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THE NEW CONTACT COURSE
The NEW CONTACT course consists of five sets of language material intended for the secondary
school English curriculum, studying at a rate of two or three periods a week. Each set contains:
• a textbook (TB),
• a workbook (WB) with a key to Brush up your English Exercises,
• a teacher’s manual (TM),
• a teacher’s CD for classroom use ,
• an account on www.knooppunt.net for access to audio, video, focus vocabulary, extension
pages of unit 7, keys to extension exercises, objectives and assessment, planning, tests
and workbook with keys.
NEW CONTACT 1 = elementary level
NEW CONTACT 2 = pre-intermediate level
NEW CONTACT 3 = intermediate level
NEW CONTACT 4 = upper-intermediate level
NEW CONTACT 5 = (pre-)advanced level
There is also the indispensable New Contact Grammar to go with New Contact 4 and 5.
NEW CONTACT 1, 2 and 3 together aim to develop a substantial knowledge of the basic functions,
grammar and vocabulary of the English language up to intermediate level, as well as the five skills:
listening, speaking, conversation, reading and writing. The language material developed in NEW
CONTACT 1, 2 and 3 is partly revised and substantially extended in NEW CONTACT 4.
NEW CONTACT 4 contains eight units. Six units consist of a “basic” part and “extension” pages. Two
extension parts (extension unit 2 and extension unit 7) have been replaced by material enabling
Guided Independent Learning (Begeleid Zelfstandig leren). These pages, and also the basic parts
and the extension parts of the other units, pay special attention to the training of research skills
(onderzoekscompetenties) which will be fully implemented in the pupils’ final year while working on a
personal project.
The units cover topics adolescents are interested in: adolescence (the age of 16) and what it entails
legally (unit 1), World War I and remembering the war victims (unit 2), stereotypes and factual
information about the Britons, the UK and the Commonwealth (unit 3), love at first sight, including
love stories, love poems and a dose of Shakespeare (Romeo and Juliet) (unit 4), education (unit 5)
food and restaurants (unit 6), common traits and differences between humans and animals (unit 7)
and dangerous and extreme sports (unit 8). The extension pages of unit 2 are devoted to the
independent exploration of war cemeteries, war poems and works of art related to the war theme.
The extension pages of unit 7 focus on dogs, horses, zoos and animal testing for medical purposes.
The latter material is available on www.knooppunt.net.
Apart from exercises covering the textbook topics, new grammar and functions, the NEW CONTACT
4 workbook also contains sections where grammar studied in previous years is revised (Brush up
your English). Topics include the use of the article and nouns and pronouns (unit 1), writing capital
letters and naming and using tenses (unit 2), the passive (simple tenses) (unit 3), prepositions and
quantifiers (unit 4), adjectives and their opposites, phonetic transcription (unit 5), time clauses and
conditional clauses (unit 6), tags, showing interest, agreeing and disagreeing and additions (unit 7),
gerund, adjectives and adverbs, comparatives and superlatives (unit 8).
More remedial work is available on www.knooppunt.net, covering the various New Contact
Grammar topics. Preliminary exercises are done first and checked. If errors crop up, the pupils
consult the grammar and do the exercises again. Follow up exercises are then offered for further
work on a higher level.
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INTRODUCTORY NOTES
The Teacher’s Manual (TM) to NEW CONTACT 4 contains:
1. some general information,
2. a list of audio and video (CD and www.knooppunt.net),
3. assessment forms for oral and writing practice,
4. a survey of material covering research skills (onderzoekscompetentie),
5. a proposal for a year’s planning with reference to objectives (leerplandoelstellingen), SETs
(specifieke eindtermen moderne talen) and cross-curricular objectives (vakoverschrijdende
eindtermen: VOET),
6. the alphabetical focus vocabulary list of NEW CONTACT 1, 2 and 3,
7. per unit:






8. per item:





a list of functions,
a list of grammar and spelling items,
the main vocabulary fields,
some country and culture topics,
literature,
the list of skills practised in the unit,
objectives,
procedures,
keys to exercises,
transcripts of the listening comprehension exercises,
references to video or DVD material, of which some is available on
www.knooppunt.net,
 (where useful:) references to books and URLs of Internet websites,
9. integrated tests on vocabulary, grammar, the five communicative skills: listening, speaking,
conversation, reading and writing in the framework of the communicative approach,
10. keys to all the tests including transcripts of the listening comprehension material.
The Introduction to the Teacher in the Textbook (TB p. 3) explains how the course has been built
up. A few extra comments are worthy of note. (In the following explanations a female teacher is
usually referred to. No slight of any kind is intended to male teachers.)
The Textbook (TB) and the Workbook (WB) together form the heart of the course. Workbook
exercises are as important as the activities suggested in the textbook. On the first page of the
workbook the pupils find the name of the site (www.knooppunt.net) and an access code, which allows
them to use the www.knooppunt.net material for one year. The site offers pupils audio (dialogues),
focus vocabulary, objective and assessment pages and the extension projects for unit 7.
For exploration of the grammar topics, the New Contact Grammar is indispensable.
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THE ART OF TEACHING
Teaching is an art. A teacher’s teaching philosophy and teaching practices vary and develop over
time. Yet one thing is always valid: the art of teaching is the art of taking procedural options aiming at
specific teaching aims. Teachers should feel free to organise their teaching the way they think best.
However, since you have opted for the NEW CONTACT course, it is advisable to follow the options
and procedures proposed in this Teacher’s Manual, certainly during the first years of using this
course.
Switch to the WB whenever the TB tells you to. Novice teachers and teachers who are using the
NEW CONTACT course for the first time will feel more secure if they follow the procedures
suggested in the Teacher’s Manual. In the course of their teaching career, teachers will naturally
develop their personal teaching style based on their own education, schooling and successful teaching
practice.
BASIC COURSE
Vocabulary
On pp. 23-39 of this Teacher’s Manual, you will find a list of the vocabulary studied in
NEW CONTACT 1, 2 and 3. It is meant as a point of reference for the teacher who starts with
NEW CONTACT 4. This list can be copied for the pupils. They then go through it and make their
personal list of “difficult words”, which they revise thoroughly. This practice is meant as a form of
learning to learn (leren leren). The pupils develop a sense of responsibility for their own learning by
taking care of their own vocabulary management.
The vocabulary in NEW CONTACT 4 is based on the content of the reading texts mainly, but there
are also word fields which are explored systematically: vocabulary on stages of life, legal matters and
computer terminology in unit 1, war and remembering the war victims in unit 2, characteristics of
people and jobs in unit 3, relationships, love and marriage in unit 4, school and education in unit 5, food
and restaurant in unit 6, animals and animal life in unit 7, (extreme) sports and injuries in unit 8.
Exercises aiming at active study of the vocabulary are to be found in the WB.
As in NEW CONTACT 1, 2 and 3, the focus vocabulary lists at the end of each unit in the WB have
been arranged both in context and as a vocabulary list. The basic form of a word is added where
necessary and this word is translated in the right-hand column. This format allows the pupils to study
vocabulary either way. Vocabulary derived from reading texts is offered in wordlists only. Words
printed in italics were already studied in NEW CONTACT 1, 2 or 3, but have been added to complete
a particular word field.
Functions and grammar
A survey of the functions and grammar items that are studied in NEW CONTACT 4 can be found on
TB pp. 4-11 and in the index on TB pp. 199-200.
As already stated in the Introduction to the teacher (TB p. 3), new functions and grammar are
introduced in context. Additional scenarios to introduce a particular grammar item are not necessary.
NEW CONTACT 4 provides function grids and grammar grids which are clear and precise.
Grammar studied in New Contact 1, 2 and 3 is revised by means of a set of exercises in the
Brush up Your English section in the workbook. The pupils can be asked to revise this grammar
and do the exercises independently, since the key to these exercises is provided in the WB. Or the
teacher can decide to do the work in class, if time permits.
As for grammar rules covering the use of tenses: we strongly advise teachers not to “go their own
way” with these grammar rules. If teachers teach their private set of rules or the rules they were
taught during their schooldays, they may discourage their pupils. In the New Contact course we have
opted for rules which are simple, easy to understand and which have been proven to cover all
possible cases. They are backed by authorities in the field. If you are not acquainted with the
NEW CONTACT course (because you have opted for it recently or because you only teach in the
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upper grade of the secondary school), study the rules as stated in the New Contact Grammar. Try to
see and appreciate the logic behind these rules, which – we hope – were taught by your colleagues
to your pupils in the lower grades.
Working in pairs and small groups is now common practice. This practice implies that all the pupils of
a class are doing a task at the same time, so resembling a hive of humming bees. Pair work, group
work, even simulations and role-play can all be practised in this way. This practice is advocated in all
modern handbooks on language teaching as it has many advantages:
- All pupils speak a lot more English than in teacher-centred lessons.
- Pupils can practise without the strain of a whole class (and a critical teacher!) listening to them.
- Pupils feel they are treated more as individuals. They can speak English at their own pace and with
their own means.
- Often a real language situation can be created or at least simulated.
Some teachers, however, still feel uneasy about pupil-centred activities. Their objections are twofold:
- There will be a lack of discipline in the classroom. Some pupils will not use the target language or
will not concentrate on the work to be done.
- It is impossible for the teacher to supervise every pupil’s work, so errors will not be sufficiently
corrected.
As in the TM of NEW CONTACT 1, 2 and 3, we would like to consider these objections carefully.
One of the teacher’s primary concerns is and should be discipline. No fruitful work can be done with
an unruly class. So it is important to establish discipline and teachers can only move into pupilcentred activities when they feel secure in that respect. On the other hand, discipline is fostered by
motivation, and well-organised pair work and group work are very stimulating. As soon as the pupils
are told what the aim of “beehive” practice is and once they have got used to this form of pair work
and group work, they will enjoy it.
Of course, the teacher has to go about it in the right way. Mostly groups are not formed by the pupils,
but by the teacher. She introduces the task clearly and sees to it that things do not go wrong right
from the start. Only when all the pupils understand what is to be done, are they asked to continue
with their partner(s).
The teacher’s role during pair work or group work is often misunderstood. The teacher is not
supposed to help, but to supervise the activity going on. Remaining in front of the classroom as long
as everything seems to be working fine is advisable. If pupils ask for support or seem to need help,
the teacher positions herself so that the rest or most of the class can be supervised at the same time.
If – with grammar exercises – the same problem or error crops up with several groups, the class is
silenced. (A gesture with the hand and uttering “Stop, please.” will be sufficient.) When everybody is
paying attention and only then does the teacher explain or warn about some error and then allows
the pupils to continue.
Checking the exercise or the task afterwards is necessary. Do not always ask volunteers to do this
task, but select pupils yourself. They will feel the necessity to do the work properly. Checking should
be done as fast as the context allows. Often precious time is lost because the checking phase takes
too much time. The use of the computer is a handy tool to flash a set of answers on the board.
In speaking activities which allow pupils to speak more freely, the teacher will have to repeat time and
again that English is expected. As long as a majority of the pupils are willing to speak English, it
should be made possible for them to do so. Lessons which do not create plenty of opportunity to
speak, read, write and listen to the target language are not effective.
The second objection also needs reflection. It is true that the teacher cannot possibly notice every
error. But if every learning activity were to be checked on the spot, one would even have to prevent
the learner from thinking. And personal study at home would be made impossible too, since the
teacher is not there to check either. Moreover, the teacher can supervise quite effectively as long as
she controls rather than helps pupils during pair work and group work. With grammar exercises a lot
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of errors can be forestalled by carefully introducing the exercise. Learners can be paired off, so that
they check and correct each other. It is also wise to rotate the groups regularly.
The projects replacing the EXTENSION pages in unit 2 and unit 7 need special attention and
guidance. They are meant as a preparation and training phase to full independent learning
(onderzoekscompetentie) as advocated in the “leerplannen 2014”. Four steps are to be distinguished
in the tasks we offer.
(1) The pupils consult the Internet or read other text material.
(2) They answer questions or do the tasks prescribed.
(3) They prepare an oral presentation about what they have learned, supported by a PowerPoint
presentation.
(4) They also write a summary of the topic for their fellow pupils and a word list of vocabulary they
had to look up and which is essential to be able to talk about the topic.
In this way, the pupils cover all the skills to be developed: reading, sometimes listening, speaking and
writing. The teacher has all the answers to the questions at her disposal, including a summary of
what the class is supposed to study for the test or the examination. The teacher’s task during the
class sessions is to ensure that the work is done properly. Part of the task can be done at home,
since the presentations by pupils will necessarily take time.
Attention needs to be paid also to the initial and most important step in an independent research
project: asking a suitable research question. In New Contact 4 this aspect is dealt with in unit 2;
albeit not on a language topic.
Reading
Developing reading strategies further and learning more English by reading is very important. In NEW
CONTACT 4 this work is continued intensively. Needless to say, silent reading, which is synonymous
with authentic communicative reading, is a must. Pronunciation problems can be tackled before the
reading session starts by having the pupils pronounce some of the new words or by referring to the
phonetic transcriptions in the vocabulary lists following or preceding the texts. In the Brush up your
English section of unit 5 the reading of phonetic transcriptions is dealt with (WB pp. 139-146) and in
the New Contact Grammar n° 1.
Reading strategies involve:
- awareness of the source of the text one is going to read,
- defining the topic one is going to read about,
- tapping into knowledge one already has about a topic,
- being aware of the type of text one is about to read (newspaper article, extract from a book,
questionnaire, cartoon, graph, ...),
- adapt the reading mode to the type of text: reading for gist and skimming (quickly running your
eyes over a text to get the gist of it for overall understanding), scanning (quickly going through a text
to find a particular piece of information), extensive reading (mainly for global understanding) and
intensive reading (more accurate reading for detail),
- understanding vocabulary by contextual guesswork or by consulting a printed or online monolingual
or bilingual dictionary,
- interpreting the headline or the lead of the text.
Different types of reading strategies alternate.
For more information about reading strategies, see:
∗ Wallace C., Reading, (Language Teaching: A Scheme for Teacher Education), Oxford University
Press, Oxford, 1992.
∗ Nuttall C., Teaching Reading Skills in a Foreign Language, (Practical Language Teaching, n° 9),
Macmillan, Oxford, 2005.
∗ Grabe W. & Stoller F., Teaching and Researching Reading, Longman, 2001.
∗ Hudson Thom D., Teaching Second Language Reading, Oxford University Press, Oxford, 2007.
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Listening (CD) and viewing/listening (www.knooppunt.net)
Listening comprehension as a way to learning a language and as a communicative skill is now
common practice. That is why plenty of opportunity has been provided for listening activities in NEW
CONTACT 4. Functional listening (listening for the message the speaker wants to convey) normally
comes first. Listening for new language can be practised as well. Listening for fun is also valuable.
Handling listening comprehension material really successfully in class is a valuable practice.
Listening strategies include a number of steps.
- Before they listen, pupils have to be informed about the context: who is speaking to whom, in what
circumstances.
- Vocabulary that pupils do not know yet and that is crucial for understanding the passage needs to
have been explained first.
- A listener often asks for clarification or wants the speaker to repeat something. This should be made
possible during listening sessions.
- The aim of the listening session should be clear. Do we listen for overall understanding? Or are we
supposed to pick up specific information? (So skimming and scanning are practised here too.)
Practising these strategies entails certain procedures. Introduce the topic, clarify the context and the
listening aim, offer some help with vocabulary.
During a first listening session, the pupils can be asked to concentrate on the overall meaning of the
aural text. For some pupils, understanding what the speaker says is difficult. So it is good practice to
ask how the pupils feel about the “text” after the first listening session: was it difficult to understand? If
so, allow them to listen again until the majority of the pupils have grasped the content.
Avoid too much writing during listening sessions. Normally the content of a listening comprehension
exercise is no study material. So, note-taking is only practised to support oral reporting afterwards.
Often teachers have the pupils write down the “correct” answer after the listening session, thus
confusing classroom questions and listening comprehension questions.
As long as there is not (almost complete) unanimity about what pupils have heard, the teacher can
ask them to listen again rather than give the correct answer away immediately. (Did they hear “fifty”
or “fifteen”? Did the car skid into a “van” or into a “fence”?) Repetitive listening is good practice.
∗ Schwartz A. M., Listening in a Foreign Language, U.S. Dept.of Education, Washington D.C., 1998.
∗ White G., Listening (Resource Books for Teachers), Oxford University Press, Oxford, 1998.
∗ Buck G., Assessing Listening, Cambridge University Press , Cambridge, 2001.
∗ Rost M., Teaching and Researching Listening, Longman, 2001.
∗ Helgesen M., Listening, McGraw Hill Higher Education, 2006.
∗ Beglar D. & Murray N., Contemporary Topics 3: Academic Listening and Note-Taking Skills,
rd
Pearson Education ESL, 3 edtion, 2009.
Materials for remedial work can be found at BBC Learning English:
www.bbc.co.uk/worldservice/learningenglish/language/wordsinthenews,
Randall’s ESL ListeningLab at www.esl-lab.com/ and Acapela at http://demo.acapela-group.com/.
Oral practice
Plenty of opportunities have been provided for oral practice. The pupils are asked constantly to talk in
pairs, small groups and with the class. Speaking in front of an audience is also envisaged. The pupils
are always given the necessary vocabulary and grammar tools to meet the requirements set by the
speaking task.
The teacher should avoid two pitfalls in that respect. She need not be afraid of having the pupils
practise this productive skill without her constant intervening to correct errors. She must be confident
that pupils are going to do the job properly. At the same time she must not be naïve. If pupils are
unwilling to speak in the target language, she can discuss the matter with the class and threaten to
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reduce the opportunities, if they are mere loss of time. Teachers can try their best to motivate pupils,
but they are in no way responsible for their pupils’ motivation and willingness to learn the target
language.
∗ Hughes R., Teaching and Researching Speaking, Longman, 2002.
∗ Thornbury S. & Slade D., Conversation: From Description to Pedagogy, Cambridge University
Press, Cambridge, 2006.
∗ Mackey A., Conversational Interaction in Second Language Acquisition, Oxford University Press,
Oxford, 2007.
∗ Dr Christine C., Goh M. & Burns A., Teaching Speaking: A Holistic Approach, Cambridge
University Press, 2012.
Writing practice
In every unit there is at least one writing task. It is advisable to define both the addressee of the text
and the context. Some help, in the form of suggesting ideas, asking some questions, offering a
possible structure for the text to be written, is good practice. Doing part of the writing task as a class
activity is worth trying.
∗ Tribble C., Writing, Oxford University Press, Oxford, 1997.
∗ Hyland K., Teaching and Researching Writing, Longman, 2002.
∗ Rijlaarsdam G., van den Bergh H. & Couzijn M., Effective Learning and Teaching of Writing: a
Handbook of Writing in Education, Springer, 2004.
∗ Nagin C. & National Writing Project., Because Writing Matters: Improving Pupil Writing in our
Schools, Jossey-Bass, 2006.
∗ Graham J., Writing under Control, David Fulton Publish, 2006.
∗ Gallagher C. & Lee A., Teaching Writing That Matters: Tools and Projects That Motivate Adolescent
Writers, Scholastic Teaching Resources, 2008.
Internet
The Internet is indisputably an inexhaustible source of authentic language material. It also offers
ample opportunity for task-based learning (individually, in pairs or in small groups), creating genuine
information gaps and thus enhancing real communication.
Time and again the pupils are invited to find and explore information on the Internet. Pupils and
teachers are now familiar with browsing the net, although the skill of target browsing is perhaps
overestimated. Pupils should learn to browse a website effectively and to make intelligent guesses as
to which “chapter” or “page” is most likely to contain the information needed to complete a certain
task. They will also have to supplement printed information with additional or more up-to-date data
found on the Internet. The www.knooppunt.net website will be of help here. On the other hand, the
teacher should avoid having the pupils browse the net endlessly and she should take care that not
too much valuable time is lost by pointless surfing at the expense of other language work.
IMPORTANT NOTE ON WEBSITES
Reference to websites may be inaccurate in a few years’ time due to rapid evolution in the field. The
teacher is expected to check sites and look for alternatives if necessary.
For useful information and ideas about the use of the Internet in the modern language classroom,
begin with:
∗ Van Rompaey K., Internet voor de moderne talenklas (Cahiers voor didactiek, 2), Wolters Plantyn,
Deurne, 1998.
∗ Van Rompaey K., Internet voor de moderne talenklas:
http://fuzzy.arts.kuleuven.ac.be/taalklas
∗ Hertveldt F., P. Vanneste & B. Wylin, Internet, een nieuw didactisch medium, Standaard
Uitgeverij/MIM, Antwerpen, 1997.
∗ Schofield J.W & Davidson A.L., Bringing the Internet to school: Lessons from an Urban District,
Jossey-Bass, 2002.
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∗ Dudeney G., The Internet and the Language Classroom. A Practical Guide for Teachers
(Cambridge Handbooks for Language Teachers), Cambridge University Press, Cambridge, 2007.
∗ Dudeney G. & Hockly N., How to teach English with technology, Harlow: Longman, 2007.
∗ Davies G. (2007a) "Computer Assisted Language Learning: Where are we now and where are we
going?" Keynote paper originally presented at the UCALL Conference, University of Ulster,
Coleraine, June 2005. Revised 2007: www.camsoftpartners.co.uk/does/UCALL Keynote.htm.
∗ Seo K., Using Social Media Effectively in the Classroom: Blogs, Wikis, Twitter, and More,
Routledge, 2012.
EXTENSION PAGES
As already mentioned, the extension pages at the end of each unit contain more reading or aural
material. They are intended for classes with a timetable of three (or more) periods of English a week,
or for more gifted pupils who can work on them during classroom time. Since the vocabulary of each
text is offered separately at the end of every unit in the workbook, the teacher can freely select
reading material and even alternate texts from the basic course and texts from the extension pages in
some cases. The projects offered in unit 2 and unit 7 ask for a special approach which will be
explained further.
THE STICORDI PROGRAMME FOR PUPILS WITH DYSLEXIA
The number of pupils with dyslexia is relatively higher in technical and vocational schools than in
schools for general education (ASO). Yet also there dyslexia crops up.
STICORDI is an acronym that stands for a number of STImulating, COmpensating Remedial and
DIspensing procedures a school can develop for dyslexic pupils. With regard to such procedures we
would like to suggest the following:
Class work:
- Dyslexic pupils should be encouraged to do their writing tasks on the PC. The spellchecker will
forestall a number of errors.
- Dyslexic pupils can be given a head start in reading by allowing them to listen in advance to the
dialogues or the texts which are going to be read during the next lesson. Reading texts should be
read out at a rather slow pace. Giving dyslexic pupils a head start is better than having them catch up
constantly by means of remedial work.
- Do not ask dyslexic pupils to read a text aloud in class, certainly not without intensive preparation.
Tests:
- Oral testing is preferred whenever possible.
Reading material should be presented on a larger than usual size paper (A3 instead of standard A4).
- Spelling errors should not have the same weight as for other pupils. Here the teachers as a team
must follow the same rules.
- Dictations should be avoided as much as possible.
Throughout the NEW CONTACT course, care is taken in the design to avoid confusing print or
confusing background colours.
Objectives and tests
A survey of what pupils should know and what they should be able to do (objectives) is found in the
WB at the beginning of each unit. This is an important tool to help pupils with their learning. These
surveys are also part of the “learning to learn” strategy. If the teacher should want to set other aims,
she should feel free to do so. In any event, tests should be consistent with the teaching aims.
The tests at the end of each unit offer language tasks in the framework of the five skills: listening,
speaking, conversing, reading and writing. They also test vocabulary, functions and grammar items of
the basic course. Knowledge of cultural information and literature can be tested as well, but this is
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usually left to the discretion of the teacher. The test activities have been carefully labelled:
reproduction, transfer and communication.
The tests are primarily meant to inspire the teacher to set her own tests. Teachers should realise that
it is impossible for the authors of the course to cover the needs of every specific group of learners.
Also, for obvious reasons, it is not advisable to use the same tests year in, year out, in every single
class, as the pupils will get familiar with them after some time.
A word on translating. Although translating is a possible teaching aim when teaching and learning a
foreign language, it is not an option in the Flemish secondary school language teaching approach,
nor is translating to be found in the terminal objectives (“eindtermen”) or in the curriculum (“leerplan”).
Translating entire sentences or passages is never practised in the NEW CONTACT course.
However, translation can sometimes be used when testing a pupil’s knowledge of single words and
idiomatic expressions, or when typical pitfalls due to interference from Dutch are at stake.
In tests we use Dutch on word level. There seems to be nothing wrong with this approach. It is
concise and to the point. How would you paraphrase terms such as “mortgage” when “hypothecaire
lening” is the technical term? In examinations, however, vocabulary will be tested more in the context
of the skills.
EXTENSION PAGES
The EXTENSION pages at the end of each unit contain more reading material. They are intended for
classes with a timetable of three periods of English a week or for gifted pupils in other classes. The
EXTENSION pages of unit 2 and unit 7 contain projects aiming at learning and developing research
skills (onderzoekscompetentie).
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LIST OF RECORDED MATERIAL
TEACHER’S CD 1
Time
1
2
UNIT 1
TB p. 20 The house sitters
WB EXT 1.2 Sweet Sixteen
05:10
01:36
3
4
UNIT 2
TB p. 31 It’s a long way to Tipperary
WB ex. 2.8 Remembrance
03:19
03:43
5
UNIT 3
WB ex. 3.3 People and their customs
05:59
6
7
8
9
10
11
12
13
UNIT 4
TB pp. 96-97 50 Ways to Leave your Lover
WB EXT 4.1 Galactic Love Poem
WB EXT 4.2 Asleep you are out drifting
WB EXT 4.3 Comeclose and Sleepnow
WB EXT 4.4 Meeting at night
WB EXT 4.5 Funeral Blues
WB EXT 4.6 Love One Another
Bonus Track: Funeral Blues - The Monotrol Kid
03:11
00:40
01:06
00:36
00:56
01:22
01:29
04:19
14
UNIT 5
WB ex. 5.1-5.3 Malala’s speech
16:50
15
UNIT 6
WB ex. 6.10 An evening out
03:50
16
UNIT 7
WB ex. 7.4 Animal equality
03:06
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TEACHER’S CD 2 TESTS
Time
UNIT 1
Test 1: British teenagers the worst behaved in Europe
Test 2: Sweet sixteen
02:47
02:39
UNIT 2
Test 1: Michael Morpurgo on war (1) (to be found on www.knooppunt.net)
Test 2: Michael Morpurgo on war (2) (to be found on www.knooppunt.net)
03:36
04:45
3
4
UNIT 3
Test 1: Stereotypes
Test 2: Jokes
03:52
02:19
5
6
UNIT 4
Test 1: What is love?
Test 2: The ideal partner
03:39
02:49
7
8
UNIT 5
Test 1: Life at school in the USA (1)
Test 2: Life at school in the USA (2)
06:48
03:25
9
10
UNIT 6
Test 1: My favourite food
Test 2: At the restaurant
02:09
01:58
11
12
UNIT 7
Test 1: Animal rights (1)
Test 2: Animal rights (2)
02:48
03:36
13
14
UNIT 8
Test 1: Sense of danger
Test 2: Extreme sports
01:22
02:39
1
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LIST OF MATERIAL AVAILABLE ON
WWW.KNOOPPUNT.NET
UNIT 1
TB p. 28 Sweet Sixteen (Hilary Duff)
www.youtube.com/watch?v=sAdLfsconLY 00:03:10
UNIT 2
TB pp. 32-34 Private Peaceful (trailer for the film)
www.youtube.com/watch?v=PUoA8njBZVA 00:01:54
Unit 2 tests listening comprehension 1 & 2 Michael Morpurgo
00:00:00 – 00:03:36 test 1 listening comprehension Michael Morpurgo
00:03:37 – 00:08:12 test 2 listening comprehension Michael Morpurgo
michaelmorpurgo.com/books/146
TB pp. 35-46 New Aerial Footage of WWI Discovered
www.youtube.com/watch?v=_Il54GH1Z2k 00:02:19
TB pp. 35-46 World War I in Colour
(six 50-minute episodes with the cooperation of the Imperial War Museum)
http://www.youtube.com/watch?v=HpyaNlOQouM&list=PLJQwSSodZJvK3umNviRO1FrctmN6hxI-u
www.amazon.com/World-War-Color-Arthur-Barraclough/dp/B003AND1GY/ref=sr_1_1?s=moviestv&ie=UTF8&qid=1370338050&sr=1-1&keywords=World+War+I+in+Color
The following excerpts of episode 2 “Slaughter in the trenches” (00:47:18) are interesting:
00:00:00 – 00:01:12 (1'12”) (until … “often no one comes back)
00:04:31 – 00:09:23 (5’ 52”) (from … “British and French high command” tot … “is a damn liar”)
00:13:10 – 00:15:50 (2’40”) (from after “ I could have killed this bloody doctor” until “By 1916 this
trench war had led nowhere”) (about shell shock and poison gas)
TB pp. 35-46 WW1 Neuroses (symptoms and treatment of shell shock)
www.youtube.com/watch?feature=player_embedded&v=IWHbF5jGJY0 00:02:54
TB p. 48 Great memorials in Europe
(From: A Debt of Honour – Comonwealth War Graves Commision, 2007) 00:05:50
UNIT 3
TB p. 59-60 A Great British Montage (Britain’s got talent)
www.youtube.com/watch?v=x1r9qNVqSrk 00:02:40
TB p.63 The British Class Sketch
www.bbc.co.uk/programmes/p00hhrwl or www.youtube.com/watch?v=K2k1iRD2f-c 00:00:56
(the British class sketch with John Cleese, Ronnie Barker and Ronnie Corbett)
TB p. 68 Stephen Fry on American vs. British Comedy
www.youtube.com/watch?v=8k2AbqTBxao/ 00:04:19
(Type Stephen Fry on American vs. British Comedy in the Google search box for this video)
TB p.69 Stephen Fry & Hugh Laurie: The Subject of Language
www.youtube.com/watch?v=hHQ2756cyD8 00:03:58 (Stephen Fry and Hugh Laurie on language)
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UNIT 4
TB pp. 104-105 Romeo and Juliet: the balcony scene (Zeffirelli)
(alternative excerpt on YouTube: www.youtube.com/watch?v=S0qao2xINsE 00:04:23)
TB p. 106 Romeo and Juliet: the bed scene (Independent Drama Society)
(alternative excerpt on YouTube: www.youtube.com/watch?v=RLReVTagtOg 00:14:58)
TB pp.107-108 Romeo and Juliet: the tomb scene & Juliet's Death (Zeffirelli - edited)
http://www.youtube.com/watch?v=lAd686quD_M 00:05:25
WB EXT 4.10 Romeo and Juliet (Dire Straits)
www.youtube.com/watch?v=MOe7Ke1JuuY 00:05:52
UNIT 5
TB pp. 113-114 Malala Yousafzai's United Nations Speech 2013
www.youtube.com/watch?v=QRh_30C8l6Y 00:19:35
TB pp. 127-128 AFS-USA: Been There Done That
www.youtube.com/watch?v=Roppb4x9gMg 00:02:27
UNIT 6
TB p. 138 Tommy Cooper - Cook sketch
www.youtube.com/watch?v=GAz-Lwbpt6k 00:06:06
TB pp. 153-154 Bustopher Jones - Cats the Musical
www.youtube.com/watch?v=MaIKlYQVQLw 00:04:02
UNIT 7
TB pp. 155-157 Charles Darwin
www.youtube.com/watch?v=XKnqj3YFXU8 00:06:21
some astonishing facts about animals:
TB pp. 158-160 Bonobo Chimp Panbanisha Learning Language
www.youtube.com/watch?v=d3FLor3-jLg 00:04:26
TB pp. 158-160 Kanzi and Novel Sentences
www.youtube.com/watch?v=zHQtnwcirAc 00:01:55
TB pp. 158-160 Wattana’s Knots, Orang utan
www.youtube.com/watch?v=RLkYNiEizcQ 00:11:30
TB pp. 158-160 Pet Rat Problem Solving
www.youtube.com/watch?v=Eh4x7fDilpI 00:03:46
TB pp. 158-160 Chimps Cracking Nuts with Stone Tools
www.youtube.com/watch?v=wqk6WApTOXQ 00:03:48
TB pp. 158-160 Termite Fishing
www.youtube.com/watch?v=inFkERO30oM 00:02:07
TB pp. 158-160 New Caledonian Crows Using Tools
www.youtube.com/watch?v=3RCcVJvZF0I 00:03:00
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TB pp. 158-160 Dolphins See Themselves in Mirror
www.youtube.com/watch?v=YBYU1eayaXs 00:05:09
TB pp. 158-160 Meerkats Kill Deadly Scorpion and King Cobra
www.youtube.com/watch?v=65OFB5Pc1QA 00:04:27
TB pp. 158-160 Hippopotamus Tries to Save Impala
www.youtube.com/watch?v=WoP0xSMYcY0 00:01:55
TB pp. 158-160 Migaloo the White Whale Speaks
www.youtube.com/watch?v=grRuw1cE9LU 00:02:00
TB pp. 158-160 The Dog Who Knows 1,000 Words
www.youtube.com/watch?v=_6479QAJuz8 00:03:52
TB pp. 158-160 Kildeer “broken wing” Act for Predator Distraction
www.youtube.com/watch?v=nBB34hdh2UQ 00:01:42
UNIT 8
WB ex. 8.3.2 compilation "extreme sports"
WB ex. 8.4 Sports Injuries Basics
www.videojug.com/interview/sports-injury-basics-2
Tim Emmett "Life on the Edge"
www.youtube.com/watch?v=sfuXxk6GLvA 00:01:14
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ASSESSMENT OF ORAL AND WRITING TASKS
It is up to the teacher to decide whether the assessment of speaking skills should be holistic (global)
or analytical (considering different aspects separately). As for writing, various aspects can be dealt
with more easily, since the teacher has time for reflection.
On the next pages we provide an assessment form for an analytical approach to both speaking and
writing. It can be copied several times so that the teacher has a set of three or four forms for each
pupil at her disposal to cover the year.
Criteria for an analytical approach of speaking skills
The following criteria can be considered. For each aspect we mention a few examples.
Pronunciation, intonation and stress, e.g.:
- Is there a lot of interference from Dutch pronunciation and intonation?
- Does the speaker pronounce final sounds correctly? (voiced / voiceless)
- Does the speaker make a difference between t- and th- sounds?
- Are vowels pronounced correctly? (e.g.: [^] in come or [7U] in house, out, …)
- Is the intonation of the sentence natural or stereotyped? (e.g. in questions)
- Is the speaker aware of American and British English pronunciation? Does (s)he mix them up?
(e.g.: American “flapped t” [≥] in better, water, …; American [@] in dance, answer, …)
Appropriate vocabulary and functions, e.g.:
- Is the vocabulary accurate and appropriate?
- Does the speaker use idiomatic expressions?
- Does (s)he use the new vocabulary and functions or does (s)he resort to a limited, elementary,
stereotyped vocabulary?
- Does the speaker mix up American and British vocabulary?
- Does the speaker use the correct register? (formal / informal)
- Does (s)he use a lot of informal, stereotyped “TV English”? (e.g. “I’m gonna”, “I wanna”, “you guys”,
“the kids”, “it’s weird”, …)
Grammatical correctness, e.g.:
- Is the word order of the sentences correct? Is there interference from Dutch?
- Does the speaker use compound sentence structures or does (s)he resort to short, simple
sentences all the time?
- Are the tenses used correctly?
- Is the form correct? (especially third person singular present simple, questions, negative
statements, irregular verbs)
- Are much and many used correctly?
Fluency, e.g.:
- Does the speaker hesitate a lot?
- Is (s)he often at a loss for words or does (s)he paraphrase (using synonyms or circumscriptions)
where necessary?
- How is the pace? (fast, slow)
Communication or content, e.g.:
- Is the message clear?
- Is the message structured?
- Does the speaker catch the listeners’ attention?
- Does (s)he speak loudly enough?
- Is the body language appropriate? (e.g. eye contact)
Assessing every single aspect each time the pupils do an oral test is unrealistic. The teacher should
select the most appropriate ones on each occasion.
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For the last item (communication or content) the teacher should choose between communication
and content, depending on the type of oral exercise and its objectives.
Communication refers to Dutch “gespreksvaardigheid”. Here the speaker interacts with one or two
other speakers. Content, on the other hand,refers to Dutch “spreekvaardigheid”. Here the speaker
talks to an audience for a period of time. The message will be more structured in the latter case. In
both cases, body language, eye contact and appropriate reactions to what the listener does or says
are important.
Rating scale
Here is a possible general rating scale:
Level 1:
Level 2:
Level 3:
Level 4:
Level 5:
Very limited personal conversation.
Knows some formulaic greetings and some vocabulary.
Cannot construct correct simple sentences.
Personal and limited social conversation.
Can answer simple questions about personal topics more or less correctly.
Has difficulty with question formation.
Vocabulary still very limited.
Basic competence.
Has basic command of the tenses studied and can use questions and negative
forms.
Shows awareness of verb forms but makes errors in using them.
Familiar with common concrete vocabulary, but still searches for words.
Good competence.
Makes effective use of all the tenses studied; occasional errors in tense forms.
Fully active concrete vocabulary and larger passive vocabulary.
General proficiency on all familiar and common topics; may be at a loss for
words on other topics, but is able to paraphrase successfully.
Can produce correct complex sentences; very rare errors in structural forms, but
sometimes makes errors of idiom or collocations.
See also:
∗ Van Thienen K. & Schollaert R., Gewikt en gewogen. Evaluatie van communicatieve vaardigheden
in het vreemdetalenonderwijs, Garant (i.s.m. Pedagogisch Bureau VSKO), Leuven/Apeldoorn,
2000.
∗ Luoma S., Assessing Speaking (Cambridge Language Assessment), Cambridge University Press,
2004.
Criteria for an analytical approach of writing skills
The following criteria can be considered.
Assignment e.g.:
- Was the assignment well understood? (Was it letter writing, (formal) e-mail writing, a letter to a
newspaper? ...)
- Did the author respect the criteria for this type of assignment?
Coherence e.g.:
- Is there a logical structure in the text?
- Are general ideas and examples illustrating them well defined?
- Is there an introduction and a conclusion?
Creativity e.g.:
- Did the author find ideas and arguments of his or her own?
- Did (s)he look for ideas and arguments in other sources?
- Did (s)he rephrase ideas in her / his own words?
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Vocabulary, functions and grammar e.g.:
- Did the author look up unknown vocabulary?
- Did (s)he use a printed or online dictionary as appropriate?
- Is the language correct and accurate? (use of adjective and adverb, use of tenses, word order, ...)
- Is there interference from the author’s own language?
Spelling e.g.:
- Did the author pay attention to typical pitfalls (‘full’ but ‘beautiful’, final “ies” with plural nouns and
verbs where appropriate, doubling of consonants were necessary, ...)
- Did the author use British English spelling throughout or alternatively American spelling, without
mixing both systems up?
Rating scale
Here is a possible general rating scale:
Level 1:
Level 2:
Level 3:
Level 4:
Level 5:
Assignment not well understood.
Negligence in working through the assignment.
Mostly copying of texts.
Typical errors due to lack of attention.
A lot of interference from Dutch.
Spelling: poor.
Assignment understood, but poor result.
Formal requirements not well met.
Part copying of texts.
Some interference from Dutch.
Typical spelling errors due to automatic writing.
Assignment well understood.
Efforts to meet the requirements. Basics met.
Some creativity visible.
Not much interference from Dutch.
Spelling errors due to occasional lack of attention.
Assignment well understood.
Formal requirements met.
Personal work mostly.
Logical structure.
Respect for English functions and grammar rules.
Few spelling errors.
Assignment fully understood.
Formal requirements entirely met.
Wording of personal views, in more complex sentences.
Careful use of vocabulary, functions and grammar.
Spelling errors rare.
New Contact 4 Introduction
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ENGLISH SKILL ASSESSMENT FORM: SPEAKING
School: _______________________________________
School year: _________
Name of the student: ____________________________
Class: ______________
TOPIC: _________________________
DATE: _______________
Pronunciation, intonation and stress:
0
1
2
3
4
5
Appropriate vocabulary and functions:
0
1
2
3
4
5
Grammatical correctness:
0
1
2
3
4
5
Fluency:
0
1
2
3
4
5
Communication or content:
0
1
2
3
4
5
REMARKS:
TOTAL SCORE: ___ / 25
TOPIC: _________________________
DATE: _______________
Pronunciation, intonation and stress:
0
1
2
3
4
5
Appropriate vocabulary and functions:
0
1
2
3
4
5
Grammatical correctness:
0
1
2
3
4
5
Fluency:
0
1
2
3
4
5
Communication or content:
0
1
2
3
4
5
REMARKS:
TOTAL SCORE: ___ / 25
TOPIC: _________________________
DATE: _______________
Pronunciation, intonation and stress:
0
1
2
3
4
5
Appropriate vocabulary and functions:
0
1
2
3
4
5
Grammatical correctness:
0
1
2
3
4
5
Fluency:
0
1
2
3
4
5
Communication or content:
0
1
2
3
4
5
REMARKS:
TOTAL SCORE: ___ / 25
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ENGLISH SKILL ASSESSMENT FORM: WRITING
School: _______________________________________
School year: _________
Name of the student: ____________________________
Class: ______________
TOPIC: _________________________
DATE: _______________
Assignment:
0
1
2
3
4
5
Coherence:
0
1
2
3
4
5
Creativity:
0
1
2
3
4
5
Vocabulary, functions and grammar:
0
1
2
3
4
5
Formal correctness and spelling:
0
1
2
3
4
5
REMARKS:
TOTAL SCORE: ___ / 25
TOPIC: _________________________
DATE: _______________
Assignment:
0
1
2
3
4
5
Coherence:
0
1
2
3
4
5
Creativity:
0
1
2
3
4
5
Vocabulary, functions and grammar:
0
1
2
3
4
5
Formal correctness and spelling:
0
1
2
3
4
5
REMARKS:
TOTAL SCORE: ___ / 25
TOPIC: _________________________
DATE: _______________
Assignment:
0
1
2
3
4
5
Coherence:
0
1
2
3
4
5
Creativity:
0
1
2
3
4
5
Vocabulary, functions and grammar:
0
1
2
3
4
5
Formal correctness and spelling:
0
1
2
3
4
5
REMARKS:
TOTAL SCORE: ___ / 25
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ASSESSMENT OF TEAM WORK
The projects replacing the extra pages of unit 2 and unit 7 are intended to develop research skills.
Since such work is relatively new for the pupils, it needs careful monitoring and guidance, but also
careful evaluation.
Pupils work together in teams, either on the basis of their own selection or based on their interest in
the topic. The teacher may prefer to compose the teams herself for various reasons.
These projects culminate in a written result and an oral presentation, but also allow reflection on the
teamwork itself, through the teacher's observations and the chance for pupils to share their
experience and appreciation of the teamwork they have done. That is why there is not only a teacher
evaluation sheet, but also a form for peer assessment.
The oral and written work as such can be evaluated by means of the assessment forms above. For
group work evaluation, the forms below can be used.
Experience with projects of this kind has taught us that doing these tasks is no easy matter. The
pupils have to read texts without the help of a vocabulary list, which implies that they have to look up
the meaning of certain words and phrases in printed or online dictionaries. Some pupils tend to
neglect this stage and would even give a presentation in which they use vocabulary they do not
understand themselves. By no means should this negligence be tolerated.
Another demanding task is writing a text based on the answers to the questions on the task sheets.
Perhaps the most difficult task is preparing and giving the oral presentation for their fellow pupils.
Speaking in public in a foreign language, about a topic that they have had to study, is a relatively new
challenge. They may be tempted to simply read out their written version of the text, whereas a real
oral presentation based on only a few notes is required. If the teacher does not insist on this
requirement, the result will be poor and off-putting for the class audience.
The pupils should have the opportunity to assess their own work and the work of their team mates,
but also be allowed to say how well the team has worked together and what the reasons for the
successful or poor cooperation may have been.
The teacher can then evaluate the overall result based on her personal observation and on what she
has gathered from the peer evaluation.
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New Contact 4 Introduction
Teacher evaluation of teamwork (Tick as appropriate.)
composition of the team
1 on volunteer basis
organisation

2 on interest for the topic basis 
3 imposed by the teacher

cooperation
1 Team members divided the tasks sensibly.

1 Team cooperated smoothly.

2 Team found a working scheme after trial and error.

2 Team worked on an individual basis and then
gathered results.

3 Team did not reflect on their approach to the task.

3 Team did not cooperate well.

4 The work was essentially done by one or two

team members while others neglected their tasks.
Teacher evaluation of individual work of team members (Fill in names and comment.)
names of team members
motivation
work attitude
social behaviour
shows no motivation –
is interested
doesn’t respect the team rules –
sticks to the team rules
doesn’t cooperate –
cooperates
easily distracted –
concentrated
doesn’t work efficiently –
works efficiently
little respect for fellow pupils –
respectful towards fellow pupils
passive –
active
incapable of goal-oriented work –
works in a goal-oriented way
speaks the mother tongue most
of the time –
speaks English mostly
_______________________________________
_______________________________________
_______________________________________
_______________________________________
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21
Peer evaluation of team work and self-evaluation of team members (Tick as appropriate.)
1 I think my team worked well together.
Notes: _________________________________________________________
2 My team worked well despite the poor cooperation of one or more
team members.
_______________________________________________________________
_______________________________________________________________
3 There was no satisfactory cooperation in our team.
1 I worked well in the team.
Notes: _________________________________________________________
2 I was not motivated for this task and did not do much work.
_______________________________________________________________
3 I think I had a negative influence on my team, because I didn’t do
my task as appropriate.
_______________________________________________________________
1 I think the result of our work was good.
Notes: _________________________________________________________
2 I think the result of our work was average.
_______________________________________________________________
3 I think the result of our work was poor.
_______________________________________________________________
1 The writing task was good.
Notes: _________________________________________________________
2 The writing task was average.
_______________________________________________________________
3 The writing task was poor.
_______________________________________________________________
1 The oral (PowerPoint) presentation was good.
Notes: _________________________________________________________
2 The oral (PowerPoint) presentation was average.
_______________________________________________________________
3 The oral (PowerPoint) presentation was poor.
_______________________________________________________________
1 We composed a good vocabulary list.
Notes: _________________________________________________________
2 We did not pay much attention to the vocabulary list.
_______________________________________________________________
3 We did not compile the vocabulary list.
_______________________________________________________________
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NEW CONTACT 1, 2 & 3: FOCUS VOCABULARY
This is the alphabetical list of the vocabulary pupils are supposed to know before starting on NEW
CONTACT 4. It can be copied for pupils who have used another textbook in their previous years of
English study and who want to check their knowledge. They tick or highlight the words they do not
know and create their own list with translations to help them learn that vocabulary.
The list below contains the words of the focus vocabulary lists of NEW CONTACT 1, 2 & 3. The
vocabulary of the Extensions has been added as well. However, the Extension vocabulary should
only be studied if the teacher wishes. If this vocabulary occurs in NEW CONTACT 4 it will be treated
as new vocabulary. For pronouns, see New Contact Grammar chapter 3. For numbers, see n° 7.6.
The number in brackets indicates the unit of New Contact 3 in which the word occurs for the first
time.
A
a / an
abbey
to abduct (7)
ability
about
above
abroad
absolute
abundance (5)
academic (8)
academic education
(8)
accelerator
accident
to accept
access
accessible
to accommodate
accommodation
to accompany
accurate
achievement
to act
activity
to act
actor
across
action film
active (1)
actress
actually
to adapt
adaptation
to add
addicted
to adjust
admiral
admiration
to admire (5)
admirer
to admit
adult
advance (in advance)
advanced (6)
advantage
adventure film
adventurous (1)
advertisement
advice
advisable
aeroplane
after
afternoon
again
against
age
age limit
ago
to agree
agreement (3)
ahead (3)
airbase
airplane
airport
album
alcohol (5)
alcoholic
to alert (8)
alien
alignment (7)
alive
all day
all right
aloud
to allow
allowance (8)
almost
alphabet
along
already
alright
also
altar
to alter (5)
alternate (6)
always
am / a.m.
amateur (7)
to amaze (6)
amazing
ambitious
amenity
among
amount (5)
to amuse (8)
amusement park (5)
amusing
ancient
and
angel (1)
anger (6)
angry
animal
animated cartoon
ankle
announcement
anorak
another
answer
to answer
any
anyone
anything
anxious
to apologise
to appeal
to appear
apple
application (5)
approach
appropriate
to approve of (6)
approximate(ly)
April
archaeologist
archer
archery contest
area
architecture studio
arm
armchair (3)
army
around
to arrange
arrangement
to arrest
arrival
to arrive
arrow
artificial (7)
artificial intelligence
(7)
artistic (1)
(the) arts
as
as ... as
as far as
ashamed
ashtray (3)
to ask(for)
assembly
Focus Vocabulary New Contact 1, 2 & 3
to assess
asset (8)
assignment
to assist
assistance
to assume (6)
to assure
astonished
astronomer (7)
at
athlete
at least
athletics
atmosphere
attempt (1)
to attempt (1)
to attend
attention
attic (3)
attraction
attractive
audience
to audition
August
aunt
Austria
Austrian
Austrian man
Austrian person
Austrian woman
authentic
author
authority
availability (5)
available
average
to avoid
awake
award
Extension
abortion
abuse
to accept
acclaim
account (1)
accountable for (7)
to acknowledge
acre
across
23
copyright Plantyn
ad
addictive (4)
address
adventure
to advise
arch-enemy
Africa
African
aka (7)
ale
Algeria
Algerian
alive
allegiance (3)
all of a sudden
alone
aloud
amazement
America
American
ambitious
to announce
annual
antibiotic
apparition
appearance
to appoint
appointment
apprentice (8)
archbishop
Argentina
Argentinean
to argue (1) (7)
argument (7)
art gallery
artificial
atrocity (3)
Asia
Asian
to associate (5)
astonishing (6)
Australia
Australian
author
autumn
to no avail
aware
awareness (7)
B
baby
baby cot
to babysit
back (rug)
back (terug)
background music
backstage
bacon (4)
bad
badge
badger (5)
badminton
bag
baguette (4)
to bake
baker
24
bakery
baking paper
balcony (3)
ball (5)
balloon
ballpoint pen
to ban
banana
band
bandage
to bandage up
bank (aardwal)
bankruptcy (8)
banquet
bar of soap (3)
barrier (5)
basement
basketball
basketball court
basketball ground
bass guitar
bass guitarist
bat (5)
bath
bathroom
battle
bay window (3)
to be
to be afraid
to be angry with
to be beyond control
to be bored
to be born
to be cross with
to be eligible for
to be entitled to
to be fed up
to be hungry
to be in a hurry
to be in charge
to be in control of
to be in love with
to be interested in
to be in touch with
to be nominated
to be on hand
to be on the brink (8)
to be on the verge of
to be on one’s way
to be overwhelmed
(1)
to be related to
to be responsible for
to be similar to
to be sorry
to be stuck up
to be taken aback
to be tossed around
(1)
to be trapped (1)
bean (4)
bear (5)
beard
beast (5)
beautiful
beauty (5)
beaver (5)
because
to beckon
to become
bed
bedroom
bedside lamp (3)
bedside table (3)
bedsit (3)
bedsitter (3)
beef (4)
beer (4)
before
to begin
beginning (at the
beginning of)
behaviour
behind
beside table
beige
Belgian
Belgium
believable
to believe
bell
belly
belly button (6)
to belong
below
belt
to benefit (1)
Bermuda shorts
berry
best
bet
better
between
to beware
bicycle
big
bike
bikini
bill (5)
billboard
billiards
bin
to bind up
biographic(al)
bird-watching
biro
birthday
birthday card
birthday party
bit
bizarre
black
blackboard
black eye
to blame (6)
blanket
blast
blazer
bleeding nose
bloated feeling
blockbuster
blocked
block of flats (3)
blond
Focus Vocabulary New Contact 1, 2 & 3
blood
blood clot
blood pressure
bloodstain (1)
bloody nose
blouse
blow
to blow
to blow your nose
blue
blueberry (8)
to blur (5)
board
board game
to boast
boat
body double
to boil (4)
boiled egg (4)
bond (8)
to bond (6)
bonfire (6)
bonnet
book
to book
bookcase (3)
booklet
bookshop
bookshelf
boot
booth
boots (a pair of boots)
to borrow (8)
both
to bother
bottle
bottle opener (3)
bottom
bouncing cheque (8)
bow
bowl
bowling
bowman
box
boxer shorts
box office hit
box office success
boy
boy scout
bra
bracket (in brackets *)
branch
brake
to brake
brake light
brake pedal
brand
brave
bread
break
to break
to break up (5)
breakfast
breath (1)
to breathe
bridal suite
bridge
copyright Plantyn
briefing
briefs (a pair of briefs)
bright
bright spell
to bring
to bring along
Britain
British
British Isles
British man
British person
British woman
broke (8)
broken
bronze
brother
brown
to browse
bruise
to bruise
bruised
bruising
to brush
to brush one’s teeth
Brussels
budget
buffet dinner
buggy
bugle horn
to build
building
bulb (3)
bumper
bun (4)
bungalow (3)
to burn
to bury
bus
bus driver
businessman
businesswoman
business studies
busy
but
butcher
butcher’s shop
butter
butterfly (5)
buttocks
button
to buy
by
bye
Extension
baby accessories (5)
background (8)
to bang
bank (oever)
background
bar (reep) (4)
battlements
to be on a tightrope
to be martyred (5)
beach
to bear
belief (2)
bench (1)
benevolent (7)
bracelet
to be fond of
to betray
bird
blaze
to blend
to blurt out (1)
to boast
bold
boring
boundary (3)
Brazil
Brazilian
breast cancer
breed
to brew (4)
the British Isles
bucket (6)
to bump
burial (5)
burial ground
bushranger
C
cafeteria
cake
cake tin
to calculate (8)
calculator
calendar
calf (kuit)
call
to call
to call back
calm
camel (5)
camera
cameraman
camera operator
camera trial
can (blik)
can (could)
cancellation
cannon
canoe
canoeing
canteen
cap
to capture
car
cardigan
care
to care for
career
careful
carnation (5)
car park
carpenter
carpet
carrot (4)
to carry
cart
cartoon
cash (8)
cast
to cast
caster sugar
casting
castle
casualty
cat
catastrophic (6)
to catch (betrappen)
to catch (vangen,
grijpen)
to catch sight of
catering
cathedral
cause (8)
to cause
cautious (1)
cave (1)
CD (compact disc)
celestial body (7)
cellar
centre
century
cereals (4)
chain (8)
chair
chalk (a piece of
chalk)
champion
chance
change
to change
changeable
changing room
chaos
chaotic
character
(personage)
characteristic
charge (in charge of)
charges (8)
charity (8)
to check
cheek
to cheer
cheese
chemist
chemistry (1)
cheque (8)
chess
chest
chick (5)
chicken (5)
chief
child (pl.= children)
childhood
child prodigy
child’s voice
chimney (3)
chin
chivalrous (5)
chocolate (4)
chocolate confetti (4)
chocolate milk (4)
chocolate spread (4)
Focus Vocabulary New Contact 1, 2 & 3
chocolate sprinkles
(4)
choir
choice
to chop off
chorus singer
to choose
Christian (5)
Christmas
Christmas carol
Christmas Eve
church
cinema
circle
circuit
circus (rond plein)
city
city centre
to claim (6)
to clamp on (1)
to clap (your hands)
claret
classical
classroom
to cleanse
to click
climate
climate change (7)
to climb
clock
to close
close-by
clothes
clothes shop
clothing
cloud
cloudy
club (5)
clutch
coach
coat
coat hanger (3)
coat rack (3)
co-educational
coffee
coffee table (3)
cognitive (6)
cognitive
development (6)
coin
coke
cold
collar
colleague
to collect
collision (7)
colonel
colour
colourful
colourless
column
comb (3)
comedy
to come (home)
comet (7)
comfortable
comment
25
copyright Plantyn
to commemorate
common people
common sense (8)
commotion
to communicate (8)
community (1)
companion
company
to compare
compassionate (1)
composer
competitive
competition
complete
complicated
to comply to
component
to compose
compound interest
(8)
comprehensive
compulsory
computer
computer
programmer
computer virus (6)
to conceal (6)
to concentrate
concern
concerned
concert
concrete
concussion
condition
conduct
conductor
to confess (6)
to congratulate
conjunction (7)
to connect (5)
to conquer
conservative (1)
conservatory (3)
to consider
to consist of
to conspire (8)
construction
to consult
to contact
contagious
to contain
contradiction
contest
to continue
continuity girl
(on the) contrary
to control
convenience
convenient
convent
conventional (1)
conversation
to convince (6)
convincing
to cook
cooker (3)
cooking
26
cooking time
cool
to cope
co-producer
to copy
corkscrew (3)
corner
cornflakes (4)
Cornwall
corporation (8)
correct
to correct
corridor
cost
to cost
costume
cottage (3)
cotton
cotton wool
cough
to cough
could
countless
country
county
couple
courageous (1)
course (in the course
of)
courtyard
cousin
to cover
to crack (8)
craft
to cram in (8)
cranberry (8)
crane
crash (6)
to crash (6)
crash helmet
cream (4)
to cream
to create
creative
creature
credits
crew (ploeg)
crew (bemanning)
cricket field
cricket ground
criminal
crocodile (5)
cross
to cross
crossroads (3)
crowd
to crown
cruel
cruelty
crusade
culprit
culture buff (1)
cup (3)
cupboard
to cure
curious
currency exchange
current
curriculum
curtain
custard bun (4)
custom (5)
customer
cut (snijwonde)
to cut
cut (gesneden)
to cut up
cycling
Extension
calendar
calf
Canada
Canadian
candidate
candle
candle light
candle-lit (5)
candy (4)
capital (hoofdstad)
captain
capture
cardboard
to care (for)
to carry on
to carry out
to cast your vote
cattle
to celebrate
cemetery
Central America
central heating
century
ceremony
chairman
challenge (6)
champagne
charts
to chase (away)
cheerful (5)
to cheer up
cheery (1)
chemotherapy
China
Chinese
Christian (5)
circular
to clap your hands
to clean
to cleanse (5)
to clench (7)
clergyman (6)
clumsy (7)
cocoa (4)
to collapse
to collect
colt
comedian
commercial (5)
(in) comparison
confectioner (5)
to confiscate
confused
Focus Vocabulary New Contact 1, 2 & 3
the Congo
Congolese
Congolese man /
woman / person
conquest
consequence (1)
contestant
convict
to convict
corn
cotton
to count
courier (3)
courtyard
craftsmanship (6)
crag
crash pad
creaky
credits
to creep around
cross (kruis)
to crouch (1)
to cry
culinary term
cunning (6)
Cupid (5)
curly (1)
custard (4)
cute
D
to dab
dad / Dad
daffodil (5)
daily
daisy (5)
damage
dance
to dance
dance hall (5)
dance party (5)
dancer
dancing
Dane
dangerous
Danish
to dare
daring (1)
darling (5)
dark
darts
dashboard
date (datum)
date (afspraakje)
daughter
day
day after tomorrow
(the) dead
debt
decade
to deceive
December
decency (5)
to decide
decision
copyright Plantyn
decisive
deck of cards (6)
declaration of love
(5)
deep freeze (3)
deer
defence (1)
to defend
defiant (1)
deflation (8)
to delete (6)
delivery
deliveries only
entrance
to demand (6)
demanding
to demonstrate
denim
Denmark
dentist
department
departure time
to depend on
deposit
deputy head
descent
to describe
to deserve
design
to design
designer
desk
desk lamp (3)
dessert
desperate
to destroy
detached house (3)
detailed
to determine (8)
to develop
development
to deviate (8)
devoted (5)
dialect
dialogue
diameter
diary
dictionary
to die
to differ (5)
different
difficult
difficulty
to dig
digital
digital music
dim (1)
to diminish
dining room
dinner
dinosaur
to direct
director
director of
photography
disadvantage
to disappear
disco
to discourage (8)
to discover
disguise
to disguise
dishwasher
to disinfect
to dislocate
dislocated
dislocation
displeasure
disposal (at their
disposal)
distance
distant
distinction (6)
to distribute (8)
to disturb
ditch
to dive
to diverge
diverse
diving
to divorce
dizzy
to do (did)
to do a deal (8)
to do homework
to do something for
a living (6)
to do the dishes
doctor
document (6)
dog
dolly
to donate (8)
donation (8)
donkey (5)
Doomsday (7)
Doomsday prophecy
(7)
door
door handle
doorstep (3)
dominant (1)
dominating
doubt
(no) doubt
to download
downstairs
to drag
dragon
to drain
draining board (3)
drainpipe (3)
drama
drama club
drastic
to draw
drawer (3)
drawing
dreaded (1)
dream
to dream
to drench (1)
dress
to dress
dressed (lightly
dressed)
dresser
dressing table
drill top
drink
drive(way) (3)
to drive
driver
driver's seat
drizzle
drop-off (1)
to drown (1)
drummer
drums
dry
to dry clean
due to
duet
dull (saai)
dull (somber)
during
Dutch
Dutchman
Dutchwoman
duvet (3)
dynamic (1)
Extension
darkness
dawn (7)
decoration
decree (5)
to defy (5)
delay (1)
deliberate (7)
delicacy (3)
to derive from
desert
to detect
to deteriorate
to diagnose
diagnosis
diehard
dim light
dining room
to dip (4)
dirty
disabled person
disapproval (7)
disgust (7)
distributor (8)
to dive (B)
diver
dive
dizziness (4)
dome
to doubt
drive
to drop
dust
E
each
eager
Focus Vocabulary New Contact 1, 2 & 3
eagle (5)
ear
early
to earn
earth (on earth)
east
eastern
easy
to eat
edible (4)
to edit
editor
education
educational trip
effort
egg
eight
eighteen
eighth
eighty
Eire
elbow
electric
electric cooker (3)
electric razor (3)
electrician
elephant (5)
eleven
e-mail
to email (6)
to embarrass
embrace
emergency
emotion
emotional (1)
employee
employment (8)
to empty
to enable (5)
to enact
encounter (5)
to encourage (8)
encyclopaedia
end
to end
enemy
to engage
engagement (5)
engine
England
English
to engulf (7)
to enjoy
enjoyable
enormous
enough
to enrol
to ensure
to entail (7)
to enter
to entertain
enthusiasm
enthusiast
enthusiastic
entire
entrance
envelope (8)
27
copyright Plantyn
environment
equipment
equipped
era (5)
erect
to erect
escape
to escape
eternal (5)
eternity (5)
Europe
to evaluate (8)
even
evening
event
eventually
everlasting (5)
every
to evoke
to evolve
exactly
to exaggerate
examination
example
excellent
except
exception
exceptional
exchange (3)
exciting
to exclude
excuse (6)
to excuse
to exceed
exercise
exhaust outlet
exhaust pipe
exotic
to expect
expectation
expensive
experience
experienced
to explain
explanation
to explore
extensive
extinction (7)
extra (figurant)
extractor (3)
extracurricular
extracurricular
activity
extraterrestrial
extremely (5)
eye
extrovert (1)
eyebrow
eyelash
eyelid
Extension
to earn
earnings
Easter
edge
28
Egypt
Egyptian
either (on either
side)
elaborate (2)
embarrassment (1)
emblem
emperor (5)
to emphasise (1)
empire
to end
energy
England
to ensure
entertainment
even number
ever
evil
to examine
excavation
to exchange
exhaustion (7)
to exhibit (8)
to exist (1)
exclamation (7)
to export
to expose (7)
exuberant
extravagant
extravaganza
eye-witness
F
face
facility
factory
factory worker
to fail
fair (blond)
fair (kermis,
jaarmarkt)
to fade (6)
fake
to fall
to fall in love
to fall victim to
false
false expectation
family
family name
famous
fanatic
to fancy
fantastic
far
far away
farmer
fast
to fasten
fat
father
fatigue (1)
fatty
fault (6)
favourite
feast
feather
to fear
feature
February
to feed
to feel (1)
to feel challenged (1)
feeling
fellow
fence (3)
to fetch
fever
few
fifteen
fifth
fifty
fight
to fight
figure
filing cabinet (3)
to fill in
to film
film enthusiast
filmmaker
film music
film script
filter
finance (8)
to finance
financial (8)
financial education
(8)
to find
to find out
fine
finger
finish
to finish
fire
to fire
fire drill
fire exit
fire extinguisher (6)
fireplace (3)
first
first floor (3)
first name
fish (4)
to fit
to fit in with
fitting room
five
to fix
flash
flashlight
flat (3)
flavouring (8)
Flemish
flight of stairs
flip side
to flirt (5)
to float up (1)
floor (vloer)
floor (verdieping)
flour
flower
Focus Vocabulary New Contact 1, 2 & 3
flu
to fly
focus (5)
fog
fog light
to fold (1)
folk music
folk song
to follow
food
food mixer (3)
food processor (3)0
to fool (6)
foot (voet - pl. = feet)
foot (voet lengtemaat)
foot (on foot)
football boots (a pair
of football boots)
football field
football game (5)
football pitch
for
to forbid
forbidden
forehead
foreign
forester
forever
for example
to forget
forget-me-not (5)
fork
form
to form
formal
former
form teacher
form tutor
Formula One
Formula One pilot
fortunate
fortune
forty
four
fourth
four-poster bed
fourteen
fox (5)
fracture
to fracture
fractured
fragile
France
fraud (8)
free
to freeze
freezer (3)
freezing
French
Frenchman
Frenchwoman
frequent(ly)
friar
Friday
fridge (3)
fried egg (4)
copyright Plantyn
fried potato (4)
friend
friendly
friendship
frog (5)
from
front door (3)
front seat passenger
front width
frost
frosty
fruit
fruit juice (4)
frustrating
to fry (4)
frying pan (3)
to fulfil a dream (5)
full employment (8)
full name
fun
funds
funny
furious
furniture
fuss
future
Extension
face
fair (1)
fall
fantasy
the Far East
farm
fascinating
fashion designer
fear
to feature (5)
fence
fertile (5)
fertility (5)
festive
film
filthy (6)
fireworks
fist (7)
flag
fledgling (8)
to flinch (7)
to flip
to float
floorboard
fluffy
to fly off
foreigner
to forgive
firecracker
formerly
fortune telling
to found (2)
frame
fright
frightening
frontier
furnished
fuse
G
to gain
galaxy
gale-force
to gallop
gallows
to gamble (8)
game
gap (1)
garage (3)
garden
gardening
gas (7)
to gasp (1)
gate
to gather (5)
gearbox
gear stick
generally
generator
genuine
geography
germ
German
Germany
to get
to get into trouble
to get married (5)
to get on well with
to get ready
to get through
to get up
giant
gift (8)
gigantic
gingerbread (4)
girl
to give
to give advice
to give in (1)
glad
glasses
glove (a pair of
gloves)
glue
to go
to go biking (1)
to go camping out
(1)
to go on a diet
to go out
to go shopping
to go steady (5)
goal (8)
goggles (1)
goldfish (6)
golf course
gold-framed
good
goodbye
good humoured (1)
goods
goose quill
gorgeous
GP
grain of truth
granddaughter
grandfather
grandma
grandmother
grandson
to grant
grapefruit (4)
graphics
to grasp
grass
grateful
gratification (1)
gratitude (1)
grave
graze (schaafwond)
greenhouse (3)
to grease
great
Great Britain
Greece
greedy (8)
Greek
Greek man
Greek person
Greek woman
green
to greet
grey
to grill (4)
grin
grocer
grocery (shop)
ground
ground floor (3)
grounds
to group
to grow
growth (5)
to guarantee
guard
to guard against (8)
guest
guestroom
guidance (7)
guided
guitarist
gutter (3)
gym
Extension
garrison
gatehouse
gateway
to get used to
to get stuck (1)
genre
ghost
to giggle
to glance (6)
glazier
to glow
gaol
to go ahead (5)
godfather
godmother
goody
Focus Vocabulary New Contact 1, 2 & 3
to grab
grandparent
grape
grape juice
grown-up
grave
to graze
greyhound (6)
groomed (8)
grudging (7)
guesthouse
to gulp (7)
to gush (7)
gun
H
habit
habitual (6)
habitual liar (6)
haddock (4)
hair
hairdresser
hairdryer (3)
half
half-brother
hall
to halt
ham
hand
handbrake
handicapped (1)
handkerchief
to handle
to hand out
to hang
hangover
handshake
handsome
handwriting
to happen
happiness
happy
hardly
hardly ever
hart
hat
to hatch (8)
to haul up
to have a crush on
to have a shower
to have breakfast
have got
to have lunch
to have dinner /
supper
to have second
thoughts (5)
he
head
headache
headlight
head teacher / head
teacher
healthiness (8)
healthy
to hear
29
copyright Plantyn
heart
heating
heaven (5)
heavy
hedgehog (5)
heel
height
hello
to help
helpful (1)
hen (5)
her
here
hero
to hesitate
hi
to hide
hide-and-seek
hi-fi equipment (3)
high
to hike
him
hip
hippie
to hire
his
historical
history
hit
hoax (7)
hobby
hockey field
hockey ground
hockey pitch
to hold on (1)
to hold someone
tight (5)
hole (1)
hole punch
holiday
holiday job (1)
home
home exchange (3)
homework
honesty (6)
honey
honour
to hook up with (5)
to hope
hopeful
hopeless
horn
horror film
horse
hospital
house swapping (3)
hot
hotel
hour
house
housewife
how
hug (5)
to hug (5)
huge
human
humanity (7)
30
humble
humour
to hunt
to hurry
to hurt
husband
hustle and bustle
hut
Extension
hairbrush
halter
handle (4)
to haunt
haunted house
to have a lasting
appeal
health
heart
hide (5)
hill
(with) hindsight (8)
to hit
to hold
a holiday period
to hollow out (5)
to honour (5)
hoof
horse
horse racing
hostage
hostility (1)
to hover (7)
HP (8)
I
I
ice cream
ice-pack
ice skating
ICT
ICT room
idea
ill
illegal (5)
illness
to illuminate
to imagine
to imitate
immediately
immense
imminent (7)
immune (1)
impassable
impatience (1)
impatient
implication
impolite
important
impossible
to impress
impressive
to improve
in
inaccurate
in case of
(emergency)
inch
incident
to include
incomplete
inconvenience
inconvenient
indeed
in defence of (1)
to indicate
indicator
indispensable
individual
individualistic (1)
indoors
to infect
infection
inflated stomach
inflation (8)
influenza
to inform
information
in front of
ingredient (8)
inhabitant
injection
to injure
injured
injury
ink (6)
innocent
innumerable
insecure
insight
to insist on
inspiration
to inspire
instruction
instructor
instrument
insurance (3)
integration
intelligence(7)
to intend
interest
interested
interesting
international
Internet
interplanetary (7)
to interrupt
interval
to interview
interview
in the afternoon
in the morning
in the evening
introspective (1)
introvert (1)
irresponsible (1)
irritating
to introduce
to invade (7)
invasion
invention
to invest (8)
Focus Vocabulary New Contact 1, 2 & 3
investment (8)
investor (8)
invitation
to invite
to involve
Ireland
iris (5)
Irish
Irishman
Irishwoman
iron (3)
ironing board (3)
it
Italian
Italy
Extension
ignition (8)
ignition system (8)
to ignore
immigrant
immune system
impoverished (8)
income
to increase
incredible (2)
independence (3)
independent
India
Indian
to indulge
to inherit (1)
to inhibit (4)
injustice (5)
inn
innkeeper
insomnia (4)
inspection
to inspire
intimacy
Iran
Iranian (1)
Iraq
Iraqi
the Irish Republic
irresistible (7)
island
Israel
Israeli
isthmus
J
jacuzzi bath
jacket
jam (4)
January
jar (8)
jealous
jealousy (5)
jeans (a pair of jeans)
jersey
Jew
jewellery
Jewish
job
copyright Plantyn
to join
to join in
to join forces
journalist
journey (1)
July
to jump
jumper
June
Extension
jacuzzi
Japan
Japanese
Japanese man /
woman / person
(in a) jiffy (6)
K
kettle (3)
key
keyboard (6)
keyboards
to keep afloat (1)
to keep a record
to keep clear
to kick
kind
king
king-sized
khaki
kidding (You must be
kidding.)
kidney (4)
to kill
kilometre
kipper (4)
kiss (5)
to kiss
kitchen
kitchen sink (3)
kitchen utensils (3)
knee
to kneel
knee length
knickers (a pair of
knickers)
knife (3)
to knock
to know
knowledge (6)
Extension
Kenya
Kenyan
key
kick
knight
Korea
Korean
L
lab
laboratory
to lack
lady
to lag behind
lamp
to land
landing (3)
landlord
language
lap (baanronde)
laptop
large
to last
last name
late
lately
later
to laugh
to laugh at sb.
laundry
lavatory (3)
lawn
lawnmower (3)
laziness
lazy (1)
lead (hoofdrol)
to lead
leader
leading actor
leading part
leading role
lead singer
leaf
to learn
least
leather
to leave
to leave behind
left
leftover (8)
leg
legal
legend
legendary
leisure (5)
lemon (4)
lens
less
lesson
to let
to let down
liability (8)
liar (6)
liberal (5)
liberalisation (5)
librarian
library
lie (6)
to lie
life
life jacket (1)
light(ly)
light advertisement
lighted
lighthearted (5)
lighting
lightning
light rain
to like
lily (5)
lily-of-the-valley (5)
limestone
limited (5)
limitless
limousine
lines
link
to link
lion
lip
to listen
listening
comprehension
literal
litter
litter bin
little
to live
live-in (3)
live music
living room
to load
loaf of bread (4)
loan (8)
local
location
lonely
long
to long
long-sleeved
to look after
to look for
to look forward to
to look up
lorry
to lose
loss (8)
lot (a lot of)
lottery (8)
lottery winner (8)
love
lover (5)
love story
low
loyal
lucrative (8)
luggage
lunch
lunch break
lunchtime
lure
luxurious
luxury
Extension
lace (5)
lake
lap (schoot) (4)
larder (6)
laughter
law
lay siege
to lean
Focus Vocabulary New Contact 1, 2 & 3
to leap
leash (6)
Lebanon
Lebanese
leg
to lend
lethal (4)
to let out
letter
Libya
Libyan
to lift
to light
to loan
local produce
to lock
lock
lucid (7)
lump
to lure into (6)
M
mad
magician
magnetic (7)
main
main car park
main character
main part
main street
to make
to make a bet on sth.
to make sense (5)
make-up
make-up artist
man
to manage
manager
mango (4)
mansion (3)
manual (3)
many
map
March
margarine
marker
marketplace
marmalade
marriage (5)
Martian (7)
mass (7)
massacre
to massage (5)
mass extinction (7)
mast
master
mastery
match (3)
to match
material
mathematics
maths
matter
maturity
May
me
31
copyright Plantyn
meal
to mean
meaning
(in the) meantime (5)
measure
to measure
meat
mechanic
medical
medicine
medieval
media
medium
to meet
melody
melon (4)
member
memorable
memory stick (3)
to mention
menu
merit
metre
midday
midnight
middle (midden)
middle (middel, taille)
middle-aged
Middle Ages
mild
mile
milk
millionaire (8)
mind
to mind
minor
minority
minor role
minute
mirror
miss (Mrs Ms)
to miss
mission
mist
mistake (?)
mister (Mr)
misty
mixed
mixture
mobile phone
to mock
moderate
modern foreign
language
modern foreign
language class
modesty (5)
mole (5)
monastery
Monday
money
month
monument
mood
moon
Moor
more
32
morning
mortgage (8)
most
mostly
mother
motivation
motor race
mountain climbing
mouse (pl. = mice)
(5)
moustache
mouth
movable
move
to move
movie
movie script
moving
Mr
Mrs
Ms
much
mud
muesli (4)
mum / Mum
to murder
museum (1)
mushroom (4)
music
musical
musician
music rehearsal
music room
mussel (1)
must / mustn’t
mutton (4)
mutton chop (4)
mutual funds (8)
my
mysterious
mystery
Extension
magical
main course
majority
to make
mane
mare
to martyr (5)
marvellous (1)
mason
mass (4)
Mathematics
mayor
membership
merchant
mercy
message
Mexico
Mexican
the Middle East
to miss out on sth.
to moan (7)
to modernise
modest
mogul
monk
mood
morale
Morocco
Moroccan
mosque
mound
mountain range (3)
to muck out
mud
muddy
multitude of (3)
to murmur (6)
musical instrument
music critic
to mutter (7)
mutual (7)
N
naïve (6)
name
napkin (3)
narrow
national
nationality
native
native village
natural
navy blue
near
nearby
necessary
neck
necklace
to need
to neglect
neighbourhood (1)
neighbouring
nephew
nerves
nervous
nervous breakdown
nervousness
netball court
the Netherlands
never
new
news
newspaper
New Year’s Eve
next to
niece
nice
night
nightingale
nightmare (8)
nine
nineteen
ninety
ninth
no
nobleman
nobody
noise
Focus Vocabulary New Contact 1, 2 & 3
to nominate
none (6)
non-smoking room
noon
normal(ly)
north (of)
northern
Northern Ireland
nose
not
not ... either
note
nothing
to notice
notorious
novel (1)
November
now
nowadays
noxious (7)
nuance (6)
nuclear (7)
nuclear power (7)
number
number of
nun (1)
nurse
nursemaid (1)
Extension
narrator (7)
nail polish
New Year’s Day
New Year’s Eve
New Year’s gift
New Zealand
New Zealander
nickname
Nigeria
Nigerian
nightcap
night porter
nominee
nooks and crannies
North Africa
North America
Northern Ireland
O
O (nul)
oak
oatmeal (4)
obedient (1)
to obey
obligation
obvious
obviously
occasional(ly)
October
o’clock
of
of all ages
of course
(on) offer (3)
to offer
copyright Plantyn
office
office clerk
often
okay
OK
old
old-fashioned (5)
on
once
one
one hundred
one thousand
online (5)
on-line gaming
only
to open
opera
opera singer
to operate
opponent
opportunity
opposite
to oppress
oppression
optional
or
oral practice
orange (oranje)
orange (sinaasappel)
to orbit (7)
order
to order
orderly (conduct)
ordinary
to organise
organiser
original
Oscar nomination
other
otherwise
our
outdoor activity
outdoors
outer space (7)
outgoing (1)
outlaw
outlook
outside
outstanding
oven
overcast
to overcome (5)
to overdo
overly (5)
to overpower
over there
to owe (8)
owl (5)
own
own (on our) (1)
to own
Extension
to occur
Oceania
odourless (4)
official
opportunist
P
p (penny, pence)
to pace (1)
packed lunch
paddle (1)
to paddle (1)
page
pain (1)
painkiller
to paint
painting
pair
to pair up (5)
palace
pale
pale-skinned
palpitation of the
heart
pancake (4)
panic (7)
pants (a pair of pants)
paper
paramount
pardon
to pardon
parent
parish council
to park
part
particular
to participate
partner (5)
to pass
to pass by
passenger
passenger seat
passer-by
passion
passionate
passport
past
patch of fog
path
patient
to pay
to pay attention
to pay a visit
to pay off (8)
pavement
PE
pea (4)
peace
peach (4)
peacock
peanut butter
pear
pedestal (5)
pedestrian
pedestrian crossing
pen
pencil
pencil case
pencil sharpener
to penetrate
penguin (5)
penny (pl. = pence)
penthouse (3)
people
pepper (4)
perfect
perfection
to perform
performance
performing arts
perhaps
period
permission
to permit
person
personnel
to persuade (6)
pet
phase
philanthropy (8)
phone number
photo
photocopier (3)
to photocopy
photography
phrase
physical education
piano
picture
picturesque
piece
to pickle (4)
to pick your nose
to pick up
piece
piece of chalk
pig (5)
to pile up
pill
pillow (3)
pink
pits
pity
place
plan
to plan
plane
planet
planetary (7)
planetary alignment
(7)
plaque
plastic surgery (8)
plate (3)
play
to play
to play cards
to play games
to play hide-andseek
to play an instrument
playful (1)
playing field
pleasant
please
pleased
Focus Vocabulary New Contact 1, 2 & 3
pleasure
plenty
plot of land
plumber
to plunge (1)
pm / p.m.
poached egg (4)
pocket money
to point the way
police
policeman
police officer
polite
politician
pollutant (1)
polo shirt
pool
(the) poor
pop star
popular
porch (3)
pork (4)
porridge (4)
portion (8)
Portugal
Portuguese
Portuguese man
Portuguese person
Portuguese woman
possessive
possible
poster
postman
potato
pound
to power (1)
power station
practical (1)
practice room
to practise
to pray
precious
to predict
predictable
prediction (7)
to prefer
to preheat
prehistoric
prejudice
premises (8)
preparation
preparation time
to prepare
preserves (8)
to press (6)
to presume (6)
pressure
to pretend
pretension
prescription
present
press
to press
to prevent
price
priceless
pride
33
copyright Plantyn
primary school
Prime Minister
to print
printer (6)
prior to
priory
privacy (5)
private (5)
prize
problem
proceedings
process
to produce
production
profession
professional
professional
education (8)
projector
to promise
promising
to promote
prone (6)
to pronounce
pronunciation
properly
prophecy (7)
props
prospective (5)
prosperous
protective (clothing)
proud
to prove
to provide
pub
public (5)
to publish (1)
to pull
to pull out (5)
pullover
to punish
punishment (6)
pupil
to purchase (8)
purity (5)
purple
purpose (5)
to push
pussy (5)
to put
to put forward
to put off (5)
to put on
pyjamas (a pair of
pyjamas)
Extension
packet
pagan (5)
parish
parking space
particularly
parliament
party
passage
to pat
34
patron saint
to pay (a) tribute to
peak season time
perhaps
to persecute
phantom
pigeon
pie
pineapple
piper (3)
place-setting (4)
plaster
plot
plug
to plug in
to poach
poem
poet
poet laureate
to poke into
someone’s business
(6)
popular
population
to portray
to pour (4) (7)
poverty (2)
power
precarious (7)
pregnant
preposterous (5)
to prescribe
to preserve
press
prime minister
primarily
primary school
procession
to prolong (7)
promontory (3)
property (1)
prosperity
to protect
protection
to pry (6)
psychiatrist
pudding
pulse (4)
to purchase (3)
purification (5)
purse (1)
pyramid
Q
quarter
quarterstaff
quartet
queen
queer
question
questionnaire
to queue
quick (5)
quiet (1)
quietness
to quit
quiz
Extension
R
rabbit (5)
racecourse
radiator (3)
radio
radio station
raft
rafting (1)
to raid
railway line
raincoat
rain
to rain
rainy
(the) rainforest
raisin (4)
rapid (snel)
rapid
(stroomversnelling) (1)
rare(ly)
rat (5)
to rate (6)
rather
razor (3)
RE
to reach
to read
reading
comprehension
ready
ready to leave
real
real estate (8)
to realise
realistic
rear light
rear view mirror
rear window
reason
rebel
to recede
receipt (8)
to receive
recent
reception
recipe
to recommend
to recruit (6)
red
to rediscover
to reduce
reduced (at a reduced
price)
to refer to
to reflect
reflector
refrigerator (3)
to refuel
refund
to refuse
region
regulation
Focus Vocabulary New Contact 1, 2 & 3
rehearsal
to rehearse
reign
relationship (5)
to relax
relaxed (1)
relaxing
to release (1)
relics (1)
relief (1)
to relieve
religious education
to rely on
remain
to remain
remains
remarkable
to remember
to remind sb. of sth.
to remove
to repair
to repeat
to replace
to report
reporter
representative (6)
Republic of Ireland
(on) request
to request
to require
requirement (3)
research (6)
research team (6)
rescue (1)
to rescue
reservation
resident
to resist
resistance
to resolve
to respect
respected
responsible
restaurant
restriction
result
(as a) result (of) (6)
to result in
résumé (8)
return (terugkeer)
return (opbrengst) (8)
to return (home)
to reveal
reversing light
revolution (5)
rhythm
rich
(the) rich
ride
right
right-hand (on the
right-hand side)
rigid (5)
ring binder
to rinse
to rise
to rise from the dead
copyright Plantyn
risk
to risk one's life
risky (1)
river
road
road sign
robber
rock
rock band
rock group
rock music
rock section
role
roll (4)
rolling shutter (3)
romance
roof (3)
room
room service
room temperature
rooster (5)
rope
rose (5)
round (3)
roundabout (3)
to rub
rubber
rug
rugby field
rugby ground
rugby pitch
to ruin
rule
to rule
ruler
(on the) run
to run
to run into debt
running
to run out (6)
to run the risk (5)
Russia
Russian
rust red
ruthless
Extension
to raise
to rear up
to reassure
to receive
to recognise
recreation facility
reel of film
relative (1)
release
relief
relieved
remote (3)
reply
to resemble
residential area
to restore
retired (2)
to retort (7)
retribution (3)
reward
rhythm
to rip up
ritual
to rock (7)
rowing
rude (1)
rural area
S
sack
sacrifice
safe
safety
safety deposit box
safety requirement
(the) same
sale price (8)
saloon car
salt
salt water (1)
sample (6)
sandwich
satchel
satisfied
Saturday
saucepan (3)
sauce (4)
saucer (3)
sausage (4)
to save (redden)
to save (saven) (6)
to save (sparen) (8)
saving (8)
savings account (8)
savings habit (8)
to saw
saxophone
to say
scaffold
scarf
scattered
scene
scenery
schedule
science fiction
school
school badge
school bag
school choir
school musical
scope
science
science laboratory
scientist
scissors (a pair of
scissors)
Scotland
Scotsman
scrambled eggs (4)
scratch
to scratch
scratched
screen
(on) screen
screenplay
screenwriter
script
script girl
script supervisor
scriptwriter
sea
sea battle
seaside resort (1)
seaside town
seat belt
seating
seaweed (4)
secluded
second cameraman
secondary school
secretary
secretive
to see
to see a friend
to seem
seldom
self-assured (1)
self-confident
selfish (1)
self-raising
self-raising flour
to sell
semi-detached
house (3)
to send
sense of humour
sensitive (1)
sentence
separate
September
sequence
series
serious
to serve
to set aside
to set off
settee (3)
setting
to settle down (5)
seven
seventeen
seventy
several
severe
sex (5)
sexual (5)
sexy (5)
shadow
shall
shan’t
shape (1)
share (8)
to share (1)
shared
shark
she
shed (3)
sheet (een laken)
shell (1)
to shift (5)
to shine
Focus Vocabulary New Contact 1, 2 & 3
ship
shirt
shoes (a pair of
shoes)
shoe shine
to shoot (schieten)
to shoot (a film)
shop
shop assistant
shopkeeper
shopping
shop window
short lived (8)
shorts (a pair of
shorts)
shot (opname)
should
shoulder
to shout
show
to show
to show off
shower (douche)
shower (bui)
shredder (3)
shutter (3)
shy (5)
shyness (5)
sick
side
sidelight
signal
silence
silent
silk
silly
similar
sincerity (5)
to sing (sang)
singer
singing career
singing lesson
single
singles (5)
sink (3)
sir
sister
to sit down
to situate
six
sixteen
sixty
size
to skate (5)
skating
skateboarding
sketchy
skiing
skill
skin
skirt
skull
sky
skylight (3)
skyscraper (3)
to sleep
to sleep in
35
copyright Plantyn
slender
slice
slice of bread and
butter (4)
slight
slippers (a pair of
slippers)
slippery
slot machine (8)
slow
slumber party (5)
to smack
small
smash hit
to smoke
smoking (no
smoking)
smooth
to smooth (6)
to sneeze
to snore (6)
snout (5)
snow
to snow
snowy
sociable (1)
social
society
socket (1)
socks (a pair of
socks)
sofa (3)
soft
soft drink
to sojourn
soldier
sold out
sole (4)
solo part
to solve
some
somehow
something
sometimes
son
song
(as) soon (as)
sophisticated
sore (pijnlijk)
sorrow
sorry
sound
south (of)
southern
space
spacious
Spain
Spaniard
Spanish
spare bedroom (3)
spare time
spare tyre
sparkling water
spatula
sprain
to sprain
sprained
36
to speak
special
special effect
spectator
speechless
speed
speed camera
speed limit
speed limiter
to spell
spelling
to spend
sphere
to spill (6)
spinach (4)
spin dryer (3)
spirit
to split
spontaneous (1)
spoon
sport
sports centre
sports competition
sports field
sportsmanlike (1)
(on the) spot
to spot
spread (4)
square
to squeeze out
squirrel (5)
spring
sprint
staff
staffroom
stage
to stage
staircase
to stand
standard room
standby
stand-in
to stand on end
to stand to attention
standing ovation
stapler
star (artiest)
star (hemellichaam)
to stare
stargazing
to start
statue
stay
to stay
to steal
steel
steering wheel
step
step by step
to step out
to stimulate
still
to stitch
stock exchange (8)
stockings (a pair of
stockings)
stomach
stone
to stop
storage
storage space
to store
storeroom
storm
to storm
stormy
story
straight (on)
strange
stream
streaming nose
street
stress
to stretch
strict
to strike
to string (a bow)
to strive
stroke (1)
to stroll (1)
strong
storyboard
stubborn (1)
student
studio
studio flat (3)
study (studeerkamer)
(3)
study (een studie) (6)
to study
stuck
structure
to struggle (1)
stunt
stunt man
stunt performer
stunt woman
stupid
sturdy
style
subject (onderdaan)
subject (onderwerp)
to submit (6)
success
successful
to suck out (1)
to sue (8)
to suffer from
suffering
sufficient
sugar
sugar bowl (5)
to suggest
suit
to suit
suitable
summer
summer holiday(s)
sum of money
sun
sunbathing (1)
Sunday
sunny
sunrise (5)
Focus Vocabulary New Contact 1, 2 & 3
sun-tanned
superficial (1)
superior
supermarket
superstore (8)
to supervise
supervision
supper
to support
supporter
supporting actor
supportive
to suppose
sure
surgery
surname
surprise
surprise (to my great)
(1)
to surprise
to surround
surroundings
swab
swap (3)
to swap (3)
to sweat
sweater
to swell
swelling
swimming (1)
swimming pool
swimming costume
swimming suit
swimming trunks
swimsuit
swing (3)
Swiss
Swiss man
Swiss person
Swiss woman
to switch off
Switzerland
swollen
sword
symbol (5)
to symbolise (5)
symptom
Extension
to sacrifice (5)
sad
saint
salary
sample
satin (5)
sauna
saw (6)
scarecrow
to scold (7)
school year (?)
school career
schooling
Scotland
to scream
screw (6)
to scrub
copyright Plantyn
secret
to select
self taught (8)
to sell
to settle
shack (7)
to shake
shampoo
to share
shareholder (8)
she
shin
shipwreck
shire
shopping street
to shout
to shroud (5)
to shrug (7)
siege
sigh (7)
to sign up (5)
similar
simplistic (5)
sip (4)
to slam
to slant downward
(7)
sledgehammer
slice
small intestine (4)
smart (1)
smell
smoke
sober (4)
social services
solarium
solution
sound
source of wealth
South Africa
South African
South America
sovereign (3)
spirit
to spoil (6)
spot
to spread (your
wings)
spring
stable
stamp
star
state
starting point
statuette
to steep
to step off (1)
stomach ache
to stoop (6)
to straighten (1)
streamer
straw
striped
to stumble (7)
stunned
stunt co-ordinator
Sub-Sahara
to succeed
sudden (all of a
sudden)
summer
superfluous
to supply (7)
supply teacher
survey (3)
surveyor
suspicious (6)
to swat
sweat
sweet
sweetheart (5)
T
table
table cloth (3)
table tennis
tablet
take (filmopname)
to take
to take advantage (5)
to take a picture
to take a shower
to take care
to take decisions
to take the initiative
(5)
to take notice of
to take off (8)
to take orders from
to take place
to take (singing)
lessons
tale
talent
talented
talkative (1)
to talk to
talk show
tall
tan
to tangle (1)
tap
target
task
to taste (1)
tattoo (6)
taxes
tea
to teach (taught)
teacher
team (6)
to team with
teapot (3)
to tease
technological (6)
technology
technology lab
telephone
telephone operator
(1)
television
to tell
to tell a lie (6)
to tell the truth (6)
temperature
temple
ten
tennis
tennis court
terrace(d) house (3)
terrible
terrified
to terrify (1)
terror (7)
to test
test pilot
text
textbook
textiles
than
to thank
thanks
that
the
theatre
their
them
then
theory
there
these
they
thief
thigh
thin
thing
to think
third
thirteen
thirty
this
those
thought
threat (7)
to threaten
three
threshold (3)
thriller
throat
through
throughout
thumb
thunder
thunderstorm
Thursday
ticket
tickling cough
tie
tiger (5)
tight(ly) (1)
tights (a pair of tights)
till
time
(at) times
timetable
to timetable
tin
tin-opener (3)
tiny
tip (8)
Focus Vocabulary New Contact 1, 2 & 3
tired
to
toast (4)
to toast (4)
toaster (3)
today
toe
together
toilet
toiletry
tolerant (1)
tomato
tomato sauce (4)
tomorrow
tongue
tonight
tonsil
too (ook)
too (te)
tooth (pl. = teeth)
toothbrush (3)
toothpaste (3)
top
topic
torch
tortoise (5)
to touch
tough
tour
to tour
tourist
towards
towel
tower
town
track
tracks
tracksuit
traditional
traffic
traffic jam
traffic regulation
to trail (7)
train
to train
trainer
trainers (a pair of
trainers)
trait (6)
traffic lights (3)
to translate
translation
to transport
to travel
treacherous
treasure (5)
to treasure
to treat
treatment
tree
to tremble
tricky
tricks (the tricks of the
trade)
trip
triumph (1)
troops
37
copyright Plantyn
trouble
trousers
truck
true
to trust
truth
truthful (6)
to try
to try on
T-shirt
tube station
to try on
try-out
Tuesday
tulip (5)
tumble dryer (3)
tumour
to turn
turning (3)
to turn up
Tuscany
TV aerial
TV presenter
TV-screen
TV series
TV presenter
TV programme
twelfth
twelve
twentieth
twenty
twins
twist
to twist
twisted
two
two-storey house (3)
tyre
Extension
tail
to take offence
to target
tea/coffee-making
facilities
tear
to tease
to tempt (6)
to tend
tense (1)
tension (7)
thick
to throw (gooien)
to throw (a party)
thud (7)
tide
to tidy up
to tingle
tooth decay (4)
torchlight
torture (7)
touch
towel
tower
toy
tranquillity (3)
38
transplant
treasury
treat (4)
treatment
tribe
tribute
trip
trophy
to trot
trust (7)
tug-of-war
tummy
Tunisia
Tunisian
to turn up
turret
U
unable (6)
unbelievable
uncertain
uncle
unconsciousness (1)
unconventional (1)
under
underdog
to undergo
to underline
underpants (a pair of
underpants)
to understand
underwear
uneasy
unemployment (8)
unexpected
unhappy
unhealthy
uniform
unimportant
unit
United Kingdom
UK
universe
to unload
unpleasant
unpredictable
unrealistic
unstoppable (1)
unsure
until
the UK
the United Kingdom
upset
upstairs
urban (5)
urgent
use
to use
to usher in (5)
usually
university
Extension
Uganda
Ugandan
Ugandan man /
woman / person
undulating (3)
unique
the United States of
unusual
America
unity
unjust
unreliable (8)
to untie
to urge (7)
V
vacuum cleaner (3)
valentine (5)
Valentine ad (5)
Valentine’s Day (5)
valley
valuable (1)
value (8)
van
vanilla
variable
variety
various
to vary
vegetable
vehicle
venture (8)
veranda(h) (3)
to verify (8)
version
very
vessel (1)
vest
victim
view
villa
village
villager
violent
violet (paars)
violet (viooltje)(5)
VIP
virus (6)
visible
visit
to visit
visitor
V-neck
vocabulary
voice
volleyball
volleyball court
voluntary work (1)
volunteer (1)
volunteer activity (1)
to vomit
Extension
to vibrate (8)
vicinity
to vanish
vision
Focus Vocabulary New Contact 1, 2 & 3
to vote
W
to wait (for)
waiting room
to wake up
walk
to walk
to walk home
wall
wallet (5)
to want
wardrobe
war film
warm
to warn
to wash
washbasin
washing machine (3)
waste (8)
watch
to watch
to watch TV
water
waterfall (1)
wave (1)
way
we
weak
weaponry
to wear
weather
weather conditions
weather forecast
web page (5)
website
Wednesday
week
weekday
weekend
to weigh
weight
welcome
to welcome
well
well-known
west
western
what
wheel
wheelbarrow (3)
when
where
whipped cream
white
white lie (6)
white water (1)
whizz-kid (8)
widow (1)
wife
wig
wing mirror
whirlpool (1)
white bean (4)
who
whole
copyright Plantyn
whose
why
wicked
will
to wilt (5)
to win (won – won)
window
windowsill
windscreen
windscreen wiper
windsurfing
wine (4)
winter
to wipe
wise
to wish
witchcraft
with
to withdraw (8)
withdrawal symptom
(4)
without
wits (out of her wits)
wolf (5)
woman
women’s movement
(5)
to wonder
wonderful
won’t
wood
wooded
wooden
word
to work
workbook
world
world-famous
worldwide
worm (5)
to worry
worse
worship
worst
worthwhile (1)
worthy (8)
worthy cause (8)
wound
to wound
wounded
to wrap up
wrist
to write
to write down
writing practice
wrong
Extension
wage(s)
Wales
water supply
weed (1)
to whirl (7)
to whisper (6) (7)
to whistle
wholehearted (8)
windmill
to wink (6)
witch
writer
wonder (verbazing)
(7)
wood (B)
wool
wool trade
wrinkled (7)
Y
yeast
yell (1)
to yell
yellow
yeoman
yes
yesterday
yet
you
young
youngster
your
youth club
youth movement (1)
Extension
to yank (7)
yard
Z
zero
zebra crossing
year
FUNCTIONS IN NEW CONTACT 1, 2 & 3
A(n) x for me, please.
Alcoholic drinks are not allowed.
Answer the question.
Any particular brand?
Anything else? (4)
Are you ready to order (anything else)? (4)
Are there still vacancies?
Ask a question.
At the X, turn left / right. (3)
Beware of the dog.
Bye.
Can I help you?
Can / Could I have some porridge, please? (4)
Can / May I take your orders? (4)
Can I try it on, please?
Can you spell your name, please?
Can you tell me how to get to ...? (3)
Can you tell me the way to ...? (3)
Cheers.
Click here.
Close your workbook, please.
Could you repeat that, please?
Could you speak (a bit) more slowly, please?
Could you spell that word, please?
Could you tell me how to get to ...? (3)
Could you tell me the way to ...? (3)
Copy the text.
Cross the road / bridge.
Does the room have separate beds?
Do not cross the street now.
Do not enter.
Do not feed the animals.
Do not leave the group without permission.
Do not smoke.
Do not turn right.
Do not walk on the grass.
Do you have vacancies?
Read that sentence.
Ready to order (anything else)? (4)
Repeat the answer.
Shall I bring my x along?
Shall I call him?
Shall I ask him to call you back?
Pull.
Push.
Put your litter in the bin.
Queue here.
Single or double room?
Sit down, please.
Size x, I think.
Sorry (I’m sorry.)
Sorry, I can’t understand you very well.
Switch off your mobile phone.
Take a left turn. (3)
Take the x turning on the left / right. (3)
Take your textbook.
Thanks. That’s very kind of you.
Thank you. (Thank you very much.)
Thank you for calling.
That‘s all right.
That’s OK.
The x is on your left / right. (3)
They are £x.x / x each.
Turn left / right.
You are welcome.
Walk straight on as far as ... .
Walk to the end of the road.
We are looking for ... .
We’d like to order (now). (4)
What colour do you want?
Mind the step.
No comment.
No smoking.
One half of lager for me, please.
Focus Vocabulary New Contact 1, 2 & 3
39
copyright Plantyn
Do you know the way to ...? (3)
Do you want some xx?
Excuse me.
Fasten your seat belts.
Fill in your diary.
Fire exit. Keep clear.
Fragile. Handle with care.
Go left / right. (3)
Good morning. Have you made your choice
from the buffet? (4)
Go (straight) ahead. (3)
Half board or full board?
Happy birthday!
Have you chosen yet? (4)
Have you got a credit card?
Here is your x.
Here it is.
Here you are.
Here they are.
How about the payment?
How do you do?
How do you pronounce that word?
How do you say this word in English?
How do you spell that?
How much are the rooms?
How much is (are) this (these) x?
How old are you?
How would you like to pay?
How would you like your eggs, madam / miss /
sir? (4)
I’d like a x, please.
I hope you are enjoying your breakfast. (4)
I’ll have them poached / fried / scrambled /
boiled, please. (4)
I’m looking for ... .
I’d like ... .
I don’t understand.
I’ll have / I’d like / I’ll take the full English
breakfast. (4)
I made an Internet booking.
Is breakfast included?
Is everything all right? (4)
Is everything to your satisfaction? (4)
Is x in?
It is a pleasure.
It is on your left / right. (3)
It’s x pounds. / It’s £x.
I've been feeling dizzy for some time.
I've got a headache.
I've got stomach ache.
Listen carefully.
Open your textbook on page x.
Orderly conduct is expected.
Pardon?
Pedestrians, push button and wait for signal
opposite.
Pleased / Nice to meet you.
Protective clothing is advisable.
What is the name of your school?
What is the weather like?
What is that large building over there?
What is this building here?
What is your name?
What is your family name / surname / last
name?
What is your first name?
What is your full name?
What will the weather be like tomorrow?
What size do you take? Small, medium or
large?
What year are you in?
Where are you from?
What do you want?
What seems to be the problem?
What's the matter?
What’s the time?
What time is breakfast?
What time is it?
What nationality are you?
What would you like?
What would you like to drink? (4)
When is your birthday?
Where exactly does it hurt?
Who is your best friend?
Wipe the board, please.
Would you like anything else? (4)
Would you like to try them on?
Would you like some xx?
Write the answer down.
X here. Could I speak to x, please?
X speaking.
You had better stay inside.
You had better not eat fatty food.
You must (not) xx.
You should (not) xx.
For a list of grammatical terms, see New Contact Grammar, index.
40
Functions New Contact 1, 2 & 3
copyright Plantyn
NOTES ON PLANNING
Some units are linked to a certain period in the year. Unit 1 focuses on the pupils’ age at the start of
the school year. The month of November is particularly suited for unit 2. Unit 4 can be done in
February around the time of Valentine’s Day. Unit 8 looks forward to the summer holidays.
If not all units can be covered, the teacher will have to make a selection. She can omit certain texts,
since the vocabulary at the end of each unit is offered per text.
Using a book for the first time may slow the pace down to some extent. But the procedures
suggested in this TM and the Key to Exercises (for the grammar topics) will help you, if you should
run out of time at some point.
For each unit we have included one period for tests in our planning, but the teacher may prefer
shorter tests. Also, not every single aspect or skill needs to be tested in every unit. Tests at the end
of a term can be omitted if the teacher thinks they will be covered by the examinations.
It will be obvious that it is impossible for the authors of this course to provide a cut-and-dried planning
for the whole year’s programme. The plan we offer is tentative. Every teacher should feel free to
modify his or her personal “jaarplan”, but cooperation with colleagues is explicitly recommended.
New Contact 4 Introduction
41
PLANNING
NEW CONTACT 4 (editie 2014)
Leerkracht:
Schooljaar:
Vak:
School:
Leerplan:
Engels
D/2014/7841/002 &
D/2014/7841/003
Studierichting:
Aantal lestijden/week:
Graad/jaar:
Leer- en werkboek:
New Contact 4, Plantyn, 2014
1st TERM (SEPTEMBER-DECEMBER)
DATE
UNIT 1
- TB pp. 13-15
- WB ex. 1.11.5
- TB pp. 16-19
- WB ex. 1.61.10
42
TOPICS
VOCABULARY
- stages of life
(WB ex. 1.2)
- teenage life
- legal matters
(WB ex. 1.5)
Wo 1, 2, 3, 4, 5
IC 1, 2, 6
FUNCTIONS
GRAMMAR
- exchanging
information about
new opportunities
at 16, legal
matters
- use of the article
(WB ex. 1.3)
Gra 1
- computer
terminology
(WB ex. 1.8)
Wo 1, 2, 3, 4, 5
IC 1, 6
- exchanging
information about
music
(WB ex. 1.6.2)
READING C.
LISTENING C.
- reading statements
and comparative
information about legal
regulations for
teenagers (WB ex. 1.4)
Set 6
Le 4, 6, 9, 10, 11*, 12*,
13* ET 12, 14, 17, 4243, 45*, 47*, 48*
- reading text
messages
Set 13 & 14
Le 1, 2, 9, 10, 11*, 12*,
13*
ET 9, 10, 17, 42, 43,
45*, 47*, 48*
- reading newspaper
articles (WB ex. 1.9)
Le 4, 9, 10, 11*, 12*,
13*
ET 12, 17, 42, 43, 45*,
47*, 48*
New Contact 4 Introduction
ORAL PR.
WRITING PR.
- discussing new
opportunities at 16
(WB ex. 1.1)
Spr 1, 4, 9, 10, 11*,
12*
Gespr 1, 3, 5*, 6*
ET 18, 21, 26, 27,
29, 42, 43, 45*, 46*
- filling in a
questionnaire
(WB ex. 1.1)
Schr 4
ET 34
- exchanging
information about
what music means
to you
(WB ex. 1.6.2)
Spr 1, 4, 9, 10, 11*,
12*
Gespr 1, 3, 5*, 6*
ET 18, 21, 26, 27,
29, 42, 43, 45*, 46*
- discussing ways of
downloading music
or listening to music
- filling in a
questionnaire
(WB ex. 1.6.1)
Schr 4
ET 34
- writing a text
message and
transforming it into a
tweet
(WB ex. 1.7.1 & 2)
- making a poster
(WB ex. 1.7.3)
Set 9
NOTES
- TB pp. 20-23
- WB ex. 1.111.15
- teenage
behaviour
Wo 1, 2, 3, 4, 5,
IC 1, 2, 3, 6
- TB p. 23
- WB BE 1.11.7)
Optional:
DATE
EXTENSION 1
- TB pp. 24-25
- WB EXT 1.1
- exchanging
information about
teenage behaviour
- verbs with modal
meaning
(WB ex. 1.11,
1.12, 1.13)
Gra 1 Set 11
- reading a magazine
article
Le 2, 3, 4, 5, 6, 7, 8, 9,
10, 11*, 12*, 13*
ET 10, 11, 12, 13, 15,
16, 17, 42,43, 45*, 47*,
48*
- understanding a
mobile phone
conversation
ET 1, 2, 3, 4, 8,
17, 29, 45*
Lu 1, 2, 3, 4, 5, 8,
11, 12*
READING C.
LISTENING C.
online Spr 4, 8, 9,
10, 11*, 12*
ET 21, 25, 26, 27,
29, 42, 43, 45*, 46*
- preparing a
speech or an
interview
(WB ex. 1.10)
Set 12 Spr 4, 5, 9,
10, 11*, 12*, Gespr
1, 4 ET 21, 22, 26,
27, 42, 43, 45*, 46*
- acting out a
conversation
between two
parents
Gespr 3, 5*, 6*
ET 29, 45*, 46*
Schr 2, 3, 11, 12,
13, 14*, 15*
ET 31, 32, 33, 41,
42, 43, 45*, 46*
- summarising an
article (WB ex.1.14)
Schr 5, 11, 12, 14*,
15* ET 33, 35, 42,
43, 45*, 46*
- writing an article
for a youth
magazine
(WB ex. 1.15)
Schr 2, 4, 10, 11,
12, 13, 14*, 15*
ET 30, 33, 34, 40,
41, 42, ,43, 45*, 46*
- nouns (revision)
(WB BE 1.1-1.3)
Gra 1
- pronouns
(revision)
(WB BE 1.4-1.7)
Gra 1
TOPICS
VOCABULARY
- the teen brain
Wo 1, 2, 3, 4, 5
FUNCTIONS
GRAMMAR
- exchanging
information about
scientific research
on the teenage
phenomenon
ORAL PR.
WRITING PR.
NOTES
- reading a magazine
article about scientific
views on teenage
behaviour
(WB EXT 1.1) Le 2, 3,
4, 9, 10, 11* ET 10, 11,
12, 17, 42, 43, 45*
New Contact 4 Introduction
43
- TB pp. 26-28
- WB EXT 1.21.3
CROSS
CURRICULAR
OBJECTIVES
UNIT 1
DATE
UNIT 2
- TB p. 29
- WB ex. 2.12.2
- TB pp. 30-31
- TB pp. 32-34
WB ex. 2.3
44
- sweet sixteen
ceremonies
- British and
American English
Set 15
Wo 1, 2, 3, 4, 5,
IC 1,2, 5, 6
- talking about
sweet sixteen
ceremonies
- reading information
about sweet sixteen
celebrations in the US
and Canada
Set 6
Le 4, 6, 8, 9, 10, 11*,
12*, 13*,
ET 12, 14, 16, 17, 42,
43, 45*, 47*, 48*
- reading the lyrics of a
song
Le 14* ET 49*
- understanding
someone talking
about their own
sweet sixteen
experience
(WB EXT 1.2)
Set 6 ET 1, 2, 3,
4, 42-43, 8, 29,
45*, 48*
Lu 1, 2, 3, 4, 10,
11, 12*, 14*
- listening to a
song Set 7
Lu 15*, ET 49*
- discussing sweet
sixteen ceremonies
in one’s own
country
Spr , 6, 9, 11*, 12*
ET 18, 23, 42, 43,
45*, 46*
- writing a letter or
an e-mail
(WB EXT 1.3)
Schr 2, 3, 8, 11, 12,
13, 14*, 15*
ET 31, 32, 33, 34,
38, 40, 41, 42, 43,
45*, 46*
Gemeenschappelijke stam: 1, 2, 4, 5, 6, 7, 8, 9, 13, 15, 16, 17, 18, 19, 21, 22, 25, 26
Leren leren: 1, 2, 3, 4, 5
Contexten: 2.6, 2.7
TOPICS
VOCABULARY
- war and warfare (WB ex. 2.2)
- military
personnel
(WB ex. 2.1)
Wo 1, 2, 3, 4, 5
IC1
- World War I
Wo 1, 2, 3, 4, 5
- Michael
Morpurgo and
Private Peaceful
Wo 1, 2, 3, 4, 5
IC 4, 7
FUNCTIONS
GRAMMAR
- exchanging
information about
the Great War
READING C.
LISTENING C.
- reading extracts from
a newspaper
Le 3, 9, 10, 11*
ET 11, 17, 42-43, 45*
ORAL PR.
- talking about World
War I
Spr 4, 9, 11*, 12*
ET 21, 42-43, 45*,
46*
- understanding a
song
Lu 1, 2, 15*
ET 1, 2, 49*
- reading information
about Michael
Morpurgo and Private
Peaceful and an extract
from that novel
(WB ex. 2.3) Le 3, 4, 9,
10, 11*, 14* ET 11, 12,
17, 42-43, 45*, 49*
New Contact 4 Introduction
- interpreting war
posters Set 3, 7
Spr 1, 9, 11*, 12*
ET18, 42-43, 45*, 46*
WRITING PR.
NOTES
- TB pp. 35-36
- WB ex.2.4
- the human
factor in warfare
Wo 1, 2, 3, 4, 5
IC1
- TB pp. 37-38
- WB ex. 2.52.6
- war and
warfare (WB ex.
2.7)
Wo 1, 2, 3, 4, 5
IC1
- TB pp. 3940, WB ex.
2.7-2.8)
- TB pp. 41-46
- WB ex. 2.92.13
- matching
adjectives with
their
appropriate
nouns
(WB ex. 2.10)
Wo 1, 2, 3, 4, 5
IC1
- reading information
about life in the
trenches (WB ex. 2.4.1)
Le 2, 3, 4, 5, 7, 9, 10,
11*
ET 10, 11, 12, 13, 15,
17, 42-43, 45*
- exchanging
information about
World War I
- capital letters
(revision and
extension)
(WB ex. 2.5, 2.6)
Gra 1
- understanding
people reporting
about what they
have read
(WB ex. 2.4.2)
Lu 3, 9, 11, 12*
ET 3, 8, 28, 29,
45*
- reporting about
articles one has read
(WB ex. 2.4.2)
Spr 1, 3, 9, 10, 11*,
12*
ET 18, 20, 26, 42-43,
45*, 46*
- understanding
some critical
thoughts about
World War I
celebrations
(WB ex. 2.8) Lu 3,
4, 10, 11, 12*
ET 3, 4, 8, 29, 4243, 45*
- expressing one’s
own opinion on
certain aspects of
warfare
Spr 7, 9, 11*, 12*
ET 24, 42-43, 45*,
46*
- writing brief
notes in
preparation for
oral reporting
(WB ex. 2.4.1)
Schr 1, 14*
ET 30, 45*
- reading a soldier’s
letter
Le 1, 2, 3, 4, 9, 10, 11*
ET 9, 10, 11, 12, 17,
42-43, 45*
- reading information
about the horror of
World War I
(WB ex. 2.7)
Le 3, 4, 9, 10, 11*
ET 11, 12, 17, 42-43,
45*
- reading information
about the shell shock
phenomenon
(WB ex. 2.9)
Le 3, 4, 9, 10, 11* ET
11, 12, 17, 42-43, 45*
- analysing a poem
(WB ex. 2.11)
Set 2, 13 & 14
Le 1, 2, 3, 4, 9, 10, 11*,
14* ET 9, 10, 11, 12,
17, 42-43, 45*, 49*
- reading an extract
from a novel
(WB ex. 2.12)
Le 3, 4, 9, 10, 11*, 14*
ET 11, 12, 17, 42-43,
45*, 49* Set 12
New Contact 4 Introduction
- writing an
answer to a
soldier’s letter
(WB ex. 2.13)
Schr 2, 7, 8, 11,
12, 13, 14*, 15*
ET 31, 33, 37,
38, 40, 41, 4243, 45*, 46*
45
- TB pp. 47-49
- WB ex. 2.142.16
- honouring the
victims of
warfare
Wo 1, 2, 3, 4, 5
IC 1, 5
- TB p. 49
- WB BE 2.12.9
Optional:
DATE
EXTENSION 2
- TB pp. 50-58
- WB pp. 5258
CROSS
CURRICULAR
OBJECTIVES
UNIT 2
46
- reading information
about ways of
commemorating the
war victims
Le 2, 6, 9, 10, 11*, 12*
ET 10, 14, 17, 42-43,
45*, 47*
- reading Internet
information about Wold
War I (WB ex. 2.16)
Le 1, 2, 3, 4, 7, 9, 10,
11*
ET 9, 10, 11, 12, 15,
17, 42-43, 45*
- understanding a
video excerpt
about war
monuments
(WB ex. 2.15)
Lu 3, 4, 6, 7, 11,
12*
ET 3, 4, 6,
8, 29, 45*
- rephrasing
questions and
summarising
answers to them
(WB ex. 2.14)
Schr 1, 3, 11,
12, 14*, 15*
ET 30, 32, 33,
42-43, 45*, 46*
- formulating a
research
question and
writing a bibliographical note
(WB ex. 2.16)
Set 1
READING C.
LISTENING C.
ORAL PR.
WRITING PR.
- reading information
about the topics
- scanning the Internet
looking for specific
information
Set 7, 16 Le 1, 2, 3, 4,
6, 7, 9, 10, 11*, 14*
ET 9, 10, 11, 12, 14,
15, 17, 42-43, 45*, 49*
- understanding a
fellow pupil talking
about the topics
Set 7, 16
Lu 3, 5, 10, 11,
12*, 15*
ET 3, 5 , 8, 29,
42-43, 45*, 49*
- reporting on
personal reading
Set 1, 18
Spr 1, 2, 3, 5, 9, 10,
11*, 12*
ET 18, 19, 20, 21, 26,
42-43, 45*, 46*
- writing a
summarising
report on
personal reading
Set 1, 18
- naming and
selecting tenses
(revision)
(WB BE 2.1-2.9)
Gra 1
TOPICS
VOCABULARY
- war
cemeteries
- war poems
Set 2, 8, 9, 12,
17
- war and art
Wo 1, 2, 3, 4, 5
IC1, 4, 7
FUNCTIONS
GRAMMAR
- exchanging
information about
the topics
Gemeenschappelijke stam: 1, 2, 4, 5, 6, 8, 9, 10, 13, 17, 18, 19, 20, 21, 25, 26
Leren leren: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Contexten: 2.6, 2.7, 2.8, 7.6
New Contact 4 Introduction
NOTES
DATE
UNIT 3
TOPICS
VOCABULARY
- characteristics
of Britain, the
British people
- British and
American
English
Set 15
Wo 1, 2, 3, 4, 5
IC1, 3
FUNCTIONS
GRAMMAR
- exchanging
information about
what is typically
British
- TB pp. 63-66
- WB ex. 3.43.6
- social classes
in society
- social mobility
- jobs
(WB ex. 3.4)
Wo 1, 2, 3, 4, 5
IC 1, 2, 3, 5, 6
- exchanging
information about
class society and
social mobility
- TB pp. 66-68
- WB ex. 3.7
- British vs
American
humour
Wo 1, 2, 3, 4, 5
IC 1, 7
- exchanging
information about
characteristics of
British and
American humour
- TB pp. 59-62
- WB ex. 3.13.3
READING C.
LISTENING C.
ORAL PR.
WRITING PR.
- reading an article
about stereotypes:
What are the British
really like? (WB ex. 3.2)
Set 3, 6
Le 2, 4, 6, 9, 10, 11*
ET 10, 12, 14, 17, 4243, 45*
- interpreting some
photos (WB ex. 3.1)
Set 3, 6, 7
- understanding
someone talking
about customs in
Britain and in the
US (WB ex. 3.3)
Set 3, 6, 7
Lu 3, 4, 5, 10, 11,
12*, 13*
ET 3, 4, 5, 8, 29,
42-43, 45*, 47*
- watching a
YouTube class
sketch
Set 3, 6, 7
Lu 2, 3, 5, 11, 13*
ET 2, 3, 5, 8, 29,
47*
- talking about
characteristics of
Britain and its
people
(WB ex. 3.1, 3.2)
Spr 1, 6, 9, 10, 11*,
12*
Gespr 1, 3, 5*, 6*,
7*
ET 18, 23, 26, 27,
29, 42-43, 45*, 46*,
47*
- making an
inventory of
characteristics
of Britain and its
people
(WB ex. 3.1,
3.2)
Schr 2, 11, 12,
14*, 15*
ET 31, 33, 4243, 45*, 46*
- exchanging
viewpoints in an
orderly debate and
report to the class
(WB ex. 3.6.3)
Spr 7, 8, 9, 11*, 12*
Gespr 1, 3, 4, 5*, 6*
ET 24, 25, 27, 29,
42-43, 45*, 46*
- making use of
the Great British
Calculator to
define the class
one’s family
belongs to
Schr 9 ET 39
- summarising
data from a
survey and
rearranging
them in a table
(WB ex. 3.5)
Schr 1, 5, 6, 12,
14*, 15*
ET 30, 35, 36,
42-43, 45*, 46*
- underpinning
one’s opinion
about income
with figures
(WB ex. 3.6.2)
- watching and
understanding an
episode of a British
comedy
(WB ex. 3.7.1)
- describing the
content of an
episode of a British
comedy
(WB ex. 3.7.2)
- summarising
information from
an article
(WB ex. 3.7.1)
Schr 10, 11, 12,
- reading the results of
a survey about classes
in British society today
(WB ex. 3.5)
Set 3, 6 Le 2, 3, 4, 5, 6,
7, 9, 10, 11*, 12*, 13*
ET 10, 11, 12, 13, 14,
15, 17, 42-43, 45*, 47*,
48*
- reading a magazine
article discussing social
mobility
Le 2, 3, 9, 10, 11*
ET 10, 11, 17, 42-43,
45*
- reading some
statements about how
society should reward
people for their work
(WB ex. 3.6.1)
Set 3
Le 8, 9, 10, 11*
ET 16, 17, 42-43, 45*
- reading a newspaper
article about British
humour as compared to
American humour
(WB ex. 3.7.1)
New Contact 4 Introduction
NOTES
47
Set 6
Le 2, 3, 6, 9, 10, 11*,
12*
ET 10, 11, 14, 17, 4243, 45*, 47*
- TB p. 69
- WB ex. 3.83.9
- humour based
on language
Wo 1, 2, 3, 4, 5
IC1, 3, 7
- TB pp. 70-77
- WB ex. 3.103.11
- Jokester and
Isaac Asimov
Wo 1, 2, 3, 4, 5
IC 4, 7
- TB p. 77
- WB BE 4.14.4
48
- interpreting some
humorous messages
(WB ex. 3.8)
Set 5, 7 Le 1, 2, 9, 10,
11* ET 9, 10, 17, 4243, 45*
- reading the transcript
of a video excerpt
(WB ex. 3.9) Set 13, 14
Le 2, 3, 4, 9, 10, 11*,
14* ET 10, 11, 12, 17,
42-43, 45*, 49*
- reading a biography of
Isaac Asimov
Le 3, 9, 10, 11*
ET 11, 17, 42-43, 45*
- reading a science
fiction short story:
Jokester (WB ex. 3.10)
Le 3, 4, 9, 10, 11*, 14*
ET 11, 12, 17, 42-43,
45*, 49*
Set 7
Lu 4, 5, 10, 11,
Lu12* 13*, 15*
ET4, 5, 42-43, 8,
29, 45*, 47*, 49*
- watching and
listening to a video
excerpt: Stephen
Fry on American vs.
British Comedy
Set 2, 3, 6, 7
Lu 2, 3, 4, 5, 8, 10,
11, 12*, 13*, 15*
ET 2, 3, 4, 5, 7, 8,
29, 42-43, 45*, 47*,
49*
- watching and
understanding a film
excerpt about
characteristics of
the English
language
(WB ex. 3.9)
Set 2, 3, 6, 7, 15
Lu 3, 4, 5, 10, 11,
12*, 13*, 15*
ET 3, 4, 5, 8, 29,
42-43, 45* 47*, 49*
- the passive
(simple tenses)
(WB BE 3.1-3.4)
Gra 1
New Contact 4 Introduction
Spr 1, 2, 3, 9, 10,
11*, 12*
ET 18, 19, 20, 26,
27, 29, 42-43, 45*,
46*
- comparing
information from
two different
sources on the
same subject
Spr 1, 6, 9, 11*,
12*, 18, 23, 42-43,
45*, 46*
14*, 15*
ET 33, 40, 4243, 45*, 46*
- correcting
mistakes
(WB ex. 3.8)
Schr 2, 12
ET 31, 42-43
- explaining the
content of a science
fiction short story
- entertaining the
class by telling a
good joke, or a
humorous anecdote
(WB ex. 3.11)
Spr 1, 2, 9, 10, 11*,
12* ET 18, 19, 26,
42-43, 45*, 46*
Optional:
DATE
EXTENSION 3
- TB pp. 78-80
- WB EXT 3.13.3
CROSS
CURRICULAR
OBJECTIVES
UNIT 3
TOPICS
VOCABULARY
the
Commonwealth
of Nations
Wo 1, 2, 3, 4, 5
IC1
Set 12
(WB EXT 3.3)
FUNCTIONS
GRAMMAR
READING C.
LISTENING C.
ORAL PR.
WRITING PR.
NOTES
ORAL PR.
WRITING PR.
NOTES
- reading information
about the Commonwealth
of Nations
(WB EXT 3.1, 3.2)
Set 6 Le 3, 4, 6, 9, 10,
11*, 12* ET 11, 12, 14,
17, 42-43, 45*, 47*
- scanning the Internet for
specific information about
the topic (WB EXT 3.3)
Set 6 Le 1, 2, 3, 4, 6, 7,
9, 10, 11* ET 9, 10, 11,
12, 14, 15, 17, 42-43, 45*
Gemeenschappelijke stam: 1, 2, 4, 5, 6, 8, 9,11, 16, 17, 18, 19, 21, 22, 25, 26
Leren leren: 1, 2, 3, 4, 5, 14
Contexten: 2.6, 2.8, 3.6, 7.4
2nd TERM (JANUARY-MARCH)
DATE
UNIT 4
- TB p. 81
- WB ex. 4.1
TOPICS
VOCABULARY
- love
Wo 1, 2, 3, 4, 5
- TB pp. 82-83
- WB ex. 4.24.3
- love at first
sight
Wo 1, 2, 3, 4, 5
FUNCTIONS
GRAMMAR
- exchanging
information about
the topics
READING C.
- interpreting cartoons
Set7
Le 1, 2, 9, 10, 11*
ET 9, 10, 17, 42-43, 45*
LISTENING C.
- writing a “love is
...” quote
(WB ex. 4.1)
Schr 2, 14*, 15*
ET 31, 45*, 46*
- watching and
listening to
partners
introducing “Love
is …” cartoons
(WB ex. 4.1) Set 7
LU 5, 8, 11
ET 5, 7, 8, 29
- reading articles about
first love
(WB ex. 4.2.1, 4.3.1)
- qualifying and
comparing articles
New Contact 4 Introduction
- talking about love
at first sight
Spr 4, 9, 11*, 12*
ET 21, 42-43, 45*,
46*
49
50
- TB pp. 84-87
- WB ex. 4.44.9
- mate
preferences
- nouns derived
from adjectives
and vice versa
(WB ex. 4.9)
Set 11
Wo 1, 2, 3, 4, 5
IC2
- TB pp. 87-90
- WB ex. 4.104.17
- steady
relationships
Wo 1, 2, 3, 4, 5
IC 2, 6
- TB pp. 91-97
- WB ex. 4.18
- true love
Wo 1, 2, 3, 4, 5
- the simple
passive (revision)
(WB ex. 4.11)
Set 11
- passive
continuous (WB
ex. 4.12, 4.13)
- complex passive
structures (WB ex.
4.14, 4.16)
- active and
passive voice (WB
ex. 4.15) Gra 1
(WB ex. 4.2.2, 4.3.2 & 3)
Le 2, 3, 4, 9, 10, 11* ET
10, 11, 12, 17, 42-43, 45*
- ranking characteristics
and comparing them with
the results of a survey
(WB ex. 4.4, 4.5)
Le 6, 7, 8, 9, 10, 11 , 13*
ET 14, 15, 16, 17, 42-43,
45*, 48*
- comparing non-textual
and textual information
about a rank ordering of
mate preferences
(WB ex. 4.6)
Le 3, 6, 9, 10, 11*
ET 11, 14, 17, 42-43, 45*
- analysing the structure
of an article (WB ex. 4.7)
Le 3, 4, 5, 7, 9, 10, 11*
ET 11, 12, 13, 15, 17, 4243, 45*
- intensive reading:
Should love be
controlled?
(WB ex. 4.10)
Set 5
Le 3, 4, 6, 9, 10, 11*
ET 11, 12, 14, 17, 42-43,
45*
- reading a real-life story
which illustrates true love
(WB ex. 4.18.1)
Le 3, 4, 8, 9, 10, 11*
ET 11, 12, 16, 17, 42-43,
45*
- understanding a
song “50 Ways to
Leave your Lover”
Set7
Lu 1, 2, 15*
ET 1, 2, 49*
New Contact 4 Introduction
- talking about ideal
partners
Spr 4, 9, 11*, 12*
ET 21, 42-43, 45*,
46*
- noting down
differences
between opinions:
own vs. American
(WB ex. 4.5.2)
Schr 2, 4, 11, 12,
14*, 15*
ET 31, 33, 34, 4243, 45*, 46*
- writing a
structured article
commenting on
figures in a chart
(WB ex. 4.8)
Schr 4, 7, 11, 12,
14*, 15*
ET 33, 34, 37, 4243, 45*, 46*
- talking about love
as the basis for a
lasting relationship
Spr 4, 9, 11*, 12*
ET 21, 42-43, 45*,
46*
- writing a gossip
article for a
popular
newspaper
(WB ex. 4.17)
Schr 2, 9, 11, 12,
14*, 15*
ET 31, 33, 39, 4243, 45*, 46*
- commenting orally
on a real-life story
which illustrates
true love
(WB ex. 4.18.2)
Spr 7, 8, 9, 11*, 12*
ET 24, 25, 42-43,
45*, 46*
- TB p. 97
- WB BE 4.14.5
Optional:
DATE
EXTENSION 4
- TB pp. 98-102
- WB EXT 4.14.6
- prepositions
(revision)
(differences
between English
and Dutch)
(WB BE 4.1-4.4)
- quantifiers
(WB BE 4.5)
Gra 1
TOPICS
VOCABULARY
- love poems
Wo 1, 2, 3, 4, 5
FUNCTIONS
GRAMMAR
READING C.
- analysing love poems
(WB EXT 4.1-4.6)
Le 1, 2, 3, 4, 9, 10, 11*,
14* ET 9, 10, 11, 12, 17,
42-43, 45*, 49*
- reading some
biographies
Set 8 Le 3, 4, 9, 10, 11*
ET 11, 17, 42-43, 45*
- analysing extracts from
a play: Romeo and Juliet
(WB EXT 4.7-4.9)
Le 3, 4, 9, 10, 11*, 14*
ET 11, 12, 17, 42-43, 45*
- reading a review of
Romeo and Juliet
Le 2, 3, 9, 10, 11*
ET 10, 11, 17, 42-43, 45*
- reading a biography
Le 3, 4, 9, 10, 11*
ET 11, 17, 42-43, 45*
LISTENING C.
ORAL PR.
- listening to a
song: Romeo and
Juliet
(WB EXT 4.10)
Set 7
Lu 3, 4, 10, 15*
ET 3, 4, 42-43,
49*
- relating what one
knows about
Romeo and Juliet
- selecting the main
aspects in a review
of Romeo and Juliet
Spr 9, 11*, 12*
ET 42-43, 45*, 46*
- TB pp. 103110
- WB EXT 4.74.10
- Romeo and
Juliet
Set8
Wo 1, 2, 3, 4, 5
CROSS
CURRICULAR
OBJECTIVES
UNIT 4
Gemeenschappelijke stam: 1, 2, 4, 5, 6, 8, 9, 11, 13, 15, 16, 17, 18, 19, 21, 25, 26
Leren leren: 1, 2, 3, 4
Contexten: 2.5, 2.6, 2.8, 3.1, 3.2, 3.3, 7.2
New Contact 4 Introduction
WRITING PR.
NOTES
51
DATE
UNIT 5
- TB pp. 111116
- WB ex. 5.15.5
- TB pp. 117118
- WB ex. 5.6
TOPICS
VOCABULARY
- education in
general
- adjectives and
their opposites
(WB ex. 5.4-5.5)
Wo 1, 2, 3, 4, 5
FUNCTIONS
GRAMMAR
- exchanging
information about
the topic
- adjectives and
their opposites
Gra 1
Set 11
- education at
school
Wo 1, 2, 3, 4, 5
IC 1, 2, 3
- exchanging
information about
education,
American vs.
Chinese school
culture
- TB pp. 119120
- WB ex. 5.7
- TB pp. 121126
- WB ex. 5.85.10
52
- education
outside school:
a gap year
(WB ex. 5.10)
Wo 1, 2, 3, 4, 5
IC 1, 2, 3
- exchanging
information about
taking a gap year
READING C.
LISTENING C.
- reading some
biographical information
about Malala Yousafzai
Le 3, 7, 9, 10, 11*, 12*
ET 11, 15, 17, 42-43, 45,
47*
- reading the transcription
of a speech, analysing its
structure and defining
some rhetorical devices
in it (WB ex. 5.2, 5.3)
Set 10, 13, 14 Le 3, 4, 5,
9, 10,11*, 12* ET 11, 12,
13, 17, 42-43, 45*, 47*
- reading a letter about
aspects of the American
school system
(WB ex. 5.6)
Set 6
Le 3, 4, 6, 9, 10, 11*, 12*,
13*
ET 11, 12, 14, 17, 42-43,
45*, 47*, 48*
- watching and
listening to a
speech
Set 7
Lu 1, 2, 3, 4, 6, 7,
10, 11, 12*, 13*,
14*
ET 1, 2, 3, 4, 6, 8,
29, 42-43, 45, 47,
48
- reading an article about
differences between
Eastern and American
school culture
(WB ex. 5.7)
Set 6 Le 3, 4, 6, 9, 10,
11*, 12*, 13*
ET 11, 12, 14, 17, 42-43,
45*, 47*, 48*
- reading an infographic
and an interview from a
school magazine and
comparing content
(WB ex. 5.8.1, 5.9)
Set 10
New Contact 4 Introduction
ORAL PR.
- expressing one’s
opinion on some
statements from a
speech
Spr 7, 9, 11*, 12*
Gespr 1, 3, 5*, 6*
ET 24, 27, 29, 45*,
46*
- exchanging
information about
the American
school system
Spr 4, 9, 11*, 12*
Gespr 1, 3, 5*, 6*
ET 21, 27, 29, 4243, 45*, 46*
WRITING PR.
- taking notes
while watching
and listening to a
speech
(WB ex. 5.1.1)
- summarising the
core message of a
speech
(WB ex. 5.1.2)
Set 1
Schr 6, 11, 12,
13, 14*, 15*
ET 33, 36, 41, 4243, 45*, 46*
- comparing
information, noting
down differences
between
American and
Belgian school
systems
(WB ex. 5.6)
Schr 2, 9, 11, 12,
13, 14*, 15*
ET 31, 33, 39, 41,
42-43, 45*, 46*
- discussing
differences between
school cultures
(Flemish, American,
Far East)
Spr 1, 6, 9, 11*, 12*
Gespr 1, 3, 5*, 6*
ET 18, 23, 27, 29,
42-43, 45*, 46*
- summarising
information from
an infographic
(WB ex. 5.8.2)
Schr 6, 11, 12,
13, 14*, 15*
NOTES
Le 2, 3, 4, 5, 9, 10, 11*,
12*
ET 10,11, 12, 13, 17, 4243, 45*, 47*
- TB pp. 127129
- WB ex. 5.115.14
- TB p. 129
- WB BE 5.15.4
Optional:
DATE
EXTENSION 5
- TB pp. 130136
- WB EXT 5.1
- browsing and scanning
a website, making a
distinction between
objective information and
flowery language
(WB ex. 5.11.1, 2, 3)
Set 7, 16
Le 1, 3, 4, 5, 7, 8, 9, 10,
11*, 12*
ET 9, 11, 12, 13, 15, 16,
17, 42-43, 45*, 47*
- reading a testimonial
written by an AFS
traveller (WB ex. 5.12)
Le 3, 4, 9, 10, 11*, 12*
ET 11, 12, 17, 42-43,
45*, 47*
- understanding a
classmate who
introduces a
website
(WB ex.5.11.4)
Set 7
Lu 3, 4, 5, 9, 10,
11, 12*, 13*
ET 3, 4, 5, 8, 28,
29, 42-43, 45*,
47*
- preparing a talk to
present the result of
a research project
(WB ex. 5.11.4)
Spr 1, 2, 5, 9, 10,
11*, 12*
ET 18, 19, 22, 26,
42-43, 45*, 46*
READING C.
LISTENING C.
ORAL PR.
ET 33, 36, 41, 4243, 45*, 46*
- comparing
information from
an infographic and
a speech
(WB ex. 5.9)
Schr 2, 11, 12,
14*, 15* ET 31,
33, 42-43, 45*,
46*
- taking notes
from a website as
preparation for a
talk
(WB ex. 5.11.3)
Set 1
Schr 1, 13, 14*,
15*
ET 30, 41, 45*,
46*
- writing an article
to start a
discussion on an
Internet forum
(WB ex. 5.13)
Set 1 Schr 2, 4,
10, 11, 12, 13,
14*, 15* ET 31,
33, 34, 40, 41, 4243, 45*, 46*
- pronunciation
problems
(WB BE 5.1-5.4)
Gra 1
TOPICS
VOCABULARY
- Sleeping
Freshmen
Never Lie
Wo 1, 2, 3, 4, 5
FUNCTIONS
GRAMMAR
- reading a biography of
David Lubar and some
introductory information
about his novel
New Contact 4 Introduction
WRITING PR.
NOTES
- holding a talk
about the novel
Spr 7, 9, 11*, 12*
Gespr 1, 3, 5*, 6*
53
IC 4
CROSS
CURRICULAR
OBJECTIVES
UNIT 5
DATE
UNIT 6
- TB pp. 137138
- WB ex. 6.16.4
- TB pp. 139140
- WB ex. 6.56.7
- TB pp. 141145
- WB ex. 6.8,
6.9
54
Le 3, 9, 10, 11
ET 11, 17, 42-43, 45*
- reading extracts from
Sleeping Freshmen
Never Lie (WB EXT 5.1)
Le 3, 4, 9, 10, 11*, 14*
ET 11, 12, 17, 42-43,
45*, 49*
ET 24, 27, 29, 4243, 45*, 46*
Gemeenschappelijke stam: 1, 4, 5, 6, 8, 9,10, 11, 12, 13, 16, 17, 18, 19, 20, 21, 22, 25, 26
Leren leren: 1, 2, 3, 4, 5,
Contexten: 3.10, 7.1, 7.2, 7.4
TOPICS
VOCABULARY
- food (meat,
vegetables,
seasoning)
(WB ex. 6.1.1-3)
- kitchen utensils
(WB ex. 6.1.4)
- quantities of
food
(WB ex. 6.2)
- cooking
(WB ex. 6.3)
Wo 1, 2, 3, 4, 5
IC 5*, 7*
- food (meat,
vegetables,
herbs and
spices)
(WB ex. 6.5, 6.6,
6.7)
Wo 1, 2, 3, 4, 5
- restaurant
(dishes,
beverages)
Wo 1, 2, 3, 4, 5
FUNCTIONS
GRAMMAR
- exchanging
information about
cooking and food
- understanding a
menu
READING C.
- reading a recipe
(WB ex. 6.1-6.3)
Le 3, 4, 9, 10, 11*, 12*
ET 11, 12, 17, 42-43,
45*, 47*
LISTENING C.
ORAL PR.
- viewing and
understanding a
cook who is
preparing a dish
(WB ex. 6.4)
Set 6, 7
Lu 3, 4, 10, 11,
12*, 13*, 15*
ET 3, 4, 8, 29, 4243, 45*, 49*
- exchanging
information about
cooking in the
family
Gespr 1, 3, 4, 5*, 6*
Spr 4, 9, 11*, 12*
ET 21, 27, 29, 4243, 45*, 46*
- reading more detailed
information about food
items Set 6, 7
Le 3, 6, 9, 10, 11*, 12*,
13* ET 11, 14, 17, 42-43,
New Contact 4 Introduction
- discussing a menu
in a restaurant
(WB ex. 6.8, 6.9)
Gespr 1, 3, 4, 5*, 6*
Spr 1, 9, 10, 11*,
WRITING PR.
- selecting items
from a menu in a
restaurant
(WB ex. 6.9)
Set 1
NOTES
45*, 47*, 48*
- reading a menu in a
restaurant
(WB ex. 6.8, 6.9)
Set 16 Le 4, 9, 10, 11*,
12* ET 12, 17, 42-43,
45*, 47*
- TB pp. 146149
- WB ex. 6.10,
6.11
- restaurant
Wo 1, 2, 3, 4, 5
- TB pp. 150151
- WB ex. 6.12
- original London
restaurants
Wo 1, 2, 3, 4, 5
IC 1
- TB p. 151
- WB BE 6.16.4
Optional:
DATE
EXTENSION 6
- TB pp. 152154
- WB EXT 6.16.3
- ordering in a
restaurant
- asking for and
expressing
appreciation
- expressing and
reacting to
complaints
- asking for the bill
- exchanging
information about
the topic
12*
ET 18, 26, 27, 29,
42-43, 45*, 46*
Schr 12, 13, 14*,
15*
ET 41, 42-43, 45*,
46*
- understanding a
restaurant
conversation
(WB ex. 6.10)
Lu 3, 4, 10, 11,
12*, 13*
ET 3, 4, 8, 29 4243, 45*, 47*
- preparing and
enacting a
restaurant scene
(WB ex. 6.11)
Gespr 1, 3, 4, 5*, 6*
ET 27, 29, 42-43,
45*, 46*
- writing notes as
a memory aid to
enact a restaurant
scene
(WB ex. 6.11)
Schr 12, 13, 14*,
15* ET 41, 42-43,
45*, 46*
- reading information
about some unusual
London restaurants
(WB ex. 6.12)
Set 6, 16
Le 3, 4, 6, 8, 9, 10, 11*,
12*
ET 11, 12, 14, 16, 17, 4243, 45*, 47*
- understanding a
partner who
introduces a
London restaurant
(WB ex. 6.12)
Lu 3, 4, 8, 10, 11,
12*, 13*
ET 3, 4, 7, 8, 29
42-43, 45*, 47*
- discussing original
London restaurants
to convince a
partner to dine there
(WB ex. 6.12)
Set 1 Gespr 1, 3, 4,
5*, 6*, 7*
ET 27, 29, 42-43,
45*, 46*, 47*
READING C.
LISTENING C.
ORAL PR.
- drawing conclusions by
comparing lists of dishes
(WB EXT 6.1)
Le 2, 4, 5, 8, 9, 10, 11*,
12*, 13*
Et 10, 12, 13, 16, 17, 4243, 45*, 47*, 48*
- watching and
listening to a song
from the musical
Cats
Set 6, 7
Lu 3, 10, 11, 12*,
13*, 15*
ET 3, 8, 29, 42-
- time clauses and
conditional
clauses
(WB BE 6.1-6.4)
Set 11 Gra 1
TOPICS
VOCABULARY
- home cooking
today vs. 30
years ago
- Cats
Wo 1, 2, 3, 4, 5
IC 2, 3, 6*, 7*
FUNCTIONS
GRAMMAR
New Contact 4 Introduction
WRITING PR.
NOTES
- formulating one’s
conclusions in
sentences
(WB EXT 6.2)
Schr 2, 9, 12, 13,
14*, 15*
ET 31, 33, 39, 41,
45*, 46*
55
- reading an article and
comparing its content
with other evidence
Set 6
(WB EXT 6.3) Le 2, 3, 4,
6, 9, 10, 11*, 12*
ET 10, 11, 12, 14, 17, 4243, 45*, 47*
CROSS
CURRICULAR
OBJECTIVES
UNIT 6
43, 45*, 47*, 49*
Gemeenschappelijke stam: 1, 4, 5, 6, 8, 9, 10, 11, 12, 18, 19, 20, 21, 22, 25, 26
Leren leren: 1, 2, 3, 4,
Contexten: 1.5
3rd TERM (APRIL-JUNE)
DATE
UNIT 7
- TB pp. 155157
- WB ex. 7.17.2
- TB pp. 158161
- WB ex. 7.37.5
56
TOPICS
VOCABULARY
- animal welfare
- common traits
and differences
between humans
and animals
(WB ex. 7.2)
Wo 1, 2, 3, 4, 5
FUNCTIONS
GRAMMAR
- exchanging
information about
the topic
READING C.
LISTENING C.
- reading a newspaper or
magazine article
(WB ex. 7.1)
Set 1
Le 2, 3, 4, 7, 9, 10, 11*,
12*
ET 10, 11, 12, 15, 17, 4243, 45*, 47*
- comparing statements
about humans with the
content of an article
(WB ex. 7.3)
Set 7
Le 1, 2, 3, 9, 10, 11*, 12*
ET 9, 10, 11, 17, 42-43,
45*, 47*
- listening to an
interview about
animal rights and
equality
(WB ex. 7.4)
Lu 2, 3, 4, 10, 11,
12*, 13*
ET 2, 3, 4, 8, 29
42-43, 45*, 47*
New Contact 4 Introduction
ORAL PR.
WRITING PR.
- discussing animal
rights
Gespr 1, 3, 5*, 6*
ET 27, 29, 45*, 46*
- summarising
some
philosophers’
opinions about
animals
(WB ex. 7.1)
Schr 1, 5, 12, 13,
14*, 15*
ET 30, 35, 41, 4243, 45*, 46*
- giving evidence
of what is correct
in some
statements
(WB ex. 7.3.2)
Schr 2, 10, 12,
13, 14*, 15*
ET 31, 40, 41, 4243, 45*, 46*
- writing a short
essay for a
popular science
magazine
NOTES
(WB ex. 7.5)
Schr 10, 12, 13,
14*, 15*ET 40, 41,
42-43, 45*, 46*
- TB pp. 162164
- WB ex. 7.67.8
- TB p. 165
- WB ex. 7.97.11
- TB pp. 166173
- WB ex. 7.12
- TB p. 173
- WB BE 7.17.4
- modal use of
shall / will and
should / would
(WB ex. 7.6, 7.7,
7.8) Gra 1 Set 11
- animals
(WB ex. 7.9)
- sayings and
similes about
animals
(WB ex. 7.10,
7.11)
Wo 1, 2, 3, 4, 5
- Roald Dahl and
The Ratcatcher
Wo 1, 2, 3, 4, 5
- reading some cartoons
about animals Le 1, ET 9
- reading some examples
of sayings and similes
about animals
Set 6, 7
Le 4, 6, 9, 10, 11*, 12*,
14*
ET 12, 14, 17, 42-43,
45*, 47*, 49*
- reading a biography of
Roald Dahl
Le 3, 9, 10, 11*
ET 11, 17, 42-43, 45*
- reading a short story:
The Ratcatcher
(WB ex. 7.12)
IC4, IC7* Set 9 Le 3, 4,
9, 10, 11*, 14* ET 11, 12,
17, 42-43, 45*, 49*
- grammar of
conversation
(revision) (tags,
short responses to
statements)
(WB BE 7.1-7.4)
Gra 1
- saying and
reacting to
statements using
tags, showing
interest, agreeing,
disagreeing, using
additions
(WB BE 7.1-7.4)
Gespr 1, 3, 4, 5*,
6*, 7*
ET 27, 29, 42-43,
45*, 46*, 47*
Optional:
New Contact 4 Introduction
57
DATE
EXTENSION 7
- TB pp. 174182
- www.knooppunt.net
CROSS
CURRICULAR
OBJECTIVES
UNIT 7
DATE
UNIT 8
- TB p. 183
- WB ex. 8.18.2
- TB pp. 184188
- WB ex. 8.38.9
58
TOPICS
VOCABULARY
- dogs
- horses
- zoos
- animal
experiments
Wo 1, 2, 3, 4, 5
FUNCTIONS
GRAMMAR
- exchanging
information about
the topics
READING C.
LISTENING C.
ORAL PR.
- reading information
about the topics
- scanning the Internet
looking for specific
information about the
topics
Set 16 Le 1, 2, 3, 4, 6, 7,
9, 10, 11*, 14*
ET 9, 10, 11, 12, 14, 15,
17, 42-43, 45*, 49*
- understanding a
fellow pupil talking
about the topics
Set 7, 16
Lu 3, 5, 10, 11,
12*, 15*
ET 3, 5 , 8, 29,
42-43, 45*, 49*
- reporting on
personal reading
Set 1, 18,
Spr 1, 2, 3, 5, 9, 10,
11*, 12*
ET 18, 19, 20, 21,
26, 42-43, 45*, 46*
WRITING PR.
NOTES
- writing a
summary report
on personal
reading
Set 1, 18
Gemeenschappelijke stam: 1, 2, 4, 5, 6, 7, 9, 10,11, 12,13, 16, 17,18, 19, 20, 21, 25, 26,
Leren leren: 1, 2, 3, 4, 5, 8, 9, 10, 11, 12
Contexten: 2.7
TOPICS
VOCABULARY
- sports, extreme
sports
- sports injuries
(WB ex. 8.1, 8.2)
Wo 1, 2, 3, 4, 5
- extreme sports
(WB ex. 8.3)
- noun + gerund,
gerund + noun
constructions
(WB ex. 8.6, 8.7,
8.8)
Wo 1, 2, 3, 4, 5
FUNCTIONS
GRAMMAR
- talking about
sports and risktaking
- structures with
gerund (revision
and extension)
(WB ex. 8.5-8.9)
Set 10
Gra 1
READING C.
- reading some extreme
sports vocabulary
(WB ex. 8.3)
Le 3, 9, 10, 11*, 12*
ET 11, 17, 42-43, 45*,
47*
LISTENING C.
- watching a video
excerpt in which
an extreme sport
is illustrated
(WB ex. 8.3.2)
Lu 2, 10, 1, 12*
ET 2, 8, 29, 4243, 45*
- (watching and)
listening to a
sports medicine
physician
(WB ex. 8.4)
Lu 3, 4, 10, 11,
12*, 13*
ET 3, 4, 8, 29, 4243, 45*, 47*
New Contact 4 Introduction
ORAL PR.
- talking about
sports experiences
and injuries
- talking about
extreme sports and
risk-taking
Gespr 1, 3, 4, 5*, 6*
Spr 4, 7, 9, 10, 11*,
12*
ET 21, 24, 26, 27,
29, 42-43, 45*, 46*
WRITING PR.
- writing an article
of introduction to
participate in a
contest organised
by a teenage
magazine
(WB ex. 8.9)
Schr 2, 11, 12,
13, 14*, 15*
ET 31, 33, 41, 4243, 45*, 46*
NOTES
- TB pp. 189193
- WB ex. 8.108.15
- risk-taking
(WB ex. 8.13)
Wo 1, 2, 3, 4, 5
- TB p. 193
- WB BE 8.18.6
Optional:
DATE
EXTENSION 8
- TB pp. 194195
- WB EXT 8.18.3
- participating in a
debate
(WB ex. 8.15)
Gra 1
- reading some
statements and
magazine articles about
extreme sports
(WB ex. 8.10, 8.11, 8.12)
Le 3, 4, 5, 8, 9, 10, 11*,
12*
ET 11, 12, 13, 16, 17, 4243, 45*, 47*
- watching video
excerpts in which
an extreme sport
is illustrated
(WB ex. 8.15)
Set 16
Lu 1, 3, 4, 8, 10,
11, 12*, 13*
ET 1, 3, 4, 7, 8,
29, 42-43, 45*,
47*
- participating in a
debate discussing
the pros and cons
of extreme sports
(WB ex. 8.14)
Gespr 1, 3, 4, 5*, 6*
Spr 7, 8, 9, 10, 11*,
12*
ET 24, 25, 26, 27,
29, 42-43, 45*, 46*
- taking notes to
summarise an
article or to help
participate in a
debate
(WB ex. 8.11,
8.12, 8.14)
Set 1
Schr 5, 12, 13,
14*, 15*
ET 35, 41, 42-43,
45*, 46*
- opening and
taking part in a
discussion forum
on the net
(WB ex. 8.15)
Set 1 Schr 1, 2, 4,
10, 11, 12, 13,
14*, 15* ET 30,
31, 33, 34, 40, 41,
42-43, 45*, 46*
- adjectives and
adverbs (revision)
(WB BE 8.1, 8.2)
Set 10, 11
Gra 1
- comparatives
and superlatives
(revision)
(WB BE 8.3-8.6)
Gra 1
TOPICS
VOCABULARY
- base jumping
Wo 1, 2, 3, 4, 5
FUNCTIONS
GRAMMAR
- adjectives and
adverbs (revision)
(WB EXT 8.3)
Gra 1
READING C.
- reading an article
extensively: Is it a bird?
Is it a plane? (WB EXT
8.1-8.3) Le 3, 4, 9, 10,
11*, 12* ET 11, 12, 17,
42-43, 45*, 47*
LISTENING C.
ORAL PR.
WRITING PR.
NOTES
- watching a video
excerpt
introducing Tim
Emmett Lu 2, 10,
1, 12* ET 2, 8, 29,
42-43, 45*
New Contact 4 Introduction
59
- TB pp. 196198
- WB EXT 8.4
- illegal street
racing
Wo 1, 2, 3, 4, 5
- reading an article
intensively: The Real
World of the Fast and the
Furious (WB EXT 8.4)
Le 3, 4, 8, 9, 10, 11*,
12*
ET 11, 12, 16, 17, 4243, 45*, 47*
CROSS
CURRICULAR
OBJECTIVES
UNIT 8
DATE
60
Gemeenschappelijke stam: 1, 4, 5, 8, 9, 10, 11, 13, 16, 18, 19, 20, 21, 22, 25, 26
Leren leren: 1, 2, 3, 4, 5
Contexten: 2.7
PORTFOLIO
- WB pp. 227233
Set12
New Contact 4 Introduction
- talking about illegal
car racing
Gespr 1, 3, 4, 5*, 6*
Spr 4, 7, 9, 10, 11*,
12*
ET 21, 24, 26, 27, 29,
42-43, 45*, 46*
- writing about
illegal car racing
Schr 10, 12, 13,
14*, 15*
ET 40, 41, 42-43,
45*, 46*