Searching 10

B

Searching 10

– engelsk for ungdomstrinnet

Searching kjennetegnes ved ▶ et rikt utvalg av muntlige og skriftlige tekster som gir elevene mulighet til å utvikle bred tekst- og kulturkompetanse ▶ mange autentiske tekster, noen skrevet av ungdom ▶ autentiske lyttetekster i hvert kapittel som gjør elevene kjent med dagligtale ▶ varierte arbeidsoppgaver som legger vekt på utvikling av muntlig og skriftlig språkkompetanse

▶ klare kompetansemål og evalueringsspørsmål i hvert kapittel, slik at elevene kan følge sin egen progresjon og vurdere om målene er nådd Tilleggsheftet Read and Write inneholder enda enklere tekster og oppgaver på ungdomstrinnet. Heftet er tilpasset elever som trenger å bedre sin leseforståelse.

Searching 10 består av ▶ Learner’s Book ▶ Teacher’s Resource File ▶ Read and Write, aktivitetshefte ▶ CD-er ▶ nettsted www.gyldendal.no/searching

ISBN 82-05-35324-4

BOKMÅL ISBN 978-82-05-35324-4

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788205 353244

anne-brit fenner geir nordal-peder sen

▶ tilpasset opplæring gjennom tekster med flere vanskegrader og oppgaver der elevene kan foreta valg ut fra interesse, behov og eget språknivå

Searching 10

Searching gir elevene et spennende møte med den engelskspråklige verden og ivaretar elevenes ulike behov og individuelle forutsetninger.

learner’s learner’s book book

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anne-brit fenner og geir nordal-peder sen learner’s book | engelsk for ungdomstrinnet

Searching

Contents 1 Forever Young? 6 • how to talk about being young • how to describe people • about sexual harassment • speaking strategies • how to write a newspaper report 2 Stopover usa 28 • some facts about the usa • about American migration • about the use of capital punishment in the usa • differences between American English and British English • how to write formal letters in English 3 Painting and Poetry 54 • about paintings • about some famous painters • about poetry • understanding and analysing poems • how to ‘play’ with words in English • how to write poems 4 Voices of Africa 76 • about South Africa • about African wildlife • about political changes in South Africa • about Nelson Mandela • using -ing forms • how to write e-mails 5 Fantasy 98 • about fantasy literature • some authors of fantasy literature • the difference between fantasy and science fiction • about mythical creatures • how to talk about the future • how to write fantasy stories

6 All the World’s a Stage 124 • about drama as literature • about the history of the theatre • about a play by Shakespeare • about English idioms • how to read and write drama texts • how to perform role plays 7 A Nation of Immigrants 150 • about immigration to America • about the American Civil War • about the struggle for equal rights • about the singular and plural of nouns and verbs • how to use paragraphs 8 War and Peace 176 • about war and warfare • about a famous female general in the Middle Ages • facts about World War II and the Cold War censorship of the media • about the Nobel Peace Prize • how to use the passive • how to plan writing factual and argumentative texts 9 Our Heritage 202 • about the world’s cultural heritage • about Sami culture • about wildlife • about pollution • about word order in English • writing documentary texts 10 Four English-speaking Countries 224 • about the history and geography of Canada, New Zealand, Malta and Jamaica • about the discovery of America • about the Māori • about the music of the Caribbean • about differences in the pronunciation of English • how to read and write statistics Individual Reading 242 Second versions of texts 243 Reading to enjoy 267 Focus on Language 283 Lydskrift (Pronunciation Symbols) 319 Wordlist 320

Hans Gude and Adolph Tidemand: Brudeferd i Hardanger (1848).

Heritage means something we have inherited and which we should take care of. This chapter presents examples of what previous generations have handed down to us. Cultural heritage is part of this: beautiful buildings, art and the language we speak. Our most important heritage is the Earth and, as human beings, our survival depends on taking good care of it. What can we do to protect the environment? Is there anything you can do personally?

OUR HERItaGE In this chapter we will focus on learning ▶ about the world’s cultural heritage ▶ about Sami culture ▶ about wildlife ▶ about pollution ▶ about word order in English ▶ to write documentary texts Rolf Groven: Fritt etter Tidemand og Gude eller oljeferden fra 1974 (1975).

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A. UNESCO’s World Heritage List Word Power inherit – arve heritage – arv United Nations – Forente Nasjoner (FN) scientific – vitenskapelig promote – fremme

UNESCO is part of the United Nations and stands for the United Nations Educational, Scientific and Cultural Organization. It promotes education all over the world, supports research and takes care of the world’s natural and cultural heritage.

In 1972 UNESCO decided to protect monuments and sites which are of special value to all of us. More than 800 natural and cultural sites in 100 countries throughout the world are on the UNESCO World Heritage List.

support – støtte research – forskning protect – beskytte site – sted value – verdi throughout – over hele

A

task 1 Look at the photographs. You will listen to 6 descriptions. Match the photographs (A–F) to the descriptions (1–6) you hear. Write the answers in your rough book.

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B C D E

F

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tasks 2

What do you associate with the word culture? Write down things that you think can be classified as culture. Discuss as a class.

3

Answer the questions.

4

A

Why are buildings and monuments from the past considered a common heritage?

B

In what ways is our cultural heritage threatened?

C

Why do you think that UNESCO has found it necessary to include natural sites on the World Heritage List?

Choose one of the following tasks: A

In addition to the West Norwegian Fjords (Nærøyfjorden and Geirangerfjorden) and Bryggen in Bergen, Norway has five sites on UNESCO’s World Heritage List: • Urnes Stave Church • Røros Mining Town • the Rock Art of Alta • Vegaøyan – the Vega Archipelago • Struve Geodetic Arc (Stuves Meridianbue) Choose one of these sites and find information about it on the Internet. Write a short description of it and present it to your class.

Longer version on page 260

Word Power indigenous people – urbefolkning Kurd – kurder threaten – true ignore – ignorere, overse

B

Which other sites or buildings in Norway would you include on UNESCO’s World Heritage List? Why?

C

Use the Internet or encyclopaedias to find the UNESCO World Heritage List. Pick one site and find out more about it. Present it to your class.

B. Sami Cultural Heritage there are indigenoUs peoples in many countries of the world: Native Americans, Aboriginals, Kurds, Māoris, and, in Scandinavia, Samis. Their cultures have all been threatened because the countries where they live have tried to ignore them or have forced integration upon them. In Norway in the 1800s the Samis were not allowed to use their own language or practise their religion.

force – tvinge be allowed – få lov practise – praktisere originally – opprinnelig hunting – jakt herd – drive med

Ways of life Originally the Samis lived by hunting and fishing. In the 1500s they started to herd reindeer. They moved with their reindeer to where the animals could find food. In Norway today, less than 10% of the Sami population of about 45,000 are reindeer herders.

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Culture Language is perhaps the most important part of a culture. In Scandinavia there are three major Sami languages, and in Norway about 20,000 people speak Sami. Until World War II Sami children were not allowed to speak their own language in school. Only in the 1960s was their culture recognised.

The original form of Sami music, yoik, was originally part of their religion. Today the most popular types of yoik are those which describe a person.

The oral tradition has been more important in Sami culture than written literature. Stories and legends have been passed on from one generation to the next.

Sami handicrafts, duodji, were only made for personal use to start with, but they have now grown to become an important industry.

Religion Traditionally, the main person in Sami society was the noajdde, the shaman. Using his drum, the noajdde could talk with the gods. Christian missionaries thought the shamans were in contact with the devil. They were persecuted and their drums burnt, but the Samis practised their religion well into the 19th century.

tasks 5 Answer the questions.

A Why were Samis not allowed to use their own language?

B What did the Sami population originally live from?

C When did they start to herd reindeer?

Word Power

D Do you know of other indigenous peoples who moved around to make a living?

major – hoved-

E Do you know any famous Sami yoik singers? If not, look on the Internet for some and write down their names.

F What is a shaman? If you don’t know look it up in a dictionary.

6 Work in pairs. One of you is a Norwegian, the other is a visitor from abroad. He or she asks you about the Sami. Tell him or her what you know.

recognise – akseptere describe – beskrive oral – muntlig handicraft – håndverk industry – næringsvei drum – tromme persecute – forfølge

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Sami Words nieida – girl gánda – boy skuvla – school oahppat – learn

C. Schooling in Finnmark Until the second half of the 20th century, Norwegian policy was to overlook Sami culture altogether. The best way to get rid of it was to force Samis to speak Norwegian at school. Here are two stories about Sami children’s school experiences.

Word Power schooling – skolegang policy – politikk overlook – overse get rid of – bli kvitt experience – erfaring boarding – internatmother tongue – morsmål translate – oversette be supposed to – skulle

I started school in 1938, when I was seven years old. It was a boarding school and we stayed at school for a couple of weeks and then went home for the same number of weeks. In that way we could help our parents.

My mother tongue was Sami. I did not speak or understand Norwegian. Our teacher came from southern Norway and could not speak any Sami. Neither could the headmaster who lived at the school. The pupils who spoke a little Norwegian had to help the rest of us by translating what the teacher said into Sami. We were not allowed to use our own language at school. But what were we supposed to speak when we didn’t know any other language? Slowly I learnt a bit of Norwegian, but I made a lot of mistakes, and some pupils laughed every time I tried to say something in Norwegian.

Johan Johannesen

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When I was a child, Sami was the daily language in most homes in Rafsbotn. But the language was already beginning to disappear. It was becoming more popular to speak Kven; it had a higher status than Sami. Both my parents spoke three languages, but only Norwegian to the children. They thought that it would be best for us. My grandmother, on the other hand, spoke only Sami. She spoke Sami to me, and I spoke Norwegian to her. There was also another family in Rafsbotn where the children only spoke Norwegian, but in most families the children of my age spoke Sami, Kven or both. Those of us who only spoke Norwegian were looked upon as a little weird by the other children.

I started school in 1931 when I was eight years old. The school in Rafsbotn consisted of one classroom. The children were divided into three groups, but there was only one teacher. Therefore we went to school one week and then had two weeks off. In most parents’ opinion this was OK, because in the free weeks children could help their parents at home or in the slate mountain. Our teacher during my first years at school was Norwegian and considered himself better than the Samis. He had little contact with the local population.

None of the teachers at school could speak any Sami. We were told that we were not allowed to speak anything but Norwegian at school, but it is not clear to me who had decided this. I can’t remember that Samis were ever mentioned in the schoolbooks or by the teachers.

Today I would say that Rafsbotn is a Sami village. But we did not use the word Sami when I grew up. We did not use any words at all for our own identity. People from outside, though, said that we were “Lapps” or “Finns”. Nobody distinguished between the two words. The word ‘Sami’ was not used much until the 1960s.

Ruth Rye Josefsen

tasks

Word Power

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Kven – of Finnish origin

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Imagine moving to another country where you do not understand the language. You have to go to school and cannot understand the teachers or the other pupils. Write a short text about how you would feel.

Many immigrants who come to Norway cannot speak any Norwegian or English.

on the other hand – derimot weird – rar slate – skifer

A What advice would you give them about learning Norwegian?

consider oneself – se på seg selv som

B Why should immigrant children also be taught their own language at school?

mention – nevne identity – identitet distinguish – skille

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D. The Fox, the Bear and the Mountain Sami

Word Power fox – rev bear – bjørn wander – vandre, streife sled – slede string – rekke, rad corpse – lik bunch – bunt gnaw – gnage tow rope – slepetau weaken – tynnslites fray – flusse seg opp well – brønn tail – hale hill – ås, bakketopp heavy – tung frozen solid – frosset til is spear – spyd jerk – rykke force – kraft rip – rive

The fox was wandering in the woods. He was hungry, thinking to himself, “What should I do? I’m half-dead!” Then he came up with an idea: “I’m going to lie down right here; here where the real people come and go, as if I were dead in the snow.” So he lay down as if to die.

The mountain Sami was driving his sleds, a string of reindeer sleds, through the woods. He found the fox, frozen stiff, and threw his corpse on the last sled with a bunch of frozen fish. Then he drove off again.

The fox came to life and gnawed away on the tow rope. It began to weaken and fray, and finally the sled came free. The mountain Sami didn’t notice that he had lost his sled of fish. The fox took the fish and left the sled behind. Soon after, he met the bear. The bear said, “Where did you get that fish?” The fox said, “At the real people’s house. I sat down on top of their well, and the fish came and bit my tail.” The bear said, “Is that what they do? Can I make them bite my tail, too?” The fox said to him, “Sure you can. Just sit and stick your tail down the well.”

Now at that time, long, long ago, the bear had a long tail too. So the bear went over the hill and stuck his tail in the people’s well. Some time later, while he was sitting there, waiting for fish in the cold night air, the fox came running up to him. The fox asked the bear, “Where are they? Aren’t the fish biting your tail today? You’ll know when your tail gets heavy.” The bear said, “I don’t really know; I think it’s a little heavy now.” The fox thought, “It’s not frozen solid yet.” So he sat for an hour or so to wait. Then suddenly, he began to shout, “Wake up and bring your spears, real people! This bear is using your well as a toilet!” The bear jerked himself up off the hole. The force ripped off his tail, because the ice had frozen it solid. And then he ran away without it.

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task 9 Perhaps you already know this story as a Norwegian folk tale. If not, find it and read it or ask your teacher to read it to you. What are the differences?

task 10 Do you know other folk tales or fables about animals? Which ones?

Tell your class.

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task 11 Listen to the song and fill in the missing words on the worksheet.

E. Pollution Word Power pollution – forurensing warn – advare

Time was when an American about to go abroad would be warned by his friends or the guidebooks not to drink the water.

But times have changed, and now a foreigner coming to this country might be offered the following advice:

foreigner – utlending offer – gi advice – råd pretty – skjønn beware – være oppmerksom på breathe – puste

If you visit American city, You will find it very pretty.

Just two things of which you must beware: Don’t drink the water and don’t breathe the air!

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Pollution, pollution!

They got smog and sewage and mud.

Turn on your tap And get hot and cold running crud!

See the halibuts and the sturgeons Being wiped out by detergents.

Fish gotta swim and birds gotta fly, But they don’t last long if they try.

Pollution, pollution!

You can use the latest toothpaste, And then rinse your mouth With industrial waste.

Word Power smog – tykk tåke sewage – kloakk mud – skitt

Just go out for a breath of air And you’ll be ready for Medicare.

The city streets are really quite a thrill – If the hoods don’t get you, the monoxide will.

tap – spring crud – sølekake halibut – kveite sturgeon – størje wipe out – utslette detergent – vaskemiddel

Pollution, pollution!

Wear a gas mask and a veil.

gotta am – må rinse – skylle waste – utslipp

Then you can breathe, Long as you don’t inhale!

Medicare am – helsevesenet thrill – spenning

Lots of things there that you can drink, But stay away from the kitchen sink!

The breakfast garbage that you throw into the Bay They drink at lunch in San Jose.

hoods – ungdomsgjeng monoxide – monoksid gas mask – gassmaske veil – slør inhale – inhalere

So go to the city, See the crazy people there.

Like lambs to the slaughter, They’re drinking the water And breathing the air!

sink – vask garbage am – søppel Bay = San Francisco Bay crazy – gal

Tom Lehrer

lamb to the slaughter – offerlam

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task 12 Make an English-Norwegian word list of all the words that have to do with pollution in the following text.

F. Facts about Pollution Choking Cities

Rotten Rain

Air pollution from car, factory and power station fumes is often at its worst in summer, because the fumes react with sunlight to create smog. Los Angeles, USA, is one of the most smog-bound cities in the world.

Poisonous gases from factories and power stations rise into the air and mix with water vapour to make acid rain. Rain that fell on Pitlochry, Scotland, on 10 April 1974 was as acidic as lemon juice!

Recycled Cans

Half the aluminium drink cans in the US are melted down, remade, re-filled and back on the supermarket shelves within six weeks of being thrown away.

Rubbish

The countries producing the most rubbish per head, per year are: Ireland 750 kg USA 740 kg Iceland 730 kg Norway 700 kg The countries producing the least rubbish per head, per year are : Mexico 320 kg Czech Republic 280 kg Poland 260 kg

Save Our Trees!

Ozone Holes

Ozone in the atmosphere protects us from the sun’s harmful rays. Chemicals that we use can destroy this ozone. Scientists have found ozone holes over both the North and the South Pole.

Did you know that 75,000 trees could be spared each week by recycling the Sunday edition of the New York Times?

Stunted Growth

Tree rings show how much a tree grows every year.

Cross sections of trees damaged by acid rain reveal how growth has been slowed down.

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Crumbling Statues

Acid rain is eating away at the stonework of many of the world’s historic city landmarks.

tasks 13

What do the lists of countries producing the most and the least rubbish tell you about the way people live in these countries?

14

Look through your bin at home. What can you tell about your family’s daily life from the contents? Write a short text.

15

Below is a list of rubbish which you get in most people’s kitchens.

• food scraps • plastic packaging • cardboard boxes • glass bottles and jars • tins and cans • junk mail Write a sentence about what to do with each type of rubbish in the kitchen by using the alternatives below.

• put in the rubbish bin • compost at home • reuse at home • put in return bottle and can containers • recycle

16

Work in small groups. What do you do in your daily life in order to preserve the environment? What more could you do? Discuss.

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G. Young Talk task 17 Listen to John, Kirsty, Lilly and Molly talking about the environment and pollution.

H. Wildlife Longer version on page 262

Word Power common – felles survive – overleve building material – byggemateriale threat – trussel rhino – neshorn tusk – støttann whale – hval

wildlife is perhaps the most important part of our common heritage. First of all, animals and plants give us much of what we need to survive: almost all our food, much of our clothing, and, in many parts of the world, building materials for our homes.

One threat to wildlife is too much hunting. Because of this, the buffalo in North America almost died out. The black rhino and the African elephant have almost disappeared because of hunting for their horns and tusks. Hunting of the great whales has reduced their numbers to almost zero. In order to preserve these animals for future generations, hunting is now forbidden.

Destroying animal habitats is an even greater threat to wildlife.

We can only hope that we manage to save the rainforests. If not, the climate of the world is threatened.

Pollution is also a serious threat to wildlife. Chemical waste from industry and farming, as well as from people, is damaging the quality of air, soil and water.

reduce – redusere number – antall preserve – ta vare på forbid – forby habitat – bosted forest – skog chemical waste – kjemisk utslipp farming – jordbruk damage – ødelegge quality – kvalitet soil – jord

tasks 18

Make up ten questions to go with the text. Then work with a partner and try to answer each other’s questions.

19

Use the Internet to find out which animals are threatened in Norway.

20

Make a list of things we can do to stop polluting the air, both personally and as a society.

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I. What Now? If all the beasts were gone, men would die from great loneliness of spirit, for whatever happens to the beast also happens to the man. All things are connected.

Whatever happens to the earth happens to the sons of the earth.

Chief Seattle

Word Power

A Poem of Preservation

beast – dyr loneliness – ensomhet spirit – ånd connect – henge sammen preservation – vern order – ordre recognise – bli klar over branch – grein creature – levende vesen rely upon – være avhengig av vital – livsviktig shelter – søke ly provide – skaffe shade – skygge ancient – eldgammel axe – øks

Put a preservation order on this tree – Recognise its value; it’s not just for me.

Everything in it; each branch and each leaf Should be respected. That’s my belief.

Every creature on this earth Relies upon this tree from birth.

Vital gifts like healthy air And homes for many sheltered there, This tree provides, and also shade.

In ancient beauty which God made.

One brutal axe could fell this tree Never harm it; it stands so free.

Sarah Berkson (11)

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Saving Places – I Thought I Saw I thought I saw a fertile plain

I thought I saw the mighty buffalo,

Growing a crop of golden corn.

Stampeding through the forest.

I thought I saw the sea again but –

I thought I saw a modest honey bee

It’s probably just the light of dawn.

but – It could not have been – I promise.

I thought I saw the proud elephant

Word Power fertile – fruktbar

Patrolling by the lake.

I thought I saw the arrogant kingfisher,

I thought I saw the boxing kangaroo

Flashing his red-orange chest.

crop – avling

I thought I saw a bounding hare but –

dawn – soloppgang

Maybe my eyes just need a rest.

proud – stolt

but – It must have been a mistake.

plain – slette

patrol – patruljere lake – innsjø

All these things –

mighty – mektig

They could not be They all died out because of me.

Hannah Tobin (10)

buffalo – bisonokse stampede – trampe modest – beskjeden bee – bie

task 21 Norway is one of the few countries that still hunt whales (minke whales), even if scientists say that the whale is a threatened species. As a Norwegian, you might need to have an opinion about whale hunting when you travel abroad. Write a list of arguments for and against the hunting of whales.

Discuss in groups or as a class.

kingfisher – isfugl flash – vise fram chest – bryst bounding – hoppende rest – hvil minke whale – vågehval

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Focus on Language Word order Norwegian and English word order is the same in most cases. There are, however, a few places where Norwegians might have problems when they write and speak English: • in some subordinate clauses • after direct speech • placing adverbials

The main rule in English is that the subject always comes before the verb. There are few exceptions to this rule. In Norwegian we sometimes put the verb before the subject in the sentence: When they had left we had to tidy up.

“This is wrong,” she said.

Da de hadde gått, måtte vi rydde.

“Dette er feil,” sa hun.

Usually adverbials in English are put in the same place as in Norwegian, but there are some exceptions.

Adverbials consisting of more than one word, ‘heavy’ adverbials, are usually put at the end of the sentence, as in Norwegian.

They met outside the cinema.

They walk to school every morning.

Adverbials consisting of one word are usually put immediately before the main verb in the sentence.

He often goes to the cinema.

She never takes the dog for a walk.

These are only general rules. To learn properly where to put the adverbial in a sentence you need to look at examples in texts and practise.

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L1 Read text F and write down the adverbials. Notice carefully where the adverbials are placed in the sentences. Do they follow the rules above?

L2 Rewrite the sentences and add the adverbials.

A We take it for granted. (sometimes) B Architecture is a product of our culture. (too) C Our survival depends on taking care of the Earth. (totally) D The pyramids have inspired artists. (all over the world) E Many of them are threatened. (however) F They are threatened by pollution. (also) G They became aware of the problem. (suddenly) H Wildlife is the most important part of our common heritage. (perhaps) I Too much hunting resulted in the extinction of the buffalo. (almost) J We can hope that campaigns to save the rainforests are going to work. (only) K Chemical waste is damaging the quality of the air. (all the time)

L3 Translate these sentences into English.

A Plutselig begynte det å regne.

B De gikk tidlig til sengs og sto opp sent.

C Jeg har aldri hørt det før.

D Hun går sjelden til skolen, hun tar vanligvis bussen.

E De ga ham aldri sjansen.

F Da de kom hjem, var det for sent.

G De angret plutselig på det de hadde gjort.

H Selv om vi tror det, er det ikke sant.

I Likevel er dette det verste som kunne hende.

J Det er kanskje ikke så galt likevel.

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Focus on Writing Documentary writing The term documentary is more often used in connection with films and television programmes rather than with writing. But it is also used about written texts and often has a specific purpose. It is used to: • present a topic which you think is important for people to know

about • educate people in some way • change the way people think The writers of documentary texts present aspects of the world they see around them or report on a particular situation or issue. This type of writing often • uses the style of reporting • uses description to make the reader understand the idea • presents aspects of ‘human interest’ • uses specific events or experiences as examples of broader

issues Protection of the environment and pollution are examples of issues you can write about in a documentary style. You can choose specific events or personal experience as a starting point to write more generally about the problems. Perhaps what you write will even change the way people think and act when it comes to taking care of the environment.

L4 Choose an aspect of pollution and write a documentary text. As the starting point for your text, you can take an example of pollution from where you live, something you have read in the newspapers, or a person suffering from the effects of pollution.

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L5 What can we do as individuals to protect the environment? Write a documentary text with, for example, your own situation as a starting point.

L6 Work in groups or individually. Find out more about the Sami and different aspects of their culture. Make posters and display them in class or make a PowerPoint presentation.

L7 Work in pairs and decide on an aspect of your own culture that you would like to present to somebody from another country. Make a PowerPoint presentation.

L8 Write a poem or an article about animals or plants which are threatened with extinction.

L9 Choose a specific site of interest in the area where you live. It could be a building, a piece of artwork, or a natural site. Write an article or a ‘Letter to the Editor’ of a newspaper saying why you think it is important to preserve the site.



Questions to ask yourself: 1 What have I learnt in this chapter that I did not know before?

2 What do I know about our cultural heritage?

3 How well can I talk about Norwegian culture in English?

4 Do I know enough words about pollution to discuss the topic with others?

5 What problems do I have with word order in English?

6 What do I know about writing documentary texts?

B

Searching 10

– engelsk for ungdomstrinnet

Searching kjennetegnes ved ▶ et rikt utvalg av muntlige og skriftlige tekster som gir elevene mulighet til å utvikle bred tekst- og kulturkompetanse ▶ mange autentiske tekster, noen skrevet av ungdom ▶ autentiske lyttetekster i hvert kapittel som gjør elevene kjent med dagligtale ▶ varierte arbeidsoppgaver som legger vekt på utvikling av muntlig og skriftlig språkkompetanse

▶ klare kompetansemål og evalueringsspørsmål i hvert kapittel, slik at elevene kan følge sin egen progresjon og vurdere om målene er nådd Tilleggsheftet Read and Write inneholder enda enklere tekster og oppgaver på ungdomstrinnet. Heftet er tilpasset elever som trenger å bedre sin leseforståelse.

Searching 10 består av ▶ Learner’s Book ▶ Teacher’s Resource File ▶ Read and Write, aktivitetshefte ▶ CD-er ▶ nettsted www.gyldendal.no/searching

ISBN 82-05-35324-4

BOKMÅL ISBN 978-82-05-35324-4

9

788205 353244

anne-brit fenner geir nordal-peder sen

▶ tilpasset opplæring gjennom tekster med flere vanskegrader og oppgaver der elevene kan foreta valg ut fra interesse, behov og eget språknivå

Searching 10

Searching gir elevene et spennende møte med den engelskspråklige verden og ivaretar elevenes ulike behov og individuelle forutsetninger.

learner’s learner’s book book

10

anne-brit fenner og geir nordal-peder sen learner’s book | engelsk for ungdomstrinnet

Searching