Buildings: past and present v456

Buildings: past and present v456

Buildings

Introduction

Buildings
In this theme you will focus on Buildings: past and present.
You might think that it sounds pretty boring? Well, maybe but read on and you might be surprised by some things that you are going to learn and consider.

What are we going to do?
Our first article looks at some reasons to save old buildings which include looking to the future.
Then we look at the Seven Wonders of the World.
You may have heard of the pyramids but what were the other wonders of the ancient world? And what would their modern day equivalents be?
Next we look at libraries. Some of the most stunning buildings in the world are, for some people libraries but what is their place in our digital age?
Then to round off we look man’s obsession with building up into the sky.

How about you?
Buildings are all around us: we live in them, we work in them.
Buildings can be very old and built in a traditional style, or they can be modern and cutting
edge and take architecture to the limit. Do you like old buildings or modern buildings?

So this topic is about buildings but also about the past and its relevance to the present.

Have fun!

Need to know

What do you need to know?
At the end of this theme, you should be able to talk about Buildings with ease.
But you don't have to be able to do all this perfectly right away! If you take the following lessons you'll find out what you need to know!

  • Read the questions.
  • Form groups of three or four.
  • In your group, select as many questions as there are members of your group.
  • Discuss these questions.
  • Select one question you all think is interesting.
  • Present, as a group, the results of your discussion to your class mates.
  • Answer, as good as you can, questions of your class mates.

When listening to other presentations, listen carefully and think of questions or things you did not understand.

​​Choose from the following questions:

  • Have you ever been interested in architecture? Why/ why not?
  • What are some buildings around where you live that you like? Why?
  • Describe a building you dislike. Why don't you like it?
  • Do you think that old buildings are more beautiful than new ones? Why or why not?
  • Tell about the last time you visited a famous building or monument. What was it? How did it look?
  • Describe your dream house.

 

Can do

In this theme you will focus on the following 'can do' statements.

Listening (B2):

  • I can understand in detail the main points in a short video about old buildings that are being used by young companies. I can answer questions about it. and I can discuss it with a classmate.
  • I can follow extended speech between two teens talking about some buildings.
  • I can understand simple technical information like an instruction for making an infographic.

Reading (C1)

  • I can rapidly grasp the content and the significance of an article about the history of tall buildings.
  • I can read and understand an article in which the writers express points of view about saving old buildings.
  • I can understand in detail texts about the function and importance of libraries.
  • I can read information on Seven Wonders of the Ancient World and grasp the most important points.
  • I can quickly look through a manual (for making an infographic) and find and understand the relevant explanations and help for making a good infographic.

Speaking (B2)

  • I can start, maintain and close simple face to face conversation about visiting famous buildings and 3D tours.
  • I can maintain a discussion about old and modern buildings but may sometimes be difficult to follow when trying to say exactly what I would like to.
  • I can catch the main points in a short video about old buildings that are being used by young companies. I can discuss this topic with a classmate.
  • I can give or seek personal views and opinions in an informal discussion about libraries.
  • I can describe the short passages orally in a simple way.


Writing (B2)

  • I can write a fact file about a building I think it could be 'The Eight Wonder of the Modern World'. I can research this building and gather and complete the information in a fact file.
  • I can write a discursive essay on the topic: should old buildings be pulled down to make way for new buildings.
  • I can write a letter to the editor, with my points of view.
  • I can write connected texts in a short paragraph about possible changes to cities and can express personal views.

To do

The theme Buildings contains an introduction, four lessons and a finishing touch.
In the schedule below, you can see the titles of the sections and an estimate of the time required for each part.

Lesson

Title

Activity

Time (hours)*

Introduction

Introduction

Need to know

Can do

To do

 

0,5 hour

Lesson 1

The Seven Wonders of the World

Speak about famous buildings. Recognize the Seven World wonders of the Ancient World and discuss it. Write a fact file. 

3-4 hours

Lesson 2

Practical reasons to save old buildings

Speak about old buildings in your hometown. Read about reasons to save old buildings. Write a discursive essay about why or why not we should pull down old buildings.
Grammar: adjectives and adverbs

3-4 hours

Lesson 3

Libraries and the digital age?

Read about libraries, do we still need them? Watch a video about old buildings that are being used by companies.
Grammar:gradable and non-gradable adjectives and adverbs

3-4 hours

Lesson 4

Can we touch the sky?

Read and talk about tall buildings. Write a paragraph about changes to cities in the future.
Grammar: future will/going to 

2-3 hours

Finishing touch

Projects

You learn more about infographics, and you are going to present an infographic about 'buildings'.

3 hours

Oefenprogramma Engels'

You are going to practise with the 'Oefenprogramma Engels'

Examentraining

You are going to prepare for exams: practise taking past versions.

Evaluatie

You answer evaluation questions, what did you learn?

 

 

Total

16 hours


*hour = lesuur. Eén lesuur komt ongeveer overeen met 2 SLU.

Lessons

Seven Wonders

Seven Wonders

Introduction

In this first lesson you are going to find out The Seven Wonders of the world.

This lesson contains 5 steps and an evaluation.
Work them through step by step.

Step

  

Lesson

Activity

 

     

Introduction

Read the introduction.

Step 1

Speaking

Recognize famous buildings. Answer questions with a classmate about a building you visited or like to visite.

Step 2

Reading

Tick the Seven Wonders. Pick the correct statement. Read the text and answer questions. Identify types of buildings and suggest modern equivalents.

Step 3

Words

Remove the inappropriate word from a group. Fill-in exercise to complete a sentence.

Step 4

Speaking

Answer and discuss questions with a classmate about the Seven Wonders of the Ancient Word.

Step 5

Task

Write a fact file about a building.

 

Evaluation

Reflecting on what you have learned.


But first, what do you know about famous buildings? Let’s find out!

Difficult words? Search these on Cambridge Dictionaries

Step 1 - Speaking

Famous buildings
In the introduction you have looked at famous buildings.
Answer these questions in the second column of the schedule below.
We have already answered the one of the Statue of liberty.
Answer these questions for the other buildings.

  • What is the name of the building?
  • What type of buildings is it? In most cases the answer is in the name.
  • Do you know who built this building?
  • Do you know what their purpose was?

Download here the schedule Google doc 'Famous buildings', make a copy and fill in. It looks like this:

Buildings

What is it?

 
 
 
  • The Statue of liberty in NYC.
  • It is a statue. It was a present to the people of New York from France.
  • It was built by Gustav Eiffel.
  • It is a symbol of freedom and welcome to immigrants to the USA.
 
 
 
 
 
 

 

Discuss with a classmate
After this you are going to talk to your classmate and answer these questions together.
Give details in your answers.

  1. Which of the buildings have you visited?
    When did you visit them? Are there any that you would like to visit? Why?
  2. You must remove two buildings and add two of your own to this list of Top Buildings to visit.
    Which would you remove and which would you add? Explain your choices.
  3. Compare your new list with your classmates.

Compare the experience of visiting a building and looking at a 3D tour on the computer.
Many buildings were closed due to COVID-19 in 2020/2021. Then it is the perfect time to experience a virtual tour of a monument. Some people also think that the 3D tour is better: it’s cheaper, there aren’t any queues and it’s free.

What do you think? Give three reasons. Discuss with your classmates.

Answers famous buildings

Step 2 - Reading

Reading
You are going to read a text about the Seven Wonders of the Ancient world.
Do you know what they were? Are there modern day equivalents?
Look at the following list. Which were the Seven Wonders of the World?

Reading
Now you know what are the Seven Wonders of the Ancient World.
You are going to read a text about the Seven Wonders of the Ancient world.

First read the questions.
Then read the text and answer the questions.

  1. Which was the oldest?

  2. Which was rebuilt three times?

  3. Which might not have ever existed?

  4. Which wonder gave its name to a modern day term meaning a tomb above ground?

  5. Which wonder was a ruin for many years until its stones were used for another building?

  1. Which wonder was decorated with gold, ivory ebony and precious stones?

  2. Which is still standing today?

  3. Which did one Greek Poet compare to Olympus?

  4. Which was built to celebrate a war victory?

  5. Which were not destroyed by earthquakes?

Now read the text and do the exercise.

Wikimedia commons: Seven wonders

The Seven Wonders of the Ancient World

The Seven Wonders of the Ancient World were a collection of remarkable constructions listed by various Greek authors, including Antipater of Sidon and Philo of Byzantium. The classic list featured seven wonders located
in the Eastern Mediterranean.

1. Great Pyramid of Giza
Built between 2584 BC and 2561 BC, the Great Pyramid of Giza is the only surviving ancient wonder. It is 230.4 metres wide at its base and 146.5 metres tall, and is the largest of three that sit beside the city of Giza, around 12 miles from Cairo. It was the tallest man-made structure for more than 3,800 years, until the completion of Lincoln Cathedral around the year 1300.

2. Temple of Artemis at Ephesus
The Temple of Artemis was reckoned by Antipater of Sidon, the Greek poet, to be the finest of the ancient wonders. He wrote: "When I saw the house of Artemis that mounted to the clouds, those other marvels lost
their brilliancy, and I said, 'Lo, apart from Olympus, the Sun never looked on aught so grand'." After being destroyed twice, by floods and arson, the third - and greatest - incarnation began in 323BC. It survived until
268AD, when it was damaged or destroyed during a Goth raid. The site of the temple was rediscovered in
1869, and fragments of it can be found in the British Museum. Ephesus was given World Heritage Site
status in 2014.

3. Hanging Gardens of Babylon
This is the only ancient wonder whose exact location has not been established. While some believe they were purely mythical, other sources suggest they were built by King Nebuchadnezzer II around 600BC. The site may have comprised an ascending series of tiered gardens which resembled a large green mountain rising from the centre of ancient Babylon, near present-day Hillah in Iraq. If the gardens did exist at all, they were destroyed soon after the first century AD.

4. Lighthouse of Alexandria
Built by the Ptolemaic Kingdom between 280BC and 247BC, the Lighthouse of Alexandria measured up to 137 metres in height, making it one of the tallest man-made structures in the world for centuries. It was damaged by three earthquakes between 956 and 1323, surviving as a ruin until 1480, when the last of its stones was used to build the Citadel of Qaitbay, which still stands on the site.

5. Statue of Zeus at Olympia
This giant seated representation of the Greek god Zeus was built by the sculptor Phidias around 435BC in the Temple of Zeus at the sanctuary of Olympia. It consisted of a wooden framework covered with ivory plates and gold panels, while the throne was decorated with ebony, ivory, gold and precious stones. It was mentioned by the Roman historian Suetonius (apparently Caligula gave orders for it to be shipped to Rome so its head could be replaced with a sculpture of his own). The statue may have been destroyed when the Temple of Zeus was lost to fire in 425. Alternatively, it was taken to Constantinople (now Istanbul), where it burnt with the Palace of Lausus in 475. Phidias's workshop was rediscovered at Olympia in the 1950s.

6. Mausoleum at Halicarnassus
Built between 353BC and 350BC, this tomb - for Mausolus, a Persian satrap (a provincial governor) - was 45 metres in height and covered in ornate reliefs by four different Greek sculptors. It stood at Halicarnassus, near modern-day Bodrum, Turkey, until it was destroyed by successive earthquakes between the 12th and 15th centuries. Since its construction, the word "mausoleum" has come to represent any above-ground tomb.

7. Colossus of Rhodes
This statue to the Greek god of the sun, Helios, once stood at the entrance to the harbour at Rhodes, on the
Greek island of the same name. It was built in 280BC to mark victory over the ruler of Cyprus, Antigonus I
Monophthalmus, but survived for just 54 years, when it was destroyed by an earthquake. It was more than 30 metres tall and made of bronze and iron with a marble pedestal.

By Oliver Smith, Digital Travel Editor

 

The full text suggests modern day equivalents to these ancient wonders.
Read the text here and identify the type of building and then suggest a modern day equivalent.

Example:
The Pyramids of Giza are a tomb.
A modern day tomb could be: Taj Mahal in India.

Now read the author’s suggestions and compare your answers.

 

Step 3 - Words

Words
Do the exercises.

Step 4 - Speaking

Speaking
Read and answer these questions with your partner.

  1. Imagine you can visit two of the Seven Wonders of the Ancient World.
    Which would you visit if you could? Explain your choice.
  2. Is it important to have lists of buildings? (e.g. modern wonders/tallest /narrowest etc.) Why? Why not?
    Think of three reasons for each argument.
  3. Some people say that the ancient wonders were more amazing than modern day wonders. Why do they say that?
  4. With modern technology, buildings can be preserved for longer. Is this a good idea? If not, why not?
  5. Do you think that buildings like the Eiffel Tower and Big Ben will be preserved forever? Explain your thoughts.

Step 5 - Task

Writing Task
A magazine is looking for the eighth wonder of the modern world.
You are going to write the fact file about the building you think could be the eighth wonder of the modern world.

  1. Think of a building you consider to be a Wonder. Complete the information.
    About the building An eye catching description that will make people want to visit it.
    Statistics How tall is it? How wide? Etcetera.
    History Who built it? Did the architect build any other famous buildings? Why was it built? What was the building used for?
    Today What is it used for today? Is it the same or different to its original purpose?
    Why is it the eight wonder? Give your reasons for nominating this building.

     

  2. Research your building.
  3. Write your fact file.
  4. Show your draft to your partner.
  5. Rewrite your fact file and give it to your teacher.
    Write 200-250 words.

Evaluation

Fill in the schedule and answer the questions below.

 

Activity

 

Needs improvement

​Satisfactory, good

Excellent

Step 1 - Speaking

I can speak about buildings I have visited or like to visit.

 

 

 

Step 2 - Reading

I can read a text about the Seven Wonders in detail and answer questions.

 

 

 

Step 3 - Words

I can combine the words from the text.

 

 

 

Step 4 - Speaking

I can have a discussion about the Seven Wonders of Ancient World. 

 

 

 

Step 5 - Task

I can write a fact file about a building. 

      

 

What have you learned in this lesson?
Answer the following questions:

  • What was the easiest part of this lesson?
  • What was the most interesting part?
  • What was the most difficult part?
  • What was new to you in this lesson?
  • What do you have to ask your teacher?

Save old buildings?

Save old buildings?

Introduction

In this lesson you are going to read about old buildings.
Some people think that we should preserve them.

What do you think?
Discuss the following question in your group:

  • Is it important that we have these reminders of the past around us every day?

This lesson contains 5 steps and an evaluation.
Work them through step by step.


 

Step

Activity

 

 

Introduction

Find out what you already know.

Step 1

Speaking

Ask and answer questions with a classmate about buildings in your hometown.

Step 2

Reading

Write down six reasons of your own to save buildings. Watch a slideshow. Match headings with a text. Another exercise, choosing correct answer.

Step 3

Grammar

About adverbs and adjectives. Do an exercise and study Grammar Desk.

Step 4

Writing

Write five sentences with adverbs. Your classmate rewrite these with adjectives. Talk about the sentences.

Step 5

Task

Write a discursive essay about a topic.

 

Evaluation

Reflecting on what you have learned.

 

Difficult words? Search these on Cambridge Dictionaries

 

Step 1 - Speaking

Speaking
Ask and answer these questions with your classmate.
Think of the situation where you both live when you answer these questions.

  1. How old (approximately) are the oldest buildings?
    • older than 14th century
    • 14th century
    • 16th century
    • 18th century
  1. Which is the oldest building in your nearest town?
    • church
    • government building
    • private residence
    • other
  1. What is the condition of this building?
    • It’s falling down.
    • It’s recently been renovated.
    • It’s in really good condition.
  1. What is your opinion about old buildings?
    • They need to be preserved. It’s a link to the past.
    • They should be knocked down to make room for modern buildings.
    • Not sure but they cost a lot of money to preserve, don’t they?
    • We could keep some of them – do we really need all of them?

Step 2 - Reading

Reading
You are going to read an article entitled ‘Six practical reasons to save old buildings’.
The paragraph heading has been removed.

Paragraph headings:

  1. New businesses prefer old buildings.
  2. Old buildings are reminders of a city’s culture and complexity.
  3. Old buildings attract people.
  4. Old buildings have intrinsic value.
  5. Regret only goes one way.
  6. When you tear down an old building, you never know what’s being destroyed.

Read the text.

Nine Practical Reasons to Save Old Buildings

What is historic, and worth saving, varies with the beholder, but some definition is urgent. Simply put, “historic” means “old and worth the trouble.” It applies to a building that’s part of a community’s tangible past. And though it may surprise cynics, old buildings can offer opportunities for a community’s future. This article examines both the cultural and practical values of old buildings and looks at why preserving them is beneficial not only for a community’s culture, but also for its local economy.

[1] Buildings of a certain era, namely pre-World War II, tend to be built with higher-quality materials such as rare hardwoods (especially heart pine) and wood from old-growth forests that no longer exist. Prewar buildings were also built by different standards.
A century-old building might be a better long-term bet than its brand-new counterparts. Take, for example, the antebellum Kennedy-Baker-Walker-Sherrill House in West Knoxville, Tennessee. Until the City Council approved a zoning deal, the house was threatened by developers’ interests. However, following its classification as a historic site, the house―and its five-brick-thick walls―will be reborn as an office building that could withstand the fiercest of tornadoes.

[2] A decade ago, the Daylight Building in Knoxville was a vacant eyesore. A developer purchased the property with plans to demolish the building to make way for new construction. However, following multiple failed deals to
demolish the building, the Daylight went back on the market. Dewhirst Properties bought it and began renovations only to discover the building’s hidden gems: drop-ceilings made with heart-pine wood, a large clerestory, a front awning adorned with unusual tinted “opalescent” glass, and a facade lined with bright copper. Beyond surviving demolition and revealing a treasure trove of details, the Daylight reminds us that even eyesores can be valuable for a community’s future.

[3] In 1961, urban activist Jane Jacobs startled city planners with The Death and Life of Great American Cities, in which Jacobs discussed economic advantages that certain types of businesses have when located in older buildings. Jacobs asserted that new buildings make sense for major chain stores, but other businesses–-such as bookstores, ethnic restaurants, antique stores, neighborhood pubs, and especially small start-ups―thrive in old buildings. small start-ups―thrive in old buildings. “As for really new ideas of any kind―no matter how ultimately profitable or otherwise successful some of them might prove to be―there is no leeway for such chancy trial, error, and experimentation in the high-overhead economy of new construction,” she wrote. “Old ideas can sometimes use new buildings. New ideas must use old buildings.” Jane Jacobs' book "The Death and Life of Great American Cities" changed the way people saw older buildings.

[4] Is it the warmth of the materials, the heart pine, marble, or old brick―or the resonance of other people, other activities? Maybe older buildings are just more interesting. The different levels, the vestiges of other uses, the awkward corners, the mixtures of styles, they’re at least something to talk about. America’s downtown revivals suggest that people like old buildings. Whether the feeling is patriotic, homey, warm, or reassuring, older architecture tends to fit the bill. Regardless of how they actually spend their lives, Americans prefer to picture themselves living around old buildings. Some eyes glaze over when preservationists talk about "historic building stock," but what they really mean is a community's inventory of old buildings ready to fulfill new uses.

[5] By seeing historic buildings―whether related to something famous or recognizably dramatic―tourists and long-time residents are able to witness the aesthetic and cultural history of an area. Just as banks prefer to build stately, old-fashioned facades, even when located in commercial malls, a city needs old buildings to maintain a sense of permanency and heritage.

[6] The preservation of historic buildings is a one-way street. There is no chance to renovate or to save a historic site once it’s gone. And we can never be certain what will be valued in the future. This reality brings to light the importance of locating and saving buildings of historic significance―because once a piece of history is destroyed, it is lost forever.

This toolkit originally appeared on March 3, 2014, and was adapted from Jack Neely’s article, “Nine Practical
Reasons to Save Old Buildings,” at Metro Pulse.


Do the exercises.

 

Step 3 - Grammar

Grammar
Let’s look at adjectives and adverbs.

An adjective describes a noun. It comes before the noun.

  • It’s a beautiful building.


An adverb describes the verb, adjective, or another adverb.

  • They built that house quickly.
  • The house was really old.
  • The windows were removed reasonably easily.

Some words can be used as both adjectives and adverbs.

  • The builder works well. (describes how he works = adverb)
  • You look well. (describes how you look = adjective)

Do the exercise.

Step 4 - Writing

Writing: Adverb - Adjective swap
Write out five sentences with adverbs.

For instance:

  1. The boy happily agreed.
  2.  
  3.  
  4.  
  5.  

Then give your sentences to your partner to write out with the adjectives.
You write out the sentences of your partner with the adjectives. 

For instance:

  1. The happy boy agreed.
  2.  
  3.  
  4.  
  5.  


Talk about your sentences. Do they mean the same?
How are they different in meaning?

In the example, the sentences don’t mean the same.  
The ‘happiness’ is with the agreement in the first sentence and with the boy in the second.

Step 5 - Task

Task: Writing
You are going to write a discursive essay.

The goal of a discursive essay is to present a balanced and objective examination of a subject. Like an argumentative essay, the topic may be controversial, but the discursive essay attempts to present a much more balanced discussion of the issue. It does not, however, have to be expressly neutral. The essay should present both sides of the discussion, supported by facts and research. The author may draw tentative conclusions about the subject and suggest them to the reader.

This is the topic:
Some people say that old buildings should be pulled down to make way for new buildings. Do you agree?

Write about:

  1. The importance of old buildings
  2. The need for new buildings
  3. Your own ideas.

Write an essay using all the notes and giving reasons for your point of view.

Evaluation

Copy and fill in the schedule and answer the questions below.

 

Activity

 

Needs improvement

​Satisfactory, good

Excellent  

Step 1
speaking

I can answer questions about buildings in my hometown.

 

 

 

Step 2 reading

I can match headings with a text about reasons to save old buildings.

 

 

 

Step 3 grammar

I can understand and use the grammar adverbs and adjectives.

 

 

 

Step 4 writing

I can write out sentences with adverbs and adjectives.

 

 

 

Step 5 Task

I can write a discursive essay about the question should old buildings be pulled down?

      


What have you learned in this lesson?
Answer the following questions:

  • What was the easiest part of this lesson?
  • What was the most interesting part?
  • What was the most difficult part?
  • What was new to you in this lesson?
  • What do you have to ask your teacher?

Libraries - digital age

Libraries - digital age?

Introduction

In this next lesson, we look at libraries.

Some of the most beautiful buildings in the world are libraries.
They were built at a time when books were not widely available to all, and of course many were unable to read them.

What do you think?
Discuss the following question in your group:

  • Is there still a place for libraries in this digital age?

This lesson contains 6 steps and an evaluation.
Work them through step by step.

Step

Activity

 

 

Introduction

Find out what you already know.

Step 1

Speaking

Answer questions and compare with a classmate. Click on beautiful libraries and answer questions. Compare these with a classmate.

Step 2

Reading

Read an article about libraries. Answer questions in your own words.

Step 3

Words

Match words to their definition. Complete sentences with verbs.

Step 4

Grammar

Theory about gradable and non-gradable adjectives and adverbs. Two exercises to practice.

Step 5

Watching and speaking

First read questions, then watch a video and answer questions. Discuss the answers with a classmate.

Step 6

Task

Write a letter to the editor. There are tips to help you.

 

Evaluation

Reflecting on what you have learned.

 

Difficult words? Search these on Cambridge Dictionaries

 

Step 1 - Speaking

Speaking
Which of the following have you done in a library?

  • Borrowed a book
  • Read a book
  • Listened to a talk
  • Asked for information
  • Had a meal
  • Borrowed a CD or DVD
  • Consulted a data base
  • Other...

Compare your answers with your classmates.
Now compare with this study 'What people do at libraries'.
How similar or different are your results?


Look at these libraries. Which do you like? Which don’t you like?
Do you prefer modern or old? Or perhaps you have no preference?
Compare your answers with your partner.

Clementinum - Prague:
The baroque Library Hall, with its rare gilded globes and spectacular frescoes depicting science and art, is just one building in the vast Clementinum complex. Legend says the Jesuits had only one book when they started building the library in 1622; when they were done, the collection had swelled to 20,000 volumes. Labels on the bookshelves are original to the library’s opening, as are volumes with “whitened backs and red marks,” markers left by the Jesuits. Tours run daily.

The library at Mafra National Palace in Portugal:
The palace was built by a king who vowed to create it if his wife gave him descendants, which she did. The magnificent floor is covered with tiles of rose, grey and white marble. The wooden bookshelves in Rococo style are situated on the sidewalls in two rows, separated by a balcony with a wooden railing. They contain over 35,000 leather-bound volumes, attesting of the extent of western knowledge from the 14th to the 19th century. Among them, are many valuable bibliographical jewels, such as incunabula (books printed before the year 1500). These beautiful finished volumes were bound in the local workshop (Livraria) in the rocaille style.

The Royal Library Copenhagen in Denmark:
Known as the Black Diamond, this neo-Modernist building was built in 1999 as an addition to the Royal Library’s original complex. Its striking steel, glass, and black granite structure contains a concert hall, a popular café, and exhibition spaces. The Black Diamond treats visitors to spectacular harbor views and a ceiling fresco by one of Denmark’s most famous artists, Per Kirkeby. Guided tours are available on Saturdays.

George Peabody Library, Johns Hopkins University, Baltimore:
The Peabody Stack Room’s five-tier soaring atrium has wrought-iron balconies and columns so graceful that Nathaniel H. Morison, its first provost, called it a “cathedral of books.” It’s one of America’s most beautiful college libraries, with a setting so gorgeous that weddings and special events are often held here. Bibliophiles come not only for the design but to browse 18th- and 19th-century volumes of archaeology as well as British and American history and literature.

Royal Portuguese Reading Room, Rio de Janeiro:
A group of far-from-home Portuguese immigrants banded together to create a Portuguese library in 1837, although construction on the Real Gabinete Português de Leitura didn’t get going until 1880. The neo-Manueline building’s limestone façade showcases Portuguese explorers like Prince Henry the Navigator, Vasco da Gama, and Pedro Álvares Cabral in sculpture. The cathedral-like reading room has a stained-glass dome and wooden galleries. Its ornate bookshelves hold the largest collection of Portuguese literature outside of the motherland. Open Monday to Friday.

Library of congress Washington:
When the original library burned down in 1814, Thomas Jefferson seeded a new one with his own much broader collection of books. Minerva, the Roman goddess of wisdom, stands guard in mosaic form above the main reading room, and scrolls, books, and torches pop up throughout the Library of Congress. Highlights include the main reading room, the Gutenberg Bible (one of 42 left in the world), and free classical concerts. Open Monday to Saturday.

Central library of Vancouver, Canada:
Architect Moshe Safdie’s creation resembles a modern-day Colosseum. You enter the Central Library through a huge skylit concourse, which contains shops and cafés and acts as an urban gathering point. Bridges inside the library connect to reading and study areas in the outer walls. Plans are under way to reclaim two of the building’s top floors from other tenants in order to expand the rooftop garden and make it accessible to the public. Open seven days a week.

Musachino Art university Museum and library, Tokyo:
Presenting the most library-like library ever: Japanese architect Sou Fujimoto designed the Art University’s 26,900-square-foot space to be constructed from light-wood bookshelves walled in with glass. Even the stairs have built-in shelves, though they’re currently empty. Compared by Fujimoto to “a forest of books,” the building stands as a powerful visual testament to the bound book’s enduring power. The museum and library are open to visitors; hours vary.

Trinity College Old Library, Dublin:
The 200-foot Long Room is the most striking element of this library; marble busts of famous writers like Jonathan Swift (Gulliver’s Travels) line the walkway, and a barrel-vaulted ceiling arches overhead. Many visitors come first and foremost to see the Book of Kells, a lavishly decorated manuscript containing the four Gospels of the New Testament. Originally founded by Queen Elizabeth I in 1592, the current structure was built beginning in 1712. The Old Library and the Book of Kells Exhibition are open for self-guided tours daily.

Stuttgart City Library, Germany:
From the outside, the nine-story building can appear as a monolithic cube. But at sunset the façade’s glass bricks take on a glow, and after dark they are illuminated with blue lights. Inside, the dramatic all-white interior has a five-story reading room shaped as an upside-down pyramid, plus meeting rooms, a café, and a rooftop terrace. The arresting building was designed to become the city’s cultural heart. Patrons are welcome to settle in with a book or turn up after hours for the “Library for Insomniacs,” which keeps a small selection of material.

Bibliotheca Alexandrina, Alexandria:
Alexandria’s original library was destroyed by fire or battle more than 1,600 years ago. Today’s Bibliotheca Alexandrina seeks to recapture the original’s spirit of public learning. Opened in 2002, the massive disc-shaped building has a huge reading room that tilts toward the sea while the façade is covered in letters and characters from more than a hundred different languages. The building also contains a planetarium, four museums, academic research centers, and a multimedia presentation of Egypt’s heritage. Open Sunday to Thursday.

Bodleian Library, Oxford University, England:
Duke Humfrey’s medieval reading room stood in for the Hogwarts library in the Harry Potter movies. And the wood-paneled room—with its low, ornately worked ceiling and somber lighting—looks like the perfect place to brush up on ancient spells. Before it was made famous on the big screen, generations of scholars including kings, Nobel Prize winners, and British prime ministers studied here. Access to the reading rooms as well as the Radcliffe Camera and the Divinity School are by guided tour only.

Connemara Public Library, Chennai, India:
Part of a cultural complex that includes a theater, a museum, and an art gallery, Connemara Public Library was established in 1896. It continues to receive copies of all books, periodicals, and newspapers published in India. Designed by H. Irvin, the consulting architect to the government of the time, the majestic building has a circular entrance that opens into a stately reading room with an elaborately decorated ceiling, teak balconies, and stained-glass windows. Open weekdays and Sunday.

Mortlock Wing State Library, Adelaide, Australia:
When this two-story library opened in 1884, officials were pleased by its majesty, yet felt it was missing something—a timepiece. The Dent and Sons clock still holds pride of place at the end of the reading room, high up on the wrought-iron and gold ornamented balcony. (A staff member winds it once a week.) One feature that’s been replicated in more modern libraries is the glass roof; its dome lets in natural light and enhances the warmth of the beautiful room. Open daily.

Beitou Branch of the Taipei Public Library, Taiwan:
With its rooftop gardens, park setting, and airy, sunlit interior, the Beitou Branch feels like an oasis in the midst of skyscraper-filled Taipei. The eco-friendly library, which has won numerous awards since its 2006 opening, features water reclamation, solar panels, and natural ventilation. It’s a green space that is also gorgeous and invites visitors to curl up with a book on open-air balconies. Open seven days a week.

Step 2 - Reading

Reading
You are going to read an article entitled ‘Do we still need libraries?’.
First read the questions.

  1. How do we know that the libraries were built before the 21st century?
  2. What do the libraries need more money for?
  3. When was library funding significantly reduced?
  4. Which three demographic groups are mentioned as needing libraries and why?
  5. What is the significance of 37 million?

Now read the article.
 

Do we still need libraries?
By Michael Gonchar
May 7, 2015

New York’s public libraries want about $1.5 billion from the city over the next 10 years so they can fix their buildings, which are old, crowded, falling apart or lacking in things they need to be useful in the 21st century, like electrical outlets. They also want more operating money, $378 million, up from about $320 million, to improve programs and services in the coming fiscal year and to stay open longer — a basic indicator of library-system vigor in which New York lags embarrassingly behind Chicago, Los Angeles, Dallas, Phoenix, Philadelphia, San Antonio and San Diego. And the city’s suburbs. And Albany.
Mayor Bill de Blasio should give them the money, no question. Library funding has been lagging for years. The city’s three systems — the New York Public Library, which covers Manhattan, the Bronx and Staten Island; the Queens Library and the Brooklyn Public Library — were left struggling to do more with less under Mayor Michael Bloomberg, and need a huge infusion of money to stabilize themselves, make overdue repairs and return service to where it was before cuts dating to 2008.
The city’s libraries are privately run institutions that depend heavily on public funds — overwhelmingly so in Brooklyn and Queens, which lack the deep philanthropic pockets that make mid-Manhattan’s landmark library gleam. Keeping the sprawling system healthy is a core municipal responsibility.

Mr. de Blasio should act because his city is demanding it, more than ever. That is, the people whose needs are the core of Mr. de Blasio’s mayoral mission, whose priorities he trumpets, immigrants and the poor. The libraries are where poor children learn to read and love literature, where immigrants learn English, where job-seekers hone résumés and cover letters, and where those who lack ready access to the Internet can cross the digital divide.
Libraries can be a natural fit for mayoral projects like after-school programs and prekindergarten, and for the city’s justly lauded municipal ID program.
They are havens for thinking, dreaming, studying, striving and — for many children and the elderly — simply for staying safe, and out of the heat.
Mr. de Blasio leads a city where the corporate and entertainment infrastructure are seldom neglected. Citi Field, Yankee Stadium and the Barclays Center, to name just three, are beneficiaries of hundreds of millions of dollars in taxpayer funds, as Jim Dwyer of The Times recently pointed out, while schools and libraries languish. If the mayor wants to make this city better from the bottom up, he should do right by New Yorkers like those who gather most mornings on the steps of the shiny library on Main Street in Flushing, waiting for the doors to open. You can add up all the yearly visitors to the city’s baseball stadiums, its basketball and hockey arenas, all its performing-arts spaces, city-owned museums, gardens and zoos and you’ll never get to 37 million, the number of people who used the city’s underfunded, overburdened, utterly essential libraries in the last fiscal year.

Source: https://learning.blogs.nytimes.com/


Do the exercise.

Step 3 - Words

Words
Do the exercises.

Step 4 - Grammar

Grammar
Let’s look at gradable and non-gradable adjectives.

We describe adjectives as gradable and non-gradable.
That means that we can or cannot make them stronger or weaker with an adverb.

Read the 'kennisbank Adjectives'.

Adjectives (non) gradable

 

Now do the exercises.

Step 5 - Watching and speaking

Video Watching
You are going to watch a video entitled Tech Realty goes retro.
It’s about old buildings that are being used by young companies.

First read the following questions.

  1. How are Yelp’s new offices described?
  2. What do you think Class B buildings are?
  3. Why did companies traditionally have ‘glitzy spaces’?
  4. Why is this not important for tech companies today?
  5. What are the garage doors used for?
  6. How are the millennial minds kept happy?
  7. Why does it not matter that the wiring is visible?
  8. What do the workers want?
  9. How is the old building sector changing?

Watch the video and answer the questions.

Do the exercise.

Discuss the following questions with your partner.

  1. Would you prefer to work in an old building or a new building?
  2. What are the advantages/disadvantages of each?
  3. Think of a study space you like and a study space you don’t like. What are the differences, and why do you like/not like?
  4. To what extent does the space affect how you work?

Step 6 - Task

Task: Write a letter
You read the article Do we still need libraries?. You disagree with the author.
You think that libraries take up valuable space that could be used for other things. (Make some suggestions).
You decide to write to the editor.

Letter to the editor?

If you have something you want people to hear, you might like to write a letter to the editor. Letters to the editor are written by people in the community to comment on issues mentioned in newspapers and online articles. Though there’s no guaranteed way to get your letter published there
are some tips and tricks you can use that will increase your chances.
It’s also worth finding out more about what’s in your state or territory and where you can send your
letter when it’s done.

  • Read the tips.
  • Make a list of the points you want to make.

  • Write your letter. 120-180 words.

Some top tips
Here are a few tips to help you on your way—but remember, this isn't an exhaustive list,
and it's always a good idea to hop online and see if your favourite newspaper has guidelines
and tricks for how to write a great letter to the editor!

  • Read the 'letters to the editor' section of your newspaper-of-choice.
    If you can capture the style of the published letters, you'll increase your chances of finding your opinion in print.
  • Do your research.
    Find out where you need to send your letter, and how you need to send it (fax, e-mail, or snail mail).
  • Start your letter with:
    ‘Dear Editor,’ quote the article that you are writing in response to, and the date it was published.
  • Be up front with your comments
    about the article. Are you supporting the article, or wanting to set the record straight?
  • Keep it short.
    Most newspapers prefer letters to be kept under 200 words. So, focus on one or two of the most important points rather than trying to express all your ideas.
  • End with ‘Sincerely, your name.’
    You might want to include a line underneath that explains who you are or your hometown, e.g. ‘Connie Jones, HSC Student’ Newspapers try to show a range of points of view, so being young can work to your advantage!
  • Once you’ve poured your heart out
    onto paper (or screen), walk away and come back in a different frame of mind to edit. Make sure that what you’ve said is easy to follow, to-the-point, well backed up with facts, and uses formal language. Get a friend or family member to read your letter and see if they get what you meant.
  • Spell-check your letter
    and make sure it is double-spaced. Your letter will need to meet the particular newspaper’s formatting guidelines. These are usually shown on the letters to the editor
    page.
  • The guidelines might ask for your personal and contact details.
    This is because they may
    contact you to check that you, and not someone pretending to be you, wrote the letter. If you don't
    want your name published, tell the editor by adding a note before or after the letter itself.
    E.g. 'P.S. I would like to remain anonymous so please don’t publish my name.'
  • Post, fax or e-mail
    your letter to the address listed by the newspaper.

 

Evaluation

Copy and fill in the schedule and answer the questions below.

 

Activity

 

Needs improvement

​Satisfactory, good   

Excellent  

Step 1
speaking

I can speak about what people do at libraries.

 

 

 

Step 2 reading

I can read an article about libraries and answer questions in my own words.

 

 

 

Step 3 words

I can understand and use the words.

 

 

 

Step 4 grammar

I can understand and use the grammar about (non)gradable adjectives and adverbs.

 

 

 

Step 5  watching and speaking

I can watch a video about old buildings used by your companies and can have a discussion about it.

 

 

 

Step 6 Task

I can write a letter to the editor.

      


What have you learned in this lesson?
Answer the following questions:

  • What was the easiest part of this lesson?
  • What was the most interesting part?
  • What was the most difficult part?
  • What was new to you in this lesson?
  • What do you have to ask your teacher?

Can we touch the sky?

Can we touch the sky?

Introduction

Humans have always enjoyed building tall buildings.
Look back to the first article and you’ll notice how many of them the ‘tallest’ for a period of time were. Why are we obsessed with tall? Let’s find out!

This lesson contains 6 steps and an evaluation.
Work them through step by step.

Step

Activity

 

 

Introduction

Read the introduction.

Step 1

Watching - speaking

Answer questions about tall buildings. Recognize pictures of famous tall buildings.

Step 2

Reading

Read a text about tall buildings, answer questions. Add the first sentence in each paragraph of the text. Read the whole text and answer questions in your own words.

Step 3

Words

Find synonyms in the text of the described words. Complete the text with the words you have found.

Step 4

Grammar

About future will vs going to. Four exercises and theory in the Grammar Desks.

Step 5

Listening

Listen to a conversation betwee two teens, Jay and Steve. Answer the questions.

Step 7

Task

Write a short paragraph in future tenses about what you think the big changes to cities will be in the future.

 

Evaluation

Reflecting on what you have learned.

 

Difficult words? Search these on Cambridge Dictionaries

 

Step 1 - Watching - speaking

Burj Khalifa, Dubai

Watching - speaking

Look at the list of building names, discuss the questions and do the exercise.

Buildings

  1. Burj Khalifa, Dubai
  2. Petronas Towers Kuala Lumpur, Malaysia
  3. Sears Tower, Chigago, USA
  4. Empire State Building, New York, USA
  5. Chrysler Building, New York, USA
  6. Lincoln Cathedral, Lincoln, UK
  7. Great Pyramid of Giza, Egypt

Questions

  • Do you know these tall buildings?
  • Do you know where they are?
  • What do they all have in common?
  • If you had to add one more name to the series, what would it be?
  • Cities and towns have tall buildings, but some tall buildings are taller than others.
    What reasons are there for building upwards – now and in the past?

Step 2 - Reading

Reading
Read the text. It’s about the history of tall buildings.
The first sentence from each paragraph has been removed.

A short history of tall buildings: The making of the modern skyscraper

By David Nicholson-Cole, The Conversation
November 11, 2016

From the legendary Tower of Babel to the iconic Burj Khalifa, humans have always hoped to build to ever greater heights. Over the centuries, we have constructed towering edifices to celebrate our culture, promote our cities -- or simply to show off.

[1] For instance, the Great Pyramids of Giza -- built to house the tomb of Pharaoh Khufu -- once towered over 145 meters high. It was the tallest man-made structure for nearly 4,000 years, before being overtaken by the 160-meter-tall Lincoln Cathedral in the 14th century. Other edifices, such as Tibet's Potala Palace (the traditional home of the Dalai Lama), or the monasteries of Athos were constructed atop mountains or rocky outcrops, to bring them even closer to the heavens.

[2] London's Shard looms at 310 meters tall at its fractured tip -- but it's made to look small by the world's tallest building, Burj Khalifa, which stands at more than 828 meters. And both these huge buildings will be left in the shadows by the Kingdom Tower in Jeddah, Saudi Arabia. Originally planned by architect Adrian Smith to reach 1,600 meters, the tower is now likely to reach one kilometer high, once it's completed in 2020. So how did we make this great leap upwards?

[3] The booming insurance businesses of the mid-19th century were among the first enterprises to exploit the technological advancements, which made tall buildings possible. Constructed in the aftermath of the great fire of 1871, Chicago's Home Insurance building -- completed in 1884 by William Le Baron Jenney -- is widely considered to be the first tall building of the industrial era, at 12 stories high.

[4] Street trams, subways and elevated rail links provided the means to deliver hundreds of workers to a single urban location, decades before the European motor car appeared on American streets and reshaped urban form away from the city grid. Early office towers filled their city blocks entirely, with buildings enclosing a large light and air-well, as a squared U, O or H shape. This allowed natural light and ventilation within the building, but didn't provide any public spaces. Chicago made a rule of a height limit of 40 meters in 1893, but New York raced ahead with large and tall blocks.

[5] They forced new buildings to step as they went up, in order to bring daylight down to street level. This meant that while the base still filled the city block, the rest of the tower would rise centrally, stepping back every few stories, and it forced the service core to the building's center, leading to the loss of the light well and making mechanical ventilation and artificial lighting essential for human habitation. This was a radical change in the shape of tall buildings, and the second generation of skyscrapers.

[6] The mania for profit-driven tall development got out of hand in the late 1920s, however, and culminated in 1931 with the Chrysler and the Empire State buildings. The oversupply of office buildings, the depression of the 1930s and World War II brought an end to the Art Deco boom. There were no more skyscrapers until the 1950s, when the post-war era summoned forth a third generation: the International Style, the buildings of darkened glass and steel-framed boxes, with air conditioning and plaza fronts that we see in so many of the world's cities today.

Source: http://edition.cnn.com/the-conversation-a-short-history-of-tall-buildings/


Do the exercises.

Step 3 - Words

Words
Scan the complete text again.

By David Nicholson-Cole, The Conversation
Updated 1333 GMT (2133 HKT) November 11, 2016

From the legendary Tower of Babel to the iconic Burj Khalifa, humans have always hoped to build to ever greater heights. Over the centuries, we have constructed towering edifices to celebrate our culture, promote our cities -- or simply to show off.

Historically, tall structures were the preserve of great rulers, religions and empires. For instance, the Great Pyramids of Giza -- built to house the tomb of Pharaoh Khufu -- once towered over 145 meters high. It was the tallest man-made structure for nearly 4,000 years, before being overtaken by the 160-meter-tall Lincoln Cathedral in the 14th century. Other edifices, such as Tibet's Potala Palace (the traditional home of the Dalai Lama), or the monasteries
of Athos were constructed atop mountains or rocky outcrops, to bring them even closer to the heavens.

Yet these grand historical efforts are dwarfed by the skyscrapers of the 20th and 21st
centuries. London's Shard looms at 310 meters tall at its fractured tip -- but it's made to look small by the world's tallest building, Burj Khalifa, which stands at more than 828 meters. And both these huge buildings will be left in the shadows by the Kingdom Tower in Jeddah, Saudi Arabia. Originally planned by architect Adrian Smith to reach 1,600 meters, the tower is now likely to reach one kilometer high, once it's completed in 2020. So how did we make this great leap upwards?

We can trace our answer back in the 1880s, when the first generation of skyscrapers appeared
in Chicago and New York. The booming insurance businesses of the mid-19th century were among the first enterprises to exploit the technological advancements, which made tall buildings possible. Constructed in the aftermath of the great fire of 1871, Chicago's Home Insurance building -- completed in 1884 by William Le Baron Jenney -- is widely considered to be the first tall building of the industrial era, at 12 stories high.

Changes in urban life also encouraged the change to taller, higher-density facilities.  Street trams, subways and elevated rail links provided the means to deliver hundreds of workers to a single urban location, decades before the European motor car appeared on American streets and reshaped urban form away from the city grid. Early office towers filled their city blocks entirely, with buildings enclosing a large light and air-well, as a squared U, O or H shape. This allowed natural light and ventilation within the building, but didn't provide any public spaces. Chicago made a rule of a height limit of 40 meters in 1893, but New York raced ahead with large and tall blocks.

In 1915, there was such alarm at the darkening streets that New York introduced "zoning laws." They forced new buildings to step as they went up, in order to bring daylight down to street level. This meant that while the base still filled the city block, the rest of the tower would rise centrally, stepping back every few stories, and it forced the service core to the building's center, leading to the loss of the light well and making mechanical ventilation and artificial lighting essential for human habitation. This was a radical change in the shape of tall buildings, and the second generation of skyscrapers.

The developers now had to work out how to maximize the amount of usable floor-space in a city site,
before asking an architect to put a wall around it. The mania for profit-driven tall development got out of hand in the late 1920s, however, and culminated in 1931 with the Chrysler and the Empire State buildings. The oversupply of office buildings, the depression of the 1930s and World War II brought an end to the Art Deco boom. There were no more skyscrapers until the 1950s, when the post-war era summoned forth a third generation: the International Style, the buildings of darkened glass and steel-framed boxes, with air conditioning and plaza fronts that we see in so many of the world's cities today.

Source: http://edition.cnn.com


Do the exercises.

Step 4 - Grammar

Grammar
Let’s look at the future going to vs future will.

Future: going to

Future: will


Do all the exercises.

Step 5 - Listening

Listening
You will hear a conversation between two teens talking about some buildings.
The conversation is between Jay and Steve.



After listening, answer the following questions.

Step 6 - Task

Chrysler Building, New York, USA

Task: Writing
Your teacher has asked you to write a short paragraph (80 words max) about what you think the big changes to cities will be in the future (20 years’ time). Next week you’re going to an exhibition on that topic.

Here are some ideas to help you.
Try to include a variety of future tenses.

  • Buildings
  • Transport
  • Facilities
  • Your own ideas.

 

Answer

Evaluation

Copy and fill in the schedule and answer the questions below.

 

Activity

 

Needs improvement

​Satisfactory, good   

Excellent  

Step 1
Watching-speaking

I can answer questions about tall and famous buildings.

 

 

 

Step 2 reading

I can read a text about tall buildings and add the first sentence of each paragraph.

 

 

 

Step 3 words

I can understand and use the words.

 

 

 

Step 4 grammar

I can understand and use the future will and going to.

 

 

 

Step 5 listening

I can listen to a conversation about some buildings and answer questions.

 

 

 

Step 6 Task

I can write a short paragraph about changes to cities in the future.

      


What have you learned in this lesson?
Answer the following questions:

  • What was the easiest part of this lesson?
  • What was the most interesting part?
  • What was the most difficult part?
  • What was new to you in this lesson?
  • What do you have to ask your teacher?

Finishing touch

Project A: What is an Infographic

Final project - Infographic

You are going to present an infographic about a building or buildings which link the past, present and future.
But what is an infographic? Watch this short video:

How can you make an infographic?
You can make an infographic with several programmes. You will read more in the 'Toolbox Infographic maken' below. But can you read a 'technical manual'? Read the manual. Do you understand?

Manual infographic with Google slides

Toolbox

View the 'Toolbox item 'Infographic maken' and decide how to make your infographic.

Infographic maken

Een infographic is een tekening of foto (in combinatie met tekst) die informatie geeft over een bepaald onderwerp.

 

Project B: make an infographic

Final project - Buildings

Now you know how to make an infographic.
You are going to make and present an infographic about a building or buildings which link the past, present and future.
It might be famous, or not.

Here are some topics to choose from, but you can choose another idea of your own:

  • Tall buildings

  • Local buildings

  • Famous buildings

  • Curious buildings

How to create your infographic 'Buildings':

  • Gather your ideas about your building or buildings.
    Make a list of 10 points that you want to make.
  • Go here: http://www.creativebloq.com and choose your infographic tool.
  • Make your infographic. Share it with your class and present it.
  • Practice your presentation with your partner.
  • Then give your talk to your class. Your talk should last no longer than three minutes.
  • Share it on your social media sites.

Down here you can see how your task will be judged.

 

Good

Sufficient

Insufficient

Organisation

Information is presented in a logical, attractive sequence.

Information is mostly presented in a logical, attractive sequence.

Information is not presented in a logical, attractive sequence.

Infographic

Effective use of infographic that clearly illustrate the points being made.

Good use of infographic that mostly illustrated the points being made.

Poor use of infographic that did not contribute to the presentation.

Content

Interesting, clear information.

Information is mostly interesting. Some was already known.

There was not much that was of interest in this presentation.

Speaker style

Speaks clearly and at an understandable pace. Maintains eye contact with audience. Well-rehearsed.

Mostly speaks clearly and a good pace. Mostly keeps eye contact. Has rehearsed a bit.

Mostly unintelligible. Does not maintain eye contact. Has not rehearsed.

Language

The vocabulary use is very good and the sentence structure is good.

The vocabulary use is fairly good and the sentence structure is good.

The vocabulary use is not very good, neither is the sentence structure.

Oefenprogramma Engels

Airport service - little things

If your school participates in VO-content, you can practice with the English practice program 'Oefenprogramma Engels'.


Here you find a part of this program.
This section fits in well with this theme.
Sign in with your 'School Entree account'!

Airport service

 

The little things

 


On www.oefenprogrammaengels.nl you can of course also practice with other reading, listening or viewing assignments!

Examentraining

On this page you will find Examenkracht exam questions of previous years.
The questions will correspond as much as possible to the exercise you have just finished.

While answering, use as much of what you have learned earlier. If you cannot answer the question right now, try again later. When you have answered a question, you can check and indicate the score yourself.

If you want your results to be saved, you will have to log in on ExamenKracht.

VWO 2021-TV1

VWO 2021-TV1 Vragen 20-25

VWO 2021-TV3

VWO 2021-TV3 Vragen 37-39

 

More practice?
Go to Examenkracht where you will find the newest exams.

What did you learn?

Evaluation
At the end of each lesson you answered evaluation questions.
Use these answers to answer the following questions:

  • What new things did you learn?
  • Which assignment was for you the best one to learn from?
  • Did you finish your lessons on time?
  • What would you do differently next time?

Can do statements
Take a look at the Can do statements in the introduction - 'Can do'.
Did you understand and meet the learning goals (can do statements)?
Are you able to do what you have to do?
Choose your answer:

Can do statements

I have not completed half of the Can do statements.

I have completed most of the  Can do statements, but not all of them.

I have completed all the Can do statements.


Timing
In the introduction of each period there is an indication of the amount of time you need to do the activity.

  • What do you think of this timing?

Finishing touch Project

  • Did you do the project? How did it go?
  • Was the 'rubric' at the end helpful for you?
  • Could you indicate yourself, how did it go?

  • Het arrangement Buildings: past and present v456 is gemaakt met Wikiwijs van Kennisnet. Wikiwijs is hét onderwijsplatform waar je leermiddelen zoekt, maakt en deelt.

    Auteur
    VO-content
    Laatst gewijzigd
    2025-11-28 11:58:04
    Licentie

    Dit lesmateriaal is gepubliceerd onder de Creative Commons Naamsvermelding-GelijkDelen 4.0 Internationale licentie. Dit houdt in dat je onder de voorwaarde van naamsvermelding en publicatie onder dezelfde licentie vrij bent om:

    • het werk te delen - te kopiëren, te verspreiden en door te geven via elk medium of bestandsformaat
    • het werk te bewerken - te remixen, te veranderen en afgeleide werken te maken
    • voor alle doeleinden, inclusief commerciële doeleinden.

    Meer informatie over de CC Naamsvermelding-GelijkDelen 4.0 Internationale licentie.

    Het thema 'Buildings' (v456) is ontwikkeld door auteurs en medewerkers van StudioVO.

    Fair Use
    In de Stercollecties van StudioVO wordt gebruik gemaakt van beeld- en filmmateriaal dat beschikbaar is op internet. Bij het gebruik zijn we uitgegaan van fair use.
    Meer informatie: Fair use

    Mocht u vragen/opmerkingen hebben, neem dan contact op via de
    helpdesk VO-content.

    Aanvullende informatie over dit lesmateriaal

    Van dit lesmateriaal is de volgende aanvullende informatie beschikbaar:

    Toelichting
    Dit thema valt onder de arrangeerbare leerlijn van de Stercollectie voor Engels voor vwo, leerjaar 4, 5 en 6. Dit is thema: 'Buildings'. Dit thema omvat de volgende volgende onderwerpen: - The Seven Wonders of the World - Practical reasons to save old buildings - Libraries and the digital age? - Can we touch the sky? In de grammaticaopdrachten worden adjectives and adverbs, gradable and non-gradable adjectives and adverbs en future will/going to.
    Leerniveau
    VWO 6; VWO 4; VWO 5;
    Leerinhoud en doelen
    Engels;
    Eindgebruiker
    leerling/student
    Moeilijkheidsgraad
    gemiddeld
    Studiebelasting
    16 uur 0 minuten
    Trefwoorden
    arrangeerbaar, buildings: past and present, can we touch the sky?, engels, libraries and the digital age?, practical reasons to save old buildings, stercollectie, the seven wonders of the world, v456

    Gebruikte Wikiwijs Arrangementen

    VO-content Engels. (2021).

    Buildings h45

    https://maken.wikiwijs.nl/104343/Buildings_h45

    VO-content Engels. (2021).

    Can we touch the sky? h45

    https://maken.wikiwijs.nl/104347/Can_we_touch_the_sky__h45

    VO-content Engels. (2021).

    Libraries and the digital age? h45

    https://maken.wikiwijs.nl/104346/Libraries_and_the_digital_age__h45

    VO-content Engels. (2021).

    Save old buildings? h45

    https://maken.wikiwijs.nl/104345/Save_old_buildings__h45

    VO-content Engels. (2021).

    Seven Wonders h45

    https://maken.wikiwijs.nl/104344/Seven_Wonders_h45

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    Metadata

    LTI

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    Arrangement

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