Met de nieuwe Contact 5 is de vernieuwing compleet! - Plantyn

Met de nieuwe Contact 5 is
de vernieuwing compleet!

ordboek
De nieuwe ContaCt 5 is er!
Zoals aangekondigd zijn Contact 5 leerboek en werkboek grondig vernieuwd. In navolging
van Contact 4 hebben verschillende vernieuwingen plaatsgevonden. Zo snijdt de vernieuwde
Contact 5 verschillende thema’s aan om zowel klassikaal te behandelen onder leiding van de
leerkracht als via persoonlijk werk in kleine groepen uit te diepen. Daarnaast maakt ook
literatuur een belangrijk deel uit van de nieuwe Contact 5. Ten slotte wordt extra aandacht
besteed aan language learning met uitbreidingen voor de verdere exploratie van grammaticale
items, naast oefeningen voor remediëring.
Voor De leerling
Tekstboek
Werkboek
Extra online materiaal via www.knooppunt.net zoals dialogen, luisteroefeningen en songs
Voor De leerkraCht
Handleiding (incl. online ICT en dvd) met jaarplan, eindtermen, ingevuld werkboek,
woordenlijsten, suggesties voor toetsen en evaluaties ...
Audio-cd met alle luistermateriaal (ook voor toetsen)
Bordboek als digitale versie van tekstboek en werkboek met oplossingen en geluidsfragmenten
Online lerarenkit met handleiding via knooppunt en bordboek

persoonlijk werk
De vernieuwde Contact 5 gaat resoluut verder met het creëren van mogelijkheden
voor persoonlijk werk, waarmee in Contact 4 is gestart.
Do you speak English?
How to learn a foreign language (I)
1 Answer the questionnaire in your workbook. Work individually fi rst.
WB ex. 1.1
Submit your self-assessment to a
partner’s opinion about you, if you want.
(Exchange workbooks for that and talk
about it for a few minutes.)
2 Think about your experiences with the
learning of foreign languages.
Were your efforts successful?
unit 1
– if so, what would be reasons for
your success?
– if not, what may have gone wrong?
Take notes in your workbook.
WB ex. 1.2
3 Discuss your experiences with classmates. One student of your team takes notes.
WB ex. 1.3
4 Here is some information on how to learn foreign languages and on the importance of motivation in
that respect. Read it.
unit
1
CONT50L.indb 9 21-04-11 13:27
Uit: Contact 5 Textbook
In het begin van elke unit worden de
leerlingen aangezet om eerst individueel
enkele vragen te beantwoorden.
Elke unit bevat telkens vijf topics met projecten waarrond
individueel of in groepen kan worden gewerkt. Een
takenblad per topic helpt hen aan de slag te gaan. De
thema’s kunnen telkens verder worden geëxploreerd en
gepresenteerd in de klas. Deze opdrachten laten uiteraard
ook een meer klassikale behandeling toe. De woordenschat
wordt ook per onderdeel aangeboden in het
werkboek. Hierdoor kan de leerkracht zelf bepalen welke
onderdelen behandeld worden.
9
Objectives
unit 1
The fi rst unit offers information about various aspects concerning languages. This information allows further
refl ection and investigation.
It can be studied in two ways.
1 You can read and discuss the information in class guided by your teacher.
This will result in:
- mastery of new vocabulary related to this topic
- information on languages depending on the materials studied in class
- reading and listening comprehension practice
- speaking and writing practice
2 You can be asked to study and explore the topic independently in small groups.
If the independent learning option is taken, the class is divided into fi ve subgroups, of which the number
of participants depends on the number of students in your class (e.g. a class of 20 students results in
groups of 4 students each).
Each group studies one of the topics.
This procedure will result in a presentation for the classmates. Not every member of the group needs to
do part of the presentation of a particular topic, but every member of the team must help to prepare
the presentation the team has been working on.
However, in the course of the term or the school year every student of the class must have done a
presentation on one topic or the other.
Personal investigation practice
If you decide to explore one of the topics further individually, or in pairs, you will have to take a number
of steps.
- Ask yourself a number of questions to which you want to fi nd the answers.
- Look for and study information in books, magazines, the Internet, interviews, ...
- Select relevant information.
- Summarize this information in your own words as answers to your original questions.
- Prepare an oral presentation for your classmates, including a PowerPoint presentation, if appropriate.
- Do the presentation.
- Answer questions asked by your classmates or the teacher or discuss opinions put forward by classmates or
the teacher.
Uit: Contact 5 Workbook
unit
1
32
unit
1
In elke unit bevatten de Objectives een
duidelijk stappenplan om leerlingen bij
hun persoonlijk werk te begeleiden.
Unit 1 Topic 1 How to learn foreign languages
1 Read the task as described on TB p. xx and do WB ex. 1.1 individually. Then exchange your
workbook with a partner’s and tell him / her if you think their self-assessment is fair. (You can
also skip this step, if you think your partner doesn’t know you well enough.)
2 Do WB ex 1.2 individually.
3 Discuss the topic with your team. One team member concentrates on what is being said, rather
than taking part in the discussion and takes notes (WB ex. 1.3). These notes will be used in the
presentation.
4 Read the pieces of advice and the notes on motivation in your TB p. xx and apply them to yourself.
(WB ex. 1.4.1)
5 Listen to the speaker and summarize his or her talk (WB ex. 1.4.2).
6 Exchange experiences and views with the other members of your team. One member of the
team takes notes (WB ex. 1.4). These notes will be used in the presentation.
7 Prepare the presentation with your team. Touch the following aspects:
- the result of your self-assessment activity and that of your team members
- the pieces of advice and the motives for studying foreign languages
- the pieces of advice and the motives most prominent in your team
8 Decide who of your teammates will take part in the presentation and give it.
9 Answer questions and discuss opinions.
Unit 1 Topic 2 Why English?
1 Read the introductory information in your textbook p. xx and do WB ex. 1.5.1.
2 Discuss your results with those of your teammates (WB ex. 1.5.2).
3 Read the article A Global Language and compare the content with your own opinions. Exchange
views on the topic with your teammates (WB ex. 1.5.3).
4 Do the vocabulary exercise WB ex. 1.6. This vocabulary will come in useful during your presentation.
5 Reread David Crystal’s article and answer the questions of WB ex. 1.7.1.
6 Give your opinion on the question asked in WB ex. 1.7.2. Discuss the matter with your teammates.
One team member takes notes on the result. These notes can be used during your
presentation.
7 Do the internet task described in your TB p. xx and draw conclusions about the value of translating
machines.
8 Prepare the presentation with your team. Touch the following aspects.
- the terms explained in WB ex. 1.66
- the content of Prof. David Crystal’s article
- the result of your Internet activity with Babel Fish
- Your opinion on what you think will have happened in 50 years from now.
Uit: Contact 5 Workbook
Binnen elke unit komen telkens verschillende
topics aan bod, waarbij persoonlijk werk een
belangrijke rol speelt.
31

literatuur
In de nieuwe Contact 5 zijn unit 6 en unit 7 helemaal gewijd aan literatuur: leerlingen moeten leren genieten van literatuur,
via persoonlijk studiewerk én de enthousiaste inbreng van de leerkracht. Ook een vergelijking van film en boek kan boeiend
zijn, daarom is een uitgebreide lijst met filmtitels opgenomen.
unit
unit
6
Unit 6 begint met een beknopt overzicht van de
geschiedenis van de Engelse literatuur.
De leerkracht heeft de vrijheid om te beslissen in
hoever de inhoud van die literatuurgeschiedenis ‘te
kennen’ is door de leerlingen. Daarnaast besteedt
deze unit uitgebreid aandacht aan verschillende
karakteristieke werken.
OLIVER TWIST
First read the introductory information on Charles Dickens in A Concise History of English Literature
up to the 20th Century. Then read the additional information in the text below.
OLIVER TWIST
First read the introductory information on Charles Dickens in A Concise History of English Literature
up to the 20th Oliver Twist was fi rst published in monthly parts in a magazine called Bentley’s Miscellany. It began
appearing in the month of February 1837 and continued through April 1839. Charles Dickens
wrote Oliver Century. Twist because Then read of his the own additional personal information experience in the text of being below. poor as a child. He wanted to
open the middle class eyes to the poverty and unfairness of society. He was outraged by the new
Oliver poor Twist law was passed fi rst in published 1834, which in monthly decreased parts in the a magazine rations given called to Bentley’s the poor Miscellany. in the It workhouses. began As a
appearing consequence in the many month of of the February workers 1837 died and of continued starvation. through The law April was 1839. passed Charles because Dickens many believed
wrote that people Oliver Twist enjoyed because the of workhouse his own personal as life experience was easy there. of being But poor conditions as a child. of He life wanted for the to poor were
open
appalling.
the middle
Large
class
families
eyes
had
to the
to
poverty
crowd
and
in one
unfairness
room. People
of society.
died
He
of
was
starvation
outraged by
or
the
got
new
killed at work
poor law passed in 1834, which decreased the rations given to the poor in the workhouses. As a
by dangerous machinery.
consequence many of the workers died of starvation. The law was passed because many believed
that people enjoyed the workhouse as life was easy there. But conditions of life for the poor were
appalling. Now read Large the families following had extracts to crowd from in one the novel. room. Do People the tasks died of and starvation answer or the got questions killed at in work your workbook.
by dangerous machinery.
WB ex. 6.13
Now read the following extracts from the novel. Do the tasks and answer the questions in your workbook.
EXTRACT WB ex. 6.13 1: OLIVER WANTS MORE
Oliver is born in a workhouse in 1830s England. His mother, whose name nobody knows, is
EXTRACT 1: OLIVER WANTS MORE
found on the street and dies just after Oliver’s birth. Oliver spends the rst nine years of his life
Oliver
in a home
is born
for
in
young
a workhouse
orphans
in
and
1830s
is then
England.
transferred
His mother,
to a workhouse
whose name
for
nobody
adults where
knows,
the
is
boys are
found “issued on three the street meals and of dies thin just gruel after a Oliver’s day, with birth. an Oliver onion spends twice a the week, rst nine and years half a of roll his on life Sundays.”
in a e home workhouse for young is orphans run by and Bumble, is then transferred the parish to beadle. a workhouse Limbkins for adults is Chairman where the boys of the are Board of
“issued Guardians three for meals the of workhouse. thin gruel a day, with an onion twice a week, and half a roll on Sundays.”
e workhouse is run by Bumble, the parish beadle. Limbkins is Chairman of the Board of
Guardians for the workhouse.
Vocabulary
a workhouse: een armenhuis
Vocabulary
gruel: (dunne) havergort, haverpap
a workhouse: een armenhuis
a beadle: een ordebewaarder
gruel: (dunne) havergort, haverpap
a beadle: een ordebewaarder
Vocabulary
e room in which the boys were fed, Vocabulary
e was room a in large which stone the boys hall, were with fed, a copper a copper: een wasketel
was at a large one stone end: out hall, of with which a copper the master, a copper: een wasketel
at one dressed end: out in of an which apron the for master, the purpose,
dressed and in assisted an apron by for one the or purpose, two women,
and ladled assisted the by one gruel or two at mealtimes; women, of to ladle [leidl]: opscheppen
ladled the gruel at mealtimes; of to ladle [leidl]: opscheppen
which composition each boy had a composition: een mengsel
which composition each boy had a composition: een mengsel
172
172
one porringer, and no more - except a porringer: een papkommetje
one porringer, and no more - except a porringer: een papkommetje
on
on
festive
festive
occasions,
occasions,
and
and
then
then
he had
he had
two ounces
two ounces
and a
and
quarter
a quarter
of
of an ounce: 28,349 g
an ounce: 28,349 g
bread bread besides. besides. e bowls e bowls never never wanted wanted washing. washing. e boys e polished boys polished
Uit: Contact 5 Textbook
CONT50L.indb 172 172 28-03-11 12:23 28-03-11 12:23
Een beknopte literatuurgeschiedenis
als extraatje
Aandacht voor Engelstalige literaire
klassiekers zoals Oliver Twist
Unit 7 biedt kansen tot exploratie van literaire
werken uit de 20 ste en de 21 ste eeuw. De meeste
romans die worden besproken behandelen het thema
‘culture clash’. Daarnaast zijn een aantal kortverhalen
behouden en aangevuld met een intrigerend kerst-
verhaal en een tweede Roald Dahl-verhaal. Hierdoor
wordt vergelijking mogelijk gemaakt. De poëzie is
gevarieerd met aandacht voor verschillende thema’s:
poëzie omgezet in songs, gedichten over geboorte,
liefde en dood en wat humor als toemaatje.
A CONCISE HISTORY OF ENGLISH
LITERATURE UP TO THE 20TH unit 6
CENTURY
English Literature to the time of Chaucer
To the Norman Conquest
De leerlingen maken uitgebreid kennis met het werk van
één of enkele auteurs uit verschillende cultuurperiodes:
When the Romans started to conquer Britain in AD 43
during Emperor Claudius’ reign, the country had already
been invaded twice by Julius Caesar, in 55 and 54 BC.
Th e Romans faced Celtic tribes, who had lived on the
island (and on the main land) for more than 1,000 years.
Celts were to be found throughout Europe occupying land
stretching as far as Scotland in the north and Gallatia in
what is now Turkey and Northern Italy in the south. Th ere
was a unifying language spoken by the Celts, called Old
Celtic, which later resulted in a variety of dialects, some of
which are still spoken in Ireland, Wales, Cornwall and Brittany in France.
In the 5th and 6th centuries AD Germanic tribes, Angles, Saxons and Jutes
invaded the country, pushing the original inhabitants to the outskirts of the
island. Th e languages they brought along were so diff erent from modern
English that they are impossible to be understood by the modern reader.
Th ese dialects are commonly called Old English.
Th e literature called “Anglo-Saxon” was that of these Teutonic tribes, which
were fi erce, warlike and pagan. Yet two centuries later, when their writings
began to appear, they had ceased to be pirates and had become settlers
and farmers. Th ey had also been Christianized and enjoyed the protection
of law. Monks in the monasteries wrote in Latin mostly, but also in the
English of the day. One of them was Venerable Bede (673-735), the most
learned man of his day and famous throughout Europe.
Th e language which the Anglo Saxons spoke had strong stresses on certain
syllables and was highly infl ected, like Latin. Since subject and object in
the sentence e.g. can be recognized by their diff erent ending (pater – vs.
patrem, or agricola vs. agricolam in Latin) the wordorder in the sentence
could be altered. (Agricola vidit patrem meum and Patrem meum vidit
agricola means exactly the same thing: Th e farmer sees my father.) Th e
literature [litrtʃ]
infl ected: verbogen
unit
6
Uit: Contact 5 Textbook
* The Middle Ages: Geoffrey Chaucer (The Canterbury Tales)
* Elizabethan Era: William Shakespeare (Hamlet)
* 17th century: John Dryden (A song for Saint Cecilia’s Day)
* 18th century: Jonathan Swift (Gulliver’s Travels)
Khaled Hosseini’s The Kite Runner
* Romantic poetry: John Keats, William Wordsworth,
Lord Byron and Percy Bysshe Shelley
* Social Realism: Charles Dickens (Oliver Twist)
* American literature: Edgar Allan Poe (The Black Cat)
The fi rst part of Khaled Hosseini’s novel The Kite Runner (2003) is set in Afghanistan from the late
1970s to 1981 and the start of the Soviet occupation.
The next part takes us to the Afghan community in Fremont, California covering the period from
the 1980s to the early 2000s. The last part is set in Afghanistan during the Taliban regime.
The novel derives its name from an ancient Afghan hobby of duelling with kites. It involves midair
duels between rivals. Kite fl yers attempt to down their adversary’s kite. When the opponent’s
kite has been downed, the duel turns into a race, the kite run, to see who retrieves the fallen kite. In
the story Hassan is a successful “kite runner” for Amir – the narrator of the story. Hassan, a servant
to Amir’s father, knows where the kite will land without even watching it.
Reading comprehension
First read the information about the background of the author and the plot summary.
e Author
Khaled Hosseini was born in Kabul, Afghanistan, in 1965. His father
was a diplomat diplomat with the Afghan Afghan Foreign Ministry Ministry and his mother taught
Farsi Farsi and History at a a large high school in Kabul. In 1976, the Afghan
Foreign Ministry relocated the Hosseini family to to Paris. ey were
ready to return to Kabul in 1980, but by then Afghanistan had already
witnessed a bloody communist coup and the invasion of the Soviet
army. e Hosseinis sought and were granted political asylum in the
United States. In September 1980, Khaled Hosseini’s family moved to
San Jose, California. Khaled graduated from high school in 1984 and
enrolled at Santa Clara University where he earned a bachelor’s degree
in Biology in 1988. e following year, he enrolled at the University of California-San Diego’s School
of Medicine, where he earned a Medical Degree in 1993. He completed his residency at Cedars-Sinai
Hospital in Los Angeles. Hosseini was a practising internist between 1996 and 2004.
While in medical practice, Khaled Hosseini began writing his rst novel, e Kite Runner in March
2001. In 2003, e Kite Runner, was published and has since then become an international bestseller
in more than forty countries. In 2006 author was named a goodwill envoy to UNHCR, the United
Nations Refugee Agency. His second novel, A ousand Splendid Suns was published in May 2007.
unit
Plot summary
e Kite Runner tells the story of the friendship between two boys growing up in
Kabul. Raised in the same household and sharing the same wet nurse, Amir and
Hassan nonetheless grow up in di erent worlds: Amir is the son of a prominent
and wealthy man, while Hassan, the son of Amir’s father’s servant, is a Hazara,
a member of a shunned ethnic minority. Amir is served breakfast every morning
by Hassan. en he is driven to school in the gleaming family Mustang while
CONT50L.indb 209 28-03-11 12:25
Uit: Contact 5 Textbook
Een divers aanbod aan moderne literaire werken
109
7
209

language learning
Leerlingen verwerven uiteraard doorheen de units heel wat woordenschat én oefenen ook voortdurend de vaardigheden.
Maar daarnaast moeten ze ook blijven werken aan correct taalgebruik en uitbreiding van hun grammaticaal kennen en
kunnen. Daarom twee extra units in het werkboek: unit 0 en 8!
Vooraleer te starten met de thema’s, krijgen de leerlingen in de eerste unit (unit 0: Brushing up your English) een assessmentoefening
waarmee ze nagaan waar ze staan op het gebied van hun kennen en kunnen, gevolgd door remedial exercises.
In de laatste unit (unit 8: Exploring English) zijn
grammaticale onderwerpen samengebracht die de
leerlingen zelfstandig kunnen verwerken:
• Reflexive Pronouns and Causative Use of ‘to have’
• Phrasal Verbs
• Adverb Clauses: contrast and concession
• Adverb Clauses: time and reason clauses
and participle structures
• Bare Infinitive and To-Infinitive
• Gerund and To-Infinitive
Do this test. Tick the correct forms or sentences.
Then check with the key and do remedial exercises, if necessary. Consult the Contact Grammar.
Keep track of your work in a port folio document.
1 The article
1.1 a or an Contact Grammar n° 2.5.1
a new course a R.A.F. pilot an uniform a hotel a honour
an apple an airhostess a US soldier an heir an hour
score: …… / 10
1.2 the / a(n) / x Contact Grammar n° 2.5.2 – 2.5.5
1 Has diner been served? 7 My students work hardest before exams.
2 The nature is in danger. 8 Can you translate this text into French?
3 The things are as they are. 9 Certain people have blue skin.
4 They have climbed the Mount Everest. 10 Lyn plays hobo and fl ute.
5 My sister works in the local hospital. 11 Liz wants to become doctor.
6 The most people listen to pop music. 12 I have terrible headache.
2 The noun
Self-assessment: test
score: …… / 12
2.1 Plural Contact Grammar n° 2.6.1 – 2.6.2
baby’s photos loaves feet oxen passers-by
toys zoos knives gooses boxes lookers-on
worries heros thiefs mice busses growns-up
score: …… / 18
2.2 Genitive Contact Grammar n° 2.8.1
our babies prams the children’s books this lady’s bag Jesus gospel
a boys’ school a men’s club my wife’s opinion The girls’ uniforms
the ladies’ room sheep’s wool two day’s work My boss’s car
Uit: Contact 5 Workbook
score: …… / 12
5
Brush up your English (remedial exercises)
1 The Article
1.1 a or an Contact Grammar n° 2.5.1
Fill in “a” or “an”.
a / an fi ne day …………………… a / an habit ……………………
a / an aeroplane …………………… a / an honourable man ……………………
a / an “R” as in “rare” …………………… a / an honest proposal ……………………
a / an UN meeting …………………… a / an hot debate ……………………
a / an one-armed bandit …………………… a / an hour’s talk ……………………
a / an X-ray examination …………………… a / an heir to the throne ……………………
1.2 the / a(n) / x Contact Grammar n° 2.5.2 – 2.5.5
Fill in “the”, “a(n)” or nothing (-).
1 We had … breakfast at 7.30 am. ……………… 7 Ann was taken to … hospital. ………………
2 … life is short. ……………… 8 Her father is still in … prison. ………………
3 … lives of our soldiers are safe. ……………… 9 … most poems are diffi cult. ………………
4 This is the most bloody war in … history. ……………… 10 Her students work … hardest. ………………
5 … history of our literature is interesting. ……………… 11 Are you … doctor? ………………
6 Did you climb … Mount Everest? ……………… ………………
12 Most Africans have … black skin.
2 The noun
2.1 plural Contact Grammar n° 2.6.1 – 2.6.2
Write the plural form of these nouns.
baby ……………………………………………………………… piano ………………………………………………………………
boy ……………………………………………………………… potato ………………………………………………………………
lady ……………………………………………………………… photo ………………………………………………………………
play ……………………………………………………………… hero ………………………………………………………………
CONT50W.indb 9 12-04-11 15:08
Uit: Contact 5 Workbook
Met deze self-assessment test kunnen de leerlingen zelf hun tekorten
bijwerken en de resultaten verzamelen in hun portfolio.
Exploring English 1
Refl exive pronouns and causative use of to have
EE 1.1 Jobs in and around the house (oral practice)
1 Some people are good at just about everything. They don’t need a plumber to repair a tap, they
service their cars themselves and they redecorate their living rooms.
Is there anything in or around the house that one of your parents does or that you can do and that
some other people do not do themselves? Read the questions and tick off. Then compare with your
partner’s answers.
YES NO
– Can you repair a puncture in a tyre of your bike yourself?
– Does your Dad service his car himself?
– Can your Mum or Dad repair a tap themselves?
– Does your Mum lengthen or shorten clothes herself?
– Do you redecorate rooms or paint doors yourselves?
– Do you make your bed yourself?
– Do you cut your hair yourself?
2 Study this grid with the refl exive pronouns.
Why has it been organised like this? Read and complete the sentences in the box below and
answer the question. (Discuss with a partner if you want.)
Refl exive pronouns
myself himself
yourself herself
itself
ourselves themselves
yourselves
The top two boxes contain the singular / plural forms. (Underline the correct alternative.)
The bottom two boxes contain the singular / plural forms. (Underline the correct alternative.)
The left-hand boxes contain the forms of the ……… and the ……… person (singular & plural).
The right-hand boxes contain the forms of the ……… person (singular & plural).
3 Answer this question.
Which pronoun, personal or possessive, is used in the right-hand boxes as compared to those in
the left-hand boxes?
……………………………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………………………
Uit: Contact 5 Workbook
Exploring English laat leerlingen zelfstandig dieper
ingaan op verschillende grammaticale items.
9
unit
8
203