111Name: Class: Number: Date: / / one hundred and eleven

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Unit 6

6.1 Fairytale characters — vocabulary

Fill in the following grid. Tick off which characters appear in these fairytales.

6.2 Fairytales: English titles — matching

Here are the English titles of some well known fairytales. Match them with the corresponding pictures.

speaking animal

dwarf giant witch wizard poor people

fairy royalty

1 Cinderella

2 Sleeping Beauty

3 Snow White and the Seven Dwarves

4 Puss in Boots

5 Beauty and the Beast

6 The Pied Piper

7 Hansel and Gretel

8 Little Red Riding Hood

9 Tom Thumb

1 Cinderella 4 Puss in Boots 7 Hansel and Gretel

2 Sleeping Beauty 5 Beauty and the Beast 8 Little Red Riding Hood

3 Snow White and the Seven Dwarves

6 The Pied Piper 9 Tom Thumb

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112 Name: Class: Number: Date: / /one hundred and twelve

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Fairytale summaries Here are the key elements of some famous fairytales. Write the title next to this list and tell the story in your own words.

1 stepsisters – pumpkin (pompoen) – glass shoe – midnight – fairy – ball

2 apple – mirror – knight – dwarfs – comb (kam) – deer (hert) – forester

3 crumbs (kruimel) – pebbles (kiezelsteen) – six brothers – woodcutter

– boots – giant

4 gingerbread house – oven – witch

5 wolf – forest – basket – stones – huntsman

6 fl ute – rats – river – gold coins – rock

7 spinning-wheel – 100 years – 3 fairies – knight – castle – princess

6.3 Fairy tale characters — viewing

Which famous fairy tale characters do you recognise in this scene?

seven dwarves – three bears – witch – talking donkey – Pinocchio – three little pigs –

Peter Pan – wolf – fairies – Pied Piper

Cinderella

Snow White

Tom Thumb

Hansel and Gretel

Little Red Riding Hood

The Pied Piper

Sleeping Beauty

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113Name: Class: Number: Date: / / one hundred and thirteen

Describe in your own words what a real princess is.

6.4 The Princess and the pea — listening

Listen to the story and tick whether these statements are true or false.Then read the text and correct the false statements.

true false

1 The prince couldn’t get married, because nobody really liked him.

2 He would even have married a poor girl.

3 One day someone rang at the door, and when he answered the door a real beautywas standing in front of him.

4 The prince’s mother put a pea between the mattresses.

5 The prince didn’t know anything about his mother’s plans.

6 They didn’t want to get rid of the pea because it had brought them together.

Tips!

The Princess and the pea

Once upon a time there was a prince who wanted to marry a princess, but she would have to be a real one. He travelled around the whole world looking for her; but every time he met a princess there was always something amiss. There were plenty of princesses but not one of them was quite to his taste. Something was always the matter: they just weren’t real princesses. So he returned home very sad and sorry, for he had set his heart on marrying a real princess. One evening a storm broke over the kingdom. The lightning fl ashed, the thunder roared, and the rain came down in bucketfuls. In the midst of this horrible storm, someone knocked on the gate and the king himself went down to open it. On the other side of the gate stood a princess. But goodness, how wet she was! Water ran down her hair and her clothes in streams. It fl owed in through the heels

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Once upon a time there was a prince who wanted to marry a princess, but she would have to be a real one. He travelled around the whole world looking for her; but every time he met a princess there was always something amiss. There were plenty of princesses but not one of them was quite to his taste. Something was always the matter: they just weren’t real princesses. So he returned home very sad and sorry, for he had set his heart on marrying a real princess. One evening a storm broke over the kingdom. The lightning fl ashed, the thunder roared, and the rain came down in bucketfuls. In the midst of this horrible storm, someone knocked on the gate and the king himself went down to open it. On the other side of the gate stood a princess. But goodness, how wet she was! Water ran down her hair and her clothes in streams. It fl owed in through the heels

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he didn’t find a real princess.

She was as wet as a drowned rat.

on the bare bedstead (= under the mattresses).

A very sensitive person. In fact she is also rather easily irritated and seems to think highly of

herself.

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114 Name: Class: Number: Date: / /one hundred and fourteen

of her shoes and out through the toes. But she said she was a real princess. “We’ll fi nd out quickly enough,” thought the old queen, but she didn’t say a word out loud. She hurried to the guest room and took all the bedclothes off the bed; then on the bare bedstead she put a pea. On top of the pea she put twenty mattresses; and on top of the mattresses, twenty eiderdown quilts. That was the bed on which the princess had to sleep. In the morning, when someone asked her how she’d slept, she replied, “Oh, just wretchedly! I didn’t close an eye the whole night through. Heaven knows what was in that bed; but it was something hard, and I am black and blue all over.” Now they knew that she was a real princess, since she had felt the pea that was lying on the bedstead through twenty mattresses and twenty eiderdown quilts. Only a real princess could be so sensitive! The prince married her. The pea was exhibited in the royal museum; and you can go there and see it, if it hasn’t been stolen.

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6.5 The little tin soldier — listening

Listen and answer the following questions.

1 How did the tin soldier try to impress the ballerina?

2 Who was jealous of them?

3 Why did the boy put his tin soldier on the windowsill?

4 One day the wind blew the little soldier off the windowsill. Describe his adventures.

a First playing children put him in a

b The water takes him into a

c Then the water fl ows into the big

d Then he’s eaten by

e Then he arrives back in the house where he used to live because

5 The boy is so glad his tin soldier is back that he gives him a place of honour in his room. Where is this?

6 Bad luck strikes again! What happens?

7 How do both lovers get reunited in misfortune?

He hoped the ballerina would notice his courage in battle. He proudly said he was never

afraid.

Jack-in-the-Box

He had to watch the enemy.

the cook buys the fish on the market.

on the mantelpiece next to the ballerina

The wind blows the ballerina in the fireplace.

The soldier throws himself in the fireplace too. Their metal bases melt together so that

they form a heart.

boat.

sewer.

river.

a big fish.

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115Name: Class: Number: Date: / / one hundred and fi fteen

Often fairytales carry a moral. What could the moral in this story be?

Tips!

The little tin soldier

Once upon a time, there lived a child who had lots of toys. The child kept his toys in his room and spent many happy hours every day playing with them.One of his favourite games was called the Battle with the tin soldiers. He arranged the little toy soldiers in their respective ranks and fought imaginary battles. When the boy was given the soldiers as a present he noticed that one of them had been made, by mistake, with just one leg. Despite the missing limb1, the boy placed the little mutilated2 soldier in the front lines, encouraging him to be the most courageous of all the little soldiers. The child did not know that, at night, the toys came alive and talked among themselves. It often happened that, when lining up the soldiers after playing with them, the little boy would forget about the tin soldier without a leg and left him with all the other toys. And so it was that the little metal soldier got to know a pretty tin ballerina.A great friendship was born between the two, and pretty soon the little soldier fell in love with the ballerina. But the nights went by quickly, and he did not fi nd the courage to declare his love for her. When the child played with the soldiers and positioned him in the front lines, the little tin soldier hoped the ballerina would notice his courage in battle. And in the evening, when the ballerina asked the soldier if he had been afraid, he proudly answered, “No.” But the loving stares and sighs of the little soldier did not go unnoticed by the Jack-in-the-box3. One night, the Jack-in-the-box said to the little soldier: “Hey you! Don’t look at the ballerina like that!” The poor little soldier was confused and blushed, but the kind ballerina cheered him up. “Don’t listen to him, he’s ugly and jealous. I am very happy to talk to you,” she said blushing too. The two little fi gurines were both too shy to speak of their love for each other.One day they were separated. The boy picked up the tin soldier and placed him on the windowsill4. “You stay here and watch for the enemy,” he said.Then the boy played inside with the other soldiers. It was summer and in the days that followed the soldier remained on the windowsill. But one afternoon there was a sudden storm and a strong wind shook the windows. The little soldier fell head-fi rst off the windowsill. His bayonet stuck in the ground. It kept on raining and raining and pretty soon huge puddles5 formed and the gutters6 overfl ow ed. A group of boys in the nearby school waited for the storm to end and when it stopped raining hard, they ran outside. Joking and laughing, the boys hopped over the bigger puddles while two of them cautiously walked next to the wall so that the rain wouldn’t get them wet. These two boys noticed the little tin soldier stuck in the sodden7 earth.“Too bad he has just got one leg. Otherwise, I’d take him home with me,” one of the boys said. The other boy picked him up and put him in his pocket.“Let’s take him anyway,” he said. “We could use him for something.” On the other side of the street, the gutter was overfl owing and a little paper boat was carried along by the current8.“Let’s put the little soldier in the boat and make him a sailor,” said the little boy who had picked up the tin soldier. And so the little soldier became a sailor. The whirling9 gutter water fl owed into a sewer10 and the little boat was carried down the drain11.

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Glossary:1 limb: lidmaat, hier: been2 mutilated: verminkt3 Jack-in-the-box: duiveltje in een doosje

4 windowsill: vensterbank5 puddle: plas6 gutter: goot7 sodden: doorweekte

8 current: stroom9 whirling: wervelend10 sewer: riool11 drain: rioolbuis, afvoer

True love is stronger than anything else.

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116 Name: Class: Number: Date: / /one hundred and sixteen

The water in the underground sewer was deep and muddy. Big rats gnashed12 their teeth as the vessel and its unusual passenger fl oated by.The boat was sodden and about to sink. But the little soldier, who had faced far greater dangers in battle, was not afraid. The water of the sewer then fl owed into the river and the little boat, which had overturned, was pounded13 by the high waves. The little tin soldier realized his end was near. As he began to sink into the deep water, a thousand thoughts went through the little soldier’s mind. But one thought in particular gave him great anguish14: “I will never see my sweet little ballerina again!” he cried. Suddenly a huge mouth swallowed the little tin soldier and, once again, his destiny15 took an unexpected turn.The little soldier found himself in the stomach of a large fi sh who had been lured16 towards him by the glittering colours of the soldier’s uniform. However the fi sh did not even have time to digest17 his unusual meal because, shortly after swallowing the soldier, he was caught by a fi sherman’s net.Very soon the gasping18 fi sh was taken to the market in a large basket19. Meanwhile, a cook was on her way to market. She worked in the very same house where the little tin soldier used to live. “This fi sh will be perfect for tonight’s dinner guests,” the cook said when she saw the big fi sh on the fi shmonger’s20 slab21. Once she was back in the kitchen, the cook began to slit its belly to clean it and found ... the little tin soldier. “This looks just like one of our boy’s toy soldiers ...” the cook thought, and ran to the boy to show him her discovery22.“That’s right, it’s my soldier!” the little boy exclaimed when he recognized the soldier with the missing leg. “I wonder how he got into the fi sh’s belly? Poor sol-dier, he must have gone through a lot of experiences since he fell off the window-sill!” The little boy placed the soldier on the mantelpiece23, right next to his sister’sballerina.The amazing ways of destiny had once again reunited the two lovers. The little soldier and the ballerina were very happy to be close to each other. At night they talked about what had happened after their separation. But fate had another surprise in store for them.One day a sudden gust24 of wind lifted the heavy drape25 of the curtain which knocked the ballerina off balance and sent her tumbling into the fi replace below. The little soldier saw his friend fall into the fi replace and he was frightened, because he knew a fi re had been lit as he could feel its warmth. He was desperately aware that he could do nothing to save the ballerina. In fact, fi re is the greatest enemy of tin fi gurines because it melts metal. Rocking back and forth on his one leg, the little soldier tried to move the metal base under his feet that held him in place.He kept trying to move until he fell into the fi re as well. At last the two fi gurines were reunited in their misfortune. Now at last, they were so close to each other that their metal bases began melting together. The tin of one base melted with the metal of the other, and the metal moulded26 itself into the shape of a heart. Just as their bodies were about to begin melting, the little boy walked by the fi replace and saw the two little fi gurines enveloped27 by the fl ames and kicked them away from the blazing28 fi re with his foot.Ever since then the soldier and the ballerina have been moulded together, sharing their destiny and a common base shaped like a heart.

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Glossary:12 to gnash: knarsen13 to pound: beuken op 14 anguish: pijn, leed15 destiny: lot16 lured: gelokt17 to digest: verteren18 to gasp: naar lucht happen19 basket: mand20 fi shmonger: visverkoper

21 slab: schaal22 discovery: ontdekking23 mantelpiece: schouw24 gust: vlaag25 drape: draperie26 to mould: vormen27 to envelope: omhullen, omringen28 blazing: laaiend, gloeiend

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Name: Class: Number: Date: Date: / / one hundred and seventeen

6.6 The elves and the shoemaker — reading and vocabulary

a Read the following fairytale. Try to say in a few lines what this story is about. The blanks in the text won’t stop you from understanding the story.b At the end of the story, you find a list of words. These are the words you have to use to complete the text. Good luck!

Once upon a time there lived a poor shoemaker. He lived in ... (1) because as he ... (2) old he could not see all that well anymore and, consequently, he could not work as he ... (3) to. One night he went to bed without finishing a repair job he had begun. In the morning he found the job done. ... (4) the day he set out all the tools and material necessary to make a new ... (5) of shoes for a rich ... (6). “Tomorrow morning, when it will be sunny and bright, I will begin working on them,” he thought ... (7). The morning after, instead of the leather he had left the night before, the shoemaker was very ... (8) to find a beautiful pair of ... (9) new shoes. Later on in the day, the ... (10) went by the shop to see how his new shoes were coming along.When he found a very nice pair of shoes ready, he was very happy and paid the shoemaker ... (11) the price they had ... (12) upon. The shoemaker was very ... (13) and ... (14) what had happened.That night, he left out some more leather and the next morning he found another shiny and perfect pair of new shoes. These shoes were sold at an even higher price. Now the shoemaker left out leather and tools to his mysterious helper every night, and every morning he found a new pair of shoes. Pretty soon, the shoemaker was able to save a good sum of money. When the shoemaker’s wife noticed all the money the shoemaker had saved, she grew ... (15) and ... (16) an explanation. When she was informed of the unusual ... (17), she proposed: “Let’s wait until nightfall. We will ... (18) and find out what’s happening.”And so the shoemaker and his wife ... (19) and, around midnight, saw two elves ... (20) into the shoemaker’s shop. The quick and skilled elves made a new pair of shoes in a ... (21). It was winter and the elves, dressed in ... (22) clothes, ... (23) while they worked. “Poor fellows! They must be very cold,” the shoemaker’s wife ... (24) to her husband. “Tomorrow I will make them two heavy wool jackets. That way they will be warmer and maybe, instead of one pair of shoes, they will make two!” The following midnight, next to the leather, the two elves found two elegant red jackets with gold buttons. They put on the jackets and were very happy. They danced shouting: “What beautiful jackets! We’ll never be cold again.” But when one of the elves said: “Let’s get to work now,” the other answered: “Work? What for? With two jackets like these we are rich. We will never have to work again.” The two elves left the shop of the ... (25) shoemaker and his even more ... (26) wife and were never seen again.

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agreed – astonished (= surprised) – brand – but – customer (2x) – during – flash – pair – grew – hid – hide – misery – puzzled – ragged – sad – asked – shivered – surprised – suspicious – twice – used –

whispered – wondered – event – minute

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118 Name: Class: Number: Date: / /one hundred and eighteen

6.7 Little Red Riding Hood — reading and listening

a Put the stanzas of this poem, telling the story of Little Red Riding Hood, in the right order.

6.8 Cinderella — viewing, reading and speaking

First watch the video of Roald Dahl’s Cinderella. Pupils A read the story on pp. 118-119, pupils B read the story on p. 122.

Read these parts of the story to your partner, but don’t read the shaded words. Your partner has to guess those words. You can help him/her by reading the next line as the story rhymes, or by giving a synonym or a definition. Don’t translate the words!

Your partner will read the missing parts of the story to you. You will have to complete them by guessing the missing rhyme word. Listen carefully to the story and the next line. Your partner may also help you by giving a definition or a synonym of the missing word.

PUPIL A

BIG BAD RAPS, Loredana Verta

A Her grandmother lived D He ran till he came not far away, to her grandmother’s door. so Red went to pay her Then he locked granny up a visit one day. with a great big roar.

B He took her place E And the big bad wolf, in her nice warm bed, who knew her plan, and he waited there he turned his nose for Little Miss Red. and ran and ran. C Just on the edge of a deep, dark wood lived a girl called Little Red Riding Hood.

b Listen to the CD and check your answers.

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1 I guess you think you know this story.You don’t.The real one’s more gory (bloederig).The phoney (nep) one, the one you know.Was cooked up (verzinnen) years and years ago,And made to sound all soft and sappy (sappig)Just to keep the children happy.Mind you, they got the fi rst bit right,The bit where, in the dead of night,The Ugly Sisters, jewels and all,Departed (vertrekken) for the Palace Ball,

3 She beat her fi st against the wall,And shouted, ‘get me to the Ball!There is a Disco at the Palace!The rest have gone and l am jealous!I want a dress! I want a coach (reisbus)!And earrings and a diamond brooch (broche)!And silver slippers, two of those!And lovely nylon panty-hose (panty)!Done up like that I’ll guaranteeThe handsome Prince will fall for me!’

C EA D B

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119Name: Class: Number: Date: / / one hundred and nineteen

The three little pigs

How well do you know the story of the three little pigs? Try to retell it using the following keywords.

Now read Roald Dahl’s version of the story and then discuss the similarities and differences between the original story and Dahl’s.

three pigs – leave homehouse – straw – sticks – bricks

wolf – blow downchimney – pot of boiling water

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5 Then midnight struck. She shouted, ‘Heck!I’ve got to run to save my neck!’The Prince cried, ‘No! Alas! Alack!’He grabbed her dress to hold her back.As Cindy shouted, ‘Let me go!’The dress was ripped from head to toe.She ran out in her underwear,And lost one slipper on the stair.The Prince was on it like a dart (pijl),He pressed it to his pounding (kloppend) heart,

7 Then in its place she calmly putThe slipper from her own left foot.Ah-ha, you see, the plot (intrige, verhaallijn) grows thicker,And Cindy’s luck starts looking sicker.Next day, the Prince went charging downA knock on all the doors in town.In every house, the tension (spanning) grew.Who was the owner of the shoe?The shoe was long and very wide.(A normal foot got lost inside.)

9 ‘Oh no you don’t! You made a vow (gelofte afl eggen)!There’s no way you can back out now!’‘Off with her head!’ The Prince roared (brullen) back.They chopped it off with one big whack (hak).This pleased the Prince. He smiled and said,‘She’s prettier without her head.’Then up came Sister Number Two,Who yelled, ‘Now I will try the shoe!’‘Try this instead!’ the Prince yelled back.He swung his trusty (betrouwbaar) sword and smack!

11 How could I marry anyoneWho does that sort of thing for fun?The Prince cried, ‘Who’s this dirty slut (slons)?Off with her nut (kop)! Off with her nut!’Just then, all in a blaze of light,The Magic Fairy hove (rijzen) in sight,Her Magic Wand went swoosh and swish!‘Cindy!’ she cried, ‘come make a wish!Wish anything and have no doubt (twijfel)That I will make it come about!’

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120 Name: Class: Number: Date: / /one hundred and twenty

The three little pigs, Roald Dahl

The animal I really dig (vallen op, leuk vinden)Above all others is the pig.Pigs are noble. Pigs are clever.Pigs are courteous (hoffelijk). However,Now and then, to break this rule, one meets a pig who is a fool.What for example, would you sayIf strolling through the woods one day,Right there in front of you you sawA pig who’d built his house of STRAW?The Wolf who saw it licked his lips,And said, “That pig has had his chips (zijn laatste uren zijn geteld).”“Little pig, little pig, let me come in!”“No, no, by the hairs on my chinny-chin-chin!”“Then I’ll huff (snuiven) and I’ll puff and I’ll blow your house in!”The little pig began to pray,But Wolfi e blew his house away.He shouted, “Bacon, pork and ham!Oh, what a lucky Wolf I am!”And though he ate the pig quite fast,He carefully kept the tail till last.Wolf wandered on, a trifl e (een weinig) bloated (opgezwollen),Surprise, surprise, for soon he notedAnother little house for pigs,And this one had been built of TWIGS! “Little pig, little pig, let me come in!”“No, no, by the hairs on my chinny-chin-chin!”“Then I’ll huff and I’ll puff and I’ll blow your house in!”The Wolf said, “Okay, here we go!”He then began to blow and blow.The little pig began to squeal (gillen).He cried, “Oh Wolf, you’ve had one meal!Why can’t we talk and make a deal?”The Wolf replied, “Not on your nelly! (over mijn lijk!)”And soon the pig was in his belly (buik).“Two juicy little pigs!” Wolf cried,“But still I’m not quite satisfi ed!I know how full my tummy’s (buikje) bulging (zwellen),But oh, how I adore indulging (zich te goed doen).”So creeping quietly as a mouse,The Wolf approached another house,A house which also had insideA little piggy trying to hide.But this one, Piggy Number Three,Was bright and brainy as could be.No straw for him, no twigs or sticks.This pig had built his house of BRICKS.“You’ll not get me!” the Piggy cried.“I’ll blow you down!” the Wolf replied.“You’ll need,” Pig said, “a lot of puff (puf, adem),And I don’t think you’ve got enough.”Wolf huffed and puffed and blew and blew.The house stayed up as good as new.“If I can’t blow it down,” Wolf said,“I’ll have to blow it up instead.I’ll come back in the dead of night

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Tips!

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121Name: Class: Number: Date: / / one hundred and twenty-one

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And blow it up with dynamite!”Pig cried, “You brute! I might have known!”Then, picking up the telephone,He dialled as quickly as he couldThe number of Red Riding Hood.“Hello,” she said, “Who’s speaking? Who?Oh, hello, Piggy, how d’you do?”Pig cried, “I need your help, Miss Hood!”Oh help me, please! D’you think you could?”“I’ll try of course,” Miss Hood replied.“What’s on your mind ...?” “A Wolf!” Pig cried.“I know you’ve dealt with wolves before,And now I’ve got one at my door!”“My darling Pig,” she said, “my sweet,That’s something really up my street.I’ve just begun to wash my hair.But when it’s dry, I’ll be right there.”A short while later, through the wood,Came striding (benen, stevig stappen) brave Miss Riding Hood.The Wolf stood there, his eyes ablaze (in brand, stralend)And yellowish, like mayonnaise.His teeth were sharp, his gums (tandvlees) were raw,And spit (speeksel) was dripping from his jaw.Once more the maiden’s eyelid fl ickersShe draws the pistol from her knickers.Once more she hits the vital spot,And kills him with a single shot.Pig, peeping (loeren) through the window, stoodAnd yelled, “Well done, Miss Riding Hood!”Ah, Piglet (varkentje), you must never trustYoung ladies from the upper crust (adel).For now, Miss Riding Hood, one notes,Not only has two wolfskin coats,But when she goes from place to placeShe has a PIGSKIN TRAVELLING CASE.

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122 Name: Class: Number: Date: / /one hundred and twenty-two

6.8 Cinderella — viewing, reading and speaking

First watch the video of Roald Dahl’s Cinderella. Pupils A read the story on pp. 118-119, pupils B read the story on p. 122.

Read these parts of the story to your partner, but don’t read the shaded words. Your partner has to guess those words. You can help him/her by reading the next line as the story rhymes, or by giving a synonym or a definition. Don’t translate the words!

Your partner will read the missing parts of the story to you. You will have to complete them by guessing the missing rhyme word. Listen carefully to the story and the next line. Your partner may also help you by giving a definition or a synonym of the missing word.

2 While darling little CinderellaWas locked up in a slimy cellar (kelder),Where rats who wanted things to eat,Began to nibble (knabbelen) at her feet.She bellowed (brullen) ‘Help!’ and ‘Let me out!’The Magic Fairy heard her shout.Appearing in a blaze of light,She said, ‘My dear, are you all right?’‘All right?’ cried Cindy. ‘Can’t you see?’‘I feel as rotten as can be!’

4 The Fairy said: ‘Hang on a tick.’She gave her wand (toverstokje) a mighty fl ickAnd quickly, in no time at all,Cindy was at the Palace Ball!lt made the Ugly Sister wince (huiveren)To see her dancing with the Prince.She held him very tight and pressedHerself against his manly chest.The Prince himself was turned to pulp (moes),All he could do was gasp and gulp (hijgen & slikken).

6 ‘The girl this slipper fi ts’, he cried,‘Tomorrow morn shall be my bride!I’ll visit every house in townUntil I’ve tracked the maiden (meisje) down!’Then rather carelessly, I fear,He placed it on a crate (krat) of beer.At once, one of the Ugly Sisters,(The one whose face was blotched (bevlekt) with blisters (blaren))Sneaked up (binnensluipen) and grabbed (grijpen) the dainty (bevallig, sierlijk) shoe,And quickly fl ushed it down the loo (wc).

8 (Also it smelled a wee (klein) bit icky (aanstootgevend).The owner’s feet were hot and sticky.)Thousands of eager (benieuwd) people cameTo try it on, but all in vain (vergeefs).Now came the Ugly Sisters’ go.One tried it on. The Prince screamed, ‘No!’

But she screamed, ‘Yes! It fi ts! Whoopee!Go now you’ve got to marry me!’The Prince went white from ear to ear.He muttered (mompelen), ‘Let me out of here.’

10 Her head went crashing to the ground.It bounced (stuiteren) a bit and rolled around.In the kitchen, peeling spuds (aardappelen),Cinderella heard the thuds (plof)Of bouncing heads upon the fl oor,And poked (steken) her own head round the door.‘What’s all the racket (kabaal)?’ Cindy cried.‘Mind your own bizz,’ the Prince replied (antwoorden).Poor Cindy’s heart was torn to shreds (aan fl ardengescheurd).My Prince! she thought. He chops off heads!

12 Cindy answered, ‘Oh kind Fairy,This time I shall be more wary (behoedzaam).No more Princes, no more money.I have had my taste of honey.I’m wishing for a decent (fatsoenlijke) man.They’re hard to fi nd. D’you think you can?’Within a minute, CinderellaWas married to a lovely feller (kerel),A simple jam-maker by trade (beroep),Who sold good home-made marmalade.Their house was fi lled with smiles and laughterAnd they were happy ever after.

PUPIL B

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6.9 Conditional clauses — grammar

Look at the sample sentences and complete the following grids.Afterwards match the rules of use with the different types of conditionals.

The if-clause refers to ...

Rule 1 imaginary events or situations. It is not very probable that it will happen.

Rule 2 possible events or situations in the present or future.

Rule 3 something that didn’t happen.

Tips!

Tips!

pp. 126-127

CONDITIONAL CLAUSES

CONDITIONAL TYPE 1

if-clause main clause

If the pig doesn’t let me in, I’ll blow its house in.

If I can’t blow it down, I’ll have to blow it up.

If + tense, +

Rule

CONDITIONAL TYPE 2

if-clause main clause

If I saw a pig, I’d (would) eat it.

If she met a wolf, she’d (would) shoot it.

If + tense, +

Rule

CONDITIONAL TYPE 3

if-clause main clause

If the wolf had been smarter, he wouldn’t have been killed.

If she hadn’t trusted Miss Riding Hood piglet would have stayed alive.

If + tense, +

Rule

present simple

2

3

1

past simple

past perfect

will infinitive

would infinitive

would have past participle

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124 Name: Class: Number: Date: / /one hundred and twenty-four

6.10 Conditional type 1 — grammar

Match the if-clauses and main clauses that go together and write sentences following the conditional type 1.

1 If you – not to stop – teasing the dog A you – not to get in

2 If you – to eat sweets – all day B she – to pass the exam

3 If she – to work hard enough C he – never – to tell you

4 If you – not to have – a ticket D you – to get bitten

5 If you – not to ask – him E we – not to go out

6 If it – to be too cold F you – to feel sick – tomorrow

1

2

3

4

5

6

What would you do? Ask each other what you would do in the following situations. Use conditional type 2. Example: to be a fl y A: What would you do if you were a fl y? B: If I were a fl y, I would spy on the teachers in the staff room.

1 win the lottery 2 meet your idol 3 lose your wallet 4 have a private chauffeur 5 be the prime minister of the country

Ask each other what you would do in the following situations. Use conditional type 2.

What would you do if you were a fl y? If I were a fl y, I would spy on the teachers in the staff room.

6.11 Conditional songs — grammar and listening

Complete the conditionals in these songs. Then listen and check your answers.

IF I HAD A MILLION DOLLARS, The Barenaked LadiesIf I had a million dollars(If I had a million dollars)I ... (to buy) you a house

If I had a million dollars(If I had a million dollars)

If you don’t stop teasing the dog, you’ll get bitten.

If you eat sweets all day, you’ll feel sick tomorrow.

If she works hard enough, she’ll certainly pass the exam.

If you don’t have a ticket, you won’t get in.

If you don’t ask him, he’ll never tell you.

If it’s too cold, we won’t go out.

’d buy

CD 2, track 5

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I ... (to buy) you furniture for your house (Maybe a nice chesterfi eld or an ottoman)And if I had a million dollars(If I had a million dollars)Well, I ... (to buy) you a K-Car (A nice reliant automobile)If I had a million dollars, I ... (to buy) your love

IF, BreadIf a man could be two places at one time, I ... (to be) with you. Tomorrow and today, beside you all the way. If the world should stop revolving spinning slowly down to die, I ... (to spend) the end with you. And when the world was through, Then one by one the stars would all go out, Then you and I ... (to fl y/simply) away

TIME IN A BOTTLE, Jim CroceIf I could save time in a bottle The fi rst thing that I ... (to like) to do Is to save every dayTill eternity passes awayJust to spend them with you

If I could make days last foreverIf words could make wishes come trueI ... (to save) every day like a treasure and then, Again, I ... (to spend) them with you If I ... (to have) a box just for wishes And dreams that had never come trueThe box would be emptyExcept for the memoryOf how they were answered by you

CHANGE, Lisa Stansfi eldIf I could change the way I live my life todayI ... (not/to change) a single thing ‘Cause if I changed my world into another placeI ... (not/to see) your smiling face

Honey don’t you worry, there’s nothin’ to worry for‘Cause if I ... (not/to love) you I wouldn’t be here now And if I ... (not/to want) you I would have turned around by now

You’ve got to believe me babe, believe that I love you so‘Cause if I ... (not/to love) you I would have turned around And if I ... (not/to want) you, then I would want you out

’d buy

’d buy

’d buy

’d be

’d spend

would simply fly

’d like

’d save

would spend

had

wouldn’t change

wouldn’t see

didn’t love you

didn’t want

didn’t love

didn’t want

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126 Name: Class: Number: Date: / /one hundred and twenty-six

IF-CLAUSES (CONDITIONAL CLAUSES)

GRAMMAR FOCUS

CONDITIONAL TYPE 1 (FIRST CONDITIONAL)

If the weather is fine tomorrow,If you see him,

we’ll leave early in the morning.tell him I’ll come as soon as possible.

▲ If-clause = if + present simple tense Main clause: will + infinitive (=WILL-future)

USE: We use the first conditional to talk about real possible events or situations in the present or in the future. (We gebruiken de ‘first conditional’ om te praten over echt mogelijke voorvallen of situaties in het heden of de toekomst.)

If I knew, If I were rich,If it rained,If you called me a liar,

I would tell you. I wouldn’t give up working. I wouldn’t leave today. I would be really mad at you.

▲ If-clause = if + past simple tense Main clause: would + infinitive

USE: We use the second conditional when the speakers are not thinking about a real possibility. They are only using their imagination. (We gebruiken de ‘second conditional’ wanneer de sprekers niet denken aan een echte mogelijkheid. Ze zijn maar aan het fantaseren.)

Compare: If it rains, I won’t leave today. The rain is considered to be a real possibility. If it rained, I wouldn’t leave today. You think it’s improbable it will rain.

Note: We often use ‘were’ instead of ‘was’ after ‘if’. If I were you, I wouldn’t do it.

CONDITIONAL TYPE 2 (SECOND CONDITIONAL)

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IF-CLAUSES (CONDITIONAL CLAUSES)

GRAMMAR FOCUS

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CONDITIONAL TYPE 3 (THIRD CONDITIONAL)

If I had known, If it had rained, If he had asked me for some money,

I wouldn’t have told him.we would have left a little later.I would have given him some.

▲ If-clause = if + past perfect simple tense Main clause: would + have + past participle

USE: We use the third conditional to talk about things that didn’t happen. They are imaginary situations in the past. (We gebruiken de ‘third conditional’ om te praten over zaken die niet gebeurd zijn. Het zijn denkbeeldige situaties in het verleden.)

VOCABULARY FOCUS

TRANSPARENT WORDS

storm storm tin tinnen, blikkenstream stroom mattress matras

Tips!

FAMILIAR WORDS

taste smaak to encourage aanmoedigenimaginary denkbeeldig(e) courage moed, dapperheidkingdom koninkrijk courageous moedigto knock kloppen jealous jaloerssoldier soldaat experience ervaringseparation scheiding

NEW WORDSThe vessel had crossed the channel in horrible, stormy weather. Then all of a sudden a lighthouse fl ashed in the distance.The sailors uttered a sigh of relief.

A fi re destroyed the man’s possessions. He bore his misfortune bravely, but cheered up when he heard the neighbours gave him plenty of help.

vesselhorrible

to fl ashsailor sigh

misfortuneto cheer upplenty of

schipafschuwelijk(e),

afgrijselijk(e)schijnen, fl itsen

zeeman, matrooszucht

ongelukopvrolijken, moed

scheppenveel, in overvloed

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128 Name: Class: Number: Date: / /one hundred and twenty-eight

He had lost his key, but didn’t want to wake his parents. He hopped over the garden gate, but stumbled and broke his leg.

The cans tumbled over when she bumped into them with the trolley.

The sun is coming out, the snow will soon melt away. Drive cautiously even on these already muddy roads!

The two brothers were quite confused when this television programme reunited them after long years of separation.

After I had fed the baby, I tucked him in and rocked him to sleep.

As the rain was coming down in bucketfuls, the river fl owed over its banks.

The enemies gave each other a rude stare, but then they swallowed their pride and shook hands.

Dragons are huge ugly creatures that breathe fi re and scare people.

The garden looked bare in winter. It didn’t have any fl owers.

to hop (over)gateto stumbleto tumble

to meltcautiouslymuddy

to be confused

to reunite

to rock

to fl ow

enemystareto swallow

huge

uglybare

springen (over)poort, hek

struikelen, vallenomvervallen, struikelen

smeltenvoorzichtig

modderig(e)

verward zijn, verbijsterd zijn

herenigen

wiegen, schommelen

vloeien, stromen

vijandstarende blik

inslikken

reusachtig, enorm

lelijkbloot, kaal, naakt

VOCABULARY FOCUS

THE GOOD, THE BAD AND THE UGLY

THE GOODsorcerer, wizard: one who practises magic or sorceryfairies: small, human in form, playful, with magical powersspeaking animals: frogs, donkeys, ducklings, swans, geese, goats ...knights: originally people of noble birth trained to help the poor and the weak; today in Great Britain people honoured by the queen for what they have done (like Elton John, Cliff Richard)royals: kings, queens, princes and princessespoor people: shoemakers, millers (molenaars), woodcutters

THE BADwitches: ugly, evil-looking old womenelves: fairies that are mischievous (ondeugend) or evilanimals: foxes, wolves

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VOCABULARY FOCUS

THE UGLYdragons: mythical creatures usually represented as breathing fi re, with a reptilian body and sometimes wingsgiants: creatures of exceptional size

OTHER CHARACTERSdwarfs, midgets, gnomes: beings who are unusually smallforester (boswachter)huntsman (jager)

Assessment - unit 6

THIS IS WHAT YOU NEED TO KNOW YOUR VIEW CHECK

Grammar

- Conditionals type 1, 2, 3 (6.9, 6.10, 6.11 – grammar focus pp. 126-127)

Vocabulary

- Fairytale characters (p. 129 – 6.1, 6.3)

- Fairytales (6.2)

- Vocabulary focus (pp. 127-129)

THIS IS WHAT YOU SHOULD BE ABLE TO DO

Speaking & interaction

- Tell a fairytale with the help of keywords (pp. 112, 119)

- Tell a gapped fairytale (6.8)

- Give your partner prompts for telling a fairytale (6.8)

- Say what you would do in a certain situation (p. 124)

Use the table below to assess how well you think you know the subject matter in this unit (your view). Then after a test, either you or your teacher can fi ll in the ‘check column. That way you can see whether your view was right.

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130 Name: Class: Number: Date: / / /one hundred and thirty

Personal action plan – What can I do to improve my weaker points?

My plans (mijn plannen)

My teacher’s advice (tips van mijn leraar)

Your actions? (Hoe heb je het verder ingeoefend?)

Result of your actions? How do you feel now about the subject matter? (resultaat?)

Listening & viewing

- Listen to a story and say if statements are true or false (6.4)

- Listen to a story and answer questions (6.5)

- Watch a scene and spot the fairytale characters (6.3)

Reading

- Read a gapped story and work out the main story line (6.6)

- Complete gaps in a story (6.6)

- Put the different parts of a story in the right order (jigsaw-reading) (6.7)

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