• Integrated audio material, based on authentic recordings. Students read and listen to stories from real life.
• Comprehensive written material, including literary texts, which allow differentiation in mixed-ability classes.
Crossroads is a three-level course for Years 8.–10. Each level consists of: Student’s Book A and B Student’s Book A (digital version) Student’s Book A (simplified version) Audio CD’s Teachers’ Resource Pack Crossroads Website: www.fagbokforlaget.no/crossroads Crossroads fulfils the requirements of Læreplanverket for Kunnskapsløftet 2006 and has been revised to accommodate the requirements of the new curriculum. www.fagbokforlaget.no ISBN 978-82-11-01506-8
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Crossroads
Key Features
Halvor Heger Nina Wroldsen
The new edition of Crossroads combines fresh, lively topics and real-life stories to provide the training and motivation teenagers need to learn English. Meeting real people through print and audio is the key to stimulating students’ interest in the English language. It also provides valuable insights into different aspects of culture in the English-speaking world.
8|A
Halvor Heger Nina Wroldsen
Crossroads 8|A English for lower-secondary students
Halvor Heger Nina Wroldsen
Crossroads
8|A
English for lower-secondary students
Copyright © 2006 by Fagbokforlaget Vigmostad & Bjørke AS All Rights Reserved 2. utgave / 2. opplag 2016 ISBN: 978-82-11-01506-8 Grafisk produksjon: John Grieg AS, Bergen Grafisk design: Sandvik Design Omslagsfoto: M. Taner Zefa / Scanpix (øverst), Howard Kingsnorth / Cultura / Getty Images (nederst) Omslagsdesign: Sandvik Design Illustrasjoner: Breakfast Design / Jens Grönberg, Paulina Mingiacchi Oversatt til nynorsk av Jan Tislevoll. Crossroads 8A er utviklet etter Læreplanverket for Kunnskapsløftet 2006 og etter justert fagplan i engelsk 2013. Forfatterne har mottatt støtte fra Det faglitterære fond. Spørsmål om denne boken kan rettes til: Fagbokforlaget Kanalveien 51 5068 Bergen Tlf.: 55 38 88 00 Faks: 55 38 88 01 e-post: fagbokforlaget@fagbokforlaget.no www.fagbokforlaget.no Materialet er vernet etter åndsverkloven. Uten uttrykkelig samtykke er eksemplarfremstilling bare tillatt når det er hjemlet i lov eller avtale med Kopinor.
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Contents
Getting Started 7
1 Find someone who … 8 2 Crossroads A and B 11 3 Language Learning 13
1 The British Isles 17
A Lots of Islands 19 B Pictures of Britain 20 Sports 20 Music 22 Language Learning 22 History 23 Beaches 23 London 24 Shop Till You Drop 24 The People 25 C A Short History of Great Britain 27 The Empire 32 D The United Kingdom and Ireland – Some Facts 34 England 34 Scotland 36 Nessie 38
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Wales 39 King Arthur – a Welsh Legend 41 The Republic of Ireland 43 Northern Ireland 43 E The Pub 47 F At a Restaurant 48 G Danny Boy 51 H The Magpie’s Nest 52 Language Corner 54
2 Living in Britain 61
A Dreads 62 Making Music 62 B Richmond Park Academy 66 School Uniform 67 The Future 68 Chores 69 Why I Like School 70 C Teen Spirit: What’s It Really Like to Be a Teenager? 72 D Life for Young People in Scotland 75 Citadel Youth Centre 75 Small Town Life 78
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E When Every Day is a Nightmare 82 Friends 84 F Another Side to London 87 Language Corner 89
3 The Animal Kingdom 97
A On a Safari 98 Day One 98 Day Two 101 Day Three 105 B Cheetah Outreach 107 C Intelligent Friends 110 D The Great White 115 E Fur and Feather 118 F Choking Dog Saves its Own Life by Dialling 999 124 Language Corner 126
4 Life is More than School 133 A Spare Time and Friendship 134 B Bondi Skate Park 137 C Children’s Express 139
D Horses 141 E Into the Deep Blue Sea 142 F Two Cardiff Bands 145 A Downtown Ruckus 145 Inconsiderate Parking 145 G Get Your Motor Running 148 At the Track 148 The Old Man and the Ferrari 149 Language Corner 152
5 Mysteries 159
A Mysteries and Wonders in Nature 160 The Yeti 160 Bigfoot 161 B Incredible Cats 162 C Master Navigators 163 D UFOs 165 E Eyewitness 166 F Tutankhamen’s Curse 170 A Curse? 171 G Ghosts 172 H The Ghosts of Flight 401 174
I The Mystery of Love 176 J Danni’s Goodbye 177 K The Psychic 179 Language Corner 181
6 London 187
A A Tour of London 188 The Tower of London 189 Piccadilly Circus 191 Buckingham Palace 192 Portobello Road Market 192 Hyde Park 193 Marble Arch 193 B Getting Around 195 The Underground 196 Taxi 197 C A Cockney Cab Driver 199 Thousands of Streets 199 An Early Riser 199 A Cockney 200 The Customers 200 D City Streets 202
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E Mojo – a Homeless Londoner 203 Abused 203 The Big Issue 204 Food 205 A Tough Life 205 A Dream 206 F The Notting Hill Carnival 208 G Greenwich 210 The Prime Meridian 210 H In the Clothes Shop 212 I At the Museum 214 Language Corner 216 Wordlist 222 Photos and Illustrations 230 Acknowledgements 232
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Getting Started Welcome to lower secondary school! We hope you will enjoy working with your new English textbooks. We also hope that they will help you to become a good learner of English. It is very important that you spend some time looking through the books and doing some exercises to learn how to use Crossroads. This way you will get to know the books quicker and you will be able to make better use of them. The exercises on the first four pages will hopefully show you that learning English can be entertaining. So get started – and have fun!
7
get to know – bli kjent med make better use of – utnytte bedre / utnytte betre entertaining (adj.) – underholdende get started – komme i gang
1 Find someone who ‌ Crossroads 8A 8
On a piece of paper you write: Find someone who has a dog
speaks Spanish
Getting Started
likes getting up in the morning
does not like rap music
has been to England
plays a musical instrument
likes playing football
speaks more than two languages
True or False?
Form a group of three or four. One of the group members says three sentences about himself or herself. Two of the sentences are true and one is false. The rest of the group then discusses the sentences and tries to agree which sentence is false. Then move on to the next group member. Before you start, you may need to make some notes.
You’re going to have a short quiz now. Sit in the same groups. Try to come up with the correct answers to the questions below. Talk quietly so other groups do not hear what you are discussing. Write your answers on a piece of paper. 1 What is the capital of Scotland? 2 How many states are there in the USA? 3 Buckingham Palace is a famous building in London. Who lives there? 4 Can you come up with the names of three cities in England? 5 Which American city is often called the “Big Apple”? 6 Do you know the name of one river in the USA? 7 Name at least one typical Australian animal.
8 Who is President of the United States of America? 9 Is California on the east coast or on the west coast of the USA? 10 What is the most widely used language in Canada after English? 11 Do you know the name of a British actor? 12 Is Newcastle north or south of London? 13 Where is the actress Cate Blanchett from? 14 Who is the author of Harry Potter? 15 Is English fun? (10 points if you answer “Yes”!)
9
Getting Started
Quiz
Crossroads 8A
When you are all ready and your teacher says you can begin, start walking around the classroom. Ask your classmates questions like “Do you have a dog?” or “Have you been to England?” Your goal is to find as many dog owners, football players and so on as possible. If your classmate answers yes to your question, ask him or her to sign your sheet. How many signatures will you get?
Crossroads 8A 10
Getting Started
Letter Game
• Form groups of four or five. Your teacher or one of the pupils writes five categories on the blackboard, for example Countries, Cities, Celebrities, Car makes and Animals. • Your teacher will say a letter, for example D. Your group should then try to write down a country, a city, a celebrity, a car make and an animal that all start with the letter D. • The first group ready calls out “Done!” See how many points all the groups got and write them on the blackboard. • The teacher then says the next letter.
My School
Crossroads A and B
Your teacher will have more games for you, but maybe you should save them for later. Now it is time to take a look at your new textbooks.
Crossroads A
Crossroads 8A has six chapters: • The British Isles • Living in Britain • The Animal Kingdom
• Life is More than School • Mysteries • London
Each chapter is divided into sections. At the end of each section there are oral and written tasks. Some of them you should do on your own, while others are meant for pair work or group work. A symbol will tell you if you should do the task orally, in writing or both. It is up to you and your teacher whether you do the tasks on your own, in pairs or in a smaller group.
11
Getting Started
2
Crossroads 8A
• Form a group of four or five. • Take a walk in the school grounds with pen and paper. Make a list of everything you see around you. When you’ve finished, go back inside and write down words for objects you can see in the classroom. • If you already know the English word for an object, then write it in English. Otherwise you can write the words in Norwegian. • Translate all the words into English. Use a dictionary. A group leader writes down all the English words and the Norwegian translations from his or her group. • One person from each group writes the words and the translations on the blackboard. • Only write words that are not already there. • All the pupils write all the words and the translations in their own glossary. • Sit in groups or in pairs. Take turns saying one sentence at a time that describes your school.
These are the symbols: Crossroads 8A
= Did you get it?
= Written and oral task (pair work or group work)
= Oral task (pair work or group work)
= Listening
= Written task
= Role play
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Getting Started
Every new chapter starts with some information about what the chapter is about. Go to page 17 and have a look at the information there. All the chapters are divided into smaller units. These are called A, B, C etc. See if you can find unit B in chapter 2. In Crossroads 8A we sometimes suggest that you have a look at a certain chapter in Crossroads 8B. This is to indicate a connection between the two books. For example, open Crossroads 8A on page 54 and skim through task 7. Then go to the page in Crossroads 8B we have indicated. At the end of each chapter there is a Task Bank where you can find all kinds of additional tasks. See page 54. Some of the tasks are meant for homework, project work or are assignments where you need to use the Internet, encyclopedias and other sources. You will find these tasks under the heading Dig Into It. See page 55. Every chapter also has a section called Language Corner. Here you will get a reminder about important parts of the English language. See page 54.
Crossroads 8B
3
Language Learning
Learning a new language takes time. However, there is quite a lot you can do to speed up the process to learn English more efficiently. You can read more about language learning into Crossroads 8B. See page 130. Here we will just have a brief look at learning new words and preparing for writing and discussions.
Learning New Words
A very important part of learning a language is learning new words. You should do your best to learn as many new words and expressions as possible. When you look up a word or expression you should always write it down in your glossary. Use the new word as much as possible. Say it aloud and write sentences that contain the new word. The more you use it, the quicker you will learn it.
13
Getting Started
Crossroads 8B is divided into two parts. The first part is called “Enjoy Reading�. Here you will find a wide range of different kinds of writing, such as short stories, poems, fairy tales, extracts from novels and a newspaper article. There are also some literature tasks and language tasks. You should always do these tasks. The second part of Crossroads 8B is the grammar section, which is written in Norwegian. The tasks in this section are also written in Norwegian. Many pupils find grammar difficult, so we hope that you will find it easier this way. There are plenty of tasks to choose from. You will also find more grammar practice on the Crossroads website. Remember that practice makes perfect!
Crossroads 8A
Learning new words is very important. Many words in Crossroads 8A and 8B are explained in the margin. See page 21. They are also listed at the end of each chapter together with the most important words under the heading Word Quest. See page 55.
Crossroads 8A
A good way of checking your own vocabulary is writing words in English on one side of a piece of paper and in Norwegian on the other side. This is also something you can do with a classmate from time to time. You might want to compete for the highest vocabulary score. There is a vocabulary test for every chapter. Make sure that you take these tests regularly. Take control of your own vocabulary learning! The single most important tool when learning a foreign language is a good dictionary. You simply cannot manage without one. Make sure that you have access to a dictionary both at home and at school, and use it! Before you can enjoy using a dictionary, however, you must learn how to use it. See page 142 in Crossroads 8B.
14
Getting Started
prepare (v) – forberede / førebu written task (s) – skriftlig oppgave / skriftleg oppgåve brainstorming (s) – idémyldring jot down – skrive ned, skrible ned
Preparing for Writing and Discussions
You should prepare yourself before starting written tasks and before most discussions. The best way of doing this is by brainstorming. Think about what you are going to discuss or write about and jot down all the words and ideas that come to mind.
individual (adj.) – individuell smoothly (adj.) – jevnt / jamt handout (s) – kopi, stensil throughout (prep.) – gjennom hele / gjennom heile ring binder (s) – ringperm grammar rule (s) – grammatikkregel
15
Student’s Book
Good luck with your English studies!
Getting Started
You will get a number of handouts from your teacher throughout the school year. These handouts are important for your language learning. You should keep them in a ring binder which we call the Student’s Book. Here you should also keep everything you write in English and all your tests. Also, if you write down grammar rules, this is where you should keep them.
NO
Crossroads 8A
Sometimes it is natural to brainstorm in a group, for example before a group discussion. Often you need to brainstorm on your own, however, for example when preparing for an individual writing task. Never start a writing task without brainstorming some ideas first. It can really make a difference to your writing. From time to time, we all find that we do not know what to say in discussions. If you brainstorm before you start discussing, you will probably find some useful key words and the discussion will run more smoothly. Read more about brainstorming and language learning in Crossroads 8B, page 132.
YES
16
1 The British Isles Learning English is not only about learning the language. It is important to know something about the Englishspeaking world as well. In Crossroads 9 and Crossroads 10 you will learn about the United States of America, Australia and the Commonwealth of Nations. In this chapter we will focus on the geography, history, language and culture of the British Isles.
17
Crossroads 8A
18
The British Isles
A Lots of Islands
3 Tell your classmates what you know about England.
4 Work in small groups. Read the key words you wrote on England, Scotland, Wales and Ireland to a classmate you did not sit with when you were brainstorming. Do your key words differ much? Add words to your list from your partner’s list.
5 Write down the names Great Britain, the United Kingdom, UK and the British Isles and explain them to your partner. 6 Draw a map of the United Kingdom. Write in the names of countries, capitals and some major cities. Hang your maps up in your classroom. 7 Browse the Internet to find a map of Britain. Write down the names of four cities that are not shown on the map on page 18. Google some facts about these cities and write them down before you present them to a classmate.
10 Choose a famous person from Britain you would like to learn more about. Write a couple of paragraphs based on what you found on the Internet.
19
The British Isles
1 What is Great Britain made up of? 2 What is the difference between Great Britain and the United Kingdom?
Great Britain (s) – Storbritannia The United Kingdom (s) – Det forente kongedømme Storbritannia / Det sameinte kongedømmet Storbritannia The British Isles (s) – De britiske øyer / Dei britiske øyane The Orkney Islands (s) – Orknøyene / Orknøyane The Shetland Islands (s) – Shetland The Hebrides (s) – Hebridene / Hebridane The Channel Islands (s) – Kanaløyene / Kanaløyane The Isles of Scilly (s) – Scillyøyene / Scillyøyane
Crossroads 8A
You have probably heard the names before: Great Britain, the United Kingdom and the British Isles. But which is which? Let us find out. On the map to the left you can see that the biggest island consists of three countries: England, Scotland and Wales. These are the countries we call Great Britain. Great Britain is the largest island in Europe. If we include Northern Ireland, which, as you can see on the map, is the northernmost part of Ireland, then we have the United Kingdom or the UK. This is short for The United Kingdom of Great Britain and Northern Ireland. The British Isles are the United Kingdom, the whole of Ireland and more than 6,000 islands off the coasts of Great Britain and Ireland. The Orkney Islands, the Shetland Islands, the Hebrides, the Channel Islands and the Isles of Scilly are just some of them. Before you start reading you should think about what you know about England, Scotland, Wales and Ireland. Brainstorm in pairs. See page 14. Write down some key words.
Crossroads 8A 20
Above left: Chelsea!!! Above: Rugby is a traditional English sport. Left: Cricket players in white.
The British Isles
B Pictures of Britain What do you know about modern Britain? Why do so many people come to visit Britain?
Sports in addition (adv.) – i tillegg vast (adj.) – enorm in particular (adv.) – særlig / særleg regard (v) – betrakte / sjå på get to know – bli kjent med
Because of football, did you say? You are absolutely right. The game is an important part of British culture and for millions of British people football is the main interest in their lives. In fact, it is more than a sport; it is an important part of many people’s identity. In addition, many football clubs have a vast number of supporters from all over the world, making British, and in particular, English football a huge sport. Groups of supporters come to Britain to watch their favourite club play. Do you support a British football club? However, sport in Britain is not all about football. Rugby is ranked as the second most popular British sport when it comes to TV viewing and many regard it as Britain’s national sport. In Crossroads 9A you will get to know two incredibly tough rugby girls and they will tell you all about this sport.
massive (adj.) – enorm The Commonwealth of Nations (s) – samband av tidligere britiske kolonier / samband av tidlegare britiske koloniar on a regular basis – jevnlig / jamleg
The London Olympics sceptical (adj.) – skeptisk sense of patriotism – følelse av patriotism / kjensle av patriotisme shortly afterwards – like etter, kort tid etter
21
The British Isles
Although some people were a bit sceptical when London was given the 2012 Summer Olympics, most Britons felt very proud of their country both during and after the games. The opening and closing ceremonies were spectacular and the sporting events were a great success. Team GB won more medals than ever before and there was a great sense of patriotism among people. The Paralympics were arranged shortly afterwards. Could they really compete with the Olympics? Yes, they could. The 2012 Paralympics attracted huge crowds and were the first Paralympic games ever to be sold out.
Crossroads 8A
Most people in Norway know very little about cricket, but in Britain interest is massive. It is also one of the most popular sports in Commonwealth countries, such as India, Pakistan, Australia, New Zealand and many African countries. There are cricket tournaments between Britain and other members of the Commonwealth on a regular basis.
Jessica Ennis – London 2012 Olympic Champion.
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Music Crossroads 8A 22
music scene (s) – musikkmiljø prefer (v) – foretrekke / føretrekkje event (s) – her: arrangement / arrangement, hending
Britain has an incredible music scene. During the summer there are music festivals all over the country. Is house music your thing? Or techno? Maybe rock? Or pop? No matter what your preferred style of music is, you will find plenty of interesting events in Britain. In the picture below you can see teenagers dancing at the festival “T in the Park” in Scotland. Would you like to go there?
Language Learning
The British Isles
be exposed to (v) – her: eksponeres for, få kjennskap til provide (v) – skaffe / skaffe, syte for opportunity (s) – mulighet, anledning / moglegheit, høve acquaintance (s) – bekjentskap / kjennskap
Lots of teenagers travel to Britain in summer to attend language schools. Most often they live with a host family during their stay. This way they are exposed to the English language throughout the day. These courses are very popular as they provide opportunities for language learning, making new acquaintances from all over the world, as well as having a lot of fun.
Above: Teenagers attending a language course. Above right: Happy people at “T in the Park”. Right: Riding the waves.
History
Crossroads 8A
If you are interested in history, Britain is the place to be. Think about all the peoples who have inhabited Britain through the ages. You may have heard of the Celts or the Saxons, and you must have heard of the Romans and Julius Caesar. They have all left their mark on British history. One of the most spectacular landmarks are standing stones, such as the ones at Stonehenge. They are all formed as circles and nobody is entirely sure what they were used for.
23
Beaches
peoples (s) – folkeslag through the ages – gjennom historien / gjennom historia leave their mark – sette spor etter seg / setje spor etter seg trace (s) – avtrykk, spor entirely – helt (og holdent) / fullt ut scenic (adj.) – naturskjønn
The British Isles
Take a good look at the pictures below. You might think they were from Spain, Italy or France, but they are not. The beaches in Britain are fantastic. Some of the most scenic ones are in Scotland and Northern Ireland. And you don’t have to go to California for good surfing, either. Cornwall is one of the best places in Britain for surfing and Newquay probably has the best surf beaches overall.
Above: Stonehenge is both mystical and beautiful. Left: Beaches are good for walking.
London Crossroads 8A 24
approximately (adv.) – cirka, omtrentlig / cirka, omtrentleg inhabitant (s) – innbygger / innbyggjar spectacle (s) – syn Houses of Parliament (s) – parlamentet Buckingham Palace (s) – det kongelige slottet i London / det kongelege slottet i London vibrant (adj.) – pulserende / pulserande
People come to London just to be there! No other European city is as popular as the capital of England. With approximately eight million inhabitants, it is the biggest city in Europe. What you see when simply walking around the streets of London is a spectacle in itself. Red double-decker buses and the traditional black cabs. Police officers with their characteristic helmets. A fantastic underground system called the Tube that takes you everywhere in no time. Charming small shops and restaurants in the side streets. The Houses of Parliament and Buckingham Palace. The theatres and the cinemas. A vibrant atmosphere. London is all of this and much, much more. You can look forward to learning more about London in chapter six.
Shop Till You Drop The British Isles
cup of tea – her: greie shopaholic (s) – shoppingavhengig major (adj.) – her: de viktigste / dei viktigaste pickpocket (s) – lommetyv / lommetjuv
Sport may not be your cup of tea, of course, but Britain has much more to offer. If you are a shopaholic, there are few places that can beat Britain. All the big brand stores can be found in major cities like Manchester, Liverpool, Birmingham, Newcastle, Cardiff, Glasgow and Edinburgh. But London is the absolute favourite destination for shoppers and Oxford Street is still the most popular shopping street in the city. Just make sure you hold on to your valuables, because this street is not only crowded with shoppers – it is also quite popular with pickpockets.
Left: A young couple in a busy high street. Below: All London buses are red.
The People
ethnic background – etnisk opprinnelse / etnisk opphav colony (s) – koloni hospitality (s) – gjestfrihet / gjestfridom
Crossroads 8A
The United Kingdom is made up of people with many ethnic backgrounds, and as a result, the culture is very diverse. Britain used to have colonies in many parts of the world and nowadays some Commonwealth citizens have the right to work in Britain without restrictions. It is a pleasure to be a tourist in Britain. People are generally very polite and helpful and they take good care of their visitors. Hospitality seems to come naturally.
25
The British Isles Left: Britain is a multicultural society – a melting pot of ethnicities and religions.
Crossroads 8A
1 What is the second most popular sport in Britain? 2 Do you remember the name of a famous shopping street in London? 3 Where does “T in the Park” take place? 4 What is the advantage of living with a host family when you are in Britain? 5 Where can you go surfing in Britain?
26
The British Isles
6 Look at the pictures in “Pictures of Britain”. Which pictures do you think are most typically British? Give reasons. Which ones make you want to go there? Give reasons.
7 What are the advantages of a multicultural society such as Britain? Make a list of arguments. Share your thoughts with your group. 8 Write a paragraph in which you argue for why your class should go to England on a language course. Read it aloud to your group. 9 List everything you would like to do, and why, the next time you visit Britain. Take turns telling each other.
10 You are an aspiring football player. Your dream is to be discovered by a British talent scout. Write an email to the club you wish to play for and explain why you should come over and show them how good you are. 11 Pick five of the words or expressions listed on pages 20 to 25. Make a sentence with each of them. 12 Make a collage of pictures from the place you come from. Look at “Pictures of Britain” for inspiration. What kind of photos do you need? Write a few lines to accompany each picture and put everything together for a blog post. You are on a language course in Britain. You are 13 having the time of your life. However, your host family sometimes seem a bit odd. Write an email home in which you tell your own family all about it.
14 You are in Britain together with your family. This afternoon you are doing some window-shopping and looking around. You notice two teenagers having a drink at a pavement café. They seem to be having a good time. You smile at them, and they smile back. Before you know it, you are sitting at their table. It turns out they are tourists, too, and they come from different countries. They want to know all about you and where you live, and you are very curious about them.
C
A Short History of Great Britain
flog (v) – piske
27
The British Isles
During the Celtic period, women played a leading role in society. When the Romans came to Britain, two of the largest Celtic tribes were ruled by women. The most powerful of them was Boadicea. She and her tribe destroyed the Roman town of Londinium, or London as it is now called, in about AD 60. Why did she do this? Because the Romans had taken land belonging to Boadicea, and flogged her and her daughters. In revenge, she led an army that killed about 30,000 people and burned London to the ground.
join (v) – her: henge sammen / henge saman tribe (s) – stamme, folkegruppe arrive (v) – ankomme / komme (fram) til ancestor (s) – en av forfedrene / ein av forfedrane
Crossroads 8A
People have lived in Britain since the Early Stone Age more than 200,000 years ago. At that time Britain was not an island. It was joined to the European land mass. Celtic tribes settled in Britain around 700 BC and they continued to arrive over the next seven hundred years. The Celts are the ancestors of many people in Highland Scotland, Wales, Cornwall and Ireland today.
BC = Before Christ AD = Anno Domini
Left: Boadicea is one of the most powerful women in British history. You can admire her statue at Westminster Bridge, not far from London Eye. Below: Hadrian’s Wall is an important relic of Roman Britain.
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Crossroads 8A 28
emperor (s) – keiser / keisar occupy (v) – okkupere warrior (s) – kriger / krigar protection (s) – beskyttelse / vern The Roman Empire (s) – Det romerske imperie under threat – truet / truga elsewhere (adv.) – andre steder / andre stader invade (v) – invadere gradually (adv.) – litt etter litt westwards (adj.) – vestover
The British Isles
Did you know that the most famous of the Roman Emperors, Julius Caesar, came to Britain? Not as a tourist, though. He first came to Britain in 55 BC to see what the island was like, and in AD 43 the Roman army occupied most of Britain. They did not manage to occupy Scotland, however, even though they tried to for a hundred years. The people who lived there, the Picts and the Scots, were tough warriors, and the Romans built a strong wall along the border between England and Scotland for their own protection. It was named Hadrian’s Wall after the Roman emperor who decided to build it (see page 27). The Romans stayed in Britain until AD 409 when the Roman Empire was under threat in Northern and Eastern Europe and they needed their soldiers elsewhere. At the same time European tribes such as the Angles and the Saxons invaded Britain. The Celts tried to fight them, but they were gradually pushed westwards. Most of them were driven into an area the Saxons called “Welleas” or “Wales”, which means “the land of the foreigners”, and some into Cornwall. In the north, they were forced into what is known as Scotland today.
Crossroads 8A 29
The British Isles
Come on, Broderick! I think we’d better start running westwards. The Anglo-Saxons don’t want us here! The last group of people to invade Britain was the Normans, who were descendants of Viking settlers in northern France. Led by Duke William of Normandy, later to be known simply as William the Conqueror, they came to Britain in 1066. They defeated an army that was sent to stop them and managed to gain control of England. The Norman Conquest was a very important event in English history, not least with regard to the language. Before the Norman Conquest, the language spoken in the areas that were not inhabited by Celts was a Germanic language, not unlike modern German. The influence of French on this language helped to turn it into the English language we speak today.
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descendants of Vikings – etterkommere av vikingene / etterkommarar av vikingar event (s) – her: hendelse / hending inhabit (v) – bo, bebo / bu, halde til (i)
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The Vikings Crossroads 8A 30
faith (s) – tro / tru monastery (s) – kloster for munker / kloster for munkar convent (s) – kloster for nonner off (adv.) – her: av loot (v) – plyndre inherit (v) – arve raid (v) – plyndre vessel (s) – fartøy
The British Isles Crossroads 8A_KAP 1_5.korr 2015.indd 30
By AD 660 most of England had adopted the Christian faith. There were monasteries and convents all over the country. In 793 a monastery on the island of Lindisfarne off the Northumberland coast was attacked and looted by people who had crossed the North Sea. The Vikings from Scandinavia had arrived – and they stayed, ruling parts of Britain for nearly three hundred years.
Who were they? The Vikings lived in Denmark, Sweden and Norway over a thousand years ago. In those days it was hard to find good farmland. The oldest son in the family usually inherited all the land, so many young men left the country, sailing across the seas in search of land and adventure. Often they raided what they came across. The Vikings were great seafarers and their wooden ships were well constructed, so they were not damaged by storms. The biggest ships were called longships or dragon ships and it was these vessels they used on
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Viking words
shallow (adj.) – her: gruntgående (båt), grunt (vann) / gruntgåande (båt), grunn (vatn) navigate (v) – navigere carve (v) – skjære ut / skjere ut fierce-looking (adj.) – ser/så krigersk/aggressiv ut / ser/såg krigersk/aggressiv ut savage (s) – villmann
We all know that the English language influences other languages. But did you know that the Norwegian language has influenced the English language? The Vikings brought with them words that soon became part of the English vocabulary. Egg, window and husband are just some examples.
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c. 300 BC: The Celts settled in Britain.
c. 43 BC: The Romans invaded Britain.
c. 450 AD: Angles, Saxons and other Germanic groups pushed the Celts westwards.
c. 838 AD: Norwegian Vikings invaded Dublin.
come to an end – komme til å ta slutt
The British Isles
Did you know this about the Vikings? They founded Dublin, the capital of Ireland. They were not only warriors and raiders, but also merchants. They made their own coins. The Viking age came to an end around AD 1100.
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expeditions abroad. They attacked cities and towns all over Europe, in fact. The longships were very shallow and that was an important advantage when they needed to navigate shallow rivers. The vessels were decorated with a carved dragon’s head to scare the enemy. It is very possible, though, that the enemy was absolutely terrified just at the sight of these fiercelooking savages!
The Empire
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driving force – pådriver / pådrivar colonization (s) – kolonialisering eventually (adv.) – til slutt consider as – betrakte som / sjå på som subject (s) – her: undersått currently (adv.) – for tiden / for tida
England was the driving force behind the colonization process that eventually led to the British Empire. Colonization started in the 17th century and by the 19th century Britain had colonies all over the world. A common saying from that time was “The sun never sets on the British Empire”. There were so many colonies around the world that there would always be daylight in at least one of them. In fact, the colonies covered over one quarter of the surface of the Earth.
The British Isles
Three of the largest colonies gained independence from Britain as early as the 18th and 19th centuries: The USA in 1776
Australia in 1788
New Zealand in 1840
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Most of the colonies finally won independence from Britain in the 20th century. The majority joined The Commonwealth of Nations, which is an association of former colonies. Now they are independent countries that support each other and work towards common goals. The Commonwealth, as it is usually called, currently has 54 member states.
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How long have people been living in Britain? Why did the Romans come to Britain in AD 43? When did the Romans leave Britain? What happened on the island of Lindisfarne in 793? Why were the Viking ships shallow? What is The Commonwealth of Nations?
9 The Vikings brought with them some Scandinavian words to Britain. But far more words go the opposite way, from Britain and America to our country. Write a list of words you think we have borrowed from the English vocabulary. Compare your list with your neighbour’s and discuss whether or not these words come from the English language.
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7 Boadicea was a great warrior and leader, but throughout history, there have been few female military leaders. Why do you think this is? Discuss. 8 The Romans, the Angles, the Saxons and the Normans have all occupied Britain. Do you know of other countries that have been occupied by armed forces? Talk about this. If you are not sure about the word “occupy”, ask your teacher for an explanation.
10 Play Hangman with your partner using words from “The Vikings”. 11 Write ten facts from this chapter. Use complete sentences. 12 What do you really know about the Vikings? Write a short paragraph about them. 13 Make a drawing of a Viking ship. 14 You are a Viking in England. Write a letter home to your wife and children. Explain where you are and what you are doing. 15 The expression “with regard to” is used in the sentence “The Norman Conquest was a very important event in English history, not least with regard to the language.” Look the expression up in a dictionary. Write three sentences using this expression. 16 Fill in a suitable word in each of the gaps below: The Vikings were great …… and their …… ships were well constructed, so they were not damaged by storms. The biggest ships were called …… or dragon ships and it was these …… they used on expeditions abroad. They attacked cities and towns all over Europe, in fact. The longships were very …… and that was an important advantage when they needed to …… shallow rivers. The vessels were decorated with a …… dragon’s head to scare the enemy. It is very possible, though, that the enemy was absolutely …… just at the sight of these fiercelooking savages!
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1 2 3 4 5 6
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D The United Kingdom and Ireland – Some Facts England
Area: 130,395 sq. km. Population: 53,000,000 Capital: London Major cities: Birmingham, Leeds, Manchester, Liverpool, Sheffield, Bristol Language: English Currency: Pound Sterling Highest point: Scafell Pike (978 m) Longest river: the Thames (330 km) Largest lake: Windermere (16 sq. km.) National Day: 23 April, St. George’s Day National flower: the rose
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The British Isles Do you fancy a cuppa?
population (s) – befolkning Welsh (adj.) – walisisk mix up (v) – blande (sammen) / blande (saman) brew (s) – brygg
1 Why is it important not to mix up England and Britain? 2 What is the largest city in Europe? 3 What is meant by the expression “The sun never sets on the British Empire”? 4 When did Australia become independent from Britain?
5 As you already know, the English drink a lot of tea. What else do you associate with the English? How do the English differ from the Americans? What is typical of Norwegians? Talk about this with your group.
6 Write a short story where the main character is an English person on holiday in Norway. The tourist is a little surprised by some Norwegian customs.
7 Form a group of four pupils. Two of you are English tourists in Norway. The other two are Norwegians. The tourists ask the Norwegians a lot of questions about what they should see and do in Norway and the Norwegians give them a lot of advice. associate (v) – forbinde
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An Englishman entered a bar and stood beside a Scotsman. After they had chatted for a while the Scot asked “Where are you from?” The Englishman replied “I’m from the finest country in the world.” The Scot looked sceptical and replied “Are you? You have a damn funny accent for a Scotsman.”
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Throughout history, England has been the most powerful country in Britain and many people call Britain “England” and the British “English”. Nothing annoys the Scots or the Welsh more than being called English. Scotland and Wales are separate countries and have their own history, culture and identity, even though they are in a union with England. So try not to mix up England and Britain the next time you go to Scotland or Wales. Great Britain is the largest island in Europe and London is the largest city in both Britain and Europe. The English drink more tea than any other people in the world. They drink twenty times more of this traditional brew than the Americans.
Scotland
NO RT HW
ES TH
IGH
LA N
DS
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Inverness Aberdeen
Loch Ness
Ben Nevis
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HEBRIDES
Dundee
Oban
Tay
Loch Lomond
Edinburgh
GLASGOW
TH
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SOU
loch (s) – innsjø Highlands (s) – Høylandet, indreliggende fjellområder i Skottland / Høglandet, indreliggjande fjellområde i Skottland Lowlands (s) – Lavlandet, lavereliggende områder i Skottland / Låglandet, lågareliggjande område i Skottland
NDS
PLA
U ERN
Area: 78,772 sq. km. Population: 5,200,000 Capital: Edinburgh Major cities: Glasgow, Edinburgh, Aberdeen, Dundee Language: English, Gaelic and Scots Currency: Pound Sterling Highest point: Ben Nevis (1,343 m) Longest river: the Tay (193 km) Largest lake: Loch Lomond (70 sq. km.) National Day: 30 November, St. Andrew’s Day National flower: the thistle
d
e Twe
Scotland may be divided into three main areas: the Highlands in the north, the Central Lowlands and the Southern Uplands. Nearly 90 percent of the Scottish population lives in the Lowlands.
Haggis is the national dish of Scotland. It is really a big sausage made of offal, such as the heart, liver and lungs of a sheep. It is usually boiled in a sheep’s stomach for several hours. Haggis is served with “neeps” and “tatties”, or in plain English, mashed turnips and mashed potatoes. Haggis was popular among poor people in the old days, as it is made of the least expensive parts of the sheep.
dish (s) – matrett offal (s) – innmat
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Haggis
Scottish Gaelic (s) – skotsk gælisk Western isles (s) – øyene i vest / øyane i vest mountainous (s) – fjellrik(t) peak (s) – fjelltopp be situated (v) – ligge, befinne seg / liggje, halde til kilt (s) – kilt, skotteskjørt occasion (s) – anledning / høve chances are slim – liten sjanse for / lita sjanse for outfit (s) – antrekk foreign policy (s) – utenrikspolitikk / utanrikspolitikk defence (s) – forsvar entirely (adv.) – helt (og holdent) / fullt ut independent (adj.) – uavhengig
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In Scotland they use Gaelic names on road signs, at railway stations and airports alongside the English names. About 70,000 understand Gaelic, and it is the first language of about 30,000 speakers in the Western isles. Even though Scotland is mountainous, there are few really high peaks. Britain’s highest mountain, Ben Nevis, is situated in the Scottish Highlands. It is no more than 1,343 metres high. Do you think of men in kilts when you think of Scotland? You are probably not the only one. However, the kilt is actually a national costume and is only worn on special occasions. Chances are therefore slim that you should bump into anybody wearing this outfit on a normal day in Scotland. Scotland has its own Parliament in Edinburgh which makes laws that apply to Scotland. However, the Parliament of the United Kingdom in London still decides on matters such as foreign policy and defence. Many Scottish people believe that Scotland should leave the United Kingdom and become an entirely independent nation.
Men in kilts at the Highland Games.
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Nessie attempt (s) – forsøk scan (v) – studere nøye sonar (s) – sonar, instrument som måler avstander under vann / sonar, instrument som måler avstandar under vatn resemble (v) – likne out of focus – uskarp spot (v) – få øye på / få auge på
Do sea monsters really exist? Nobody has been able to prove it, but many people claim they have seen one. Perhaps the most famous sea monster is the one in Loch Ness in Scotland. The first major attempt to find Nessie was in 1933. Since then there have been a number of expeditions to Loch Ness to try to take a photograph of this mysterious monster. The lake has been scanned using sonar and underwater cameras, but Nessie has never been found. There are some photos which show something possibly resembling a monster, but they are all out of focus and it is difficult to see what is really in these photos. But every year thousands of tourists travel to Scotland’s most famous lake in the hope of spotting “The Lady of the Lake”.
Where in Scotland do most people live? What is the name of Scotland’s highest mountain? Where is the Scottish parliament? Who is “The Lady of the Lake”?
br ian
Mou
ntains
Wales
am
9 You are a photographer, and you are at Loch Ness trying to get a picture of Nessie. You are in for a long night. The next morning you write a diary entry about what happened during the night. 10 Find synonyms (words that have the same meaning): maybe, nobody, attempt, major, photograph, difficult, spot. Use your dictionary. Write down the words in your glossary.
Area: 20,733 sq. km. Population: 3,000,000 Capital: Cardiff Major cities: Caerphilly, Newport, Swansea, Wrexham Language: English and Welsh Currency: Pound Sterling Highest point: Mount Snowdon/Yr Wyddfa (1,085 m) Longest river: the River Tywi (Towy) (105 km) Largest lake: Bala (4.84 sq. km.) National Day: 1 March, St. David’s Day National flower: the daffodil
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5 Would you like to try Haggis? Tell your classmates why or why not. 6 Tell your group what your favourite dish is and what you just can’t stand. If you don’t remember the name of the dish in English, do not say the Norwegian name. Try to explain what it is in English. 7 Do sea monsters exist? List a few arguments for and against before discussing with your group.
8 Make a drawing of Nessie showing what you believe she looks like. Show your drawing to your partner and let him or her describe it to you. Do you need some more words? Remember to use your dictionary.
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1 2 3 4
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stunning (adj.) – slående, overveldende / slåande, overveldande coastline (s) – kystlinje hiking (v) – gå fottur area (s) – område referendum (s) – folkeavstemning
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1 2 3 4
During the 16th century Wales became part of England. English law was now the only law in Wales. English became the official language and most people gradually stopped speaking Welsh. Fortunately there are now many people working hard to keep the Welsh language and culture alive. If you travel to Wales some day you will see that signs at airports, railway stations and many other places are in both English and Welsh. Wales is a truly beautiful country with scenic mountains and valleys, and stunning coastlines. Each year many tourists visit Wales to go hiking in the mountains. Among the most popular hiking areas is Eyri National Park where the highest mountain in Wales, Mount Snowdon, is situated. The English name for the national park is Snowdonia. In 1997 there was a referendum in both Wales and Scotland. The people decided that Scotland should have its own parliament and that an assembly should be established in Wales. An assembly is almost like a parliament. This means that since then, most political decisions about Wales and Scotland are made there, and not in London.
What are the two official languages in Wales? Name a popular tourist activity in Wales. What is the Welsh name for Snowdonia? When did Wales become a part of England?
5 Many countries are bilingual, meaning they have two languages. How many do you know of? List them together with a group of classmates.
6 Take a good look at the picture of the sign. Compare it to Irish Gaelic and Scottish Gaelic signs you find on the Internet. Are there any similarities? Discuss in a group.
7 Translate one or two of the paragraphs on this page into Norwegian.
Below: King Arthur and the Knights of the Round Table. King Arthur’s knights were seated at a round table so that all should be equal.
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The British Isles
Above: Cows grazing in green pastures in Wales. Left page: What is the longest name you can think of? It is probably not half as long as the name of this town in Northern Wales. It means “The church of St. Mary in the hollow of white hazel trees near the rapid whirlpool by St. Tysilio’s of the red cave”.
King Arthur – a Welsh Legend
Of all medieval legends and myths, the legend of King Arthur and the Knights of the Round Table is probably the most popular. There are endless versions of the legend. Some historians claim that King Arthur was a historic person, whereas others say that he is only a romantic figure. Anyway, the stories about him are exciting and they are an important part of literature and storytelling in the British Isles. A long, long time ago, the boy who was to become King Arthur was born in Wales. He was born out of wedlock. His father was King Uther Pendragon and his mother was the wife of a Cornish duke, but he was brought up away from his parents by the magician Merlin. When the king died, there was no successor to the throne. The great lords decided that they should arrange a tournament, and that the knight who won it would be the next king.
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medieval (adj.) – middelaldersk, fra middeldalderen / mellomlaldersk, frå mellomalderen historian (s) – historiker / historikar out of wedlock – utenfor ekteskap / utanfor ekteskap Cornish duke (s) – hertug, adelsmann fra Cornwall / hertug, adelsmann frå Cornwall successor (s) – etterfølger / etterfølgjar tournament (s) – turnering
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inscription (s) – inskripsjon
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Arthur’s elder foster-brother, Kay, was to participate in his first tournament, and the whole family went with him. When they got there Kay discovered that he had forgotten his sword. He asked Arthur if he could go back and get it for him. Arthur went all the way back to do his brother a favour, but he could not find the sword. Instead he came across a sword that was plunged into a stone. He thought that he should try to pull it out, which he did easily. He hurried to his brother with the sword. In the blade of the sword there was an inscription saying: “Whoever pulls this sword from the stone is the rightful king of Britain”. When Kay realized which sword it was, he was really amazed. He knelt before Arthur because he understood that the new king was found.
The British Isles
1 Who was King Arthur? 2 Where did he grow up? 3 Why did he become famous?
4 Retell the story of King Arthur to your partner.
5 Imagine that Arthur did not manage to pull the sword out of the stone. What might have happened? Write a story. 6 Write the sentence “When the king died, there was no successor to the throne” in your own words.
7 List all the verbs in the story in two columns – one for verbs in their present tense/infinitive and one for verbs in the past tense. Example: present tense / infinitive
past tense
is / to be
was
8 Act out the story of King Arthur. The class should be divided into groups of about eight. In your group, plan how you are going to act out the story. Then act it out in front of the class. Perhaps somebody could film it on their mobile and upload it to a computer so the whole class can watch the performance later?
The Republic of Ireland
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Area: 70,273 sq. km. Population: 4,200,000 Capital: Dublin Major cities: Cork, Limerick, Galway Language: English and Irish Gaelic Currency: Euro Highest point: Carrantuohill (1,041 m) Longest river: the Shannon (372 km) Largest lake: Lough Corrib (175 sq. km.) National Day: 17 March, St. Patrick’s Day National flower: the shamrock
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Bann
Northern Ireland
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Area: 13,576 sq. km. Population: 1,800,000 Capital: Belfast Major cities: Londonderry, Newtownabbey Language: English and Irish Gaelic Currency: Pound Sterling Highest point: Slieve Donnard (852 m) Longest river: the Bann (129 km) Largest lake: Lough Neagh (396 sq. km.) National Day: 17 March, St. Patrick’s Day National flower: the shamrock
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Left: The landscape around Dunluce Castle in Northern Ireland is breathtaking. Below: Have you tried kayaking? You should. It is very relaxing.
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The British Isles emerald (adj.) – grønn / grøn gift of the gab – flink til å snakke for seg, ha talegaver / flink til å snakke for seg, ha talegåver majority (s) – flertall / fleirtal kayaking (v) – padle kajakk
Ireland is divided into two parts. The Republic of Ireland, which is not part of the United Kingdom, makes up most of the island. It is often called The Emerald Isle, and if you fly over Ireland, you will see that the whole island is green. The Irish flag also contains the colour green. They say the Irish have the “gift of the gab”. This means that they are really good talkers. They always have a good story to tell. Music is also an important part of Irish culture and everywhere you go there seems to be some live music. Whereas the Republic of Ireland is mostly Catholic, the majority of the inhabitants of Northern Ireland are Protestant. Northern Island is part of the United Kingdom. Among the Catholics in Northern Ireland the majority want to be reunited with the rest of Ireland, whereas the Protestants feel they are British. For many years there was a violent conflict between Protestants and Catholics in Northern Ireland and many people were killed. Northern Ireland is a perfect place for outdoor activities. The coastline is perfect for surfing, windsurfing, sailing and kayaking and there are plenty of possibilities for horse riding or mountain biking, too.
n
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king? ng.
Graffiti in Belfast calls for peace. Many innocent people have died during the conflict which is called “The Troubles”.
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maiden voyage (s) – jomfrutur
The British Isles
Did you know that the famous ship the Titanic that collided with an iceberg and sank on its maiden voyage in 1912 was built in Belfast – the capital of Northern Ireland? Belfast is also the birthplace of many famous people, among them one of the greatest footballers of all time – George Best.
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patron saint (s) – skytshelgen highlight (s) – høydepunkt / høgdepunkt parade (s) – opptog origin (s) – opphav, herkomst, avstamming fountain (s) – fontene dye (v) – farge
The Irish celebrate St. Patrick’s Day every year on 17 March. St. Patrick is the patron saint of the Irish. He is said to be the one who brought Christianity to Ireland. On this day, people dress up in costumes with the same colours as the Irish flag and have fun. The highlight of the day is a big parade with music, dancing and wonderful costumes. Most people of Irish origin in the British Isles live and work in London. In fact, the Irish are one of the largest non-British communities in London, so St. Patrick’s Day in the capital of England is a big event. People dressed in green, the traditional colour of Ireland, can be seen everywhere. In 2008, even the water in the fountain at Trafalgar Square was dyed green.
The British Isles
1 How do the Irish celebrate St. Patrick’s Day? 2 What is the traditional Irish colour?
3 The Irish celebrate St. Patrick’s Day every year. How do you celebrate your National Day? Tell your partner about all the things you normally do on this day.
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E The Pub
Remember that it is very important to be polite when you are in Britain. The most important word to remember is PLEASE. When you order something at a restaurant, or when you ask somebody the way to the nearest underground station – do not forget this word. Be friendly and polite, and you will have a good time in Britain.
public (adj.) – offentlig / offentleg darts (s) – dart, pilspill / dart, pilspel pint (s) – en halvliter / ein halvliter increase (v) – øke / auke heavily polluted – svært forurenset / svært forureina waste (s) – søppel alehouse (s) – ølstue / ølstove
1 What do people normally do in a pub? 2 Why did everybody drink ale in the Middle Ages?
3 Write a short story about what Andy did at the pub and why he was late. 4 Draw your own Andy Cap comic strip. What is he up to this time? There are probably about 60,000 pubs in Britain.
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The word pub is short for public house. In every little town or village in Britain there is at least one pub and in the big cities there is one on almost every street corner. Here people can meet and have a nice chat, play a game of darts or enjoy a meal and a pint of beer. Pubs have existed in Britain since the Middle Ages. At that time the population in Britain had increased and the rivers became heavily polluted because of all the waste that was thrown into them. It was not healthy to drink water in those days and beer, then known as ale, was the only safe drink. Everybody drank it, even children. Alehouses sprang up everywhere and today there are about 60,000 pubs in Britain.
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F At a Restaurant spice (s) – krydder
John and Lisa are out on their first date at a restaurant in London. They have just entered the restaurant and the head waiter approaches them. Head waiter: Good evening, welcome. John: Good evening! I’ve booked a table for two for eight o’clock. Head waiter: What’s your name? John: Smith. Head waiter (checking the book): This way, please! Lisa: Oh, what a nice table. And what a lovely view! John: Yes, isn’t it? The couple sits down and the waiter gives them the menu. John: What would you like to have, Lisa? Lisa: I don’t know, really. What are you having? John: I think I’d like some meat, a steak perhaps? Lisa: Yes, I’d like some meat too. They have Welsh rabbit here. I’ve never had rabbit. I think I’ll try it.
Later. The waiter: Sorry about the misunderstanding about the Welsh rabbit. Dessert is on the house. John: Thank you. That’s very kind of you! We’re certainly never going to forget our first dinner together.
When you order a steak at a restaurant, the waiter will always ask you how you would like it: rare – red inside, the centre is only heated, not cooked right through medium rare – red inside and completely heated medium – most of the steak is pink, but it is a little red in the centre medium well – the steak is pink well done – grey inside
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The waiter brings the drinks. While they are waiting for their food, John and Lisa talk about places they have been to with their families. Lisa’s favourite place is Scotland and John’s is Greece. A few minutes later, the waiter comes back. The waiter: Here you are, your Welsh rabbit, and a medium rare steak for you. I hope everything is all right. John: Yes, thank you. This looks delicious. The waiter: Enjoy your meal! Lisa: Er … Excuse me, I don’t think there’s any meat here. Where’s the rabbit? The waiter: Well, ehm … Welsh rabbit isn’t actually rabbit. It’s a vegetarian dish. It’s a mixture of spices and melted cheese on toast. Lisa: Oh, I had no idea. Never mind, I’ll try it anyway. The waiter: You’re welcome to order something else, it’s no problem. Lisa: Hmm, this is really good, actually! Thanks, anyway. John: Oh, that’s a relief!
Some people believe that the correct name of the dish is Welsh rarebit, and that a misunderstanding has led to the name “rabbit”. Others say that the word “rabbit” is used to mock the Welsh, in the sense that many Welsh people were poor at one time and could not afford to eat meat.
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The waiter: Are you ready to order now? Would you like to start with the drinks? John: Lisa, what would you like? Lisa: A Perrier would be nice, thanks. John: A Perrier and a diet Coke, please! The waiter: What would you like to eat? John: She’d like the Welsh rabbit and I think I’ll have a steak. The waiter: And how would you like your steak? John: Medium rare. And could I have French fries, please. The waiter: Certainly. Thank you very much. John: Thank you.
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1 What did John drink at the restaurant? 2 Why was Lisa surprised when she got her meal? 3 Had John and Lisa been out together before?
4 What is your favourite dish? Describe it in detail to your partner. You may want to use a dictionary.
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5 You are at a restaurant. You really want your partner to order your favourite dish instead of his or her own. Jot down some reasons why your favourite is a better choice than your partner’s and try to convince him or her.
6 Make appropriate questions to these answers: ______________________________? An Argentinian steak, please. ______________________________? Medium well, please. ______________________________? Fried potatoes would be fine, thank you. ______________________________? A coke and a bottle of still mineral water, please. ______________________________? It is delicious.
7 You have ordered something at a restaurant, but when you start eating it you realize that you do not like it. In fact, you think it tastes horrible. You do not want to hurt anybody’s feelings. What would you do? Act it out. 8 You and your friend are sitting at a table in a small restaurant and the waiter has given you the menu. You have decided what to have and you are just about to order your meal. You can choose from the menu below. You should use some of these words and phrases: • Please • Yes, please. • Thank you very much. • Thanks. • No, thank you. • Would it be possible to …, please? • Could I have some more …, please? • Could we have the bill, please? The waiter may use some of these words and phrases: • Are you ready to order? • May I take your order? • Thank you very much. • Of course, no problem. • Did you enjoy your meal? • Good night.
Menu
Food Hambu rger and French fries £3 Chicken with ric e £4 Shephe rd’s Pie £4 Drinks Coke £ 1 Orange juice £ 2 Tea £ 2 Coffee £ 2
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G Danny Boy
Oh Danny boy, the pipes, the pipes are calling From glen to glen, and down the mountain side The summer’s gone, and all the roses falling ‘Tis you must go, ‘tis you must go and I must bide.
pipe (s) – fløyte glen (s) – dal (i Skottland og Irland) ‘tis – det er bide (v) – vente, bli igjen hushed (adj.) – stille, falt til ro meadow (s) – eng ye – dere / de Ave – (kortform av Ave Maria) katolsk bønn / bøn tho’ – selv om / sjølv om
But if you come, and all the flowers are dying If I am dead, as dead I might well be You’ll come and find the place where I am lying And kneel and say an “Ave” there for me.
1 Recite the lyrics in a group, one or two stanzas each. 2 Pick one or two lines you find interesting or think are important. Tell your group or the class why you picked them.
And I shall hear, tho’ soft you tread above me And all my grave shall warm and sweeter be If you will bend and tell me that you love me Then I will sleep in peace until you come to me.
3 Translate the song into Norwegian. Compare your version with those of other members of your group.
Jeremy Finer, Shane MacGowan, Cait O’Riordan, James Fearnley, Andrew Ranken, Peter Stacey
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But come ye back when summer’s in the meadow Or when the valley’s hushed and white with snow ‘Tis I’ll be there in sunshine or in shadow Oh Danny boy, oh Danny boy, I love you so.
Crossroads 8A
Danny Boy is perhaps the most popular Irish song of all times. Is it a message from a man to a woman? Or are the words from a father to a son? Some say the words are being said by a parent before their son has to go to war. Others claim that it is about a dying son. The pipes could be the war pipes but they could also be seen as a funeral instrument. Listen to it and figure out what you think.
4 Write a short poem about somebody or something that is important to you. 5 Write a few lines about what you believe the song is about. Give reasons.
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H The Magpie’s Nest
Once upon a time when pigs spoke rhyme And monkeys chewed tobacco, And hens took snuff to make them tough, And ducks went quack, quack, quack, O! magpie (s) – skjære / skjor nest (s) – rede / reir thrush (s) – trost twig (s) – kvist blackbird (s) – svarttrost obvious (adj.) – innlysende, lett å forstå / innlysande, lett å forstå owl (s) – ugle sparrow (s) – spurv / sporv slovenly (adv.) – sjuskete
All the birds of the air came to the magpie and asked her to teach them how to build nests. For the magpie is the cleverest bird of all at building nests. So she gathered all the birds round her and began to show them how to do it. First of all she took some mud and made a sort of round cake with it. “Oh, that’s how it’s done,” said the thrush, and away it flew; and so that’s how thrushes build their nests. Then the magpie took some twigs and arranged them round in the mud. “Now I know all about it,” said the blackbird, and off he flew; and that’s how the blackbirds make their nests to this very day. Then the magpie put another layer of mud over the twigs. “Oh, that’s quite obvious,” said the wise owl, and away it flew; and owls have never made better nests since. After this the magpie took some twigs and twined them round the outside. “The very thing!” said the sparrow, and off he went; so sparrows make rather slovenly nests to this day.
starling (s) – stær / stare turtledove (s) – turteldue refuse (v) – nekte
1 Why did all the birds come to the magpie? 2 What is the magpie’s first name? 3 According to the fairy tale, why do birds build their nests differently?
4 What can we learn from this story? Discuss in groups. 5 Describe a bird or an animal to a classmate. Can he or she guess which one you are talking about? 6 Describe two birds to your partner and let him or her guess which ones you are thinking of.
7 “The Magpie’s Nest” is a fairy tale. Brainstorm a list of fairy tales. Tell your partner the name of one of them. 8 Several birds are mentioned in “The Magpie’s Nest”. What are they? Go to Word Quest and look these names up. Write them down and try to learn them. Check with a partner if you remember the names.
9 Write a fairy tale about a bird or an animal. 10 Make a list of all the birds you know in Norwegian. Use a dictionary and translate the names into English. Write them down in your glossary.
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English fairy tale
Crossroads 8A
Well, then Madge Magpie took some feathers and stuff and lined the nest very comfortably with it. “That suits me,” cried the starling, and off it flew; and very comfortable nests have starlings. So it went on, every bird taking away some knowledge of how to build nests, but none of them waiting to the end. Meanwhile Madge Magpie went on working and working without looking up till the only bird that remained was the turtledove, and he hadn’t paid any attention all along, but only kept on making its silly cry: “Take two, Taffy, take two-o-o-o.” At last the magpie heard this just as she was putting a twig across. So she said: “One’s enough.” But the turtledove kept on saying: “Take two, Taffy, take two-o-o-o.” Then the magpie got angry and said: “One’s enough, I tell you.” Still the turtledove cried: “Take two, Taffy, take two-o-o-o.” At last, the magpie looked up and saw nobody near her but the silly turtledove. She got really angry and flew away and refused to tell the birds how to build nests again. And that is why different birds build their nests differently.
LANGUAGE CORNER Crossroads 8A
Hopefully you have now brainstormed many different topics for various written tasks and discussions. Do you find it helpful? Write down the following questions on a sheet of paper and answer them before you file it in your Student’s Book: • How often have I brainstormed in English lessons since I started secondary school?
• Has it been helpful? • Why? Why not? • In what ways can brainstorming help me to become a better language learner? Compare your answers to those of a classmate and share your experience with him or her.
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1 Healthy food is important for learning. If you do not eat a proper lunch you will get tired and listless. a) Should there be a daily school meal for all pupils? b) What kind of food would you prefer? c) Discuss what healthy food is. 2 Ask each other questions about Ireland, Scotland and Wales. Use the textbook as your source of information. 3 Many women seem to love shopping when they are abroad, in London for example, whereas most men seem to dislike it. Is this true? Discuss.
4 Think of all you know about the UK. Make a list and tell your partner.
5 Explain the abbreviations AD and BC. 6 Make some comic strips with Vikings or Normans as the main characters. First you should decide on • what the characters look like • where they live • what kind of funny or exciting situations you want to write about 7 Write a poem based on “The Magpie’s Nest”. Maybe you want to read about how to write a poem? See Crossroads 8B, page 10. 8 Enter Nessie’s mind and write her story. You may want to include • what she looks like • if she is aware of all the people trying to catch a glimpse of her • how she manages to hide so well • her day-to-day life
DIG INTO IT
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4 The legend of King Arthur is just one of many British myths and legends. Search on the Internet for another legend. Write your own version of the legend and illustrate it. Hand it in to your teacher for comments. 5 Find information about a famous Scottish person, for example an athlete, a musician or an actor and make a presentation about him or her using PowerPoint. 6 Make an oral presentation about birds and wildlife in the United Kingdom. Present your findings to the class. 7 Browse the Internet for information on famous Paralympians and make an oral presentation. Include information on his/her life, as well as his/ her Paralympic achievements. 8 In your view, who is the biggest Paralympic or Olympic hero of the 2012 games in London? Make an oral presentation about the athlete you have chosen.
Crossroads 8A
1 Read about the Vikings and their presence in the British Isles. Do one of the following tasks: a) You are a Viking. Write a letter home and tell your family about what you are doing and where you are. b) Gather information about one particular place where the Vikings were present, for example York, Dublin or Lindisfarne. Present your findings to the class. c) Find out as much as you can about the Vikings’ eating habits, their clothing or their ships. 2 Find information about Celtic languages or culture. Use an appropriate tool (such as a PowerPoint presentation) to make a presentation of your findings. 3 The Norman Conquest in 1066 is a very important event in English history. Find out as much as you can about it and write the diary of William the Conqueror during the first week of the conquest.
WORD QUEST acquaintance (s) [əˈkweıntnts] bekjentskap / kjennskap alehouse (s) [ˈeılhaʊs] ølstue / ølstove ancestor (s) [ˈænsestə] en av forfedrene / ein av forfedrane annoy (v) [əˈnnɔɪ] irritere appealing (adj.) [əˈpiːlɪŋ] tiltalende, tiltrekkende / tiltalande, tiltrekkjande approximately (adv.) [ əˈprɒksɪmətli] cirka, omtrentlig / cirka, omtrentleg
Crossroads 8A_KAP 1_5.korr 2015.indd 55
area (s) [ˈeəriə] område arrive (v) [əˈraıv] ankomme / komme (fram) til associate (v) [əˈsəʃieit] forbinde attempt (s) [əˈtemt] forsøk Ave [ˈɑːveı] Ave Maria be situated (v) [bı ˈsıtjueıtıd] ligge, befinne seg / liggje, halde til bide (v) [baıd] vente, bli igjen blackbird (s) [ˈblœkbɜːd] svarttrost brainstorming (s) [ˈbreınˌstɔːmıŋ] idémyldring
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brew (s) [bruː] brygg Buckingham Palace (s) [ˈbʌkıŋəm ˈpœlıs] det kongelige slottet i London / det kongelege slottet i London by far [baı faː] overgå alle carve (v) [kaːrv] skjære ut / skjere ut chances are slim [tʃaːnses aːʀ slim] liten sjanse for / lita sjanse for coastline (s) [ˈkəʊstlaın] kystlinje colonization (s) [ˈkɒˈlənaıˈzeıʃn] kolonialisering colony (s) [ˈkɒləni] koloni come to an end [kʌm tu æn ɛnd] komme til å ta slutt consider as [kənˈsɪdə æz] betrakte som / sjå på som convent (s) [ˈkɒnvənt] kloster for nonner Cornish duke (s) [ˈkɔːnıʃ djuːk] hertug, adelsmann fra Cornwall / hertug, adelsmann frå Cornwall crowded with [kraʊdıd wıð] full av cup of tea [kʌp əv tiː] her: greie currently (adv.) [ˈkʌrəntli] for tiden / for tida darts (s) [dɑːt] dart, pilspill / dart, pilspel defence (s) [dıˈfens] forsvar descendant (s) [dıˈsendənt] etterkommer / etterkommar descendants of Vikings [dıˈsendənts əv vaıkıŋz] etterkommere av vikinger / etterkommarar av vikingar dish (s) [dıʃ] her: matrett diverse (adj.) [daıˈvɜːs] forskjellig, variert driving force [draıvıŋ fɔːs] pådriver / pådrivar dye (v) [daı] farge elsewhere (adv.) [ˌelsˈweə] andre steder / andre stader emerald (adj.) [ˈɛmərəld] grønn / grøn emperor (s) [ˈemprə] keiser / keisar entertaining (adj.) [ˌentəˈteɪniŋ] underholdende / underhaldande
Crossroads 8A_KAP 1_5.korr 2015.indd 56
entirely (adv.) [ınˈtaıərli] helt (og holdent) / fullt ut ethnic (adj.) [ˈeɵnık] etnisk event (s) [ıˈvent] arrangement, hendelse / arrangement, hending eventually (adv.) [ıˈventʃuəli] til slutt expose (v) [ıkˈspəʊz] eksponere for, få kjennskap til expose to (v) [ıkˈspəʊz tʊ] utsette for / utsetje for faith [feiɵ] tro / tru fierce (adj.) [fıəs] krigersk, aggressiv flog (v) [flɒg] piske foreign policy (s) [ˈfɒrın ˈpɒləsı] utenrikspolitikk / utanrikspolitikk fountain (s) [ˈfaʊntın] fontene get started [get staːtid] komme i gang get to know [get tu neʊ] bli kjent med gift of the gab [gıft əv ðə gœb] flink til å snakke for seg, ha talegaver / flink til å snakke for seg, ha talegåver glen (s) [glen] dal (i Skottland og Irland) gradually (adv.) [ˌgrædʒuəli] litt etter litt grammar rule (s) [ˈgrœmə ruːl] grammatikkregel Great Britain (s) [greit ˈbrıtn] Storbritannia handout (s) [ˈhœndaʊt] kopi, stensil heavily polluted [ˈhevily pəˈluːtıd] svært forurenset / svært forureina Highlands (s) [ˈhaɪlənds] Høylandet, indreliggende fjellområder i Skottland / Høglandet, indreliggjande fjellområde i Skottland highlight (s) [ˈhaılaıt] høydepunkt / høgdepunkt hiking (v) [haıkıŋ] gå fottur historian (s) [hıˈstɔːriən] historiker / historikar hospitality (s) [ˌhɒspıˈtœləti] gjestfrihet / gjestfridom Houses of Parliament (s) [haʊzız əv ˈpɑːləment] parlamentet i London hushed (adj.) [hʌʃt] stille, falt til ro
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moreover (adv.) [məːˈrəʊvə] dessuten / dessutan mountainous (s) [ˈmaʊntınəs] fjellrik(t) music scene (s) [ˈmjuːzɪk siːn] musikkmiljø navigate (v) [ˈnœvıgeıt] navigere nest (s) [nest] rede / reir obvious (adj.) [ˈɒbviəs] innlysende, lett å forstå / innlysande, lett å forstå occasion (s) [əˈkeıʒn] anledning / høve occupy (v) [ˈɒkjəpaı] okkupere off (adv.) [ɔf] her: av offal (s) [ˈɒfl] innmat on a regular basis [ɒn ə ˈregjələ ˈbeısıs] jevnlig / jamleg opportunity (s) [ˌɒpəˈtjuːnəti] mulighet, anledning / moglegheit, høve origin (s) [ˈɒrıdʒın] opphav, herkomst, avstamming out of focus [aut ˈəv ˈfəukəs] uskarp out of wedlock [aʊt əv ˈwedlɒk] utenfor ekteskap / utanfor ekteskap outfit (s) [ˈaʊtfıt] antrekk owl (s) [aʊl] ugle parade (s) [pəˈreıd] opptog particularly (adv.) [pətˈtıkjələli] særlig / særleg patron saint (s) [ˈpeıtrn seınt] skytshelgen peak (s) [piːk] fjelltopp peoples (s) [ˈpiːpls] folkeslag pickpocket (s) [ˈpıkpɒkıt] lommetyv / lommetjuv pint (s) [paınt] en halvliter / ein halvliter pipe (s) [paıp] fløyte polite (adj.) [pəˈlaıt] høflig / høfleg population (s) [ˌpɒpjəleıʃn] befolkning prefer (v) [prıˈfɜː] foretrekke / føretrekkje prepare (v) [prıˈpeə] forberede / førebu protection (s) [prəˈtekʃn] beskyttelse / vern provide (v) [prəʊˈvaıd] skaffe, sørge for / skaffe, syte for
Crossroads 8A
identity (s) [aıˈdentəti] identitet increase (v) [ˈınkriːs] øke / auke independent (adj.) [ˌındıˈpendənt] uavhengig inhabit (v) [ınˈhœbıt] bo, bebo / bu, halde til (i) inhabitant (s) [ınˈhœbıtnt] innbygger / innbyggjar inherit (v) [ınˈherıt] arve inscription (s) [ınˈskrıpʃn] inskripsjon invade (v) [ınˈveıd] invadere join (v) [dʒɔın] her: henge sammen / her: henge saman jot down [dʒɒt daʊn] skrive ned, skrible ned kayaking (v) [ˈkaıœkıŋ] kajakkpadling kilt (s) [kılt] kilt, skotteskjørt leave their mark [liːv ðeə maːk] sette spor etter seg / setje spor etter seg loch (s) [lɒk] innsjø (i Skottland) loot (v) [luːt] plyndre Lowlands (s) [ˈləʊlənds] Lavlandet, lavereliggende områder i Skottland / Låglandet, lågareliggjande område i Skottland magpie (s) [ˈmœgpaı] skjære / skjor maiden voyage [meıdn ˈvɔiidʒə] jomfrutur major (adj.) [ˈmeıdʒə] de viktigste / dei viktigaste major (adj.) [ˈmeıdʒə] større majority (s) [məˈdʒɒrəti] flertall / fleirtal make better use of [meık ˈbetə juːz əv] utnytte bedre / utnytte betre mashed potatoes [mœʃt peˈteıtoʊz] potetmos massive (adj.) [ˈmæsiv] enorm meadow (s) [ˈmedəʊ] eng medieval (adj.) [ˌmedɪˈiːvl] middelaldersk, fra middelalderen / mellomaldersk, frå mellomalderen mix up [mıks ʌp] blande (sammen) / blande (saman) monastery (s) [ˈmɒnəstri] kloster for munker / kloster for munkar
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Crossroads 8A 58
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public (adj.) [ˈpʌblık] offentlig / offentleg raid (v) [reıd] plyndre referendum (s) [ˌrefrˈendiəm] folkeavstemning refuse (v) [ˈrefjuːs] nekte regard (v) [rıˈgɑːd] betrakte / sjå på reply (v) [rıˈplaı] svare resemble (v) [rıˈzembl] likne ring binder (s) [rıŋ ˈbaındə] ringperm savage (s) [ˈsœvıdʒ] villmann scan (v) [skæn] studere nøye scenic (adj.) [ˈsiːnık] naturskjønn sceptical (adj.) [ˈskeptıkal] skeptisk Scottish Gaelic (s) [ˈskɒtıʃ ˈgeılık] skotsk gælisk seafarer (s) [ˈsiːˌfeərə] sjøfarer / sjøfarar sense of patriotism [sens əv ˈpeıtriətızm] følelse av patriotisme / kjensle av patriotisme shallow (adj.) [ˈʃœləʊ] her: gruntgående (båt), grunt (vann) / gruntgåande (båt), grunn (vatn) shopaholic (s) [ˌʃɒpəˈhɒlık] shoppingavhengig shortly afterwards [ʃɔːtlı ˈɑːftəwədz] like etter, kort tid etter slovenly (adv.) [ˈslʌvnlı] sjusket smoothly (adj.) [smuːðlı] jevnt / jamt sonar (s) [ˈsəʊnɑː] sonar, instrument som måler avstander under vann / sonar, instrument som måler avstandar under vatn sparrow (s) [ˈspœrəʊ] spurv / sporv spectacle (s) [ˈspektəkl] syn spice (s) [spaıs] krydder spot (v) [spɒt] få øye på / få auge på starling (s) [ˈstaːlıŋ] stær / stare stunning (adj.) [stʌnıŋ] slående, overveldende / slåande, overveldande subdue (v) [səbˈdjuː] undertrykke / undertrykkje subject (s) [ˈsʌbjdʒıkt] her: undersått
Crossroads 8A_KAP 1_5.korr 2015.indd 58
successor (s) [səkˈsesə] etterfølger / etterfølgjar surface (s) [ˈsɜːfıs] overflate The British Empire (s) [ðə ˈbrıtıʃ ˈempaıə] Det britiske imperiet The British Isles (s) [ðə ˈbrıtıʃ aılz] De britiske øyer / Dei britiske øyane The Channel Islands (s) [ðə ˈtʃœnl ˈaıləndz] Kanaløyene / Kanaløyane The Commonwealth of Nations (s) [ðə ˈkɒmənwelɵ əv ˈneıʃnz] samband av tidligere britiske kolonier / samband av tidlegare britiske koloniar The Hebrides (s) [ðə ˈhebrıdiːz] Hebridene / Hebridane The Isles of Scilly (s) [ðə aılz əv ˈsıliː] Scillyøyene / Scillyøyane The Orkney Islands (s) [ðə ˈɔːkni ˈaıləndz] Orknøyene / Orknøyane The Roman Empire (s) [ðə ˈrəʊmən ˈempaıə] Det romerske imperiet The Shetland Islands (s) [ðə ˈʃetlənd ˈaıləndz] Shetland The United Kingdom (s) [ðə juːˌnaıtıd ˈkıŋdəm] Det forente kongedømmet Storbritannia / Det sameinte kongedømmet Storbritannia throughout (prep.) [ɵruˈaʊt] gjennom hele / gjennom heile through the ages [ɵruː ðə eıdʒız] gjennom historien / gjennom historia ‘tho [ðəʊ] (although) selv om / sjølv om thrush (s) [ɵrʌʃ] trost ‘tis [tız] (it is) det er tournament (s) [ˈtʊənəmənt] turnering trace (s) [treıs] avtrykk, spor traditional (adj.) [trəˈdıʃnl] tradisjonell tribe (s) [traıb] stamme, folkegruppe
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Crossroads 8A
turtledove (s) [ˈtɜːtldʌv] turteldue twig (s) [twıg] kvist under threat [ʌndə ɵret] truet / truga vast (adj.) [vɒːst] enorm vessel (s) [ˈvesl] fartøy vibrant (adj.) [ˈvaıbrənt] pulserende / pulserande warrior (s) [ˈwɒriə] kriger / krigar waste (s) [weıst] søppel Welsh (adj.) [welʃ] walisisk Western isles (s) [ˈwestən aılz] øyene i vest / øyane i vest westwards [ˈwestwəds] vestover written task (s) [ˈrıtn tɑːsk] skriftlig oppgave / skriftleg oppgåve ye [jiː] (you) dere / de
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• Integrated audio material, based on authentic recordings. Students read and listen to stories from real life.
• Comprehensive written material, including literary texts, which allow differentiation in mixed-ability classes.
Crossroads is a three-level course for Years 8.–10. Each level consists of: Student’s Book A and B Student’s Book A (digital version) Student’s Book A (simplified version) Audio CD’s Teachers’ Resource Pack Crossroads Website: www.fagbokforlaget.no/crossroads Crossroads fulfils the requirements of Læreplanverket for Kunnskapsløftet 2006 and has been revised to accommodate the requirements of the new curriculum. www.fagbokforlaget.no ISBN 978-82-11-01506-8
,!7II2B1-abfagi!
Crossroads
Key Features
Halvor Heger Nina Wroldsen
The new edition of Crossroads combines fresh, lively topics and real-life stories to provide the training and motivation teenagers need to learn English. Meeting real people through print and audio is the key to stimulating students’ interest in the English language. It also provides valuable insights into different aspects of culture in the English-speaking world.
8|A
Halvor Heger Nina Wroldsen
Crossroads 8|A English for lower-secondary students