Name: ___________________________________________________________________________

N°: ______ Class: _______________ Date: ______________________________________

NEW CONTACT TWO-IN-ONE 5 unit 2: War memorials Score: __ /15

(reading comprehension & oral practice)

You are going to give a presentation about one of the war memorials around the world that
commemorate the lives that were lost during the different wars in the past. Follow these steps.

- Go online and look up a list of the different war memorials that commemorate people who lost their
lives during international conflicts. Choose one that appeals to you. This war memorial is going to be
the topic of your presentation.

- Do some research on the war memorial of your choice. Find out some more about its history, its
significance and the vision behind it. Don’t forget to mention some practical information as well.
(Where is it located? Who does it remember exactly? Are there annual commemorations on site? ...)
Also mention the sources you used to find your information and why they seem reliable to you.

- Make a PowerPoint or Prezi presentation that will help you as a guideline for your presentation.

- Finally, tell your classmates all about the war memorial of your choice.

(evaluation by the teacher)

I can look up information about a war memorial online.
I can separate reliable from unreliable sources.
I can create a PowerPoint or Prezi presentation that will
help me when I talk. It is concise and visually attractive.
My speech is interesting, historically accurate and
agreeable to listen to.
I speak clearly and enthusiastically. I articulate well.
I pronounce most words correctly.

Feedback _____________________________________________________________________
: _____________________________________________________________________

New Contact Two-in-one 5 - tests unit 2

Name: ___________________________________________________________________________

N°: ______ Class: _______________ Date: ______________________________________

NEW CONTACT TWO-IN-ONE 5 unit 2: Ruhleben Score: __ /20

(reading comprehension)

Read the newspaper article Ruhleben: The WWI camp where gardening blossomed and answer
the questions.

1 What did the Ruhleben internees ask of the Royal Horticultural Society? ___ /2

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

2 Tick what the internees had already established before they started their horticultural society. ___ /4

□ a pharmacy □ amateur dramatics

□ an internal postal service □ a choir

□ an orchestra □ a school

□ sporting fixtures □ a casino

3 Who was interned at Ruhleben? Why were these people interned? ___ /1

_________________________________________________________________________________

_________________________________________________________________________________

4 Where exactly was Ruhleben situated? ___ /1

_________________________________________________________________________________

_________________________________________________________________________________

5 Why did conditions for the Ruhleben internees improve considerably from March 1915 onwards?
___ /2

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

6 Why did the internees often send flowers back to England? ___ /1

_________________________________________________________________________________

New Contact Two-in-one 5 - tests unit 2

_________________________________________________________________________________

7 Why didn't the internees want to sell vegetables to German officers? ___ /1

_________________________________________________________________________________

_________________________________________________________________________________

8 Kyle Wellington, a British man, had children with his German wife. What choice did the Ruhleben
guards give this man? ___ /2

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

9 Are these statements true or false? Correct the false statements. ___ /6

True False
a. Many people who were interned at Ruhleben belonged to the middle
classes.

_________________________________________________________

_________________________________________________________

_________________________________________________________

b. The use of internment camps became popular during the French

Revolution.

_________________________________________________________

_________________________________________________________

_________________________________________________________

c. In the beginning, the Ruhleben internees focussed mainly on

producing food, not on making the camp look better.

_________________________________________________________

_________________________________________________________

_________________________________________________________

d. Towards the end of the war, the food in Ruhleben was better than in
the rest of Germany.

_________________________________________________________

_________________________________________________________

_________________________________________________________

New Contact Two-in-one 5 - tests unit 2

e. Within the walls of Ruhleben, all men were equal.

_________________________________________________________

_________________________________________________________

_________________________________________________________

f. Albert Einstein was a contributor to the Ruhleben fund.

_________________________________________________________

_________________________________________________________

_________________________________________________________

New Contact Two-in-one 5 - tests unit 2

Name: ______________________________________ Class:________________________ N°: ___

NEW CONTACT TWO-IN-ONE 5 unit 2: Ruhleben

Ruhleben: the WWI camp where gardening

blossomed
An upcoming RHS exhibition tells the story of Ruhleben, a First World War internment camp
near Berlin, where British internees did battle with melons and sweet peas.

On September 25 1916, a letter from a Thomas Howat arrived at the Royal Horticultural Society’s
offices in Vincent Square, London. In formal language on notepaper stamped with stern German
script, it announced the creation of the
Ruhleben Horticultural Society, and asked for
affiliation with the RHS. “Under the
circumstances,” Howat wrote, “we are unable
to remit the usual fee but trust this will be no
hindrance to our enjoying the privileges of
affiliation.” Above this passage, in tiny red
pen, the RHS secretary confirmed there was
no question of paying fees: “Absolutely not.”

The circumstances in question were certainly

unusual. The letter had been sent from the
Ruhleben internment camp near Berlin,
where, since the outbreak of the war in 1914,
a community of British men had set about creating a fully-functioning corner of home behind enemy
lines. They already had amateur dramatics, an internal postal service, a casino and regular sporting
fixtures. As any self-respecting British community would, they now wanted to move on to competition-
level horticulture. “As the work we have in view is a large
one,” Howat continued, “we should be grateful for gifts of
bulbs and seeds.”

The 5,000 or so British men who found themselves in

Germany when war broke out did not count themselves
lucky at first. As potential enemy soldiers, they could not
be allowed to go home. “What were four thousand Brits
doing in Germany when their country declared war? The
answer – that none of them had the faintest idea of what
was coming – is almost incomprehensible today,” wrote J
Davidson Ketchum, a Canadian psychologist.

They were a motley crew, with a large middle-class contingent. “There were fishermen from Hull and
Grimsby, black sailors from West Africa and the West Indies, Jewish tailors and music hall artists from
the East End of London, professional footballers and golfers, jockeys, criminals, conmen and drifters,”
writes Matthew Stibbe, author of British Civilian Internees in Germany, one of the few histories of the
camp. There were even a few honeymooning couples who had arrived at just the wrong time, and
some celebrities.

Although they could not be allowed to leave the country, neither were these men prisoners of war. The
German government’s compromise was the internment camp, a tool popularised by the British during
the Boer War 15 years earlier. An old racecourse six miles west of Berlin was selected, a site that now
sits in the shadow of the 1936 Olympic Stadium.

New Contact Two-in-one 5 - tests unit 2

On November 6 1914, an order was issued for all British men aged 17–55 to be arrested and taken to
the camp. Some were taken on trains, others made their own way. A few even took taxis across the
country to what would be their prison for the next four years. A perimeter fence was erected. The
internees slept in the old racing stables, often on nothing more than a thin straw mattress. The first
winter was tough, and several internees died of disease, or by falling from the precarious sleeping
quarters. In 1915 there were food-ration riots.

Yet the German authorities were not blind to the plight of their
internees. Because the camp was so close to Berlin, it was easy
for neutrals to check on conditions. There were far more German
nationals – around 26,000 – interned in Britain, and the Germans
feared reprisals. After a visit from the American Ambassador,
James Gerard, in March 1915, conditions improved. New
barracks were built and rations increased. Guards retreated to the
perimeter fence.

Each barracks established a captain, and committees were drawn up. Packages began to arrive from
England. Our perspective is so clouded by the horror of the Western Front that it is easy to forget that
in much of Europe, life carried on as normal. Groceries were bought, children were clothed. And to
stave off their boredom, the interned men wanted to be useful.

From the summer of 1915, small gardens began to appear beneath the windows of some barracks. A
gift of seeds from the Crown Prince of Sweden seems to have sparked the interest. The internees’ first
thoughts were decorative, rather than productive, and it was individuals and not
groups who were responsible. Indeed, some of the other internees suspected
that the gardens were a ruse by the Germans, to help the camp look better to
inspectors.

The horticulture at Ruhleben steadily expanded, but at first the interest remained
ornamental. Internees grew chrysanthemums and dahlias, which were sent back
to England for sale to raise funds for their families. It was not until 1917 that they
asked to use the central part of the racecourse as a large vegetable garden (the
other half was the sports pitches).

Cut flowers, and flowers in pots, decorated most of the buildings. By the end of the war, the camp was
more or less self-sufficient in fruit and vegetables, and the quality of diet inside the fence was far
higher than outside. Fresh produce was on sale to internees at nominal prices, at a time when there
was almost no food left in Germany. Towards the end, a German officer demanded 15 red cabbages
for his men, when there were no red cabbages available in his own country. The British refused – they
could not directly aid the German war effort – but agreed to supply the outer leaves as horse fodder.

It is tempting to see Ruhleben as an idyll compared to what was happening at Ypres or the Somme,
but camp life was far from perfect. There were plenty of divisions within its walls. The German officers
put the Jewish men into their own barracks, which baffled the British. Yet the British were equally
perplexed to find themselves sharing quarters with black internees. As soon as packages started
arriving from home, class strata reasserted themselves. The Etonians, and other former public
schoolboys, quickly set up exclusive clubs, and even paid other internees to wear white jackets and
serve them drinks. Hanging around with merchant seamen for four years meant that the habit of
swearing spread to the middle-class internees, to the extent that they worried about needing a period
of quarantine before they were in female company again.

The internees were also suspicious of those suspected of having German sympathies. British
parentage wasn’t enough to qualify you – especially difficult for those who had married German wives
and were raising German children. The guards offered them a choice of staying in the camp as
“Britishers”, where they were resented, or fighting – and probably dying – as Germans in the trenches.

During the war the Ruhleben camp was a famous cause in both Britain and Germany – contributors to
the Ruhleben fund included prominent Germans, such as Albert Einstein, Max Warburg and Oscar
Tietz. After the Armistice a flurry of books were published about the internees’ experience, but as the
full horror of the trenches became clearer the camp was quickly forgotten. A crude survey conducted

New Contact Two-in-one 5 - tests unit 2

by Ketchum, the Canadian psychologist, found that many of the men, particularly the young singles,
saw their time in the camp as unusual but formative or even enjoyable – not an attitude shared by
those at the front. Internees’ guilt became almost unbearable. The Ruhleben story was quietly
forgotten.

Alongside the usual tales of death and derring-do, it is surely right to remember this story of British
ingenuity and gumption, which had horticulture at its heart.

(Abridged from www.telegraph.co.uk.)

Vocabulary
an internment camp: een interneringskamp reprisal: vergelding
an affiliation: een connectie, een verwantschap a plight: een benarde / hopeloze situatie
to remit: geld overmaken to stave off: op een afstand houden
a fixture: een vaste gewoonte a ruse: een list
a bulb: een bloembol nominal: miniem
incomprehensible: onbegrijpelijk fodder: voer
motley: uiteenlopend to baffle: verbijsteren
a contingent: een aandeel to reassert: zich opnieuw doen gelden
a conman: een oplichter an Etonian: a past or present pupil of Eton
a drifter: een zwerver College
a perimeter fence: een grensschutting to swear: vloeken
precarious: onveilig derring-do: waaghalzerij, durf
a riot: een rel ingenuity: vindingrijkheid
gumption: initiatief, ondernemingszin

New Contact Two-in-one 5 - tests unit 2

Name: ___________________________________________________________________________

N°: ______ Class: _______________ Date: ______________________________________

NEW CONTACT TWO-IN-ONE 5 unit 2: Edmund Blunden Score: __ /20

(reading comprehension)

Read the newspaper article For Edmund Blunden, surviving the war was the easy part and
answer the questions.

1 How much time did Edmund Blunden spend at the Front? ___ /1

_________________________________________________________________________________

2 Why has Blunden been called a war-haunted poet? Explain fully. ___ /2

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

3 What was the very last poem he wrote? What was it about? ___ /2

_________________________________________________________________________________

_________________________________________________________________________________

4 Why was Edmund Blunden so desperate about World War II? Explain in your own words.
___ /3

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

5 What theme comes back continuously in Blunden's poetry? ___ /1

_________________________________________________________________________________

_________________________________________________________________________________

6 How did Edmund Blunden and Siegfried Sassoon meet? ___ /1

_________________________________________________________________________________

_________________________________________________________________________________

7 Blunden wasn't scarred just by the Great War but also by something that had happened in his
personal life. Explain in your own words what that was. ___ /2

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

New Contact Two-in-one 5 - tests unit 2

8 The Great War was even present at Blunden's funeral. Explain. ___ /3

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

9 Are these statements true or false? Correct the false statements. ___ /5

True False
a. Edmund Blunden, Wilfred Owen and Siegfried Sassoon were all
poets who survived the horrors of the Great War.

_________________________________________________________

_________________________________________________________

_________________________________________________________

b. Blunden saw some of the bloodiest fighting at Passchendaele, Ypres

and Vimy Ridge.

_________________________________________________________

_________________________________________________________

_________________________________________________________

c. After the war, Blunden worked as a literary journalist, a teacher and a

professor.

_________________________________________________________

_________________________________________________________

_________________________________________________________

d. In total, Blunden married three times and had one son and six
daughters.

_________________________________________________________

_________________________________________________________

_________________________________________________________

e. Margi Blunden grew up in Japan and South Korea because her father
was a teacher there.

_________________________________________________________

_________________________________________________________

_________________________________________________________

New Contact Two-in-one 5 - tests unit 2

Name: ______________________________________ Class:________________________ N°: ___

NEW CONTACT TWO-IN-ONE 5 unit 2: Edmund Blunden

For Edmund Blunden, surviving the war

was the easy part
What happened to the survivors of the First World War when they returned home? So many of the war
poets – Wilfred Owen, Edward Thomas and Isaac
Rosenberg among them – were killed, their works
written in the heat of battle. But one of them, Edmund
Blunden, arrived home in one piece, after two years at
the Front in some of the bloodiest fighting, at
Passchendaele, Ypres and the Somme. No other poet
witnessed the horrors for so long. Owen saw eight
months at the front, Robert Graves a year and Siegfried
Sassoon 16 months.

Blunden was 22 when the war ended, but he lived

another 53 years with the war still pounding away in his
mind, producing at one moment exceptional poetry, at
others unbearable nightmares. “He’s been called a war-
haunted poet and I think that’s absolutely right,” says
Margi Blunden, 67, one of Blunden’s four daughters
from his third marriage. “He couldn’t let go of it. The
images just used to haunt him.”

Blunden used to say that he lived in that world rather

than this and his children had to come to terms with
their father’s suffering – which would now be classified
as post-traumatic stress disorder. Blunden suffered
nightmares almost every night. “The night was filled
with the war and the day job was filled with being a
literary journalist or being a professor,” Margi recalls. “There was depression, anger at times and the
memories that he couldn’t obliterate – and how could anyone obliterate them?” “He went on writing
about the war until he could no longer write. The very last poem he wrote, 'Ancre Sunshine’, was
about survivor guilt. From 1915 to 1966, he was writing about the war.”

Blunden, later the Oxford Professor of Poetry, didn’t just write poetry about the war. His 1928 memoir,
Undertones of War, is a classic prose account of the conflict. He also went to reunions of the Royal
Sussex Regiment, as well as returning to the battlefields themselves. “How can we know why he had
to keep going back?” says Margi, a counsellor and retired teacher, who lives in Hunstanton, Norfolk.
“He was passionate about not forgetting what the men did, what the war was about. That’s why he
was so desperate about the Second World War. 'Have we not learnt from what happened in the First
World War?’ he used to wonder.” Another generation of young men was doomed to suffer as he had.

Again and again in his poetry, life interrupts death; pleasure interrupts the horrors. In “Third Ypres”, in
the middle of the madness of the battle, Blunden saw a family of 20 field mice, with “a tame and
curious look about them; these calmed me, on these depended my salvation”.

Blunden, born in 1896, had only just left Christ’s Hospital School in Sussex when he was
commissioned as a Second Lieutenant in 1915. The eldest of nine and the son of two London
teachers, Blunden was astonishingly precocious. He picked up volumes of Horace and Tennyson from

New Contact Two-in-one 5 - tests unit 2

ruined houses at the Front; in Arras in 1918, he found Edward Thomas’s study of Keats in a hole in the
wall by his bed. Thomas had been killed at Arras. “He was a teenage boy going off to war – when he
goes to Festubert [a shattered town on the Front], he looks for a shop he can buy chocolate in,” says
Margi. “He said that the war took away his innocence and made him into an old man. You can see it in
his face in photographs from that period – it’s sunken, hollow.”

Siegfried Sassoon also knew what war was like. He had been an influential figure in Blunden’s life, first
coming across him when Blunden submitted poems to the Daily Herald, where Sassoon was literary
editor. “I had discovered a poet,” Sassoon later declared. Sassoon, or “Sieg”, as Margi Blunden calls
him, was her godfather. “They used to spend hours talking about the war, simply because they both
knew what it was about,” she says.

It wasn’t just war that scarred Blunden. By his first marriage – an impulsive 1918 wedding to Mary
Daines, an 18-year-old Newmarket girl – he had a daughter, Joy, who died at five weeks after being
poisoned by contaminated milk. Joy’s death marked Blunden, and his poems, for the rest of his life.
Two further children, John and Clare, named after Blunden’s favourite poet, followed, but the marriage
was doomed. A second marriage, in 1933, to a novelist, Sylva Nahabedian, also failed, before
Blunden found lasting love with Margi Blunden’s mother, Claire Poynting. They married in 1945 and
had four daughters.

The war was a regular visitor to the lunch table as Margi grew up in Japan and Hong Kong, where
Blunden taught, and then in Long Melford, Suffolk, where he spent the years before his death in 1974.
“He wouldn’t talk about what happened – it was about the men, the men he knew and the men he
lost,” she says. “The war caught up with him in the end. The last few years were hard for him.”

Margi believes his creativity became a form of defence. “Maybe that kept him sane after the insanity of
what he’d experienced,” she says. “But there would be times, especially when I was growing up, when
those defences started to crumble because he was getting old and worn out, and the war would break
through. As he grew older, it was becoming harder to contain the enormity of what he’d experienced.
He wrote that the war had won and would go on winning.”

At Blunden’s funeral in Long Melford, a small figure stepped up to the graveside and threw a wreath of
Flanders poppies on top of the coffin. It was Private A E Beeney, of the 11 th Royal Sussex Regiment,
who had been Blunden’s runner at Ypres and Passchendaele. In death, as in life, the First World War
was ever present.

(Slightly abridged from www.telegraph.co.uk.)

Vocabulary
to pound away: beuken, bonzen influential: invloedrijk
to come to terms with: zich bij iets neerleggen contaminated: besmet
to obliterate: uitwissen a wreath: een rouwkrans
to interrupt: onderbreken a runner: een boodschapper, een koerier
precocious: vroeg rijp, vroeg ontwikkeld

New Contact Two-in-one 5 - tests unit 2

Name: ___________________________________________________________________________

N°: ______ Class: _______________ Date: ______________________________________

NEW CONTACT TWO-IN-ONE 5 unit 2: The Flanders Fields Memorial Score: __ /10
Gardens
(listening comprehension)

1 First read the vocabulary. Then listen to the information about the Flanders Fields Memorial Gardens
and answer the questions.

Vocabulary
a centenary: een eeuwfeest soil: aarde, grond
adjacent to: aangrenzend aan

a. Why are these war memorials created? __ /1

_________________________________________________________________________________

b. Who came up with the idea for the Flanders Fields Memorial Gardens? __ /1

_________________________________________________________________________________

c. What is the aim of these war memorials? __ /2

_________________________________________________________________________________

_________________________________________________________________________________

2 Listen again and answer the questions about the first Flanders Fields Memorial Garden.

a. Who designed it? __ /1

_________________________________________________________________________________

b. Where exactly is it located? __ /1

_________________________________________________________________________________

c. When and where did the Remembrance Ceremony take place? __ /1

_________________________________________________________________________________

d. Which Royals attended this ceremony? __ /1

_________________________________________________________________________________

_________________________________________________________________________________

e. "The Flemish soil will always be part of the first Flanders Fields Memorial Garden." Explain this
statement in your own words. __ /2

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

New Contact Two-in-one 5 - tests unit 2

Name: ___________________________________________________________________________

N°: ______ Class: _______________ Date: ______________________________________

NEW CONTACT TWO-IN-ONE 5 unit 2: Operation War Diary Score: __ /10

(listening comprehension)

1 Watch the video about Operation War Diary and answer the questions.

a. Where are the war diaries from World War I currently kept? ___ /1

_________________________________________________________________________________

b. When did the British army decide that all units going on operations had to keep a war diary? ___ /1

_________________________________________________________________________________

c. Why did the British army ask its men to keep a war diary? ___ /2

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

d. Give one example of events that were written down in these war diaries. ___ /1

_________________________________________________________________________________

_________________________________________________________________________________

2 Watch the video again and decide whether these statements are true or false. Correct the false
statements. ___ /5

True False
a. The war diaries of World War I contain 1.5 million individual pages.

_________________________________________________________

_________________________________________________________

_________________________________________________________

b. Almost half of the war diaries of the Great War have already been
digitised.

_________________________________________________________

_________________________________________________________

_________________________________________________________

c. William Spencer, military specialist at the National Archives, is a

New Contact Two-in-one 5 - tests unit 2

Vietnam veteran.

_________________________________________________________

_________________________________________________________

_________________________________________________________

d. These days, soldiers no longer keep war diaries.

_________________________________________________________

_________________________________________________________

_________________________________________________________

e. Only army personnel can access the war diaries once they have been
digitised.

_________________________________________________________

_________________________________________________________

_________________________________________________________

New Contact Two-in-one 5 - tests unit 2

Name: ___________________________________________________________________________

N°: ______ Class: _______________ Date: ______________________________________

NEW CONTACT TWO-IN-ONE 5 unit 2: The lottery Score: __ /10

(writing practice)

Read this newspaper article and write a text of about 10 sentences, answering the question
below.

A lucky Virginia couple won the lottery three times last year and became instant millionaires. Calvin
Spencer, a veteran of World War II and Vietnam, and his wife Sofia hit the jackpot with a $1 million win
in the Powerball lottery. Two weeks later, they won $50,000 on a Pick 4
game and the following day they scored a further $1 million prize on a
scratch card. This is what they did with the money:
- They bought a huge mansion worth $897,000.
- They bought a yacht worth $265,000.
- They gave each of their four children $100,000.
- They donated $300,000 to the DAV, a charity supporting disabled
American veterans.

What would you have done with the money, if you had won such a huge amount in the lottery last
year?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

(evaluation by the teacher)

I can write an appropriate answer.
I use the third conditional in my answer.
I use varied, extensive and precise vocabulary.
I make no or few grammatical mistakes.
I spell most words correctly.

Feedback: _____________________________________________________________________
_____________________________________________________________________

New Contact Two-in-one 5 - tests unit 2

Name: ___________________________________________________________________________

N°: ______ Class: _______________ Date: ______________________________________

NEW CONTACT TWO-IN-ONE 5 unit 2: vocabulary & grammar (I) Score: __ /20

1 Complete this text. Write the missing words or the translations of the Dutch words in the right-hand
column. __ /15

Jack Weston was a carpenter who was living in Reading at (1) _________________________
the start of the Great War. Every day he saw the ... ...
(2) _________________________
(wervingsposters) (1) and he simply felt he had to ... (zich
(3) _________________________
vrijwillig aanmelden) (2) to join the British Expeditionary
Force. He left Reading on 13 August and went to ... ... ... (4) _________________________
(een trainingskamp) (3) in Staffordshire. There, retired ...
(5) _________________________
(officieren) (4) ... (trainden) (5) him and his comrades. They
were taught how to throw ... ... (handgranaten) (6), how to (6) _________________________

dig ... (loopgraven) (7), how to load their ... (geweren) (8) and (7) _________________________
how to put on their ... ... (gasmaskers) (9).
(8) _________________________
One month later, Jack left for the front. He spent four months
in ... ... (een schuilhol) (10) since the ... (vijand) (11) (9) _________________________

constantly shelled his regiment. On 12 January he was killed (10) _________________________

in a surprise ... (aanval) (12) by a German sniper.
(11) _________________________
Over a century later, Jack's family still ... (herdenkt) (13) him,
his fallen comrades and the ... (wapenstilstand) (14) by (12) _________________________

laying ... (klaprozen) (15) on his grave. (13) _________________________

(14) _________________________

(15) _________________________

2 Read the sentences. Select an appropriate conditional. __ /5

 We have so much to do today! If you ... (to go) (1) to (1) _________________________
the greengrocer's, I ... (to return) (2) those books to
(2) _________________________
the library.
(3) _________________________
 If I ... (to live) (3) in the 16th century, I ... (to be) (4) a
great friend of William Shakespeare’s. (4) _________________________
 If Josh ... (to know) (5) more about the current (5) _________________________
problems in Syria, he ... (probably / not / to leave) (6)
(6) _________________________
on that trip to Aleppo.
(7) _________________________
 If the weather ... (to be) (7) sunny, we ... (to go) (8) to
the beach. Now, we’re stuck at home. (8) _________________________

New Contact Two-in-one 5 - tests unit 2

 (9) _________________________
 If I ... (not / to forget) (9), I ... (to buy) (10) my mother a
huge bouquet of flowers. (10) ________________________

New Contact Two-in-one 5 - tests unit 2

Name: ___________________________________________________________________________

N°: ______ Class: _______________ Date: ______________________________________

NEW CONTACT TWO-IN-ONE 5 unit 2: vocabulary & grammar (II) Score: __ /20

1 Complete this text. Write the missing words or the translations of the Dutch words in the right-hand
column. __ /12

At the time of the Great War, the British Expeditionary Force (1) _________________________
consisted almost ... (uitsluitend) (1) of ... (vrijwilligers) (2).
(2) _________________________
Kitchener wanted to raise an army that was a real threat to
(3) _________________________
the Germans, so he ordered the officers to hang ... ...
(wervingsposters) (3) on every street corner. (4) _________________________
Every ... (rekruut) (4) was ... (uitgerust) (5) with the
(5) _________________________
necessities such as ... ... (een helm) (6), ... ... (een bajonet)
(7), ... (laarzen) (8), ... ... ... (een waterfles) (9) and ... ... ... (6) _________________________

(een gasmasker) (10). (7) _________________________

Before leaving for the front, they were taught how to fire ... ...
(8) _________________________
... (een machinegeweer) (11), how to take shelter in the ...
(loopgraven) (12) and how to survive in unsanitary (9) _________________________

conditions. (10) _________________________

(11) _________________________

(12) _________________________

2 Read the sentences. Select an appropriate first or second conditional. __ /4

 Go and visit Kyle in Manchester if you must but if I ... (1) _________________________
(to be) (1) you, I ... (to call) (2) him first
(2) _________________________
 I realise that we are running late but if we ... (to hurry)
(3) _________________________
(3) we ... (not / to miss) (4) the beginning of the film.
 It's great that you are going to the gym! You ... (to feel) (4) _________________________
(5) a lot better as soon as you ... (to gain) (6) some (5) _________________________
muscle.
(6) _________________________
 Lisa's parents put her up for adoption when she was
six months old. If Lisa ... (to know) (7) the name of her (7) _________________________
real mother, she ... (to write / definitely) (8) her a letter. (8) _________________________

New Contact Two-in-one 5 - tests unit 2

3 Read the historical information about Britain and Ireland, with the help of the vocabulary list. Then
complete the sentences with the third conditional. __ /4

In 55 BC Britain was invaded by Julius Caesar, but it was

only during the second Roman invasion, in AD 43, that
Claudius built a wooden bridge over the River Thames
and established a bridgehead. The place was called
Londinium.

After Thomas Becket had been killed by Henry II's knights on 29

December 1170, his tomb in Canterbury Cathedral became a shrine.
Chaucer's famous book, The Canterbury Tales, is a collection of
stories told by pilgrims on their way to Canterbury.

The last great outbreak of the Plague in London started

in the winter of 1664–1665. At its height people were
dying at the rate of 5,000 a week. Few doctors had any
idea what to do. Some people say that the Plague was
stopped by the Great Fire of 1666, which destroyed the
greater part of the medieval city of London and thus
burnt out the Plague.

In the mid-1840s the potato, the staple food of Ireland, rotted in the
ground because of a disease called blight. During this period, known
as the Great Famine (1845–1848), about a million people died of
starvation and even more left Ireland to try their luck in the USA,
including the forefathers of Kennedy, Nixon and Reagan.

Vocabulary
to invade: binnenvallen, een invasie uitvoeren blight: meeldauw
a shrine: een vereringsplaats to die of starvation: verhongeren, sterven van
the staple food: het basisvoedsel de honger

 If the Romans ... (not / to build) (1) a bridge over the (1) = ________________________
River Thames, London ... (never / to exist) (2).
(2) = ________________________
 If Henry II's knights ... (not / to kill) (3) Thomas
(3) = ________________________
Becket in 1170, Chaucer ... (not / to write) (4) The
Canterbury Tales. (4) = ________________________
 If the Great Fire ... (not / to destroy) (5) London, the (5) = ________________________
Plague ... (to continue) (6) for a number of years.
(6) = ________________________
 If the potato crop in Ireland ... (not / to fail) (7) for
three years on end in the middle of the 19th century, (7) = ________________________
the USA ... (not / to have) (8) presidents named (8) = ________________________
Kennedy, Nixon or Reagan.

New Contact Two-in-one 5 - tests unit 2

Name: ___________________________________________________________________________

N°: ______ Class: _______________ Date: ______________________________________

NEW CONTACT TWO-IN-ONE 5 unit 2: Desertion and cowardice Score: __ /30

(integrated test)

1 Read these extracts from Ken Follett's Fall of Giants and answer the questions.
As the Pals shuffled forward, slowly getting nearer to the front-line the Pals: in this novel, the
trench, Billy found he was sweating. Aberowen Pals (friends that all
Owen Bevin began to cry. Billy said gruffly: 'Pull yourself together, lived in the Welsh town
now, Private Bevin. No good crying, is it?' Aberowen and who fought in
The boy said: 'I want to go home.' the same batttalion at the front)
'So do I, boyo, so do I.' gruff: nors
'Please, Corporal, I didn’t think it would be like this.'
'How old are you anyway?'
'Sixteen.'
'Bloody hell,' said Billy. 'How did you get recruited?'
'I told the doctor how old I was, and he said: "Go away, and come
back in the morning. You’re tall for your age, you might be eighteen
by tomorrow." And he gave me a wink, see, so I knew I had to lie.'
'Bastard,' said Billy. He looked at Owen. The boy was not going to
be any use on the battlefield. He was shaking and sobbing.
Billy spoke to Lieutenant Carlton-Smith. 'Sir, Bevin is only sixteen,
sir.'
'Good God,' said the lieutenant.
'He should be sent back. He’ll be a liability.' a liability: een blok aan het
'I don’t know about that.' Carlton-Smith looked baffled and been
helpless. baffled: verbijsterd
Billy recalled how Prophet Jones had tried to make an ally of an ally: een bondgenoot
Mortimer. Prophet was a good leader, thinking ahead and acting to
prevent problems. Carlton-Smith, by contrast, seemed to be of no
account, yet he was the superior officer. That’s why it’s called the
class system, Da would have said.
After a minute, Carlton-Smith went to Fitzherbert and said
something in a low voice. The major shook his head in negation,
and Carlton-Smith shrugged helplessly. to shrug: de schouders
Billy had not been brought up to look on cruelty without a protest. ophalen
'The boy is only sixteen, sir!'
'Too late to say that now,' said Fitzherbert. 'And don’t speak until
you’re spoken to, Corporal.'
Billy knew that Fitzherbert did not recognize him. Billy was just one
of hundreds of men who worked in the Earl’s pits. Fitzherbert did a pit: een mijn
not know he was Ethel’s brother. All the same, the casual dismissal a dismissal: een afwijzing
angered Billy. 'It’s against the law,' he said stubbornly. In other
circumstances Fitzherbert would have been the first person to
pontificate about respect for the law. to pontificate: de expert
'I’ll be the judge of that,' said Fitz irritably. 'That’s why I’m the uithangen
officer.'
Billy’s blood began to boil. Fitzherbert and Carlton-Smith stood
there in their tailored uniforms, glaring at Billy in his itchy khaki,
thinking that they could do anything. 'The law is the law,' Billy said.
Prophet spoke quietly. 'I see you’ve forgotten your stick this
morning, Major Fitzherbert. Shall I send Bevin back to
headquarters to get it for you?'
It was a face-saving compromise, Billy thought. Well done, Prophet.
But Fitzherbert was not buying it. 'Don’t be ridiculous,' he said.
Suddenly Bevin darted away. He slipped into the crowd of men

New Contact Two-in-one 5 - tests unit 2

behind and disappeared from sight in a moment. It was so
surprising that some of the men laughed.
'He won’t get far,' said Fitzherbert. 'And when they catch him, it
won’t be very funny.'
'He’s a child!'
Fitzherbert fixed him with a look. 'What’s your name?' he said.
'Williams, sir.'
Fitzherbert looked startled, but recovered fast. 'There are hundreds
of Williamses,' he said. 'What’s your first name?'
'William, sir. They call me Billy Twice.'
Fitzherbert gave him a hard stare.
He knows, Billy thought. He knows Ethel has a brother called Billy
Williams. He stared straight back.
Fitzherbert said: 'One more word out of you, Private William
Williams, and you’ll be on a charge.'

A week later Owen Bevin was court-martialled for cowardice and

desertion.
He was given the option of being defended, at the trial, by an officer
appointed to act as the 'prisoner’s friend,' but he declined. Because
the offense carried the death penalty, a plea of Not Guilty was
automatically entered. However, Bevin said nothing in his defence.
The trial took less than an hour. Bevin was convicted.
He was sentenced to death.
The papers were passed to general headquarters for review. The
commander in chief approved the death sentence. Two weeks to approve: goedkeuren
later, in a muddy French cow pasture at dawn, Bevin stood a cow pasture: een koeienwei
blindfolded before a firing squad. a firing squad: een
Some of the men must have aimed to miss, because after they vuurpeleton
fired Bevin was still alive, though bleeding. The officer in charge of
the firing squad then approached, drew his pistol, and fired two
shots point-blank into the boy’s forehead. to fire point-blank: vanop
Then, at last, Owen Bevin died. korte afstand schieten

Fall of Giants (Ken Follett)

a. What military rank does Billy Williams have in these extracts? ___ /1

_________________________________________________________________________________

b. Who helped Owen Bevin to get recruited? How? ___ /2

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

c. What does Billy think Lieutenant Carlton-Smith should do with Owen Bevin? ___ /1

_________________________________________________________________________________

_________________________________________________________________________________

d. How does Major Fitzherbert react to this suggestion? ___ /1

_________________________________________________________________________________

_________________________________________________________________________________

New Contact Two-in-one 5 - tests unit 2

e. How is Billy portrayed in these extracts? ___ /2

_________________________________________________________________________________

_________________________________________________________________________________

f. How does Prophet try to reconcile Major Fitzherbert and Billy's point of view? ___ /1

_________________________________________________________________________________

_________________________________________________________________________________

g. What happens to Private Owen Bevin in the end? ___ /2

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

2 First read the vocabulary. Then listen to the interview and answer the questions.

Vocabulary
insane: crazy to dispel: verdrijven
retribution: vergelding a stake: een paal
a court martial: een krijgsraad

a. What is the title of the book written by Cathryn Corn? ___ /1

_________________________________________________________________________________

b. What happened to deserters during the Great War? ___ /2

_________________________________________________________________________________

_________________________________________________________________________________

c. Why was the army so tough on deserters back then? Give two reasons. ___ /2

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

d. How many soldiers died as deserters during World War I? ___ /1

_________________________________________________________________________________

New Contact Two-in-one 5 - tests unit 2

e. Tick the photograph of the Shot at Dawn Memorial. ___ /2

□ □ □
f. Which soldier was the inspiration for this war memorial? ___ /1

_________________________________________________________________________________

g. How did soldiers who suffered from mental collapse behave? ___ /1

_________________________________________________________________________________

_________________________________________________________________________________

3 Read this forum question and comment on it. Use the information you have just gathered about
desertion and cowardice in the Great War. Write at least 10 sentences. __ /10

What would you do if you were the Defence Secretary? Do you think the
deserters of the First World War should be given a general pardon?

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________
you
________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

New Contact Two-in-one 5 - tests unit 2

 (evaluation by the teacher)
I understand different extracts from Fall of Giants by Ken
Follett.
I understand an interview with an author.
I can answer a forum question appropriately.
I can use the three conditional forms.
I use varied, extensive and precise vocabulary.
I make no or few grammatical and spelling mistakes.

Feedback: _____________________________________________________________________
_____________________________________________________________________

New Contact Two-in-one 5 - tests unit 2