the finalists leaders.
two hundred and seventy-four
274
(to meet) political
3 We need to speak up for our earth, and for our survival as well, so (to use) CFC items after reading this? 4 Your father (to wait) for you in Shenzhen. 5 Summer’s packing up now. Soon she
UNIT 5:
#BACKTOTHEFUTURE
(to leave). Autumn is on its way.
11 Fill in a future simple or future continuous in the sentences below. 1 Hopefully I I
(to have) a successful job I like, and I can live a life that
(to enjoy).
2 I don’t know what the future (to have) in store. 3 I
(to sleep) when you arrive, so please try to be quiet.
4 After a month of travelling, he
(to arrive) home, where his family
(to wait) for him.
5 After high school I
(to work) very hard so that my dream
IN
I
(to go) to Metro State University, and
(to come) true.
12 Fill in an appropriate future form in the letter below.
I (1 to leave) soon. I hope my writing (2 to stand) for me, for all I have been through. I hope it
(3 to stay)
tucked away in a little corner of the internet, like a candle as its flame burns out.
me.
(4 to go) on a new adventure, reading classic books. It is not over for
N
I
I
It
(5 to continue) writing. I did not choose writing; it chose me. (6 to bloom) and grow as the years pass. The trees
(7 to grow) gnarled; the ants eating the mud. I hope readers
VA
(8 to continue) to enjoy my literature. I hope it Like cushions, as they are stacked on a sofa, I
(9 to endure). (10 to leave) this
place. Writing literature was like drawing castles. I found creativity; I found silence; I found strength.
Source: www.teenink.com
13 You read the ‘Hi Future Katie!’ text on p. 270. Look at the sentences from the text below.
©
a Highlight the verb forms that show the hopes she has for herself. – I will hopefully have made some great friends. – I also hope that by the time I read this, I will have fallen in love. – Hopefully you will have kissed some more guys by now.
b What is the ultimate deadline she wants to have achieved it by?
c Write the verb form of one of the examples from 13a below and try to work out how it is formed.
UNIT 5
#BACKTOTHEFUTURE
two hundred and seventy-five
275
Abby and Emma
2
3
4
N
1
IN
14 Here are Abby and Emma. What do they want to have accomplished by the time they are 20?
VA
15 Have a one-minute conversation with a few of your classmates. Write down everything they want to have accomplished by the time they are 20. Then report back to the class. 16 Write a short text (about 75 words) in which you talk about your future plans: tomorrow, next month, at the end of this school year, in two years, in 25 years. a Preparation: make a list of your future plans. One for each time slot.
tomorrow
©
next month
at the end of the schoolyear / by the end of ... in two years
two hundred and seventy-six
276
in 25 years
UNIT 5:
#BACKTOTHEFUTURE
SPOKEN INTERACTION
WRITING
b Action: write a paragraph using the information from your list. Write about 75 words. Use the future tenses correctly.
IN
c Reflection: check your paragraph by filling in the checklist. Then read your paragraph to a classmate. Do you have the same plans, or are they different? Checklist: my future plans
Yes I think so
No
N
1 Preparation • I made a list with my future plans for each time slot. • I checked how to form the future forms correctly. 2 Content • My paragraph is about 75 words. • I wrote at least 1 sentence for each time slot.
VA
3 Language • I used the correct vocabulary. • I used the future tenses correctly. • I checked my spelling and punctuation. Feedback
17 Play the paper fortune telling game.
SPOKEN INTERACTION
a Think of five things you would like to know about your future.
©
b Write them down as yes/no questions. e.g. Will I be happy? 1 2 3
two hundred and seventy-seven
4 5
CHECK 3, p. 296
UNIT 5
#BACKTOTHEFUTURE
277
HOW TO express reason and purpose
Combining sentences with conjunctions and prepositions
Who did this? Tell me because I don’t like it.
C’mon, tell me who did this, so that I can punish them.
IN
GRAMMAR
SUMMARY
N
Connectors or linking words help you connect the ideas in a sentence. Some linking words are conjunctions, while others are prepositions, but they can be used for the same reasons. USE
FORM
• To express reason.
because + subject + verb
e.g. Laura included them because of the value they might have later.
because of + noun
VA
e.g. Laura included the comics because she thought they would become valuable later.
• To express purpose.
e.g. She included them to sell them later.
The most common type of purpose clause is a to-infinitive clause.
two hundred and seventy-eight
©
e.g. She included them so (that) she could sell them later. so (that) + subject + (auxiliary verb) + verb
278
Keep in mind! • Using the form ‘cause instead of because is informal and only done in conversation. • The ‘so’-clause is usually put in the second part of the sentence. • If you can replace ‘so’ by: – ‘so that’ = it expresses purpose e.g. I opened the box so I could see the items. = I opened the box so that I could see the items. – by ‘therefore’ = it expresses result e.g. The box can’t be opened, so we will never know what is in it. = The box can’t be opened, therefore we will never know what is in it.
UNIT 5:
BACKTOTHEFUTURE
HOW TO talk about the future
In 15 years you will be working as a fashion designer in New York and you will have lots of money.
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.
IN
What will my future look like?
Future forms
1 Future simple
FORM Positive (+)
Negative (-)
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.
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?
Rule:
Subject + will + base form of the verb
Subject + will not + base form of the verb
Will + subject + base form of the verb?
VA
N
Subject
Questions (?)
Keep in mind! There are short and long forms in the negative: e.g. I will not work. = I won’t work. USE
©
• Actions that you think will take place in the future Keywords: I think, I hope, maybe, hopefully, etc. e.g. I hope I will be rich and famous one day.
• Predictions e.g. You will have lots of money in the future.
two hundred and seventy-nine
• Instant decisions e.g. I made a mistake. I’ll look in my crystal ball again. • Promises e.g. I will help you to become a famous designer.
UNIT 5
BACKTOTHEFUTURE
279
2 Future continuous FORM Positive (+)
Negative (-)
Questions (?)
1st p. sing. 2nd p. sing. 3rd p. sing. 1st p. plur. 2nd p. plur. 3rd p. plur.
I will be working. You will be working. He will be working. We will be working. You will be working. They will be working.
I will not be working. You will not be working. He will not be working. We will not be working. You will not be working. They will not be working.
Will I be working? Will you be working? Will he be working? Will we be working? Will you be working? Will they be working?
Rule:
Subject + will + be + -ing form of verb
Subject + will not + be + -ing form of verb
Will + subject + be + -ing form of verb?
IN
Subject
USE
• To express that (you think) something will take place in the future with stress on the duration of the action. e.g. You will be working as a waitress for at least five years, but then you will quit your job and you will become a fashion designer.
Now
VA
Past
will quit
will become
N
you will be working
Future
• Plans or arrangements e.g. Next week we will be presenting our time capsules.
3 The going-to future
USE
©
• Intentions or plans that are not always fixed yet. e.g. After dinner Rachid is (probably) going to watch some tv.
4 The present continuous USE
• Fixed plans and personal arrangements in the future, often with a specific time reference. e.g. Rachid is participating in a tournament at 2 p.m. this Saturday.
two hundred and eighty
280
UNIT 5:
BACKTOTHEFUTURE
Word
Translation
VOCABULARY
WORD LIST My notes
1 PAST AND FUTURE ambitie, streefdoel
arrangement
afspraak
to bring back memories
herinneringen oproepen
childhood
kindertijd
confidential
vertrouwelijk
decent
fatsoenlijk
fortune teller
waarzegger
to graduate
afstuderen
to have a family
een gezin hebben
to have a job
werk hebben
to have enough money
voldoende geld hebben
hope
hoop
to include
toevoegen
to live happily
gelukkig leven
N
to live in luxury
in luxe leven
to look like (someone)
lijken op (iemand)
memorabilia
gedenkwaardigheden herinnering
VA
memory
IN
ambition
een huis bezitten
to predict
voorspellen
prediction
voorspelling
to promise / a promise
beloven / een belofte
to recall
(zich) herinneren
to relive
(iets) herbeleven
to remember
(zich) herinneren
to remind you of
doen denken aan
©
to own a house
to satisfy
tevreden stellen
to volunteer
vrijwilligerswerk doen
to tell your fortune
de toekomst voorspellen
well-paid
goedbetaald
cardboard box
kartonnen doos
glass jar
glazen bokaal
metal box
metalen kist
two hundred and eighty-one
2 STORAGE
UNIT 5
BACKTOTHEFUTURE
281
Translation
time capsule
tijdscapsule
wooden box
houten kist
My notes
3 ITEMS muntstuk
doll
pop
jewellery
juwelen
marbles
knikkers
medal
medaille
newspaper
krant
personal letter
persoonlijke brief
photograph/picture
foto
photo frame
fotokader
Q&A book
vraag-en-antwoordboek
report card
rapport
robot
robot
sketchbook
schetsboek
teddy bear
teddybeer
N
IN
coin
©
VA
VOCABULARY
Word
two hundred and eighty-two
282
UNIT 5:
BACKTOTHEFUTURE
ON DIFFERENT TRACKS Check 1 1
Expressing reason and purpose
Meet Julian, 15 years old. Check his Instagram account and then do the exercises.
WRITING
Julian
edit your profile
332 followers
369 following
My new tracksuit #sports #morningrun #proud
My first festival ever! #musicismylife #editors #friends4life
Ready to go for a run but not without my #music #dailyrun
Another passion of mine #naturephotography
My 2 favourite things combined: #homemadecooking and #sushi #yummy #cantwait
VA
#friends4life #bestfriend @darrenwalker03
©
e.g. Julian posted this photo so that people could see that Darren is his best friend.
UNIT 5
#BACKTOTHEFUTURE
two hundred and eighty-three
N
125 posts
IN
a For each of the photos that Julian has posted on his account, give a reason or a purpose. Use at least three different linking words in your sentences.
283
b Write down what you see in each photograph.
2
3 Source: artapartment / Shutterstock.com
1
4
5
6
N
IN
c Choose four items from exercise b that match Julian’s personality and explain why. Write a fluent paragraph (about 50 words) using the correct linking words.
VA
d Check your writing task by filling in this checklist. Checklist: describing Julian’s Instagram photos
Yes I think so
©
1 Content and structure • I chose four items from exercise b that match Julian’s personality. • I clearly explained why the items match his personality. • I wrote about 50 words. 2 Language • I used the correct vocabulary. • I used correct grammar. • I used the correct linking words. • I used correct spelling and punctuation.
two hundred and eighty-four
Feedback
284
UNIT 5:
Score
< 10
10 – 14
> 14
Next exercise
ex. 3
ex. 2
ex. 4
#BACKTOTHEFUTURE
No
WRITING
2
SPEAKING
Choose five personal belongings that you would definitely save in a fire. a Preparation: make some notes in the table. Why is the item so important to you? Indicate whether it has a material or an emotional value. Sorry, no pets, people or phones allowed. Personal item
Reason
Value material emotional
2
material emotional
3
material emotional
4
material emotional
IN
1
5
material emotional
b Action: tell a partner what your items are.
c Reflection: check your speaking task by filling in this checklist. Your partner will do the same for you. Checklist: talking about personal belongings
Yes
I think so No
N
1 Preparation and content • I made a list of important personal items. • I indicated whether they have a material and/or an emotional value. • I explained to my partner which items are important and why.
VA
2 Language • I used the correct vocabulary. • I used correct ways to express reason and/or purpose. • I paid attention to my pronunciation. Feedback
Score
≥7
ex. 6
two hundred and eighty-five
©
Next exercise
<7
UNIT 5
#BACKTOTHEFUTURE
285
3
Read all about the history of the teddy bear. a Complete the text with the correct linking words.
reading
The History of the Iconic Teddy Bear 1
Teddy bears are naturally associated with babies and children. With such an association, you might be surprised to learn that the Teddy Bear is rather new in terms of history. In fact, the Teddy Bear was invented
president Theodore Roosevelt and was given that name at the beginning of
the 20th century. Just as interesting is the fact that the original teddy bears were not cute and cuddly. On November 14, 1902, president Roosevelt was on a bear
5
IN
hunting trip. Many in the hunting party had already hunted a bear, but president Roosevelt was not very lucky on this particular trip
he had not only not shot a bear,
but had yet to spot one. 10
The president’s assistant didn’t want Roosevelt to look bad,
they tracked a black bear deep in the woods
with the help of their dogs. After beating the bear, the assistant tied the bear to a tree and then called to the president. He
15
the
N
suggested that Roosevelt shoot the bear
hunting trip would not be a failure. Though he loved a good
hunt, Roosevelt didn’t feel that shooting a captive bear was very sportsmanlike,
he declined.
News traveled across the nation that president Theodore Roosevelt would not shoot the bear. political cartoonist Clifford Berryman drew a cartoon
VA
Newspapers picked up the story,
20
showing how the president refused to kill the bear. Everyone loved to see the compassionate side of their president.
The first time a stuffed bear was referred to as a Teddy Bear came shortly thereafter. A candy shop owner in Brooklyn named Morris Michtom saw the cartoon and had an idea to bring more customers into his shop,
25
other animals,
he didn’t have many customers. His wife often made stuffed bears and
he got two and placed them in the window of his store. He got permission
from the president to call them “Teddy's bears”. Ironically, though, Teddy is short for Theodore,
©
president Roosevelt hated the nickname. Nonetheless, the name stuck!
Adapted from www.lilbabycakes.com
b What do you think about what president Roosevelt did? Complete the sentences with a correct linking word and your opinion. 1 I think president Roosevelt’s decision not to kill the bear was
two hundred and eighty-six
286
2 The name ‘teddy bear’ is
Score
<6
Next exercise
UNIT 5:
#BACKTOTHEFUTURE
6–8
>8
ex. 2
ex. 5
4
Time capsules have been around for centuries. Watch the video and then answer the questions.
WATCHING
a Decide whether the following statements are true or false. Correct the false statements. Statement
True False
1 Researchers are not excited about the contents of the time capsule. 2 The time capsule had been buried for 225 years. 3 The host is called Vinita.
IN
4 The time capsule was buried in the Massachusetts State house.
5 The time capsule was opened under a painting of president Lincoln.
6 The contents of the time capsule were unfortunately in a terrible state.
N
7 The researcher used her grandfather’s dental tool to carefully empty the capsule. 8 We don’t know when exactly the capsule was buried.
b List six items that were buried in the time capsule.
VA
c Explain why the researchers waited three days to open the time capsule.
d What are their plans for the capsule?
©
e What would you do with the capsule? Give at least two reasons why.
two hundred and eighty-seven
Score
< 12
≥ 12
Next exercise
ex. 2
ex. 6
UNIT 5
#BACKTOTHEFUTURE
287
5
watching
Watch the video of 100 years of toys. a Answer these questions about the video. 1 Which toys do you recognize? Write down at least five names.
2
3
4
IN
1
Photographer: Oleksandr Lutsenko
2 Look at these modern toys. Link them with the toys in the video. Can you spot the differences?
© Wachiwit / Shutterstock.com
VA
N
SPOKEN b Discuss the questions below with a partner. Use correct linking words. INTERACTION – What is your favourite toy in the video? Explain why. – Which were your favourite toys when you were a child? – Do you still have some of the toys from when you were a child? Why (not)? What did you do with these toys?
D
C
Next exercise
ex. 6
Check 2, p. 289
©
Score
6
two hundred and eighty-eight
288
Team up with a partner and discuss your best childhood memory that you can link with an item. Then take turns. Score
D
Next exercise
UNIT 5:
#BACKTOTHEFUTURE
C Check 2, p. 289
SPOKEN INTERACTION
Check 2
Describing the past
FEED – M.T. ANDERSON Feed (2002) is a young adult dystopian novel of the cyberpunk subgenre written by M.T. Anderson.
1
IN
The novel portrays a near-future in which the feednet, a huge computer network (apparently an advanced form of the Internet), is directly connected to the brains of about 73 % of American citizens by means of an implanted device called a feed.
READING
Read the two extracts from the novel Feed by M.T. Anderson. a Answer the questions. 1 Describe life from before ‘the feed’.
N
2 Describe the pros and cons of ‘the feed’ as mentioned in extract 1.
VA
3 How does the main character (Titus) feel about ‘the feed’ in extract 1?
4 Would you like to have ‘the feed’? Use the pros and cons from question 2.
©
5 How do you feel when you are digitally disconnected?
/ 7 two hundred and eighty-nine
Score:
UNIT 5
#BACKTOTHEFUTURE
289
Missing the feed
10
15
20
25
VA
30
IN
5
I missed the feed. I don’t know when they first had feeds. Like maybe, fifty or a hundred years ago. Before that, they had to use their hands and their eyes. Computers were all outside the body. They carried them around outside of them, in their hands, like if you carried your lungs in a briefcase and opened it to breathe. People were really excited when they first came out with feeds. It was all da da da, this big educational thing, da da da, your child will have the advantage, encyclopedias at their fingertips, closer than their fingertips, etc. That’s one of the great things about the feed — that you can be supersmart without ever working. Everyone is supersmart now. You can look things up automatic, like science and history, like if you want to know which battles of the Civil War George Washington fought in and shit. It’s more now, it’s not so much about the educational stuff but more regarding the fact that everything that goes on, goes on on the feed. All of the feedcasts and the instant news, that’s on there, so there’s all the entertainment I was missing without a feed, like the girls were all missing their favorite feedcast, this show called Oh? Wow! Thing!, which has all these kids like us who do stuff but get all pouty, which is what the girls go crazy for, the poutiness. But the braggest thing about the feed, the thing that made it really big, is that it knows everything you want and hope for, sometimes before you even know what those things are. It can tell you how to get them, and help you make buying decisions that are hard. Everything we think and feel is taken in by the corporations, mainly by data ones like Feedlink and OnFeed and American Feedware, and they make a special profile, one that’s keyed just to you, and then they give it to their branch companies, or other companies buy them, and they can get to know what it is we need, so all you have to do is want something and there’s a chance it will be yours. Of course, everyone is like, da da da, evil corporations, oh they’re so bad, we all say that, and we all know they control everything. I mean, it’s not great, because who knows what evil shit they’re up to. Everyone feels bad about that. But they’re the only way to get all this stuff, and it’s no good getting pissy about it, because they’re still going to control everything whether you like it or not. Plus, they keep like everyone in the world employed, so it’s not like we could do without them. And it’s really great to know everything about everything whenever we want, to have it just like, in our brain, just sitting there. In fact, the thing that made me pissy was when they couldn’t help me at all, so I was just lying there, and couldn’t play any of the games on the feed, and couldn’t chat anyone, and I couldn’t do a fuckin’ thing except look at that stupid boat painting, which was even worse, because now I saw that there was no one on the boat, which was even more stupid, and was kind of how I felt, that the sails were up, and the rudder was, well, whatever rudders are, but there was no one on board to look at the horizon.
N
1
35
Awake
The first thing I felt was no credit. I tried to touch my credit, but there was nothing there. It felt like I was in a little room. My body — I was in a bed, on top of my arm, which was asleep, but I didn’t know where. I couldn’t find the Lunar GPS to tell me. Someone had left a message in my head, which I found, and then kept finding everywhere I went, which said that there was no transmission signal, that I was currently disconnected from feednet. I tried to chat Link and then Marty, but nothing, there was no transmission signal, I was currently disconnected from feednet, of course, and I was starting to get scared, so I tried to chat my parents, I tried to chat them on Earth, but there was no transmission etc., I was currently etc. So I opened my eyes.
©
1
5
two hundred and ninety
290
10
Source: Feed, M.T. Anderson
UNIT 5:
#BACKTOTHEFUTURE
b How does the story continue? Write the scene. 1 Preparation – Read the extracts again if necessary. – Think of what you could let your protagonist do. Brainstorm and make a mind map, using the verbs that need to be in your text.
WRITING
to begin – to come – to go – to keep – to kill – to step – Write a few key sentences for your text with the verbs that you have to use.
IN
2 Action – Use the key sentences and the rest of your preparation to write the scene. – Use past tenses. Check whether all the given verbs were used (and highlight them). – Use linking words correctly. – Make sure your text is between 75 and 125 words. Use paragraphs. – Reread your text and check for language mistakes.
VA
N
©
two hundred and ninety-one
UNIT 5
#BACKTOTHEFUTURE
291
3 Reflection: check your text by filling in the checklist below. Checklist: writing an ending to Feed
Yes I think so
No
1 Preparation • I read the extracts very carefully. • I made a mindmap and wrote down a few key sentences. 2 Content and structure • There is a clear link between the extracts and my scene. • My text is between 75 and 125 words. • I used paragraphs in the text. • I used all the given verbs.
IN
3 Language • I used the correct vocabulary. • I used the past tenses correctly. • I used linking words correctly. • I used correct spelling and punctuation. Feedback
Score
< 14
14 – 18
> 18
ex. 2
ex. 3
ex. 5
VA
Next exercise
/ 15
N
Score:
It looks like Pandagirl22 didn’t have a great day. Read her diary entry and fill in the verb forms in the past simple.
©
2
Semi frustrating day
1
two hundred and ninety-two
292
So today I (1 not to go) to school in a good mood, but it (2 to feel) like I (3 to be) mad or upset about something and my best friend being around (4 not to seem) to make it any better. I’m not upset with him, I just tend to take everything out on him. Like
5
UNIT 5:
I (5 to mention) in my first entry, so now it is just moving on …
#BACKTOTHEFUTURE
I (6 to think) about writing letters in a journal to the people I seem to be angry at, to let everything go but not give it to them. That would end horribly for so many reasons. So I think at some point this week I will try doing that and see how I 10
feel after I get all of that off my chest. Other than that small tick, I feel kind of sad and tired all the time. I know I do not get much sleep because of insomnia. I can’t fall asleep when I want to, but I can fall asleep when I don’t need to. IT SUCKS!! I realize I am just ranting now, but this still helps me. The only thing left that I seem to have a problem with is my jaw tightening up …
IN
15
Anytime (like right now) when I feel annoyed or angry sometimes just super hungry, my jaw tightens up and then I start to get a headache and I do not know what causes this to happen. Any ideas? 20
Other than that, I think that is all I (7 to have) on my mind.
N
Oh wait there (8 to be) one more thing! Future stuff …. I keep thinking about how life in the future might be with getting 25
married and having kids and finally being that really awesome photojournalist that I want to be. Sure College is fun right now, but I am single and I can’t stop
VA
thinking about finding that one and settling down. Next year I will be 21 and I know I am still young, but my sister (9 to find) her soul mate and (10 to get) married at 19. So I might have some jealousy
30
issues that I need to talk about in my next entry, but for now I think I am going to go back to watching How I Met Your Mother, till I fall asleep. Leave feedback if you have any suggestions and thank you for the feedback I got on my
©
last entry.
35
You guys are helping me. :)
Score
Next exercise
<6
6–8
>8
ex. 4
ex. 3
UNIT 5
#BACKTOTHEFUTURE
two hundred and ninety-three
Adapted from www.my-diary.org
293
3
READING
Read this poem by Thomas Hood. a Put the verbs in the correct position in the poem. Use the past simple tense correctly. be (2 x) – build – buy – come (2 x) – fly – make – set – think Past and present I remember, I remember
1 I remember, I remember The house where I born,
Where I was used to swing,
The little window where the sun
And the air must rush as fresh 20 To swallows on the wing;
IN
peeping in at morn;
My spirit in feathers then
5 He never a wink too soon Nor too long a day; But now, I often wish the night Had borne my breath away.
I remember, I remember
That is so heavy now,
And summer pools could hardly cool The fever on my brow.
25 I remember, I remember
The fir trees dark and high;
10 The roses, red and white,
I used to think their slender tops
Those flowers of light!
close against the sky:
The lilacs where the robin ,
It was a childish ignorance,
N
The violets, and the lily-cups--
And where my brother
30 But now ‘tis little joy
VA
15 The laburnum on his birthday,-The tree is living yet!
To know I’m farther off from Heaven Than when I was a boy.
Thomas Hood
b Answer these questions about the poem.
a fir: a tree with needles a laburnum: a plant known as golden rain
1 Where does the poem take place?
©
2 The place brings back memories. Which ones? – – –
3 How does Hood feel about his youth?
two hundred and ninety-four
294
UNIT 5:
Score
< 11
≥ 11
Next exercise
ex. 4
Check 3, p. 296
#BACKTOTHEFUTURE
4
Read the lines from this newspaper article and fill in the correct form of the verb in the past simple. 1 Construction crews in New York
(to shut) down a street in the Flatiron
district yesterday after accidentally digging up a bomb. 2 But they soon
(to discover) that this bomb
(not to be filled) with explosives, but with paper letters and photos. (to be) actually a time capsule, originally buried in the 1980s.
4 Some people even media before they 5 One Twitter user (to find) a bomb on 21st Street’.
(to post) photos and videos of the bomb to social (to know) what it
(to be).
(to proclaim) that the NYPD ‘literally
IN
3 Yes, this bomb
6 But after examining the object, NYPD
(to discover) that the
inactive bomb (to be filled) with letters and photos from 1985, hidden
by the owners of the legendary (and now closed) Danceteria nightclub. The building is now office space, but construction crews were doing work to convert the space yet again into apartments. 7 The NYPD
(to ask) him what the deal
N
(to call) John Argento, the old owner of the club, and (to be).
8 He (to explain) that they (to purchase) the bomb from an Army Surplus store and
(to hang) it inside the club
for years before deciding to turn it into a time capsule.
VA
9 Argento and his partner
(to encourage) clubgoers and musicians
to fill the capsule with mementos, to be opened in 10,000 years.
Adapted from paleofuture.gizmodo.com
Score
< 14
Next exercise
Check 3, p. 296
WATCHING
When do childhood memories fade? Watch the video and find out. a Answer the questions below.
©
5
≥ 14
1 What do we call the fact that we don’t remember being babies?
Age group
5-7
7-9
Quantity of remembering? Quality of remembering?
UNIT 5
#BACKTOTHEFUTURE
two hundred and ninety-five
2 What is the difference between the age group 5-7 and 7-9 concerning memories? Fill in the table.
295
3 Why is that logical? 4 Complete the sentence. – You need to have enough
.
– If you don’t understand anything you’re experiencing
?
spoken INTERACTION
IN
b Discuss these questions with a partner. Your partner will check the box if you use a correct linking word when you explain the reason or purpose.
Linking word?
1 What is your earliest memory? Explain in detail. 2 What is your happiest memory? Explain.
3 Which memories would you like to relive and why?
4 Do you believe that a certain smell or song brings back a childhood memory very strongly? If so, can you give an example in your own life?
Score Next exercise
< 10
≥ 10
ex. 3
Check 3
Describing the future
VA
Check 3
N
5 If you could change your memories, which ones would you make stronger and more vivid? Why?
1
Write a short letter to your future self.
a Preparation – Think of what your life is today and write down some keywords in a mindmap. Think about family, education/job, hobbies. – Think of what your hopes are for yourself at the age of 30 and write those words in the mindmap too.
©
b Action: write your letter (75-100 words) below. – Start your letter with ‘Dear + your name’ and end with a good salutation. – Make sure you have separate paragraphs. – Reread your letter for spelling or language mistakes.
two hundred and ninety-six
296
UNIT 5:
#BACKTOTHEFUTURE
written INTERACTION
IN
c Reflection: check your writing task by filling in this checklist. Checklist: letter to my future self
Yes I think so
No
N
1 Content and structure • I discussed what my life is like today. • I mentioned my hopes for the future. • I used the letter structure correctly.
VA
2 Language • I built my sentences correctly. • I used correct vocabulary. • I used the correct tenses. • I used correct spelling and punctuation. Feedback
<9
9 – 12
> 12
Next exercise
ex. 2
ex. 5
ex. 6
two hundred and ninety-seven
©
Score
UNIT 5
#BACKTOTHEFUTURE
297
2
Read these FutureMe emails and fill in the correct future forms.
1 Dear FutureMe, I haven’t started the course yet but I pray that I When I read this, I
(to pass) my exams.
(to know) the answer. That’s spooky!
2 Dear FutureMe, College
IN
I hope you smile at the future. I hope you laugh with your heart and sing with your soul. (to come up), but don’t be afraid. If you’ve changed your
pick, then don’t worry – it’
3 Dear FutureMe,
(to come out / all) in the end.
I would like to remind you that you are supposed to marry Ben. By now the age difference is fine, so you need to go to NY and FIND THE BOY! Find one who walks you to your car
N
at night even if it’s out of his way ... find a guy who always opens the doors for you. Find a gentleman that (to make) you happy. (cough, cough, BEN!)
VA
4 Dear FutureBeau,
As noted on space.com, a thousand-foot meteor is RAPIDLY approaching our planet. It
(to wave) hello from 20,000 feet or so later tonight ... ‘It’s
(not to knock) your socks off, and it certainly
the brightest object in the sky, but it’
(not to be)
(to be) easily observable with
the naked eye,’ said Don Yeomans, manager of NASA’s Near Earth Object Program, in 2005.
©
But who wears socks anymore. That was like, totally 00s ... So, LOOK OUT!
5 Dear Self, Your problem is that you live in the past and you live for the future. You regret your past mistakes. You keep hoping that things
(to get) better. You forget
what a good thing you have right now.
two hundred and ninety-eight
298
Source: www.futureme.org
Score
<6
Next exercise
UNIT 5:
#BACKTOTHEFUTURE
6–8
>8
ex. 5
ex. 3
3
You will take part in the time capsule project.
SPOKEN INTERACTION
a Preparation: think of three personal objects that you will definitely still use or keep when you are 25 (sorry, no phone). Write one sentence explaining why each object is so important to you. I choose: 1 , because
2 , because
3 , because
IN
N
b Action: imagine the government wants you to take part in a time capsule project to store information about how we live. One problem: there is only room for five objects and you work in a team of three. Discuss your chosen objects and decide on which five objects will make it. This is our selection for the time capsule. 1 , because
2 , because
VA
3 , because
4 , because
©
5 , because
two hundred and ninety-nine
UNIT 5
#BACKTOTHEFUTURE
299
c Reflection: check yourself by filling in the checklist. Then find a different group (or the teacher) and tell them what your final selection is. Checklist: the time capsule project
Yes I think so
No
1 Preparation • I thought of three personal objects. • I explained why I will still keep or use these objects when I am 25. 2 Conversation • We discussed every group member’s three items. • We discussed the pros and cons of each of the items. • We agreed on five different items to put in the capsule.
IN
3 Language • I used correct words. • I used correct grammar. • I paid attention to my pronunciation. Feedback
C
ex. 4
All done!
©
VA
Next exercise
D
N
Score
three hundred
300
UNIT 5:
#BACKTOTHEFUTURE
4
Fill in the correct verb form. Choose between the future simple and the future continuous. 1 I hope I
(to find) a job and make enough money to make ends meet.
2 Do you have any plans for the summer? Not really, I (to binge-watch) Stranger Things all summer I guess. 3 When he has finished college, Yasin
(to travel) the West
Coast of the USA. 4
(you to help) me carry the bags please? Of course, Nan!
5 I know that we have a lot of school work, but keep in mind that in 2 months from now you
Score
(to sit) on a sunny beach.
<4
Next exercise
IN
≥4
All done!
5 Read the newspaper article about flying cars. a Fill in the correct future form.
N
NEWS NIGHTLY NEWS MEET THE PRESS DATELINE MSNBC TODAY
this futuristic flying car ever (1 to get off) the ground? The AeroMobil 5.0 VTOL looks like a mashup of a helicopter and an exotic sports car.
VA
by Denise Chow / Mar.22.2018 / 8:36 PM ET 1
If sci-fi films like Back to the future or Blade runner ‒ or even the cartoon series The
Jetsons ‒ are to be believed, the highways
of the future (2 to be) over
5
our heads rather than under our feet. And
now a European company is looking to build a futuristic vehicle that could fulfill these fantasies.
The AeroMobil 5.0 VTOL features vertical take-off and lift assistance motors on the tips of the wings. (AeroMobil)
©
Bratislava, Slovakia-based AeroMobil yesterday unveiled its concept for an autonomous
10
flying car that could operate as an air taxi to carry four passengers within and between urban centers ‒ while also offering the capability of driving on roads like an automobile.
“The customers for this type of travel might be travelers who (3 to need) a fast
and efficient connection up to 100 miles,” AeroMobil CEO Juraj Vaculik told NBC News MACH in
15
Plans of the AeroMobil 5.0 VTOL show a wheeled vehicle with two rotors on its folding wings and a rear-mounted propeller. The craft would take off and land vertically like a helicopter, while its wheels would allow it to operate on roads to provide passengers door-to-door service — or if bad weather makes it unsafe to fly, Vaculik said.
UNIT 5
#BACKTOTHEFUTURE
three hundred and one
an email.
301
But not everyone is on board with the concept of a car-plane hybrid. Dr. Richard Anderson, a 20
professor of aerospace engineering at Embry-Riddle Aeronautical University in Daytona Beach, Florida, questions whether a vehicle that is sturdy enough to use on the ground (4 to be) too heavy to take to the air with any measure of efficiency.
25
“Airplanes that take off vertically are critically weight sensitive,” Anderson said. regulations for airplanes and cars, both of which add weight in different categories.
30
IN
“With a vehicle like this, you have to meet The electric 4-seater AeroMobil 5.0 VTOL (AeroMobil)
You (5 to have) car stuff that you wouldn’t normally have in an airplane that (6 to add) weight, and vice versa.”
“That extra bulk could lower the vehicle’s range and speed,” he added.
AeroMobil says its flying car (7 to have) a 100-mile range. But Anderson thinks that may be a bit optimistic. “The problem with electric is it relies on batteries, and batteries 35
right now weigh 70 times more than gas,” he said. “A lot of these estimates must assume that
N
batteries (8 to get) better way faster than they have historically.” Tesla CEO Elon Musk has expressed his own concerns about flying cars. In a 2015 interview reported by Inc., he said safety for people on the ground (9 to be) a big issue. “Even in autopilot, and even if you’ve got redundant motors and blades, you’ve still gone from near-zero chance of something falling on your head to something greater than that,” Musk said,
VA
40
according to the news outlet.
AeroMobil says the 5.0 VTOL should roll out within five to seven years, but it’s not the only company working to develop flying cars. Terrafugia of Woburn, Massachusetts, is developing a vehicle that can transform from an airplane into a car.
45
Other companies such as Joby Aviation of Santa Cruz, California, the German company Lilium, as well as
aerospace giants like Boeing and Airbus, are working on similar air taxi concepts.
©
Yet Anderson is dubious about the idea of taking to the
50
skies and flying over traffic jams that bedevil people on the ground. “It’s hard to see in the near future that this makes a lot of sense,” he said. “The math is easy to do, and if you put today’s batteries in,
you (10 to see) that we’re just not there.” three hundred and two
302
Source: nbcnews.com
Score:
UNIT 5:
/ 10
#BACKTOTHEFUTURE
100 miles: almost 161 km autonomous: able to do things without help to bedevil: to cause a lot of problems a craft: short for an aircraft dubious: not certain, slightly suspicious to estimate: to guess redundant: not needed a rotor: a part of a machine that turns around a central point sturdy: strong and not easily damaged to unveil: to show or introduce urban: connected with a city
READING
b Answer these questions about the text. 1 What potential problem does Elon Musk see? Explain in your own words. 2 What is the problem with the batteries of a flying car?
IN
3 Do you think we will ever have flying cars? Explain why (not). Give at least two reasons.
Score:
/ 5
<8
8 – 10
VA
Score
N
ex. 3
All done!
three hundred and three
©
Next exercise
≥ 10
UNIT 5
#BACKTOTHEFUTURE
303
6
WATCHING
Watch the video of the man who owns a DeLorean and answer the questions. a Indicate if these statements are true or false or if the information is not mentioned. Correct the false statements. Statement
True False
Not mentioned
1 The car is the actual car that was used in Back to the future. 3 The car cost about £6500.
IN
2 Ollie in fact owns two DeLoreans.
4 At the age of 26 Ollie invested all his money into this DeLorean.
N
5 Ollie’s favourite part of the car are the doors.
6 Anna isn’t really excited about the car.
VA
b What do we know about the guy who built the DeLorean?
c Which replica props from the film does Ollie have?
©
d Explain how Ollie has managed to turn his boyhood dream into a business.
Score
<6
6–8
>8
Next exercise
ex. 2
ex. 5
ex. 3
three hundred and four
304
UNIT 5:
#BACKTOTHEFUTURE
CHECK OUT: A MESSAGE TO MY FUTURE SELF Orientation You will address your future self in a letter or a video message. You will discuss your hopes and ambitions for the future and talk about your life as it is today.
Preparation WATCHING
Watch Millennium Gamma’s introduction to the video.
IN
1
a Complete the structure of her time capsule video. – Opening: – Main part: – Ending:
N
b What advice does she give the viewers if they haven’t achieved the things mentioned in the video?
VA
c Which question do you think is the best one? Explain your choice.
d Which question do you think is the most difficult to answer? Explain your choice.
©
Think of what your life is like now: the things going well and not so well for you. Write them in two columns.
3
Think of what you would like to know from your future self. Formulate at least five questions. Use the future forms correctly.
4
Check diddit if you don’t remember the structure of a proper letter. three hundred and five
2
UNIT 5
#BACKTOTHEFUTURE
305
Action 5
Choose whether you want to send yourself a video message or whether you want to write yourself a letter for the future. a Write your letter in a draft version first. b Check whether you have used all the ideas from your preparation. c Check the language in your letter: word order, grammar, spelling and punctuation. d Write a neat version of your text (minimum 100 words).
written INTERACTION
SPEAKING
OR Write what you want to talk about in your video in keywords. Check whether you have used all the ideas from your preparation. Practice your video a few times in front of a mirror or make a test recording. Find a good spot to do the recording: choose a nice background, make sure the light is good, check the sound quality. e Make your final recording (3 to 5 minutes)!
IN
a b c d
Reflection 6
Reflect on your task by filling in the checklist.
Checklist: writing a letter to / making a recording for my future self
N
1 Preparation • I watched the video and looked at how the girl addresses her future self. • I made two columns of what my life is like today. • I listed five or more questions that I would like to ask my future self. 2 Content and structure • I structured my message with an opening, a main part and an ending. • I talked about my life as it is today. • I asked myself at least five questions for the future.
VA
3 Language • I used the correct vocabulary. • I used the past tenses correctly. • I used the future tenses correctly. • I minded the structure of my sentences. • I checked spelling and punctuation (letter). • I wrote a fluent text (letter) of minimum 100 words. • I minded my pronunciation (video). • My video was fluent and I spoke clearly (video). • My video is 3 to 5 minutes long.
©
Feedback
Trace your steps on diddit.
three hundred and six
306
UNIT 5:
#BACKTOTHEFUTURE
Yes I think so No
UNIT 6: HOW CAN I HELP YOU? check in
IN
main track
Step 1: learning words to make complaints
VA
N
Step 3: filling in a customer satisfaction survey
Step 2: filing a complaint
summary
©
trace your steps
on different tracks
check out: making a formal complaint
CHECK IN Why has your shampoo turned my dog pink? 1
READING
Read the situations below and match each complaint (1-4) with an answer (A-D).
A
IN
1
2
B
3
C
N
4
VA
D
1
2
3
4
Source: www.boredpanda.com
2
Discuss these questions.
©
a Which situations do you think are funny? Why? b Which situations are not so funny? Why?
three hundred and eight
308
UNIT 6:
HOW CAN I HELP YOU?
SPOKEN INTERACTION
3
Read the following situations and write a suitable answer for each of them.
1
written interaction
2
IN
N
VA
3
three hundred and nine
©
Source: www.boredpanda.com
UNIT 6:
HOW CAN I HELP YOU?
309
MAIN TRACK Step 1
What are you complaining about? Learning words to make complaints
1 / Top 10 consumer complaints 1
Have you ever made a complaint about something you bought?
SPOKEN INTERACTION
a If so, what was it about?
2
Complete the word web below. a Add two other subcategories.
IN
b If not, have you always been happy with all your purchases?
clothes
N
b Write keywords for what people can complain about for each of the categories.
restaurant
multimedia
VA
COMPLAINTS
3
Read this text about consumer complaints.
©
a Write the correct title above each paragraph.
car complaints – credit/debt – home improvements – household goods – internet fraud – landlord/tenant problems – property/real estate – retail – services – utilities
TOP 10
consumer complaints three hundred and ten
310
A customer’s expectations are always growing. Yet, your most unhappy customers are your greatest source of learning. That is why the Consumer Federation of America came out with a list of top consumer complaints. It is a strong signal of what is happening with customer service and consumer behaviour.
UNIT 6:
HOW CAN I HELP YOU?
READING
#10 This relates specifically to appliances such as a dishwasher, refrigerator, or microwave. There were many problems with home appliances on this list, such as the failure to deliver, faulty repairs in connection with furniture or appliances, and misrepresentations or the failure to deliver in doorto-door telemarketing.
#5 Utilities such as water and power came in fifth place on this year’s list. Common issues included service problems, mistakes on invoices or billing disputes with phone, cable, satellite, internet, electric and gas service.
N
#6 Common issues with consulting and hired services made the list at number six. Customers had little to no tolerance for misrepresentations, shoddy work, the failure to have required licences, and the failure to perform.
#7 If your car gets you from point A to point B, then your home is where you expect to be safe at night. Complaints against landlords and tenants were also very popular this year. Feedback included unhealthy or unsafe conditions, failure to make repairs or provide promised amenities, deposit and rent disputes, and illegal eviction tactics.
IN
#8 This and internet related sales are number eight. This includes misrepresentations or other deceptive practices, and a failure to deliver online purchases. There is no shortage of examples here from bogus sweepstakes and lotteries, to work-at-home schemes, grant offers, and fake check scams.
#9 These problems are new to this year’s list and they include complaints about timeshare sales and resales, retirement communities and assisted living facilities, and real estate fraud.
#3 The third most popular type of complaint related to construction. From shoddy work, a failure to start, or delays completing the job; this list has it all.
VA
#4 Both online and offline shopping companies continue to grow. But with that growth comes growing pains for many retail companies. These complaints were largely related to false advertising and other deceptive practices, defective merchandise, problems with rebates, coupons, gift cards and gift certificates, and the failure to deliver. #2 Money is everything. So it’s no surprise that financial services and credit cards made the list. There is a long list of complaints related to finance such as billing and fee disputes, mortgage modifications and mortgage-related fraud, credit repair, debt relief services, predatory lending, and illegal or abusive debt collection tactics.
#1 We have all been there. You depend on your car to get you where you need to go. And when it doesn’t work, you feel let down. Complaints include misrepresentations in advertising or the sales of new and used cars, lemons, faulty repairs, and leasing and towing disputes.
three hundred and eleven
©
bogus: false an invoice: a document that shows a list of goods or services and the prices paid for them a lease: a legal agreement that lets someone use a car, house, etc., for a period of time in return for payment misrepresentation: when something is not presented in the way it really is sweepstakes: a gambling game in which the winner receives all the price money timeshare: a holiday home that is owned or rented by several people who use it at different times of the year
Adapted from www.business.com
UNIT 6:
HOW CAN I HELP YOU?
311
b What category does each of the following pictures refer to? 1
2
4
IN
3
VA
5
©
7
9
three hundred and twelve
312
UNIT 6:
6
N
HOW CAN I HELP YOU?
8
10
c Below are some examples of complaints. In which category do they belong? 1 An electrician failed to repair the plug connection in your room and now you cannot charge your phone anymore. 2 You have recently changed to another mobile provider but after a month you haven’t received your nano-SIM card yet. 3 Through ads on Facebook you won €250, but apparently it was a case of phishing. 4 Your parents bought a house that apparently has a leak and a lot of moisture damage.
IN
5 The new microwave has been installed incorrectly and it does not work. 6 There is oil leaking from the engine of your moped.
7 You have already been waiting 30 minutes for your meal to be ready; the chef is still on his phone. 8 The fire escape in your apartment has been blocked for two months but your landlord refuses to come and check it. 9 There is €250 missing from your bank account.
Read these Facebook comments and put the problems in the corresponding categories: food, clothes, gadgets or other. Write the numbers of the comments in the table. food
gadgets
VA
clothes
1
READING
other
2
NorahMarks and Spencer
VanessaModCloth
4 January at 11:13
3 February at 00:10
©
Love the idea of a meal for two as a treat. Please can you include at least one vegetarian option in the main meal. We are being excluded. I understand you have to rotate meal ideas, but including macaroni and cheese as the vegetarian option, doesn’t cut it. There is not even a hint of a vegetable in pasta. Yes pasta is made with wheat, but it’s very fattening and processed, therefore not in the vegetable class. 4
I received my order today and the clothing is way bigger than I expected (I measured and used the size chart) so I would like to exchange it. Your website says that my order should have come with a return shipping label, but it did not. How can I send it back to the manufacturer without paying for shipping?
1 Comment
6 Comments three hundred and thirteen
4
N
10 The label on a T-shirt says it is on discount but the cashier says you have to pay the full price.
UNIT 6:
HOW CAN I HELP YOU?
313
3
4 Anna
Aline D.Domino’s Pizza
26 December at 10:06
1hr
My son was just told he couldn’t use his gift card to purchase a game at your store today. Is that even legal?
I bought the coupon book from the local school. Our Domino’s does not know how to do the math on buy one get one. Disappointed.
5
1 Comment
Peter WilliamsDomino’s Pizza 7 hrs
6 Domino’s Pizza was mentioned in a post.
IN
Thanks for the burnt pizza Domino’s!
Kateena B.
3 hrs
N
Bruh Domino’s Pizza Ain’t Shit. I’ve been waiting on a pizza since 9:30. Then they talk about how they don’t have a corporate number, I gotta send an email. I said what’s the email? He said he’s not sure. Got me hangry AF. I’m hungry & angry.
1 Comment
VA
7
KeanuDunkin’ Donuts 26 December at 18:15
©
Whoever is responsible for filling the donuts at your new shop … needs remedial training. And, yes, they are all like this.
three hundred and fourteen
314
UNIT 6:
HOW CAN I HELP YOU?
12
8
9 Tina Williams
Evelyn S.Marks and Spencer
28 January at 20:40
3 February at 19:35
I’ve just visited the Food Hall and Café. The bakery had samples of Rye bread for customers to try but had sold out of the loaves. We visited the café and decided on soup, 20-minute wait, dirty cutlery and our glass of water never arrived. Disappointing to say the least … We went to a local coffee house for a hot drink afterwards.
IN
Hi, I bought this shirt on sale. I just got it last week. I wore it once. As described on the label: I washed it on delicate, cold water and did not put it in the dryer. I noticed it had a hole , is it supposed to be like that? I love this shirt. There are no other holes so I don’t think it’s part of the design.
11
Eileen S.Best Buy 4 hrs
10
N
Sophie M.
Bought a Samsung Galaxy cell phone from Best Buy in Boynton Beach on Dec 26th. On Jan 30th I was having phone issues with Wi-Fi. It ended up that I needed to call Samsung from the Best Buy store. When I read them the number on the back of the phone, Samsung said that phone’s warranty expired 5 months prior to my buying it. Which means the phone was used … I took the phone back to the store and even with my receipt I could not exchange it. They refused to replace it or repair it. I spoke to an employee and manager who were both very rude … I would NEVER buy anything from Best Buy again … I am out $600.00 and I can’t even use the phone … Call Samsung to check on a phone to make sure it isn’t used before you leave the store …
18 January at 12:23
VA
Hi I’m still waiting on a refund for a dress I sent back way before Christmas. According to your return policy the money should be refunded within 30 days. On top of that, I just looked back through my older orders and last summer I returned a pair of shorts and it’s not showing of that being refunded either?! Why is it so hard to get a refund? When I’ll have sent the items back that’s about £60.00 you’re owing me. What is your resolution?
1 Comment
Douglas G.Best Buy
13
8 March at 17:13
Guaranteed our TV would be in today. They took my money yesterday saying they REALLY aren’t supposed to take them off the truck for people but they would for us … Spent $1,100 and somehow it is not on the truck, and they even dared to offer me store credit! Luckily the manager tempered my anger and gave me my money back. Needless to say that I am done with this store.
Luke F.Walmart 6 hrs
Why don’t you hire more cashiers? What is the point of having 20 checkouts if you open only 5? There was an enormous queue of people who lined up to pay. 2
UNIT 6:
HOW CAN I HELP YOU?
three hundred and fifteen
©
12
315
5
Fill the gaps in the sentences with the correct word. Choose from the list. Not all words have to be used. checkouts – coupon – exchange – gift card – invoice – lease – manufacturer – queues – receipt – refund – resolution – return policy – samples – store credit – warranty 1 Mikey: ‘I have bought the wrong size of trousers. Is it possible to
them?’
Assistant: ‘Of course, our says that items may be returned within 30 days of purchase date for a full . All returned items must have the tags attached, along with the original sales .’ you get 30 % off at every shop at the mall.
IN
2 With this
3 Once you have received the , you have 30 days to pay it.
4 It was so crowded at the ice cream store. They were handing out new flavour.
of their
5 They should open more in the supermarket. The go all the way to the back of the store.
6 If you buy this stereo here, you get a
for three years. This means that for
product.
N
three years, the will be responsible for repairing or replacing the
7 This is already the third time that I’ve come back with my stereo! The only possible
is for you to give me a new one.
8 In this case, I cannot give you a full refund but I can offer you . It can be
VA
used in all our affiliates.
9 The couple took out a five-year on the house. Let’s hope they don’t break up.
6
Which word is being described? Fill in the word in the crossword below.
Across 3 small amount of something given to people to try 4 document that shows a list of goods or services and the prices to be paid for them 5 money given back to someone when a product is returned or when a service was not acceptable 6 place in a shop where you can pay for the things you buy 7 piece of paper on which the things or services you bought are listed with the price for each and the total amount
1 2
©
3
three hundred and sixteen
316
Down 1 piece of paper that lets you get a service or product for free or at a lower price 2 line of people who are waiting for something 3 piece of paper given by a shop when you return something you do not want, which allows you to buy other goods or services of the same value
UNIT 6:
HOW CAN I HELP YOU?
4
5
6
7
7
READING
Find more examples of customer complaints. a Go to an online store and check the visitor posts to find other complaints. b Are they about food, clothes, gadgets or other things?
SPOKEN INTERACTION
c Share your findings.
2 / Excuse me, but … Watch the clips and write down what would make you nervous if you were the customer.
Video 2 Video 3 Video 4
2
IN
Video 1
WATCHING
WATCHING
Watch the clips again and write down or complete the phrases. Greeting each other
What can I
VA
Beginning a conversation
N
1
I am looking for …
Thank you
General phrases
speak to somebody?
Could I borrow
to fill out
Ending a conversation
Thank you so much;
Read the following phrases. Indicate whether the phrase could be said by a customer, an assistant or both. customer
©
3
assistant
1 Good afternoon. 2 What can I assist you with?
3 There appears to be a problem. 4 How unfortunate. three hundred and seventeen
5 We will figure this out. 6 Can I speak to the manager? 7 I would like to see this problem resolved. 8 I am terribly sorry. 9 I am going to put you on hold. 10 It was delayed. 11 Happy to help. UNIT 6:
HOW CAN I HELP YOU?
317
4
listening
Listen to the telephone conversation and answer the questions. a Who is calling?
b What is the problem? c Where does she live? d What went wrong?
e What is the solution?
1 How can I help you?
2 There seems to be a problem.
3 That is right.
4 I would like to see this problem taken care of. 5 It was not delivered in time.
6 I am certain.
Match the collocations. 1 reference
N
6
A email
2 confirmation 3 delivery
B policy
C centre
4 delayed
D days
E vendor
VA
5 third-party 6 shipping
F department
7 return
G costs
8 fulfillment
H number
9 business
I
1
7
listening
Listen again and write down how the following phrases or sentences are said.
IN
5
2
3
4
shipment
5
6
7
8
9
Use words from exercise 6 to match the definitions below.
©
1 : an officially accepted set of rules or ideas about what should be done 2 : a business that sells a particular type of product 3 : one of the major parts of a company
4 : not directly involved in a transaction; when you are a third entity in the
5 : a response which shows that information is received and understood
three hundred and eighteen
318
seller (first party) and customer (second party) relationship
6 : happening later than it should 7 : the act or process of delivering a product to a customer 8 : a load of goods sent to a customer, store, etc.
UNIT 6:
HOW CAN I HELP YOU?
8
Look at the pictures below. What is wrong? Complete the sentences. Use as many of the phrases below as possible. – – – – – –
I am sorry to say this but … Excuse me … There appears to be something wrong with … I hate to complain but … I want to complain about … There appears to be ...
1 Assistant: How can I help you?
2
IN
Customer:
Assistant: How may I assist you? Customer:
3
N
Assistant: What can I do for you? Customer:
VA
4
Assistant: What brings you in today? Customer:
5
Assistant: What can I help you with today? Customer:
©
6
Oct. 31, 2021
2021-1876854
€ 30.00
Sept. 30, 2021
2021-1704788
€ 15.00
Aug. 31, 2021
2021-1531297
€ 15.00
July 31, 2021
2021-1354183
€ 15.00
June 30, 2021
2021-0996073
€ 15.00
Assistant: Welcome, may I help you? Customer:
three hundred and nineteen
MY PAYMENT INVITATIONS
UNIT 6:
HOW CAN I HELP YOU?
319
9
Read these customer service answers. What do you think the ‘complaint’ could have been?
READING
A
B
IN
Step 2
N
CHECK 1, p. 335
The customer is always right Filing a complaint
VA
1 / A written complaint 1
What are the different channels you can use to make a written complaint?
2
Watch the video in which Joe Lycett describes a complaint he made. Complete the gaps in his letter. bastards,
©
I got a
in Birmingham City centre on
24th December. You may be more familiar with this date’s more popular name,
Eve.
I was in town buying food and toys for some sick and starving
three hundred and twenty
children that I look after in a local orphanage, plus a small gift
320
for my dear old genitalia, aptly named Cocklates).
UNIT 6:
HOW CAN I HELP YOU?
(some novelty chocolates in the shape of male
WATCHING
When I returned to my car you can imagine my to find a
affixed to the windscreen. I cried, as Jesus did on
Christmas Day. ‘Forgive these sinners, they know not what they do.’ I may have also chased your parking enforcement I am
shouting ‘DIE JUDAS’.
to offer, as payment, a bottle of sherry. If you fail to accept
this within 14 days it will be reduced to half a bottle. If you offer I will have to pay the
this
using money from the orphanage
IN
which will force me to starve one of the weaker children. His name is Graham
(picture ): he is a 6-year-old boy with fair hair and the voice of an angel – doctors tell me that without food he will not make it through the winter. , Joe Lycett 3
READING
Answer these questions about Lycett’s letter.
N
a Who is Lycett (probably) writing to? b What is his problem? c What is his solution?
VA
d How does he begin his letter? e How does he end his letter? f
Indicate the different parts of the letter by putting the number in the right place of exercise 2. READING A suggestion on how to solve the problem Name of the sender Closing Explaining what the problem is Introduction to the problem Greeting the recipient
Did you know?
When you are talking to someone you know well (e.g. a friend), you are using informal language. You can use emoticons and abbreviations in your writing and when you speak you will often use shorter forms and certain words (e.g. chill, dude). When you are talking to someone who outranks you (e.g. a headmaster) or someone you don’t know well, you should use formal language. Respect all grammar and spelling rules, write full sentences and be polite.
UNIT 6:
HOW CAN I HELP YOU?
three hundred and twenty-one
1 2 3 4 5 6
©
4
Is Lycett’s letter appropriate? Why (not)?
321
5
WRITING Adapt Joe Lycett’s letter so it is a more polite, formal, letter. Write it on a separate piece of paper. Check the strategy on how to write a formal letter or email in the Summary of this unit on p. 333.
6
Write an email of complaint.
written INTERACTION
a Preparation: choose one of the situations in the tweets below and answer the introductory questions. 1 Think of a powerful subject line (keywords only). 2 How will you greet the recipient?
– What did you buy?
– Where did you buy it? – When did you buy it?
4 Explain what the problem is.
IN
3 Introduce the problem. Make sure you answer the following questions:
N
5 Suggest a solution.
three hundred and twenty-two
©
1
322
UNIT 6:
HOW CAN I HELP YOU?
2
3
Source: www.boredpanda.com
VA
6 How will you end the email?
b Action: use all the information from your preparation to write the email. customerservice@store.co.uk
IN
N
c Reflection: check your task by filling in the checklist below. Checklist: writing a formal email of complaint
Yes I think so
No
VA
1 Content and structure • I included a subject in my email. • I described the situation and discussed the problem. • I suggested an appropriate solution. • I began and ended my email correctly. • I used paragraphs to structure the email.
©
2 Language • I used the correct formal register. • I used correct basic grammar. • I used the correct expressions to make a complaint. • I used correct spelling and punctuation.
three hundred and twenty-three
Feedback
UNIT 6:
HOW CAN I HELP YOU?
323
2 / A spoken complaint 1
How can you make a spoken complaint?
2
.
Watch the video in which a woman is trying to return an item. Answer the questions.
WATCHING
a What is the problem? b Why isn’t it scanning?
c What is wrong with the receipt?
IN
d Is the statement in the cartoon true? Explain why (not)?
What are the steps you have to take when you want to return an item you have bought? Match the pictures with the steps.
N
3
Part 1: returning information
2
3
VA
1
©
4
5
Part 2: returning the item
6
three hundred and twenty-four
324
UNIT 6:
HOW CAN I HELP YOU?
7
8
READING
4
Ship the item to the manufacturer if necessary or if you bought your item online.
Research return policy.
Identify why you want to return it.
Find your receipt.
Go to the store if you want to file your complaint in person.
Explain what is wrong and say what you want.
Find your warranty.
Collect all the parts or accessories.
What do call centre employees really think? Watch the video and then replace the ‘rude’ sentences with a more polite sentence.
WATCHING
IN
1 Rude ‘Yes, I know how long you have been holding, and I don’t care.’ More polite
2 Rude ‘As soon as you started yelling, I zoned out.’ More polite
3 Rude ‘Oh, you are never going to use our company again. Great.’ More polite
4 Rude ‘Please stop telling me this pointless story.’ More polite
More polite 5
N
5 Rude ‘I am not sorry you feel that way.’
Suggest three rules on how you (the customer) should treat call centre employees.
VA
If you are a call centre employee, there are certain steps you should follow.
WATCHING
Advice
Phrases
three hundred and twenty-five
a Watch the video and write down the pieces of advice.
©
6
UNIT 6:
HOW CAN I HELP YOU?
325
Advice
Phrases
b Watch the video again and write down some specific phrases the call centre employee can use in the column on the right.
IN
7
SPOKEN INTERACTION
Try to return the item you bought in exercise 6 on p. 322.
a Preparation – Find a partner and decide who will be the customer and who will be the call centre employee. – Go back to your email of complaint on p. 323 and check what the problem was or read the situation on the role card the teacher will give you.
N
b Action: follow the steps in exercise 3 p. 324-325 and have a conversation about returning the item. Use the strategy on how to make a complaint in the Summary of this unit on p. 334. Take turns. c Reflection: reflect on your conversations by filling in the checklist. Checklist: making a complaint (spoken interaction)
VA
1 Content and structure • I followed the different steps (as call centre employee). • I described the situation (as customer). • I suggested an appropriate solution. 2 Language • I used correct basic grammar. • I used the correct expressions. • I paid attention to my pronunciation. Feedback
©
CHECK 2, p. 334
three hundred and twenty-six
326
UNIT 6:
HOW CAN I HELP YOU?
Yes I think so
No
Step 3 1
We appreciate your cooperation
Filling in a customer satisfaction survey READING
Read this email and answer the questions. a Who sent the email? b Why did they send an email?
IN
c What is the advantage of this for the company?
d How do they promote the survey to the customer?
e Which questions could be asked in a customer satisfaction survey?
N
nikita@mail.co.uk
VA
customer satisfaction survey
Dear Nikita,
Thank you for visiting our TD store in Manchester. If you don’t mind taking a few moments to provide your feedback, we would really appreciate it. Via this link, you can complete our customer satisfaction survey. We do value all of the feedback from our customers and are constantly working to improve the service as a result of the suggestions that we receive. Additionally, if you fill out our survey, you will be entered to win a £100 gift card. Thank you and have a great weekend.
©
Sincerely, Ludo Lourdy
three hundred and twenty-seven
Customer Service Representative TD Manchester
UNIT 6:
HOW CAN I HELP YOU?
327
2
WRITING
Fill in a customer satisfaction survey. a Preparation: think about the last item of clothing you bought (where, when, etc.). b Action: fill in the customer satisfaction survey about your shopping experience. student@trackntrace.com Customer satisfaction survey Dear Customer,
Sincerely, The Management Team
IN
As the manager of this company, I want to thank you for giving us the opportunity to serve you. Please help us to serve you even better by taking a couple of minutes to tell us about the service that you have received so far. We appreciate your business and want to make sure we meet your expectations. Attached you will find a coupon for 20 % discount on your next purchase. We hope that you will accept this as a token of our good will.
The following questions evaluate your views of the store you visited. Please indicate your opinion about each of the following statements.
Strongly agree
Agree
Disagree
Strongly disagree
The stores are conveniently located.
N
The store hours are appropriate for my shopping needs. The store atmosphere and decor are appealing. A good selection of products is present.
The store has the lowest prices in the area.
The merchandise sold is of the highest quality.
The merchandise sold is good value for money. The merchandise displays are attractive.
VA
The advertised merchandise is in stock.
Overall, I am very satisfied with the store.
I am very satisfied with the price I paid for what I bought. I am very satisfied with the merchandise I bought.
Adapted from www.questionpro.com
c Reflection: when you make a purchase (online or in a shop) is ‘customer satisfaction’ something you think of? Why (not)?
©
three hundred and twenty-eight
328
UNIT 6:
HOW CAN I HELP YOU?
3
Work with a partner. One of you will try to return an item and fill in a customer satisfaction survey.
SPOKEN INTERACTION
a Preparation: roll a dice to come up with a situation. Decide who will be the customer and who will be the customer service representative. Use the strategy on how to make a complaint in the Summary on p. 334, if necessary, to prepare your conversation. Item of clothing
Reason to return it
Extra
f ound a better price somewhere else
no receipt
a pair of sneakers
incorrect size
past date of returning
a pair of trousers
just changed your mind
It was a bargain.
a jacket
hey have charged you T the wrong price.
ne person is calling O on the phone.
a sweater
a hole in it
o verly friendly customer service employee
a track suit
Y ou don’t like it, it was a gift.
he new item is not T available.
IN
a T-shirt
VA
N
b Action – Act out your conversation for another pair of students. They will write down what your situation was like. – Then take turns and write down what the situation was like for the other pair.
three hundred and twenty-nine
©
UNIT 6:
HOW CAN I HELP YOU?
329
– Using this information about the other pair’s conversation, fill in their customer service satisfaction survey. They will do the same for you. Superior
Very Somewhat Average Very poor satisfactory unsatisfactory
In thinking about your most recent experience with the company, what was the quality of the service you received?
The process for getting your concerns resolved was:
How satisfied were you with the product you bought?
If you are not satisfied with the product, will you please describe why.
IN
Agree
Neutral Disagree Strongly disagree
The customer service representative was very courteous.
The customer representative handled my complaint quickly.
The customer service representative was very knowledgeable.
N
Strongly agree
Are there any other comments about the customer service representative you would like to add?
VA
c Reflection: check both your conversation and the conversation of the other pair using the checklist below. Checklist: making a complaint (spoken interaction)
Content and structure • I followed the different steps (as a call centre employee). • I described the situation (as a customer). • I suggested an appropriate solution.
©
Language • I used correct basic grammar. • I used the correct expressions. • I paid attention to my pronunciation. Feedback
three hundred and thirty
330
CHECK 3, p. 353
UNIT 6:
HOW CAN I HELP YOU?
Me Yes I think so
Classmates No
Yes I think so
No
WORD LIST Translation
to assist
helpen
bill
rekening
business days
weekdagen
car complaints
klachten over je wagen
cashiers
kassiers
checkout
kassa
to complain
klagen
to confirm
bevestigen
confirmation email
bevestigingsmail
confirmation number
bevestigingsnummer
corporate number
bedrijfsnummer
coupon
kortingsbon
credit
krediet
customer
klant
delayed
vertraagd
employee to exchange
leveren, bezorgen / levering, bezorging werknemer uitwisselen
vervaldatum, houdbaarheidsdatum vervallen
faulty
verkeerd, foutief
to file a complaint
een klacht indienen
fulfillment
behandeling, uitvoering
gift card
cadeaubon
home improvement
verbouwing
household goods
huishoudartikelen
internet fraud
internetfraude
invoice
factuur
label
etiket
landlord problems
problemen met de huisbaas
manufacturer
fabrikant
order
bestelling
property/real estate
onroerend goed
to purchase / a purchase
aankopen / een aankoop
a queue / to queue
een wachtrij / in de rij staan
receipt
bon, rekening
reference number
referentienummer
©
to expire
three hundred and thirty-one
VA
an expiration date
N
to deliver / a delivery
My notes
IN
Word
VOCABULARY
SUMMARY
UNIT 6:
HOW CAN I HELP YOU?
331
terugbetaling / terugbetalen
to refund
terugbetalen
to replace
vervangen, omruilen
resolution
besluit, oplossing
retail
kleinhandel
to return
terugbezorgen, terugbrengen, retourneren
return policy
retourbeleid
sample
voorbeeld, proevertje
service
dienst
to ship / a shipping
versturen, verzenden / een verzending
shipping costs
verzendkosten
shop assistant
winkelbediende
size chart
maattabel
sold out
uitverkocht
store credit
winkeltegoed
third-party vendor
externe leverancier
(un)satisfactory
(on)voldoende, (niet) bevredigend, het voldoet (niet)
N
utility
IN
a refund / to refund
voorziening (gas, water …)
vendor
garantie
©
VA
warranty
verkoper
three hundred and thirty-two
332
UNIT 6:
HOW CAN I HELP YOU?
STRATEGY
HOW TO write a formal letter/email Before writing
1 Why & what? Why are you writing? What are you writing about?
IN
Be prepared
Do you have a professional email address?
Do you have the email address of the person you are sending a message to?
2 While writing
Be polite
N
Write in a formal way. Do not use emoticons or abbreviations.
KISS
VA
Keep it short and simple!
Introduction to the problem
Explaining what the problem is
©
A suggestion on how to solve the problem Closing
Name of the sender
Dissatisfaction with television
Dear Sir or Madam,
I wish to express my dissatisfaction with the television, which I purchased from your store in Sydney on 30 October 2019. On using it for the first time, I found that the colour pictures were blurred and the tuning was also faulty. When I attempted to return the television to the store, the shop assistant said that the store was unable to replace it or offer me a refund but advised me to send it away for repair. As I use my television on a daily basis, and it was not clear how long a repair would take, this option was unsatisfactory. Since the television clearly does not function as it should, I am writing to you to ask for a full refund of the £335.99 retail price. I look forward to hearing from you soon. Yours faithfully, Adnan Khan
After writing
3
Edit! Avoid mistakes: read your email again. Hit the send button.
UNIT 6:
HOW CAN I HELP YOU?
three hundred and thirty-three
Write a subject that reflects the message of your email. Greeting the recipient
Pay attention to the structure
333
HOW TO make or deal with a complaint Before speaking
1
Find your receipt. Collect all the parts or accessories. Identify why you want to return it.
1 Starting the conversation
IN
2 While speaking
Hello. / Good afternoon. How can I help you? / What can I assist you with?
2 Introducing the problem
What seems to be the problem?
N
There appears to be a problem.
How unfortunate. I am terribly sorry.
VA
3 Solving the problem I would like to see this problem resolved.
We will figure this out.
I would like to see this problem to be taken care of.
4 Closing
©
Thank you for your help.
Anything else? Will that be all?
Have a nice day.
three hundred and thirty-four
334
After speaking Complete a customer satisfaction survey.
UNIT 6:
HOW CAN I HELP YOU?
Happy to help.
3
ON DIFFERENT TRACKS Check 1 1
Learning words to make complaints WRITING
Write and respond to complaints at Starbucks. a Preparation: read the descriptions of annoying things that can happen to you when you are at Starbucks. Choose three that might happen to you.
IN
b Action – Write three complaints. – Then switch roles with a classmate and write a suitable answer for the complaints they have written. Use the following words in your text. bill – order – queue – receipt – service
1
2
N
When the barista spells your name obnoxiously wrong. How do you confuse Ariel for Angel?
3
VA
When you hear the price and you almost pass out. But then you still go back the next day anyway because you’re addicted. Admit it.
When they don’t have that ‘special’ drink on their menu yet even though you read about it everywhere. ‘But I really wanted that new frapp so can you like, make it happen plz?? Kthanx’
4
When the line is out of the door. Seriously, why is the Starbucks line always so freaking long?
When you’ve been daydreaming about your favourite pastry all day and they run out by the time you get there. But, but, where are the chocolate croissants?
three hundred and thirty-five
©
5
Adapted from www.seventeen.com
UNIT 6:
HOW CAN I HELP YOU?
335
Situation 1 • Complaint: • Answer:
IN
Situation 2 • Complaint:
• Answer:
VA
N
Situation 3
• Complaint:
©
• Answer:
three hundred and thirty-six
336
UNIT 6:
HOW CAN I HELP YOU?
c Reflection: check your task by filling in the checklist. Checklist: writing and responding to complaints
Yes I think so
No
1 Content • The complaints I wrote correctly reflect the descriptions of the customers. • I suggested appropriate solutions for my partner’s complaints.
IN
2 Language • I used the correct register. • I used the given words correctly. • I used correct basic grammar. • I used correct spelling and punctuation. Feedback
<6
Next exercise
ex. 2
6–8
>8
ex. 3
ex. 6
N
What do you see in the pictures below?
5–6
>6
ex. 3
ex. 4
Score
©
Next exercise
<5
three hundred and thirty-seven
VA
2
Score
UNIT 6:
HOW CAN I HELP YOU?
337
3
Put the sentences of these conversations in the correct order.
READING
Conversation 1 Customer: ‘Oh my God, no! I am a VEGAN! Don’t you know what they do to cows in those horrible farms. They force them to get pregnant all the time, and then they take away their babies and kill them so we humans can steal their milk! Dairy products are cruelty!’ Customer: ‘I DON’T CARE! PUT IT ON!’ Me: *preparing a gyro wrap for a customer* Would you like cheese on it? Customer: ‘Tzatziki sauce, please.’
IN
Me: ‘Ah, I’m afraid that’s a dairy prod-’
Me: ‘Okay, okay. No cheese. What sauces would you like on that?’
Conversation 2
Customer: ‘No, no, I don’t want a hamburger. I want a cheeseburger with no cheese.’ Customer: ‘Yeah, I’d like a cheeseburger with no cheese, and some fries.’
Me: ‘So, you want to pay a dollar extra for a cheeseburger, but you want no cheese?’
N
Me: ‘Okay, so you’d like a hamburger combo with fries. That’ll be $7.54.’ Me: ‘No, sir. So, a cheeseburger with no cheese, and fries. Your total is $8.54.’ Me: ‘So … a hamburger.’
Customer: ‘Yes! Is that so hard?’
VA
Me: ‘Hi, what can I get for you today?’
Customer: ‘No! I don’t want a hamburger. I want a cheeseburger minus cheese!’
Conversation 3
Caller: ‘You sound very happy.’
Me: ‘Good morning, National switchboard, Smith speaking, how can I help?’ Me: ‘Well yes, it’s a nice day today. What can I help you with?’
©
Caller: ‘No one at National switchboard is happy! You can’t be there. You must be a scam.’
Score
< 15
Next exercise
three hundred and thirty-eight
338
UNIT 6:
HOW CAN I HELP YOU?
≥ 15 ex. 4
4
READING
Read this text about what not to say to customers. a Answer these questions. 1 How do customers react when they feel that they were offended? 2 Why is it important to choose your words carefully? 3 Which words can you use to ‘pepper’ conversations?
IN
b What could you say instead of the following phrases? 1 It’s no big deal. 2 Don’t worry about it.
N
3 You sound just like ...
4 You’re the first one to complain about this.
5 You don’t seem to understand.
VA
6 I don’t think you are listening to me.
7 That sounds good in theory, but …
8 I know how you feel right now, but you really shouldn’t because …
©
9 I’m not the best person to deal with this, so I’ll send you to …
three hundred and thirty-nine
10 That’s another department.
UNIT 6:
HOW CAN I HELP YOU?
339
10 things you should never say to customers
5
Choose your words carefully 10
IN
There are dozens of things you can say to customers that come across as condescending, flippant or tacky – things that will destroy the customer experience instantly. Nearly 70 % of customers quit doing business with an organization because they felt they were treated rudely or with indifference. Most of the employees who treated customers that way probably never even realized it. The worst part: most customers aren’t going to tell you that they were offended or bothered by what was said. They’ll just resent the experience and not come back.
1
Keep on peppering conversations, email exchanges, text messages and promotional copy with the words the customers love to hear – their names, ‘thank you’, ‘please’, ‘our pleasure’ and ‘problem solved’. Front-line employees want to share a smile, laugh or even a story. But by all means, avoid these sentences, words and phrases in customer communications:
1 It’s no big deal.
N
It may not be a big deal to you, but rest assured if customers have brought something to your attention – a problem, concern or question – it’s a big deal to them.
2 Don’t worry about it.
You don’t know how any customer handles anxiety or personal and business issues. Worry may be healthy for one person. It may be a sign of weakness for another. The key is to never tell customers how to feel.
VA
15
3 You sound just like …
Whether you compare one customer to another customer, your mother, colleague, husband or best friend, by saying he is similar to others is a form of dismissing his concern, idea or question.
4 You’re the first one to complain about this.
20
Most customers walk away without ever saying a word. That’s never more apparent than when customer loyalty is down, but complaints are stable. Many customers don’t complain, so when you hear one, imagine there are many more unspoken issues like it. A customer who gives a unique complaint is doing you a favour by pointing to a potential bigger problem.
©
5 You don’t seem to understand.
25
The problem could be that you aren’t being clear. But by saying this, you imply that customers are thick-headed.
6 I don’t think you’re listening to me. Like you, customers are distracted during conversations by a multitude of things. One of those things could be the way you’re presenting the information – perhaps at a scripted, dull pace or in a condescending tone.
three hundred and forty
7 That sounds good in theory, but …
340
This suggests yours is a real-world perspective and the customer’s view is totally off base. That 30
UNIT 6:
may be how you see it, but customers will be insulted if their theory is quickly scoffed at.
HOW CAN I HELP YOU?
8 I know how you feel right now, but you really shouldn’t because … Customers may tell you outright, ‘I’m angry’, ‘I’m elated’ or ‘I’m frustrated’ so the first part of this sentence is correct. You do know how they’re feeling. The problem is, it’s never a good idea to tell customers why they should or shouldn’t feel one way or another.
9 I’m not the best person to deal with this, so I’ll send you to …
40
Customers got in touch with you, so they expect that you are the person to handle their questions or issues. Saying something like this undermines your credibility and the trust customers may have had in you. When there is someone more qualified to help, let customers know you want the best for them and aren’t just casting them off to someone else.
10 That’s another department.
Customers don’t know the ins and outs of your organization. They just want a quick answer or solution without having to hear your company protocol. So when they hear, ‘I don’t do that’ or ‘It’s not really my job’, they often assume that people pass the envelope rather than actually do their jobs.
N
45
condescending: arrogant, like you look down on other people credibility: reliability, sincerity to dismiss: to decide not to think about or consider (something or someone) flippant: dismissive, without respect multitude: a great number to scoff at: to ridicule or to laugh at someone or something in a disapproving or disrespectful way thick-headed: stupid
IN
35
Adapted from www.customerexperienceinsight.com
Score
≥9
Check 2, p. 344
VA
Next exercise
<9
What is wrong with the items in these pictures. Formulate a good answer to the question: ‘How can I help you?’ Start your sentence with a typical phrase such as ‘Excuse me, but ...’.
WRITING
2
three hundred and forty-one
1
©
5
UNIT 6:
HOW CAN I HELP YOU?
341
3
4
IN
6
N
5
VA
cats
©
Source: www.boredpanda.com
6
three hundred and forty-two
342
UNIT 6:
Score
<5
≥5
Next exercise
ex. 4
Check 2, p. 344
Read the text about these real complaints. a Preparation: choose three complaints to answer as a staff member of a travel agency.
READING
b Action: write a suitable answer for each of the complaints you chose. Write about 25 words per complaint.
WRITING
HOW CAN I HELP YOU?
The most ridiculous (real) complaints made by tourists 1 ‘We could not enjoy the tour as our guide
2 ‘There was no sign telling you that you
shouldn’t get on the hot air balloon ride if you’re afraid of heights.’
5 ‘We booked an excursion to a water park but no one told us we had to bring our swimming costumes and towels.’
N
3 ‘The beach was too sandy.’
disgusted to find that almost every restaurant served curry. I don’t like spicy food at all.’
IN
was too ugly. You can’t be expected to admire a beautiful view when you’re staring at a face like this.’
4 ‘On my holiday to Goa in India, I was
VA
6 ‘It’s lazy of the local shopkeepers to close in the afternoons. I often needed to buy things during siesta-time; this should be banned.’
Source: www.telegraph.co.uk
Complaint number ...
©
Complaint number ...
three hundred and forty-three
Complaint number ... UNIT 6:
HOW CAN I HELP YOU?
343
c Reflection: check your task by filling in the checklist below. Show your responses to a partner who will give you some feedback too. Checklist: writing an answer to a complaint
Yes I think so
No
1 Content • I suggested an appropriate solution. 2 Language • I used the correct register. • I used correct basic grammar. • I used the correct expressions. • I used correct spelling and punctuation.
Score
<7
Next exercise
ex. 4
1
Filing a complaint
≥7
Check 2
N
Check 2
IN
Feedback
Write an email to complain about bad services you received.
©
VA
a Preparation: look at the pictures of what went wrong during your stay at the 5-star Ambassador Hotel.
three hundred and forty-four
344
UNIT 6:
HOW CAN I HELP YOU?
written INTERACTION
b Action: write an email of complaint to your travel agent. Make sure to include all the necessary items from the email template. Clearly describe the situation and suggest a solution.
IN
VA
N
c Reflection: fill in the checklist to reflect on your writing. Checklist: writing a formal email of complaint
Yes I think so
No
1 Content and structure • I included all the necessary items from the email template. • I described the situation and discussed the problem. • I suggested an appropriate solution. • I began and ended my email correctly.
©
2 Language • I used the correct formal register. • I used correct basic grammar. • I used the correct expressions to make a complaint. • I used correct spelling and punctuation.
Score
<6
≥6
Next exercise
ex. 2
ex. 3
three hundred and forty-five
Feedback
UNIT 6:
HOW CAN I HELP YOU?
345
2
READING
Read the letter of complaint. a Answer these questions. 1 Who is writing this letter? 2 Who is he writing to? 3 What is his problem?
4 What is his solution? 5 How does he begin his letter? 6 How does he end his letter?
IN
b Put numbers in front of the different parts of the letter.
N
1 a suggestion on how to solve the problem 2 name of the sender 3 closing
4 explaining what the problem is
VA
5 introduction to the problem 6 greeting the recipient
c Is this a good letter? Explain why (not).
©
three hundred and forty-six
346
© Toshio Chan / Shutterstock.com
UNIT 6:
HOW CAN I HELP YOU?
Dear Starbucks,
I am writing to you as I feel your staff need to be instructed clearly about the intrinsic differences between the ‘chai tea’ and the ‘chai tea latte’. Here is a handy diagram you may want to describe to your employees. Chai tea latte
IN
Chai tea
N
Every time I have ordered a ‘chai tea’ I have received a ‘chai tea latte’. I have taken to explaining clearly that I want a ‘chai tea’ and certainly not a ‘chai tea latte’ when ordering, but this is futile. What’s more, as a result of your confusing ordering system, I have to explain this to three people – the person who takes the order, the person who takes my money and then to the person who has erroneously made me a ‘chai tea latte’ and has to throw it in the bin.
VA
As you can imagine this whole farce creates tension amongst other impatient customers, irks your staff and oft results in a wasted ‘chai tea latte’. I tried valiantly for months to take all of this on the chin but I have recently found it difficult to cope with the stress and have instead opted for a peppermint in Costa. I suggest you forward this email to all of your staff immediately to avoid losing my custom.
Also, your coffee is sub-standard, stop being so arrogant about it. I could make a flat white of superior quality to yours and I lost both my arms in a disastrous trip to Sea World when I was 6 years old.
©
Regards, Joe Lycett.
Source: twitter.com/joelycett
<9
Next exercise
3
≥9 ex. 3
Watch the clip about returning items and answer the questions about each situation.
WATCHING
Situation 1 – Customer’s problem: – Problem in returning the item:
UNIT 6:
HOW CAN I HELP YOU?
three hundred and forty-seven
Score
347
Situation 2 • Customer’s problem: • Problem in returning item: Situation 3 • Customer’s problem: • Problem in returning the item: <4
Next exercise 4
≥4 ex. 4
IN
Score
Work with a partner and act out a conversation.
a Preparation: read the text and choose a situation. – What is the customer’s problem?
– Why is there a problem in returning the item?
1
N
iheartrms 33 points – 2 years ago A huge safe bought online was returned reeking of marijuana. The police were called. Share Save
VA
3
jb2255 13 points – 2 years ago A lady returned a bottle, an empty bottle of wine ‘cause it gave her a headache. Someone returned a Sony boombox (~$50) that was over a decade old, still had the receipt, a very faded receipt. Share Save
4
2
ManicHispanic85 17 points – 2 years ago Usually a few months after the Garden Center closes, people bring back plants that died. Sorry let me rephrase that … plants they couldn’t take care of properly. Also every January, people make the pilgrimage to their local Costco’s to return their Christmas decorations. Also right around September people love bringing back all their summer stuff, BBQ’s bathing suits, pool gear, patio sets, etc. I wanna live that life ... where I just don’t feel any shame for the scummy stuff I do to save money. Share Save
©
Xianricca 8 points – 2 years ago 13-year-old fish. Lady left it in her freezer and forgot about it. Wanted to return it and when we said no she threatened calling corporate and all that jazz. If I remember correctly they let her return it. Share Save
5
three hundred and forty-eight
WolfHunter209 11 points – 2 years ago I’ve seen plants come back after a few years because the owner was tired of them. Cakes came back half eaten because they didn’t like the taste. Couch sets come back every year, the member usually buys the newer model and the cycle continues. Play sets because the kids grew up (I can somewhat see this one). So much more. Share Save
348
Source: www.reddit.com UNIT 6:
HOW CAN I HELP YOU?
READING
SPOKEN INTERACTION
b Action: act out your conversation for another pair of students or the teacher. c Reflection: reflect on your conversation by filling in the checklist. Checklist: making a complaint (spoken interaction)
Yes I think so
No
1 Content and structure • I followed the different steps (as an employee). • I described the situation (as a customer). • I suggested an appropriate solution.
Feedback
<7
Next exercise
ex. 5
≥7
ex. 6
Work with a partner. Watch the video in which Mr Bean is trying to make a complaint.
N
5
Score
IN
2 Language • I used correct basic grammar. • I used the correct expressions. • I paid attention to my pronunciation.
WATCHING
a Write out the conversation. Mr Bean:
Mr Bean:
VA
Lady: (still talking on the phone)
Mr Bean: (lets the paper bag explode) Lady:
Mr Bean:
Source: Gerhard Heeke
Lady: (talking on the phone)
Lady:
Mr Bean: Lady:
Mr Bean:
©
Lady:
Mr Bean: Lady:
three hundred and forty-nine
b Act it out with your partner. Score Next exercise
D
C Check 3, p. 353
UNIT 6:
HOW CAN I HELP YOU?
349
6
Read the complaints and the infographic. Answer the questions about each complaint.
READING
a Which type of complainer do you think the person is? b Write a suitable answer to the complaint. Think about the advice found in the infographic on p. 351-352.
1
10/3/20
Luna B.
‘They lost my pants, and didn’t give me my money back.’
Type of complainer Answer
IN
Horrible customer service. I purchased a pair of pants. They were defective, and therefore I was told to send them back to the company by Canada post (a shipping label was provided). A few weeks went by and I called to follow up, which they then told me they lost them and can’t locate them in their warehouse. After speaking to the countless rude and useless managers, they told me there’s nothing they can do and I won’t be getting any re-imbursement. More or less I was robbed by Zara. I will never shop there nor recommend that store to anyone.
2
Angie L.
N
10/4/20
‘Terrible quality lashes’
VA
I bought lashes from here that would NOT stay on my eyes … I wear fake lashes EVERYDAY and when I tried to return them, they wouldn’t let me. SO I had to go through corporate just to get a new pair and that was 2 1/2 weeks ago and I STILL haven’t gotten them nor have I heard from them …
Type of complainer Answer
3
Sarah C.
10/16/20
©
‘UNETHICAL COMPANY’
H&M steals intellectual property from artists. When the artists complain H&M threatens them with criminal charges and expensive legal burdens. H&M is corrupt and unethical. DO NOT SUPPORT THIS COMPANY, THEY ATTACK ARTISTS.
Type of complainer
three hundred and fifty
Answer A
350
Source: www.sitejabber.com
UNIT 6:
HOW CAN I HELP YOU?
IN
The customer complaint lifecycle differs by distinct complainer persona types, and social media plays a unique and critical part in protecting brand equity and customer loyalty. According to a recent article by the University of Florida, there are five types of complainers. To fully understand how social comes into play, it’s important to humanize each interaction and think about the individual types of complainers so that you can respond accordingly via social.
THE
MEEK CUSTOMER
N
The Meek Customer generally will not complain. However, they will post or comment on Facebook or Twitter when they have really been pushed to the edge. The Meek Customer will often have little to no history or complaining and is often just looking to be reassured that their voice is heard. HOW COMMON:
HOW DIFFICULT TO FIX:
HOW IRRATIONAL:
VA
SOLUTION: A simple “I am sorry” on the social channel used for their comment will usually rectify the situation and turn the Meek Customer into a passive brand advocate.
THE
AGGRESSIVE CUSTOMER
The Aggressive Customer readily complains, often loudly and at length. However, if you solve the problem for this customer in a quick and efficient manner, you are likely to have a very vocal and prolific brand advocate through all social channels. The Aggressive Customer does not respond well to excuses or aggression.
©
HOW COMMON:
HOW DIFFICULT TO FIX:
HOW IRRATIONAL:
three hundred and fifty-one
SOLUTION: Always take this costumer offline through direct messaging or email. Listen completely and ask: “What else?” Agree that a problem exists, and indicate what will be done to resolve it.
UNIT 6:
HOW CAN I HELP YOU?
351
THE
HIGH-ROLLER CUSTOMER The High-Roller Customer expects the absolute best and is willing to pay for it. They are likely to complain in a reasonable manner, unless they are a hybrid of the aggressive customer. They are interested in results and what you are going to do to recover from the customer service breakdown. HOW COMMON:
HOW DIFFICULT TO FIX:
HOW IRRATIONAL:
THE
IN
SOLUTION: Always listen respectfully and actively, questioning carefully to fully determine cause. Quickly and publicly acknowledge the issue online and go offline to correct the situation.
OPPORTUNIST CUSTOMER
For the Opportunist Customer, the goal is not to get the complaint satisfied, but rather to win by getting something the customer is not entitled to receive. A constant and repetitive “not good enough” response to efforts to satisfy this customer is a sure indicator of an opportunist. HOW DIFFICULT TO FIX:
HOW IRRATIONAL:
N
HOW COMMON:
VA
SOLUTION: Remain unfailingly objective. Use accurate quantified data to back up your response. Consider asking “What can I do to make things right?” after the first “not good enough”.
THE
CHRONIC COMPLAINER CUSTOMER
The Chronic Complainer is never satisfied; there is always something wrong. This customer’s mission is to whine. Yet, they are your customer, and as frustrating as this customer can be, they cannot be dismissed. In spite of their constant complaining, they tend to be good customers and will tell others about your positive response.
HOW COMMON:
HOW DIFFICULT TO FIX:
HOW IRRATIONAL:
©
SOLUTION: Extraordinary patience is required, but a two-way dialogue should never take place through social channels. One must listen carefully and completely and never get angry.
Source: www.pardot.com
three hundred and fifty-two
352
UNIT 6:
Score
D
C
Next exercise
ex. 5
Check 3, p. 353
HOW CAN I HELP YOU?
Check 3 1
Filling in a customer satisfaction survey
Rate your customer experience.
READING
a Preparation: read the situation below and answer the questions. 1 What is the name of the man making the complaint? 2 Who is he addressing? 3 Do you know anything about this company? If so, what? 4 Which product is the man complaining about?
6 What did Wes do when he saw it? 7 What does he plan to do?
IN
5 What was wrong with the cucumber?
8 What do you think about Tesco’s reaction?
a sarnie: a sandwich
©
VA
N
Score
three hundred and fifty-three
Source: www.boredpanda.com
/ 8
UNIT 6:
HOW CAN I HELP YOU?
353
WRITING
b Action: complete the customer satisfaction survey as if you were Wes. Based on your visit, how likely is it that you would recommend this Tesco store to a friend or colleague?
0 - Not at all likely
1
2
3
4
5
6
7
8
9
10 Extremely likely
Why did you give this score? Please include as much detail as possible.
IN
How much do you agree with the following statements? Strongly disagree
Slightly disagree
Neither agree nor disagree
Slightly agree
Strongly agree
N/A
The store staff treated me as an individual.
The store staff were proactive at offering me help.
I consistently get helpful and friendly service at this store.
The store staff were helpful.
N
The store staff were friendly.
How much do you agree with the following statements?
VA
I was satisfied with the quality of fresh food overall that I saw in store. Strongly disagree
Slightly disagree
Neither agree nor disagree
Strongly agree
N/A
Neither agree nor disagree
Slightly agree
Strongly agree
N/A
I was satisfied with the prices I paid. Strongly disagree
Slightly disagree
Slightly agree
©
Was there a member of staff who did something special on your recent visit? yes no We’re delighted to hear that someone made your visit special. Please tell us what they did. If you can remember their name, please include it here.
three hundred and fifty-four
354
Source: www.tescoviews.com
UNIT 6:
HOW CAN I HELP YOU?
c Reflection: reflect on your writing by filling in the checklist. Checklist: filling in a customer satisfaction survey
Yes I think so
No
1 Content • I completed the survey according to the situation. • I described the situation correctly. 2 Language • I used the correct register. • I used correct basic grammar. • I used correct spelling and punctuation.
Score:
/ 7 <9
Next exercise
ex. 3
9 – 12
> 12
ex. 2
ex. 5
VA
N
Score
IN
Feedback
Watch the video in which two men are trying to become employee of the month.
WATCHING
©
2
a Answer these questions. 1 What should a customer be satisfied about when visiting a supermarket?
2 Which characteristics do you think you need to become employee of the month? b After watching the video, complete the survey as if you were a customer in this supermarket.
UNIT 6:
HOW CAN I HELP YOU?
three hundred and fifty-five
355
What type of checkout did you use? normal checkout self-service checkout Based on your visit, how likely is it that you would recommend this Tesco store to a friend or colleague?
0 - Not at all likely
1
2
3
4
5
6
7
8
9
10 Extremely likely
Why did you give this score? Please include as much detail as possible.
IN
How much do you agree with the following statements?
Slightly disagree
Neither agree nor disagree
Slightly agree
Strongly agree
N/A
The store staff were helpful.
The store staff were friendly.
The store staff treated me as an individual.
The store staff were proactive at offering me help.
The store staff made me feel welcome.
The store staff were dressed smartly and appropriately.
I consistently get helpful and friendly service at this store.
VA
N
Strongly disagree
Was there a member of staff who did something special on your recent visit? yes no We’re delighted to hear that someone made your visit special. Please tell us what they did. If you can remember their name, please include it here.
©
three hundred and fifty-six
356
UNIT 6:
Score
<7
≥7
Next exercise
ex. 3
ex. 4
HOW CAN I HELP YOU?
3
WATCHING
You will watch a video about getting service in a restaurant. Answer the questions. a Before watching the video decide what a customer in a restaurant should be satisfied with after their visit. Name three items. b Watch the video and answer the questions. 1 Who are the customers?
3 What is the reaction of the waitress?
IN
2 What did one of the men do?
c Fill in the survey as if you were one of the boys in the restaurant. How much do you agree with the following statements?
Good
Excellent
2 Did the server suggest a beverage or appetizer?
3 Did the server check back with you during the course of your meal?
4 Was the greeter’s appearance appropriate to the nature of the restaurant?
5 What was your overall experience with the customer service?
N
Needs improvement
1 Was the greeting friendly and professional? If not, what was the problem?
VA
©
Extra comments
Score Next exercise
<9
9 – 12
> 12
ex. 6
ex. 4
UNIT 6:
HOW CAN I HELP YOU?
three hundred and fifty-seven
357
4
READING
Read the text and answer the questions. 1 What went wrong? 2 How did the employee react? 3 What is the opinion of the writer of the article?
IN
4 Complete the customer satisfaction survey as if you were the angry woman.
Please indicate your level of agreement or disagreement with the following statements. The food was served hot and fresh. The quality of the food was excellent. The food was very tasty and flavourful.
2
3
4
5
about what I expected. a little longer than I expected. much longer than I expected.
N
The waiting time was
1
The server was friendly.
Yes No
The server was able to answer our questions.
Yes No
Would you recommend our restaurant to a friend? Yes No
VA
If not, why?
Maybe you get bad customer service because you’re a bad customer
©
By Matt Walsh
three hundred and fifty-eight
358
1
I could have taken a picture of you and posted it here to publicly shame you, but I didn’t. That’s because I am not trying to be vindictive, ma’am. I’d merely like to answer that question you posed. This can be what the politicians call a “teachable moment” for you and everyone like you.
5
See, I was in line at that particular fast food establishment yesterday. You probably didn’t notice me — I assume you didn’t notice any of us from the way you blatantly barged to the front. I was about to tap you on the shoulder and politely explain how lines are supposed to work in a civilized society, but I could tell you were in the throes of an ungodly rage. I figured this must be an emergency. My God, you were practically foaming at the mouth. I thought maybe someone at the counter had killed your dog, or framed you for a murder you didn’t commit, or urinated in your oatmeal this morning. Obviously something serious was going on.
10
UNIT 6:
HOW CAN I HELP YOU?
Then you suddenly screamed, “NO ketchup! I said NO ketchup!”
15
20
Okay, so maybe this wasn’t a dire situation. It was a condiment situation. Not exactly life or death, but close enough, I guess. The girl at the cash register looked confused. I don’t blame her, some irate middle aged woman just barrelled in the door yelling about ketchup. She asked you for some clarification, which was reasonable, but apparently you didn’t think so.
IN
“What’s wrong with you people?! I just sat in the drive thru for ten minutes and now I have to come in here because you guys can’t understand English! I ordered this burger with NO ketchup but of course I get it with gobs of ketchup. Unbelievable. This happens every f*cking time!” Wait, it’s unbelievable yet it happens every time? Hmmm. And your ketchup specifications are this important to you yet you continually come to the one place in town that apparently has a ketchup obsession? There are literally six other fast food joints within a two mile radius, but here you are at the one place that screws up your order “every f*cking time.” Interesting. Logical thinking isn’t exactly your forte, is it?
30
The poor girl at the counter, who likely had no hand in this ketchup fiasco, offered to give you a new burger, plain and dry, just as you prefer. But that wasn’t good enough, was it? Their failure to obey your demands must be punished.
35
N
25
“No, I don’t want a new burger. Give me your name and the number to corporate. I’m sick of this sh*t. Give me my money back and the number to your corporate office! Why can’t I ever get good customer service?!”
VA
And the exchange went on from there. You of course handled yourself like a woman of culture and dignity, while the fast food employee and her manager tried everything to find a remedy for the Tragic Ketchup Calamity. It ended with you promising to get them all fired as you stormed out. Then I finally had my turn at the counter. I ordered a burger. With extra 40 ketchup. to barge: to move roughly Source: www.huffingtonpost.com blatantly: obviously a condiment: a spice or sauce, like mustard or ketchup in the throes of: in the middle of irate: very angry vindictive: having a desire for revenge <7
≥7
Next exercise
ex. 6
All done!
©
Score
WATCHING
Watch the video in which a man orders at Starbucks. a Answer these questions. 1 What does the man order? Try to write it down.
three hundred and fifty-nine
5
2 What would you do if you were the barista? UNIT 6:
HOW CAN I HELP YOU?
359
b Come up with your own customer survey. Write down at least five questions. Needs Good Excellent improvement
1
2
3
4
5
IN
c Find a partner and fill out each other’s survey based on what you saw in the video.
D
Next exercise
ex. 4
C
All done!
N
6
Score
READING Read the Tripadvisor reviews about these people’s visit to Primark London. Choose the correct description to match the survey on the next page. For each of the reviews explain why you think it matches / doesn’t match. We went into Primark out of curiosity on our trip to London and we were not overly impressed. The store is incredibly messy and reminded us of other cheaper department stores in the USA and back home in Australia. To be fair some of the products seemed not badly made and of reasonable quality. On the other hand some products were made of cheap fabrics and looked cheap and nasty. I am sure if you look hard enough you can find some decent products, but for us we couldn't be bothered with the large crowds and huge queues.
VA
1
Match?
Yes / No
Reason why?
©
2
three hundred and sixty
360
During a trip to London, I came to Primark and bought a new pair of trousers and two T-shirts. Right before heading back to my hometown, I notice there is a hole in one of the T-shirts. Came back directly after work to find staff who thinks their shift already stops at a quarter to closing time. They told me bluntly to come back the next day because the checkouts have already been closed. At a quarter to six? I explained that I didn’t live here, but the employee did not seem to care. He just sent me to “The Primark” in my city.
Match?
Yes / No
UNIT 6:
HOW CAN I HELP YOU?
Reason why?
I was staying a tube station away from this Primark and as it’s much bigger than the nearest one to me I thought I would visit, this was a big mistake!!! I am disabled and on crutches but this seemed to be oblivious to most people including the staff!!! The store was packed, there were no wheeled baskets near the door and when I asked a member of staff if they could get me I was greeted with “try by the tills”. NOT HELPFUL! Anyway I took a carry basket and struggled with it and my crutches. I also asked another member of staff to get me something from higher than I could reach without losing my balance and got told “they were busy”. The queues for the tills were all really long and people were pushing and shoving it was like a cattle market! Sadly for me this meant that I didn’t get as much shopping as I had planned to but I will go to my local store where the staff ARE helpful and it’s not as packed.
Match?
Yes / No
Reason why?
It was so crowded in there! It was really hot and people were just escaping from the hot sun. Items are very cheap and if you have time you can really pick up nice items. I bought a pullover and I noticed that two of the buttons were missing. When I came back there was such a long queue at the customer service desk! I had to wait for over half an hour. The staff was very friendly and immediately let me change the pullover.
Match?
N
4
IN
3
Yes / No
Reason why?
Reason why?
VA
Source: www.tripadvisor.co.uk
Please enter the date of your visit: 16/03/2021
What time of the day did you visit? Before 11 a.m. 11 a.m. to 2 p.m. 2 p.m. to 6 p.m. 6 p.m. or later. Overall I was satisfied with my shopping experience at Primark.
©
Strongly disagree
Slightly disagree
Neither agree nor disagree
Slightly agree
Strongly agree
N/A
Based on your most recent shopping experience, how likely are you to recommend Primark to a friend, family member or co-worker.
1
2
3
4
5
6
7
8
9
10 Extremely likely
We’re sorry that we didn’t deliver on your recent visit. Would you like a member from Store Management to contact you to discuss your experience? Yes No Please provide us with your email address so we can contact you.
Ludo@gmail.com
UNIT 6:
HOW CAN I HELP YOU?
three hundred and sixty-one
0 - Not at all likely
361
It is important to us that your shopping experience in store is both easy and fun. Please rate the following based on your recent visit. First impressions of the inside of the store. Very poor
Poor
Okay
Good
Very good
N/A
Poor
Okay
Good
Very good
N/A
Okay
Good
Very good
N/A
Good
Very good
N/A
Very good
N/A
Staff friendliness Very poor
Very poor
Poor
My experience at the till Very poor
Poor
Okay
IN
My fitting room experience
My experience at the customer service desk / refund and exchanges Very poor
Poor
Okay
Good
N
Finding what I was looking for in store Yes No Staff available if needed help
Yes No
Please tell us the main reason why you found staff unfriendly.
VA
Staff didn’t smile. Staff didn’t make eye contact. Staff weren’t helpful. Other.
Please tell us the main reason why you weren’t happy with the customer service desk / refund and exchanges experience. I waited too long to be served. I wasn’t thanked for waiting. The team member at the customer service desk wasn’t friendly. The team member at the customer service desk didn’t make eye contact with me.
Please tell us the main reason why you weren’t happy with staff availability when you needed help.
©
It was difficult to identify staff. The team member was not positive. The team member was not interested in helping me. The team member was not knowledgeable about fashion, product prices within the store. Other.
Source: www.tellprimark.co.uk
three hundred and sixty-two
362
Score
D
Next exercise
UNIT 6:
HOW CAN I HELP YOU?
C All done!
CHECK OUT: MAKING A FORMAL COMPLAINT Orientation You bought something but you are dissatisfied. You will make a complaint. Write an email to the company to explain the problem and how they might solve it. OR Complain face-to-face to a customer service representative about your purchase.
Preparation Read the role card and answer the questions below. – What is the name of the company? – What is the name of the product? – Where did you buy it? – Explain what happened. – What could be a possible solution?
2
Decide how you will make your complaint: in writing or in speaking.
Action
IN
1
For written complaints: use the information from your preparation to write an email of complaint. Use the template your teacher will give you.
written INTERACTION
4
For spoken complaints: act out a conversation with a partner. Take turns so both of you can complain and both of you can be customer service representatives.
SPOKEN INTERACTION
three hundred and sixty-three
©
VA
N
3
UNIT 6:
HOW CAN I HELP YOU?
363
Reflection 5
Reflect on your task by filling in the appropriate checklist. Checklist: writing a formal email of complaint
Yes I think so
No
1 Content and structure • I included a subject in my email. • I described the situation and discussed the problem. • I suggested an appropriate solution. • I began and ended my email correctly.
Feedback
Checklist: making a spoken complaint
IN
2 Language • I used the correct formal register. • I used correct basic grammar. • I used the correct expressions to make a complaint. • I used correct spelling and punctuation.
N
1 Content and structure • I followed the different steps (as a call centre employee). • I described the situation (as a customer). • I suggested an appropriate solution.
VA
2 Language • I used correct basic grammar. • I used the correct expressions. • I paid attention to my pronunciation. Feedback
©
Trace your steps on diddit.
three hundred and sixty-four
364
UNIT 6:
HOW CAN I HELP YOU?
Yes I think so
No
