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UNIT 1
Items:
• video gaming
• video game reviews
• Gamer Network
• the Eurogamer Expo
• cosplaying (EXTENSION)
• word stress (EXTENSION)
Grammar and spelling:
• adjectives and adverbs (revision)
• the present tenses: simple and continuous (revision)
• the opposites of adjectives
Main vocabulary fields (see also pp. 45-48):
• personality adjectives
• make-up (EXTENSION)
• clothing (EXTENSION)
Country and culture:
• Gamer Network
• the Eurogamer Expo
• the Get-Well Gamers Foundation
• Ready Player One (Ernest Cline)
Skills:
Reading comprehension:
• understanding a review of LEGO The Lord of the Rings (pp. 14-15)
• skimming and scanning the Eurogamer Expo's Facebook status and reactions to it (pp. 22-23)
• reading various extracts from the novel Ready Player One (pp. 32-37)
• understanding a blog entry about cosplaying (EXTENSION) (pp. 39-40)
Viewing and listening comprehension:
• understanding a teenager talking about his video gaming habits (p. 13)
• understanding an interview with Rupert Loman, one of the founders of Gamer Network (p. 19)
• understanding a conversation in which representatives of the Get-Well Gamers Foundation are
introduced (p. 26)
• understanding an interview with Ernest Cline, the author of Ready Player One (p. 31)
• watching a video about cosplaying at the Eurogamer Expo (EXTENSION) (p. 38)
• understanding an interview with professional cosplayer Yaya Hahn (EXTENSION) (p. 38)
Oral practice and conversation:
• understanding various video game launch trailers and discussing them (p. 12 & p. 14)
• talking about video games and gaming habits (p. 12)
• giving a presentation about how make-up is applied (EXTENSION) (p. 43)
• giving a presentation about an outfit you designed yourself (EXTENSION) (p. 43)
Writing practice:
• writing a reply to a question on Yahoo! Answers (p. 18)
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•
writing a description of yourself for the "About" section of your blog (p. 30)
Pronunciation:
• pronouncing word stress in personality adjectives (EXTENSION) (p. 44)
Suggested answers to the exercises of unit 1 can be found in this TM on pp. 50-54.
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 LET THE GAMES BEGIN! ________________________________ (p. 12)
Objectives (skills):
Students can:
• understand and give their opinion on various video game launch trailers,
• talk about their video gaming habits with a partner.
Procedures:
Viewing and oral practice. As an introduction to this unit, students watch launch trailers of various
video games. These launch trailers can be found at www.knooppunt.net tracks n° 1-5 but these are
merely suggestions. It is best to update them every few years so that the trailers shown don't get too
outdated. Students discuss what they see, which of these video games they would like to play
themselves and which ones do not appeal to them. The questions in ex. 1.1 can be used as a guideline.
Conversation. Students work with a partner for ex. 1.2 and interview each other about their gaming
habits. Student A first interviews student B and then the roles are switched.
 VIDEO GAMING ______________________________________ (pp. 13-18)
Grammar:
• adjectives and adverbs (revision)
Objectives (skills):
Students can:
• understand a teenager who is talking about his video gaming habits,
• understand and discuss the video game launch trailer of LEGO The Lord of the Rings,
• understand a review of the video game LEGO The Lord of the Rings,
• comment on a question on Yahoo! Answers.
Procedures:
 Listening comprehension. Students listen to Caleb who is talking about his video gaming habits
(CD track n° 1) and answer the questions in ex. 2.1. The teacher must understand that listening
comprehension is always a bit difficult for some students. The exercise is only worthwhile if a large
majority of the students have been able to pick up the message. Overall checking follows. If students do
not agree about what they have heard, it is preferable to have them listen again, rather than giving the
correct answer straightaway.
Transcript ex. 2.1 “The truth about Caleb's video gaming” (CD track n° 1)
I'm Caleb and I simply love video gaming. My mother claims I'm a video game addict, but I
don't agree. I can stop whenever I want to ... But why would I ever want to?
th
My parents bought me a PlayStation 3 for my 14 birthday and my aunt bought me my very
first game: LEGO Star Wars - The Complete Saga. I played that game for hours and that was
it ... I never stopped after that. When I was 16, I bought a PlayStation Portable and my video
game collection has grown steadily over the years. I believe I now own about 130 games, not
counting the ones I downloaded for free.
On average, I play video games for about four hours a day. This helps me relax, especially if
I've had a very stressful day. I like playing different video game genres: Stealth games like
Hitman, Life Simulation games like The Sims and Massively multiplayer online role-playing
games like World of Warcraft. If I'm really tired I'll play a casual game like Angry Birds. This
game has little or no content, so it's not difficult to play when you're feeling knackered.
Viewing, oral practice and reading comprehension. In ex. 2.2.1 students watch the video game
launch trailer of LEGO The Lord of the Rings as a pre-reading activity (www.knooppunt.net
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track n° 6). They are encouraged to express their general opinions of this video game and why they
would (never) try it out.
Students then read the review of LEGO The Lord of the Rings and the comment left by an avid video
gamer in ex. 2.2.2, with the help of the vocabulary list. They answer the questions on p. 15.
Grammar and vocabulary practice. In ex. 2.3 students re-read extracts of the review and fill in the
missing words. This exercise gets the students reacquainted with the use of adjectives. This will not
cause any great difficulty since they were dealt with earlier, in New Contact 2 Two-in-one. Students
first try to fill in the missing adjectives on their own. Afterwards they can check their answers in the
review on p. 14. Students should come to the conclusion that the words they had to fill in are all
adjectives and that adjectives normally define nouns.
Grammar practice. For ex. 2.4, students re-read Brandon's comment on p. 15 and find out which
words are defined by the words highlighted in blue. They should come to the conclusion that all the
highlighted words are adverbs. Students then consult Grammar Survey n° 4.1 and 4.2 on the use of
adjectives and adverbs and go on to complete the sentences in ex. 2.4.3 in the appropriate forms. In ex.
2.5 students find out more about the life of a game tester at Ubisoft and fill in the correct adjective or
adverb forms. Additional exercises on this topic can be found at www.knooppunt.net.
Writing practice. Yahoo! Answers is a website on which a lot of information is found or shared. In
ex. 2.6, students read Edward's question and write a brief comment on it. They should be encouraged
to use at least two adjectives and two adverbs in their answer.
 GAMER NETWORK____________________________________ (pp. 19-21)
Grammar:
• the present tenses (revision)
Objectives (skills):
Students can:
• understand an interview with Rupert Loman, one of the founders of Gamer Network,
• use the present tenses appropriately.
Procedures:
 Listening comprehension. In ex. 3.1, students listen to an interview with Rupert Loman, founder of
Gamer Network (for more information, see below).
Eurogamer is a website focused on video game news, reviews and other features. It is operated by
Gamer Network Ltd. with headquarters in Brighton, United Kingdom, which was formed in 1999 by
brothers Rupert and Nick Loman. Gamer Network claims that the site has the largest readership of
any independent video games website in Europe. Most of the reviews (which are scored on a 10-point
scale) are of European or PAL releases of the games, but given the time disparity between Japanese
or North American/NTSC releases, some reviews are done using the latter. In February 2006, the
company launched its video channel, Eurogamer TV, though this was ultimately absorbed into the
main website.
(From http://en.wikipedia.org.)
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Transcript ex. 3.1 “Interview with Rupert Loman” (CD track n° 2)
Interviewer
Rupert
Loman
Interviewer
Rupert
Loman
Interviewer
Rupert
Loman
Interviewer
Rupert
Loman
Interviewer
Rupert
Loman
Rupert Loman was only 16 years old when he founded Eurogamer with his brother
Nick. What started out as a simple website that reviewed games has grown into
Europe's leading independent video games website. Now Rupert is head of
Gamer Network and reaches over 12 million people each month through various
channels ... high time we had a chat with the man himself! Rupert, how did your
passion for gaming turn into the Eurogamer website?
Well, my dad ran his own software company from home so the house was filled
with computers when we were growing up. We were also the first kids to get
internet access, we were really proud of that at the time. In our teenage years, my
brother and I became hard-core gamers and got into online gaming. Back then,
most websites for gamers were based in the United States, so we decided to
make our own website for European gamers. It started out as a hobby, but by the
time I'd finished my A-levels I realised it had huge potential as a business. So
instead of going to university, I took a gap year to see how far I could develop it.
The website became more successful and we attracted some advertisers, so I
decided to stick with the business. I never actually made it to university.
The Eurogamer website began in Brighton, but now it has branches all over
Europe. Can you tell us some more about that?
At the Games Convention in Leipzig in August 2006, we launched our first nonEnglish site - Eurogamer Germany. After that, the sky was the limit. We now have
an active site in France, Portugal, the Benelux, Spain, Italy, The Czech Republic,
Denmark and Sweden.
And now the rest of the world?
Well, we've got our first non-European site, Brasilgamer. I can't really elaborate on
the rest of our plans. You'll just have to wait and see!
And how about the events? Which events does Gamer Network organise?
Well, first of all there is the annual Eurogamer Expo, which takes place in the
Earls Court Exhibition Centre in London in September. That's the place for gamers
to be hands-on with the biggest unreleased new games and hardware and take
part in numerous activities. Over 65,000 people will visit our games show, which is
absolutely wonderful.
We also organise Rezzed, which is actually the Expo's little sister. This games
show focuses on the alternative gaming culture.
And finally, we organise the GameHorizon conference, which gives small and
medium-sized technology companies the opportunity to meet face-to-face and
network with public and private games investors.
Now, you're also well known for your charity work. What charities are you involved
in?
The first charity I ever got involved with was GamesAid, a video games charity,
which supports a number of smaller charities that help disadvantaged and
disabled children and young people.
Through GamesAid, I got to know SpecialEffect, a charity of which I am now a
Vice President. They are dedicated to making gaming accessible to people
struggling with sickness or disabilities, using specially created software, modified
controllers and eye tracking technology. My main aim is to make sure that gamers
across the UK learn about SpecialEffect and to convince them to support this
charity. They really do marvellous things and it is such rewarding work.
Grammar practice. In ex. 3.2.1, students read two statements by Rupert Loman. This is meant as an
introduction to the revision of present tenses. If necessary, students consult Grammar Survey
n° 10.1.1 and n° 10.1.2 before reading a fictitious extract of Rupert's blog and filling in the verbs in
the correct present tenses (ex. 3.2.3). Students then do ex. 3.3 and fill in the present tenses in the text
about The Virgin Media Game Space. A class check follows. Additional exercises on present tenses
can be found at www.knooppunt.net.
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 WHAT DID YOU THINK?________________________________ (pp. 22-30)
Vocabulary:
• personality adjectives
Grammar:
• the opposites of adjectives
Objectives (skills):
Students can:
• skim and scan the Eurogamer Expo's Facebook status and reactions to it,
• understand a conversation in which representatives of the Get-Well Gamers Foundation are
introduced,
• write a description of themselves for the "About" section of their blog.
Procedures:
Reading comprehension and grammar. In ex. 4.1.1, students read one of The Eurogamer Expo's
Facebook statuses and some reactions to it. This exercise is meant as an introduction to the formation
of the opposites of adjectives. Students scan the status and the reactions to it and find the opposites of
some adjectives (ex. 4.1.2 and 4.1.3) before reading the grammar grid in ex. 4.1.4.
Grammar practice. Students now put the grammar into practice. In ex. 4.2, they form the opposite of
the adjectives and immediately write them in the appropriate column. They should consult a dictionary
for the words they are unsure of. Ex. 4.3 is a letter of enquiry sent to Rupert Loman by The Get-Well
Gamers Foundation. Students read the letter and translate the adjectives between brackets. All these
adjectives were considered in the previous exercise. Additional exercises can be found at
www.knooppunt.net.
 Listening comprehension and vocabulary practice. In ex. 4.4, students listen to a conversation
between Ryan Sharpe, the founder of the Get-Well Gamers Foundation, and Rupert Loman. Ryan
Sharpe introduces each of his colleagues briefly, focussing on their personalities and strengths.
Students answer the three questions. A class check follows.
Transcript ex. 4.4 “The Get-Well Gamers team meets Rupert Loman” (CD track n° 3)
Ryan Sharpe
Rupert Loman
Ryan Sharpe
Rupert Loman
Ryan Sharpe
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Mr Loman, welcome to this meeting. My name is Ryan Sharpe and I'm the
founder of the Get-Well Gamers Foundation. Thank you for agreeing to meet
with us and for considering to support our charity.
Of course. I'm always eager to help the less fortunate, especially if video games
are used to improve someone's life.
Before we get started, I'd briefly like to introduce my team.
Sure.
Cynthia Brixton is responsible for the Foundation's finances. She's very calm
and relaxed and always helpful towards her colleagues. She's actually the kind
of person a guy like me needs. She's kept me and the Foundation out of a lot of
trouble over the years.
Kyle Henderson is one of the Foundation's earliest volunteers. He's in charge of
convincing new hospitals to join our donation network. Kyle is outgoing and
spontaneous. He's passionate about our cause, is very sociable and nothing you
ask of him is ever too much trouble.
Natasha Spencer is one of our administrative assistants and she's here to take
minutes. She always comes across to outsiders as introvert and individualistic,
but it just takes her a while to warm-up to people.
Callum White is responsible for our activities abroad. He's dynamic, always
good-humoured and very self-confident. Callum will most likely move to the
United Kingdom for a few months to set up a UK-division of our charity.
Now, shall we get started?
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Vocabulary practice. Ex. 4.5 and 4.6, deal with personality adjectives. In ex. 4.5, students read a
fictitious description of Rupert Loman's personality and they fill in the missing adjectives. In ex. 4.6,
they read the descriptions and fill in the missing characteristics in the puzzle. Additional exercises on
personality adjectives can be found at www.knooppunt.net.
Writing practice. The students have decided to share their thoughts with the world and write a blog.
In ex. 4.6 they complete the "About" section of their blog by writing a description of themselves, using
at least five different personality adjectives.
 READY PLAYER ONE__________________________________ (pp. 31-37)
Objectives (skills):
Students can:
• understand an interview with Ernest Cline, author of Ready Player One,
• understand various extracts of the novel Ready Player One.
Procedures:
 Viewing and listening comprehension. In this part of the unit, students find out more about a
famous novel by Ernest Cline, Ready Player One. (For more information about this novel, see below.)
In ex. 5.1, students first watch an interview with Ernest Cline (www.knooppunt.net track n° 7)
before reading some extracts from the beginning of the novel in ex. 5.2. These extracts aim to get the
students excited about literature. A class discussion can follow about each of the extracts, using the
questions as a guideline.
By 2044, the exhaustion of Earth's fossil fuels has led to long-standing global scarcity and violent
unrest. People take refuge in the OASIS, a massively multiplayer online virtual reality simulation that
dominates all human activity. Its creator James Halliday had died five years earlier, leaving a will
stating that his quarter-trillion-dollar fortune and controlling ownership of the OASIS will be awarded to
the first person to find an Easter egg he had hidden behind a series of three gates unlocked by hidden
keys. The only clues are Halliday's video will and his published journal. Those searching for the Egg
are referred to as "gunters", a portmanteau of "egg hunters". Gunters become devotees of 1980s pop
culture, with which Halliday had been obsessed.
18-year-old orphan and gunter Wade Watts lives on the outskirts of Oklahoma City in a trailer "stack"
with his unkind aunt and other tenants. Although the OASIS is free to use, Wade's low-level avatar,
Parzival, is confined to the school planet Ludus because he can't afford interplanetary travel.
Everything changes when he finds the first key inside a simulation of a Dungeons and Dragons
module, Tomb of Horrors, located on Ludus.
(From www.en.wikipedia.org.)
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EXTENSION 1
 COSPLAYING _______________________________________ (pp. 38-44)
Vocabulary:
• clothes and costumes
• make-up
Objectives (skills):
Students can:
• watch and discuss a video about cosplaying at the Eurogamer Expo,
• understand an interview with professional cosplayer Yaya Hahn,
• understand a blog entry about cosplaying,
• give a presentation about how make-up is applied,
• give a presentation about an outfit they designed themselves.
Procedures:
 Viewing, listening comprehension and oral practice. This extension is aimed at students in
cosmetics and fashion, but can equally be done by other classes that have a strong interest in these
subjects. It deals with cosplaying, where people dress up as their favourite (video game) characters. In
EXT 1.1.1, students start by watching a compilation (www.knooppunt.net track n° 8) of the
cosplaying that takes place at the Eurogamer Expo. Afterwards, students discuss what they have seen
and express their opinions about it. The questions can be used as a guideline in a class discussion.
In the second part of this exercise (EXT 1.1.2) students watch an interview with professional
cosplayer Yaya Hahn and answer the questions. A class check follows.
Reading comprehension and vocabulary practice. In EXT 1.2, students read a blog extract written
by novice cosplayer Jade Song. They answer the questions about the extract in EXT 1.2.2 and focus
on some vocabulary in EXT 1.2.3 that is often used by cosplayers.
Vocabulary practice. EXT 1.3 and 1.4 deal with specific vocabulary for students of cosmetics and
fashion. EXT 1.3 deals with make-up and the tools needed to apply it. EXT 1.4 deals with clothes and
costumes.
Oral practice. EXT 1.5 is based on one of Yaya Hahns's costumes as a professional cosplayer.
Students do one of the tasks. They either explain in a PowerPoint presentation how they would apply
her make-up or they design a dress similar to the one she is wearing in the photographs. They also
present their design to their classmates.
 TONGUE TWISTERS _____________________________________ (p. 44)
Objectives (skills):
Students can:
• distinguish word stress in personality adjectives,
• use word stress in personality adjectives correctly.
Procedures:
The pronunciation exercises in EXT 1.6 practise the pronunciation of the personality adjectives
studied in this unit, focussing especially on word stress. Phonetic notation is not used in these
exercises. In EXT 1.6.1, students listen to CD track n° 4 and underline the stressed syllable in the
personality adjectives. A class check follows. In EXT 1.6.2 they work in pairs, covering one part of
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the grid. One student reads the words, stressing the correct syllable. The other student underlines the
syllable. For the second part of this exercise, roles are switched. Students can correct their answers
immediately.
EXT 1.6.3 consists of a limerick, which the students have to read out loud, stressing the correct (bold)
syllables.
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Key to exercises unit 1
 ex. 2.1
1 He got a PlayStation 3. The first game he got was LEGO Star Wars - The Complete Saga.
2 He bought a PlayStation Portable.
3 He has about 130 games, not counting the ones he downloaded for free.
4 He plays about 4 hours a day.
5 - stealth games (Hitman)
- life simulation games (The Sims)
- massively multiplayer online role-playing games (World of Warcraft)
- casual games (Angry Birds)
6 (students' own answers)
 ex. 2.2.2
1 Star Wars, Batman, Harry Potter, Indiana Jones
2 The game incorporates the original film actors' dialogue.
3 Some changes have been made for comic effect or to make the game friendlier to younger players.
4 The one major disadvantage of the game is that there aren't epic battles as portrayed in the movies.
Combat is on a much smaller scale.
5 No. The author says: "With a modest play time and simple gameplay it is hard to recommend (this
game) as a purchase for adults."
 ex. 2.3
Part 1:
1 popular
2 epic
3 faithful
4 humorous
5 serious
6 challenging
7 glaring
8 modest
9 simple
10 immortal
Part 2:
1 nouns
2 adjectives
 ex. 2.4
Part 1:
1 entertaining
2 surprised
3 amazed
4 didn't work
5 This adjective tells us more about the complete sentence.
Part 2:
adjectives and verbs
Part 3:
1 foolishly
2 foolish
3 easy
4 easily
5 good
6 well
7 annually
8 annual
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9 gracefully
10 graceful
11 quickly
12 quick
13 selfishly
14 selfish
15 sad
16 sadly
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 ex. 2.5
1 fabulous
2 absolutely
3 fantastic
4 enthusiastically
5 wonderful
6 well
7 typical
8 final
9 regularly
10 practically
11 usually
12 angry
13 calm
14 obvious
15 immediately
 ex. 3.1
1 Rupert was 16 when he founded Eurogamer with his brother Nick.
2 There were a lot of computers in the house when they were growing up and both boys were gamers.
Since most websites for gamers were based in the United States back then, they decided to make
their own website for European gamers.
3 Benelux - France - Spain - Sweden - Italy - the Czech Republic - Denmark - Portugal - Germany
4 Germany
5 Brazil
6 Eurogamer Expo - Rezzed - GameHorizon
7 The charity wants to make gaming accessible to people struggling with sickness and disabilities
using specially created software, modified controllers and eye tracking technology.
 ex. 3.2.3
1 is
2 am writing
3 are still waiting
4 are already enjoying
5 are playing
6 are watching
7 are attending
8 am also thinking
9 is keeping
10 brings
11 replies
12 answers
13 pays
14 organises
15 wishes
 ex. 3.3
1 is opening
2 is offering
3 works
4 also produces
5 speaks
6 is overseeing
 ex. 4.1
Part 2:
critical - competent - attractive
Part 3:
incredible - independent - impossible - unhappy - dishonest - illegal - non-violent - tasteless
 ex. 4.2
un-
in- / im- / il- / ir-
dis-
non-
unable
unconventional
unfair
incompetent
ineffective
informal
disagreeable
disobedient
disrespectful
non-aggressive
non-essential
non-existent
unlimited
illiterate
- less
unpleasant
unpopular
unreliable
unsociable
unsuitable
illogical
immature
impatient
improbable
irrational
irresponsible
doubtless
harmless
helpless
powerless
useless
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 ex. 4.3
1 helpless
2 powerless
3 unfair
4 unable
5 impatient
6 unpleasant
7 unconventional
8 irresponsible
9 harmless
10 non-aggressive
11 unsuitable
12 useless
13 improbable
14 non-existent
15 unlimited
 ex. 4.4
1 - Cynthia Brixton is responsible for the Foundation's finances.
- Kyle Henderson is in charge of convincing new hospitals to join the Foundation's donation network.
- Natasha Spencer is an administrative assistant.
- Callum White is responsible for the Foundation's activities abroad.
2 - Cyntha Brixton: calm, relaxed, helpful
- Kyle Henderson: outgoing, spontaneous, sociable
- Natasha Spencer: introvert, individualistic
- Callum White: dynamic, good-humoured, self-confident
3 She will take notes of what is discussed and agreed at the meeting (in order to write a report
afterwards).
 ex. 4.5
1 sociable
2 self-assured
3 conservative
4 artistic
5 playful
6 selfish
7 sportsmanlike
8 adventurous
9 daring
10 extrovert
11 talkative
12 shy
13 sensitive
14 stubborn
 ex. 4.6
superficial - active - dominant - compassionate - irresponsible - tolerant - courageous - emotional practical - unconventional
Hidden word: character trait
 ex. 4.7
(students' own answers)
 ex. 5.1
1 the 1980s
2 It's about a video game contest in the future held by an eccentric billionaire. When the man dies, he
leaves his entire fortune to whoever can solve certain puzzles.
3 Wade Watts
4 This character is scared by the real world, he spends all his time online, in the OASIS.
5 Warner Brothers
6 A Delorean. Ernest Cline thinks it's associated with the 80s. It was only made in that decade.
 ex. 5.2
1 The OASIS is a massively multiplayer online game that had gradually evolved into a globally
networked virtual reality that most of humanity uses on a daily basis.
2 Since Halliday had no heirs he had prepared a video message regarding the fate of his fortune.
1 Gregarious Simulation Systems
2 His entire fortune was valued in excess of two hundred and forty billion dollars and includes a
(controlling) share of stock in his company.
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1 an Atari 2600
2 Adventure
3 An Easter egg is a secret room in a video game in which something is hidden. You first have to find
a key to open the door.
1 Halliday's OASIS avatar
2 They have to find three keys so they can open three secret gates. After passing through each gate,
the hunter will be tested to see whether or not he / she possesses the right qualities to inherit
Halliday's fortune.
1 the high-score list
2 a collection of hundreds of Halliday's undated journal entries
3 the contest, the quest to find Halliday's Easter egg
4 Anorak's Almanac seemed to indicate that a familiarity with Halliday's obsessions would be essential
to find the Easter egg. This led to a global fascination with 1980s pop culture.
5 The "egg hunters" were people who devoted every free moment of their lives to searching for
Halliday's egg.
6 (students’ own answers)
Key to EXTENSION exercises unit 1
 EXT 1.1.2
1 at Comic-Con
2 Cosplay is a pastime where people dress up as their favourite characters.
3 She likes to dress up and make her own costumes. She has learned many new skills over the years.
4 over 250
5 She goes to conventions, makes appearances, teaches panels and workshops, talks to people
about how to make costumes and the sociology behind cosplaying and she encourages people.
6 Heroes of Cosplay
7 She designs cosplay accessories.
8 On Facebook (YayaCosplay) - On Twitter and Instagram (Yaya Han) - On DeviantArt (YayaCosplay)
 EXT 1.2.2
1 Comic-Con (San Diego) - Anime Expo
2 - By cosplaying, Jade Song gets to express herself and let her nerdy side shine.
- She gets to meet people who love the same things that she does.
- She has picked up many new techniques and has learned many new things.
- She has received a huge self-confidence boost because of her cosplaying.
 EXT 1.2.3
1 Jade is dying fabric.
2 She is washing a wig.
3 She is applying make-up.
4 She is hemming a skirt.
5 Jade is drawing a sewing pattern.
6 She is sewing a seam.
 EXT 1.3.1
1 upper lash line
2 eyelash
3 waterline
4 crease
5 brow bone
6 eyebrow
7 eyelid
8 inner corner
9 lower lash line
10 outer corner
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 EXT 1.3.2
1 a brush
2 a make-up bag
3 a cotton pad
4 a cotton swab
5 cleansing wipes
6 a compact
7 a powder puff
8 blotting paper
9 an applicator
10 an angled brush
11 a lash comb
12 an eyelash curler
13 eye shadow
14 nail polish
15 mascara
16 eyeliner
2 Jade is plucking her eyebrows. She is using a pair of tweezers.
 EXT 1.4.1
1 a collar
2 a lapel
3 a bow tie
4 a breast pocket
5 cufflinks
 EXT 1.4.2
1 a short-sleeved T-shirt
2 a sleeveless cotton dress
3 a V-neck sweater
4 stockings
5 a long-sleeved satin shirt
6 a striped skirt
7 a pair of linen trousers
8 a turtleneck
 EXT 1.6.1
tolerant
superficial
playful
compassionate
selfish
irresponsible
practical
courageous
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New Contact 4 Two-in-one unit 1
copyright Plantyn
UNIT 1
 TESTS UNIT 1 ______________________________________________
In order to help students prepare for the test, the teacher should explain the aim and the use of the
assessment form to be found at the end of the unit. Just before taking the test, students fill in this form
predicting how well they think they will score in the test. They tear it out of their book and hand it in
together with the test. After correcting the test, the teacher adds comment and suggests tasks, if
necessary. Students get the form back with the corrected test and see how realistic their own
assessment was. This assessment form is intended to develop awareness and a reflective attitude about
studying: What system is most useful for me? How can I obtain the best possible results? Students are
encouraged to take full responsibility for their study work. Remedial work can be collected in a
portfolio.
The model tests below meet the objectives described in the assessment form. They can be used,
modified or replaced by other tests. It is not necessary to do all the tests.
There is a suggestion for an oral test.
To test reading comprehension, the teacher can choose between two texts. The first one All the
world's a game, and business is a player deals with gamification. The second one NSA and GCHQ
spies operated in virtual worlds deals with spies who are looking for information in MMORPGs.
There are also two listening comprehension tests to choose from. In the video Why video games are
addictive (www.knooppunt.net track n° 10) students learn more about the addictive nature of video
gaming. In The person I admire most (CD track n° 5) Cathy talks about Anita Roddick, the founder
of the Body Shop.
There are two tests on vocabulary and grammar. In these tests, the exercises are mostly reproductive.
They can be used for formative evaluation.
The integrated test consists of transfer and creative-communicative exercises and is suitable for
summative evaluation.
 Test unit 2: oral practice
Suggestion:
The teacher can ask students to present a newly released video game and present it to their classmates.
Assessment forms are provided at pp. 18-29 of the Teacher’s Manual .
New Contact 4 Two-in-one unit 1
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