Core English by Cappelen Damm

Lisbeth M. Brevik

Core English lets you practise the most important skills you need for mastering English. • The textbook enables you to improve your reading and speaking skills. •

On our website, www.core.cappelendamm.no, you can practise and improve your written English and your ability to understand what people say when they speak.

Lisbeth M. Brevik

You will find more information on Core English – the book and the website – on pages 7 and 10 and at www.cdu.no.

Lisbeth M. Brevik has a varied teaching background from secondary and upper secondary schools in Oslo. The author of several textbooks, she is currently a research fellow at the Department of Teacher Education and School Research at the University of Oslo.

• Vg1 Basic skills • Vg1

ISBN I S B N978-82-02-32779-8 978-82-02-32779-8

788202 327798

www.cappelendamm.no

FORORD I Core English kan du arbeide med de viktigste ferdighetene du trenger for å beherske engelsk. • Læreboka gir deg lesetrening og hjelper deg med å snakke engelsk. • På nettstedet www.core.cappelendamm.no øver du på å bli bedre til å skrive engelsk, og på å forstå hva som blir sagt når noen snakker språket. Læreboka og nettstedet handler om det samme: USA, Storbritannia, Sør-Afrika og Australia. Både læreboka og nettstedet har oppgaver på to nivåer. © CAPPELEN DAMM AS, Oslo 2011 Materialet i denne publikasjonen er omfattet av åndsverklovens bestemmelser. Uten særskilt avtale med CAPPELEN DAMM AS er enhver eksemplarfremstilling og tilgjengeliggjøring bare tillatt i den utstrekning det er hjemlet i lov eller tillatt gjennom avtale med Kopinor, interesseorgan for rettighetshavere til åndsverk. Utnyttelse i strid med lov eller avtale kan medføre erstatningsansvar og inndragning, og kan straffes med bøter eller fengsel. Core English er utviklet med støtte fra Utdanningsdirektoratet. Grafisk formgiver: Hanne Marie Kjus Omslagsdesign: Hanne Marie Kjus Forlagsredaktør: Birger Nicolaysen Trykk: Livonia Print SiA, Latvia, 2011 Utgave 1 Opplag 1 ISBN: 978-82-02-32779-8 core.cappelendamm.no

Bok, nettsted eller begge deler? Aller mest vil du lære av å kombinere bok og nettsted, for da kan du jobbe med hver ferdighet i det mediet som egner seg best. Det er likevel fullt mulig å bare bruke boka. Da er det ferdighetene dine i å lese og snakke engelsk du vil forbedre, og du kommer samtidig til å lære mye om de fire landene. På samme måte kan du jobbe med nettstedet uten å ha tilgang til boka, hvis det er lytte- og skrivetrening du har mest behov for. I Core English vil du konsentrere deg om kjernen av engelskfaget – det viktigste. Du vil lære mye og komme langt med Core English, men læreverket dekker ikke alle kompetansemålene i læreplanen (se side 6). Noen mål må du da jobbe med på andre måter. Kanskje lærer du mest ved å kombinere Core English med et annet læreverk. Dersom du har engelsk over to år (Vg1 og Vg2), kan f.eks. en periode i hvert halvår settes av til å lære mer om hvert land i Core English. Hvor mye tid du da skal bruke på Core English, vil avhenge av om du bruker boka, nettstedet eller begge deler. Mer informasjon om boka og nettstedet Core English finner du på side 7 og på www.cdu.no. Lykke til med engelsken! Vennlig hilsen forfatteren

FORORD I Core English kan du arbeide med dei viktigaste ferdigheitene du treng for å meistre engelsk. • Læreboka gir deg lesetrening og hjelper deg med å snakke engelsk. • På nettstaden www.core.cappelendamm.no øver du på å bli betre til å skrive engelsk, og på å forstå kva som blir sagt når nokon snakkar språket. Læreboka og nettstaden handlar om det same: USA, Storbritannia, Sør-Afrika og Australia. Både læreboka og nettstaden har oppgåver på to nivå. Bok, nettstad eller begge delar? Aller mest vil du lære av å kombinere bok og nettstad, for da kan du jobbe med kvar ferdigheit i det mediet som høver best. Det er likevel fullt mogleg å berre bruke boka. Da er det ferdigheitene dine i å lese og snakke engelsk du vil forbetre, og du kjem samtidig til å lære mykje om dei fire landa. På same måten kan du jobbe med nettstaden utan å ha boka for handa dersom det er lytte- og skrivetrening du har mest bruk for. I Core English vil du konsentrere deg om kjernen av engelskfaget – det viktigaste. Du vil lære mykje og kome langt med Core English, men læreverket dekkjer ikkje alle kompetansemåla i læreplanen (sjå side 6). Nokre av måla må du da jobbe med på andre måtar. Kanskje lærer du mest ved å kombinere Core English med eit anna læreverk. Dersom du har engelsk over to år (Vg1 og Vg2), kan for eksempel ein periode i kvart halvår setjast av til å lære meir om kvart land i Core English. Kor mykje tid du da skal bruke på Core English, er avhengig av om du bruker boka, nettstaden eller begge delar. Meir informasjon om boka og nettstaden Core English finn du på side 10 og på www.cdu.no. Lykke til med engelsken! Vennleg helsing forfattaren 3

contents Sentrale læreplanmål i Core English

s. 6

Mer om læreverket

s. 7

Meir om læreverket

s. 10

Chapter 1

The USA: Chasing the American Dream

p. 14

Brainstorm

p. 16

Photo Story: Whose Dream Was It Really?

p. 18

Homeless in America

p. 25

Two Americans Who Have Made It

p. 34

Challenge – Chapter 1

p. 42

Reaching Objectives

p. 46

Checklist: Top 20 Key Words

p. 48

Chapter 2

The United Kingdom: Living Different Lives p. 50 Brainstorm

p. 52

Photo Story: Is This the London You Know?

p. 54

Helping People in Need

p. 62

Lily Allen: “The Fear”

p. 68

Hate Crime

p. 72

Challenge – Chapter 2

p. 80

Reaching Objectives

p. 86

Checklist: Top 20 Key Words

p. 88

contents Chapter 3

South Africa: Building a Rainbow Nation

p. 90

Brainstorm

p. 92

Photo Story: Who Lives in South Africa?

p. 94

Report from South Africa

p. 102

Two Boys from Soweto

p. 111

Challenge – Chapter 3

p. 118

Reaching Objectives

p. 122

Checklist: Top 20 Key Words

p. 124

Chapter 4

Australia: Working Hard Down Under

p. 126

Brainstorm

p. 128

Photo Story: Do You Know These Australian Jobs?

p. 130

Working with Job Ads

p. 135

Professional Pride

p. 143

Belitta’s Story

p. 150

Challenge – Chapter 4

p. 158

Reaching Objectives

p. 164

Checklist: Top 20 Key Words

p. 166

APPENDIX

Note-Taking Strategies 1) Mind Map (Tankekart)

p. 167

2) Timeline (Tidslinje)

p. 168

3) Venn Diagram (Venn-diagram)

p. 169

4) Storyboard (Dreiebok)

p. 170

5) Word Wall (Ordbank)

p. 171

Sentrale læreplanmål i Core English:

Språklæring

Mål for opplæringen er at eleven skal kunne

Mål for opplæringa er at eleven skal kunne

• utnytte og vurdere ulike situasjoner, arbeidsmåter og strategier for å lære seg engelsk

• utnytte og vurdere ulike situasjonar, arbeidsmåtar og strategiar for å lære seg engelsk

• vurdere og kommentere egen framgang i arbeidet med å lære engelsk

• vurdere og kommentere sin eigen framgang i arbeidet med å lære engelsk

Kommunikasjon

Mål for opplæringen er at eleven skal kunne

Mål for opplæringa er at eleven skal kunne

• velge og bruke egnede lese- og lyttestrategier til å finne informasjon i muntlige og skriftlige tekster

• velje og bruke høvelege lese- og lyttestrategiar til å finne informasjon i munnlege og skriftlege tekstar

• velge og bruke egnede skrive- og talestrategier tilpasset formål, situasjon og sjanger

• velje og bruke høvelege skrive- og talestrategiar tilpassa formål, situasjon og sjanger

• lese tekster i ulike sjangere og med ulike formål

• lese tekstar i ulike sjangrar og med ulike formål

Kultur, samfunn og litteratur

• drøfte sosiale og kulturelle forhold, samfunnsforhold og verdier i flere engelskspråklige land

• drøfte sosiale og kulturelle forhold, samfunnsforhold og verdiar i fleire engelskspråklege land

Mer om læreverket 1) Boka Core English Visste du at elever i norsk skole dybdeleser for mye? Mange elever begynner å lese første ord i teksten, og leser deretter gjennom hvert eneste ord til siste punktum. I Core English vil du lære effektive måter å lese på. Boka gir deg en praktisk rettet innføring i lesestrategier, og ved å arbeide med strategiene vil du oppdage at du kan lese mindre – men forstå mer! Til hver tekst er det også muntlige oppgaver. Du får øve på å snakke om teksten du har lest, og det er oppgaver som gir deg nyttig trening i ulike muntlige ferdigheter – som for eksempel presentasjon og rollespill. Core English er delt opp i fire kapitler som tar for seg samfunnsforhold og verdier i landene USA, Storbritannia, Sør-Afrika og Australia. I hvert kapittel finner du: Læringsmål («objectives») Disse viser deg hva du skal arbeide med i kapitlet. Læringsmålene er basert på kompetansemålene i læreplanen. På slutten av hvert kapittel er det en tabell du kan bruke til å vurdere i hvilken grad du har nådd målene for kapitlet.

Vokabulartrening Hvis du forstår og kan bruke viktige ord og uttrykk, er du langt på vei til en god leseforståelse i engelsk. I alle kapitlene vil du finne gloser, word clouds («skyer» med viktige ord), word walls (tabeller hvor du selv kan samle nyttige ord og uttrykk) og vokabularoppgaver.

På nettstedet finner du lydfiler til alle tekstene i læreboka. Du vil oppdage hvor mye lettere det er å forstå en tekst hvis du kan lytte til den mens du leser!

I starten av hvert kapittel finner du en liste over «Top 20 chapter key words». Dette er ord som er viktige i tekstene i kapitlet. Til sist i hvert kapittel er det en tabell der du kan vurdere hvilke av nøkkelordene du har lært.

Oppgaver før, underveis i og etter lesing • «Before reading»: Før hver tekst finner du en eller to oppgaver. Ofte skal du snakke om temaet i teksten, ta stilling til påstander om temaet, eller finne fram til nyttige ord og uttrykk. Oppgaver som er litt mer krevende, er markert med et slikt tegn:

• «Reading»: Mens du leser teksten, jobber du med oppgaver i tre steg og bruker lesestrategiene skimming, scanning og close reading (se nedenfor). • «After reading»: Etter at du har lest teksten, jobber du med oppgaver der du får bruk for det du har lært før og underveis i lesingen. Strategier Lesestrategier kan hjelpe deg til å lese for å forstå, ikke bare for å gjøre unna lesingen. Aller viktigst er det å lære seg lesestrategier hvor du kan bruke blikket på ulike måter mens du leser. Dette vil du trene på i hver tekst. Her ser du et eksempel på hvordan samme tekst kan leses på tre ulike måter. Hvilken lesestrategi du velger, og hvor mye tekst du da trenger å lese, avhenger av hva du skal finne ut. Du bruker steg 1: skimming for å få en rask oversikt over hva teksten handler om, steg 2: scanning for å finne spesielle eller viktige opplysninger i teksten, og steg 3: close reading for å forstå teksten fullt ut.

Når du behersker disse tre ulike måtene å lese på, kan du selv avgjøre hvilken som passer best når du møter nye og ukjente tekster. Du får også lære å bruke noen verktøy som er nyttige når du vil ta notater før, under og etter lesingen (mind map, timeline, word wall, storyboard, Venn diagram). På side 167 står det mer om disse verktøyene. Utfordring («challenge») Bakerst i kapitlet finner du en litt mer krevende tekst. Oppgavene til denne teksten leder deg ikke gjennom lesingen. Her må du bruke det du har øvd på i kapitlet. 2) Nettstedet Core English Du logger deg på Core English med ditt eget passord. Alt du gjør på nettstedet, blir lagret, slik at du og læreren din kan se hva du har jobbet med – og læreren kan skrive kommentarer til deg. Du beveger deg rundt på nettstedet i læringsstier. Hver gang du skal begynne på en ny sti, kan du velge mellom to nivåer. Stiene består av lyd, filmer og tekst. Det er mange interaktive oppgaver som gir deg umiddelbar tilbakemelding når du har løst dem. Du kan også lage tankekart og skrive tekster. Ved hjelp av den elektroniske ordboka på nettstedet kan du raskt finne ut hva ord og uttrykk betyr, og få ordene lest opp. Mer om nettstedet finner du på www.cdu.no.

Meir om læreverket 1) Boka Core English Visste du at elevar i norsk skole djup-les for mykje? Mange elevar begynner å lese det første ordet i teksten og les deretter gjennom kvart einaste ord til siste punktum. I Core English vil du lære effektive måtar å lese på. Boka gir deg ei praktisk retta innføring i lesestrategiar, og ved å arbeide med strategiane vil du oppdage at du kan lese mindre – men forstå meir! Til kvar tekst er det også munnlege oppgåver. Du får øve på å snakke om teksten du har lese, og det er oppgåver som gir deg nyttig trening i ulike munnlege ferdigheiter – som for eksempel presentasjon og rollespel. Core English er delt opp i fire kapittel som tek for seg samfunnsforhold og verdiar i landa USA, Storbritannia, Sør-Afrika og Australia. I kvart kapittel finn du: Læringsmål («objectives») Dei viser deg kva du skal arbeide med i kapittelet. Læringsmåla er baserte på kompetansemåla i læreplanen. I slutten av kvart kapittel er det ein tabell du kan bruke til å vurdere i kva grad du har nådd måla for kapittelet.

På nettstaden finn du lydfiler til alle tekstane i læreboka. Du vil oppdage kor mykje lettare det er å forstå ein tekst dersom du kan lytte til han medan du les!

Vokabulartrening Dersom du forstår og kan bruke viktige ord og uttrykk, er du langt på veg til ei god leseforståing i engelsk. I alle kapitla vil du finne gloser, word clouds («skyer» med viktige ord), word walls (tabellar der du sjølv kan samle nyttige ord og uttrykk) og vokabularoppgåver. I byrjinga av kvart kapittel finn du ei liste over «Top 20 chapter key words». Dette er ord som er viktige i tekstane i kapittelet. Til slutt i kvart kapittel er det ein tabell der du kan vurdere kva for nøkkelord du har lært.

Oppgåver før, undervegs i og etter lesing • «Before reading»: Før kvar tekst finn du éi eller to oppgåver. Ofte skal du snakke om temaet i teksten, ta stilling til påstandar om temaet eller finne fram til nyttige ord og uttrykk. • «Reading»: Medan du les teksten, jobbar du med oppgåver i tre steg og bruker lesestrategiane skimming, scanning og close reading (sjå nedanfor).

Oppgåver som er litt meir krevjande, er markerte med eit slikt teikn:

• «After reading»: Etter at du har lese teksten, jobbar du med oppgåver der du får bruk for det du har lært før og undervegs i lesinga. Strategiar Lesestrategiar kan hjelpe deg til å lese for å forstå, ikkje berre for å gjere unna lesinga. Aller viktigast er det å lære seg lesestrategiar der du kan bruke blikket på ulike måtar medan du les. Dette vil du trene på i kvar tekst. Her ser du eit eksempel på korleis den same teksten kan lesast på tre ulike måtar. Kva lesestrategi du vel, og kor mykje tekst du da treng å lese, er avhengig av kva du skal finne ut. Du bruker steg 1: skimming for å få eit raskt oversyn over kva teksten handlar om, steg 2: scanning for å finne spesielle eller viktige opplysningar i teksten, og steg 3: close reading for å forstå teksten fullt ut.

Når du meistrar desse tre ulike måtane å lese på, kan du sjølv avgjere kva for ein som høver best når du møter nye og ukjende tekstar. Du får òg lære å bruke nokre verktøy som er nyttige når du vil ta notat før, under og etter lesinga (mind map, timeline, word wall, storyboard, Venn diagram). På side 167 står det meir om desse verktøya. Utfordring («challenge») Til slutt i kapittelet finn du ein litt meir krevjande tekst. Oppgåvene til denne teksten leier deg ikkje gjennom lesinga. Her må du bruke det du har øvd på i kapittelet. 2) Nettstaden Core English Du loggar deg på Core English med ditt eige passord. Alt du gjer på nettstaden, blir lagra, slik at du og læraren din kan sjå kva du har jobba med – og læraren kan skrive kommentarar til deg. Du flyttar deg rundt på nettstaden i læringsstigar. Kvar gong du skal begynne på ein ny stig, kan du velje mellom to nivå. Stigane består av lyd, filmar og tekst. Det er mange interaktive oppgåver som gir deg tilbakemelding med ein gong når du har løyst dei. Du kan også lage tankekart og skrive tekstar. Ved hjelp av den elektroniske ordboka på nettstaden kan du raskt finne ut kva ord og uttrykk tyder, og få orda lesne opp. Meir om nettstaden finn du på www.cdu.no.

THE

USA Chapter 1

The USA:

Chasing the American Dream

The American Dream is a dream of freedom. Millions of people have come to the USA to be free – to go where they want, to be who they want, to say what they want and to believe what they want. The American Dream says that your background is not important. If you work hard enough, you can be successful. “The American Dream” was used as an expression for the first time in 1931, but the dream was alive many years before that. It is still alive today, but it is not always easy to make a dream come true.

Here are some of the people you will meet:

Bunky Echo-Hawk is a Native American. His dream is to become a successful skateboard designer.

Core English

J. R. Bennet is poor and homeless. He says he has lost his childhood.

Cary Trantham is a pilot. She has made her dream come true.

Objectives In this chapter you will learn to •

find information on a map and in a table

•

read and understand texts in three steps: skimming, scanning and close reading

•

take notes in mind maps, timelines and Venn diagrams

•

talk about the USA and the American Dream

• make a photo story • use the context to understand new words •

recognize, understand and use 5–15 chapter key words (see below)

Top 20 key words Below are some important words you will meet in this chapter. At the end of the chapter you can check how many of the words you have learned.

1) Chapter key words One group of words contains positive words. One group contains negative words. One group contains neutral words – words that are neither positive nor negative. Can you identify the three groups? Draw lines:

famous success

poverty

POSITIVE WORDS

homeless

to succeed NEUTRAL WORDS

equal freedom

to force a disease

successful

NEGATIVE WORDS

to believe

to discriminate

to achieve

discrimination

optimistic

unemployment

Native American

hope

an immigrant to immigrate Chapter 1

Brainstorm Before we start working with the American Dream, we want you to think about the USA. Alaska

Chicago

San Francisco

New York

CALIFORNIA Washington D.C

Las Vegas Los Angeles

Texas New Orleans FLORIDA Miami

Hawaii

Describing things on a map Here are some useful phrases: - in the north, west, south, east - west of .., south of â&#x20AC;Ś etc. - next to, below, above - on the east/west coast - bordering on - in the middle of

1) Talking about the map In pairs: Look at the map of the USA. a

Tell your partner three things you recognize on the map.

b Then sum up in class what each pair talked about.

Core English

2) Word wall Look at the word cloud.

Write them on the word wall below.

July 4

Circle at least five words that make you think of the USA.

superpower

poverty

soldiers

technology

WORD WALL

3) Talking

slavery television

hip hop

wars

music

Disney

New York Facebook September 11

Obama

religions

freedom change

Hollywood

Microsoft basketball California election movies Washington states tourists big success cowboys business God

Thanksgiving Google

These words make me think of the USA:

In pairs: Tell each other why the words make you think of the USA.

Chapter 1

Photo Story: Whose Dream Was It Really? The Native Americans came to America thousands of years ago. They lived in many tribes across the continent. When Christopher Columbus came to America in 1492, he thought he was in India, and therefore he called the native people “Indians”. Today they are called Native Americans. Later, immigrants from Europe travelled to America. They wanted a new life in the land of freedom. These immigrants were searching for the American Dream – but what about the Native Americans who were already living there? What about their freedom and their dreams?

BEFORE READING Native American indianer/indianar tribe stamme native innfødt/innfødd immigrant immigrant, innvandrer/ immigrant, innvandrar

1) What do you know about Native Americans? a

Make a mind map in pairs.

Read about mind maps on page 167.

Native Americans

Core English

Talk about your mind maps in class. Tell the others your key words and make a class mind map together.

Look at the chapter key words on p. 15. Find 2-3 words that could be used to talk about Native Americans.

In class: Make a top five list of â&#x20AC;&#x153;Native American wordsâ&#x20AC;? from your words in 1a and 1c.

READING: STEP 1 2) Skimming On the next page is a text about Native Americans. a

Skim read to get a quick overview of the text. Look at the pictures and read the headings.

Check if you got an overview: What is the photo story about? Tick off the correct answer:

The history of the Native Americans

Native Americans today

Native American history and their situation today

Skimming means looking quickly at a text to find out what it is about. Read about skimming on page 42.

Chapter 1

Native Americans When the European immigrants came to America, they had powerful weapons, and they killed thousands of Native Americans. Many others died of the white man’s diseases, like smallpox and measles.

Forced to leave their land The tribes were forced to live on reservations. This land was often dry and impossible to use for farming or hunting. On the reservations, the Native Americans lost a lot of their culture. The painting shows “The Trail of Tears”. In 1838, 17,000 Cherokee Indians had to leave their land. 4,000 of them died on the long way across the country to the reservation.

New interest in old culture Today, many Native Americans are interested in learning more about their roots. An example is the powwow tradition. A powwow is a meeting for Native Americans. They meet to discuss important things, dance and sing. A powwow can last for 5-6 hours or a whole week. The picture shows Gabe Morgan from the Kiowa tribe. He is wearing face paint as protection against evil spirits at a powwow. He is proud of the Kiowa history and culture.

Problems on the reservations Many Native Americans still live on reservations. They are the poorest ethnic group in the USA, and they often face discrimination. In the picture, we see Gilbert Blue Bird from the Sioux tribe riding in the Pine Ridge Reservation. This reservation in South Dakota is the poorest county in the United States. Gang violence, unemployment and alcoholism are major problems.

Core English

Following their dream Other Native Americans live in cities and small towns today. Their situation is better than it was 50 years ago. Many young Native Americans now follow the same American Dream as other people in the USA. The picture shows a group of young filmmakers who are celebrating their success at the Native Voices film festival. The filmmaker Chris Eyre is from the Cheyenne tribe. “I’m interested in telling stories about Indians who are normal everyday people,” he says.

A young designer Getting a good education and a job can still be really hard for young Native Americans. However, sports and arts give some of them a chance to be successful. Bunky Echo-Hawk is an artist and a skateboarder. In the picture he is holding three skateboards that he has designed. On the boards he combines Indian symbols and a modern design. This gives his boards a cool street style. Bunky’s tribe is the Pawnee.

Making money from gambling Some tribes are allowed to run casinos on their reservations. This has helped these tribes, and some Native Americans have made a lot of money. However, this is not the case for most Native American tribes. In the picture a man is playing a slot machine in the Cliff Castle Casino. This casino is owned by the Apaches. It opened in 1995 and has created many new jobs.

disease sykdom/sjukdom smallpox kopper/koppar measles meslinger/meslingar to force å tvinge reservation her: indianerreservat/ indianarreservat dry tørt

roots røtter/røter evil spirit ond ånd / vond ånd proud stolt ethnic group etnisk gruppe/ folkeslag discrimination diskriminering county fylke

unemployment arbeidsløshet/ arbeidsløyse successful framgangsrik, vellykket/ framgangsrik, vellykka to combine å kombinere slot machine spilleautomat/ speleautomat

Chapter 1

READING: STEP 2 3) Scanning Scanning means reading a text quickly, only looking for specific information. Read more about scanning on page 42.

Scan the photo story. Underline years, names and tribes. Then decide which statements are true or false: a Bunky Echo Hawk is a Cherokee Indian. True / False b The Trail of Tears took place in 1938. True / False c The Cliff Castle Casino is owned by the Kiowa. True / False d The Pine Ridge Reservation is in South Dakota. True / False

READING: STEP 3 4) Close reading Read and listen to the photo story at least twice. Close reading is when you read every word of a text. You read to understand the text well, for example when you are going to answer questions about it or discuss it afterwards. For more about close reading, see page 42.

a The first time: Underline information about the history of the Native Americans and about their situation today. b The second time: Go back to the mind map and the â&#x20AC;&#x153;top fiveâ&#x20AC;? list you made in task 1. In the same mind map, write down new information you have now found about Native Americans.

AFTER READING 5) Match-up These sentence parts have been jumbled up. Draw lines between the parts that belong together: Native American culture and traditions The white immigrants Some Native American tribes The poorest ethnic group in the USA Bunky Echo-Hawk

Core English

have made a lot of money from running casinos is the Native Americans is a young and successful Native American killed many Native Americans and took their land are becoming more popular

6) Talking: sharing impressions

In pairs: Talk about these questions. Use your mind map from tasks 1 and 4 to help you remember the photo story. a

What new information did you get from the photo story?

Was there anything in the photo story that you thought was surprising or strange?

7) Talking: role play In pairs: Pretend that you are Gabe Morgan, Chris Eyre, Gilbert Blue Bird or Bunky Echo-Hawk. Tell your partner about yourself. Use information from the photo story, and also your imagination! Examples: • My name is …, but my friends call me … • I am a Native American and I belong to the … tribe. • I am … years old. • I often …. • My American Dream is … , because …. Robert O. Lindneux (1871–1970): ‘The Trail of Tears’

Chapter 1

Photo Story Use some of these phrases when you present your photo story: – This is a picture of … – This picture shows/illustrates … – As you can see in this photo, … – This was taken on (date), when … – This photo is important to me because … – I really like this photo of …, because … – I chose this picture because …

8) Talking: photo story

a Make your own photo story. You can present yourself, a friend or a famous person. Choose 3-5 pictures (paper or digital). b

The Native American population is growing and will continue to grow. a

This is the second lowest population in the table

Core English

Then present your story in pairs or in class.

9) Find information in a table

This is the lowest population in the table

Draw lines from the text boxes to the correct place in the table, like in the example.

Year

Population (in millions)

1980

1,420,000

1990

2,073,000

2000

2,402,000

2010

2,754,000

2020

3,129,000

2030

3,515,000

2040

3,932,000

2050

4,371,000

This number shows the population in 2030

This year shows when there will be more than 4.3 million Native Americans

How do you feel about working with tables? Tick off two boxes and complete the sentences:

□

Tables are easy to understand, because

Tables are difficult to understand, because

The table above gives information about Native Americans, because

The table above gives information about years, because

Homeless in America 45 million people in the USA are poor – one in seven Americans. More than three million of these are homeless. Here is a text about a homeless teenager. To him, the American Dream has gone wrong.

BEFORE READING 1) Think – Pair – Share

• • •

What is a homeless person?

What do you know about homelessness in Norway or the USA?

First, answer the questions below. Next, in pairs, talk about your answers. Finally, sum up your answers in class.

2) Vocabulary training

Look at the Top 20 key words on page 15. Choose three words that could be used to talk about homeless people.

Look at the word cloud below. Circle five words that you might meet in a text about homeless people.

money

poor

depressed

home

shelter success

education

trouble

ill happy famous

glamour

poverty

rich

Chapter 1

READING: STEP 1 Read the text in three steps: skimming, scanning and close reading. This makes it easier to understand the text.

3) Skimming Get a quick overview. Look at the pictures and read the headings. What do you think the text is about? Tick off. c

having no home

living in a prison

(Xxx means that there is more text. You will read it later.)

J.R.: A Homeless Teenager Xx xx xxx xxx xxx xx xxxxx x xxx xxx xxxxxx x xx xxx.

J.R.’s parents Xxxxxxxxxxxxxxxxxx xxxx xxxx xx xxxx x xxxx xxxx xxxx xxxx x xx xxxx xxxxx xx xx xxxx xxxxx xxxx xx xxx xx xxxx.

No money Xxxxxx xxx xx xx xxxx xxx xxxxxxxxxxxxx xxxxxxxx xxxxx xxxxx xxxx x x xxxxxxxxx xxxxx xxxxxx xxxxxxx xxxxxxx x x x xxxxxxx xxxx xxxx xx xxxx xxxxxxxx xxx xxxxxx xxxx xx.

New shelters, new schools Xxxxx xxxxxxxxxxxxxxxxxxxxxx xxxxxxxxx xxx x xxxxxx xxxxxxxx xxxx xxxx xx xx xx xxxxxxxxxx xxx xxx xx xx.

Like a prison Xxxxx xxxxxxxxxxxxxxxxxxxxxx xxxxxxxxx xxx x xxxxxx xxxx xx xxxx xxx xxxxx xxx.

Core English

READING: STEP 2 4) Scanning Scan the text below to find specific information about J. R.

• When you see a difficult word, just read on. • Do not stop. Do not use a dictionary. • Do not ask your teacher or other students – yet. b When did things start to go wrong for J.R.?

In which city does J.R. live?

New York City

When he was a teenager

Los Angeles

When he was four years old

2 J.R.: A Homeless Teenager J.R. Bennett lives in New York City. Xxxxx xxxxxx xxx.

J.R.’s parents J.R. used to live with his mother and father in a large rented apartment. Xxxxx xxxxxx xxx xx xxxxx xx xx xxxxxx xxxxx.

No money The situation went horribly wrong when J.R. was four years old. Xxxxx xxxxxx xxx xxx xxxxx xx xx xxxxxx xxx xxx xxxxxx xxx xxxxxxx xxx xxxxxx xxxxx xxxxx xx xx xxxxxx xxxxx xxxx.

New shelters, new schools The New York City shelter system helped J.R. and his father to find a place to stay. Xxxxx xxxx xxxx xxxxxxxxxxxx xxx xxx xx xx.

Like a prison For J.R., life in a shelter feels like being in prison: no privacy and no safety. Xxxxxxxxxxx xxxx.

Chapter 1

READING: STEP 3 5) Close reading There is no glossary for this text. See task 9 on page 30.

Read and listen to the text below at least twice. a

Underline information about why J.R. is homeless.

Underline information about how J.R. feels about it.

3 J.R.: A Homeless Teenager J.R. Bennett lives in New York City. He is poor, he is homeless and he is depressed. J.R.’s parents J.R. used to live with his mother and father in a large rented apartment. But then J.R.’s mother became ill. J.R.’s father quit his full time job to take care of her. After some time Mrs Bennett had to move into a nursing home. “I remember that when she went to a nursing home, the happiness slowly just went away,” J.R. says. No money The situation went horribly wrong when J.R. was four years old. J.R.’s dad had a stroke and couldn’t work at all. They had no more money, and they lost their home. They had to ask for help from the New York City shelter system. “One day I was in my day care and my father came. He said that we were leaving. All our things were in a car,” says J.R. New shelters, new schools The New York City shelter system helped J.R. and his father to find a place to stay. They spent months sleeping on the floor. For the next 11 years, they were moved to at least 14 different shelters. In the last year, J.R. has switched high schools three times. “When I entered the first shelter it was the worst point of my life. That’s where hell began,” J.R. says. Like a prison For J.R., life in a shelter feels like being in prison: no privacy and no safety. But being homeless means more than not having a place to live. J.R. says all the moving has robbed him of his childhood.

Core English

AFTER READING 6) Match-up These sentence parts have been jumbled up. Draw lines between the parts that belong together: they lost their home.

J.R. began to feel unhappy

when his mother moved to a nursing home.

J.R. was in his day care

lost his childhood.

When J.R. was four years old

when his father came and said they were leaving.

J.R. and his father

have spent 14 years living in shelters.

J.R. says he has

7) Timeline

Read about timelines on page 168.

What have you learnt about J.R.? Draw a line from each sentence to the correct place on the timeline:

Lost their home

Mother got sick

Moved from shelter to shelter

Mother went to nursing home

8) Think – Pair – Share

Slept on floors

Father had a stroke and couldn’t work

Father quit his job

Got an apartment in a shelter

• First, answer the questions below. • Next, in pairs, talk about your answers. • Finally, sum up your answers in class. a

What was negative in the text?

What do you think was interesting, surprising or strange in the text?

Chapter 1

9) Vocabulary training a

Read through the text again to find words. Write at least four words in each category.

Word list A

Word list B

Word list C

I know what these words mean!

I think I know what these words mean.

I donâ&#x20AC;&#x2122;t know what these words mean.

Example:

apartment

ctio Check in a di

nary or ask so

meone.

Write a sentence for six words you have written in word lists B and C.

Example: She lives in a nice apartment in Los Angeles.

Core English

In class: Make a Top 10 list on the board with words from the text.

10) Vocabulary training

Choose two words from your list B and two words from your list C in task 9. Write an explanation in English for each word. Example: apartment – It is a place where people live, and it often has 2-4 rooms.

11) Guessing words from context

In these sentences one word is written in Spanish. Can you guess the meaning of the Spanish word from the context? Do not use a dictionary. a

When J.R. eats dinner he usually uses a knife and tenedor.

English:

Their neighbor’s dog doesn’t like cats and ladra so loudly when he sees one that they run away.

English:

J.R. is poor, but he is also listo; he gets an A in all his subjects at school.

English:

Now look at the words on the next page that are underlined. Can you guess what they mean from the context? Do not use a dictionary. Write the sentence again with another English word or phrase that means the same.

Unknown words Take a look at the following sentence where a word is missing: People have two ____. Cats and dogs have four. Which word is missing? Unless we look at the sentence that comes afterwards we could guess the words arms, eyes, elbows and so on. The sentence that comes afterwards limits our choices so that we guess the word legs. We understand the information because of the context (sammenhengen/ samanhengen) in which it appears. In this case, the sentence that comes afterwards helps us, but it could also be the sentence that comes before, or the whole paragraph the word appears in.

Example: J.R was exhausted every time he came home from school. He had to walk three miles from the school to the shelter they lived in. New sentence: J.R. was very tired every time he came home from school.

Chapter 1

J.R. is not at school today, so we must assume he is sick.

You could see that Mr Bennett relished the meal. He ate and ate, with a smile on his face all the time.

12) Finding information in a pie chart Below is a pie chart about homeless Americans. Draw lines from the text boxes to the correct place on the chart, like in the example.

This is the largest group of homeless people in the USA

Children and teenagers who are on their own

single women 13%

This is the group that J.R. belongs to

families with children 36%

single men 44%

This group contains homeless women without families

This is the smallest group of homeless people in the USA

Core English

13) Talking: give a speech

Pretend that you are J.R. Talk about your life for 30 seconds. Use information from the text, and also use your imagination. Give the speech in class, or record it as an audio file. You can talk about …

• what it feels like to be homeless • why your father means a lot to you • something that worries you • something that gives you hope

14) Talking: homelessness

In pairs: Read these statements and tick off your opinion:

I partly agree

I disagree

It is his parents’ fault that J.R. is homeless.

I partly agree

I disagree

In class: Explain your opinions.

J.R. has no chance of living the American Dream. I agree

I agree

Expressing opinions Opinion: I think that … / I believe that … / In my opinion … / From my point of view … / My point is that … / What I’m trying to say is …

Agreeing: I do agree that … / I totally agree / That’s my opinion as well / I think you’re right / I couldn’t agree more / That’s how I feel too

Disagreeing: I’m sorry, but I don’t agree / I don’t think that … / I’m not so sure about that / You have a point, but … / I can see what you mean, but … / I disagree with you, because … / That’s not how I see it

Chapter 1

Two Americans Who Have Made It There are many people who have made their American Dream come true. Here are two such Americans. The first one is an athlete who has won Olympic medals. The second one is a pilot who survived the dangerous Bermuda Triangle.

BEFORE READING 1) Talking: personal qualities

athlete idrettsutøver/idrettsutøvar personal quality personlig egenskap / personleg eigenskap courage mot laziness latskap selfishness egoisme greed grådighet/grådigheit

Core English

The texts below are about two successful Americans. Which personal qualities do you think are necessary to be successful? Tick off:

□ laziness

□ motivation

□ energy

□ selfishness

□ greed

□ joy

Look at the Top 20 chapter key words on page 15. Choose three that can be used to talk about successful Americans.

In class: Explain your choices in tasks a and b.

courage

READING: STEP 1 2) Skimming a

Skim read to get a quick overview of the two texts. Look at the pictures and read the headings.

Tick off all the correct statements:

The interview is with a pilot.

The story is about a pilot.

The pilot is a woman.

The athlete is a football player.

The first text is an interview. The second text is a story.

Talking to a Champion

Text 1

by TFK Kid Reporter Brennan LaBrie What does it take to be a champion? We talked to Apolo Anton Ohno about this. He is a 27-year-old American speed skater. Apolo has won two Olympic gold medals.

TFK:

Do you ever get tired of all the hard work in training?

Ohno:

Yes, of course. But I love what I do. If I can inspire others, I want to keep on doing it.

TFK:

When you take part in a competition, do you think more about winning or just doing your best?

Ohno:

Of course, I think about winning too, but doing my best is what I feel strongest about. If you can come out of a race and know you’ve done your best, that is really good. That’s my biggest goal.

TFK:

Do you think someone needs a killer drive to win, or is it more about focus?

Ohno: A little bit of both. In sports I think you definitely need to have a killer drive, but that can be developed over the years. Being focused is the most important part.

Apolo Ohno

champion mester/meister speed skater skøyteløper/skøyteløpar to inspire å inspirere competition konkurranse killer drive vinnerinstinkt/ vinnarinstinkt definitely absolutt, avgjort

Chapter 1

ordinary vanlig/vanleg extraordinary usedvanlig/uvanleg to divorce å skille seg / å skilje seg support støtte

Text 2

TFK:

In your opinion, what do you think the difference is between an ordinary and an extraordinary person?

Ohno: The extra! Being extraordinary comes from a lot of things – not just sports or how you do, but how you feel about yourself, really. TFK:

Your parents divorced when you were a baby, and your dad took care of you. What do you think is the most important thing he did to help you become the champion you are today?

Ohno:

I think it’s the love and support he has given me all the time. He has always said that whatever you do, make sure you give 100% of yourself to it. I still think about that today.

Surviving the Bermuda Triangle Cary Trantham lives in Florida Keys. Her big dream was always to fly an airplane. She believed she could make her dream come true, and she worked hard. Now she has been a pilot for more than 10 years. Here she tells us the story of a dramatic episode in her flying career.

Cary Trantham

to survive å overleve career karriere dolphin delfin turtle skilpadde/skjelpadde documentary dokumentarfilm to disappear å forsvinne

Core English

A great day I wanted to fly up to Ormond Beach and spend the day with my daughter. The flight is about three and a half hours. Flying was wonderful as usual. The water was so clear that I could see sharks, dolphins, turtles, and a lot of other sea life. The Bermuda Triangle As I was flying over the water, I thought about the Bermuda Triangle. I remembered a TV documentary about all the planes and boats that have disappeared there. I had also heard of strange lights, pilots who lost control and instruments in the cockpit that stopped working. I was worried, since I would soon be flying through a corner of the Bermuda Triangle.

Storm clouds I landed safely at Ormond Beach, and found my daughter Katrina waiting for me. We went for lunch and did some shopping. But as I returned home in the evening, I was worried. I saw storm clouds. The clouds covered the moon and the stars. Panic! Then it happened! Suddenly, it was as if someone threw a blanket over the airplane. I LOST CONTROL! The horizon was gone. Panic set in. I wasn’t sure if I was right side up, or upside down. Death was looking me in the face, and I said to myself, “Cary, get control of this airplane, or you will end up in the Bermuda Triangle, and they will never find you!”

blanket teppe buzz summing headset øretelefoner/øyretelefonar dim dunkel, mørk level vannrett/vassrett shaky skjelvende, ustø / skjelvande, ustø air controller flyveleder/flygeleiar mind of its own egenvilje/eigenvilje to respond å svare location lokalisering, stedsangivelse/ lokalisering, heimfesting exhausted utmattet, utkjørt / utmatta, utkøyrd

Where was I? The compass was going wild and there was a buzzing sound in my headset. The light in the cockpit changed from dim to bright and back again. I tried to keep my wings level, but I was so shaky. I couldn’t tell if I was over land or water. It was totally black outside the cockpit – no city lights, no horizon, nothing! No radio contact I tried making radio contact, but there was no answer from the air controller. I was in a total state of shock, trying to fly an airplane that seemed to have a mind of its own. I was not in control, but at least I was still in the air. A miracle Finally, I heard an air controller respond. I was so happy to hear her voice and I asked her to please give me my location. About 20 minutes later, I saw lights on the horizon. When I landed in Florida Keys I was exhausted. I realized how lucky I was, and how close I came to being another lost airplane in the Bermuda Triangle. I don’t know why I survived. For whatever reason, it was a miracle.

Chapter 1

SOUTH AFRICA Chapter 3

Chapter 1

READING: STEP 2 3) Scanning Scan the two texts to find specific information: a

When was the protest in Soweto?

1976

2010

b Who was killed?

c Hector

What is Starfish?

Dumisani

A school c A help project

READING: STEP 3 4) Close reading What do Hector and Dumisani have in common? Read the texts at least twice. a

The first time you read, underline these words in the text:

The second time, place the words in the Venn diagram while reading:

• Write the words about Hector in the left circle.

• Write the words about Dumisani in the right circle.

• Place the words in the middle if both boys have the words in common.

Hector

Dumisani both

114

Core English

AFTER READING 5) Talking: asking and answering In pairs: Take turns asking and answering these questions. Use your Venn diagram from task 4 to help you answer the questions. Try to answer in complete sentences. Example:

In which township did both Hector and Dumisani live?

Answer:

They both lived in Soweto.

Which ethnic group did both boys belong to?

b Which of the boys chose to quit school? c

Which of the boys chose to protest?

d Which language did Hector want to learn at school? e

What does Dumisani hope to be one day? Hector Pieterson memorial in Soweto

6) Talking: interview each other Interview each other about your future. a

Here are two questions you can ask. Make more questions of your own.

Question 1: What do you want to work with?

Question 2: What are your hopes for the future?

Q3:

Q4:

In pairs: Perform the interview. Switch roles afterwards.

7) Talking: interview role play

In pairs: One is a radio reporter and one is a South African teenager. Choose one of the teenagers on the next page and improvise a short interview. Ask the teenager what it is like to live in South Africa today, etc. Include some of the words you chose in task 1c in your questions and answers.

Chapter 3

115

Albert: I wish my father were alive to see South Africa today. Millions of black people’s lives have improved beyond our wildest dreams.

Petrius: In South Africa today, the gap is not so much between black and white but between rich and poor.

Alice: I am bitter at the time it’s taken my country to take action against HIV/Aids. We have the highest number of HIV/Aids sufferers in the world.

8) Talking: Find someone who …

Imagine that the students in your class are going to study in South Africa for one year, and live with a South African family – one student per family. Go around and ask your classmates questions. Fill in the answers.

116

Core English

Find someone who…

Name and reason:

… would like to stay with a family that has children your age.

Example of answer:

Examples of questions:

Line said she would like to stay with a family with children about her own age, so that she could hang out with them and their friends.

Would you like to stay with a family that has children your age? Do you want to stay with a family that has children your age?

… would like to stay with a family that has no other children.

Person/Answer:

Question:

…would like to learn about the AIDS epidemic during the stay in South Africa.

Person/Answer:

Question:

… would like to learn some words and expressions in the Afrikaans language or in a Black African language.

Person/Answer:

Question:

… would like to visit a township like Soweto.

Person/Answer:

Question:

…would like to go to Soccer City in Johannesburg to watch a football match.

Person/Answer:

Question:

Chapter 3

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Challenge â&#x20AC;&#x201C; Chapter 3 Are you ready to try out the strategies you have worked with in this chapter? Before reading: First, write down what you already know about the topic. Then, find out what you are expected to do when you have finished reading the text (answer questions, give a presentation, etc.).

What I already know

STEP 1:

Reading: Skim read the text to get a quick overview. Look at the pictures and read the headings, perhaps also the first sentence of each paragraph. Write down what you think the text is mainly about.

STEP 2:

Scan the text quickly to find names of people and places, numbers and years. Write them down or underline them. When you see a difficult word, just read on. Do not use a dictionary yet.

STEP 3:

Read the text closely. Take notes in a mind map, a timeline or a Venn diagram. Use a dictionary if necessary, or try to guess what the words mean from the context. (See page 31 for help on guessing what words mean.) After reading: Review your mind map, timeline or Venn diagram. Are you happy about your notes? Do they help you to understand and remember the text? If not, add more information.

118

Core English

South Africa after the World Cup The 2010 football World Cup was a great success for South Africa. Fans from other countries went home loving the country. Long after South Africans saw their own team go out of the tournament, they kept on celebrating. After the final whistle blew on July 11 2010, President Jacob Zuma thanked all South Africans for a fantastic month. Sepp Blatter, the head of football’s international organization, FIFA, gave South Africa “nine out of ten” points for its performance. Costs and benefits The World Cup was very expensive for South Africa: it cost the country about 55 billion rand ($7.3 billion). This is a huge amount of money in a country where more than 40% of the people still live on less than $2 a day. The rich and powerful FIFA, on the other hand, earned 25 billion rand from the World Cup. However, South Africa will benefit too. It marketed itself to 500 million spectators around the world who watched the 64 matches. Nearly half a million people visited the country during the World Cup; many of them came for the first time. A divided nation coming together South Africans – coloured, white and black – were hugely proud of their achievement. The six-colour national flag that many whites used to dislike was flown from the cars, shops and homes of all racial groups. Football was long seen as a black sport, but during the World Cup it was followed passionately by everyone. During the World Cup, there was a wonderful sense of a divided nation pulling closer together. Serious problems ahead After all the excitement, life went back to normal. The South African media were again full of their usual daily reports of violent crime, corruption, car accidents and political problems. South Africans are now asking why a country that could organize a huge global event so well cannot solve its own problems. As President Zuma pointed out, South Africans cannot continue to blame apartheid for all their problems, almost 20 years after they achieved democracy.

tournament turnering head her: leder/leiar performance utførelse/gjennomføring cost kostnad, utgift benefit fordel expensive dyr rand myntenhet i Sør-Afrika / mynteining i Sør-Afrika billion milliard to market å markedsføre / å marknadsføre spectator tilskuer/tilskodar divided delt achievement prestasjon passionate lidenskapelig, glødende / lidenskapeleg, glødande corruption korrupsjon event begivenhet, (viktig) hendelse / (viktig) hending to solve å løse / å løyse apartheid raseskillesystem i Sør-Afrika (1948–1994) / raseskiljesystem i Sør-Afrika (1948–1994) to achieve å oppnå democracy demokrati

Chapter 3

119

CHALLENGE: TASKS â&#x20AC;&#x192;

1) Main content Find and tick off the two statements that give a good summary of what this article is mainly about: c

The 2010 World Cup was a disaster and South Africans are more divided now than ever. South Africa organized the World Cup well, and the event has brought both costs and benefits to the country. There are both negative and positive effects of the 2010 World Cup for South Africa, but it seems clear that it has brought the South African people more closely together. South Africa has such enormous problems with crime and corruption that the World Cup will be forgotten very soon.

2) Find specific information: Who? Give short answers to the following questions: a

Who is the leader of FIFA?

b Who is Jacob Zuma? c

Who lives on less than $2 a day?

d Who has made a lot of money from the World Cup?

3) Understanding the article a

Describe one positive and one negative effect of the World Cup for South Africa. A positive effect:

120

Core English

A negative effect:

b What does the article suggest are the greatest challenges for South Africa in the future?

4) Talking about the text a

In pairs: Make five more questions from the text about South Africa. (If you want to make it more challenging, you could also make five questions from the entire chapter.)

See page 45 for useful expressions for oral tests. If you want to show that you know more about this topic, or about something related to the topic, you could say: - By the way, did you know that ... - I could add that â&#x20AC;Ś - Something else that I think is important is â&#x20AC;Ś

b Form a group with another pair. Take turns and ask each other questions from tasks 2 and 3 and the ones you have made in task 4a.

Fireworks light up the sky over Soccer City stadium after the 2010 World Cup final between the Netherlands and Spain.

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121

Reaching Objectives Have you reached the objectives in this chapter? Tick off in the table to show how far you have come – and to see what you may work more with. Can you do this? Which objectives have you reached? I can find information on a map. I can find information in a chart. I can read in three steps: • Step 1: I can skim read a text to get an overview. • Step 2: I can scan a text to find specific information. • Step 3: I can close read a text to understand it. I can read and understand the text “Who Lives in South Africa?” I can read and understand the text “Report from South Africa”. I can read and understand the text “Two Boys from Soweto”. I can read and understand the text “South Africa after the World Cup”. I can take notes in a mind map. I can take notes on a timeline. I can take notes in a Venn diagram. I can take notes in a storyboard.

122

Core English

I can I can do I can do do this this quite this very a bit well well

Teacher’s Comments

Can you do this? Which objectives have you reached?

I can I can do I can do do this this quite this very a bit well well

Teacher’s Comments

I can collect and use words about South Africa: • A: Words and expressions I know already (I can use them in writing and speech). •

B: Words and expressions I think I know (I can check their meaning and use them in writing and speech).

•

C: Words and expressions I don’t know (I can find their meaning and try to use them in writing and speech).

I can talk about Cape Town and Soweto. I can talk about South Africa as a rainbow nation. I can recognize an informal style of language. I can give a short presentation about South Africa. I can recognize, understand and use 5-15 chapter key words (see next page).

Chapter 3

123

Checklist: Top 20 key words Have you learned the key words in this chapter? Tick off and write sentences to show which ones you have learned, like in the example.

Key word an ethnic group a tribe a descendant life expectancy statistics higher education divided a chart separate a prisoner apartheid a punishment equality a township a demonstration to demonstrate a struggle to struggle an achievement a rainbow nation

124

Core English

I can I can I can recognize explain its use it in a it meaning sentence

My sentence

Many ethnic groups live in South Africa.