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Emily Haegi Tone Madsen Siri Mohammad-Roe

Teacher’s Book

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© Cappelen Damm AS, Oslo, 2017 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. Connect 8–10 dekker alle målene i Kunnskapsløftet etter revidert plan 2013 i faget engelsk og er laget til bruk på grunnskolens ungdomstrinn. Illustratører: Karine Haaland, Hannah Mileman Grafisk tilrettelegging og ombrekking: Laboremus AS Omslagsdesign: Klipp og Lim Omslagsillustrasjon: Lars Hegdal Bilderedaktør: Kjersti Laake Forlagsredaktør: Cecilie Cathrine Mileman Trykk og innbinding: Livonia Print SIA, Latvia Utgave 1 Opplag 1 ISBN 978-82-02-55064-6 www.connect8–10.cdu.no

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Dette er Student’s Book

Workspace (nettsted)

CONNECT 9 Student’s Book består av seks kapitler og en oppslagsdel, Reference section. Hvert kapittel består av seks tekster i ulike sjangere, med tilhørende oppgaver. I tillegg fins det i alle kapitler to tekster beregnet på elever som trenger en ekstra utfordring, Further reading og Step up. Det ligger forslag til muntlig fordypning tilknyttet to av kapitlene.

I CONNECT 8–10 Workspace finner du:

Én tekst i hvert kapittel er merket som Model text og tjener som eksempeltekst for elevenes egen skriving. Gjennom arbeidet med elevboka møter elevene seks ulike teksttyper som de selv skal skrive. På nettstedet, CONNECT 8–10 Workspace, finner elevene skriverammer som støtter arbeidet med de ulike teksttypene. Arbeid med språk og grammatikk er integrert i hvert kapittel, slik at språk- og grammatikkemnet henger naturlig sammen med kapitlets eksempeltekst. I elevboka fins det førlesingsaktivteter, Before reading, til tekstene. Forslag til lesestopp, During og After reading, ligger i lærerens bok. Stillaser, altså ekstra støtte og hjelp til elevene, er merket med en lyspære. Elevene vil møte stillaser i form av setningsstartere, eksempler og annet både i boka og når de arbeider på nettstedet.

Teacher’s Book CONNECT 9 Teacher’s Book er en utvidet versjon av elevboka og derfor den eneste boka læreren trenger. I margene i Teacher’s Book kan du finne følgende i hvert kapittel: • CONNECT Workspace – oversikt over hva du finner på nettstedet • Background – mer informasjon om temaet • Suggestion – didaktiske tips og ekstra oppgaver • Scaffolding – forslag til stillasbygging utover det som fins i elevens bok • Before, During og After reading – veiledet lesing i klasserommet • Discussing images – forslag til arbeid med bilder

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Innl CONN Teache Ven spalte:

• alle tekstene innspilt • introfilmer til temaet i hvert kapittel • kapittelfilmer – én ekstra tekst til noen av kapitlene i form av en film • korte skriveoppgaver på to nivåer • tekstanalyse – et verktøy til å gå gjennom eksempeltekstene sammen med elevene • skriverammer på to nivåer • mengdetrening i ordtilfang og grammatikk • mulighet for å lagre, levere og kommentere elevenes skrivearbeid • Easy read – en ekstra enkel tekst til hvert kapittel med lyd, støttet med symbolspråk, utvidet stillasbygging og tilpassede oppgaver • Toolbox – ressurser til elevene: Talking, Understanding, Writing, Grammar • lærerressurser – faglig og metodisk bakgrunnsstoff, forslag til periodeplaner, ekstra lyttetekster

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Høy spalte:


Contents Chapter 1 What’s your story? CONNECT Workspace Easy read: What’s your story? Model text

Multicultural stories

short personal recounts 10

What makes you you?

informative article

15

A visit to the doctor (Roald Dahl)

novel excerpt

22

No More Birthdays (Hal Sirowitz)

poem

30

Crumbs (Hal Sirowitz)

poem

31

Note from Dad

short letter

34

Further reading

Illegal life              informative article, personal account

38

Step up

The DREAM Act 

short factual text

42

Chapter 2 Living in America CONNECT Workspace

Snapshots from the USA

informative article

48

Easy read: Living in America

Immigration to the USA

timeline

56

The Montgomery Bus Boycott

historical recount

61

I, too (Langston Hughes)

poem

66

The Scholarship Jacket (Marta Salinas)

short story

70

Model text

Monuments

short factual text

79

Further reading

Native Americans today

informative article

82

Step up

The American Way

short factual text

85

Talking

A road trip in the USA          oral assessment: presentation

86

Chapter 3 Role models CONNECT Workspace

Voices in our time

short biographies

92

Easy read: Role models

The Absolutely True Diary of a Part-Time Indian (Sherman Alexie)

novel excerpt

96

Review: Pay It Forward

review

104

Thank You, Ma’am (Langston Hughes)

short story

109

South Africa

informative article

118

Robben Island: The dark years (Nelson Mandela)

autobiography excerpt 123

Further reading

Suffragettes

informative article

129

Step up

What does it take?

short factual text

134

Model text

Chapter 4 Love and loss CONNECT Workspace

You’ve Got A Friend (Carole King)

song lyrics

140

Easy read: Love and loss

How to heal a broken heart

advice

144

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Model text

Going Home (Pete Hamill)

short story

150

Funeral Blues (W.H. Auden)

poem

158

Do Not Stand at my Grave and Weep (Mary Elizabeth Frye) poem

161

The Burning House Project

photographs

164

Chief Seattle’s letter 

letter

166

Further reading

Love for every body

informative article

171

Step up

Have a heart – advice for the out of love

advice

175

Chapter 5 This is the United Kingdom CONNECT Workspace

The United Kingdom

informative article

180

Easy read: The United Kingdom

Timeline of the British Empire

timeline

188

The Buddha of Suburbia (Hanif Kureishi)

novel excerpt

192

Peaceful march turned into a bloodbath

news article

199

The Art of Being Normal (Lisa Williamson)

novel excerpt

202

Model text

Limericks – nonsense rhymes (Buller, Lear, Merritt, Monkhouse) limericks

213

Further reading

Typical Brits

informative article

216

Step up

A way with words

short factual text

219

Chapter 6 Choices CONNECT Workspace

You are so much more than a test

letter

224

Easy read: Choices

The Perks of Being a Wallflower (Stephen Chbosky)

script

228

It’s my choice to make!

opinion piece

236

The Road Not Taken (Robert Lee Frost)

poem

242

Empty Seat (Yuan Qiongquiong)

short story

246

Further reading

Choices for sale

informative article

251

Step up

I choose you

short factual text

254

Talking

A conversation about the topic choices   oral assessment: conversation

Model text

256

Reference section

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Contents

259

Grammatikk (Grammar)

260

Språk (Language)

280

Lesestrategier (Reading strategies)

286

Teksttyper og formålet med skriving (Text types)

287

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pter your

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Discussing images Talk about how the sculpture embodies the unity of family and the multicultural aspect of modern society that is so prevalent, especially in London. The family of seven figures ranges in height from the father at three metres tall to the twins at 90cm.

The sculpture “Jelly Baby Family� by Mauro Perucchetti was displayed in London's Marble Arch from 2010 to 2011. With cartoon-like playfulness Perucchetti uses scale, colour and form to suggest the identity of each figure and its relationship within the group.

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Scaffolding Discuss the title of this chapter. This saying can mean a number of things, for example: Where have you been? What are you into? What’s your history? Where are you going? What do you want? Let the students make predictions about the chapter.

What’ your story?

CHAPTER FOCUS Chapter focus

Talking: recounting, comparing, giving advice, dramatising, reciting poetry

Describe the sculptures.

Writing: explaining, stating your opinion, giving advice, writing a personal recount (model text) Language and grammar: adverbs, the relative pronouns who, which, that

What do you think might be the artist’s message with this piece of art?

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Who are you? That’s a difficult question to answer, isn’t it? As long as we live, we are in the making. We are continuously influenced by our surroundings, our family and friends. As we grow, we make our own choices and seek other adventures, which again will have an impact on who we become. But we also carry the stories of our ancestors within us. So, instead of just asking ourselves who we are, let’s explore some stories of how we came to be.

Understanding: stories of immigration, the impact of genes and our surroundings, childhood memories, parental advice and support

Kapitte høyre s

Suggestion The students can draw themselves as a jelly person and write a couple of sentences underneath to explain the choice of colour. Decorate the classroom with all the Jelly Babies.

If you were a jelly person, what colour would you be? Explain why you would be this colour.

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Suggestion In pairs, one student thinks of a relative and describes how they are related. The other student should guess which relative they are describing and use the correct English term. Let them continue describing and guessing in turns.

Focus words

 › environment › relatives      › biography 

UNDERSTANDING UNDERSTANDING 1 Work with focus words Read the text:

Background Note the use of the gender-neutral singular pronoun they in the suggestion above. Read more on page 139.

I have many relatives, and there seems to be a tradition in my family to settle abroad. Several of my aunts, uncles and cousins live in the USA, and I have three cousins in Switzerland. My grandmother advised my uncle to study in Australia and he never came back after his studies. She misses him because they are so close. My closest relative is my brother. He is four years older than I am, but he always listens to my advice. a) Write down the focus words you find. b) The focus words advice and advise look similar, but we spell them differently. First, translate the sentences where you find these two focus words into Norwegian. Then, decide which word class the two focus words belong to.

2 Culture Culture can be synonymous with our customs: the holidays we celebrate, the food we eat, how we great each other, how we dress, and our religion or philosophy of life.

Suggestion Task 2: Encourage the students to think about other countries they have visited or heard about. What is different in that country? What is typical for their culture? Let them write lists or draw mind maps.

a) What would you say is typical for Norwegian culture? Create a mind-map: draw a circle and write “Norwegian culture” in the circle. Extend lines from the circle and write all the things you can think of that are connected. b) Do the same with either “British culture” or “American culture”.

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   › traditions  › culture  › advice   › advise

TALKING TALKING 3 Environment Our environment is what surrounds us. It can be natural, built or social. Natural environment is all living and non-living things that occur naturally, like climate, rocks and plants. Built environment is all man-made things, such as park benches, roads and buildings. a) Work with a partner. Describe to each other the natural and built environment where you are right now. Take turns in describing to each other.

b) Social environment refers to society and the people we interact with.

Suggestion Let the students write a list of the traditions they have in their family, for example celebrations, religious practises, weekly rituals like Friday taco or Sunday family dinners, etc.

TB Trad

Suggestion Let the students work in groups of three or four. Student A chooses a focus word without telling the other students which they have chosen. The other students ask questions to find out student A’s focus word. They should ask questions about the meaning of the word and not how the word is spelled. They can only ask questions that can be answered with “yes” or “no”.

Draw a mind-map. Write “my social environment” in your circle. Extend lines which link to at least six things that relate to your social environment. Present your social environment map to your partner. Compare maps and add to your map anything you missed that your partner has thought of. Some elements of social environment can be: • your family • your friends • your football team • your local community

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TB Bio

You can also create a mind map together. Let the students write words on the board that are connected to traditions.

Example: Our classroom is on the ground floor in a large, flat building. Outside, … etc.

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Suggestion Talk to the students about the difference between a biography and an autobiography. The students can work in pairs to write a short biography about each other. They can ask about place of birth, relatives, interests and pastimes.

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CONNECT Workspace Listening Understanding Grammar

Before reading Ask: Look at the title of the text. How do you think this text might connect with the title of the chapter?

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Scaffolding Make the students aware that nationalities are capitalised in English, unlike in Norwegian.

During reading

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ni pmac tnet a nAsk: i seeWhy gufeRdid Janet’s 6102 ,eceerG parents leave China?

Before reading Think about where your parents come from. What do you know about your family’s background? If you live with other caregivers, think about where they come from.

What does she say about how she thinks of herself?

Scaffolding Ask the students to look up the word lead in a dictionary. Talk about what it could mean and how it translates in this particular sentence. The students can conjugate the verb to lead and write three sentences to show some of the different meanings this verb can have, such as to control, to guide, to be winning, to carry out.

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to affect – å påvirke to expect – å forvente to earn a living – å tjene til livets opphold Mandarin – mandarin, offisielt språk i Kina

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Multicultural stories Our stories start before we are born. Our parents make choices that not only affect their lives but, in turn, influence what our lives will be like. Meet three teenagers whose parents have left their mother countries to find work, to seek safety or because they fell in love.

Janet My parents came to Australia to find work. I was born in Melbourne and have only been to China once. It is strange to think that my parents have lived a life very different from the life we lead here in Australia. They grew up in a small village as children of farmers, but I am growing up in a city of more than four million people. In China, children are expected to take care of their parents when they grow old. My grandparents live with my uncle, but my father is expected to help with money. My parents decided it was easier for them to earn a living in Australia, so they packed up and left. I know that was a difficult choice to make. Now, they send money home every month. My mum misses her Chinese village a lot and insists on speaking Mandarin at home, although her English is fine. I realise that my background is different from many of my

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friends’. At school, I feel Australian. At home, where my parents speak a different language and cook different food, I feel more Chinese.

During reading Ask: Why did Hassan and his family come to England? What does he like about living in England and what does etøm å – retnuocne ot he find difficult?

!

Hassan Coming to England was not really a choice for my family. We had to leave our home in Afghanistan, as it became dangerous to stay. We lost everything: our home, our belongings, our family and friends. I am happy I managed to stay with my family, though. Many of the other Afghanis I know had to flee alone. Life for me here is bitter sweet. I like Manchester. I like going to school, learning new things and making new friends. I like not having to be afraid. But, I miss the rest of my family; most of them live in a refugee camp in Pakistan. There are things I do not understand here yet. It takes time to learn the language and understand the way of life. I look forward to settling in more, but to be honest, I really hope to go back to Afghanistan one day.

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During reading Ask: Where does Arun live? What is Diwali?

! !

belongings – eiendeler to flee – å flykte bitter sweet – sursøtt, både positivt og negativt a refugee camp – en flyktningleir to settle in – her: å føle seg hjemme

Ask: What is the difference between a love marriage and an arranged marriage? What is most common in Norway? Make the students aware of the difference between arranged and forced marriages.

!

Arun My dad worked for an IT company when he met my mum here in New Jersey. He was about to go back to India when they fell in love and he decided to stay. My dad tries hard to compensate for not living in India. He celebrates Diwali harder than any Indian I know! Good for me, though. I get to enjoy both the American and the Indian celebrations. I wish my dad had spoken Hindi to me when I was growing up. I think it could have made me feel more connected to India. My dad has a glorified view of his homeland, but when we go there, he finds it chaotic. I guess he is too used to life in the US now. My uncles keep teasing me about arranging a marriage for me with an Indian girl, although arranged marriage is not a tradition in my family. I know they’re just pulling my leg, but it reminds me that traditions in India are quite different to what I’m used to in the US. It is strange to think about what my life would have been like if my parents had settled in India instead.

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TEACHER’S BOOK

Ask: What do you think are the advantages of knowing more than one culture? The students can freewrite for a couple of minutes and share in pairs.

to compensate – her: å gjøre opp for Diwali – en hinduistisk lysfest glorified – glorifisert, forskjønnet to pull somebody’s leg – å tulle med noen to settle – å bosette seg

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Scaffolding Talk about the idiom “to pull someone’s leg”.

!

Ask: How would you translate this saying? What would we say in Norwegian, or other languages?

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Stiples “Arun”: they’re pulling


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CHAPTER 1

After reading Introduce the students to the terms nuclear family and extended family.

UNDERSTANDING UNDERSTANDING 4 Find information Create a mind-map of Janet’s story. Draw a circle and write “Janet” in it. Extend lies from the circle and write keywords about Janet. Re-read the text to see if you have missed any important information. Do the same with Hassan’s and Arun’s stories.

!

Ask: Do you live in a nuclear or an extended family? What about most of your friends?

Suggestion Based on “Multicultural stories”, write down fifteen sentences that are true or false. Line up 8–10 students on chairs in front of the class. Read a sentence. If the students believe the statement is true, they rise from their seat. If not, they remain seated. The students who are wrong go and sit with ni pmac tnetthe a nirest seegof ufethe R class. Continue until you have 6102 ,eceerG a winner.

5 Make a quiz Work in groups of three. Each student should choose one of the three people: Janet, Hassan or Arun. Write four questions about the person based on the text. Example: In which Australian city did Janet’s parents settle? Then, close the textbook. Student A asks a question. The person who answers the question correctly gets a point. Continue asking each other questions. The person with most points after all three have finished asking their questions wins the quiz. Refugees in a tent camp in Greece, 2016

TALKING TALKING 6 People on the move Work with a partner. Answer the following questions.

Suggestion The students can write a short text about how they and their family came to live where they live. Are both their parents from the same place? What about their grandparents? Let them share in groups or in class.

a) Why do people move from one country to another? Write a list of the reasons you come up with. b) Do you know anyone who has moved from his or her home country? Tell your partner the story. c) What do you think would be most challenging about moving to a new country? First, freewrite for a couple of minutes. Then, share your thoughts with your partner. If you or your family have moved to Norway from another country, you can freewrite about your own experience.

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7 Reflect on multiculturalism Work with a partner. In your everyday life, you are surrounded by different cultures. a) Both of you can write a list of other cultures you have encountered and the way you have encountered them. Compare your list with your partner’s.

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Suggestion The students can check the labels on their clothes and write a list of the countries where they were made.

etøm å – retnuocne ot

to encounter – å møte

Example: My jeans were made in China.

We experience different cultures through different things, for example the food we eat, music we listen to, films we watch, various traditions and celebrations, etc.

Suggestion Task 7: Ask: What is your favourite food? Where does it originally come from?

Example: I often eat the Indian dish Tikka Masala. My favourite artist is Canadian. I celebrate Halloween as they do in the USA. I love Japanese animation.

The students can write their favourite food on the board to see how multicultural they are as a class in their eating.

b) Talk about what your life would be like if we did not have products, music or foods from other countries. What food would you eat? What music would you listen to? Etc.

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8 Where would you go? If you could move anywhere in the world, where would you move? If you want to stay where you are, explain why. Write a paragraph of at least six sentences. Remember to give reasons for your answer. If you like, you can use some of these sentence starters: I would love to move to … I would like to stay here in … One reason for this is … Another reason is …

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9 Write a letter What do you think would be challenging and strange for people moving to Norway? What do you think would be positive? Imagine you have just moved to Norway from another country. Write a letter home to describe your experience.

Scaffolding Task 9: Before they write the letter, they can write a list of things that are typically Norwegian. This will help them come up with things that may seem such ni pmac tnetstrange a ni seegto ufeothers, R as travelling to the cabin 6102 ,eceerG in the mountains, brown cheese, the 17 May celebrations, etc.

If you like, you can start like this: Dear … (place and date) I came to … in Norway a while ago. So far, living in Norway has been … One of the things I find challenging is …

a

GRAMMAR Grammar b

10 Conjugate adjectives Conjugate these adjectives in the positive, the comparative and the superlative.

c

different, bitter, hard, difficult, strange, easy, dangerous You can read about adjectives on page 270 in the Reference section.

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What makes you you? Do you sometimes ask yourself the question “who am I”? You are of course your physical self, your brain and body. But what about your stories? How do the things we experience shape us as human beings? Let’s explore some of the factors that make you you.

TEACHER’S BOOK

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CONNECT Workspace

Before reading

Listening

What do you believe makes you who you are? Freewrite for a couple of minutes.

Understanding etøm å – retnuocne ot Writing

Grammar

to experience – å erfare to shape – å forme

Genes Your genes are passed on to you from your biological parents, half of them from your mother, the other half from your father. These genes determine many of your physical traits, such as the colour of your eyes. They can also determine some of your mannerisms, such as your laughter or the way you raise your eyebrows. Genes are in every single cell of your body and play an important part in making you unique. Even identical twins are unique; although they share the same DNA, their genes are not the same.

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genes – gener to pass on – å gi videre to determine – å bestemme traits – egenskaper mannerism – væremåte, fakter identical twins – eneggede tvillinger

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During reading Ask: What things other than eye colour do you think are determined by your genes?

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During reading Ask: As a teenager, who do you think influence you more, your parents or your friends?

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Environment upbringing – oppvekst, oppdragelse to surround – å omgi ongoing – pågående an impact – en (inn)virkning surroundings – omgivelser nurture – her: oppfostring, miljø aspects – her: sider whilst – mens, selv om to mould – å forme

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During reading Ask: Have you ever been to a friend’s house and realised that they do things differently than at your house? In what ways is your family different than your friends’ families?

ni pmac tnet a ni seegufeR 6102 ,eceerG suitable – passende to expand – her: å åpne seg a researcher – en forsker a coincidence – en tilfeldighet to realise – å forstå

a b c

Friends

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After reading Ask: Can you think of an event or a person that has shaped your ideas or behaviour?

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Do you remember the first friend you made and how you became friends? When you are small, adults often pair you with suitable playmates. As you grow older, your world expands and you choose you own friends. People who have similar interests often become friends. Some researchers have found that two friends have more genes in common than two strangers do. So maybe it is not a coincidence that you are friends with the people you are? However, whilst your friends may be similar to you in some ways, they may also challenge you. You will come to realise that what is important and true for you may not be for others. Spending time with people who have other experiences and different backgrounds might make you understand more about who you are as a person.

Your stories

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Of course, it’s not just your genes that determine who you are. Your upbringing and the people who surround you play an important role in shaping you as a person. In fact, there is an ongoing debate about the impact our surroundings have on us as human beings. This debate is often referred to as “nature vs nurture”. For certain aspects of your personality, it is harder to say if they are a result of your genes or your upbringing. However, whilst it’s safe to say that genes and environment work together, many people would say that their personal experiences do more to help mould them as an individual.

particular – spesiell to influence – å påvirke

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Throughout life, your experiences will shape you into who you are. Reading a book or watching a film can change the way you see things. Even a single meeting with a particular person might influence the direction you take. This is what makes it so interesting to be human, you do not know what awaits you around the next corner. We cannot choose our genes. However, we make choices on a daily basis, choices

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Discussing images Ask: What does this remind you of? Why do you think the girl is lying on such a surface? etøm å – retnuocne ot

that again shape our lives. Who would you have been today if you had chosen differently, or if your life had been filled with other experiences and other stories? And what experiences will influence and shape you in the future?

UNDERSTANDING UNDERSTANDING 11 Organise information a) After reading the text, divide a piece of paper into four squares. Write the four subheadings – Genes, Environment, Friends and Your stories – in the four squares. Write three to five keywords in each square from what you remember from each paragraph. When you have finished, cross check to see if you have forgotten to include something important. Read the whole text through one time without stopping. Then, read one paragraph at a time, close the book and write keywords. Repeat with each paragraph. b) Work with a partner. Close your textbook and retell two paragraphs each using only the keywords you have written down.

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12 Reflect on the text Write the answers to the following questions in full sentences.

Suggestion Task 12: Before working with this task, talk to the students about different caregivers: parents, foster parents, adoptive parents, other family members. If any of the students don’t know their biological parents, they can focus on nurture.

a) In what ways are you similar to your parents? Similarities that you can write about include physical traits, values and mannerisms. b) In what ways are you different from your parents? What do you disagree on? Are you good at something they are not? Write at least three differences. c) Think about one of your close friends. Why are you friends with that person? In what ways are you similar, and in what ways are you different from each other? Write a short text to explain.

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If you like, you can use some of these sentence starters:

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… is my best friend. We became friends … One of the reasons we get along so well, is … I like … because …

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13 Family culture a) Work with a partner. Talk about your families and find similarities and differences. Topics you can talk about are:

6 a We use the following linking words to show contrast:

b c

whereas while but

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Your daily routines Family rules Traditions (celebrations, etc.) Religion or philosophy of life b) Work in groups of four. Each student should talk about one of the topics they discussed with their partner from task a). Example: On school nights, we both have to be in at the same time, but I can stay out later on weekends than Lucas. I celebrate Eid, whereas Emilie celebrates Christmas. Etc.

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WRITING WRITING 14 Nature vs nurture Read the text: etøm å – retnuocne ot

Of course, it’s not just your genes that determine who you are. Your upbringing and the people who surround you play an important role in shaping you as a person. What do you believe plays the most important role in shaping us into who we are: our genes, our environment, or both? Write a paragraph of at least seven lines. Give reasons for your opinion. If you like, you can start like this: I believe … In my opinion … The reason I believe this is …

Suggestion The students can draw a Venn diagram to compare what about us is determined by our genes and what is determined by environment. Where the circles overlap, they can write what they think is a combination of both. See the example of a Venn diagram on page 84.

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Discussing images Look at the painting and the title underneath. Ask: What do you think the artists are trying to say with this painting? How do you think the title fits with the painting? If you were to give this painting a new title, what would it be? Let the students write their titles on the board.

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6 Markus Muntean & Adi Rosenblum (2001)

a

15 An experience that changed me Choose one of the tasks below and write a short text. a) Have you ever had an experience that changed you or made you see things differently? Examples of such experiences may be:

b

Meeting someone Reading a book Moving to a different place Hearing someone’s story on TV or on the radio

c

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First, write a paragraph to describe your experience. Then, explain how this experience changed you. or b) Write a text of one paragraph about something that could be a life-changing experience for you.

etøm å – retnuocne ot

Grammatikkforklaring start

GRAMMAR GRAMMAR

Grammatikkforklaring slutt

16 Work with relative pronouns First, read about relative pronouns. Then, connect the two sentences using either who, which or that. a) The cat drank the milk. The cat is gone. b) The man painted the house. He did a bad job. c) The car crashed into the fence. The car was red. Example: The girl sang. She was amazing. The girl who sang was amazing.

The relative pronouns who, which and that In English, the Norwegian word “som” can be replaced with who, which and that.

Ormur, which is my uncle’s name, is an Icelandic name.

Who refers to people.

That can refer to people, animals or things.

Example: The man who came to see you just left.

Example: She plays on a team that usually wins. The surfers that won the competition are Australian.

Which can refer to animals or things. Example: You need your own phone, which you can use after school.

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MODEL TEXT

“A visit to the doctor” is an excerpt from Roald Dahl’s novel Boy: Tales of Childhood. Boy is often referred to as an autobiography, but Dahl himself wrote in the introduction: “This is not an autobiography. I would never write a history of myself. On the other hand, throughout my young days at school and just afterwards a number of things happened to me that I have never forgotten.”

Understanding Writing Grammar

Before reading Let the students read the introduction.

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Ask: What is an autobiography? What is a tale? Why do you think Roald Dahl wrote “I would never write a history of myself” in the introduction to his childhood memories?

Background A tale is a narrative of one or several events, ni pmac tnet a ni seegufeR real or imaginary. An 6102 ,eceerG autobiography is a history of a person’s life written or told by that person. Although autobiographies are stories, they are expected to be an account of true events as seen through the eyes of the narrator.

unpleasant – ubehagelig adenoids – polypper a surgery – her: et undersøkelsesrom to peer – å kikke grim – morsk apprehensive – engstelig rubber – gummi an apron – et forkle enamel – emalje

During reading Ask: Why did Roald Dahl go to Norway during summer holidays? Why did he have to go to the doctor that summer?

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A visit to the doctor

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I have only one unpleasant memory of the summer holidays in Norway. We were in the grandparents’ house in Oslo and my mother said to me, ‘We are going to the doctor this afternoon. He wants to look at your nose and mouth.’ I think I was eight at the time. ‘What’s wrong with my nose and mouth?’ I asked. ‘Nothing much,’ my mother said. ‘But I think you’ve got adenoids.’ ‘What are they?’ I asked her. ‘Don’t worry about it,’ she said. ‘It’s nothing.’ I held my mother’s hand as we walked to the doctor’s house. It took us about half an hour. There was a kind of dentist’s chair in the surgery and I was lifted into it. The doctor had a round mirror strapped to his forehead and he peered up my nose and into my mouth. He then took my mother aside and they held a whispered conversation. I saw my mother looking rather grim, but she nodded. The doctor now put some water to boil in an aluminium mug over a gas flame, and into the boiling water he placed a long thin shiny steel instrument. I sat there watching the steam coming off the boiling water. I was not in the least apprehensive. I was too young to realize that something out of the ordinary was going to happen. Then a nurse dressed in white came in. She was carrying a red rubber apron and a curved white enamel bowl. She put the apron over the front of my body and tied it around my neck. It was far too big. Then she held the enamel bowl

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During reading Talk to the students about how the author builds suspense in the recount: the unpleasant memory, the whispered etøm å – retnuocne ot conversation, etc. Background In an early draft for The Witches, Dahl wrote three chapters about a young boy who has a Norwegian grandmother. These chapters described the boy’s childhood in detail and were in fact drawn from his own childhood memories. Dahl’s editor at the time suggested that these chapters belonged in a different book. So, a year after The Witches, Boy was published.

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angle – vinkel seduced – forført an ass – et esel (i betydningen dum) a basin – et vaskefat to tumble – å ramle outraged – kjempesint to yelp – å vræle roof of the mouth – gane

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During reading Ask: Why does he say: “Like an ass, I opened my mouth”?

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6 a b c

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under my chin. The curve of the bowl fitted perfectly against the curve of my chest. The doctor was bending over me. In his hand he held that long shiny steel instrument. He held it right in front of my face, and to this day I can still describe it perfectly. It was about the thickness and length of a pencil, and like most pencils it had a lot of sides to it. Toward the end, the metal became much thinner, and at the very end of the thin bit of metal there was a tiny blade set at an angle. The blade wasn’t more than a centimetre long, very small, very sharp and very shiny. ‘Open your mouth’ the doctor said, speaking Norwegian. I refused. I thought he was going to do something to my teeth, and everything anyone had ever done to my teeth had been painful. ‘It won’t take two seconds,’ the doctor said. He spoke gently, and I was seduced by his voice. Like an ass, I opened my mouth. The tiny blade flashed in the bright light and disappeared into my mouth. It went high up into the roof of my mouth, and the hand that held the blade gave four or five very quick little twists and the next moment, out of my mouth into the basin came tumbling a whole mass of flesh and blood. I was too shocked and outraged to do anything but yelp. I was horrified by the huge red lumps that had fallen out of my mouth into the white basin and my first thought was that the doctor had cut out the whole of the middle of my head. ‘Those were your adenoids,’ I heard the doctor saying. I sat there gasping. The roof of my mouth seemed to be on fire. I grabbed my mother’s hand and held on to it tight. I couldn’t believe that anyone would do this to me. ‘Stay where you are,’ the doctor said. ‘You’ll be all right in a minute.’ Blood was still coming out of my mouth and dripping into the basin the nurse was holding. ‘Spit it all out,’ she said, ‘there’s a good boy.’ ‘You’ll be able to breathe much better through your nose after this,’ the doctor said.

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The nurse wiped my lips and washed my face with a wet flannel. Then they lifted me out of the chair and stood me on my feet. I felt a bit groggy. ‘We’ll get you home,’ my mother said, taking my hand. Down the stairs we went and on to the street. We started walking. I said walking. No trolley-car or taxi. We walked the full half-hour journey back to my grandparents’ house, and when we arrived at last, I can remember as clearly as anything my grandmother saying, ‘Let him sit down in that chair and rest for a while. After all, he’s had an operation.’ Someone placed a chair for me beside my grandmother’s armchair, and I sat down. My grandmother reached over and covered one of my hands in both of hers. ‘That won’t be the last time you’ll go to a doctor in your life,’ she said. ‘And with a bit of luck, they won’t do you too much harm.’ That was in 1924, and taking out a child’s adenoids, and often the tonsils as well, without any anaesthetic was common practice in those days. I wonder, though, what you would think if some doctor did that to you today.

25

a flannel – en klut groggy – svimmel a trolley-car – en trikk tonsils – mandler anaesthetic – bedøvelse etøm å – retnuocne ot

During reading Ask: How does the boy react to what the doctor does to him? How do the adults in this story act towards the boy? Why do you think Roald Dahl has included this story in Boy?

!

17 Work with the text a) This incident is something Roald Dahl remembers very clearly from his childhood. Why do you think that is? Write at least four sentences.

Scaffolding Task 17: Talk about stories that have an impact on us. Ask: How does the story from Boy fit with the topic for the chapter?

b) What do you think the doctor should have done differently? Write an explanation and remember to give reasons for your opinion.

Roald Dahl on summer holiday in Fevik, Norway

Useful words: anaesthetic, doctor, doctor’s surgery, communicate

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Scaffolding Point out that this excerpt is an example of a personal recount. A personal recount is often thought of as an imaginative text, but many personal recounts retell events that have actually occurred.

UNDERSTANDING UNDERSTANDING

c) Re-read the last paragraph. What is different about going to the doctor in 1924, as Dahl describes it, and going to the doctor for a similar procedure today? Describe the differences.

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Suggestion In pairs, the students write sentences using words from the glossary. Divide Grammatikkforklaring the class into three start:teams. Each team puts their sentences into an envelope. One at a time, the students draw a sentence from another team’s envelope and translate the sentence. If the student gets it right, the team gets a point.

18 Draw a cartoon Use a pencil and a ruler and divide a piece of paper into six or eight frames. Draw a cartoon based on “A visit to the doctor”. Before you start, note down what you want to happen in each frame.

GRAMMAR GRAMMAR 19 Work with adverbs Read about adverbs on page 27 before you do this task. Then, read the text: The doctor was bending over me. In his hand he held that long shiny steel instrument. He held it right in front of my face, and to this day I can still describe it perfectly. It was about the thickness and length of a pencil, and like most pencils it had a lot of sides to it. Toward the end, the metal became much thinner, and at the very end of the thin bit of metal there was a tiny blade set at an angle. The blade wasn’t more than a centimetre long, very small, very sharp and very shiny.

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a) Find the adjectives in the text and write them down. b) Find the adverbs in the text and write them down.

6 20 Conjugate adverbs We conjugate adverbs that end with -ly with more and most.

a

Example: slowly – more slowly – most slowly b

a) Write adverbs formed from these adjectives: terrible, quick, cruel, weird

c

b) Conjugate each of the adverbs as shown in the example.

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c) Adverbs of manner must be placed either before the verb or at the end of the clause.

TEACHER’S BOOK

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an adverb of manner – et måtesadverb a clause – setning, leddsetning

Example: She greedily ate the pie. (correct) She ate the pie greedily. (correct) She ate greedily the pie. (incorrect)

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Write four sentences using the conjugated adverbs from task b). Example: She was most terribly mistaken.

Adverbs

Scaffolding You can read more about adverbs on page 271 in the Reference section.

An adjective describes a noun, for example: He is a happy boy. An adverb is a word that describes, or modifies, a verb, an adjective or another adverb. Examples: He talks happily about his childhood. (describes a verb) The very handsome boy sat next to me. (describes an adjective)

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He talks very happily about his childhood. (describes another adverb) Many adverbs end with -ly: slowly, quickly, brutally, beautifully, strangely Adverbs can also tell where something happened (here, in, somewhere) and when something happened (tomorrow, now, always).

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Nins (2007), Susanne Wind

21 Act out the story Work in groups of four. Divide the following parts between you: the boy, his mother, the doctor, the nurse

Suggestion Task 21: Let the students act out alternative endings to the story.

a b c

Write down the lines that the different characters say in the story. If you like, you can also write some additional lines. Rehearse with you group and perform in front of your teacher, another group or the rest of the class.

Scaffolding Task 22 a): One way to get started is to sequence the events: 1. I was at my uncle’s cabin. 2. We were making dinner. 3. ….

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22 Talk about memories a) Think about your favourite childhood memory. Write down some notes to help you recount the story. In your recount, include adverbs of manner (words that describe the way something happened), for example silently, suddenly, thoughtfully, softly, successfully, unexpectedly, etc.

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You may use the following questions to help shape your recount: Where and when did it take place? Who were you with? What happened? Why is this such a good memory?

etøm å – retnuocne ot

b) Work with a partner. Recount the story of your favourite childhood memory. You can use your notes as support when you recount your story. Structure your recount with linking words, such as to begin with, then, afterwards, later, etc.

WRITING WRITING Suggestion Task 22: First, the students can share their recounts in pairs. Then, they can team up with another pair and recount their partner’s story.

23 A personal recount Think about an experience you have had that you think made a difference in your life. An experience could be: getting a pet meeting a new friend starting a new school losing someone close to you a) Sequence the events, the lead-up to the experience and the experience itself, in the order in which they happened. I had wanted a dog for years My mother and I visited a kennel in spring We took the puppy home with us at the beginning of the summer holidays Having a dog changed my life, because … b) Write at least one paragraph to recount the event. Remember to use linking words and adverbs in your recount.

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CONNECT Workspace

Hal Sirowitz (1949– ) is an American poet. He taught children with special needs in New York City before he started competing in poetry slams. In these competitions, poets recite their work and the audience or a panel of judges give them scores from zero to ten. Sirowitz is a best-selling poet, and his poetry has been translated into thirteen languages.

Listening Understanding Writing

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Before reading Consider this question: do you ever think your parents overreact to something you say or do?

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Suggestion Talk with the students about free verse, an open form of poetry ni pmac tnetwithout a ni seegconsistent ufeR rhythm and rhyme 6102 ,eceerG schemes. Also, talk about the use of both short and long sentences, line breaks and punctuation.

a b c

a poetry slam – en konkurranse hvor man framfører dikt to recite – å framføre an audience – et publikum a panel of judges – et dommerpanel an umbrella – en paraply a jar – en krukke soda – brus an anniversary – her: årlig feiring marinara sauce – tomatsaus

No More Birthdays Don’t swing the umbrella in the store, Mother said. There are all these glass jars of spaghetti sauce above your head that can fall on you, & you can die. Then you won’t be able to go to tonight’s party, or go to the bowling alley tomorrow. And instead of celebrating your birthday with soda & cake, we’ll have anniversaries of your death with tea & crackers. And your father and i won’t be able to eat spaghetti anymore, because the marinara sauce will remind us of you.

Suggestion Encourage the students to look for signs that replace words (&) and a deliberate language error (i).

Study for Rosenquist’s Spaghetti & Grass (1965–66), Elaine Sturtevant

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Crumbs Don’t eat any more food in your room, Mother said. You’ll get more bugs. They depend on people like you. Otherwise, they would starve. But who do you want to make happy, your mother or a bunch of ants? What have they done for you? Nothing. They have no feelings. They’ll eat your candy. Yet you treat them better than you treat me. You keep feeding them. But you never offer me anything.

Before reading Both of these poems are from a collection of poetry called Mother Said. Think about the following: what kind of things do mothers say to their children?

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Suggestion The students can write a short poem about something trivial that ends in catastrophe. Starting points can be etøm å – retnuocne ot not tying your shoelace, not drinking your milk, leaving the television on, etc.

a bug – et insekt to depend on – å være avhengig av to starve – å sulte a bunch of – en mengde to offer – å tilby

Invasion of Ants (1995), Tamas Galambos

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24 Work with the poems a) Reread the comments the mother makes to her child. How would you describe her? Write at least three sentences. Use examples from the poems to support your description. b) How would you describe these poems? Do they make you sad? Do they make you laugh? Or maybe they leave you with mixed emotions? Write an explanation and point to examples from the poems in your explanation.

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c) Choose one of the poems and draw a cartoon of four to six frames inspired by the poem. Include wording from the poem in your cartoon. You could also add your own comments or headings for each frame.

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Scaffolding Task 26: You can find several poetry slams online. Watch some examples with the students before ni pmac tnetthey a ni srecite eegufepoems R 6102 ,eceerGthemselves. Encourage students to identify the way body language and voice are used for emphasis. Suggestion Organise a “class poetry slam” where the students can perform their own poems. If some of them are uncomfortable with reading their own poems, they can perform one of Sirowitz’ poems. You can find more of his poetry online.

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TALKING TALKING 25 Act it out Work with a partner. Choose one of the poems. Use the lines the mother says and imagine that the child answers her. Write the dialogue. Practise with your partner and memorise the lines. Perform in front of a smaller group or in front of the class. Example: Mother: Don’t eat any more food in your room. Child: … To recite a poem means to read a poem aloud using your body language and voice to emphasise different parts of the poem.

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26 Recite poetry Choose one of the poems or another poem you like and practise reciting the poem. Work in groups of four. Each of you recite the poem you have chosen. The others in the group give scores up to ten, where ten is the best. The judges should also give reasons for their score. The person with most points wins.

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Suggestion Erlend Loe has translated Sirowitz’ poems into Norwegian. The students can translate these two etøm å – retnuocne ot poems into Norwegian, and then you can compare with Loe’s translations. You can find his translations in Workspace, Chapter 1, Teacher resources.

27 Talk about advice We have all been given advice at some point in our lives. Work with a partner and answer the following questions. Remember to give reasons for your opinions. a) What is the best advice someone gave you, and what is the worst? b) What is the best advice you have given someone else? c) List all the advice your parents, grandparents, teachers, or other caregivers have given you over the years. Good advice can be anything from brushing your teeth to making important choices in your life.

WRITING WRITING 28 Write a poem Use the list of advice from task 27 c) to write your own poem on the same topic as “Crumbs” or “No More Birthdays”. or Think about a happy, sad or funny event in your life. Write down five to ten keywords about this event. Use the keywords to write a poem in the style of “Crumbs” and “No More Birthdays”.

29 Give reasons Which of the poems do you like best? Give reasons for your opinion. Write at least five sentences. If you like, you can start like this: The poem I like best is … I like this poem, because …

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CONNECT Workspace Listening Understanding Writing Bilde 090116 Bilde 090117 Before reading Janne: Jeg ønsker meg Ask: Why do you think some Teksten find it easier følgende. påto say something in writing lappen hengende på et rather than face to face? kjøleskap. Hvordan kan vi In which situations might få til dette? you prefer to write a message and when would (Dummy) you prefer to say it face to face?

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Before reading Discuss the following questions with a partner: What does it mean “to come out” to friends and family? Why do you think we use that expression?

Note from Dad Some things are harder to talk about than others are. It might take a lot of courage to tell the truth about who you really are, even to the people who are close to you. In this case, a father chose an original way to let his son know that he already knew what his son was planning to tell him.

UNDERSTANDING UNDERSTANDING 30 Work with the note Answer these questions in writing. courage – mot OJ – orange juice

Background Talk about the abbreviation LGBT (lesbian, gay, bisexual and transgender). Bisexuals can be ni pmac tnet a ni seegufeR attracted to both men 6102 ,eceerG and women, whereas transgendered people do not identify with the sex they were assigned at birth (for example, you identify as a male, but have a female body).

a) What is the father’s message to his son in this note? Write at least four sentences to explain. b) How do you think the son might have reacted? Give reasons for your opinion. c) Why do you think some children may find it difficult to tell their parents that they are gay? Give reasons for your opinion. d) Do you think the note was a good idea, or should he have waited for his son to tell him? Give reasons for your opinion.

TALKING TALKING

b

31 Talk about difficult situations Work with a partner. Discuss the following questions on pages 34 and 36.

c

a) What kind of things do you think might be difficult to tell one’s parents? Give reasons for your answer.

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Scaffolding Talk about the pun in the sentence “we are out, like you now”. etøm å – retnuocne ot

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b) Have you ever had to tell your parents something you found difficult to talk about? Your topic could be a mistake that you made, a fight that you had with your best friend, or the fact that you no longer want to take piano lessons. Tell the story.

Suggestion

ni pmac tnet a ni seegufeR Ask: Can you think of 6102 ,eceerG

other creative ways of telling your parents something difficult? The students can work in pairs and make a list before sharing in class.

If you like, you can think for a few minutes and write keywords before sharing with your partner. c) If you needed to talk to someone about something difficult, whom would you prefer to talk to? Give reasons for your preference.

b c

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32 Give advice Imagine your friend, Lisa, writes you a message. In the message, she tells you that she wants to come out to her parents but she does not know how. Write her a message to advise her what to do.

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If you like, you can start like this: I can see how this might be difficult for you. This is what I think you should do... Etc.

33 Write a diary entry Choose one of the tasks: a) What do you think happened after the boy found the note from his dad on the fridge? Imagine you are the boy and write a diary entry sharing your thoughts on that day. If you like, you can start like this: Dear diary, I found a note on the fridge today. … or b) After finding the note, the boy writes a note to his dad, which he sticks up on the fridge before he leaves. Write the note.

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CONNECT Workspace Listening

CHAPTER 1

further reading

Understanding

Before reading Further reading This text is more challenging than the other texts in the chapter. The text has: • additional information on the topic • expanded vocabulary • longer and more complex sentences The tasks: • are more challenging • invite abstract and critical thinking ni pmac tnet a ni seegufeR Before reading 6102 ,eceerG

Let the students read the title and the first sentence of each paragraph.

What do you know about the situation for immigrants coming to America? Freewrite for a couple of minutes. birth certificate – fødselsattest residency permit – oppholdstillatelse driver’s license – førerkort to access – her: å få tilgang til Social Security – folketrygd to gain – å skaffe seg to face – her: å stå overfor within reach – innen rekkevidde to enact – å vedta work permit – arbeidstillatelse relieved – lettet to pass – her: å få vedtatt an act – her: en lovendring an applicant – en søker

!

Ask: What is the topic and purpose of this text? What text types are used? The students should write at least three sentences.

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To help undocumented students attend university, ten American states have passed laws giving these students the chance to receive financial assistance.

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Illegal life THE DREAM Around 1.5 million undocumented immigrant kids live in the US – 1.5 million. Every year, 65 000 students who live in America without legal permission graduate from American high schools. Many of these students were brought to the United States at a very young age, or were even born in the US once their parents had arrived. Because they settled in America “illegally”, they do not have the documents needed to live a normal life. Without an American birth certificate or residency permit (Green Card), they cannot get a driver’s license, access Social Security, vote, or work legally. It is very difficult for these students to afford or gain access to university education or find well-paid work. It is equally difficult for these students to even find meaning for their lives, lives that have been a very American experience. They face the daily fear of being deported to countries with cultures, traditions and even languages that they may have never known. For them, the American Dream is not easily within reach. In 2012, Barack Obama, America’s 44th President, managed to enact a modest amnesty, which granted a twoyear hold on deportation and much-hoped-for work permits for 800 000 very relieved young people. He tried to pass a similar act in 2016, which would have given applicants three years’ peace of mind. Sadly, for the thousands of young people affected, it failed. Hopefully, the American Dream will become a reality for them in the future.

THE REALITY […] I haven’t seen my father since I was eight and only spoken to him on the telephone. He was deported in 2009. The last day I saw him was in a train station. I had no idea why I was saying goodbye … and why everyone was crying. When my

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friends came over and asked where my father was, I said he was “working”. Every year on my birthday, he calls me, and I try hard not to cry because I know it’s another year of him not being able to see me grow up. My mother is a single mom. Terrified of being deported. Just a couple of weeks ago she was caught. She was driving to work when a police officer pulled her over because she wasn’t wearing her seatbelt. For anyone else, it’s just a ticket. For a single mother who is illegal, it’s “I have to go to court, I have to show identification … They will find out I am illegal. I will be deported … I have to call my lawyer … Who will take care of my daughters?” I hate seeing my mother in constant fear. I hate hearing family members and friends calling to tell us to be careful because in Hudson, ICE [Immigration and Customs Enforcement] was seen deporting families. She’s scared. I’m scared. We’re all scared. Living the American Dream shouldn’t consist of being scared every second of the day. E.G. Albany, New York

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In the US, the so-called “Green Card” grants you the right to live and work on a permanent basis.

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a ticket – her: en bot Immigration and Customs Enforcement – offentlig etat som håndhever grensekontroll, toll, handel og immigrasjon to consist of – å bestå av

Mexican immigrant, Nieves Ojendiz, holds her daughter as she attends an immigration reform rally in NewYork City, USA (2016).

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UNDERSTANDING UNDERSTANDING

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34 Explain the words With a partner or independently, write an explanation for the following words: permission, illegal immigrant, to be deported, amnesty Scan the text “Illegal life” to find the words. Seeing the word in context will help you with your explanation.

5 t a

an alien – en fremmed a minor – en mindreårig

E

35 Identify What are the different problems that being undocumented can create for an “alien minor”? Create a graphic organiser to illustrate the problems you identify in the text.

T T a w q

T

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6 a b

TALKING TALKING 36 Summarise Select keywords from each paragraph. Explain to a partner the main points made in this text using your keywords.

c

If you’re not working with a partner, you can write sentences based on the keywords.

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International Migrants Day, New York City, USA (2016)

37 Reflect on others Read the text: They face the daily fear of being deported to countries with cultures, traditions and even languages that they may have never known. With a partner, discuss the types of differences and difficulties “alien minors” might experience if deported to a country they have never known.

WRITING WRITING 38 Perspective shift Imagine you are an undocumented student. Write about your experience of being sent to a country that you have never known. Consider the ideas you discussed with a partner in task 37. You can use the personal story, “The Reality”, as a model text.

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Step up This text is intended for students who need an extra challenge. The text has: • advanced vocabulary • complex sentence structure

CHAPTER 1

step up The DREAM Act is the Development, Relief, and Education for Alien Minors Act.

5 t a

The DREAM Act The idea of offering legal status to “alien minors” was first introduced in the American House of Representatives and Senate in 2001. Each time it has been introduced, it has been turned down. The act would give undocumented kids the kinds of freedoms for which America was once famous. Those whose lives might change thanks to this act are referred to as “Dreamers”. Some critics would prefer not to share the American Dream with children of illegal immigrants. If they had to walk a day in an alien minor’s shoes, would they still think deportation was a fair price to pay?

E

UNDERSTANDING UNDERSTANDING

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39 Work with words Write an explanation for these two expressions: to walk in someone else’s shoes a fair price to pay

ni pmac tnet a ni seegufeR 6102 ,eceerG

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WRITING WRITING

a

40 Reflect on the American Dream a) Write a description of the American Dream. Use examples from the text, from books you have read and from film and television.

b

b) Why do you think some people prefer not to share the American Dream with children of illegal immigrants? Why do you think the DREAM Act has been turned down so many times?

c

Protesters outside United States Capitol, Washington, DC

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Write a short explanation.

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Connect 9 Teacher's Book (kap. 1)  

Connect 9 Teacher's Book (kap. 1)