Table of Contents GRAMMAR PRONUNCIATION

Bloggers 34 four

Table of Contents TASKS COMMUNICATION AND

GRAMMARVOCABULARY AND

PRONUNCIATION ART AND CULTURE

Unit 1Only in the UK

What are the habits and customs of the British?

p. 14

MINI CHALLENGE 1 Create a page illustrated with stereotypes or people in your country, and compare them to British stereotypes.

MINI CHALLENGE 2 Create a welcome video for British students.

YOUR CHALLENGE Take part in a debate about stereotypes.

LESSON 1. Being BritishI can discuss stereotypes ofBritish people.

• Expressing likes and dislikes• Adverbs of frequency

LESSON 2. Do as the British doI can talk about British rules and laws.

• Expressing contrast• Can and be allowed to• Must and have to• Comparative adjectives

VOCABULARY• National symbols• Manners • The law• Personality(1)

PRONUNCIATION• How to pronounce can and can't

THE UNITED KINGDOM• The city of Birmingham• Stereotypes• British laws• British customs and traditions• Artistic representations of the Queen of England• Reading: Mike and the Microscopic Aliens

by Bob Hastings p. 24

Unit 2Remarkable women

Which women have had an impact on theUnited States?

p. 28

MINI CHALLENGE 1 Present the life of a pioneering Dutch women as a timeline.

MINI CHALLENGE 2 Give your opinion on the new name for Sasha's school: ‘Rosa Parks’ or ‘Susan B. Anthony’?

YOUR CHALLENGE Create a campaign to announce the next International Women’s Day.

LESSON 1. Pioneers!I can talk about women who were pioneers in their fields.

• The past simple • Dates and time markers

LESSON 2. Fight for your rights!I can talk about the role played by American women in the civil rights movement.

• Past permission and prohibition• Expressing cause and consequence• There was / there were

VOCABULARY• Biography• Professions• Civil rights activism• Personality (2)

PRONUNCIATION • The pronunciation of -ed• The pronunciation of r in British

English and American English

THE UNITED STATES• The city of Washington, D.C. • Gender equality• Discover the least common professions for American women• Historical figures from American history• Important eras in American history• American women who do dangerous jobs• Reading: Last Flight by Amelia Earhart p. 38

Unit 3Living Australia

What is there to seeand do in Australia?

p. 42

MINI CHALLENGE 1 Create a survey of holiday destinations for students in your class.

MINI CHALLENGE 2 Write an email to Jayden talking about the plan for your day in Sydney.

YOUR CHALLENGE Write an article about a trip to Australia for the World Out There website.

LESSON 1. Down underI can understand someone talking about their experience in Australia.

• Superlatives• The present perfect + ever / never• The present perfect + already / yet / just

LESSON 2. The harbour city I can talk about what I am going to do in the near future.

• Talking about preferences• Talking about the future

VOCABULARY• Hobbies and activities• Landscapes • Emotions (1)

PRONUNCIATION• Sentence stress• The pronunciation of a

AUSTRALIA• The city of Sydney• Environmental issues in Australia• Tourist and leisure activities in Australia• The Sydney Opera House and the Vivid Sydney festival• Reading: Dot and the Kangaroo by Ethel C Pedley p. 52

Unit 4Celebrate diversity

How has immigrationenriched British culture?

p. 56

MINI CHALLENGE 1Make a speech to support Birmingham’s bid for the Multicultural City of the Year contest.

MINI CHALLENGE 2Write a poem/recipe about the richness of a multicultural society.

YOUR CHALLENGE Write the opening speech for a multicultural festival in Birmingham.

LESSON 1. A multicultural city I can talk about the influence of immigrants in the city of Birmingham.

• Real future conditionals• Adjectives that end in -ing and -ed

LESSON 2. Better togetherI can talk about diff erent cultures coexisting in the United Kingdom.

• Imperatives

VOCABULARY• Cultural festivals• Coexistence between cultures• Discrimination• Nationalities

PRONUNCIATION• The pronunciation of i• The contracted forms of will

THE UNITED KINGDOM• The city of Birmingham• The history of immigration in England• The cultural makeup of the British population• Diff erent types of discrimination• Literature as a reflection of multiculturalism in England• Jamaican culture’s influence on England• Reading: White Teeth by Zadie Smith p. 66

Check your skills WB p. 24 Û

has immigration

had an impact on the

Living AustraliaHi, I'm

Jayden from Sydney.

Hi, I'm Josh from

Birmingham.


Check your skills WB p. 60Û


Only in the UKHi, I'm

Josh fromBirmingham.

Hi, I'mSasha from

Washington,D.C.

Bloggers 3 five 5




Unit 1 Only in the UK

What are the habits and customs of the British?

p. 14

MINI CHALLENGE 1 Create a page illustrated with stereotypes or people in your country, and compare them to British stereotypes.

MINI CHALLENGE 2 Create a welcome video for British students.

YOUR CHALLENGE Take part in a debate about stereotypes.

LESSON 1. Being British I can discuss stereotypes of British people.

• Expressing likes and dislikes• Adverbs of frequency

LESSON 2. Do as the British do I can talk about British rules and laws.

• Expressing contrast• Can and be allowed to• Must and have to• Comparative adjectives

VOCABULARY• National symbols• Manners • The law• Personality(1)

PRONUNCIATION• How to pronounce can and can't

THE UNITED KINGDOM• The city of Birmingham• Stereotypes• British laws• British customs and traditions• Artistic representations of the Queen of England• Reading: Mike and the Microscopic Aliens

by Bob Hastings p. 24


Which women have had an impact on the United States?

p. 28

MINI CHALLENGE 1 Present the life of a pioneering Dutch women as a timeline.

MINI CHALLENGE 2 Give your opinion on the new name for Sasha's school: ‘Rosa Parks’ or ‘Susan B. Anthony’?

YOUR CHALLENGE Create a campaign to announce the next International Women’s Day.

LESSON 1. Pioneers!I can talk about women who were pioneers in their fields.

• The past simple • Dates and time markers

LESSON 2. Fight for your rights!I can talk about the role played by American women in the civil rights movement.

• Past permission and prohibition• Expressing cause and consequence• There was / there were

VOCABULARY• Biography• Professions• Civil rights activism• Personality (2)

PRONUNCIATION • The pronunciation of -ed • The pronunciation of r in British

English and American English

THE UNITED STATES• The city of Washington, D.C. • Gender equality• Discover the least common professions for American women• Historical figures from American history• Important eras in American history• American women who do dangerous jobs• Reading: Last Flight by Amelia Earhart p. 38

Unit 3Living Australia

What is there to see and do in Australia?

p. 42

MINI CHALLENGE 1 Create a survey of holiday destinations for students in your class.

MINI CHALLENGE 2 Write an email to Jayden talking about the plan for your day in Sydney.

YOUR CHALLENGE Write an article about a trip to Australia for the World Out There website.

LESSON 1. Down under I can understand someone talking about their experience in Australia.

• Superlatives• The present perfect + ever / never• The present perfect + already / yet / just

LESSON 2. The harbour city I can talk about what I am going to do in the near future.

• Talking about preferences• Talking about the future

VOCABULARY• Hobbies and activities• Landscapes • Emotions (1)

PRONUNCIATION• Sentence stress• The pronunciation of a

AUSTRALIA• The city of Sydney• Environmental issues in Australia• Tourist and leisure activities in Australia• The Sydney Opera House and the Vivid Sydney festival• Reading: Dot and the Kangaroo by Ethel C Pedley p. 52

Unit 4Celebrate diversity

How has immigrationenriched British culture? p. 56

MINI CHALLENGE 1Make a speech to support Birmingham’s bid for the Multicultural City of the Year contest.

MINI CHALLENGE 2Write a poem/recipe about the richness of a multicultural society.

YOUR CHALLENGE Write the opening speech for a multicultural festival in Birmingham.

LESSON 1. A multicultural city I can talk about the influence of immigrants in the city of Birmingham.

• Real future conditionals• Adjectives that end in -ing and -ed

LESSON 2. Better together I can talk about different cultures coexisting in the United Kingdom.

• Imperatives

VOCABULARY• Cultural festivals• Coexistence between cultures• Discrimination• Nationalities

PRONUNCIATION• The pronunciation of i• The contracted forms of will

THE UNITED KINGDOM• The city of Birmingham• The history of immigration in England• The cultural makeup of the British population• Different types of discrimination• Literature as a reflection of multiculturalism in England• Jamaican culture’s influence on England• Reading: White Teeth by Zadie Smith p. 66

Bloggers 36 six




Unit 5Sherlocked!

What made SherlockHolmes a greatdetective?

p. 70

MINI CHALLENGE 1 Show your deduction skills to join an English detective agency.

MINI CHALLENGE 2 Make a statement to the police as a witness of a theft.

YOUR CHALLENGE Write a news article describing a fictional crime.

LESSON 1. Who’s Sherlock Holmes? I can talk about the character of Sherlock Holmes.

• Talking about probability using must, may, might and can't

• Relative pronouns who, which, when, where and whose

LESSON 2. The Blue CarbuncleI can understand the stages of police questioning.

• The past continuous• Question tags

VOCABULARY• Law and order• Personality (3)

PRONUNCIATION• The pronunciation of wh- • The pronunciation of -ing• Sentence stress when using

question tags

THE UNITED KINGDOM• The city of London• Sherlock Holmes and Dr Watson• The figure of Sherlock Holmes in literature, TV and film• The British detective novel• Sir Arthur Conan Doyle• Reading: The Hound of the Baskervilles

by Arthur Conan Doyle p. 80

Unit 6Make a diff erence

How do youngAmericans helpothers?

p. 84

MINI CHALLENGE 1 Give a presentation for a charity to convince a philanthropist to make a donation.

MINI CHALLENGE 2 Create a flyer to encourage young peoplefrom Washington, DC to engage with their community.

YOUR CHALLENGE Apply for a volunteer project by giving a Pecha Kucha presentation.

LESSON 1. I can help!I can talk about American NGOs.

• The modal verbs can and could• The modal would

LESSON 2. Lend a hand! I can understand people talking about their volunteering experiences.

• By + verb-ing• Giving advice

VOCABULARY• Volunteering• Community life• The environment• Citizen actions

PRONUNCIATION• The pronunciation of could and

should• Silent letters

THE UNITED STATES• The city of Washington, D.C.• Charities in the United States• Humanitarian internships abroad• Volunteering abroad• NGO communication campaigns• Volunteering abroad• Reading: Little Princes by Conor Grennan p. 94

Unit 7Friends and foes

How are relationshipsrepresented in theMarvel universe?

p. 98

MINI CHALLENGE 1 Create a new superhero for Marvel.

MINI CHALLENGE 2 Write the text for a comic book.

YOUR CHALLENGE Write a scene for the next Marvel film.

LESSON 1. SuperpowersI can talk about superheroes and friendship.

• Conditional sentences• To want somebody to + Verb

To expect somebody to + Verb

LESSON 2. Friends forever?I can talk about conflictual relationships.

• Indirect speech• Should + present perfect

VOCABULARY• Personal relationships• Superpowers• Describing physical characteristics• Emotions (2)• Character

PRONUNCIATION• The pronunciation of would

THE UNITED STATES• The city of New York• Citizenship: how to be a super friend• Create a new superhero• Write a scene for a superhero movie• Roy Lichtenstein: how cartoons have influenced art• Drawing inspiration from comics for Pop Art• The Marvel universe• Reading: Spider-Manhattan by Scott Westerfeld p. 108

Unit 8The British Empire

Why was GreatBritain the leadingworld power inthe 19th century?

p. 112

MINI CHALLENGE 1 Create a poster on the Industrial Revolution in Great Britain.

MINI CHALLENGE 2 Research a famous Dutch explorer and give a Pecha Kucha presentation.

YOUR CHALLENGE Choose three photos to illustrate a book on Great Britain in the 19th century.

LESSON 1. The Industrial Revolution I can talk about the causes and consequences of the Industrial Revolution.

• The passive voice in the present and past tense

• Start / stop + V-ing

LESSON 2. A global powerI can talk about British pioneers.

• Talking about obligation• Talking about goals

VOCABULARY• Industrial progress• Inventions• Transport• Exploration

PRONUNCIATION• Homophones

ARTISTIC AND CULTURAL EDUCATION• The city of Manchester• Charles Dickens and ‘Oliver Twist’ • Life during the Industrial Revolution• Charles Dickens’s social commentary• The travels made by a great British explorers• The Industrial Revolution• British society in the 19th century• Reading: Small Island by Andrea Levy p. 122

LEARNING STRATEGIES p. 126 | VOCABULARY IN CONTEXT p. 130 | GRAMMAR REFERENCE p . 134 IRREGULAR VERB LIST p. 146 | IRREGULAR VERB MAP p. 148 | MAPS p . 153

What made Sherlock

Hi, I'mDuncan from

London.

How are relationships

Check your skills WB p. 96Û




Hi, I'mSasha from

Washington,D.C.

Hi, I'mKaren fromNew York

City.

Hi, I'mWilliam fromManchester.

Bloggers 3 seven 7




Unit 5Sherlocked!

What made Sherlock Holmes a great detective?

p. 70

MINI CHALLENGE 1 Show your deduction skills to join an English detective agency.

MINI CHALLENGE 2 Make a statement to the police as a witness of a theft.

YOUR CHALLENGE Write a news article describing a fictional crime.

LESSON 1. Who’s Sherlock Holmes? I can talk about the character of Sherlock Holmes.

• Talking about probability using must, may, might and can't

• Relative pronouns who, which, when, where and whose

LESSON 2. The Blue Carbuncle I can understand the stages of police questioning.

• The past continuous• Question tags

VOCABULARY• Law and order• Personality (3)

PRONUNCIATION• The pronunciation of wh- • The pronunciation of -ing• Sentence stress when using

question tags

THE UNITED KINGDOM• The city of London• Sherlock Holmes and Dr Watson• The figure of Sherlock Holmes in literature, TV and film• The British detective novel• Sir Arthur Conan Doyle• Reading: The Hound of the Baskervilles

by Arthur Conan Doyle p. 80

Unit 6Make a difference

How do young Americans help others?

p. 84

MINI CHALLENGE 1 Give a presentation for a charity to convince a philanthropist to make a donation.

MINI CHALLENGE 2 Create a flyer to encourage young people from Washington, DC to engage with their community.

YOUR CHALLENGE Apply for a volunteer project by giving a Pecha Kucha presentation.

LESSON 1. I can help! I can talk about American NGOs.

• The modal verbs can and could• The modal would

LESSON 2. Lend a hand! I can understand people talking about their volunteering experiences.

• By + verb-ing• Giving advice

VOCABULARY• Volunteering• Community life• The environment• Citizen actions

PRONUNCIATION • The pronunciation of could and

should• Silent letters

THE UNITED STATES• The city of Washington, D.C.• Charities in the United States• Humanitarian internships abroad• Volunteering abroad• NGO communication campaigns• Volunteering abroad• Reading: Little Princes by Conor Grennan p. 94

Unit 7Friends and foes

How are relationships represented in the Marvel universe?

p. 98

MINI CHALLENGE 1 Create a new superhero for Marvel.

MINI CHALLENGE 2 Write the text for a comic book.

YOUR CHALLENGE Write a scene for the next Marvel film.

LESSON 1. Superpowers I can talk about superheroes and friendship.

• Conditional sentences• To want somebody to + Verb

To expect somebody to + Verb

LESSON 2. Friends forever? I can talk about conflictual relationships.

• Indirect speech• Should + present perfect

VOCABULARY• Personal relationships• Superpowers• Describing physical characteristics• Emotions (2)• Character

PRONUNCIATION• The pronunciation of would

THE UNITED STATES• The city of New York• Citizenship: how to be a super friend• Create a new superhero• Write a scene for a superhero movie• Roy Lichtenstein: how cartoons have influenced art• Drawing inspiration from comics for Pop Art• The Marvel universe• Reading: Spider-Manhattan by Scott Westerfeld p. 108

Unit 8The British Empire

Why was Great Britain the leading world power in the 19th century?

p. 112

MINI CHALLENGE 1 Create a poster on the Industrial Revolution in Great Britain.

MINI CHALLENGE 2 Research a famous Dutch explorer and give a Pecha Kucha presentation.

YOUR CHALLENGE Choose three photos to illustrate a book on Great Britain in the 19th century.

LESSON 1. The Industrial Revolution I can talk about the causes and consequences of the Industrial Revolution.

• The passive voice in the present and past tense

• Start / stop + V-ing

LESSON 2. A global power I can talk about British pioneers.

• Talking about obligation• Talking about goals

VOCABULARY• Industrial progress• Inventions• Transport• Exploration

PRONUNCIATION• Homophones

ARTISTIC AND CULTURAL EDUCATION • The city of Manchester• Charles Dickens and ‘Oliver Twist’ • Life during the Industrial Revolution• Charles Dickens’s social commentary• The travels made by a great British explorers• The Industrial Revolution• British society in the 19th century• Reading: Small Island by Andrea Levy p. 122

LEARNING STRATEGIES p. 126 | VOCABULARY IN CONTEXT p. 130 | GRAMMAR REFERENCE p . 134 IRREGULAR VERB LIST p. 146 | IRREGULAR VERB MAP p. 148 | MAPS p . 153

28 twenty-eight

Û In this unit, we are going to…• talk about women who were pioneers in their fields,• learn about the role American women played

in the civil rights movement,• learn about some interesting professions

that American women do,• talk about gender equality.

Your challenge

Give a presentation forInternational Women’s Day.

Which women have had an impact on the history of the United States?

JoshThat’s cool! Like who? 3:41

JoshI remember that Simone won lots of medals in Rio, but why is Alice famous? 3:42

JoshWhen was that? 3:44

SashaHi there! Yesterday in history class, we learned about famous female athletes. 03:40

SashaAlice Coachman and Simone Biles, for example. 3:41

SashaShe was the fi rst African American woman to win an Olympic gold medal. 3:43

SashaA long time ago. In 1948, I think. 3:44


twenty-nine 29

1 Read Sasha’s conversation.What do Alice and Simone have in common?

2 Watch the video about Washington, D.C.Name as many buildings and attractions as you can. Û WB p. 26, ex. 1

1

2

LET’S GO!

Washington, D.C.USA

MP4 03

VIDEO

Û Lonely Planet, Washington, D.C. City Guide

Û

View of the Lincoln Memorial in downtown Washington, D.C.

Hi, I’m SASHA,from Washington, D.C., the capital of the United States.In this unit you’ll learn about

remarkable American women.

Bloggers 3

Kathryn Bigelow was born on November 27, 1951, in California. She studied painting at the San Francisco Art Institute. She eventually decided to focus on her talents on making films. In 2008, she directed the movie ‘The Hurt Locker’, for which she won an Academy Award for best director, becoming the first woman to receive this honour. In 2012, she received five Golden Globe nominations for ‘Zero Dark Thirty’.

5

Oprah Winfrey was born in Mississippi in 1954. First, she lived on a farm with her grandmother, and then in Wisconsin and Tennessee. She had a diff icult childhood. In 1971, she went to university and began working in radio and television. She started to host her own TV show in Chicago in 1984. A dedicated philanthropist, today she is a very successful TV host and producer. She was the first African American person in the US to become a billionaire.

5

Malala Yousafzai became the youngest person ever to win the Nobel Peace Prize in 2014, aged just seventeen. Born in 1997 in Mingora, Pakistan, she rose to the attention of the Taliban, when she gave a speech entitled ‘How Dare the Taliban Take Away my Basic Right to Education’. A few years later she was blogging for the BBC under the pseudonym ‘Gul Makai’, promoting women’s right to an education. Soon after, she won Pakistan’s National Youth Peace Prize. Later, the Taliban issued a death warrant against her and in 2012 a gunman boarded the bus she was on and shot her in the left side of her head. She was rushed to hospital, where they removed part of her skull. Afterwards, she was transferred to another hospital in Birmingham, UK, for further treatment. She recovered well, and once again rose to prominence when she gave a speech to the United Nations on her 16th birthday, urging politicians to change their policies with regard to education and women’s rights. Since then, she has visited Capitol Hill, Washington, D.C. to encourage Congress to spend more money on young people’s education.

5

10

Greta Thunburg was born in 2003 and is arguably one of today’s most recognisable teenagers. In 2019, she attracted the world’s attention with her ‘How Dare You’ speech during the UN Climate Summit. But this wasn’t the first time this young climate activist commanded the attention of politicians and the world’s press. Back in 2018, she wrote a winning essay for a writing competition on environmental issues. Soon afterwards, she attended meetings against climate change and led a school strike demanding the Swedish government

cut carbon emissions. Since then, Greta has won many awards including the Right Livelihood Award and the International Children’s Peace Prize. She became the youngest Time Person of the Year in 2019.

5

1 Look at the pictures. Who are these women?Read one of the biographies and shut your textbook.Sum up her life to your partner and explain what makes her a pioneer.

Oprah Winfrey was born in Mississippi in 1954. She is a pioneer because...

Û WB p. 26, ex. 2-4

1 The past simpleOprah lived on a farm. Bigelow was born in 1951.Thunberg won a prize.

Û WB p. 28

30 thirty

I can talk about women who are pioneers in

their fi elds.1. Pioneers!

Bloggers 3

MINI CHALLENGE: A DUTCH WOMAN’S TIMELINE (Group work)

1 Think of a famous Dutch woman that you admire. She could be a sportswoman, scientist, politician, film star, historical figure, etc.

2 Research her life: where she was born, her childhood, education, career and achievements.

3 Create a timeline for her life. Include all major dates and events.

4 Expand the timeline to provide comments with further details.

5 Write a short introduction about why you admire her.

6 Use the notes you took in activity 5 to write the story of this woman's life. Û WB p. 30, ex. 7

She was born in… She studied…

6

Time markers

monthyearthe + decadethe + century

day month + day

in +

on +

Û WB p. 31

5 Choose a woman that you admire (a friend or someone in your family).Write questions for your partner about the woman they have chosen. Û WB p. 30, ex. 6Ask your questions and take notes about the answers.

5

She was born in…

Where was she born?

4 Watch an interview with the director of the film. Û WB p. 29, ex. 5

4

MP4 04

3 Answer the questions about Amelia Earhart: What do you think her job was?What do you think she was like? Why do you think she was a pioneer?

I think she was a pioneer because...

3

Û Mira Nair, Amelia (2009)

Û Mira Nair, Amelia (2009)

2 Look at the picture from the film ‘Amelia’.Describe what you can see.Use the words below to help you.

There’s a... in the background.I can see a... woman.

2

actress / Hilary Swank the character / Amelia

sunlightairplane womanto stand

brave powerful background foreground

thirty-one 31

Bloggers 3

“Don’t forget to be a good boy and help Mrs. Catt put the ‘rat’ in ratification”.

So read the note by Mrs. Burn to her 23-year-old son Harry T. Burn, a member of the Tennessee House of Representatives, back in 1920. By listening to his mum and casting his vote in favour of the 19th Amendment, he broke the state’s deadlock. In doing so, he secured women’s suff rage in every state in the United States.

‘Suff rage’ is a strange word. In fact, it has nothing to do with suff ering. It simply means the right or privilege to vote. It became associated with the women’s suff rage movement from 1848 until 1920, when the 19th Amendment was finally ratified. Believe it or not, before 1920 not all US states allowed women to vote, since many anti-suff ragists and states were opposed to the idea of women voting.

So, who were these suff ragists? Well, they were a group of both men and women who believed women should also have the right to vote, no matter which state they lived in. Not to be confused with the militant ‘suff ragettes’ in the UK led by Emmeline Pankhurst, the American suff ragists were a passive group who very much believed in peaceful action through education and petitioning government off icials.

From 1848 onwards there were two main suff ragist movements, which eventually combined forces in 1890 to form the National American Woman Suff rage Association (NAWSA). Led by women pioneers including Anna Howard Shaw and Carrie Chapman Catt, the movement’s membership grew from around seven thousand to well over two million. By 1915, the NAWSA had become an influential political organisation, helping to secure women’s suff rage by 1920.

5

10

15

20

MP3 10

3 Look at the image of Susan B. Anthony and read the timeline below. Who was Susan B. Anthony?Listen to her biography to find out. Û WB p. 32, ex. 2-4

I suppose that Susan B. Anthony was…Maybe she wanted to…

3

2 Brainstorm the word ‘suff rage’. What does it mean? Read the text to find out. Û WB p. 32, ex. 1

2

1 Look at the picture. What does it show?What other forms of inequality can you think of?

The picture shows...

1

Û Robert Neubecker, Income Inequality (2014)

1920 1965

Susan B. Anthonywas born.

Susan B. Anthony died. 19th Amendment:American women could vote.

The police arrested her for voting in the presidential election.

End of racial discrimination: all Americans could vote.

19th Century 1820 20th Century 19061872

32 thirty-two

I can talk about the role played by American women in

the civil rights movement.2. Fight for your rights!

Bloggers 3

MINI CHALLENGE: A NEW NAME FOR SASHA’S SCHOOL

Sasha’s school wants to change its name. They can’t decide between Rosa Parks Middle School or Susan B. Anthony Middle School.

1 Choose one of the possibilities.

2 Give your opinion and justify your answer by saying why she was remarkable.

I choose Rosa Parks because she fought for…I think the new name could be Susan B. Anthony… because / since…

Past permission and prohibition

Today women can vote in most countries. Back then, women couldn’t vote at all.Today, black people are allowed to vote.Back then, they weren’t allowed to vote at all.

Û WB p. 35

5 Watch this video about Rosa Parks. Say what made her famous. Û WB p. 36, ex. 6

5

Û Mazzarella Media, The Story of Rosa Parks

VIDEO

MP4 05

Û Virginia Beach Park (ca. 1950)

Û Hulton Archive, White Only (1950)

Û

Science History Images

Û

Û Virginia Beach Park (ca. 1950)

4 Look at these photos from the segregation era. Read the timeline at the bottom of the page.Discuss the situation for black people in the US.

At the time, black people couldn’t…Back then, black people weren’t allowed to…There were restaurants where…

Û WB p. 34, ex. 5

4

19641913 1956 21st Century 2005

Rosa Parks was born. Segregation was forbidden in buses.

Segregation was forbidden in all public places.

Montgomery bus boycott.

Rosa Parks died.

195520th Century

thirty-three 33

34 thirty-four Bloggers 3

4. EXPRESSING CAUSE AND CONSEQUENCE

• A cause is the reason why something happens. When talking about causes in English, we use because and since.Women protested at the White House because they didn’t have the right to vote.

Since women didn’t have the right to vote, they protested at the White House.

• A consequence is the effect that occurs. To talk about a consequence, we use as a result, that’s why or therefore.Women didn’t have the right to vote. That’s why they protested.

2. DATES AND TIME MARKERS• Time markers say when an action took place.

In + month / year Sally Ride was born in May.In 1937, Amelia’s plane disappeared.

In + the + decade / century In the 1950s, black people were fighting for their rights.

3. PAST PERMISSION AND PROHIBITION

• The modal auxiliary can, and its past form could, allow us to talk about possibility and ability. We can also use the phrase be allowed to (and the past form, was / were allowed to) to express the idea of permission.

• To talk about things that were not possible or were forbidden in the past, we use couldn’t and wasn’t / weren’t allowed to respectively.

1. THE PAST SIMPLEThe past simple allows us to talk about finished events and actions in the past. It is often accompanied by time markers referring to a specific time (in the 1920s, in 1923, last year, yesterday, etc). • For regular verbs, we add -ed to the

infinitive. Irregular verbs, on the other hand, need to be learned by heart.

• We use the auxiliary did to make questions, and didn’t for negative sentences.

To be has two forms in the past simple:is was are were

SINGULAR PLURAL

Affirmative Susan was brave.

They were brave women.

Negative The law wasn’t equal for all.

Laws weren’t equal for all.

Question Was she a pioneer?

Were they pioneers?

REGULAR VERBS IRREGULAR VERBS

Affirmative She talked to the press.

They won the right to vote.

Negative She didn’t talk to the press.

They didn’t win the right to vote.

Question Did she talk to the press?

Did they win the right to vote?

Short answer

Yes, she did.No, she didn’t.

Yes, they did.No they didn’t.

My grammarI understand

and I practise.

On + weekday / date On Monday, we watched the film ‘Amelia’.Oprah Winfrey was born on January 29.

At + time The president voted at 2 pm.

Duration + ago Kathryn Bigelow won an Oscar ten years ago.

Last + noun (week / night / month / year) Last week, Oprah travelled to France.

• To express the start and end of a period in time, we use from and to.From 1776 to 1920, American women couldn’t vote.

thirty-five 35Bloggers 3

election verkiezingemissions uitstoot/emissieentitle betitelenenvironmental milieufigure persoonfine boetefringed omgeven doorgive in toegevengovern regerengovernment regeringgrand groots/indrukwekkendhonour eerbetoonimpress indruk(makend)issue uitbrengenlawn gazonlegislative wetgevendmajestic majestueusmall wandelplaatsmint nieuwe munten slaanmistreated mishandeldnomination kandidaatstellingoccupy bezettenopportunity gelegenheidpedestrian voetgangerphilanthropist filantroop/weldoenerpolicy beleidprove bewijzenrecognisable herkenbaarrefuse weigerenregal vorstelijkremaining resterenderemove verwijderenrestroom toiletrise to attention onder de aandachtrush haastenspeech toespraakstrike stakensupper avondmaaltale verhaalthreat bedreigingtransfer verplaatsentreatment behandelingtrial rechtzaakunconstitutional niet wettelijkvisual medium beeldvorm

GLOSSARYaisle gangpadarguably bediscussieerbaarattend bijwonenattracted aantrekkenattractions bezienswaardighedenbecome wordenbillionaire miljardairboard instappenbold step gedurfde stapboundaries grenzencapital hoofdstadcause doelchildhood jeugdcommand aandacht trekkencraft ambachtcurrency valutaD.C. District of Columbiadare uitdagen/durvendedicated toegewijddefiance niet wettelijkdefine definerendemand eisendetermine bepalen/vaststellendrenched doorweektEaster paseneclectic eclectisch

SINGULAR PLURAL

Affirmative there was there were

Negative there wasn’t there weren’t

Question was there? were there?

5. THERE WAS / THERE WERE• We use there is / there are to indicate

something exists, or to refer to something. The verb to be is conjugated in the past simple as was or were :there is there was (in the singular)there are there were (in the plural)There was a lot of violence during the Civil Rights Movement in the US.

36 thirty-six Bloggers 3

My vocabulary I see

and I memorise

REMARKABLE WOMEN

Aim = goal:• vote / have universal suff rage

stemmen / kiesrecht• desegregate

het eindigen van rassenscheiding / integratie• forbid segregation verboden rassenscheiding• have equal rights / civil rights gelijke rechten

Possible action• boycott boycotten / uitsluiten• demonstrate = protest demonstreren = protesteren• fight against something opkomen tegen• challenge a law / a government bezwaar maken• fight for women’s rights / equality

opkomen voor vrouwenrechten• give a speech een toespraak houden• an activist activiste• a suff ragist vrouwenkiesrecht activiste.• passive ≠ militant zonder agressie / geweld.• petition verzoek indienen• join a movement beweging• membership / be a member lidmaatschap / leden• be arrested gearresteerd worden• challenge uitdagen/betwisten

• powerful krachtig / machtig / sterk• influential invloedrijk• hard-working ≠ lazy hardwerkend ≠ lui• selfless ≠ selfish

onzelfzuchtig /onbaatzuchtig ≠ egoïstisch• funny grappig• creative creatief• clever = smart slim / een knappe• charismatic charismatisch• talented = gifted getalenteerd• brave = courageous dapper / moedig• ambitious = determined

ambitieus = vastberaden / vastbesloten

Personality

• be born geboren• grow up opgroeien• graduate from school afstuderen / slagen• get a job as a(n) / in een baan krijgen• earn a degree / PhD een diploma behalen• have / raise children kinderen opvoeden• win a prize / award / scholarship een prijs winnen• die doodgaan / sterven

Activism

Biography

talented = gifted getalenteerd• brave = courageous dapper / moedig• ambitious = determined

ambitieus = vastberaden / vastbesloten

Biography

thirty-seven 37

1 Complete these sentences with what you think are the two most important personality traits for each profession.To be a good astronaut you have to be brave and determined.

a. To be a good pilot b. To be a good judge c. To be a good doctor d. To be a good explorer e. To be a good writer

2 Link the ideas in each column to find out about the life of Elizabeth Cady Stanton.

3 Write the word that matches each definition.

Create your mind map! Create a mind map by choosing

the words that best describe an important woman in history.

1. She was born

2. She graduated

3. She founded

4. She became

5. She died

a. the newspaper‘Revolution’.

b. on November 12, 1815.

c. from law school in 1832.

d. in 1902 (aged 86).

e. an important fi gure in the women’s suffrage movement in the US.

1. The right of different groups of people to receive the same treatment.

2. The practice of separating people according to groups, especially racial groups.

3. To express your choice by writing a name on a paper in a group decision.

4. The act of treating some people worse than others.

Bloggers 3

Law• ratify / ratification

ondertekenen (bekrachtigen) van een verdrag• cast your vote in favour ≠ against beslissende stem • deadlock impasse / patstelling / stilstand• secure universal suff rage

vaststellen van algemeen kiesrecht• be opposed to ≠ in favour of

zich verzetten tegen ≠ voorstander

Problem• segregation

segregatie / apartheid / rassenscheiding• discrimination discriminatie• inequality ongelijkheid• unfair treatment ongelijke behandeling

Jobs

• an athlete atleet• a driver bestuurder• a pilot piloot• an astronaut astronaut• a doctor dokter / arts• a footballer voetballer• a politician politicus• an explorer ontdekkingsreiziger• a scientist wetenschapper• a journalist journalist• a writer schrijver / auteur• a film director fi lm regisseur• a photographer otograaf• an artist artieste• a lawyer advocaat

Problem•

• • •

an athlete atleet

Unit 2 Reading

38 thirty-eight Bloggers 3

LAST FLIGHTAmelia Earhart

A Pilot Grows UpAt the age of ten I saw my first airplane. It was sitting in a slightly enclosed area at the Iowa State Fair in Des Moines. It was a thing of rusty wire and wood and looked not at all interesting. One of the grown-ups who happened to be around pointed it out to me and said: “Look, dear, it flies.” I looked as directed but confess I was much more interested in an absurd hat made of an inverted peach-basket which I had just purchased for fifteen cents.

The next airplane to have an eff ect on me was about the time of the Armistice. Again I found myself at a fair, this time the great exposition held at Toronto in Canada. A young woman friend and I had gone to the fair grounds to see an exhibition of stunt flying by one of the aces returned from the war. These men were the heroes of the hour.

My friend and I, in order to see the show, planted ourselves in the middle of a clearing. We watched a small plane turn and twist in the air, black against the sky except when the afternoon sun caught the scarlet of its wings. After fifteen or twenty minutes of stunting, the pilot began to dive at the crowd. Looking back as a pilot I think I understand why. He was bored. He had looped and rolled and spun and finished his little bag of tricks, and there was nothing left to do but watch the people on the ground running as he swooped close to them.

I am sure the sight of two young women alone made a tempting target for the pilot. I am sure he said to himself, “Watch me make them run”. After a few attempts one did but the other stood her ground. I remember the mingled fear and pleasure which surged over me as I watched that small plane at the top of its earthward swoop. Common sense told me if something went wrong with the mechanism, or if the pilot lost

control, he, the airplane and I would be rolled up in a ball together. I did not understand it at the time but I believe that little red airplane said something to me as it swished by.

I think my mother realized before I did how much airplanes were beginning to mean to me, for she helped me buy the first one. It was second-hand, painted bright yellow, and one of the first light airplanes developed in this country. The motor was so rough that my feet went to sleep after more than a few minutes on the rudder bar. I had a system for lending the plane for demonstrations so as not to be charged for storage. Hangar rental would have finished off my salary.

I did what flying I could aff ord in the next few years and then the “Friendship” came along.

“Phone for you, Miss Earhart”. “Tell ‘em I’m busy”. “Says it’s important”. So I excused myself and went to listen to a man’s voice asking me whether I was interested in doing something dangerous in the air.At first I thought the conversation was a joke and said so. Several times before I had been approached by bootleggers who promised rich reward and no danger—“Absolutely no danger to you, Leddy.”The frank admission of risk stirred my curiosity. “Would you like to fly the Atlantic?”.My reply was a prompt “Yes”—provided the equipment was all right and the crew capable.

So I went to New York and met the man entrusted to find a woman willing to fly the Atlantic. The candidate, I gathered, should be a flyer herself, with social graces, education, charm and, hopefully, beauty.

His appraisal left me discomforted. Somehow this seeker for feminine perfection seemed unimpressed. Anyway, I showed my pilot’s license (it happened to be the first granted an American woman by the F.A.I.) and inwardly prepared to start back for Boston.

But he felt that, having come so far, I might as well meet the representatives of Mrs. Frederick Guest, whose generosity was making the flight possible, and at whose insistence a woman was to be taken along.

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Û WB p. 38, ex. 7-8

Unit 2 Reading

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Those representatives were David T. Layman, Jr., and John S. Phipps, before which masculine jury I made my next appearance. It should have been slightly embarrassing, for if I were found wanting in too many ways I would be counted out. On the other hand, if I were just too fascinating, the gallant gentlemen might hate to risk drowning me. Anyone could see the meeting was a crisis. A few days later the verdict came. The flight actually would be made and I could go if I wished. Naturally I couldn’t say “No.” Who would refuse an invitation to such a shining adventure?

After the pleasant accident of being the first woman to cross the Atlantic by air, I was launched into a life full of interest. Aviation offered such fun as crossing the continent in planes large and small, trying the whirling rotors of an autogiro, making record flights. With these activities came opportunity to know women everywhere who shared my conviction that there is so much women can do in the modern world and should be permitted to do irrespective of their sex. Probably my greatest satisfaction was to indicate by example now and then, that women can sometimes do things themselves if given the chance.

At that time I was full of missionary zeal for the cause of aviation. I refused to wear the high-bred aviation togs of the moment. Instead I simply wore a dress or suit. I carried no chute and instead of a helmet used a close-fitting hat. I stepped into the airplane with as much nonchalance as possible, hoping that onlookers would be persuaded that flying was nothing more than an everyday occurrence. I refused even to wear goggles, obviously. However, I put them on as I taxied to the end of the field and wore them while flying, being sure to take them off shortly after I landed.

After the “Friendship” flight I did not immediately plan to fly the Atlantic alone. But later as I gained in experience and looked back over the years I decided that I had had enough to try to make it solo. By the spring of 1932 plane and pilot were ready.

Looking back, there are less cheering recollections of that night over the Atlantic. Of seeing, for instance, the flames lick through the exhaust collector ring and wondering, in a detached way, whether one would prefer drowning to incineration.

And one further fact of the flight, which I’ve not set down in words before. I carried a barograph, an instrument which records on a disc the course of the plane, its rate of ascent and descent, its levels of flight all co-ordinated with clocked time. My tell-tale disc could tell a tale. At one point it recorded an almost vertical drop of three thousand feet. It started at an altitude of something over 3,000 feet, and ended—well, something above the water. That happened when the plane suddenly “iced up” and went into a spin. How long we spun I do not know. I do know that I tried my best to do exactly what one should do with a spinning plane, and regained flying control as the warmth of the lower altitude melted the ice. As we righted and held level again, through the blackness below I could see the white-caps too close for comfort.

All that was five full years ago, a long time to recall little things. So I wonder if Bernt Balchen remembers as I do the three words he said to me as I left Harbor Grace. They were: “Okeh. So-long. Good luck.”

PreparationPreparation, I have often said, is rightly two-thirds of any venture. Preparation for the world flight occupied many months.

The proposed route, as originally laid out, was from Oakland to Honolulu, then to Port Darwin in Northern Australia, via New Guinea and a tiny pin-point of an island called Howland, half a degree north of the equator about 1800 miles southwest of Hawaii. That was part one. Part two, a lengthier stretch over fabulous lands, extended from Australia to the west coast of Africa by way of Arabia. The third section was the South Atlantic. The fourth from Brazil north. While on previous flights I had always been alone, this time I planned to take a navigator with me.

“Why are you attempting this around-the-world flight?”

“Because I want to.”

By Wireless to the Herald Tribune.

LAE, NEW GUINEA, July 2 (Friday) – Amelia Earhart departed for

Howland Island at ten o’clock today beginning a 2,556-mile flight

across the Pacific along a route never travelled before by an airplane.

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www.thecultureblog.talenland

Other Posts:

God Save the Queen

Sydney Opera House

Jamaican Britain

The King of Crime

Volunteering Abroad

Roy Lichtenstein

CharlesDickens

DANGEROUS JOBSÛ DANICA PATRICK

American race car driver Danica Patrick was born on March 25, 1982. She started racing go-carts when she was ten and then dropped out of high school in order to start racing cars.

In 2005, she became the fourth woman to race in the Indianapolis 500, and, in 2013, she became the first woman to win the pole position at the Daytona 500 race. She said, ‘I was brought up to be the fastest driver, not the fastest girl.’

Danica Patrick is not only a race car driver but also a media celebrity, appearing in commercials and music videos. She has even written an autobiography entitled ‘Danica: Crossing the Line’.

Û JEANNIE LEAVITT

Jeannie Leavitt was born in 1967. When she was at university, she had an opportunity to take a backseat ride in an F-16 Army jet plane. She found this amazing and she knew that she wanted to fly fighter jets. However, women couldn’t become combat fighter pilots in the US Air Force until the 1990s.

She was the only woman in her training program, so she got a lot of attention and that was diff icult for her. But everyone was very professional and she finally became a pilot in 1993.

Today she does not fly a jet anymore, but she has the rank of a major general in the US Air Force.

1 Look at the pictures. Read the texts. Compare the two women using a Venn diagram.Write what is similar and diff erent about them.

2 In two columns, list jobs that are often reserved for men or women. Choose a job that is typically done by someone of a diff erent gender and that you would like to have.

Û WB p. 39, ex.9

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YOUR TURN!

Contributors:

Josh

Sasha

Jayden

Duncan

Karen

William

Today I’m writingabout... two outstanding women

with unusual jobs.

Your challenge

Here’s to the brave women of the past

and of today, like Simone Biles.

In 2016 she…

To show you have completed this challenge, mark your progress in this unit on the CHECK YOUR SKILLS section of your

Workbook (p. 42).

GIVE A PRESENTATION for International Women’s Day1. Choose at least four remarkable women to talk about.

Research them and take notes about their achievements.Look for at least two pictures for each woman.

2. Organise your pictures in a slide show.Prepare a text explaining why you think these women are remarkable. Remember that you have to promote International Women’s Day.

3. Read the text aloud as you play the slide show to the class.

Documents

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