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X CHAPTER 3

That’s Life

In this chapter chapter, you you will will focus focus on on: k life skills and challenges k structuring paragraphs k using formal and informal language

k adjectives and adverbs Useful words and phrases first impression personality friendship emotion self-esteem appearance challenge courage addiction cyberbullying

What makes you happy?

If you could What is abe anything you want, good life? what would you be?

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Something About Me

!

Before you start What do you think young people worry about most today?

Some suggestions: • school • career choices • friends/boyfriend/ girlfriend • family • physical appearance • global issues

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In Slam (2007), we meet 15-year-old Sam, who must deal with adult c­ hallenges. He discovers how small actions can change one’s life d ­ ramatically. Here is the beginning of the novel.

AIMS k explain what the story is about k share thoughts on young people’s

concerns today So things were ticking along quite nicely. In fact, I’d say that good stuff had been happening pretty solidly for k discuss the importance of first impressions about six months.

– For example: Mum got rid of Steve, her rubbish boyfriend.

– For example: Mrs Gillett, my art and design teacher took me to one side after a lesson and asked whether I’d thought of doing art at college.

– For example: I’d learned two new skating tricks, suddenly, after weeks of making an idiot of myself in public. (I’m guessing that not all of you are skaters, so I should say something straight away, just so there are no terrible misunderstandings. Skating = skateboarding. We never say skateboarding, usually, so if you keep thinking of me messing around on ice, then it’s your own stupid fault.)

All that, and I’d met Alicia too.

I was going to say that maybe you should know something about me before I go off about my mum and Alicia and all that. If you knew something about me, you might actually care about some of those things. But then, looking at what I just wrote, you know quite a lot already, or at least you could have guessed a lot of it. You could have guessed that my mum and dad don’t live together, for a start, unless you thought that my dad was the sort of person who wouldn’t mind his wife having boyfriends. Well, he’s not.

You could have guessed that I skate, and you could have guessed that my best subject at school was art and design, unless you thought I might be the sort of person who’s always being taken to one side and told to apply for college by all the teachers in every subject. You know, and the teachers actually fight over me. “No, Sam! Forget art! Do physics!” “Forget physics! It ticking along rusler og går/ ruslar og går would be a tragedy for the human race if you gave up French!” And then they pretty solidly jevnt og trutt/ all start punching each other. jamt og trutt Yeah, well. That sort of thing really, really doesn’t happen to me. I can get rid of bli kvitt promise you, I have never ever caused a fight between teachers. rubbish søppel And you don’t need to be Sherlock Holmes or whatever to work out that in public offentlig/offentleg Alicia was a girl who meant something to me. I’m glad there are things apply for søke på/søkje på you don’t know and can’t guess, weird things, things that have only ever subject fag punch slå til happened to me in the whole history of the world, as far as I know. If you weird merkelig/merkeleg were able to guess it all from that first little paragraph, I’d start to worry that paragraph avsnitt I wasn’t an incredibly complicated and interesting person, ha ha. incredibly utrolig/utruleg This was a couple of years ago – this time when things were ticking along pathetic patetisk, latterlig/ OK – so I was fifteen, nearly sixteen. And I don’t want to sound pathetic, and patetisk, latterleg SKILLS | Chapter 3: That’s Life | 91

carry on fortsette/halde fram, gå vidare clear up klarne opp, ordne seg

I really don’t want you to feel sorry for me, but this feeling that my life was OK was new to me. I’d never had the feeling before, and I haven’t really had it since. I don’t mean to say that I’d been unhappy. It was more that there had always been something wrong before, somewhere – something to worry about.

For instance, my parents were getting divorced, and they were fighting. Or they’d finished getting divorced, but they were still fighting anyway, because they carried on fighting long after they got divorced. Or maths wasn’t going very well – I hate maths – or I wanted to go out with someone who didn’t want to go out with me … All of this had just sort of cleared up, suddenly, without me noticing, really, the way the weather does sometimes. And that summer there seemed to be more money around. My mum was working, and my dad wasn’t as angry with her, which meant he was giving us what he ought to have been giving us all the time. So, you know. That helped.

Nick Hornby Nick Hornby (1957–) is a British novelist and screenwriter. He is famous for his novels about people in different situations who try to cope with their everyday lives. Many of his novels have been made into successful films. He also co-founded a charity to offer young people a chance to develop their writing skills.

m

Read and understand

3.1 • Choose the correct alternative in each sentence. a Sam has a talent for French/art and design/physics. b Sam likes ice skating/his mother’s boyfriend/skateboarding. c Sam lives with his parents/mother/father. d Sam was unused/used/not used to feeling his life was ok. e Sam’s parents have quarrelled a lot/usually had a good relationship/ no contact.

3.2 •• Write one sentence about each of the characters in the text. a Sam b Alicia c mum d dad e Mrs Gillett f Steve

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Speak

3.3 Discuss the following questions. a Which four facts about Sam do we learn at the beginning of this text? b How do your thoughts from the pre-reading activity match with Sam’s worries? c Based on the text, do you get a good first impression of Sam? Is he a person you would like to have as a friend? Explain. d How important are first impressions? What kind of first impression do you think you make on others? e Can you think of a case when your first impression of somebody turned out to be wrong? What made you change your opinion?

3.4 A writer can use different literary devices to get the attention of the reader. Study the text again to find examples of humour, irony, direct speech, repetition and informal language. What effects do these devices have? Discuss in pairs and share views in class.

3.5 Do you have a “guilty pleasure”? a Search for definitions of what a guilty pleasure is. b Look for texts or videos where people talk about their own guilty pleasures. c Make a one-minute video where you talk about your own guilty pleasure.

Irony is the use of words that are the opposite of what you mean as a way of being funny.

Repetition of words or phrases is used to emphasise their importance, make an idea clearer or more memorable.

Direct speech, e.g. a dialogue, is used to show how characters react, move the story forward and give balance to the narrative, and is usually placed inside quotations marks.

Practise

3.6 The following adjectives can be used to describe someone’s personality. Match them with the correct translation.

A kind B brave C sociable D chatty E ambitious F adventurous G compassionate H generous I funny J moody

1 medfølende, omsorgsfull 2 eventyrlysten 3 snill 4 gavmild 5 morsom 6 modig 7 humørsyk 8 omgjengelig 9 snakkesalig, pratsom 10 ambisiøs

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3.7 Use the adjectives from task 3.6 to complete these sentences.

Each adjective can only be used once, and you may have to use the comparative or superlative form. a My best friend is the best listener. He is always so . b Jenna loves to explore new places. She is very . c Hassan was enough to pay for our lunch yesterday. d My little brother is the person I know. He cracks jokes all the time. e Life has its ups and downs, and most teenagers can be from time to time. f The teacher told the class to quiet down. It was the class he had ever had. g Saima and Sarah both work hard to get good grades, but Saima is more . h George is friends with everyone and can talk about anything. He is unusually . i They were terribly nervous, but they were all enough to try. j Everyone you know is fighting a battle you know nothing about.

Be always.

3.8 Find at least five adjectives to describe your own personality. Use a dictionary if you need to look up words in English. Share your list with a partner.

Listen

3.9 “What Makes Me Happy” Listen to three short interviews to find out what makes Ross, Jill and Thomas happy. Who talks about … a being part of a team? b finding happiness on the waves? c struggling hard to learn new things?

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Write

3.10 • How would you start the story of your life, your autobiography?

Write the first paragraph.

3.11 •• Study the graphs and answer the questions. Write your answers in full sentences. a What percentage of Norwegian teenagers think they will have a happy life? b Are there any differences between boys and girls? If so, at what age do we find the biggest difference? c Do the percentages change with age? If so, how and for whom?

What could be the reason?

A happy life Do young Norwegians think they will have a happy life?

3% 73

VG1

66

-

28% ?

71

VG2

66

+

71

VG3

69%

68

Boys

Girls

+

Yes

- No

? I don‘t know

Percentages of students in

Source: Ungdata

How did you do?

After working with the text and tasks, I can explain what the story is about YES

ALMOST

NO

share thoughts on young people’s concerns today YES

ALMOST

NO

discuss the importance of first impressions YES

ALMOST

NO

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Look

!

Before you start Many blogs, ads, magazines and television programmes focus on appearance. What impact do you think this has on followers, viewers and readers?

Go ahead Look I would too If I saw what you see Me Sixteen Sexy as can be Me So fine I’m just about pretty Go ahead Look I work hard to get this way

Running cross-country Playing baseball, football Lifting weights every day Go ahead Look If you lucky I’ll walk your way Maybe ask for your number Maybe kiss those lips today Go ahead Look It’s okay

Sharon G Flake Sharon G Flake (1955–) is the author of young adult fiction, including the award-winning novel The Skin I’m In. She has also written reviews and non-fiction for magazines. She was once a counsellor for youth placed in foster care, but now writes full time from her home in Pittsburgh, USA.

w

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Read and understand

3.12 • Answer the following questions. a In your mind, what does the speaker look like? b What do you think his/her personality is like? c How does the speaker feel about himself/ herself? d What activities does the speaker participate in? e Do you think the speaker actually cares what others think of him/her?

AIMS k understand the poem and the speaker’s attitude k use words related to the body k discuss society’s focus on appearance k present findings on body modification

3.13 •• Study the line “So fine I’m just about pretty.”

What do you think the speaker means?

3.14 ••• This poem can be read and interpreted in different ways.

Describe how you understand the poem. Use examples from the text to support your arguments.

Practise

3.15 Match the English words with the correct Norwegian translation.

A eyebrow 1 kjeve B eyelid 2 pekefinger C earlobe 3 øyebryn D cheekbone 4 ankel E nostril 5 hårfeste F lip 6 tommel G jaw 7 øreflipp H hairline 8 øyelokk I index finger 9 håndledd J thumb 10 nesebor K wrist 11 leppe L ankle 12 kinnben 3.16 Many expressions in English include parts of the body. Can you fill in the open spaces below? lip – eye – heels – hair – chest a He fell head over in love with his best friend. b Julie is the apple of my . c I’m going to tell you a secret; there’s something I need to get off my . d The British often keep a stiff upper , even if they are insulted. e At the party, Susan really let her down.

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Speak

3.17 Discuss in small groups. a Find something you think is nice about the other members of the group, or something you think they do well. Tell them! b Think about how you respond to positive feedback. What do you say? c When someone gives you positive feedback, how does this make you feel?

3.18 Share information and state your opinion. a Choose an example that you think illustrates society’s focus on appearance. Look for examples in magazines, blogs, videos, television shows or other relevant sources. b Describe the example you have chosen. What is the message, if any? What is the target group? Do you think it has been filtered or manipulated? c Would you say this focus on appearance is positive or negative, healthy or unhealthy? Give reasons to support your views.

Listen

3.19 “Art or Mutilation?”

Listen to the text and fill in the missing words. Compare your answers with those of a partner. a The earliest known was found on a 5000-year-old Egyptian mummy. b have been a tradition in native cultures in Polynesia and America for a long time. c People have wanted their decorated for many different reasons. d Over the last couple of decades, some forms of body art have become , and are now socially acceptable. e It involves searing the with hot metal. f is another extreme way to alter the body’s appearance. g Burmese tribes believed the metal objects were magical and gave . h would ask their parents for tattoos for their sixteenth birthday.

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3.20 Listen to the text again and find words that mean more or less the same as these expressions. a making a hole through a part of your body b using ink and needles to make patterns on your skin c not safe to use because it may be contaminated d another word for “navel” e using hot metal to make a scar f placing a metal object underneath the skin

Explore

3.21 The pictures below show a few practices that are or have been considered beautiful in different cultures. Choose one picture. Find out more about the practice, and also when and where this was considered beautiful. Make a digital poster to present your findings.

How did you do?

After working with the text and tasks, I can understand the poem and the speaker’s attitude YES

ALMOST

NO

use words related to the body YES

ALMOST

NO

discuss society’s focus on appearance YES

ALMOST

NO

present findings on body modification YES

ALMOST

NO

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AIMS k explain what the story is about k express your opinion and give advice k give examples of personal and cultural challenges

Does My Head Look Big in This?

High school can be tough enough without throwing a hijab into the mix. Amal is Australian-Muslim-Palestinian and a Year Eleven student. She has just decided to wear the hijab full time. In this novel excerpt, she wonders what her class is going to say when she walks in wearing the hijab. Will they freak out?

And what about Adam, who she really likes? What will they all say?

Monday morning. And my class has finally decided to confront me about my hijab. I almost want to jump up and down with relief. I can handle an insult or an interrogation. I can’t handle going from getting along with everybody (with the obvious exception of Tia and her Mini-Mes) to being a social outcast.

Somehow, in between classes after lunch on Monday everybody suddenly finds the guts to approach me, wanting to know what’s going on with my new look.

“Did your parents force you?” Kristy asks, all wide-eyed and appalled.

“My dad told me if I don’t wear it he’ll marry me off to a sixty-five-year-old camel owner in Egypt.”

“No!” She’s actually horrified.

“I was invited to the wedding,” Eileen adds.

“Really!” This is definitely a case of dropped from the cradle.

“Hey! Amal!” Tim Manne calls out. “What’s the deal with that thing on your head?”

!

Before you start a Describe what the people in the pictures are wearing. b Can you link the different outfits to religious beliefs? c Who or what decides your own clothing style?

confront konfrontere relief lettelse/lindring, trøyst insult fornærmelse/fornærming interrogation utspørring/ utspørjing exception unntak outcast utstøtt/utstøytt approach her: nærme seg appalled forferdet/redd, forferda dropped from the cradle falt fra vuggen (uttrykk: dum)/fall frå vogga

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“I’ve gone bald.”

“Get out!”

“I’m on the Advanced Hair Programme.”

For a second his eyes flicker with shock. Then Josh punches him on the shoulder. “Rocked!”

“Like I believed her,” Tim says, looking sheepish.

“Doesn’t it get hot?” someone asks.

“Can I touch it?”

“Can you swim?”

“Do you wear it in the shower?”

“So is it like nuns? Are you married to Jesus now?”

bald skallet/skalla flicker flakke punch slå, dulte rocked her: lurt genuinely oppriktig, ekte/ærleg, ekte huddle stimle sammen/stimle saman defeat her: ødelegge/øydeleggje purpose hensikt/formål, meining spiritual roadtrip åndelig reise/ åndeleg reise Judaism jødedom Catholicism katolisisme interpret tolke veil slør extent utstrekning, grad

It’s unreal. Everybody’s asking me about my decision and seems genuinely interested in hearing what I have to say. They’re all huddled around me and I’m having the best time explaining to them how I put it on and when I have to wear it. Then Adam plants himself in front of me and starts joining in with the rest of them and I want to plant a massive kiss on his face except that really would be defeating the entire purpose of my entire spiritual roadtrip now, wouldn’t it?

“So it’s your choice then?” he asks.

“Oh yeah!” I answer. “One hundred per cent.”

“Wow … so how come it looks different on you?”

“What do you mean?”

“Like you see some women covering their faces and other women wearing really bright material with that red paint on their hand. Are they all Islamic too?”

“You mean Muslim.”

“Huh?” “What she means,” Josh says, “is that the religion is Islam and the followers are Muslim. Like you can’t say to somebody you’re a Judaism or a Catholicism. Get it?”

“Right.” Adam nods his head. “So are they Muslim, like you?”

“Yeah they are. But, every girl is going to interpret the hijab differently.

It depends on their culture or their fashion sense, you know? There’s no uniform for it.”

“I get you,” Adam says.

“A lot of Africans wear those really colourful wrap-around dresses and veils,” I continue. “Um, stricter women cover their face, but it’s not required in Islam. It’s their choice to go to that extent.”

“Will you ever cover yours?” Adam asks.

“Nah! No way.”

“OK … cool.” […]

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“Coffee at the Lounge Room, tonight?” Simone whispers to Eileen and me during History on Friday. Eileen’s on. I don’t know whether to go. The Lounge Room is a trendy café on Burke Road: long coffee tables centered between big suede lounge chairs and sofas, dim lamps and television screens with MTV and Friends reruns. It was our hang-out joint in the midyear break. Where we’d go to goss and eat strawberry tart and talk school and parents and top five chick flicks and the rest. Because I’d rather eat decomposed meat than be thought of as a chicken, I fake a big smile and tell them I’m all for it.

I chicken out. I’m ashamed to admit it but after dinner I ring Simone and Eileen and tell them I can’t make it because we have visitors. They believe me. And why wouldn’t they? I’m supposed to be pious and God-fearing. Not a lying, hypocritical, pathetic coward. I’m lying on my bed listening to Craig David’s “I’m walking away.” On repeat.

What’s happened to me? Haven’t I decided to wear the hijab because I feel proud of who I am? Suddenly I’m too chicken to go to a café? I don’t recognize myself. I’m the one who put her head out the school bus last year and yelled at a group of boys who threw a can of Coke at our “wog” school bus. It was me who stood up during a Year Nine interschool debate and told the audience that my team didn’t appreciate the other team’s whispers about competing against “terrorists”. When we were at the medical clinic and the secretary asked Leila if she could cope with filling out a form in English, it was me who pointed out that Leila’s never set foot out of Australia and can manage an A+ average in Eng Lit, and then some.

So if that’s all me, then who’s this girl who’s making up excuses to avoid going out to a café?

suede semsket/semska goss (gossip) sladre tart terte chick flick jentefilm decomposed råtten/ròten admit innrømme/vedgå pious gudfryktig hypocritical hyklersk coward feiging “wog” person fra Midtøsten (nedlatende, rasistisk)/person frå Midtausten (nedlatande, rasistisk) audience publikum appreciate sette pris på/setje pris på cope klare/greie, klare, makte average gjennomsnitt

Randa Abdel-Fattah Randa Abdel-Fattah (1979–) grew up in Melbourne, Australia. She is a lawyer, writer and human rights activist with a Palestinian and Egyptian background. She regularly visits schools to talk about social issues and her novels. Her novels have been published in over 15 countries.

In 2011 she was given the Role Model of the Year Award in Australia.

w

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IN SHORT

force her: tvinge bald skallet/skalla horrified skrekkslagen/skremd shower dusje per cent prosent gossip sladre tart terte chicken out være for feig/vere for feig excuse unnskyldning/orsaking recognize gjenkjenne/kjenne att

Amal is a high school student living in Australia. She has a MuslimPalestinian background. She has just decided to wear the hijab full time.

What will her class say?

“Did your parents force you?” Kristy asks.

“My dad told me if I don’t wear it he’ll marry me off to a 65-year-old camel owner in Egypt,” Amal answers.

“No!” Kristy is horrified.

“I was invited to the wedding,” Eileen adds.

“Hey! Amal!! Tim Manne calls out. “What’s the deal with that thing on your head?”

“I’ve gone bald,” Amal answers.

“Doesn’t it get hot?” someone asks.

“Can I touch it?”

“Can you swim?”

“Do you wear it in the shower?”

Everybody is asking Amal about her decision. They all seem interested to hear what she has to say. Then Adam, a boy she really likes, joins the rest of them.

“So, it’s your choice then?” he asks.

“Oh yeah!” I answer. “One hundred per cent.”

“Wow … so how come it looks different on you?”

“What do you mean?”

Adam has seen women who cover their faces, and wants to know if they are Muslim too. Amal says that they are, but that girls will wear the hijab differently. It depends on their culture.

“Will you ever cover yours?” Adam asks.

“Nah! No way.”

“OK … cool.”

Simone and Eileen want Amal to go to the Lounge Room, a trendy café where they often hang out. They usually gossip, eat strawberry tart and talk about school and parents. Amal says she will go with them, but she chickens out. She phones her friends and makes up an excuse. She lies. Amal has decided to wear the hijab because she is proud of who she is, but now she doesn’t recognize herself.

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Read and understand 3.22 • Who says what in the story?

Amal

Adam

Kristy

Tim

Eileen

a Did your parents force you? b My dad told me if I don’t wear it he’ll marry me off to a 65-year-old camel owner in Egypt. c I was invited to the wedding. d What’s the deal with that thing on your head? e I’ve gone bald. f So, it’s your choice then? g One hundred per cent. h Wow … so how come it looks different on you? i Will you ever cover yours? j Nah! No way.

3.23 •• Answer the following questions in full sentences. a What is Amal’s cultural background? b Amal is a high school student. What year is she in? c What has she decided to wear to school? d How does Amal feel when her class start asking questions? e What reason does Amal give when Kristy asks? f What reason does she give when Tim Manne asks? g Why does Adam think it looks different on her? h What does Amal say about being a Muslim and covering her face? i Where do Simone and Eileen want to go later that night? j Why doesn’t Amal go with them?

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Speak

3.24 Discuss in pairs or small groups. a Read the classmates’ reactions and questions again. Do you think Amal handles the situation well? Explain. b Put yourself in Amal’s situation. Would you have gone to the café?

Explain why or why not. c How do you think Amal’s friends will react when she doesn’t show up at the café? d Amal feels bad about lying to her friends. What kind of advice would you give her, so that she doesn’t have to come up with more lies?

Practise

3.25 Match the verbs from the text with the correct Norwegian translations.

1 å fornærme A to wear 2 å tvinge B to cover 3 å ha på seg C to insult 4 å takle, klare D to confront 5 å kjenne igjen E to interpret 6 å nærme seg F to recognize 7 å dekke til G to approach 8 å konfrontere H to cope 9 å innrømme I to force 10 å tolke J to admit 3.26 Use the verbs in exercise 3.25 to complete the sentences. Each verb should be used only once. a When you put on a hijab, you your hair. b Amal decided to a hijab to school. c Her classmates soon came up to her to her about her choice. d Amal was pleased that they had the guts to her to find out what was going on. e Most of her classmates did not mean to her. f Muslim girls are going to the hijab rules differently. g Amal’s friend can with filling out a form in English. h When Amal decides not to go to the café, she doesn’t quite herself. i Amal did not want to to herself that she was worried. j In Amal’s case, no one had tried to her to wear the hijab.

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3.27 Identify the adverbs in each sentence. What do the adverbs describe? a Amal proudly wears a hijab to school. b Immediately, her classmates approach her to see what is going on. c Fortunately, nobody insults her. d Amal said that Muslims interpret the hijab rules differently. e Not everyone thinks Amal is easily recognizable with her hijab on. f She copes well with all the staring and weird questions. g The hijab covers Amal’s hair completely. h Reluctantly, Amal admits that she was a bit nervous. i The classmates specifically ask about her choice. j Amal suddenly makes up excuses to tell her friends.

Write

3.28 • Imagine that you are Amal’s best friend, and you know she is insecure about wearing the hijab to school. Write a text message to Amal to support and encourage her.

3.29 •• Would you say there is peer pressure at your school when it comes to clothing styles? Write 2–3 paragraphs in which you express your opinion.

3.30 ••• Your school has decided to make rules for what students can and cannot wear. All forms of religious clothing and symbols will be forbidden. Write a text in which you argue for or against the new rules.

Explore

3.31 In many films or TV series, the main characters deal with personal challenges, often because of cultural conditions or differences. Have a brainstorming session in class to find examples of such films or series.

In small groups, search for more information about one of them.

Prepare a two-minute talk where you explain what kind of personal challenges and cultural conditions this film or series is about.

How did you do?

After working with the text and tasks, I can explain what the story is about YES

ALMOST

NO

express my opinion and give advice YES

ALMOST

NO

give examples of personal and cultural challenges YES

ALMOST

NO

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IMPROVE YOUR SKILLS STRUCTURING PARAGRAPHS When you build a paragraph, follow these four steps:

1 Write a topic sentence.

The topic sentence is usually the first sentence in a paragraph. It introduces the main idea of the paragraph, and lets the reader know what the rest of the paragraph will be about. The topic sentence can be a statement or a question.

2 Write at least one supporting sentence.

A supporting sentence comes after the topic sentence. Supporting sentences give facts, details and examples to develop and support the main idea of the paragraph. There is usually more than one supporting sentence in a paragraph.

3 Write a closing sentence.

The closing sentence is the last sentence in a paragraph. It repeats the main idea of your paragraph but using different words. It can also answer a question asked in the topic sentence.

Study this model paragraph: Topic sentence

Being active is important for your physical and mental health.

First of

all, physical activity will improve your heart and lung capacity and reduce Supporting sentences

the risk of high blood pressure and diabetes. Second, it is great for reducing stress and anxiety, and it makes you sleep better. Finally, research shows that an active lifestyle also helps improve concentration and memory.

Closing sentence

Therefore, it is recommended that you find time for at least one hour of activity every day.

4 Link your sentences and paragraphs together When you write a paragraph, use sentence connectors. They are the glue that holds your sentences and paragraphs together, and help the reader follow your arguments. They also show contrast, or how ideas are related to each other. Here are a few examples of sentence connectors.

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IMPROVE YOUR SKILLS Listing ideas

Giving more examples

Emphasis

Showing ­contrast

Showing result

first of all

in addition

in fact

on the other hand therefore

second

moreover

actually

however

consequently

then

furthermore

indeed

nevertheless

as a result

next

similarly

in other words

in spite of

in conclusion

finally

also

namely

on the contrary

thus

Practise

3.32 Which sentence connectors were used in the model paragraph on the previous page?

3.33 Fill in suitable sentence connectors in the open spaces. a Kirsty seems to be quite clever. , she often gets low marks. b The service at this restaurant is excellent. , the food is delicious. c I’ve never been to Egypt, having relatives there. d Adam is a careful driver. , he’s had several accidents. e Eileen scored a lot of goals for her team last season. , she was voted “Most Valuable Player”. f Amal is a talented painter. her favourite subject at school is Art. g There is no more food left. there are plenty of drinks. h They had worked on the problem for hours. , they found the solution.

3.34 Place these sentences in the right order to make a paragraph. a One reason for stress is that teenagers often have to make early decisions about school, careers and work. b For some teenagers, this change can be stressful, whereas others take it in their stride. c In fact, many teenagers feel that their school grades decide their whole future, and for some that can feel like a lot of pressure. d Another reason may be that they feel pressure or expectations from family, friends or media to fit in or take on a certain role. e Although stress is not necessarily a bad thing, it becomes a problem when there’s too much of it or it goes on for too long. f The teenage years are a time of growth and change, physically, mentally and socially. g Therefore, it is important to ask for help if it gets too much. h In addition, not all teenagers know how to cope with the stress and sometimes think nobody else has the same experience.

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!

Before you start What does it mean to be addicted to something? What types of addiction can you think of?

My Strange Addictions

pee urin sheet laken emergency room (ER) legevakt scoop her: kule severely alvorlig/alvorleg Hoover vacuum støvsuger/ støvsugar condiment tilbehør/tilbehøyr spice krydder

The smell of death and bags of pee filled my nose as I laid in silence on a crunchy plastic sheet. I was nineteen and once again found myself in an emergency room hospital bed on a Sunday morning. I was used to this by now, considering I had been there at least six times already that year.

Before I get into why I treated the ER like a rich person’s vacation home, I want to give you some backstory about an issue I’ve had my whole life.

I’m addicted to everything. I know a lot of people say they have a “chocolate addiction” because they get an extra scoop of ice cream for dessert, or they have a “shoe addiction” because they have one too many pairs of Skechers Shape-ups. (Yes, I actually own those. Don’t judge me.) I am severely addicted to everything I see or touch that gives me some sense of joy. Luckily I’m not addicted to my Skechers Shape-ups. Those were murder on my calves and didn’t give me the ass they promised in the commercial.

When I was a kid I became addicted to food, and not in the typical way kids do, but in a Hoover-vacuum-sucking-up-everything-in-its-path kind of way.

I wouldn’t just eat an Oreo, I would eat the whole box and then move on to something else. I remember at one point running out of real food, so I started eating condiments and spices. You haven’t lived till you’ve had ketchup pepper soup. Every time I would go to a friend’s house I couldn’t even focus on the

110 | Chapter 3: That’s Life | SKILLS

games we were playing because I was thinking about what was in their kitchen.

AIMS When my mom and I would take trips to the store she would have to drag me out of there because I would k explain what the essay is about just stand in the aisle and stare at every single product. k speak and write about forms of If I could have I would have eaten the entire store, clerks addiction and baggers included. I’m not above cannibalism. k share thoughts on how to convey When I was seventeen years old I had a pretty rough important messages experience that made me want to lose all my weight and lose it fast. I was with all my friends at an amusement park and we were going to ride the newest extreme roller coaster. I hadn’t ridden a roller coaster since I was a kid, so I was super pumped to get thrown around by a machine and then vomit into a trash can filled with cotton candy wrappers afterward. As I made my way onto the ride I realized that the seat belt wasn’t big enough to go around my waist. I had a full-on panic attack. How could this be? I was fat but I wasn’t “that fat.” Well, turns out I was. One of the workers walked over and escorted me off the ride.

All my friends watched as I burst into tears and was taken to the exit. That was one of the worst days of my life, and even thinking about it now makes me feel like vomiting into an amusement park trash can.

That experience sent me into overdrive. I lost 150 pounds in less than a year by eating nothing but chicken and doing nothing but running. I aisle midtgang stopped hanging out with friends, and I stopped being able to have a normal stare stirre, glo/stire, glo conversation with anyone because all I wanted to talk about was weight loss clerk butikkansatt/butikktilsett and health. bagger en som pakker varer i While I was losing the weight I became addicted to something that was poser/ein som pakkar varer i more harmful than any typical drug. I became addicted to the artificial sugar posar called Splenda. Now I know this is going to sound insane, and I’m sure you amusement park aren’t going to fully believe me, but at my peak I was eating over 250 packets fornøyelsespark/tivoli of Splenda a day. That’s enough to last a normal person over a year. That’s roller coaster berg- og dalbane vomit kaste opp, spy 250 times more than any human should consume, considering one of the trash can søppelkasse ingredients in Splenda is the same ingredient used in pool-cleaning products. cotton candy sukkerspinn I started using Splenda in everything. I put it in my cereal, on my waist midje vegetables, in my iced tea, and even directly into my mouth. After two years escort følge or so I got up to two full boxes a day, which added up to about 250 packets. pound 0,45 kg I started talking about it on my YouTube channel, and kids would send artificial kunstig packets to my PO box. Boxes and boxes were kept stored in my powderpeak topp covered garage. It looked like I was involved in some kind of drug-smuggling consume innta, konsumere/ operation. ete, konsumere The overdose of Splenda mixed with my unhealthy diet of chicken and cereal her: frokostblanding/ vegetables (and nothing else) brought me to the hospital six times in one frukostblanding year. My life was on a downward spiral, and I couldn’t get a grip on it. I was downward nedadgående/ constantly passing out from dehydration and having intense panic attacks nedovergåande that my doctor believed were side effects from too much artificial sugar and pass out besvime/svime av dehydration uttørring/uttørking too much caffeine. My family was always concerned but there was nothing poison gift they could say to me to change my mind. I loved that sweet poison, and I SKILLS | Chapter 3: That’s Life | 111

side effect bivirkning/biverknad occasional sporadisk, noen ganger/sporadisk, nokre gongar frizz kruse moisture fuktighet/fukt foggy tåkete TMZ amerikansk underholdningskanal/ amerikansk underhaldningskanal sink vask obscenity griseprat, slibrighet/ slibrige historier concerned bekymret/bekymra fluid væske

didn’t care about the side effects. At one point my skin even started to turn yellow, and not in a cute fake-tanner way, in a HOLY-SHIT-WHY-IS-THATGUY-YELLOW way. Which leads me to this specific trip to the ER, which changed everything.

It was a hot summer day in Florida, and my family and I were hanging out at Disney World. I had never been there, so I was ready to see what all the hype was about. I had my huge iced tea with fifty Splendas mixed in and was ready to take on the day. The thing about Florida that I wasn’t aware of is that they have occasional summer rainstorms. The rain started sprinkling and my hair started frizzing. I started having a panic attack because I could feel the hot Florida air entering my lungs and sucking out all the moisture. My heart started racing because I knew that soon I was going to pass out. I ran to the bathroom because I figured it would be air-conditioned. My brother followed me inside.

Brother: Dude, are you ok?

Me: I just need air. I need cold air. The bathroom didn’t have airconditioning so he started splashing cold water from the sink on my face.

This is when things began to get foggy, and I don’t remember much of what happened next. I got so dehydrated that I went a little crazy and started acting like a child star having a breakdown in front of TMZ cameras. My brother told me later what happened and it went something like this.

Me: I think the devil is in me!

Brother: What??

Me: He’s in me!! I want him out!!!! So I guess I took down my pants and hopped into the cold-water-filled sink and started screaming obscenities.

Me: GET HIM OUT OF ME!!! I’M GONNA SHIT HIM OUT!!!! My mom rushed in and saw me having a total mental breakdown, so she called 911. The next thing I knew I was waking up in a hospital room with Disney characters all over the walls. I thought I was in hell. As I lay in the hospital bed I looked over and saw my mom asleep in the chair next to me. She looked so tired. The doctor walked in with a clipboard and a concerned look on his face.

Doctor: Hello, Shane.

Me: Hey. What’s going on?

Doctor: So you had a little bit of an episode, didn’t you?

Me: I don’t remember. Oh God, did I kill someone? My mom always said I reminded her of one of those kids who could snap one day.

Doctor: No, you passed out. You were severely dehydrated, but don’t worry, we are giving you lots of fluids.

Me: Oh. Ok, that’s fine.

Doctor: Fine?

Me: Ya, it happens all the time. I pass out like once a month pretty much.

The ER by my house and I are friends on MySpace.

Doctor: Why do you pass out? How is your diet?

Me: Um … not great.

Doctor: I’d like you to tell me. I want to understand what’s going on here.

Me: Well … I eat ok. Chicken and veggies. It’s the fake sugar that’s kind of a situation.

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Doctor: How much fake sugar are you eating?

Me: Two hundred fifty packets a day. Usually a couple gallons of iced tea.

Sometimes a twelve-pack of diet soda. The expression on his face will forever be burned on my brain.

Me: I know. It’s pretty bad.

Doctor: You need to get off that ASAP. It’s extremely bad for you. How much water do you drink?

Me: I swallow some by accident when I brush my teeth?

Doctor: Shane, I’m going to share something with you that I haven’t even told your family. When you came in here today you were so dehydrated that you were inches away from slipping into a coma. If you had waited a few more hours to come in you would probably be in one right now.

Me: Oh my God. Really?

Doctor: Your entire insides were drier than a potato chip. Your brain was malfunctioning, which is why you were sitting in a public sink trying to shit out the devil.

Me: WHAT? Doctor: It’s serious, Shane. Really, really serious.

That hit me hard. It wasn’t just about me anymore, it was about everyone in my life. From that moment forward I decided to get off the packet once and for all. But I want to be clear: it wasn’t just the fake sugar that was causing me to go to the hospital. It was everything related to it. It was drinking gallons of iced tea every day because it tasted so good with Splenda in it. Iced tea is insanely dehydrating. Combine that with the fact that I hadn’t had actual water in a year, and you get a recipe for coma. I also wasn’t eating right and hadn’t been for a long time. I would starve myself and then go on binges and eat crazy amounts of frozen yoghurt and ranch dressing. Not together. I’m mentally sick but not that sick. So I started changing my diet and got on a normal routine, but the road hasn’t been easy. At twenty-six years old I still struggle every day with my addictions. All I want to do is get a big gallon of ice cream and lie in bed all day and watch Netflix, but I can’t. I don’t want my addictions to rule my life. This is a huge reason why I don’t drink or do any kind of drugs. I can’t imagine what my life would be like if I tried cocaine.

I’m sure my house would be super clean and I’d be way funnier to hang out with, but the side effects wouldn’t be worth it. I think one day I might be able to have just one packet of Splenda and be ok, or have just one drink and not turn into a raging alcoholic. But. I’m not there yet. Right now I’m just living one daily vlog at a time. Did I mention I’m addicted to YouTube?

gallon 3,78 liter (US), 4,55 liter (UK) inch 2,54 cm malfunction slutte å fungere, bryte sammen/ bryte saman recipe oppskrift starve sulte raging her: ukontrollert

Shane Dawson Shane Dawson (1988–) is an American YouTuber, author, musician, comedian, actor and media personality. This essay is from his bestselling book, I Hate Myselfie, which was published in 2015. His YouTube channels have over 5 billion views, but he has also received criticism for the controversial contents of some of his videos and statements.

m

SKILLS | Chapter 3: That’s Life | 113

Read and understand

3.35 • Complete the sentences with information from the text. a When Shane Dawson was a kid, he was addicted to … b When he was 17, he realized that … c To lose weight, he lived on a diet of … d Shane ate 250 packets of … e His body was dehydrated because … f In a bathroom at Disney World, Shane had a … g At the hospital, Shane was told he was inches away from … h At the age of twenty-six, Shane still struggles …

3.36 •• In your own words, explain what type of addiction Shane had and what happened to him.

3.37 ••• Answer the following questions. a Name some things and activities Shane Dawson has been addicted to. b Describe what made him start his diet and the effect it had on him. c What happened at Disney World and what caused this reaction? d What did Shane realize about his life after the conversation with the doctor? e At the end of the essay, does it seem like Shane is in control of his addictions? Explain. f What kind of narrative techniques does the writer use in this text?

Find examples and explain their effect on the reader.

Speak

3.38 Discuss the following questions in pairs, then share your views in class. a How did Shane Dawson’s addiction affect his behaviour? b In the essay you have just read, Shane Dawson uses humour when he describes his addiction. Do you think this is a good way to reach an audience about a serious problem? c It is also possible to become addicted to gaming, gambling and social media. How is this similar to or different from a drug addiction, or an eating disorder, for example?

Practise

3.39 Translate the following words into English. Practise spelling and pronouncing the words correctly. a avhengighet e væske b spiseforstyrrelse f besvime c sammenbrudd g vekttap d bekymret h akuttmottak 114 | Chapter 3: That’s Life | SKILLS

Write

3.40 • Write one paragraph where you share your opinion of the text “My Strange Addictions”. Is it an important text for young people to read?

Explain.

3.41 •• Choose one addiction and make a poster for an awareness campaign. Think of a catchy slogan, select relevant information to be presented on the poster, and find a suitable illustration.

Explore

3.42 Shane Dawson has been diagnosed with body dysmorphic disorder.

Use reliable sources to find information on this disorder and its symptoms.

3.43 Search online for the video where Shane Dawson talks about his life with body dysmorphic disorder. After watching, discuss to what extent such videos can be relevant and maybe even helpful for young people.

How did you do?

After working with the text and tasks, I can explain what the essay is about YES

ALMOST

NO

speak and write about forms of addiction YES

3.44 Search online for the song “Unwell” by Matchbox Twenty. Listen to the song and sum up how the speaker describes himself/herself and what you think the message is.

ALMOST

NO

share thoughts on how to convey important messages YES

ALMOST

NO

SKILLS | Chapter 3: That’s Life | 115

It’s a Wonderful, Digital World? !

Before you start How active are you when it comes to social media? a How much time do you spend online per day? b Who do you follow? What is it about them that interests you?

Teens say social media help build stronger friendships and that they become exposed to a more diverse world, but they also express concern that social media lead to conflicts, drama and social pressure.

Today, almost all teens around the world spend a considerable amount of time online, especially on social media platforms. Not surprisingly, many say they sometimes feel overwhelmed by all the drama on social media, and that they often experience pressure to show only positive images of themselves.

At the same time, they credit social media with several positive outcomes, including creating new friendships, exposing them to different opinions

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and expressing themselves. They also claim social media help people their age learn about topics they are interested in and causes they care

about.

In a recent survey among US teens, 81 % say they feel more connected to their friends when using online platforms to communicate and share content. As many as 68 % say using social media makes them feel as if they have emotional support when times are tough. In addition, 69 % of the teens in the survey say they interact with more diverse groups of people through their online activities than they would in real life. Gaming, for example, lets players interact and socialize while playing, thus creating large communities of people from many different backgrounds.

As most teens know, however, social media can also become a social burden. Some feel pressure to post content that will get many likes and comments, or to be included in the most popular groups. Others may be concerned about presenting the “right” image of themselves online. In fact, recent research from Britain shows that many young people feel the need to have multiple social media profiles in order to show different images to different groups of people. Furthermore, they choose to show their “real self” only to a circle of close friends and in a carefully controlled manner.

Surveys show that cyberbullying has increased significantly in recent years. According to a British report,

the number of teens who AIMS say they have been bullied on k describe positive and negative aspects of social media social media has doubled in k extract information from statistics just two years. k make a survey Not even the most popular celebrities have been spared. Selena Gomez is one of the most followed stars on Instagram. Although she receives hundreds of positive messages on each post, the negative comments have forced her not to use the app so much. “You can’t avoid it sometimes,” she said to a newspaper. “I delete the app from exposed to utsatt for/utsett for diverse mangfoldig/mangfaldig my phone at least once a week.” concerned bekymret/bekymra Singer Ed Sheeran has also revealed considerable betraktelig/ that he has been affected by online betrakteleg haters. “I’ve actually come off Twitter overwhelmed overveldet/ completely. I can’t read it. I go on overvelda it, and there’s nothing but people credit her: gi ære saying mean things,” he said in an outcome resultat cause her: sak interview. recent nylig/ nyleg Although research shows there survey undersøkelse/ are many benefits to being active on undersøking social media, most young people content her: innhold/innhald also acknowledge the challenges interact samhandle/snakke of growing up in the digital age. saman, samarbeide Bullying is certainly not new to teens. thus og dermed burden byrde Yet, with an increased number of research forskning/forsking apps, channels and networks for multiple flere/fleire communication, it has become more manner her: måte difficult to avoid or escape, even for cyberbullying nettmobbing the most popular. significantly betydelig/ betydeleg reveal avsløre affected påvirket/påverka acknowledge erkjenne, anerkjenne

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IN SHORT

overwhelmed overveldet/ overvelda image bilde opinion mening/meining topic emne, sak recent nylig/nyleg survey undersøkelse/ undersøking emotional følelsesmessig support støtte interact samhandle/snakke saman, samarbeide diversity mangfold/mangfald burden byrde research forskning forsking cyberbullying nettmobbing increase øke/auke celebrity kjendis spared spart, skjermet/skjerma force her: tvinge mean her: slem benefit fordel escape slippe unna/sleppe unna

Today, almost all teens around the world spend a lot of time online, especially on social media platforms. Many say they feel overwhelmed by all the drama on social media and pressure to show only positive images of themselves.

At the same time, they can make new friends on social media, and hear different opinions. They also say social media help people their age learn about topics they are interested in.

In a recent survey among US teens, 81 % say they feel more connected to their friends on online platforms. As many as 68 % say using social media gives them emotional support when times are tough. In addition, 69 % of the teens in the survey say they interact with a greater diversity of people online than they would in real life, for example through gaming.

As most teens know, social media can also become a social burden.

Some feel pressure to get many likes and comments on their posts, or to be included in the most popular groups. Others worry about presenting the “right” image of themselves. In fact, research from Britain shows that many feel they need to have more than one social media profile, and only choose to show their “real self” to close friends.

Surveys show that cyberbullying has increased a lot in recent years. Not even the most popular celebrities have been spared. Selena Gomez receives hundreds of positive messages on her posts, but the negative comments have forced her not to use the app so much. “You can’t avoid it sometimes,” she said to a newspaper. Singer Ed Sheeran has also talked about online haters. “I’ve actually come off Twitter completely. I can’t read it. I go on it, and there’s nothing but people saying mean things,” he said in an interview.

Research shows there are many benefits to being active on social media, but there are also challenges. Bullying is not new to teens, but all the apps, channels and networks for communication make it more difficult to escape.

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Read and understand

3.45 • Complete the sentences with information from the text. a Many teens say they feel b They often feel pressure to c However, they also say social media can d As many as 68 % say e Social media can also become f Others are concerned about presenting g Surveys show that cyberbullying h Not even the most popular 3.46 •• Answer the questions in full sentences. a What positive outcomes of social media are mentioned in the article? b What does the US survey say about how teens experience communicating online? c How can gaming benefit players’ social life, according to the article? d In what ways can social media become a social burden? e What did British researchers discover about cyberbullying? f What has been Selena Gomez’s and Ed Sheeran’s experience with social media?

3.47 ••• Chose ten keywords from the article. Use the words to write a summary or a short informative text.

Speak

3.48 Discuss the following questions. a Have you experienced cyberbullying yourself, or do you know someone who has? b What would you do if you discovered cyberbullying? Do you have a responsibility? c What kind of sanctions do you think should be used to stop cyberbullying? d You have probably read comment sections to people’s posts or news items. Do you think everyone should be allowed to say what they want in a public forum?

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3.49 Study the graph “Online gaming builds stronger connections with friends”. a What percentage say they feel more connected to friends they already know? b Describe the difference between playing with friends you already know and people you aren’t friends with yet. c How many say they feel happy and relaxed? d Are there more teens who say they feel angry and frustrated than who say they don’t feel happy and relaxed? e Would you say that these statistics support the claim that online gaming builds stronger connections with friends?

Online gaming builds stronger connections between friends % of teens who play online with others and feel...

+ More connected to friends you play games with who you already know

+

More relaxed and happy

+

Connected to people you play games with, but aren‘t friends yet

+9

More angry and frustrated

4 +

Yes, a lot

/

38

29

/

/

/

44

/

26

-

-

Yes, a little

No

- 21

40

- 18

53

-

47

70

Source: Pew Research Center

Practise

3.50 Compare the following adjectives. See the Language Lab section for information on adjectives.

Example: happy – happier – happiest a responsible e many b positive f considerable c good g young d bad h difficult

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3.51 Change the following adjectives into adverbs. e careful a responsible f considerable b positive g fast c digital h significant d good

Write

3.52 • How and why do you use social media? Write one paragraph. Study “Structuring Paragraphs” in this chapter for advice.

3.53 •• Ten years from now, what do you think we will use the Internet for?

Write a short text. Study “Structuring Paragraphs” in this chapter for advice.

Explore

3.54 Make your own survey. Perhaps you want to find out if there are differences between boys and girls, or between students in different classes. Here are some questions you might want to explore. a How many hours are spent online per week? b What types of online activities are most common? c How do students feel about using social media? d Which are the most popular online games? e What forms of cyberbullying have been experienced or witnessed?

3.55 Watch and listen to the poem «To this day» performed by spoken-word artist Shane Koyczan on YouTube or TED.com. a What is the message of the poem? b How does the artist communicate his message to us, the audience?

Comment on his choice of words, intensity and emotions, use of graphics and sound. c What is the effect of using the spoken-word format for this kind of message?

How did you do?

After working with the text and tasks, I can discuss positive and negative aspects of social media YES

ALMOST

NO

extract information from statistics YES

ALMOST

NO

make a survey YES

ALMOST

NO

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IMPROVE YOUR SKILLS USING FORMAL AND INFORMAL LANGUAGE Choosing the right style of language when you speak or write is important. Sometimes you need to change the way you speak or write in various situations or to different people. For example, you expect a certain style when reading a serious news article. You probably don’t have the same expectations when reading a text message from a friend.

1 Decide whether it is a formal or informal situation.

2 Decide what genre your text is going to be.

If we know what genre a text belongs to, it is easier to decide what style of language to use, formal or informal. Here are some examples of genres: • letters • plays • reports • advertisements • instruction manuals • blogs • novels • text messages • song lyrics • articles • short stories • discussions (written or oral)

3 Decide who your audience is.

If you are speaking to a group of teenagers, you may use a less formal style of language than if you are writing a job application.

4 Choose a style of language that suits the situation, genre and audience.

If it is a formal situation: • Avoid contracted words. Write words out in full, for example “there is” and “will not”.

• Use few or no abbreviations of words.

• Avoid slang words, strong expressions and swearing. Some things are OK to say, but not to write.

• Write complete sentences. Also try to vary sentence structure.

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If it is an informal ­situation: • You may use contractions and abbreviations of words. Some examples of contractions are “there’s” and “won’t”.

• Abbreviations like “phone” instead of “telephone” are accepted.

• There may be slang and colloquialisms, but always avoid swearing.

• Sentences can be simpler and shorter.

IMPROVE YOUR SKILLS Practise

3.56 Look at this dialogue. Is this style of language right for a job interview, for example? Why or why not?

“How do you do, Mr Moore?”

“Not bad. You OK, dude?”

“Thank you, I am quite well. Please, have a seat.”

“Aw, thanks, man.”

“So, why have you applied for the job?”

“Well, it looks like a really cool company, kinda.”

3.57 Explain the difference between these two short texts. Comment on the choice of words, spelling, sentence structure, punctuation, contractions and abbreviations.

Example 1 You know that test we were cramming for last week? Guess what – I flunked!

Now I’m gonna have to work my butt off if I wanna pass this subject.

Example 2 This is to inform you that your test results are not up to the required standard, and you will therefore not receive a passing grade. If you wish to achieve a passing grade in this subject, I would suggest that you consider preparing more thoroughly for your next test.

3.58 What style of language do you expect to find in the following types of text?

• an instruction manual • a blog • a job advertisement • a letter of complaint • a party invitation to a friend’s birthday • an accident report • an entry in a comment section on social media 3.59 Match the formal and the informal expressions. Practise using the expressions with a partner.

1 to help A to request 2 to put off B to contact 3 to ask for C to assist 4 to get in touch with D to verify 5 to say E to postpone 6 to check F to express 3.60 The passive voice is used when the focus is on the action and not who or what is behind it. The passive voice is often used in academic writing, science, politics or other formal settings. Compare: Mistakes were made. Mike and Ella made several mistakes. Rewrite the sentences using the passive voice. a The doctor told Shane to stop eating artificial sugar. b The principal accused one of the students of cyberbullying. c Someone handed in a written complaint. d The new boss introduced a number of new regulations.

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Simon vs the Homo Sapiens Agenda Simon Spier is a sixteen-year-old high school student who is not openly gay. He has found a friend online, who goes by the name “Blue” and who goes to the same school. They have confided in each other anonymously by email for months and have developed a crush on each other. However, their emails are accidently read by another student, Martin, who blackmails Simon and eventually decides to out him on the school’s gossip channel on Christmas Eve. In the excerpt you are about to read, Simon comes back to school with his sister Nora after the holidays.

It’s the first day back at school, and I honestly consider spending the entire day in the parking lot. I can’t explain it. I thought I would be fine. But now that I’m here, I can’t seem to get out of the car. I feel a little sick thinking about it.

Nora says, “I really don’t think anyone is going to remember.”

I shrug.

“It was on there for, what, three days? And that was over a week ago.”

“Four days,” I say.

“I don’t even think people really read the Tumblr.”

We walk through the atrium together just as the first bell is ringing. People are stampeding and pushing down the main stairs. No one seems to pay any particular attention to me – and for all of Nora’s reassurances, I can see that she’s as relieved as I am.

I move with the crowd, working my way towards my locker, and I think I’m finally starting to relax. A couple of people wave at me like normal. Garrett 124 | Chapter 3: That’s Life | SKILLS

from my lunch table nods and says, “What’s up Spier?”

I toss my backpack into my locker and pull out my AIMS books for English and French. No one has slid any homophobic notes into the slats of my locker, which is k explain who and what the story is about good. No one’s etched the word “fag” into my locker yet either, which is even better.” I’m almost ready to believe k identify and use informal language that things have gotten a little better at Creekwood. Or k discuss ethical dilemmas that no one saw Martin’s Tumblr post after all. k review a film Martin. God, I don’t even want to think about having to see his stupid evil face. And of course he’s in my first fucking period. I guess there’s still this quiet pulse of dread when I think about seeing Martin again. I’m just trying to breathe.

As I’m walking into the language arts wing, this football guy I hardly recognize almost runs directly into me coming down the stairs. I step back to ready myself, but he puts his hand on my shoulder and looks me right in the eye. confide in betro seg til/ “Why, hello there,” he says. tru seg til blackmail utpressing “Hi … ” excerpt utdrag Then he grabs me by the cheeks and pulls my face in like he’s going to entire hele/heile kiss me. “Mwah!” He grins, and his face is so close I can feel the heat of his shrug trekke på skuldrene breath. And all around me, people laugh like fucking Elmo. atrium atrium, åpen plass i I yank my body away from him, cheeks burning. “Where are you going, bygning/atrium, open plass i Spier?” someone says. “McGregor wants a turn.” And everybody starts bygning laughing again. I mean, I don’t even know these people. I don’t know why in stampede her: strømme, skynde seg/strøyme, skynde seg God’s name this is funny to them. reassurance forsikring In English class, Martin won’t look at me. But all through the day, Leah relieved lettet/letta and Abby are like freaking pit bulls, throwing down the stink-eye in all locker bokskap directions whenever anyone even looks at me funny. I mean, it’s really pretty nod nikke sweet. And it isn’t a total disaster. Some people sort of whisper and laugh. toss kaste And a couple randomly give me these huge smiles in the hallway, whatever slat sprekk that means. These two lesbian girls I don’t even know come up to me at my etch risse inn evil ond/vond, slem locker and hug me and give me their phone numbers. And at least a dozen dread frykt straight kids make a point of telling me that they support me. One girl even cheek kinn confirms that Jesus still loves me.

Elmo figur fra Sesame Street/ It’s a ton of attention. It kind of makes my head spin.

Everything seems to go well until Simon goes to rehearsal for his play in the afternoon. He is harassed by a couple of students who show up to taunt him, but his teacher and two of his friends immediately take action. Then, after watching a bit of soccer practice, Simon is ready to head home.

So, maybe it’s the winter air or maybe it’s soccer boy calves, but after everything that’s happened today, I’m actually in a pretty decent mood. Until I get to the parking lot. Because Martin Addison is leaning against my car.

figur frå Sesame Street yank her: rykke stink-eye ondt blikk/vondt, slemt blikk disaster katastrofe dozen dusin (12) rehearsal øving harass plage taunt spotte, være spydig/ vere spydig

SKILLS | Chapter 3: That’s Life | 125

apology unnskyldning knuckle knoke progressive framskrittsvennlig/ framstegsvennleg rip me a new one her: kjefte på meg humiliate ydmyke/audmyke sob hulke sigh sukke

“Where have you been?” he says.

I wait for him to move. I mean, I don’t even want to look at him.

“Can we talk for a second?” he asks.

“I don’t have anything to say to you,” I say.

“Okay, well.” He sighs, and I can actually see his breath. “Simon, just – I seriously owe you an apology.”

I just kind of stand there.

He stretches his arms forward, cracking his knuckles under his gloves.

“God, I’m just. I’m just so sorry. What happened in there. I didn’t know that would – I mean, I didn’t think people still did shit like that.”

“Right, who’d have guessed? Because Shady Creek is just so progressive.”

Martin shakes his head. “I just seriously didn’t think it would be such a big thing.”

I don’t even know what to say to that.

“Look, I’m sorry, all right? I was pissed off. The whole Abby thing. I wasn’t thinking. And then my brother basically ripped me a new one, and I was just … I just feel like shit, okay. And I deleted those screenshots ages ago. I swear to God. So can you please just say something?”

I mean, I almost start laughing. “What the fuck do you want me to say?”

“I don’t know,” he says. “I’m just trying –“ “Okay, how about this? I think you’re an asshole. I think you’re a huge fucking asshole. I mean, don’t even fucking pretend you didn’t know this would happen. You blackmailed me. This was – I mean, wasn’t that the whole goddamn point? Humiliating me?”

He shakes his head and opens his mouth to reply, but I cut him off.

“And you know what? You don’t get to say it’s not a big thing. This is a big fucking thing, okay? This was supposed to be – this is mine. I’m supposed to decide when and where and who knows and how I want to say it.” Suddenly, my throat gets thick. “So yeah, you took that from me. And then you brought Blue into it? Seriously? You fucking suck, Martin. I mean, I don’t even want to look at you.”

He’s crying. He’s trying not to, but he’s seriously, full-on crying. And my heart sort of twists. “So can you just step away from my car,” I say, “and leave me the fuck alone?”

He nods, puts his head down, and walks away quickly.

I get in my car. And turn it on. And then I just start sobbing.

Becky Albertalli Becky Albertalli (1982 – ) is an award-winning American writer who lives in Atlanta. She is also a psychologist who has worked with teenagers. Simon vs The Homo Sapiens Agenda is her first novel. It has been translated into many different languages, and a popular film adaptation called Love, Simon was released in 2018.

w

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Read and understand

3.61 • Choose the correct alternative. a The main character in this text is 1 Martin.

2 Abby.

3 Simon. b He is 1 openly gay.

2 not openly gay.

3 straight. c He was outed to the whole school by 1 one of his fellow students.

2 his anonymous email crush.

3 his sister Nora. d On his first day back after the school holidays, he 1 was bullied by most of the other students.

2 realized that nobody had seen the Tumblr post.

3 received a lot of support from his friends. e After school, Martin was waiting in the parking lot because 1 he wanted to apologize to Simon.

2 he wanted to talk about Abby.

3 he thought Simon had overreacted about the whole thing. f Simon says that 1 he forgives him.

2 Martin is an asshole.

3 he is going to get revenge.

3.62 •• Answer the following questions. a Who is “Blue” and how does Simon know him? b Why is Simon anxious about going back to school? c What was he expecting to see at his locker? d Explain what happened when Simon ran into the football guy. e How does Martin behave when Simon finds him waiting for him after school? f Why doesn’t Simon believe Martin when he says he didn’t understand the consequences?

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3.63 ••• Find evidence in the text to support the following statements.

Write down your answers in full sentences. a Simon was expecting comments and harassment when coming back to school. b His first day was both good and bad. c All the attention he is given makes Simon confused. d Simon feels betrayed by Martin’s actions. e Martin seems to be genuinely sorry for what he did. f Simon is more hurt by what happened than he admits.

Speak

3.64 Discuss in pairs, and then share your views in class. a How do you think Simon felt when he discovered someone had read his private emails and spread the information? How would you feel if it happened to you? b How do you think Simon handled the situation when Martin wanted to apologize? c What do you think of the way Simon’s friends handled the situation? d What would you do if one of your friends were in the same situation as Simon?

Practise

3.65 There are many examples of informal language in the text. Explain what the following expressions mean and rewrite them in more formal language. a “I was pissed off.” b “… my brother basically ripped me a new one.” c “I just feel like shit, okay.” d “You fucking suck, Martin.” e “Leah and Abby are like freaking pit bulls, throwing down the stinkeye in all directions whenever anyone even looks at me funny.”

3.66 Adjective or adverb? Find the mistakes and correct the sentences. a Simon is quite nervously about going back to school. b He had communicated anonymous by email with another boy from his school. c Nobody is paying any particularly attention to him. d Suddenly, a football guy is running direct into him in the hallway. e Martin starts crying in the parking lot and walks away quick.

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Write

3.67 • “I’m supposed to decide when and where and who knows and how I want to say it,” Simon says to Martin. Who has the right to spread private information about other people? Write one paragraph where you express your opinion.

3.68 •• Friendship is an important theme in this novel. Based on the excerpt you have read, write a text where you explain how Simon’s friends supported him. Also describe what friendship means to you.

Explore

3.69 Watch the film adaption of the novel Love, Simon. a At the beginning of the film, we hear Simon’s voiceover, saying he has “a huge-ass secret.” Why does he resent having to come out at all, and how does he imagine it should be for straight kids? b Choose one character you think is interesting. Describe this character’s personality, using statements and actions to support your description. c In one scene, Simon’s mother says to him “You can exhale now, Simon.” Describe Simon’s family and the relationship he has with his parents. Use scenes from the film as examples. d The identity of “Blue” is not revealed until the end. Did you guess who it was? Are we given any clues? Is Simon surprised? e “Love, Simon is filled with humor–in its characters, dialogue, and situations–but it doesn’t sacrifice emotional depth,” one critic wrote in his review of the film. Do you agree? Explain why or why not. f How would you review the film? Make a short video where you express your opinion.

How did you do?

After working with the text and tasks, I can explain who and what the story is about YES

ALMOST

NO

identify and use informal language YES

ALMOST

NO

discuss ethical dilemmas YES

ALMOST

NO

review a film YES

ALMOST

NO

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CHAPTER CHECKPOINT Revise 3.70 After working with Chapter 3, it is time to revise what you have learnt. a Give examples of challenges and ethical dilemmas you have read about in this chapter. b Mention some things young people worry about. c What would you say is the message of the poem “Look”? d Which novel extracts have students as the main characters? e Give examples of different types of addictions. Explain how Shane Dawson’s addiction affected him. f Describe some of the benefits and challenges of being active on social media.

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Assess your progress 3.71 Choose three of the texts you have studied in this chapter. a What were the aims of each of the texts? b Which aims do you think you master well? c What would you like to improve? Explain why and what you think you will have to do.

3.72 Pick one task you have worked on in this chapter. What did you learn? How can you use this when working on future tasks?

3.73 Structuring paragraphs a What is a topic sentence? b How many supporting sentences should there be in a paragraph, at the least? c What do supporting sentences do? d Give examples of at least five sentence connectors. e How does the use of sentence connectors improve your text?

3.74 Using formal and informal language a What is the difference between formal and informal language? Give examples. b In what situations do you use formal language? c Give examples of when you can use informal language. d Mention three decisions you have to make before choosing the appropriate style of language. e For what types of text do we often use the passive voice?

CHAPTER CHECKPOINT Apply your skills 3.75 Speak a • Choose one of the texts from this chapter. Explain to a partner what the text is about and what you liked or disliked about it. b •• Which of the texts you have studied in this chapter has the most informal language, and which text has the most formal language?

Use examples from the texts to support your arguments. How does the style of language affect you as a reader or listener?

b •• A number of celebrities are known for their addiction to alcohol or drugs. Write at least three paragraphs in which you discuss celebrities’ lifestyle and to what extent they are role models for young people. You may want to include the following points: • examples of celebrities who you think are positive or negative role models • how they might influence young people • the media focus on celebrities • the celebrities’ need for and right to privacy

c ••• Compare the challenges the characters are facing in at least two of the novel extracts from this chapter. How are they similar?

What are the differences? Point to examples in the texts to support your arguments. Discuss in groups.

c ••• Write a text in which you discuss the advantages and challenges of living in a digital age.

Your text should have:

3.76 Write a • Write one paragraph for each of the following topic sentences.

Make sure your paragraphs have supporting sentences and a closing sentence. Also try to use sentence connectors.

• a short introduction • one paragraph on the advantages • one paragraph on the challenges • one paragraph where you state your opinion • a conclusion

• Smartphones can be useful in the classroom.

• There are many different kinds of addiction.

• Gaming and social media can improve your English.

You may also want to check “Structuring a text” in Chapter 4 for advice.

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CHAPTER 4

Citizens

In this chapter you will focus on k social conditions k democracy k racism and other crimes k structuring texts k selecting sources k prepositions

Useful words and phrases echo chamber fake news manipulation activism election civil rights movement law enforcement protest ethnic minority empowerment

How can you influence society?

How do you decide which sources you can trust? <<4 sider>>

133

Iconic Images A good photograph can tell a whole story in a split second. Therefore, news articles almost always include pictures. Readers and viewers are bombarded with information every hour of the day, so most news stories are forgotten.

Still, many photos make a lasting impression. Some of these are later found in history books because of the way they impacted people’s opinions and civic engagement, and even governments’ decisions.

Here are some examples of photos that have become iconic. Study the pictures and the events they illustrate.

Photographer: Neil Armstrong Photographer: Angelo Cozzi

The fight for civil rights in the US continued through the 1960s. Successful athletes took the opportunity to show their support internationally. This photo shows gold and bronze medal winners Tommie Smith and John Carlos raising their hands in a black power salute at the Olympics in Mexico City in 1968. It was an inspiration for many to keep up the fight.

Photographer: Robert Wilson

impression inntrykk impact påvirke/påverke opinion mening/meining civil engagement samfunnsengasjement civil rights borgerrettigheter/ borgarrettar plesiosaurus svaneøgle supposedly angivelig/påstått hoax bløff

The whole world was watching as the first human beings set foot on the Moon in July 1969. The photo shows one of the American astronauts, Edwin (“Buzz”) Aldrin, walking on the Moon’s surface. Television was new at the time, but even so, the images were spread faster than ever before.

The belief that a plesiosaurus-like monster lives in Loch Ness in the Scottish Highlands dates back at least 1500 years. Many people claim to have seen it. A British doctor, Robert Wilson, supposedly took this picture. It was published in the newspaper Daily Mail in 1934 and sparked huge international interest. The photograph was later proved to be a hoax, but the hunt for the Loch Ness Monster continues to this day and it has become an important tourist attraction.

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AIMS k discuss photos and how they can influence opinion k suggest suitable captions k write about photographs

The Beatles released Abbey Road in 1969. It was the last album the band would record before it split up. The picture for the front cover shows the four band members on a zebra crossing near the studio. A policeman held up traffic while the photographer took the picture from the top of a stepladder.

Abbey Road Studios is now a listed building, and there is an online webcam recording everything that goes on at the zebra crossing in Abbey Road.

Photographer: Unknown

On 11 September 2011, two passenger airplanes crashed into two skyscrapers in Manhattan, New York. This was part of a terror attack carried out by Islamic extremists. The towers were part of the World Trade Center complex. The images from the incident went viral and had a lasting impact on people around the world.

Photographer: Nick Ut

The war in Vietnam had been going on for many years. In June 1972, a load of napalm was dropped on the village of Trang Bang.

The picture shows children running in terror and pain from the village. The photo became a symbol of how civilians suffer the consequences of war. It helped to change people’s opinion about the Vietnam War and led to the withdrawal of US troops. The Vietnam War finally ended in 1975.

zebra crossing fotgjengerfelt/ fotgjengarfelt stepladder gardintrapp listed her: vernet/verna webcam webkamera incident hendelse/hending lasting varig civilians sivilbefolkning suffer lide consequences konsekvenser/ konsekvensar withdrawal tilbaketrekking

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Read and understand

4.1 • Combine the sentence halves. Write down the complete sentences.

A Readers and viewers are bombarded B Therefore, news articles almost always C Most news stories are forgotten,

but some photos have a lasting impact.

2 a whole story in a split second.

D A good photo can tell

4 because of the way they influenced governments’ decisions.

5 with information every hour of the day.

6 become iconic.

E Photos are sometimes later found in history books F Some photos even

1

3

include pictures.

4.2 •• Make headlines from the jumbled words and combine them with the correct pictures.

Headline a b c d e f

Hit Twin Passenger Planes Towers Walk the Successful Moon on Bombs Civilians in Vietnam Hit Napalm with Is the Monster this Loch Ness?

The Last on the Front of the Album they Cover Recorded Beatles

by Political Afro-American Statements Shown Athletes

4.3 ••• Write down five questions to what you read in the text about iconic images. Then work with a partner. Take turns asking the questions and suggesting answers.

Practise

4.4 Explain these expressions in English. Use a dictionary if necessary. a televised event g civic engagement d spark interest b impact h withdrawal e civilians c opinion i hoax f go viral

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Speak

4.5 Study the photos on the previous pages again, in pairs. Focus on one picture at a time and ask each other the following questions: a What do you see in this picture? b How does the picture make you feel? c Why do you think this photograph made a lasting impression on the public?

4.6 Shocking pictures help newspapers sell well and generate more clicks.

Which ethical problems arise when pictures of suffering people are published? Discuss in class.

Write

4.7 • Suggest captions for the three photos to the right. For each caption, explain why you think it is suitable.

4.8 •• Write the lead to match one of the photos to the right. Feel free to make up facts about the incident in the photo.

4.9 ••• Write a short news article to accompany one of the photos to the right. Use your imagination to describe the situation and context in which the photo was taken. Choose a suitable headline for your article, and a caption for the photo.

Explore

4.10 Visit newseum.org and study the front pages of today’s newspapers.

Choose one picture that catches your attention. Prepare a short presentation of this picture. Share in class. See “Sharing information” in Chapter 1 for advice on how to show and tell.

4.11 Choose a piece of music that you like. Find the album cover. Present your piece of music and show how the album cover, in your opinion, reflects the music on this album.

How did you do?

After working with the text and tasks, I can discuss photos and how they can influence opinion YES

Did you know?

ALMOST

NO

suggest suitable captions

The naked girl in the photograph on the previous page is Phan Thi Kim Phuc. She suffered severe burns in this attack and almost died. In 1997 she set up the Kim Phuc Foundation, which aims to give psychological support and medical help to children who are victims of war. Phan Thi Kim Phuc lives in Canada and is a UNESCO Goodwill Ambassador.

YES

ALMOST

NO

write about photographs YES

ALMOST

NO

SKILLS | Chapter 4: Citizens | 137

!

Before you start Where do get your news?

Do you always trust your news providers to tell you the truth? Discuss in pairs.

Nothing on This Page is Real

IRUS V R E T COMPU MANS U H O T S SPREAD

ATLANTIS FOUN

D

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NYPD: Hillary Clinton “Pedofile Sex Tape” About To Be Release d s World, Pope Francis Shock p for Trum Endorses Donald s Statement President, Release

NORTH WATERBORO, Maine The only light in the house came from the glow of three computer monitors, and Christopher Blair, 46, sat down at a keyboard and started to type. […] Waiting online was his other community, an unreality where nothing was exactly as it seemed. […] “Nothing on this page is real,” read one of the 14 disclaimers on Blair’s site, and yet his stories had become real, reinforcing people’s biases, […] amassing an audience of as many 6 million visitors each month who thought his posts were factual.

What Blair had first conceived of as an elaborate joke was beginning to reveal something darker. […]

Now he hunched over a desk, […] scanning through conservative forums on Facebook for something that might inspire his next post. […] He noticed a photo online of Trump standing at attention for the national anthem during a White House ceremony. Behind the president were several dozen dignitaries, including a white woman standing next to a black woman, and Blair copied the picture, circled the two women in red and wrote the first thing that came into his mind.

“President Trump extended an olive branch and invited Michelle Obama and Chelsea Clinton,” Blair wrote. “They thanked him by giving him ‘the finger’ during the national anthem. Lock them up for treason!”

Blair finished typing and looked

again at the picture. The AIMS white woman k explain what the article is about was not in k use words related to information fact Chelsea and fake news Clinton. […] k share information on fake news and The black fact-checking sites woman was not Michelle Obama. […]

Neither Obama nor Clinton had been invited to the ceremony.

Nobody had flipped off the president. The entire premise was utterly ridiculous, which was exactly Blair’s point.

“We live in an Idiocracy,” read a small note on Blair’s desk, and he was taking full advantage. In a good month, the advertising revenue from his website earned him as much as $ 15,000, and it had also won him a loyal army of online fans.

Hundreds of liberals now visited America’s Last Line of Defense to humiliate conservatives who shared Blair’s fake stories as fact. […] “How could any thinking person believe this nonsense?” he said. He hit the publish button and watched as his lie began to spread. […]

It was barely dawn in Pahrump, Nevada when Shirley Chapian, 76, logged onto […] her Facebook news feed. […] She put her finger on the mouse and began scrolling down.

“Click LIKE if you believe we must stop Sharia Law from coming to America before it’s too late,” read the first item, and she clicked “like.”

“Share to help END the ongoing

monitor skjerm community fellesskap disclaimer ansvarsfraskrivelse/ ansvarsfråskriving reinforce forsterke bias forutinntatt holdning/ fordomsfull handling amass samle conceive of komme på elaborate her: utspekulert hunch sitte sammenbøyd/ sitte samanbøygd stand at attention stå i givakt dignitary viktig person extend an olive branch her: strekke ut en hånd/strekke ut ei hand treason landssvik premise premiss, forutsetning/ føresetnad ridiculous latterlig/latterleg revenue inntekter humiliate ydmyke/audmjuke dawn daggry

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migrant invasion!” read another, and she clicked “share.”

The house was empty and quiet except for the clicking of her computer mouse. She lived alone, and on many days her only personal interaction occurred here, on Facebook. Mixed into her morning news feed were photos and updates from some of her 300 friends, but most items came directly from political groups Chapian had chosen to follow. […] Each political page published several posts each day directly into Chapian’s feed, many of which claimed to be “BREAKING NEWS.” […] “BREAKING: Democrat mega-donor accused of sexual assault!!!”

“Is Michelle Obama really dating Bruce Springsteen?”

“Iowa Farmer Claims Bill Clinton had Sex with Cow during ‘Cocaine Party.’ ” […]

Chapian didn’t believe everything she read online, but she was also distrustful of mainstream factcheckers and reported news. It sometimes felt to her like real facts had become indiscernible – that the truth was often somewhere in between. What she trusted most was her own ability to think critically and discern the truth, and increasingly her instincts aligned with the online community where she spent most of her time. […] “I’m not a conspiracy-theory-type person, but. . .” she wrote, before sharing a link to an unsourced story suggesting that Democratic donor George Soros had been a committed Nazi, or that a Parkland shooting survivor was actually a paid actor.

Now another post arrived in her news feed, from a page called America’s Last Line of Defense, which Chapian had been following for more than a year. It showed a picture of Trump standing at a White House ceremony. Circled

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in the background were two women, one black and one white. “President Trump extended an olive branch and invited Michelle Obama and Chelsea Clinton,” the post read. “They thanked him by giving him ‘the finger’ during the national anthem.”

Chapian looked at the photo and nothing about it surprised her. Of course Trump had invited Clinton and Obama to the White House in a generous act of patriotism. Of course the Democrats – or “Demonrats,” as Chapian sometimes called them – had acted badly and disrespected America. It was the exact same narrative she saw playing out on her screen hundreds of times each day, and this time she decided to click ‘like’ and leave a comment. “Well, they never did have any class,” she wrote. […]

Blair had invented thousands of stories in the past two years, always trafficking in the same stereotypes to fool the same people, but he never tired of watching a post take off: Eight shares in the first minute, 160 within 15 minutes, more than 1,000 by the end of the hour. […] “Aaaaand, we’re viral,” he wrote, in a message to his liberal supporters on his private Facebook page.

By the standards of America’s Last Line of Defense, the item about Michelle Obama and Chelsea Clinton was only a moderate success. It included no advertisements, so it wouldn’t earn Blair any money. It wasn’t even the most popular of the 11 items he’d published that day. But, just an hour earlier, Blair had come up with an idea at his computer in Maine, and now hundreds or maybe thousands of people across the country believed Obama and Clinton had flipped off the president.

“Gross. Those women have no respect for themselves,” wrote a woman in Fort Washakie, Wyo.

assault overgrep distrustful mistroisk/mistruisk indiscernible umulig å skille fra hverandre/umogleg å skilje frå kvarandre align with være på linje med/ vere på linje med conspiracy konspirasjon, sammensvergelse/ samansverjing unsourced som mangler kilde/ som manglar kjelde narrative fortelling/forteljing shunned utstøtt/utstøytt prominently tydelig/tydeleg pseudo-patriotic liksompatriotisk demote degradere offensive støtende/ støytande rerun her: publisere på nytt intentionally med hensikt

“They deserve to be publicly shunned,” said a man in Gainesville, Fla. […]

“Jail them now!!!”

Blair had fooled them. Now came his favorite part, the gotcha, when he could let his victims in on the joke. “OK, […] here’s your reality check,” he wrote on America’s Last Line of Defense, placing his comment prominently alongside the original post.

“That is Omarosa and Hope Hicks, not Michelle Obama and Chelsea Clinton. They wouldn’t be caught dead posing for this pseudo-patriotic nationalistic garbage … Congratulations, stupid.”

Beyond the money he earned, this was what Blair had conceived of as the purpose for his website: to engage directly with people who spread false or extremist stories and prove those stories were wrong. Maybe, after people had been publicly embarrassed, they would think more critically about what they shared online. Maybe they would

begin to question the root of some of their ideas.

Blair didn’t have time to personally confront each of the several hundred thousand conservatives who followed his Facebook page, so he’d built a community of more than 100 liberals to police the page with him. […] Blair said he and his followers had gotten hundreds of people banned from Facebook and several others fired or demoted in their jobs for offensive behavior online. He had also forced Facebook to shut down 22 fake news sites for plagiarizing his content, many of which were Macedonian sites that reran his stories without labeling them as satire.

What Blair wasn’t sure he had ever done was change a single person’s mind. He had begun to include more obvious disclaimers at the top of every post and to intentionally misspell several words in order to highlight the idiocy of his work, but still traffic continued to climb. Sometimes he wondered: Rather than of awakening people to reality, was he pushing them further from it?

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“Well, they never did have any class,” commented Shirley Chapian, from Pahrump, Nev., and Blair watched his liberal followers respond. […]

“You’re a gullible moron who just fell for a fake story on a Liberal satire page.” […]

“Welcome to the internet. Critical thinking required.” […]

Instead of responding directly to strangers on America’s Last Line of Defense, Chapian wrote on her own Facebook page. “Nasty liberals,” she said, and then she went back to her news feed, each day blending into the next. A Muslim woman with her burqa on fire: like. […] Hillary Clinton looking gaunt and pale: like. A military helicopter armed with machine guns and headed toward the caravan of immigrants: like. […] A picture of undocumented immigrants laughing inside a voting booth: like.

“Deep State Alive and Well”: like.

She scrolled upon another post from America’s Last Line of Defense, reading fast, oblivious to the satire labels and not noticing Blair’s trademark awkward phrasings and misspellings. It showed a group of children kneeling on prayer mats in a

gullible godtroende/ godtruande gaunt mager caravan karavane, stort følge av reisende/stort reisefølgje voting booth stemmeavlukke oblivious uten å legge merke til/ utan å legge merke til trademark varemerke phrasing formulering awkward klønete recoil skvette yank trekke, røske confirm bekrefte

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classroom. “California School children forced to Sharia in Class,” it read. “All of them have stopped eating bacon. Two began speaking in Allah. Stop making children pray to imaginary Gods!!”

Chapian recoiled from the screen. “Please!” she said. “If I had a kid in a school system like that, I’d yank them out so fast.” She had seen hundreds of stories on Facebook about the threat of sharia, and this confirmed much of what she already believed. It was probably true, she thought. It was true enough. “Do people understand that things like this are happening in this country?” she said.

She clicked the post and the traffic registered back to a computer in Maine, where Blair watched another story go viral and wondered when his audience would get his joke.

By Eli Saslow, Washington Post, November 17, 2018 (abridged version)

Eli Saslow Eli Saslow (1982–) is an American journa­ list. He writes for the Washington Post. In 2014 he won the Pulitzer Prize. He has also published books about American society and has won several other awards for his writing.

m

Read and understand

4.12 • Choose the correct alternative in each sentence. a He noticed a picture/photo/text online of Trump standing at attention for the national anthem during a White House ceremony. b Lock them up for murder/disrespect/treason! c She lived alone, and on many days her only personal interaction/ intervention/interrogation occurred here, on Facebook. d It included no commercials/advertisements/advertising, so it wouldn’t earn Blair any money. e Maybe they would begin to question/doubt/examine the root of some of their ideas. f “You’re a stupid/gushing/gullible moron who just fell for a fake story on a Liberal satire page.” g It showed a group of children/kids/adolescents kneeling on prayer mats in a classroom. h It was probably untrue/true/correct, she thought.

4.13 •• Complete these sentences with information from the text. a Christopher Blair scanned through conservative forums on Facebook to find . b Blair invented a fake story claiming that . c Shirley Chapian lived alone, and on many days . d Chapian didn’t believe everything she read online, but . e Apart from the money he earned, the purpose of Blair’s website was to engage directly with people who . f Blair had built a community of more than 100 liberals to . g Blair had forced Facebook to . h To make people aware of the fact that his stories were not true, Blair had begun to include .

4.14 ••• Give at least one example from the text of the following. a How Christopher Blair communicates to his readers that the stories he posts are untrue. b How Christopher Blair has profited from his website America’s Last Line of Defense. c The kind of stories that Shirley Chapian reads and believes to be true. d How the story about Michelle Obama and Chelsea Clinton confirms what Shirley Chapian already believes. e The kind of response Christopher Blair gets from people who think what he writes is true. f How Blair and his followers have forced people to face the consequences of offensive behavior online. g The kind of language mistakes Christopher Blair deliberately makes so people will understand that his stories are fake. h How people such as Shirley Chapian read Christopher Blair’s posts and believe them anyway.

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Practise

4.15 Choose five of the expressions below. Write a sentence for each of them to show that you understand what they mean. Look up words you are not sure of and make a note of your source. Do you trust this source? Why? a idiocracy b satire c breaking news d conspiracy theory e deep state f echo chamber g confirmation bias h mainstream fact-checkers

Speak

4.16 Visit a fake news or satire website and study the stories you find there.

Some examples are naturalenews.com and theonion.com. Work in pairs and discuss the following questions: a What does the website claim has happened? b What could make you believe that the stories might be true? c What makes you realize that these stories cannot be true? d If these stories had been posted on a news website, would you have thought they reported the truth? Why?/Why not?

Write

4.17 • Fill in the missing words and write out the text. biz – URL – accurate – digital tools – faked – believe – disagree – context – fake news – check Fake news There are many kinds of (a) The first is stories that are lies. They have been made up to make people (b) something that is not true. The second kind are stories that are not (c) , but contain some truth. Some people use the term ‘fake news’ about news that they (d) with. If you wonder whether a news item is true or not, there are some things you should (e) . If it contains spelling mistakes or strange sentences, this might mean that you should double-check the story. You should also check the (f) . If it is something like infonet or (g) , you could be right in thinking that the story might not be true. Pictures can also easily be (h) and this can be difficult to see. If you are not sure, you can use various (i) to check if an image has been used in the wrong (j) or altered in some way.

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7 Types of Mis- and Disinformation Satire or Parody

Misleading Content

Imposter Content

Fabricated Content

No intention to cause harm but has potential to fool

Misleading use of information to frame an issue or individual

When genuine sources are impersonated

New content that is 100% false, designed to deceive and do harm

J

INCREASING INTENT TO DECEIVE

False Connection

False Context

When headlines, visuals or captions dont’t support the content

When genuine content is shared with false contextual information

Manipulated content When genuine information or imagery is manipulated to deceive

Source: https://www.pnas.org/content/114/48/12631

4.18 •• What advice would you give to Shirley Chapian when she reads her news feed? Make a list of important things for her to remember so she will not be fooled again.

4.19 ••• Use your imagination and write a short fake news story. Find a picture to illustrate your story or use digital tools to manipulate a photo.

Explore

4.20 Study the infographic on this page. Choose at least two types of misor disinformation. Research and find one example of each. Present your examples in class.

How did you do?

After working with the text and tasks, I can explain what the article is about YES

4.21 Visit a fact-checker website, such as Full Fact, Snopes, PolitiFact or Fact Checker. Which news stories do you find here? Have you read or heard about any of them before? How can a fact checker be a useful tool for you?

ALMOST

NO

use words related to information and fake news YES

ALMOST

NO

share information on fake news and fact-checking sites YES

ALMOST

NO

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IMPROVE YOUR SKILLS SELECTING SOURCES Most students look for information online for their projects, papers and presentations. But unlike some traditional sources of information, such as books and magazines, the content you find online is not necessarily checked or approved before it is published. So how do you know that the information is reliable and relevant? Here is a guideline for selecting sources.

1 Be focused. Think through what kind of information you need for your task. Don’t let yourself be tempted to jump from topic to topic.

2 Narrow your search. Use the search engine’s tabs for documents, images, news, maps or videos. If you use quotation marks, e.g. “American news media”, the search engine will search for the whole phrase and thus generate a more relevant result, instead of providing millions of hits for all three words in random order.

3 Is the information relevant? Be critical. Does your source add useful information to support an argument or illustrate a point? Also check when the information was published. Many websites are not updated and the information you find may not be relevant any more.

4 Is the information reliable? Who has published the information? If you cannot find this on the site itself, it may not be very serious. The URL may also give you some idea of who is behind a site. Also ask yourself why this information was published and who the target group is.

.com is a commercial server .gov is a governmental or public server .edu is usually an educational institution .org is an organization .no is a Norwegian site

5 Cross-check your information with at least one other source. If the information differs considerably, cross-check with more sources or discard the source as unreliable.

6 Refer to your sources. Remember that someone else has the copyright to material you are using. This also includes illustrations, encyclopaedia entries, films and online videos, speeches, interviews, blogs, podcasts and broadcasts. Do not simply copy and paste into your own work. See “Referring to sources” in Chapter 8 for more information.

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IMPROVE YOUR SKILLS Practise

4.22 Answer the following questions. Give reasons for your answers. a Would you use a blog to find facts for a project on birth control? b Would you use a Wiki site to find information about political parties? c Would you use a website with the url.edu to help you find facts about population statistics? d Would you use a website with the URL.org to find information on fake news? e Would you trust a website with a lot of spelling and grammar mistakes? f If you were researching gun violence in the USA, would you trust information from the official website of the National Rifle Association?

4.23 Look up the following news providers online and study the top headlines. Rank the websites from the one that has the most sensational clickbait news to the one you think seems the most trustworthy. Discuss your results in class. a The Economist b USA Today c CNN

d Infowars e BBC f Reuters

g The Guardian h Al Jazeera i Addicting Info

j Fox News k PBS l The Huffington Post

4.24 Suggest at least three reliable and relevant sources for each of the following topics. a studying in the UK b the history of Brexit c the presidency of Donald Trump d organised crime in the USA 4.25 Does the domain, i.e. the last element of the Internet address, say anything about the reliability of the website? Discuss in class, then find out what these domains stand for. a .mil b .net c .ru

d .in e .za f .au

Note!

Wikipedia may be a good starting point when exploring a new topic, but you should remember that the information is provided by volunteers who are not necessarily experts on the subject. It is not considered a reliable source on its own.

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AIMS k explain the main content of this

novel excerpt k use words and expressions related to crime k discuss society’s reaction to perpetrators of crime

Boy A As a young child, Jack was found guilty of a horrible crime. This crime created massive media interest and public outrage. Jack has spent most of his life in different institutions. Now, at the age of 24, he has just been released with a new identity, new surroundings and a new job with the firm DV transport. Only Terry, his case worker, knows about his past. Jack has moved in with landlady Kelly, made friends with coworker Chris, who picks him up for work in the mornings, and fallen in love with the office-girl Michelle. At the point where we enter the story, Kelly is working the night shift, Michelle has disappeared and Jack’s boss Dave calls him to say that he needn’t come to work. Jack doesn’t understand at first and thinks it is because of some stock that has been stolen …

‘Jack?’

‘Yes!’ ‘We’re not going to need you at work for the moment. Well …’ he tails off.

‘What do you mean?’

‘Don’t come in today.’

‘Don’t come in until … unless … if, I ask you to. It’s not good for the business.’

‘What’s this about, Dave?’ Jack is aware of the desperation in his voice. ‘Is it the stock? It’s not me, I haven’t taken a thing.’

‘You know what it’s about. I’m sorry but that’s the end of it. I don’t wish to continue this discussion.’

‘Dave,’ Jack says, ‘Dave?’ But the line is dead.

!

Before you start a In English, explain what the term “age of criminal responsibility” means. b Do you know what the age of criminal responsibility is in Norway? Do you know what it is in England? If not, find out.

guilty skyldig horrible fryktelig/frykteleg released her: løslatt/lauslaten public outrage offentlig forargelse/offentleg forarging case worker saksbehandler/ saksbehandlar past fortid landlady utleier, vertinne/ utleigar, vertinne coworker kollega disappear forsvinne tail off her: bli stille stock her: varer

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panic button trygghetsalarm/ tryggingsalarm pager personsøker/ personsøkar saliva spytt hover bevege seg over do time sitte i fengsel pick-up her: henting engaged her: opptatt tremulous skjelvende/ skjelvande quiver bevre/bivre, skjelve spew out bryte ut notch hakk squirm her: lure seg hallway gang, entré deserted forlatt/forlaten, forlate pre-dawn før soloppgang squalid ussel ominous illevarslende/ illevarslande devoid of helt uten/heilt utan determined bestemt

He puts his work clothes on anyway, not sure why, perhaps because they are lying ready for him over the chair. He can’t understand what just happened. He doesn’t want to believe the most obvious explanation for Dave’s behaviour: that he knows; somehow he knows.

Jack clips the panic button/pager to his belt, and slides it round his hip, to beneath his right hand. Swallowing saliva as he realizes what he is admitting to himself. That he believes today he might need this machine. He is tempted to press it straightaway. He actually flips up the screen cap, and his finger hovers over the button. But that would be crazy. As freaked out as he is, he has to stay rational. How would Dave know? He’d be the last one to know. He’s got his head up his own arse most of the time. It’s much more likely that it’s to do with the stolen stock. He’s bound to be the first suspect; Dave knows he’s done time. He’ll wait until half seven or eight, and then phone Terry. He sits down on the sprawl of his unmade bed. Maybe he’d better call Chris now, though, tell him not to bother with the pick-up, in case he doesn’t know. Find out what Dave’s told him, if he does.

Chris is engaged constantly. It’s 6:57 when Jack finally makes the connection. He pours out about being told not to come in, before Chris has a chance to open his mouth.

‘I know,’ Chris says coldly. ‘Dave’s given me the day off.’

‘Is it the stock?’ Jack asks.

‘It’s you Jack, or whoever you are. It’s about you. How could you? I mean why? I mean what the fuck?’ Chris’ voice is tremulous now, you can almost hear his lip quivering. But then he spews out in total rage: ‘Have you hurt her? Just tell me that, have you hurt Michelle?’

‘No, never, I couldn’t. What’s happened, have they found her?’

‘Read the fucking paper. Read the Sun. I’ve already had them phone me this morning. ‘His anger drops a notch, or at least his voice does. ‘All the lies. How could you? How could you keep that up? How could you just squirm your way into our world? I’d tell you I’m done with you. But then, I don’t know who the fuck you are anyway.’ He puts the phone down.

Jack is left standing in the hallway, with the buzz of his handset in his ear.

Hearing this from Chris is like being beaten with his birthday present. But it’s his old nemesis, the Sun, that’s dealt the blow. He needs to know what they’ve written. Peering through the window of Kelly’s room, he sees that the streets are still deserted. Grey with grimy pre-dawn light, looking squalid, ominous, but at least devoid of life. He can run down to the paper shop in less than a minute.

Jack gets his dv cap from the drawer, a hat that has helped him escape detection before, and pulls it down hard with determined hands. He scans the street once more from Kelly’s window, and then again from the front room, before he walks stiff-legged to the door. Every muscle is tense as he twists the Yale lock. He realizes he has no money, and lets it click back into

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the clasp of the frame, while he dashes upstairs to get his wallet. He has to do this while he still has the nerve. He checks the panic button is still to hand and that he has his keys, before he opens the door again. Cautiously, studying the road, he lets it close behind him.

He has just raised his right leg to provide the starting momentum for his run when the first flash catches him. It blinds him, blurring his vision, leaving an imprint on his eyes. He raises his hand to block out the light, as another flash comes from the same spot behind a wheelybin in the neighbour’s dark alley. It’s joined by a second bulb from a similar concealment across the street, then a third. All now firing in rapid succession. He turns and tries to force his key back into the lock. It won’t fit.

They must have stuffed something in the hole to keep him out here.

‘Have you got anything you want to say?’ a man shouts. ‘Put your side before they all get here.’

Jack crouches down with his face to the door, and presses the panic button on the pager. Three or four times he pushes it, sinking it as hard as he can.

Until the end of his finger bends back and the pain shoots him off it. He starts to topple in towards the door, losing his balance. His left hand goes out automatically to hold him off it. Clutched in his white fingers is the wrong key he’s been trying. With both palms he slides himself up the towering pus-green wood. The flashes, which are close around him now, parade how much his hand is shaking. It appears at different points around the lock, illuminated by this hateful personal strobe show. The key bounces off the lock’s metal surround, but this one fits. The door opens to let Jack fall into the hallway. One final explosion from a long-barrelled Canon hits his face, before he pushes the lens away and forces the threshold shut. They try and lift the letterbox. But he slams his elbow against it to keep it closed. His head collapses into the crook of the same arm. Only his will is holding them back …

cautiously forsiktig momentum fart blur gjøre utydelig/gjere utydeleg vision syn wheely-bin søppelkasse concealment skjulested/ gøymestad succession rekkefølge/ rekkefølgje crouch down bøye seg ned topple vakle pus-green gulgrønn/gulgrøn illuminate opplyse letterbox brevsprekk

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IN SHORT As a young child, Jack was found guilty of a horrible crime. Jack has spent most of his life in prison. Now he is 24. He has just been released. He has a new identity and a new job with the firm dv transport. Only Terry, his case worker, knows about his past. Things are going well for Jack. He has made friends at work. He is in love with office-girl Michelle. But Michelle has disappeared and no one knows where she is. One morning his boss, Dave, calls him. He tells Jack that he doesn’t need to come to work any more. Jack cannot understand how Dave has found out about him.

Jack tries to call his coworker Chris. Chris usually picks Jack up in the mornings, but today it isn’t necessary. Chris’s phone is busy. At last, Chris answers the phone. Chris has been given the day off, too. It is because the media has found out about Jack. Chris is very angry. He wants to know if Jack has hurt Michelle. Jack says he hasn’t.

Jack wants to know what the newspapers have written about him. He looks out of a window, but the streets are dark. He starts to leave the house, but he is blinded by the flash of a camera. Jack tries to get back into the house, but the key doesn’t fit. Lots of photographers are hiding in the street. They take pictures of Jack. He has a panic button, but Terry doesn’t answer it.

Jack finds the right key and manages to unlock the door. He gets into the hallway. He forces the door shut behind him, but the photographers are still outside … guilty skyldig horrible fryktelig/frykteleg released her: løslatt/lauslaten case worker saksbehandler/ saksbehandlar past fortid office kontor disappear forsvinne understand forstå coworker kollega blinded blendet/blenda hide gjemme seg/gøyme seg panic button trygghetsalarm/ tryggingsalarm unlock låse opp hallway gang, entrè force tvinge

Jonathan Trigell Jonathan Trigell (1974–) is a British writer.

His first novel, Boy A, was highly praised by critics and has won several awards. A film adaptation of the novel was released in 2007.

m

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Read and understand

4.26 • Place these sentences in the right order according to what happens in the “in short” version of the text. a Chris wants to know if Jack has hurt Michelle. b Jack tries to call Chris, but his phone is busy. c Jack wants to know what the newspapers have written about him. d Jack is blinded by the flash of a camera. e Jack’s boss calls him to say he doesn’t need to come to work. f Jack manages to get back into the house and forces the door shut. g Jack says he hasn’t hurt Michelle. h Finally, Chris answers the phone.

4.27 •• Put these sentences in the right order according to what happens in the original version of the text. a Jack decides to call Chris to tell him that he doesn’t need to pick Jack up for work. b Jack suspects that Dave knows about his past, but cannot understand how that has happened. c Jack leaves the house, only to find that the street is full of press photographers. d Jack decides to go out and buy a newspaper to see what they have written about him. e Dave says that Jack doesn’t need to come to work because it is bad for the business. f Jack clips his panic button onto his belt and realizes that today he might need it. g Chris tells Jack that his phone has been busy because he has been talking to the press. h Jack puts on his work clothes.

4.28 ••• Explain these words and expressions from the text in your own words. a The line is dead. b As freaked out as he is. c He’s got his head up his own arse. d Dave knows he’s done time. e He pours out about being told not to come in. f But it’s his old nemesis, the Sun, that’s dealt the blow. g He has to do this while he still has the nerve. h Put your side before they all get here.

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Practise

4.29 Write down the word that fits each definition. Look up words you don’t know. theft – robbery – kidnapping – homicide – assault – arson – blackmail – fraud – hijacking – hooliganism a b c d e f g h i j

Stealing something from someone.

The use of threats or violence to take control of a plane.

Killing someone.

Stealing money, usually from a bank or shop, by using violence.

Destroying somebody’s property on purpose.

Taking somebody away by force to get money for returning them.

Illegally getting money from someone by tricking them.

Getting money by threatening to tell secrets about someone.

Deliberately setting fire to something, usually a building.

The crime of attacking someone.

4.30 The following expressions are known as phrasal verbs. They consist of verbs with prepositions. First, make sure you know what they mean, then use each of the phrasal verbs in sentences of your own. a be angry with b agree on c argue about d run into e turn down f break out g take off h fall apart i go after j hold onto

Speak

4.31 Discuss these questions and sum up your opinions. a Do you think that the purpose of a prison is to punish, or should it be a place where people who have made bad choices can be rehabilitated? b It has been claimed that Norwegian prisons are more like hotel rooms and do not punish criminals at all. Do you agree? c When you hear or read about crimes in the news, how are they presented? How can media coverage influence our opinions on crime? If you can, give examples to support your views.

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Write

4.32 • What is the last crime you can remember reading or hearing about in the news? What happened and who was involved? Make a list of facts.

4.33 •• What do you think the age of legal responsibility should be? Write one paragraph and give reasons why.

4.34 ••• Should people who were convicted of crimes when they were children be allowed to start a new life with a new identity when they are grown up? Or does the community have a right to know? Write a text in which you discuss this.

Explore

4.35 Boy A has been made into a film. Watch the film and write a short review.

4.36 The novel Boy A is loosely based on the James Bulger case. Find out what happened to him in 1993. How were the two young criminals treated? What kind of debate did this crime cause?

4.37 Many people enjoy watching television series about true crimes. a Find examples of such television series. Choose one. b What types of crimes are featured in the series? c How are the crimes, the ones who committed them and their victims portrayed? d What is the purpose of such television series? e Why do you think they have become so popular with viewers?

How did you do?

After working with the text and tasks, I can explain the main content of this novel excerpt YES

ALMOST

NO

use words and expressions related to crime YES

ALMOST

NO

discuss society’s reaction to perpetrators of crime YES

ALMOST

NO

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FACT FILE THE UK FACT The Workshop of the World In the 1800s many important inventions were made in Britain. It also had some of the worldâ&#x20AC;&#x2122;s largest reserves of coal to drive the new machines. Many factories were built to produce textiles, iron and steel which could be exported to other countries.

Football Football is the most popular team sport in the world. The London Football Association created the first rules in 1863 and football became an Olympic event in 1908. But actually, football was invented by the Chinese more than 2000 years ago.

By 1921, the British Empire covered more than 37 million square kilometres. It had a population of between 470 and 570 million people, which was about one quarter of the worldâ&#x20AC;&#x2122;s population at the time. After World War II the British Empire gradually fell apart, but many of the former colonies still choose to remain part of the Commonwealth of Nations.

FILE THE UK FACT FILE Brexit On June 23 2016 a referendum was held in the United Kingdom.

The question was whether the UK should leave the European Union or remain a member state. More than 30 million people turned out to vote. 51.9 % of these wanted to leave. In Scotland 62 % of the voters wished to remain EU members. In Northern Ireland there was a majority of 55.8 % in favour of remaining.

After much political debate and negotiations, the UK left the EU on 31 January 2020.

The British Empire

Canada Newfoundland Bermuda Belize

Cook Isl. Tonga

Pitcairn

Bahamas

United Kingdom Eire Gibraltar

Malta

Palestine Iraq Trans Jordan Kuwait Indian Empire Trucial Oman

Hong Kong Gold Nigeria Coast The Gambia Br. Somaliland Sudan Bruneii Ceylon Uganda Sierra N. Borneo Papua Gilbert & Malaysia Maldives Leone Liberia Rwanda New Ellice Is. Singapore Sarawak Kenya Br. Guiana Guinea Cameroon Tanganyika Seychelles Zanzibar Solomon Ascension Chagos Cocos Is. Rhodesia Nyasaland Is. Archipelago St. Helena New Southwest Bechuanaland Hebrides Mauritius Australia Africa Tristan da Swaziland Fiji Is. Cunha Basutoland Gough Is. South Africa Falkland Is. New Zealand

Jamaica

UK facts

Official name: The United Kingdom of Great Britain and Northern Ireland Size: 244,820 square kilometres Population: 66,959,016 Geography: 4 regions: England, Scotland, Wales and Northern Ireland Capital: London Scotland: Edinburgh Wales: Cardiff Northern Ireland: Belfast Government: Constitutional monarchy. Parliament Head of state: Queen/King National day Wales: March 1, St David’s Day Northern Ireland: March 17, St Patrick’s Day England: April 23, St George’s Day Scotland: November 30, St Andrew’s Day Currency: pound sterling Agriculture: Cereals, oilseed, potatoes, vegetables, cattle, fish Important industries: Machine tools, electric power equipment, shipbuilding, oil and gas production Popular sports: Football, golf, rugby, cricket, athletics, tennis and swimming

FACT FILE THE UK FACT AIMS k give some examples of British politics and culture k describe Britain’s influence in the past k sum up background information about the United Kingdom

Shetland Islands Orkney Islands Hebrides SCOTLAND NORTHERN IRELAND Belfast Dublin IRELAND

The N o r t h S ea

Edinburgh Glasgow The ENGLAND Irish Leeds Manchester Sea Liverpool WALES Birmingham London Cardiff Bristol Brighton The English

Channel

Read and understand

4.38 • Find the wrong word in each of the sentences below and change it to the correct one. a The capital of Scotland is Glasgow. b The head of state in the UK is the President. c The currency in the uk is the Euro. d The official name of the UK is the United Kingdom of Little Britain and Northern Ireland. e Popular sports in the UK are football, golf, rugby, ski jumping, tennis and swimming. f The national day in Scotland is St Andrew’s Day on September 30. g The capital of Northern Ireland is Dublin.

4.39 •• Answer these questions. a What is the official name of the UK? b What is the capital of Wales? c What does the Welsh flag look like? d When were the first rules for football created? e When did football become an Olympic event? f What percentage of Scottish voters voted to leave the EU in June 2016? g How many people belonged to the British Empire in 1921? h Whose picture do you find on British money?

4.40 ••• Sum up what the UK fact file tells you about c industry e history a the population d sports f the UK leaving the EU b the geography

Speak

4.41 What do you associate with Scotland, Wales and Northern Ireland?

Do these countries have their own identities, cultures and languages?

Discuss and share opinions in groups.

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FILE THE UK FACT FILE

Practise

4.42 Match the English word with the correct Norwegian.

A B C D E F G H

cast a vote constituency majority polling day polling station ballot paper candidate general election

1 2 3 4 5 6 7 8

kandidat valgdag stemme flertall valg til nasjonalforsamlingen stemmeseddel valglokale valgkrets

4.43 Fill in words from task 4.42.

In the United Kingdom a (a) must take place at least every five years. Each (b) decides which politician it wants to represent the voters in Parliament. Usually many political parties field a candidate.

On (c) , the voters go to the (d) to (e) . The voters do this by writing an X on the (f) in the box next to the name of the (g) or party they vote for. It is the candidate who gets the (h) of votes who wins the seat.

How did you do?

After working with the text and tasks, I can give some examples of British politics and culture

Explore

4.44 Make a timeline starting on June 23rd 2016 and fill in the most important dates and events in the Brexit process.

4.45 Find out how old you have to be to vote in the UK. Is it the same in all the countries of the UK? 4.46 What are the most important industries in the UK? Use relevant and reliable sources to find more information. Choose how you want to present your findings.

YES

ALMOST

NO

describe Britains’s influence in the past YES

ALMOST

NO

sum up background information about the United Kingdom YES

ALMOST

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NO

Life in the UK

A multicultural society Modern Britain is home to many ethnic groups, but the majority of the population is still English, Welsh, Scottish or Irish. In the large cities, you will see a variety of nationalities. Many of them come from former British colonies.

In London, for example, at least 250 languages are spoken every day, and you can find restaurants from nearly every corner of the world. However, there are also conflicts between cultures and generations. Young people whose parents or grandparents come from other countries may have a very different experience of growing up than their parents. Today, there are programmes helping immigrants settle and become part of the local community, but there are also those who are strongly opposed to immigration.

Family life population befolkning former tidligere/tidlegare opposed to imot increase økning/auke household husholdning/ hushald poll meningsmåling/ meiningsmåling three quarters tre fjerdedeler/ tre fjerdedelar

Over the past ten years there has been an increase in the number of families, but the typical British family is changing. More couples live together without getting married. Also, more children are born to unmarried couples. Around 15 % of households are single parents with children, and the number of singleparent families has in fact decreased. Furthermore, one in four young adults between 20 and 34 are living with their parents, according to the Office of National Statistics. It is more common for young men to live with their parents than for young women. When asked in a recent poll, three quarters of all Britons said they were optimistic about their family’s future. More than 90 % described their family life as happy.

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Education in the UK

AIMS Although most British children go to ordinary state schools and live at home, for some middle-class and k give examples of British culture and upper-class families it is a tradition to send their values children away to boarding schools at an early age. These k compare aspects of life in the UK schools are often independent and very expensive, and and Norway there are waiting lists to get in. Members of the royal k use reading strategies family, the very rich and famous, and top politicians from around the world send their sons and daughters to these schools. Most schools offer scholarships to good students who cannot afford the school fees themselves. An education from one of these famous schools, or from prestigious universities such as Oxford and Cambridge, will open many doors. However, many state schools and universities have improved their quality of education, and now rank very high on the lists of good schools.

Health and welfare “Keep calm and carry on” was the slogan on a poster made during World War II. This is in many ways typical of the British people. Even when the going gets tough, the British are usually seen as calm and collected, and often joke about their own situation. There is, however, a feeling of collective responsibility. Healthcare, including dentistry, is free to all permanent residents and paid for by taxes. A recent survey showed that most Britons are satisfied with the medical help they get from the National Health Service despite many negative articles in the press. There are also housing projects funded by the government. Although Britain is not a large country, there are great differences in the standard of living, income levels and number of unemployed workers, for example between the north and south of England.

independent her: privat scholarship stipend fee skolepenger/skolepengar prestigious prestisjefylt rank rangere slogan slagord dentistry tannlegebehandling resident innbygger/innbyggjar survey undersøkelse/ undersøking fund finansiere income level inntektsnivå

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Read and understand

4.47 • Read the text once to get a general idea of what the text is about.

Then write keywords for each of the following headings. Compare your keywords with those of a partner, then share in class.

A multicultural society – Family life – Education in the UK – Health and welfare 4.48 •• Scan the text for specific information to fill in the open spaces in the text below.

Although the majority of the in the UK is English, , Scottish and , there are many different groups in the UK. In London, at least languages are spoken every day. However, there are also between cultures and .

Family in Britain is changing. In the UK, around of the households are parents with children. Still, more than % describe their family life as .

Most British children go to ordinary schools and live at .

For middle and upper families it is a tradition to send their away to schools. These schools are often very , and there are lists to get in. An education from prestigious such as and Cambridge will open many doors.

The British are usually seen as and collected, and often joke about their own . There is, however, a feeling of collective .

In the UK, is free to all permanent and paid for by . There are great differences in the of living and number of workers, for example between the and south of England.

4.49 ••• Close-read the texts «Education in the UK» and «Health and Welfare». Answer the following questions. a How are independent schools different from state schools? b How can students from families who cannot afford the tuition fees get into independent schools? c Why are universities like Oxford and Cambridge considered attractive? d Mention four characteristics used to describe the British in the text. e Do the British enjoy any health and welfare benefits? f How do the north and south of England differ?

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Speak

4.50 From any of the four texts, choose one piece of information that you find interesting or did not already know. Share this information with a partner.

4.51 Choose one of the four topics from the text and compare it with Norway. Work in groups of four and divide the topics between you.

4.52 What do you associate with life in the UK? What or who has influenced your views? Discuss in groups.

Practise

4.53 Practise pronouncing the following words from the text with a partner. c prestigious e politician a survey d increase f scholarship b statistics

Explore

4.54 The drama series Years and Years (2019), produced by the BBC and HBO, follows the Lyons family from Manchester as they deal with changes in a futuristic Britain, spanning from 2019 to 2034. Watch the series or a few episodes and comment on the following questions. a Who are the members of the Lyons family? Describe their family life, how they live and what they do. b Who is Vivian Rooke, and what is her message? How and why does she become so popular? c What are some of the technological innovations that affect the lives of the Lyons family? Are these innovations purely positive, or are there any ethical dilemmas involved? d Who are the refugees in this version of British society? What is their situation? e Does the series present a realistic picture of the near future? Explain.

How did you do?

After working with the text and tasks, I can give examples of British culture and values YES

ALMOST

NO

compare aspects of life in the UK and Norway YES

ALMOST

NO

use reading strategies YES

ALMOST

NO

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You, Work and the Law Working Environment Act Arbeidsmiljøloven contribute bidra ensure sikre

Working is an important aspect of being a citizen and contributing to society.

To ensure safe working conditions and to protect workers’ rights are the aims of the Working Environment Act. Young people getting a part-time job, a summer job, or perhaps an apprenticeship come across this law for the first time. It specifies vital facts you should be aware of as a young employee.

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AIMS k understand parts of the Working

Environment Act relevant to young workers k discuss working conditions k reflect on attitudes to child labour The Working Environment Act states that you have the right to a written contract. This contract must say what kind of job you will do, what your working hours are and how much you will be paid. In many countries, including Norway, there is no official minimum wage. This means that it is up to you and the employer to agree on your salary. If you are a member of a trade union, you can demand tariff pay. Your employer must give you a written, itemized pay statement. This shows how many hours you have worked, how much you pay in taxes, if you do, and anything else that is deducted from your pay. You should keep these statements as they are important documentation.

The Working Environment Act also says that your employer must give you appropriate training. This includes instructions for how the job should be done, as well as the safety rules and regulations that apply in the workplace.

You must be paid for the time that this training takes. If you need special safety equipment, it is the employer’s responsibility to provide it – and that includes paying for it. There are age limits on how much you can work and what kind of job you can have. If you are under 18, you cannot be asked to work overtime or at night. If you work for more than 4 ½ hours you must have at least one 30-minute break. If you cannot leave your work to take that break, it must be counted as part of your working hours and you must be paid for it.

According to the Working Environment Act your employer must have good and relevant reasons to terminate your employment and must give you written notice. If you give notice you must let your employer know at least one month in advance that you plan to leave. However, you can be dismissed immediately if you commit a serious offence. Stealing from the workplace or turning up for work in an intoxicated state could lead to immediate dismissal.

When you quit your job you have the right to a written reference. This reference must say how long you were employed for and what kind of job you did. A reference is an important document since it is the written proof that you actually had a job. When you apply for further education or for other jobs later, a good reference could prove very valuable.

minimum wage minstelønn trade union fagforening/ fagforeining itemized spesifisert pay statement lønnslipp/ lønnsslipp deduct trekke fra/trekke frå terminate avslutte notice her: oppsigelse/ oppseiing give notice si opp/seie opp reference attest

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Read and understand

4.55 • Answer these questions. a Does the Working Environment Act say anything about a written contract? b Do we have a minimum wage in Norway? c Must your employer give you appropriate training? d Must you pay for your own safety equipment? e Should you throw away your pay statement when you have looked it over? f Can you work overtime if you are under 18? g Can you lose your job at once if you steal from your workplace? h Can a good reference be valuable later in life?

4.56 •• Choose the correct alternative in each sentence. a The Working Environment Act contains important information you should be aware of as a young employer/young employee/young employed/young unemployed. b We don’t have a minimum wage in Norway, so young workers earn very little/young workers earn less than in the US/your employer and you must agree on your salary/you must be really greedy. c It is the employer’s responsibility to provide safety equipment and also to pay for it/but you must pay cash for it/but the cost will be deducted from your pay/but your parents must pay for it. d If you cannot leave the workplace to take a break, you must tell customers to come back in 30 minutes/go to the toilet for 30 minutes/ manage without a break/be paid for the time you should have had a break. e Stealing from the workplace or turning up for work in an intoxicated state could lead to immediate promotion/your losing your job at once/ your being told to come back tomorrow/a large sum being deducted from your pay.

Practise

4.57 Fill in the correct preposition. a In the past, many British children worked factories. b Children would work many hours each day. c 1833, the British Parliament passed the Factory Act. d The Factory Act stated that no child the age of nine could work in a factory. e The Factory Act also stated that children of nine and thirteen could not work for more than nine hours a day. f According to the Factory Act children could not work night. g Children must also go school for at least two hours every day. h This act of Parliament slowly improved life child workers.

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Speak

4.58 Look at the picture and discuss these questions. a How old do you think this child is? b What do you think is produced here? c What do you think the working conditions are like in this place?

4.59 Is child labour only a thing of the past? Find a picture which shows children at work in our own time. Discuss what you think the working conditions are like.

How did you do?

Write

4.60 The text “You and the Working Environment Act” on the previous page is a five-paragraph text. Check the guidelines for how to write such a text in this chapter and compare the two. Is this text correctly structured? Would you add or change anything? If so, what? Make a short list.

Explore

4.61 What does the term “gig economy” mean? What are positive and negative aspects of this development?

How did you do?

After working with the text and tasks, I can understand parts of the Working Environment Act relevant to young workers YES

ALMOST

NO

discuss working conditions YES

ALMOST

NO

reflect on attitudes to child labour YES

ALMOST

NO

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Black Hoodie In this abridged short story you will meet three Irish teenagers who are in Transition Year at school. In Ireland this is an optional one-year programme. It aims to give students not only an academic education, but also to encourage creativity and independence, as well as life skills and work experience. To this end, the three of them form a mini-company. Their teacher, who the students refer to as Ms TheyDon’t-Know-I-Was-Locked-Last-Night, doesn’t understand their idea at first …

escalator rulletrapp hoodie hette(genser)

MY GIRLFRIEND IS Nigerian, kind of, and when we go through the shops, we’re followed all the way. We stop – the security guards stop. We go up the escalator – they’re three steps behind us, and there’s another one waiting at the top. We look at something, say, a shoe, and they all look at us looking at the shoe. And people – ordinary people, like – they see the security guards looking at us, and they stop and start looking at us, in case something good’s going to happen. You’re never lonely if you’re with a black girl, or even if your hoodie is black.

I said she was Nigerian, kind of. I didn’t mean she was kind of Nigerian. I meant she’s kind of my girlfriend. She’s lovely and, I have to admit, I kind of like the attention. No one really noticed me until I started going with her, kind of. Now they all look, and you can see it in their faces; they’re thinking, There’s a white fella with a black girl, or something along those lines. I’m the white fella.

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I’m dead into her. I’d love it if she was my girlfriend – full time, like. My da says I should just go ahead and ask AIMS her. But I don’t know. What if she says No? I’m not telling you her name. And that means I can’t k extract information while reading and listening use my own name either. Because, how many Nigerian girls is the average Irish teenager going to be hanging k reflect on aspects of stereotyping around with? If I give my name, I might as well give k use prepositions correctly hers. So no.

So, there we are, myself and my Nigerian friend, and we’re walking through the shop, being tailed by the Feds. And meanwhile, our friend, who’s in a – And now, there’s another problem. There’s a fella in a wheelchair in the story. How many male teenagers in the greater Dublin area share their leisure time with young men in wheelchairs and Nigerian women?

Our friend is in a wheelchair, but he doesn’t need it. It’s his brother’s.

His brother is in McDonald’s, waiting for us. And while the Feds follow me because (a) I’m with a black person, and (b) I’m wearing a hoodie, he’s robbing everything he can stretch to, because (a) he’s in the wheelchair, and (b) he’s wearing glasses. It’s an experiment. Market research. Let me explain. We aren’t robbing the stuff because we want it, or just for the buzz.

No. We are a mini-company. Three of us are in Transition Year, in school. The brother who actually owns the wheelchair isn’t. He’s in Sixth Year. We used to call him Superman, but he asked us to stop. So, fair enough; we stopped.

Anyway, as part of our Transition Year programme, me and Ms Nigeria and not-Superman’s brother had to form a mini-company, to help us learn about the real world and commerce and that. We’re the last. And Ms TheyDon’t-Know-I-Was-Locked-Last-Night is staring at us, her pen, like, held right over her list, waiting for our brainwave.

And it comes.

– Stereotyping, says Ms Nigeria.

– What? says Ms They-Don’t-Know etc. – I mean – what do you mean?

– Well, says the young woman I secretly love, – we’re constantly being labelled.

She always talks like she’s on the News or something. I like it – a lot.

– Oh, excellent! says Ms etc. – You’re going to make labels. Accessorize. tail her: følge etter – Well, says the Nigerian newsreader. – No, actually. You misunderstood. leisure time fritid – We’re being clever, are we – Name Omitted? she says. buzz her: spenning – No, says Name Omitted. – I’m quite happy to explain.

Transition Year overgangsår I’d be quite happy to lie down and lick her feet. But it probably isn’t the mellom ungdomsskolen time or the place. og videregående skole/ – We are all labelled and stereotyped, she says. Automatically: We don’t vidaregåande skole have to say or do anything. For example, I walk into a shop and the security mini-company elevbedrift staff immediately decide that I am there to shoplift. locked her: beruset/rusa – Because you’re black? omitted utelatt/utelaten, utelate – Because I’m young, says Ms Nigeria. – And, yes, because I’m black. shoplifting butikktyveri/ – What has this got to do with your mini-company? butikktjuveri SKILLS | Chapter 4: Citizens | 169

wastage sløsing consultancy firm konsulentfirma retail outlet butikk practice praksis garda politi CCTV footage film fra overvåkingskamera/film frå overvakingskamera muppet idiot NME irsk musikkblad overheads utgifter premises lokale reconvene møtes igjen/møtast igjen wheelbarrow trillebår shin-guards leggskinn/ leggskinne trap her: kjeften wipe tørke av Fed politi plainclothes sivilkledd inflict påføre incarcerate sperre inne business venture forretningsforetak/ forretningsføretak

– Well, says Name Omitted. – Can you imagine the wastage of man-hours and goodwill – oh, all sorts of things – that results directly from this?

She certainly knows her onions – whatever that means.

– Go on, says Ms They-Don’t-Know.

– Well, says Name Omitted, – myself and my colleagues here – and she points at me and the other fella – are going to establish a consultancy firm, to advise retail outlets on stereotyping of young people, and best practice towards its elimination.

And that’s how we end up in Pearse Street Garda Station.

It’s me who comes up with the name, Black Hoodie Solutions. I’m wearing a black hoodie and my Nigerian lover is black and she’s got a hoodie too – kind of a girl one – and the other fella’s got one too. So that’s Black Hoodie. And the Solutions bit – it just sounds cool. So, there you go – Black Hoodie Solutions. Ms They-Don’t-Know writes it down, and the bell goes.

Next thing you know, we’re robbing shops.

And it’s cool; business is brisk. The manager of the Spar near the school is a bit freaked when we bring back the stuff we’ve just stolen, but she’s quite impressed when she sees the CCTV footage of her security muppet walking after Ms Nigeria’s arse – true – while I’m right behind him, the hoodie off, taking four packs of microwave popcorn and an NME. She even pays us a tenner and a Cornetto, each – the Cornettos, not the tenner.

But we’re happy; we’re ahead. A whole tenner, no overheads – the Irish economy doesn’t know what hit it.

Anyway. Ms Nigeria hands our weekly report to Ms They-Don’t-Know-IWas-Locked-Yet-Again-Last-Night. Three pages, a black folder, logo and all.

Anyway. Ms They-Don’t-Know is impressed, but a bit suspicious.

She looks at me.

– So, she said. – What’s next?

– Well, says Ms Nigeria. – We’re taking it to a new level.

– Yes, I agree.

– Oh shite, says not-Supermans’s brother.

And that’s where you meet us, back where I started, robbing the bigger places in town: him in his brother’s wheelchair, doing the larceny bit, while me and Ms Nigeria drag the muppets up and down the escalators, through all the bras and plasma screens.

It’s a large department store, much loved by Dublin’s mammies; and, again, all goes to plan. We leave the premises, by different exits. We reconvene, give not-Superman back his wheelbarrow. And we re-enter, to hand back the goods and negotiate our consultancy fee.

We ask Svetlana at the information desk for the manager. And, while we wait, we smile and – yeah – we giggle. And I’m really close to grabbing Ms Nigeria’s hand and asking her to go with me, when another hand grabs my shoulder and I nearly wet myself. I think I yelp or something – I’m not sure.

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Roddy Doyle Roddy Doyle (1958–) is an Irish writer of novels for both adults and children, as well as screenplays and short story collections. Some of his books have been made into films. Roddy Doyle has won the Man Booker Prize and several other awards for his work.

m

Read and understand

4.62 • Who says what in this story, Ms They-Don’t-Know-I-Was-LockedLast-Night, or Ms Nigeria? a I mean – what do you mean? b You’re going to make labels. Accessorize. c No, actually. You misunderstood. d We are all labelled and stereotyped. e Because you’re black? f Can you imagine the wastage of man-hours and goodwill – oh, all sorts of things – that results directly from this? g Go on. h We’re taking it to a new level.

4.63 •• Decide whether the sentences below are true, false, or that there is no information in the text.

True a

False

No info

This short story takes place in Dublin.

b The characters in the short story are all from Nigeria. c The characters in the short story are all 15 years old. d Ms Nigeria has a good idea for a mini-company. e f

The students are robbing shops for fun and for pocket money.

The narrator is in love with Ms Nigeria.

g Ms Nigeria claims that security staff in shops will automatically think that she is there to shoplift. h The mini-company Black Hoodie Solutions only lasted for about three weeks.

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4.64 ••• Exchange the underlined words or expressions with synonyms or near-synonyms which do not change the meaning of the sentence. a I’m dead into her. b So, there we are, myself and my Nigerian friend, and we’re walking through the shop, being tailed by the Feds. c Let me explain. We aren’t robbing the stuff because we want it, or just for the buzz. d And Ms They-Don’t-Know-I-Was-Locked-Last-Night is staring at us, her pen, like, held right over her list, waiting for our brainwave. e She certainly knows her onions – whatever that means. f A whole tenner, no overheads – the Irish economy doesn’t know what hit it. g We reconvene, give not-Superman back his wheelbarrow. h And I’m really close to grabbing Ms Nigeria’s hand and asking her to go with me, when another hand grabs my shoulder and I nearly wet myself.

Listen

4.65 “At the Station” • Listen to the rest of the short story. Match each sentence with the correct Norwegian translation.

English A – We actually took nothing, she says.

B He points at not-Superman’s little brother.

C But she’s calm.

D It’s my da. He smiles like it hurts.

E – What’s your name, by the way?

F And listen to this.

G Is that too much to ask?

H – Shoplifting, he says.

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1

Norwegian Men hun er rolig.

2 Og hør på dette her.

3

– Butikktyveri, sier han.

4 Han peker på ikke-Supermanns lillebror.

5 Er det for mye å be om?

6

– Hva heter du, forresten?

7

– Vi tok faktisk ingenting, sier hun.

8

Det er faren min. Han smiler som om det gjør vondt.

4.66 •• After listening, note down keywords for information about the following. a How a police officer uses racist language to intimidate Ms Nigeria. b How Ms Nigeria is angry, but remains calm. c How the narrator is frightened by the police. d How the narrator defies the police and confronts an officer. e How both the narrator and Ms Nigeria have their parents’ support in the situation they are in. f How the short story ends.

Practise

4.67 Fill in the missing prepositions. There may be more than one correct answer. a Before long, they had arrived the police station. b They did not actually steal department stores. c The main character asked the police officer’s name. d The wheelchair belonged not-Superman. e Black Hoodie Solutions had borrowed the wheelchair him. f Ms Nigeria explained her business idea the teacher. g Ms Nigeria waited her parents to arrive. h They are no longer worried their daughter.

Speak

4.68 Discuss the questions below. Support your arguments by examples as far as possible. a Do you think Ms Nigeria is right when she says, “For example, I walk into a shop and the security staff immediately decide that I am there to shoplift”? b Do you think Black Hoodie Solutions sounds like a good business idea? Do you think such a mini-company could make a difference?

Why?/Why not? c Do you think people from ethnic minorities might have the same experiences of stereotyping as the characters in “Black Hoodie”? d Do you think police officers could behave this way where you live?

Explore

How did you do?

After working with the text and tasks, I can extract information while reading and listening YES

4.69 If someone experiences intimidating behaviour from people in authority, where and how can he or she make a complaint? Find out.

ALMOST

NO

reflect on aspects of stereotyping YES

ALMOST

NO

use prepositions correctly YES

ALMOST

NO

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IMPROVE YOUR SKILLS STRUCTURING A TEXT In your English course and in exams, you will be asked to write longer texts on different topics. This step-by-step guide will help you in the process.

1 Before you start Read the instructions well and underline the verbs. What is your topic? Does it say what type of text you are going to write, and who your reader will be? Text type and target group decide what style of language to use when you write. Study “Using formal and informal language” in Chapter 3 for more information on what style of language is appropriate for different types of texts.

2 Find information What do you already know about the topic? Have a brainstorming session, for example with other classmates. At this point, all ideas are good for the process. Group your ideas together. Then research the topic. Cross-check your sources. Make sure you write down where you found the information. For advice, see “Selecting sources” in this chapter.

3 Organize your text in paragraphs For written assignments, organization is very important. An outline will help you plan and structure your text. For most writing tasks where you are asked to discuss a topic, your text can be structured into five paragraphs as shown in the example on the right.

4 Link your sentences and paragraphs together Use sentence connectors to help the reader follow your arguments. Check “Structuring paragraphs” in Chapter 3 for examples of sentence connectors.

5 Revise your text • Check the instructions for the assignment one last time. Have you done what you were asked to do?

• Is your text well structured in clear paragraphs? Do you need to expand on some points?

• Have you used a varied vocabulary? For nuance, try to replace some of the words you use most frequently with synonyms. For example, some synonyms of new are current, up to date, fresh, modern or contemporary.

• Run a spelling check and a grammar check. They won’t catch every mistake, but they may spot some that you have missed yourself.

6 Before you hand in your text Have you listed all the sources you have used to find information about your topic?

Study “Referring to sources” in Chapter 8 for more advice.

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IMPROVE YOUR SKILLS Apprenticeships Abroad?

“No one who has lived through the second half of the 20th century could possibly be blind to the enormous impact of exchange programs on the future of countries.” These are the words of former American president Bill Clinton. If you have considered going abroad as an apprentice, you have probably thought more about what it would mean on a personal level than how it would affect the world.

The personal benefits may seem obvious, but there are also challenges.

First of all, discovering a new place and making new friends are often the most exciting aspects of living and working abroad. Many young people look forward to experiencing a culture that is unlike their own, and to improving their language skills. Second, some develop interests and participate in activities they would never have tried at home. In addition, a year or even some months abroad may help you become more independent and tolerant, which can prove to be of real value when applying for jobs in the future.

On the other hand, some find it difficult to adapt to a new cultural environment.

It may take time to understand social codes and local customs, for example when to arrive if invited to a party or something as simple as how to greet someone.

Living in shared accomodation with roomates you do not know also requires an open mind and a positive attitude from everyone.

Furthermore, getting used to a new company culture can also be a challenge.

Not only are all the work operations carried out in a foreign language, the work methods can be unfamiliar as well. It is not unusual to spend the first few months trying to understand how things are done and what is expected from you.

All in all, working as an apprentice abroad may seem daunting, but the rewards are many once you overcome the initial challenges. Successfully completing an apprenticeship abroad may give you a sense of achievement and memories that last a lifetime. It will most likely change the way you view the world, and who knows, perhaps you will even change the future of your country.

Paragraph 1 Start the introduction with a general statement to let the reader know what the text will focus on, a surprising fact or a quote to catch the reader’s attention.

Paragraphs 2, 3 and 4 These paragraphs make up the body of your text where you describe, explain and argue for or against your topic. If relevant, state your own opinion in a paragraph.

Paragraph 5 In the conclusion, give a final perspective on your topic, but do not repeat the same sentences as in previous paragraphs.

Do not introduce new ideas in the conclusion.

Practise

4.70 Collaborate to write a well-structured text. a Make an outline for a text called “Why is fact-checking important?” b Swap outlines with a partner. Have a brainstorming session to get more ideas and good arguments. c Write an introduction to the text. What would be a good way to get the reader’s attention and make him/her want to read on? Work in pairs. d Use the following keywords to write a conclusion to the text. Swap texts with a partner.

Compare and give each other constructive feedback. all in all – many reasons – source – reliable – relevant – fake – in conclusion

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The Hate U Give

!

Before you start a What would you do if you were treated unfairly by the authorities? b What would you do if you saw someone being treated unfairly by the authorities?

prestigious prestisjefylt fatal dødelig/dødeleg registered nurse sykepleier med autorisasjon/sjukepleiar med autorisasjon sprout her: utvikle

Starr Carter is 16-year-old African American girl who lives with her family in a crime-ridden neighbourhood, but goes to a prestigious “white” school in another part of the city. She divides her life between these two worlds until one night when she witnesses a fatal shooting. In the excerpt you are about to read, Starr is on her way home from a party with her friend Khalil, who is driving.

When I was twelve, my parents had two talks with me.

One was the usual birds and bees. Well, I didn’t really get the usual version. My mom, Lisa, is a registered nurse, and she told me what went where, and what didn’t need to go here, there, or any damn where till I’m grown. Back then I doubted anything was going anywhere anyway. While all the other girls sprouted breasts between sixth and seventh grade, my chest was as flat as my back.

The other talk was about what to do if a cop stopped me.

Momma fussed and told Daddy I was too young for that. He argued that I

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AIMS k explain what the text and film is

wasn’t too young to get arrested or shot. about “Starr-Starr, you do whatever they tell you to do,” he k discuss aspects of discrimination said. “Keep your hands visible. Don’t make any sudden and citizenship moves. Only speak when they speak to you.” k create a news segment I knew it must’ve been serious. Daddy has the biggest mouth of anybody I know, and if he said to be quiet, I needed to be quiet.

I hope somebody had the talk with Khalil.

He cusses under his breath, turns Tupac down, and maneuvers the Impala to the side of the street. We’re on Carnation where most of the houses are abandoned and half the streetlights are busted. Nobody around but us and the cop.

Khalil turns the ignition off. “Wonder what this fool wants.”

The officer parks and puts his brights on. I blink to keep from being blinded.

I remember something else Daddy said. If you’re with somebody, you better hope they don’t have nothing on them, or both of y’all going down.

“K, you don’t have anything in the car, do you?” I ask.

He watches the cop in his side mirror. “Nah.” The officer approaches the driver’s door and taps the window. Khalil cranks the handle to roll it down. As if we aren’t blinded enough, the officer beams his flashlight in our faces.

“License, registration, and proof of insurance.”

Khalil breaks a rule – he doesn’t do what the cop wants. “What you pull us over for?”

“License, registration, and proof of insurance.”

“I said what you pull us over for?”

“Khalil,” I plead. “Do what he said.” visible synlig/synleg Khalil groans and takes his wallet out. The officer follows his movements cuss banne with his flashlight. maneuver manøvrere, styre abandoned forlatt/forlaten, My heart pounds loudly, but Daddy’s instructions echo in my head: Get a forlate good look at the cop’s face. If you can remember his badge number, that’s even ignition tenning better. brights fjernlys With the flashlight following Khalil’s hands, I make out the numbers on crank sveive the badge – one-fifteen. He’s white, mid-thirties to early forties, has a brown license førerkort/førarkort buzz cut and a thin scar over his top lip. registration vognkort Khalil hands the officer his papers and license. insurance forsikring One-Fifteen looks over them. “Where are you two coming from tonight?” pound her: banke badge skilt “Nunya,” Khalil says, meaning none of your business. “What you pull me buzz cut snauklipt hår over for?”

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taillight baklys yank røske pat down kroppsvisitere jerk her: rykke emerge komme ut fra/komme ut frå inch tomme

“Your taillight’s broken.”

“So are you gon’ give me a ticket or what?” Khalil asks.

“You know what? Get out the car, smart guy.”

“Man, just give me my ticket – “ “Get out the car! Hands up, where I can see them.”

Khalil gets out with his hands up. One-Fifteen yanks him by his arm and pins him against the back door.

I fight to find my voice. “He didn’t mean – “ “Hands on the dashboard!” the officer barks at me. “Don’t move!”

I do what he tells me, but my hands are shaking too much to be still.

He pats Khalil down. “Okay, smart mouth, let’s see what we find on you today.”

“You ain’g gon’ find nothing,” Khalil says.

One-Fifteen pats him down two more times. He turns up empty.

“Stay here,” he tells Khalil. “And you.” He looks in the window at me.

“Don’t move.”

I can’t even nod.

The officer walks back to his patrol car.

My parents haven’t raised me to fear the police, just to be smart around them. They told me it’s not smart to move while a cop has his back to you.

Khalil does. He comes to his door.

It’s not smart to make a sudden move.

Khalil does. He opens the driver’s door.

“You okay, Starr – “ Pow! One. Khalil’s body jerks. Blood splatters from his back. He holds on to the door to keep himself upright.

Pow! Two. Khalil gasps.

Pow! Three. Khalil looks at me, stunned.

He falls to the ground.

An ear-splitting scream emerges from my gut, explodes in my throat, and uses every inch of me to be heard.

Instinct says don’t move, but everything else says check on Khalil. I jump out the Impala and rush around to the other side. Khalil stares at the sky as if he hopes to see God. His mouth is open like he wants to scream. I scream loud enough for the both of us.

“No, no, no,” is all I can say, like I’m a year old and it’s the only word I know. I’m not sure how I end up on the ground next to him. My mom once said that if someone gets shot, try to stop the bleeding, but there’s so much blood. Too much blood.

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“No, no, no.”

Khalil doesn’t move. He doesn’t utter a word. He doesn’t even look at me. His body stiffens, and he’s gone. I hope he sees God. Someone else screams.

I blink through my tears. Officer One-Fifteen yells at me, pointing the same gun he killed my friend with.

I put my hands up.

After the shooting, Starr’s identity as a witness is kept secret from her friends as well as the media, but it soon becomes too much to bear. With the help of a civil rights lawyer, her family and boyfriend, Starr decides to take a stand. This puts Starr and her family in grave danger.

Angie Thomas Angie Thomas (1988–) is an American writer and former rapper. Her first novel, The Hate U Give, was published in 2017 and became an instant hit with teens and adults alike. It quickly reached number 1 on the New York Times bestseller list, where it remained for 50 weeks.

The novel has won many prestigious awards and has been translated into a number of languages. The critically acclaimed film adaptation was released in the US in 2018.

w

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Read and understand

4.71 • Complete the sentences based on information from the novel excerpt. a Starr is a . b When Starr was twelve, her parents . c She was told what to do if . d One night, she is leaving a party with . e They are stopped by . f Starr is scared but remembers . g When Khalil ask why they are stopped, the officer . h He pats Khalil down because . i When Khalil moves to open the car door . j Starr jumps out of the car to check on Khalil, but .

4.72 •• Watch the film adaptation and answer the following questions. a Describe Starr’s home life. b How is her life at school different? c Why does Starr need to keep her identity as a witness secret? d How do Starr’s parents react when she brings her boyfriend home? e What or who makes Starr change her mind about being interviewed and testifying in the court hearing? f What happens to the police officer who shot Khalil, and how do people in the neighbourhood react when they find out? g Starr decides to become more active. What does she do, and who tries to stop her? h In the final scene, Starr makes a promise. What is it?

4.73 ••• As you watch the film, take notes. Then share notes and work out full answers in pairs. a How does Starr cope with Khalil’s death? Give examples of what she does. b At the police station, Starr gives a detailed explanation of what happened before the shooting, but then the detective shifts her focus to Khalil’s past. Why do you think she does this, and how does Starr react? c Why does Starr become increasingly frustrated with her friends? d How does Starr’s little brother, Sekani, suddenly change the course of events when they are threatened by King, the gang leader? e Many of the characters in the film act bravely in difficult situations.

Give examples of such acts. What do you think made them show courage in these situations?

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Speak

4.74 After watching the film, discuss the following statements. a It takes a lot of courage to speak up against discrimination. b Police brutality in the USA is a central theme in The Hate U Give. c The film gives a convincing description of the situation for African Americans today. d Racism is a serious threat to democracy.

4.75 Media presentation Work in pairs or small groups. Choose a media format, e.g. filmed news segment, radio broadcast, podcast or photo journal. Based on the information given in the novel excerpt, produce a news segment in your chosen media format in which you report the story of Khalil’s death.

Practise

4.76 Use the words below to complete the text, and then translate the text into Norwegian. passengers – skin – ethnic – accused – police – cases – guards – profiling – search – hijab Racial profiling is when certain people are targeted because of their background, race or national origin. Examples of racial profiling can be officers who stop and a person mainly because of his or her colour, or security who ask a passenger to leave an airplane because the she is wearing makes other nervous. In the US, there have been many in recent years where police officers and other law enforcement officials have been of racial .

Write

4.77 • Imagine that you are one of Starr’s friends and would like to show your support. Write a message to her where you explain what you think she should do after being threatened.

4.78 •• Phones play a significant role in the story, not only for communication, but also for recording important incidents. Answer the following questions. a How does using her phone give Starr power in a particular situation where she otherwise wouldn’t have any? b Many people are quick to get their phone cameras out when accidents happen. What are the ethical dilemmas involved in such behaviour? Discuss both positive and negative consequences.

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4.79 ••• Can stories such as The Hate U Give influence the way we view society? Write a text in which you express your opinion of the film and explain whether you think fictional stories like this one can have an impact, e.g. by shedding light on social issues, or by making people act, speak up or take a stand.

Explore

4.80 This image by award-winning photojournalist Jonathan Bachmann was taken at a rally in Louisiana, in 2016. The rally was organized to protest the recent killings of black men by the police. The photo quickly hit social media and went viral. a Describe the situation you see in the photo. Be specific. b What makes this such a powerful photograph? c What do you think happened just seconds after this photo was taken?

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4.81 The novel’s author, Angie Thomas, has said that the rapper and poet Tupac Shakur (1971–1996) has been an important inspiration for her writing. One of his tattoos gave the novel its title, and his music is also used in the movie. a Tupac’s tattoo reads THUG LIFE. Find out what the letters stand for. b Search online for his poem “The Rose that Grew from Concrete.”

Read or listen to it. c What do you think the poem is about, and how is it relevant to the message and characters in The Hate U Give?

4.82 The Black Panthers, Dr. Martin Luther King Jr., and Tupac Shakur are a few real-life activists who are mentioned or referred to in the novel/ film The Hate U Give. Choose one you would like to know more about, select and collate information from reliable sources, and create a short digital presentation. At the end of your presentation, list the sources you have used and explain why they are both relevant and reliable.

How did you do?

After working with the text and tasks, I can explain what the text and film are about YES

ALMOST

NO

discuss aspects of discrimination and citizenship YES

ALMOST

NO

create a news segment YES

ALMOST

NO

Did you know

Black Lives Matter (BLM) is a people’s movement that first started as a hashtag on social media in 2013, after a neighbourhood watchman was acquitted of fatally shooting a 17-year-old African American high school student. The boy was unarmed. The movement received international attention when protesters took to the streets and violent riots were sparked in Ferguson, Missouri, following the shooting of another African American boy in 2014. Since then, activists have organized thousands of demonstrations across the US to protest against cases of police violence and racial profiling, but some have also been criticized and accused of vandalism.

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FACT FILE USA FACT FI Immigration More than 44 million people who live in the US today were born in another country. These make up about 13.6 % of the total population. More than 11 million Mexicans have chosen to move to the US, and so have nearly 3 million Chinese and more than 2.5 million people from India. The US has also resettled about 3 million refugees since 1980, more than any other country. About 62 % of Americans agree that immigrants strengthen the country because of their talents and hard work.

The Fight for Civil Rights

Patriotism

Even though slavery was officially ended after the Civil War, black people in the US did not have the same rights as whites. Especially in the South, there was widespread segregation. From the 1950s the Civil Rights Movement became more and more active in working to secure black people their constitutional rights. In 1963 the March on Washington took place and Dr. Martin Luther King, Jr. gave his famous speech “I Have a Dream” to an audience of more than 250 000. He was shot and killed in 1968.

I pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all.

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ILE USA FACT FILE USA CANADA

IFO

RN

IA Los Angeles San Diego

ARIZONA Phoenix

MEXICO

ALASKA CANADA

1000 km

NEW MEXICO

HAWAII 0

Detroit

VERM ONT NEW HAMPS HI

RE

USA Facts

MAINE

400 km

NEW YORK

MASS.

INDIANA

Chicago

ALABAMA

COLORADO

IOWA

MISSISSIPPI

U

UTAH

CA L

A N O C E

NEVADA

MI C

RHODE ISLAND PENNSYLVANIA New York CONNECTICUT OHIO ILLINOIS S A NEW JERSEY Philadelphia WEST KANSAS DELAWARE VIRGINIA Washington MISSOURI KENTUCKY VIRGINIA MARYLAND OKLAHOMA TENNESSEE NORTH CAROLINA ARKANSAS SOUTH CAROLINA Dallas TEXAS GEORGIA N O R T H Houston A T L A N T I C FLORIDA San Antonio O C E A N G u l f o f M e x i c o NEBRASKA

LOUISIANA

WYOMING

WISCONSIN

GAN

IDAHO

SOUTH DAKOTA

MINNESOTA HI

P A C I F I C

OREGON

NORTH DAKOTA

MONTANA

WASHINGTON

0

Government The American government has three branches.

The Executive Branch is headed by the President. Before a bill can become a law, it must be signed by the President. The President of the United States serves for four years and may be elected for a second term.

The Legislative Branch is headed by Congress. It consists of the House of Representatives and the Senate. Congressâ&#x20AC;&#x2122; main job is to debate and pass laws. There are 435 Representatives who serve for two years. The Senate has 100 Senators, two from each state, who serve terms of six years.

The Judicial Branch is headed by Supreme Court.

The Supreme Court is made up of nine Justices who are appointed for life. The main task of the Supreme Court is to decide if a law agrees with the Constitution or not.

400 km

Official name: The United States of America Size: 9,826,675 square kilometres Population: 329,256,192 (2019) Whites: 73.3 % Hispanics: 18 % African Americans: 12.6 % Asians and Pacific Islanders: 3.7 % Alaska Native and American Indian: 0.8 %. * Individuals may report more than one race.

Capital: Washington, DC Largest cities: New York, Los Angeles, Chicago, Houston, Philadelphia Geography: 50 States Government: Federal Republic Head of state: President National day: July 4 Currency: US Dollar Agriculture: Wheat, corn, cotton, beef, pork, poultry, dairy products Important industries: Petroleum, steel, motor vehicles, aerospace, telecommunications, chemicals, electronics, food processing Popular sports: American football, basketball, track and field

FACT FILE USA FACT FI AIMS k name some ethnic groups in the US k discuss immigration to the US k explain how the American government works

Read and understand

4.83 • Study the fact file on the previous pages. Fill in the missing information. a In 2019 people lived in the US. b Of the US population % were white. c Of the US population % were African American. d The US is a republic. e There are states in the US. f The in the US is the dollar. g On July 4 Americans celebrate their day. h The President is the of state.

4.84 •• Answer these questions. a What is the total size of the USA? b What are some popular sports in the US? c How many terms can the us President serve in total? d What does Congress consist of? e How many Representatives are there, and how long do they serve for? f How many Senators does each state have in Congress and how long does a Senator serve for? g How many Justices are there in the Supreme Court? h What is the main task of the Supreme Court?

4.85 ••• Use the information on the previous pages to explain these words and expressions. a refugee e bill b civil rights f executive branch c segregation g legislative branch d constitutional rights h judicial branch

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ILE USA FACT FILE USA

Speak

4.86 Every American school day starts with the students’ recital of the Pledge of Allegiance. Which values do you think are reflected here? Should Norwegian students pledge allegiance to the Norwegian flag? Explain why or why not.

4.87 At the top of this page there are five small pictures. What do they tell you about the US? 4.88 The American president has a lot of power. What are the international issues you think the president should focus on right now?

4.89 Dr. King’s speech “I Have a Dream” is available online, both as text and sound files. a Read or listen to the speech. What was Dr. King’s dream? b What are the values Dr. King wished to present, do you think? c This speech is described as a masterpiece of rhetoric. Do you agree?

Explore

How did you do?

4.90 Inside the pedestal of the Statue of Liberty there is a famous poem. Find out which poem this is and who wrote it. Which values do you think this poem represents?

4.91 Search online for timelines showing the history of immigration to the USA. Assess your sources for reliability and relevance.

4.92 How is the President of the USA elected? Study the information and watch the video on the official government website, https://www.usa.gov/ election. a What are the requirements for presidential candidates? b Which are the two main political parties? c What happens at the National Convention? d What is the electoral college?

After working with the text and tasks, I can name some ethnic groups in the US YES

ALMOST

NO

discuss immigration to the US YES

ALMOST

NO

explain how the American government works YES

ALMOST

NO

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Life in the USA

The US – a multicultural society

Did you know that about 99 % of all American citizens have their roots in other countries? The forefathers of many African Americans were brought over as slaves to work on plantations.

In the 1800s immigrants from Europe left their home countries to start a new life as Americans.

In more recent years, people from other continents, such as Asia and Latin America, have come to settle in the US. They have brought their traditions, festivals, languages, religions, music and food. This great variety of cultures is most evident in the big cities but can also be found in small-town America. Although the US is a nation of immigrants, prejudice and cultural conflicts between the many ethnic groups are not uncommon. In fact, one of the most debated topics in American politics in recent years has been immigration from Latin America and the Middle East.

Family life

citizen borger/borgar plantation plantasje prejudice fordom decrease her: avta/minke, bli mindre significantly betydelig/ betydeleg election valg/val suburb forstad decade tiår Census Bureau “Statistisk sentralbyrå” increase her: øke/auke

Family values are still important in American society. Every time there is an election, showing off a successful family life seems to be almost as important for the candidates as their political message. Traditionally, the ideal American family consists of two adults and two or three children, living in a house in the suburbs. However, as in many other countries, the family structure is changing. Although the majority of children under 18 still live with two parents, the number has decreased significantly over the past few decades.

Around 27 % of all families now consist of a single parent with children, according to the US Census Bureau. Furthermore, the number of people living alone has increased to 28 %. In general, Americans wait longer before they marry, and families have fewer children than before. Children also stay at home longer before they move out, and often move back in because of high living costs.

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Education in the US

AIMS “If I can make it there, I’ll make it anywhere” is a line from an old but well-known song about New York k compare aspects of culture and life City. Americans like to think that anyone can become in the USA and the UK successful with hard work. This is also known as the k describe and discuss how we are American Dream. The idea is that it does not matter influenced by American culture who your parents are, or what your background is, if today you are willing to work hard to achieve your dreams. k share information about American Although recent surveys from the US show that brands becoming successful takes more than just hard work, there are many scholarships for students who are good at something, for example sports, music or a specific subject. Education in public schools is free, and in many colleges as well. Still, many parents start saving for college as soon as a child is born because some the best schools are private and very expensive. Some of the world’s best colleges and universities can be found in the US, such as MIT, Harvard, Yale and Stanford Universities. All of these attract students from around the world.

Health and welfare Personal freedom is an important value in American culture. Not only do Americans believe in freedom of expression, freedom of religion, and even the right to carry guns – they also believe everyone is responsible for his or her own life, health and welfare. As a result, most Americans pay for their own health services. Some are insured through their workplace, but there are millions of people who cannot afford medical help when they need it. Going to hospital, for example, is very expensive. However, senior citizens and the very poor can get some medical help through programs funded by the government. Still, it is because of another American value – volunteerism – that the many poor and needy find help. A large number of Americans engage in some form of voluntary work, such as running food stations, homeless shelters or after school programs. achieve oppnå scholarship stipend MIT Massachusetts Institute of Technology insure forsikre senior citizen pensjonist volunteerism frivillig arbeid engage in delta i homeless shelter overnattingssted for hjemløse/overnattingsplass for heimlause

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Read and understand

4.93 • Complete the sentences with information from the text. a About of all American have their roots in other . b Although the US is a nation of immigrants, prejudice and cultural are not uncommon. c Family are still important in American society. d The traditional American family consists of adults and or children. e Americans like to think that can become with hard work. f There are many for students who are at something, for example sports. g Personal is an important value in American , but they also believe you are for your own life. h A large number of Americans engage in some form of work, for example at for the homeless.

4.94 •• Answer the questions in full sentences. a Where do most immigrants to the US come from today? b How has immigration over time influenced American culture? c What has traditionally been the ideal for American families? d How is the family structure changing? e Explain what is meant by “the American Dream.” f Why do students from other countries want to go to American universities? g What freedoms are mentioned in the text? h Is healthcare free in the US? Explain.

Speak

4.95 Based on information in the text, find at least one value that is said to be typically American. In your own words, describe these values to a partner, then share in class.

4.96 How are we influenced by American culture in our daily lives? Below are some keywords to get you started. Share your thoughts in class. media – food – entertainment – fashion – transport – literature – traditions

Write

4.97 • Choose one of the ways we are influenced by American culture. Find arguments to show how this can be positive and/or negative. Write at least three paragraphs. For advice, see “Structuring paragraphs” in Chapter 3.

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4.98 •• Compare the text with the information given in “Life in the UK” in this chapter. Point out differences and similarities between the two countries in the four categories multicultural society, family life, education, and health and welfare.

The US

The UK

Multicultural society Family life Education Health and welfare

4.99 ••• Compare the text with the information given in “Life in the UK” in this chapter. First, take notes as you re-read the two texts. Use your notes to find differences and similarities between the two countries in the four categories below. Sum up your findings in four paragraphs.

For advice, see «Structuring paragraphs» in chapter 3.

Explore

4.100 In the film McFarland, USA we see how sports can be a path to success for young people from poor communities. Watch the film and comment on the following: – what ethnicity dominates McFarland, California.

– how the White family experience the community in McFarland.

– how the boys on the team reach their goals.

How did you do?

After working with the text and tasks, I can compare aspects of culture and life in the USA and the UK YES

ALMOST

NO

describe and discuss how we are influenced by American culture today YES

4.101 Some of the world’s most famous brands come from the US. Choose three brands you think are representative of the US. Find information, pictures and ads, and present these brands in a collage.

Also explain why you think they have become household names.

ALMOST

NO

share information about American brands YES

ALMOST

NO

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Young Activists !

Before you start • Do you know what the word activist means?

• Do you know the names of any activists?

• What would it take for you become an activist, do you think?

Activism is often called the “politics of direct action”. When important political issues are up for discussion, some people think that words are not enough. They feel the urge to act. Taking part in demonstrations and rallies is a common way of showing engagement, whether support or resistance. Young people are often particularly active in demonstrations and rallies. History has shown that activism has played an important role in decision making, both in the past and the present. Study the following examples of young people who aim to make the world a better place.

March for Our Lives, the fight for gun control in the US On March 24, 2018 more than 1.8 million young people marched throughout the US protesting against gun violence. They had seen enough shootings in schools and were pleading with the politicians to implement gun control measures. The world had just witnessed yet another school shooting, this time in Parkland, Florida on Feb. 14 2018. 17 students and staff were killed, and 17 others injured. In Washington, DC the streets were packed with young

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people, carrying posters with slogans like “Am I next?” and “Enough is enough”. The movement insists on universal background checks before firearms can be sold, bans on high-capacity bullet magazines and raising the minimum age for owning guns. In some states, authorities have acted in accordance with the demands of the young activists.

AIMS k discuss some activists and their

causes k prepare a speech about a cause k reflect on methods used by activists

Greta Thunberg, the fight against climate change “I want you to act as if your house was on fire.” These are words delivered by another bold spokesperson for the environment, Greta Thunberg, from Sweden. She is famous for having started the movement Global Climate Strike for the Future. In August 2018 she went on a solitary school strike against climate change, protesting in front of the Swedish parliament building. Shortly after, more than 20,000 students had joined her in weekly protests and the movement is spreading worldwide. Thunberg is famous for her uncompromising style of speaking.

In January 2019, she said to representatives of the wealthiest countries in the world: “Adults keep saying: ‘We owe it to the young people to give them hope.’ But I don’t want your hope. I don’t want you to be hopeful. I want you to panic.” Greta Thunberg is also famous for backing up her talk with action, like refusing to travel to the US by airplane because of the high level of emissions of greenhouse gases.

Autumn Peltier, water warrior, Canada Autumn Peltier was only 13 when she spoke to the United Nations General Assembly in New York about the importance of clean water. Coming from the Wikwemikong tribe in Northern Ontario, Canada, she had learnt that water was sacred, and that life depended on it. In front of the United Nations General Assembly, she expressed her deep concern about polluted water in indigenous communities. She was inspired by her aunt to join the “Water Warriors”, a group of activists who appeal to politicians and organize rallies to influence public opinion. “Our water is not for sale,” she said in her speech. “We all have a right to this water, as we need it, all people, not just rich people.”

activist aktivist cause sak, mål rally samling/samle resistance motstand prominent fremtredende/ framståande rural landlig/landleg solitary ensom/einsam emission utslipp/utslepp plead bønnfalle implement innføre universal for alle measure tiltak background check bakgrunnssjekk high-capacity bullet magazine kulemagasin til automatvåpen modified modifisert in accordance i samsvar

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Nobel Prize Laureate nobelprisvinner/ nobelprisvinnar statement ytring quarterback spiller som tar strategiske valg på banen/ spelar som tek strategiske val på bana national anthem nasjonalsang/ nasjonalsong condemnation fordømmelse/ fordømming subsequently som en følge/ som ei følge

Malala Yousafzai, the fight for Muslim girls’ right to education Malala Yousafzai is the youngest Nobel Peace Prize laureate so far. “One child, one teacher, one book and one pen can change the world,” is one of her famous public statements. Malala, now in her twenties, lives in Birmingham, England, and is a Pakistani activist for girls’ right to education. In the Swat valley where she grew up, the Taliban had banned girls from attending school. Malala started writing blog posts about this topic on BBC Urdu, which gave this issue international attention.

One day on her way back from school she was shot in the head by a Taliban soldier. She survived the attack and was brought to England for treatment. In fact, this act of violence only served to generate more attention and support for her cause.

Colin Kaepernick, the fight for social justice in the US. Colin Kaepernick had seen enough. He was tired of witnessing the unfair treatment of minorities in his home country, the US. Being a successful quarterback on the San Francisco 49ers, he decided to make a silent statement before a football match. Instead of standing up during the national anthem he went down on one knee. “I am not going to stand up to show pride in a flag for a country that oppresses black people and people of colour,” he said afterwards in an interview. Kaepernick drew attention worldwide, both support and condemnation. The US president stated publicly that kneeling NFL players should be fired. Subsequently, Kaepernick was without a team as the 2017 season began. However, his quiet form of protest had expanded into something much larger, with several players on NFL teams making a point of “taking a knee” during the anthem, and athletes from other sports demonstrating their support as well.

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Read and understand

4.102 • Combine each activist in Column A with the correct cause in Column B. Column A A Colin Kaepernick B Greta Thunberg

Column B female education

1

2 clean water 3 stop global warming

C Malala Yousafzai D The March for Our Lives

4 social justice for minorities in the US 5 gun control in the US

E Autumn Peltier

4.103 •• What does the text say about how the activists work for their cause?

Activist A Colin Kaepernick B Greta Thunberg

Method 1

C Malala Yousafzai D The fight for our lives E Autumn Peltier

writing blog posts

2 appealing to politicians and organizing rallies 3 organizing marches across the US 4 kneeling during national anthem 5 school strike

4.104 ••• Answer these questions. a What is an activist? b What are the “Water Warriors”? c How does Greta Thunberg back up her talk with action? d What are the demands of the March for Our Lives movement? e How did Malala Yousafzai gain public attention? f What was the price Colin Kaepernick had to pay for “taking a knee” during the national anthem?

Practise

4.105 Combine each word with the correct Norwegian translation.

English A prominent B implement C rally D take a knee E cause F quarterback

Norwegian 1

sak/mål

2

knele

3

fremtredende

4

innføre

5

spiller på amerikansk fotballag

6

samle

G measure H national anthem

7

nasjonalsang

8

aldersgrense

I

9

tiltak

10

motstand

resistance

J age limit

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4.106 Translate this paragraph into English.

Aktivister har en sak de kjemper for. De må være villige til å ofre tid og privatliv for å lykkes i kampen for en bedre verden. De må være utholdende og målrettet. Mange aktivister har ofret sine liv for det de trodde på. De blir martyrer for saken. Deres død gir ofte saken de trodde på mer oppmerksomhet.

Speak

4.107 Choose one of the activists mentioned in the text. Work in pairs. Ask each other these questions. a What cause does he/she promote? b What do you know about his/her background? c Would you join this campaign if you could?

4.108 Prepare a 2-minute speech about one cause mentioned in the text.

Imagine that you are trying to get people to support this cause.

Write

4.109 • Write a short message to one of the activists mentioned in the text.

Remember to be polite and supportive. Include the following: • Express your support to her/his particular cause.

• Ask if there are rallies or demonstrations close to where you live in the near future.

• Wish her/him good luck with upcoming projects.

4.110 •• Choose one of the issues below. Make an outline for a speech or an email where you express your concern and suggest ways of taking action.

• the right to free education • the employment rights of young workers • substance abuse • negative stereotyping • the death penalty • the use of religious symbols in public • protect the rights of ethnic minorities • affordable housing for young people 4.111 ••• Write a five-paragraph text about a social or environmental issue of your choice. See “Selecting sources” and “Structuring a text” for advice.

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Explore

4.112 Search online for a film from CBC News called “The teen fighting to protect Canada’s water – meet Autumn Peltier”. a Take notes as you watch the film. b Compare your notes. Work in pairs. c Write a summary based on the notes you both took.

4.113 The Women’s Social and Political Union was established in 1903 in the United Kingdom. The photo shows Annie Kenny and Christabel Pankhurst, two of the front women in this organization, whose main cause was women’s right to vote. Find information about this organization. Make a timeline based on the information you find.

Include major events from the organization’s foundation until the right to vote was granted to all women in the UK. 4.114 In some cases people can disagree on what is the best approach when fighting for a cause. Search for information about how the organizations below experienced internal conflict over the use of violent methods. Write out a list of bullet points. a Civil rights movement, USA b Anti-apartheid organization ANC, South Africa c Irish Republican Army, Ireland

How did you do?

After working with the text and tasks, I can discuss some activists and their causes YES

ALMOST

NO

prepare a speech about a cause YES

ALMOST

NO

reflect on methods used by activists YES

ALMOST

NO

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CHAPTER CHECKPOINT Revise 4.115 Match these words with the correct definition.

A echo chamber B fake news C stereotype D election E citizenship F crime G law H education

1

being a member of a state or society

2 an action that is illegal 3 learning, usually in a school 4 a situation when people only take into account information that agrees with what they already believe 5 an official rule you can be punished for breaking 6 choosing someone for political office 7 false stories that seem to be news 8

a set of ideas that people have about someone or something

4.116 Complete these sentences. a In this chapter there are two texts where one of the main characters is a black girl. The texts’ titles are b In a text in this chapter a man deliberately published fake news. The title of this text is c A text in this chapter compares living conditions in the US and the UK. This text is found on page d The first text in this chapter is about e In several of the texts in this chapter crimes are committed. The crimes are f One of the texts in this chapter is about a law. This law is called g The last text in this chapter is about h Two films are based on the novels you can read an excerpt from in this chapter.

They are

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CHAPTER CHECKPOINT Assess your Progress 4.117 Selecting sources. a How can you narrow an online search for information, and why should you do it? b What is important to check if you want to find out if a source is relevant? c In general, how do you know if a source is reliable? d Name some news organizations that provide unreliable stories. e Why should you not use Wikipedia as a source without cross-checking with other sources?

4.118 Structuring ideas. Search for online tools that can help you structure your ideas. Select one.

Choose a list of ideas you have already made.

Use the tool to structure your ideas. Does this tool work for you?

4.119 Structuring a text. a What are the six steps listed in “Structuring a text”? Which step do you think is most challenging for you? b How can a spidergram be a good tool when you structure your ideas? c Why is it useful to make an outline before writing your text? d How can you start an introduction? e What should you avoid doing in a conclusion? f Find the sentence connectors used in the sample text “Apprenticeships abroad?”

How do they help the reader follow the writer’s arguments?

Apply your Skills 4.120 Speak a • What are important considerations in giving and receiving feedback? Work with a partner and agree on a list of important points to keep in mind. b •• How can you keep yourself informed about what goes on in the world? What should be your main sources for news? How can you know if they are reliable? Discuss in groups and share your views in class. c ••• Find the website of “America’s Last Line of Defense” (ALLOD). Choose one story.

Study the guidelines in “Selecting sources” in this chapter, especially numbers 4 and 5, and examine the story critically. What do you find?

Discuss in groups.

4.121 Write a • What is brainstorming? Make a list of ideas. Structure your ideas and write an outline for a text. b •• Use your outline to write one paragraph for when, one paragraph for how, and one paragraph for why you would brainstorm.

Then write a short introduction and a conclusion. c ••• Find reliable sources that give information about brainstorming. Select information that is relevant to your text.

Expand your text with examples to support your arguments and make the necessary changes.

CHAPTER 7

Encounters

Street art by artist Pony Wave depicting two people kissing while wearing face masks on Venice Beach, California.

In this chapter, you will focus on k cultural expressions k ways of life in Canada, New Zealand and Australia

k discussing literature and film k summarizing and synthesizing information

k word formation and morphology

Useful words and phrases cultural identity stereotypes diversity multiculturalism setting character protagonist plot point of view theme

What is culture?

How do you express your cultural identity? <<6 sider>>

289

! Across Borders

Before you start What are the advantages of meeting people from other places? What might be the challenges?

migrate vandre, forflytte seg/ vandre, flytte pü seg multi-cultural flerkulturell/ fleirkulturell border grense diversity mangfold/mangfald increase økning/auke

From the very beginning of human existence, about 2 million years ago in Africa, people have migrated and gradually spread to all corners of the planet. It is, however, only in the last few centuries that we have been travelling the world on a larger scale. With the development of modern transport and mass tourism, the world has become smaller and its population more multicultural.

New skills The movement of people across borders and continents has led to globalization and cultural diversity. We see an increase in international trade, business, education and communication, and different ethnic groups live side by side in most cities. This diversity has a lot of positive aspects, but can also be a source for misunderstandings, culture clashes and even

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conflicts. Therefore, we need new skills and a cultural awareness that can help us interpret and understand what we hear and see when we meet new people.

Defining culture

AIMS k define what culture is k give examples of cultural differences k discuss communication and

What is culture? It is the way we think and act, as stereotypes individuals and as part of a family, community and k explain the meaning of selected larger society. Cultural differences are traditions and sayings behaviour, like the food we eat, the clothes we wear, our political and social values, religious beliefs and, maybe most importantly, our language. Each culture will have linguistic features which may not be obvious to foreigners. For example, can we always be certain that a “yes” really means “yes”? The Chinese and Japanese regard harmony as so important that they will say “yes” in the sense of “yes, I hear you”, while other cultures will interpret it as “yes, I agree”. They will say “this may be difficult” when they mean “this trade her: handel aspect side av en sak, is impossible”. In some parts of Asia, for example, it is considered rude for synsvinkel/side av ei sak pupils to tell their teacher that they don’t understand his or her instructions. awareness bevissthet /medvit Imagine the possible consequences when teaching the pupils how to swim!

Non-verbal communication Body language is another issue. Actually, facial expressions for happiness and sadness seem to be quite universal, but there are other features one should be more aware of. For example, to what extent do we touch or look at people we meet? How do we use our voice and gestures? When we meet a friend, we may use a hand shake, a hug, a kiss on the cheek or a bow, or press noses like the Maoris do. Another example is how the Greek shake their heads when they say “yes”. This shows that body language can cause misunderstandings. Also, which finger do you use for pointing? In the western world we use the index finger but in other cultures they use the middle finger or the thumb.

All this shows us that communication across borders can be a challenging experience. However, it is also important to remember that although we are identified by a set of traditions and customs, we are also individuals with our own personal features and behaviour. What is, in your opinion, a typical Norwegian? It is easy to make assumptions and even be prejudiced about lifestyles and customs, based on the limited knowledge of a culture and its people we get from the media or short holiday trips. Still, we should avoid seeing humans as stereotypes. Not all Americans love hamburgers, nor are most British males football hooligans. Meeting people with an open mind is the most important key to successful cross-cultural encounters.

interpret tolke individual individ values verdier/verdiar obvious åpenbar/opplagd foreigner utlending sense her: betydning consider anse non-verbal ikke-språklig/ikkjespråkleg issue sak facial expression ansiktsuttrykk/ andletsuttrykk feature trekk gesture håndbevegelse/ handrørsle index finger pekefinger/ peikefinger custom her: vane assumption antagelse/aning, gjetting prejudiced fordomsfull stereotype forenklet, generalisert oppfatning av personer/forenkla, generalisert oppfatning av personar cross-cultural tverrkulturell encounter møte

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IN SHORT New skills Globalization means that there is contact between people around the world, in different ways. Business and education are reasons to travel, and different ethnic groups live side by side in most cities. This is both positive and challenging. We need new skills so that we understand what we hear and see when we meet new people.

Defining culture What is culture? It is the way we think and act, as individuals and as part of a family and society. Even if we think we understand each other, there may be problems. For example, can we always be certain that a “yes” really means “yes”? The Chinese and Japanese regard harmony as extremely important and will often say “yes” in the sense of “yes, I hear you”. People from other cultures will hear “yes, I agree”. Moreover, “this may be difficult” could also mean “this is impossible”!

globalization globalisering ethnic etnisk challenging utfordrende/ utfordrande define definere individual individ society samfunn certain sikker regard betrakte, se på/ betrakte, sjå på sense betydning non-verbal ikke-språklig/ ikkjespråkleg greet hilse på/helse på handshake håndtrykk/ handtrykk complicate gjøre komplisert/ gjere komplisert habit vane impression inntrykk judge dømme avoid unngå stereotype forenklet, generalisert oppfatning av personer/forenkla, generalisert oppfatning av personar

Non-verbal communication Our body language is a part of our communication. We may greet a friend with a handshake, a hug, a kiss on the cheek or a bow, or by pressing noses like the Maoris do. Another example is how the Greek shake their heads when they say “yes”. Meeting a person with different body language may complicate our communication.

In spite of cultural differences, we are also individuals with our own personal habits. What is, in your opinion, a typical Norwegian? We must not use impressions from the media or a short holiday trip to judge people and their culture. Avoid seeing others as stereotypes, because not “all Americans love hamburgers”. We should always meet new people with an open mind.

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Read and understand 7.1 • Read the statements and decide whether they are true or false.

Correct the false ones.

True

False

a Globalization means that there are many people on the planet. b Economy and education are important reasons why we meet new cultures today. c The word “culture” refers mostly to art and music. d The word “yes” is always a sign of full agreement. e Non-verbal communication means to speak a foreign language. f Body language is not the same all over the world. g A short holiday trip gives you good knowledge of a country’s culture. h Having a stereotypical view of people will help you communicate well.

7.2 •• Answer the following questions. a What has contributed to the diversity and globalization we see today? b What does the expression “culture” refer to? c How can the word “yes” mean different things? d Which varieties of non-verbal communication are mentioned in the text? e Why should we be aware of our own assumptions and avoid stereotypes when we want to communicate with new people?

Speak

7.3 Study the signs. Explain what makes them funny or wrong.

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7.4 All cultures have expressions and sayings related to their languages or geographical areas. a Study the cartoon below. Which are the two sayings used by the Norwegian? How does the other person respond to the first saying?

What do you think will be his response to the second?

b How would you explain the following sayings to an Englishspeaking person? Do you know the corresponding English sayings? tråkke i salaten ha is i magen

ugler i mosen stå med skjegget i postkassa

c What do you think these English sayings mean? Do we have sayings in Norwegian that mean more or less the same? don’t judge a book by its cover curiosity killed the cat

always put your best foot forward you can’t have your cake and eat it too

Practise

7.5 Because of migration and the position of English as a world language, English has many loan words from other languages. Study the list of words below and combine them with their language of origin. Do the words say anything about the culture of the country they come from? a moped b karaoke c siesta d café e kindergarten f fjord g wok h paparazzi i sheikh j avatar

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1 French 2 Norwegian 3 Arabic 4 Swedish 5 Chinese 6 Japanese 7 Sanskrit 8 German 9 Spanish 10 Italian

Write

7.6 • What do you think is most important to remember when communicating with someone from another culture? Write a paragraph to share your opinion.

7.7 •• Study the quote below. Use it as source of inspiration to write a short text about communication.

We have two ears and one mouth so that we can listen twice as much as we speak.

Epictetus, Greek philosopher, (AD 55-c.135)

7.8 ••• Write a text where you present and discuss at least three stereotypes from English-speaking countries. Give your text a suitable title and find photos to illustrate your text.

How did you do?

How did you do?

After working with the text and tasks, I can define what culture is YES

ALMOST

NO

give examples of cultural differences YES

ALMOST

NO

discuss communication and stereotypes YES

ALMOST

NO

explain the meaning of selected sayings YES

ALMOST

NO

Did you know?

Hand gestures do not always mean the same thing around the world. “Thumbs up”, for example, means “good” in Western Europe and North America, but will be taken as an insult, meaning “up yours” in some Latin American and West African countries. Body language and how we relate to strangers will also vary in different cultures, such as the need for personal space, where to sit on the bus or starting a conversation with someone you don’t know. This is not only a cultural feature, but also highly personal.

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My Mother, the Crazy African !

Before you start Look at the title of this short story. What and who do you think the story is about, and where does it take place?

In this abridged short story, we meet Ralindu, or Lin as she likes to call herself.

Lin’s parents are from Nigeria, but the family has moved to the USA where Lin goes to school. It is not always easy for her mother to understand or accept American culture, and she speaks their native language, Igbo, to Lin. When Lin gets a boyfriend, it does not make things easier.

I HATE HAVING AN accent. I hate it when people ask me to repeat things sometimes and I can hear them laughing inside because I am not American.

Now I reply to Father’s Igbo with English. I would do it with Mother too, but I don’t think she would go for that just yet.

When people ask where I am from, Mother wants me to say Nigeria. The first time I said Philadelphia, she said, “say Nigeria.” The second time she slapped the back of my head and asked, in Igbo, “is something wrong with your head?”

By then I had started school and I told her, Americans don’t do it that way.

You are from where you are born, or where you live, or where you intend to live for a long time. Take Cathy for example. She is from Chicago because she was born there. Her brother is from here, Philadelphia, because he was 296 | Chapter 7: Encounters | SKILLS

born in Jefferson Hospital. But their Father, who was AIMS born in Atlanta, is now from Philadelphia because he lives here.

Americans don’t care about that nonsense of being k explain what the short story is about from your ancestral village, where your forefathers k describe the setting and theme owned land, where you can trace your lineage back k discuss advantages and challenges of a cross-cultural upbringing hundreds of years. So you trace your lineage back, so what? k use derivations and conversions Just like I call myself Lin when Mother isn’t here. She likes to go on and on, how Ralindu is a beautiful Igbo name, how it means so much to her too, that name, Choose Life, because of what she went through, because of my brothers who died as babies. And I am sorry, don’t get me wrong, but a name like Ralindu and an accent are too much for me right now, especially now that Matt and I are together.

When my friends call, Mother goes, “Lin?” for a second, as though she doesn’t know who that is. You would think she hasn’t been here three whole years (sometimes I tell people six years) the way she acts.

It’s a lot better now though. She no longer crosses herself, shivering whenever a murder is reported on the news. She no longer peers at Father’s written directions as she drives to the grocery store or mall. She still has the directions in Father’s precise hand in the glove compartment though. She still clutches the wheels tight, and glances often at the rear-view mirror for police cars. And I have taken to saying, Mother, the American police do not just stop you. You have to do something wrong first, like speed. *** Matt is coming over today, we are writing a paper together. Mother has been walking up and down the house. In Nigeria, girls make friends with girls and boys make friends with boys. With a girl and a boy, it is not just friends, it is something more. I tell Mother it’s different in America and she says she knows. She places a plate of fresh-dried chin-chin on the dining table, where Matt and I will work. When she goes back upstairs, I take the chin-chin into the kitchen. I can imagine Matt’s face as he says, what the hell is that?

Mother comes out and puts the chin-chin back. “It’s for your guest,” she says.

The phone rings and I pray that it will keep her long. The doorbell rings, and there is Matt, earring glittering, holding a folder.

Matt and I study for a while. Mother comes in and when he says hi, she stares at him, pauses then says, “How are you?” She asks if we are almost done, in Igbo, and before I say yes, I pause for a long moment so Matt won’t think I understand Igbo so easily. Mother goes upstairs and shuts her door.

“Let’s go to your room, and listen to a CD,” Matt says, after a while. “My

ancestral forfedre-, slektstrace spore lineage avstamning/ avstamming peer her: kikke precise hand tydelig håndskrift/ tydeleg handskrift glove compartment hanskerom clutch her: gripe rear-view mirror bakspeil/ bakspegel paper oppgave, skolestil/ oppgåve, skolestil plate tallerken chin-chin frityrstekt snack/ frityrsteikt snack folder mappe

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couch sofa urgent rask, hurtig enclose her: holde om/halde om sheathe dekke, omslutte/dekke, omgje bra bh unhook løsne/løyse moan stønne rapt henført/begeistra, gripen frenetic frenetisk, opphisset bunch her: folde seg exposed utsatt/utsett moistness fuktighet/fukt startling oppsiktsvekkende/ oppsiktsvekkande shove dytte motionless urørlig/urørleg nod nikke burst utbrudd/utbrot shuffle subbe lace her: lisse clench knipe sammen/knipe saman thyme timian promiscuous promiskuøs, “lett på tråden”

room’s a mess,” I say, instead of “My mom would never let a boy in my room.” “Let’s go to the couch then. I’m tired.” We sit on the couch and he puts a hand under my T-shirt. I hold his hand. “Just through my shirt.”

“Come on,” he says. His breathing is as urgent as his voice. I let go and his hand snakes under my shirt, encloses a breast sheathed in a nylon bra.

Then quickly, it weaves its way to my back and unhooks my bra. Matt is good, even I cannot unhook my bra that quickly with one hand. His hand snakes back and encloses the bare breast. I moan, because it feels good and I know that is what I am supposed to do. In the movies, the women’s faces always turn rapt right about this point.

He’s frenetic now, like he has malaria fever. He pushes me back, pulls my shirt up so it bunches around my neck, takes my bra off. I feel a sudden coolness on my exposed upper body. Sticky warm moistness on my breast.

I once read a book where a man sucked his wife’s breast so hard he left nothing for the baby. Matt is sucking like that man.

Then I hear a door open. I grab Matt’s head up and pull my shirt on in the space of a second. My bra, startling white against the tan leather furniture, is blinking at me. I shove it behind the sofa just as Mother walks in.

“Isn’t it time for your guest to leave?” she asks in Igbo.

I am afraid to look at Matt, I am afraid he will have milk on his lips. “He was just leaving,” I say in English. Mother continues to stand there. I say to Matt, “I guess you better get going.” He is standing, picking up papers from the table. “Yeah. Good night.”

Mother stands motionless, looking at us both. “He was talking to you, Mother. He said good night.” She nods, arms folded, staring. Suddenly a burst of Igbo words. Was I crazy to have a boy stay that long? She thought I had good sense! When did we leave the dining table and come to the couch?

Why were we sitting so close? Matt shuffles to the door as she talks. His sneaker laces have come undone and flap as he walks. “See you later,” he says at the door.

Mother finds the bra behind the couch almost immediately. She stares at it for a long time before she asks me to go to my room. She comes up a moment later. Her lips are clenched tight.

“Yipu efe gi,” she says. Take your clothes off. I watch her, surprised, but I slowly undress. “Everything,” she says when she sees that I still have my panties on. “Sit on the bed, spread your legs.”

My heart beats wildly in my ears. I settle on the bed, spread-eagled. She comes closer, kneels before me, and I see what she is holding. Ose Nsukka, the hot twisted peppers that Mama Nnukwu sends dried from Nigeria, in little bottles that originally held curry or thyme. “Mother! No!” “Do you see this pepper?” she asks. “Do you see it? This is what they do to girls who are promiscuous, this is what they do to girls who do not

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use the brain in their head, but the one between their legs.” She brings the pepper so close that I pee right there, and feel the warm wetness on the mattress. But she doesn’t put it in.

She is shouting in Igbo. I watch her, the way her charcoal eyes gleam with tears, and I wish I was Cathy. Cathy’s mom apologizes after she punishes Cathy. She asks Cathy to go to her room, she grounds Cathy for a few hours or at most, a day.

The next day, Matt says, laughing, “Your mom weirded me out last night.

She’s a crazy-ass African!” My lips feel too stiff to laugh. He is looking at some other girl as we talk.

charcoal kullfarget/kolfarga gleam glitre ground her: gi husarrest

Chimamanda Ngozi Adichie Chimamanda Ngozi Adichie (1977–) was born in Nigeria. She studied medicine and pharmacy before moving to the USA where she got university degrees in creative writing and African studies. She has written short stories, poetry and essays, but is best known for her novels.

Her work has been translated into over 30 languages and won many awards.

w

Read and understand

7.9 • Use information from the text to finish the following sentences. a Lin says she is from Philadelphia, but her mother wants... b Lin’s mother has lived in America for, but she still... c Matt is coming to Lin’s house because they are... d Lin doesn’t take Matt to her room because... e When they are alone, Matt quickly... f When Lin’s mother comes back... g Lin’s mother makes her take off... h The pepper she holds up makes Lin... i When Lin’s friend Cathy does something wrong... j The next day, Matt tells Lin that...

7.10 •• Make a short summary of the short story. Use the following keywords to get started. accent – Nigeria – Ralindu – mother – boyfriend – upstairs – couch – bra – leave – angry – undress – peppers – African 7.11 ••• Describe the characters in the short story. Use information from the text to support your description. a Lin b Lin’s mother c Matt

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Speak

7.12 Why do you think Lin’s mother behaves the way she does? Is she right to do so? Discuss in pairs and then share your views in class.

7.13 Describe the setting of the short story. Where and when does it take place? What is the mood? Point to information in the text to support your arguments.

7.14 Which of the following suggestions do you think best describes the themes of the short story? Choose one or two and explain why. Can you suggest other suitable themes? culture clash – relationships – strict parenting – immigration – feeling ashamed – fitting in

Practise

7.15 Which of the following verbs can also be nouns or adjectives? Make sentences for each of the forms to show their use. a shuffle b slap f bunch h trace d open c laugh g wet e glitter 7.16 Make new words by adding prefixes and suffixes to the following words. What word class are your new words? d agree a cool e punish b happy f moral c kind

Write

7.17 What is it like to grow up with parents from a different culture than the country where you live? Write a text in which you express your opinion and discuss possible advantages and challenges. a First, have a brainstorming session with a partner. Take notes and list ideas. b Use your notes to make an outline for your text. Check “Structuring a text” in Chapter 4 for advice. c Write your first draft. Swap drafts with a partner and give each other feedback on contents and structure. d Use the feedback to improve your text. Pay extra attention to paragraph structure, the introduction and the conclusion. e Check your text for spelling and grammar mistakes. Remember to list your sources if you have used any.

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Explore

7.18 Watch the first six minutes of Chimamanda Ngozi Adichie’s TED talk “The danger of a single story” online. You may also find it helpful to read the transcript of her talk. a What does she say about the stories she read as a child? b What was Adichie’s impression of Fide, their house boy, and his family? What did she learn when she visited their village? c Describe the experience Adichie had with her American roommate at university. d Why do you think Adichie’s talk is called “The danger of a single story”? What is her message?

“The problem with stereotypes is not that they are untrue, but that they are incomplete. They make one story become the only story.”

Chimamanda Ngozi Adichie

How did you do?

After working with the text and tasks, I can explain what the short story is about YES

ALMOST

NO

describe the setting and theme YES

ALMOST

NO

discuss advantages and challenges of a crosscultural upbringing YES

ALMOST

NO

use derivations and conversions YES

ALMOST

NO

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IMPROVE YOUR SKILLS DISCUSSING LITERATURE AND FILM When working with short stories, novels and films, there are some terms you should know and use.

Setting Where and when does the story take place? Are we given specific information (e.g. London in the 1800s), or a general description (e.g. a remote cabin in the mountains)? Is it set in the past, the present or the future, or a certain time of day? The setting can help us understand the characters or the action, and often creates a certain atmosphere or mood. For example, a stormy night can be the background for a scary incident.

Character Who are the main characters in the story?

What we learn about a character’s looks, thoughts, feelings, and even name gives us information about his or her personality. The main character of a story is usually referred to as the protagonist. In many stories there is also an antagonist, someone or something the protagonist struggles against. Other characters may be more or less important, depending on their roles in the story.

Plot What happens in the story? Plot refers to the events that make up the story. Often a writer starts at the beginning and continues to tell the events in chronological order until we come to the end. Other times plots do not follow this pattern. There may be flashbacks, or the writer may jump several years to continue the story. Some important elements

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of plots are conflicts and suspense. The writer may hold back information to make it more interesting for the reader.

Point of view In fiction, the writer usually creates a narrator.

First-person narrators refer to themselves as “I”, and they are directly involved in the story.

What the reader knows is limited to what the narrator knows. When an outside observer tells a story, it has a third-person narrator. The characters in the story are all referred to as “he”, “she” or “they”. A writer can also use a mixture of techniques. In film, the point of view usually changes with each shot.

Voiceover is a technique where someone speaks off camera to explain or move the story along.

Theme What is the central idea behind a story?

Sometimes the theme may be a moral lesson that the writer or director wants to teach us, and it is clearly stated in the text. This is often the case with legends, fables and fairy tales. In many stories, however, the theme is hidden in the plot, setting or actions of the characters. The title of a text or film may give clues about the theme. Note that there can be more than one theme.

IMPROVE YOUR SKILLS Tips for writing

Practise

1 Introduction and background: It is

7.19 Read the sentences below and identify which of the following terms they correspond to. setting – characters – plot – point of view – theme

interesting to know something about the author or director, when the story was published, or the film’s release date. Also say something about the genre.

2 Setting: Describe where and when the story takes place. What do we learn from the first paragraphs or the opening scene?

What is the atmosphere or mood?

3 Characters: Go on to say something about the characters. Who are the main characters? What do we learn about them? When you describe characters, remember to give examples.

4 Plot: How does the story develop? Are the characters involved in a conflict, and if so, how is it resolved? In a summary of the plot, include only the most important events.

5 Point of view: Is the story told through a first-person or a third-person narrator?

Does the point of view change? Is how the story is narrated important for our understanding of the characters and plot?

6 Theme: Sum up by explaining what you think is the theme. Is there a message?

7 Opinion: If you are asked to do so, give your own opinion of the story or film.

Would you recommend it to others?

Explain why or why not.

a Annie is a young, ambitious girl who enjoys school. She always has time for her friends and is very supportive, but her behaviour changes when she experiences … b This is a story about love and friendship, but it also shows how people find ways to deal with loss. c The story takes place in Australia in the late 1990s. d She lives a happy and carefree life until one day her brother dies in an accident.

At first, she refuses to talk about it, but then she meets … e The story is told through a first-person narrator. We have access to Annie’s thoughts and feelings, but this also means we see other characters and events through Annie’s eyes.

7.20 Choose one of the short stories or films you studied earlier this year. a What is the setting? b Who are the main characters? c Sum up the plot in a few sentences. d What is the point of view? Is there more than one? e What do you think is the theme?

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Hunt for the Wilderpeople

!

Before you start a Watch the film’s trailer online. What genre of film do you think this is? b Some of the following expressions used by the characters in the film may be unfamiliar to you:

Ricky Baker is a city kid and troublemaker who gets a fresh start in the New Zealand countryside with his new foster parents and a dog named Tupac. When tragedy strikes, Ricky and his grumpy foster dad embark on an adventure as they are running away from the Child Welfare Services. Hunt for the Wilderpeople tells a story that is both hilarious and heart-warming.

Shot entirely in locations across New Zealand, the film quickly became the country’s biggest box-office hit after its release in 2016.

bush – villmark foster care – fosterhjem/fosterheim Child Welfare Services – Barnevernet skux – kul, rå (slang) chur – ja, takk, kult (slang) wildebeest – gnu ranger – skogvokter/ skogvaktar juvie (juvenile prison) – ungdomsfengsel

The screenplay for Hunt for the Wilderpeople is based on the book Wild Pork and Watercress by one of New Zealand’s best-loved writers, Barry Crump (1935–1996).

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AIMS Watch and understand

7.21 • Use the keywords below to take notes as you watch the film.

Keywords

k use notes to speak and write about a film k describe and discuss characters k listen for and summarize information

Your notes

Setting • where the story takes place Main characters • Ricky • Aunt Bella • Uncle Hector • Child Welfare Services • police officers • Psycho Sam Plot • how it starts • what happens in the story • how it ends Theme • what the film is about • message or moral

7.22 •• Use your notes to answer the following questions. a What are we told about Ricky’s background in the first scenes? How are we told? b Describe Ricky’s first days with Bella and Hector. c When Bella suddenly dies, they receive a letter from the Child Welfare Services. What does it say, and how does Ricky react? d Give a short summary of what happens next. Use the following words in your summary: runaway – survive – leg – food – cabin – poster – company – manhunt e What do we learn about Hector while he and Ricky are on the run? f After they find the critically ill ranger, Ricky goes for help and meets a Maori girl. Describe Ricky’s meeting with the girl’s father and his stay with them. g Who is Psycho Sam? h What happens to Hector and Ricky after they are caught? i In the final scenes, Ricky and Hector embark on a new adventure.

What is their mission? j What do you think is the film’s theme?

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Speak

7.23 Discuss the following questions. Remember to give examples to support your arguments. a What is your impression of the woman from Child Welfare Services? b How are the police officers portrayed in the film? c Whose side are you on when watching this film? How are we persuaded to take sides? d The film has both Maori and Pakeha (non-Maori) characters.

Do you think ethnic origin has anything to do with whether the characters are portrayed as protagonists or antagonists?

7.24 What makes a good comedy? Share opinions in class. a Give examples of comedies and try to explain what makes them funny. b Humour is sometimes used as a tool when dealing with difficult subjects. Is this the case in Hunt for the Wilderpeople?

Write

7.25 • Give a detailed description of the main character Ricky. The following questions may help you get started.

• How old is he?

• What does he look like?

• What is his background?

• What is he interested in?

• What is he worried about?

• How does he relate to the other main characters?

• Does he change as the story develops?

7.26 •• In this film, the characters are clearly portrayed as either protagonists or antagonists. a Place the characters in the two categories. b Can any of the protagonists be described as round characters?

Explain why/why not.

7.27 ••• Write a review of the film. Your review should include the following: • a few facts on the release date, main actors and director • where the story takes place • who the main characters are and how they are portrayed • what the main conflict is without revealing how it is resolved • your opinion of the film and who you think it is suitable for

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Listen

7.28 “New Zealand’s Maori Culture” a Study the keywords below before listening.

1 greeting 6 language 2 ceremony 7 haka 3 Europeans 8 tattoos 4 rights 9 unemployment 5 traditions 10 pride b After listening, use the keywords to sum up what you have learned about Maoris. Write one sentence for each keyword.

Explore

7.29 In the past few decades, New Zealand has established a successful screen industry for film and television. Choose one of the productions listed below. Search for information about your chosen film or television series and share your findings in class. a The Dark Horse b Top of the Lake c Boy d Matariki e Daffodils f The Shannara Chronicles g The Whale Rider h Once Were Warriors

How did you do?

After working with the text and tasks, I can

Did you know?

use notes to speak and write about a film

The New Zealand accent is easily recognizable. The first thing people notice is that words are often shortened. Breakfast becomes brekkie, and relatives are rellies. Second, some vowels are pronounced differently, such as the long ‘e’ in ten (‘teen’) and the ‘i’ in fish (‘fush’).

Furthermore, with rising intonation at the end of sentences, it often sounds like New Zealanders are asking questions when they are simply making statements. Another typical trait is saying ‘yeah-nah’ when they want to say no without giving offence. Finally, most people use a number of Maori words in their everyday speech. In fact, as many as 1000 Maori words are integrated into New Zealand English.

YES

ALMOST

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describe and discuss characters YES

ALMOST

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listen for and summarize information YES

ALMOST

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FACT FILE NEW ZEALAND Kia Ora! The expression means “welcome” in Maori, the language of the native population of New Zealand, but it is used by everyone. In the past, New Zealand was one of Britain’s many colonies. Today, it is an independent country with a strong national pride. Most visitors are impressed by the stunning natural beauty, from volcanoes, beautiful mountain ranges and deep fiords to rolling farmland and small seaside towns. It became the perfect location for the filmmakers of The Lord of the Rings, The Chronicles of Narnia and many other films. Although parts of the South Island have been rocked by earthquakes and suffered a terrorist attack, tourists still flock to the country to see the sights.

NORTH ISLAND

Auckland Tasman Sea

Lake Taupo

Mt Tongariro

ok

Co

Rotorua

St r

Wellington

SOUTH ISLAND Mt Cook/ Aoraki Invercargill

St ew ar t Isl an d

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Dunedin

ai

t

Christchurch

PACIFIC OCEAN

FACT FILE NEW ZEALAND Kiwis and other animals New Zealanders are often nicknamed Kiwis.

A Kiwi is in fact a bird that cannot fly, and that is endemic to New Zealand. Another unique bird is the Kea, a very friendly parrot known to steal things and wreck cars. You might also encounter penguins, whales and dolphins, the largest insect in the world, and 30 million sheep.

Play as you go!

New Zealand is a dream for adrenaline junkies, and Queenstown is the capital of innovative and extreme sports. Skiing, paragliding, mountain biking, rafting, jet boating, kayaking and hiking are just some of the outdoor activities offered in the area. It is said that bungy jumping was invented here. In general, New Zealanders love sports and outdoor life.

Sailing is very popular, and the country is extremely proud of the national rugby team known as the All Blacks.

New Zealand Facts

Official name: New Zealand, Aotearoa (Maori) Capital: Wellington Population: 4.8 million Main ethnic groups: European 71%, Maori 14%, Asian 11%, Pacific Islander and other Geography: Islands in the South Pacific (the 3 main islands are North Island, South Island and Stewart Island) Landscape: Mountains, coastal plains, urban areas Head of State: The British king or queen, represented by a Governor-General Government: Parliamentary system National day: February 6 (Waitangi Day) Currency: New Zealand Dollar Agriculture: Dairy products, meat, fish; wheat, barley, fruits, vegetables; wool Industry: Agriculture, forestry, fishing, manufacturing, mining, construction, tourism

FACT FILE NEW ZEALAND AIMS k share some facts about New

Zealand k describe New Zealandâ&#x20AC;&#x2122;s landscape k present travel plans

Read and understand

7.30 Scan the text boxes in the fact file for information to answer the following questions. a What is the nickname for a person from New Zealand? b Name two birds that are endemic to New Zealand. c How many people live in New Zealand? d Which is the largest ethnic group? e What percentage of the population are Maori? f What is the Maori name for New Zealand? g What kinds of disasters have rocked the South Island? h New Zealand has been the location for some very famous films. Which ones? i Name three agricultural products from New Zealand. j How many sheep are there per person? k Who is the head of state, even though New Zealand is an independent country? l Which extreme sport was invented in the Queenstown area?

7.31 Study the map and the pictures in the fact file. a Describe the landscapes you see in the pictures. b What do you see on New Zealandâ&#x20AC;&#x2122;s coat of arms? c What is the capital and where is it located on the map? d Where on the map do you find Auckland, the biggest city? e Name two mountains and one lake.

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FACT FILE NEW ZEALAND

Speak

7.32 In addition to rugby, extreme sports are very popular in New Zealand. a Name as many extreme sports as you can. b Have you tried any extreme sports yourself? If so, which ones? c Are there some you would like to try, or absolutely not like to try?

Explain.

Explore

7.33 Plan a visit to New Zealand for your next holiday. Find out how to get there, what you want to see and what you would like to do. Use reliable sources and digital tools to make a presentation of your travel plans.

7.34 Search for online newspapers from New Zealand. What are the most current issues? Choose one news story you think is interesting. Read the article, make a short summary and present it in class.

7.35 New Zealand has quite a few «firsts». Find and share information on the following «firsts». a The first country to give women the right to vote. b The first person to climb Mt Everest and reach both poles. c The first person to split the atom.

How did you do?

After working with the text and tasks, I can share some facts about New Zealand YES

ALMOST

NO

describe New Zealand’s landscape YES

ALMOST

NO

present travel plans YES

ALMOST

NO

Did you know?

In New Zealand, you find one of the longest place names in the world.

Taumatawhakatangihangakoauauotamateapokaiwhenuakitanatahu is the Maori name for a hill on the North Island. In English it means “the summit where Tamatea, the man with the big knees, the climber of mountains, the land-swallower who travelled about, played his nose flute to his loved one”.

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Street Art Street art is not a new concept, yet it is one of the most striking forms of modern cultural expression. Artists see street art as a way to raise awareness of social or political issues, a humorous comment on society, or just a way to bring colour and beauty to a neighbourhood. From simple stencil graffiti to elaborate murals, street artists use walls, trains, bridges and other constructions as their canvases.

Today, street art has become an acknowledged urban art form and can be found in countries around the world.

Political commentary In Northern Ireland, politics and art have long gone hand in hand. Historically, the country has been divided along political and religious lines, and communities on both sides have used art to express their views.

Murals and slogans have been painted onto the gables of houses in villages, towns and cities across the country, often to mark territorial boundaries. Lately, however, images of the old paramilitary â&#x20AC;&#x153;heroesâ&#x20AC;? and political leaders are starting to be replaced by more positive street art promoting diversity and peace.

Social commentary Many of todayâ&#x20AC;&#x2122;s graffiti artists blend creativity with social commentary. Their artworks often carry important messages about the world around us, our values and our choices. Some see themselves as activists supporting causes, or combating a variety of issues, such as racial injustice, climate change or economic inequality. Many of the most famous artists use pseudonyms and wish to remain anonymous, sometimes because they risk getting arrested in countries where freedom of expression is not protected sufficiently.

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AIMS k explain what street art is k present an example of street art and/or artist

Making history

When their main industry failed in the 1980s, the small seaside community of Chemainus in western Canada was about to become a ghost town.

Hoping to attract new tourists, the locals decided to revitalize the whole town. Detailed scenes from history, portraits of townspeople and explanatory texts were painted on almost every blank wall. Their strategy worked as the town now receives a great number of tourists who come to see the murals. It has also been an inspiration for other communities to explore their roots.

Read and understand

7.36 Answer the following questions. a What is the purpose of street art? b What do street artists use as their canvas? c How has street art been used as political commentary in Northern Ireland? d Explain how some street artists see themselves as activists. e Why did the people of Chemainus paint murals all over town? f Are there examples of street art where you live?

Explore

7.37 Find information about a form of street art or artist you think is interesting. Choose one work of art to represent the art form or artist and prepare a two-minute presentation. Include information on location, style and message if there is one.

7.38 The artists Keith Haring and Jean-Michel Basquiat are often credited as the first to turn graffiti into high art. Find out more about one or both artists. Make a visual presentation of your findings.

7.39 Petroglyphs, some more than 15,000 years old, may be the original form of street art. Find examples of petroglyphs in Norway and compare them with those found in other countries, such as the rock art of South Africa, Australia and North America.

concept konsept, idé striking slående/slåande awareness bevissthet, oppmerksomhet/bevisstheit, oppmerksemd canvas lerret stencil sjablong elaborate innfløkt mural veggmaleri acknowledge anerkjenne commentary kommentar gable gavl territorial territoriell boundary grense promote fremme diversity mangfold/mangfald paramilitary paramilitær, sivil våpenstyrke blend blande cause sak combat kjempe mot injustice urettferdighet/urettferd inequality ulikhet/ulikskap revitalize revitalisere, gjenopplive explanatory forklarende/ forklarande

How did you do?

After working with the text and tasks, I can explain what street art is YES

ALMOST

NO

present an example of street art and/or artist YES

ALMOST

NO

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The Painting In this short story, set in the Australian Outback, we meet two people with different cultural backgrounds.

One is an Aboriginal artist, the other is an arts buyer from the big city.

This is how the story begins.

!

Before you start How would you feel if you discovered someone had cheated you out of a great deal of money? What would you do?

Winston Japurula, the most “important” artist working at Cullen, had, only the week before, completed a major canvas and was waiting for Mrs Houston, of the Aboriginal Arts Bureau in Sydney, to come and buy it from him. Like many artists, he was generous with hand-outs and had run up big debts at the store.

Mrs Houston had the habit of driving round the settlements to check up on her artists. She brought them paint and brushes and canvas and would pay for finished work by cheque. She was a very determined woman. She always camped in the bush, alone – and was never not in a hurry.

Next morning, Winston was waiting for her, cross-legged, naked to the waist, on a patch of level ground beside the petrol drums …

Bruce Chatwin Bruce Chatwin (1940–1989) was an English travel writer and novelist.

Before he became a writer, he worked at Sotheby’s auctions in London where he learned a lot about art and its commercial value. Chatwin was also fascinated by the history and culture of Australian Aboriginals.

m

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AIMS Listen and understand

7.40 • After listening to the short story once, fill in the missing words to complete the text.

k extract information while listening k describe and discuss the story’s characters and plot k use prefixes and suffixes

fair – because – Aboriginal – pleased – enough – painting – profit – charged – Therefore – gallery In the short story, Mrs Houston, an art buyer, comes to an community to collect a new piece of art. Winston Japurula, who has just finished a beautiful , is waiting for her. When she sees the painting, Mrs Houston hides how she is. This is she wants to buy the painting cheaply and sell it with a big . Winston Japurula has had of this. , he makes it clear that he knows what is for his paintings at the in Adelaide, and that he wants to be paid a price for his art.

7.41 •• Listen to the short story again and answer the questions in full sentences. a When Mrs Houston sees Winston’s new painting, what does she say about the use of colour? b What is her reaction when she sees the tear in the canvas? c How does Winston react to Mrs Houston’s outbursts? d What does Mrs Houston really think of the new painting? e Why is she not being honest with Winston? f How does the writer reveal Mrs Houston’s real opinion?

Speak

7.42 Discuss the following questions in pairs, and then share your answers in class. a What is the setting of “The Painting”? b Briefly describe the two main characters. How are they different? c Read the second paragraph again. What do we learn about Mrs Houston’s personality? What is explicit, and what is implied? d Listen once more to the dialogue where Mrs Houston asks Winston about the story of the painting. Do you think he is being difficult on purpose? What evidence can you find in the text to support this? e Where in the text is the turning point? f How does the story end? Can you think of an alternative ending?

canvas lerret generous gavmild/gåvmild hand-out gave til trengende/ gåve til trengande debt gjeld habit vane settlement bosetning/busetting determined bestemt cross-legged med beina i kryss petrol drums bensintønner doodle skrible scrap of card pappbit air strip flystripe haunches bakenden gingerly forsiktig squiggle snirkel tear her: rift restorer reparatør chink åpning/opning drawl dra på ordene/dra på orda syllable stavelse/staving bellow brøle aggrieved krenket/krenkt, krenkte exhibition utstilling

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7.43 The following text describes some of the core values as stated by the Australian Government on their official web pages.

“Australian society values equality of opportunity for individuals, regardless of their race, religion or ethnic background. Australian citizenship is a shared identity, a common bond which unites all Australians while respecting their diversity.” a How do these values compare with how Winston Japarula is treated in the short story you have just listened to? b Do you think Mrs Houston would have tried to con other artists in the same way she treated Winston, regardless of their ethnic background? Explain why/why not.

Practise

7.44 Choose the correct prefix to make new words. Explain how the meaning changes. dis- im- un- bi- rea possible b move c racial d imaginable

e agree f paint g real h like

Write

7.45 • Write a summary of the short story by placing the sentences in the right order. a Mrs Houston is shocked and almost falls off her stool when she hears Winston’s demand. b Winston Japarula is a respected Aboriginal artist. c Her name is Mrs Houston. d At the beginning of the story, he is waiting for his regular art buyer to visit. e She buys paintings cheaply and sells them at a great profit. f This time, however, Winston Japarula demands more money for his art. g He has found out that Mrs Houston sells his art for a lot of money in the city. h She is a determined, impatient woman.

7.46 •• Write one paragraph to describe what happened and what was said after Winston had named the price for his painting.

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7.47 ••• Write a news article based on the incident in the short story. Feel free to add details.

Explore

7.48 Search for video clips to learn more about Bruce Chatwin. What information can you find about the following? a travels b books c biographical facts

How did you do?

After working with the text and tasks, I can extract information while listening YES

ALMOST

NO

describe and discuss the story’s characters and plot YES

ALMOST

NO

use prefixes and suffixes YES

ALMOST

NO

Did you know?

Aborigines do not have their own written language. Instead they use symbols or iconography in their artwork. These artworks tell stories. They can vary from one Aboriginal group to another, but their meaning may also differ depending on whether the stories are told to children, adults or elders. The stories expressed through Aboriginal art are central to their identity and cultural heritage.

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FACT FILE AUSTRALIA Down Under Australia is not only a country, but also a continent. Because of its varied landscape, good climate and relaxed lifestyle, Australia is a very popular tourist destination and attracts a high number of immigrants. It is also an attractive place to study for young people from all over the world.

In the past, however, Australia was used as a penal colony by the British. People who had committed crimes were sent there to work as punishment.

Today, Australia is a unique and diverse country with a lively cultural environment, although it has been affected by severe droughts and devastating bushfires in recent years.

Amazing Wildlife Australia has animals you will not find in the wild anywhere else, for example kangaroos, wallabies, koalas, dingoes, wombats and the platypus. There are also crocodiles and many venomous snakes and spiders. A number of these animals are endangered. In some areas the kangaroos have become a big problem, attacking people, jumping into houses, ruining crops and colliding with cars on the roads.

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Darwin

INDIAN OCEAN

Cairns

NORTHERN TERRITORY WESTERN AUSTRALIA

Alice Springs SOUTH AUSTRALIA

Perth Adelaide

QUEENSLAND Brisbane NEW SOUTH WALES Sydney AUSTRALIAN CAPITAL Melbourne TERRITORY Canberra

VICTORIA

Tasmania

Tasman Sea

Hobart

FACT FILE AUSTRALIA

Aussie facts

The Outback

The Australian “bush,” also known as the Outback, has a special status in Australian life. It is part of Australia’s national identity, and the setting of many myths and legends. Bushrangers, drovers and farmers struggling to survive in the harsh and wild landscape were helped by the survival skills of the Aborigines. Many writers, painters, musicians and filmmakers focus on the Australian bush experience in their work. The vast areas are used for cattle farming, and also for hiking, horse riding, cycling and bird watching.

Official name: The Commonwealth of Australia Capital: Canberra Population: 22 million Ethnic groups: European 92%, Asian 7%, Aboriginal and other 1% Geography: 6 states and 2 territories Landscape: Urban areas, farmland, rainforest, desert Head of State: The British king or queen, represented by a GovernorGeneral Government: Parliamentary system National day: January 26 (Australia Day) Currency: Australian Dollar Agriculture: Wheat, barley, sugarcane, fruits; cattle, sheep, poultry Industry: Mining, food processing, chemicals, steel, equipment for industry

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FACT FILE AUSTRALIA AIMS k mention some facts about Australia k describe the landscapes and wildlife of Australia k present information on Australia’s culture or history

Read and understand

7.49 Study the short text “Down Under”. Use information from the text to complete the sentences. a Australia is different from other countries because … b Three reasons why Australia has become a popular tourist destination are … c Young people come to Australia to … d In the past, people who had committed … e Australia’s cultural environment today is …

7.50 Study the “Aussie facts” and the map of Australia. Answer in keywords. a How many people live in Australia? b Which is the largest ethnic group? c What is the name of the capital? d Where in the country do you find the capital? e Find the names of seven other Australian cities. f Australia is divided into states and territories. What are they called? g Who is the head of state? h Is the Australian currency dollars or pounds? i When is Australia Day? j Name the most important agricultural products and industries in Australia.

7.51 Study the short text “Amazing Wildlife”. Answer in full sentences. a What animals are mentioned in the text? b Which ones can only be found in Australia? c What does it mean when an animal is endangered? d How can kangaroos be a problem?

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FACT FILE AUSTRALIA

Practise

7.52 Match these typical Australian expressions with the correct explanation. Search online for definitions and try pronouncing them with an Australian accent! a barbie 1 campfire b ace 2 mosquito c tucker 3 barbeque d arvo 4 food e mozzie 5 excellent f bush telly 6 afternoon

How did you do?

Speak

After working with the text and tasks, I can

7.53 Study the short text “The Outback”. First, choose three keywords from the text. Then, exchange keywords with a partner and give a summary of the text based on your partner’s chosen keywords.

Explore

7.54 Find out more about the culture or history of Australia. Choose one of the following topics, and select information from reliable and relevant sources. Choose how you want to present your findings. Remember to list your sources, including illustrations. a Studying in Australia b Current news from Australia c Australian wildlife d Australia’s past as a penal colony e Popular sports in Australia f Australian films and/or television series

Did you know

mention some facts about Australia YES

ALMOST

NO

describe the landscapes and wildlife of Australia YES

ALMOST

NO

present information on Australia’s culture or history YES

ALMOST

NO

Around 90 % of Australia’s population live along the coast in cities such as Sydney, Melbourne, Adelaide, Perth, Darwin and Brisbane. Still, some Australians live so far from towns and cities that doctors have to travel by airplanes to give medical help. The small planes of the Royal Flying Doctor Service carry equipment for emergencies and general health care services. Children in remote areas are taught by School of the Air, using the Internet and high frequency radio.

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The Hockey Sweater !

Before you start a Do you play sports?

Do you have a favourite team? b “Sport is a universal language that can connect cultures.”

Do you agree?

Canada is a multicultural society. Not only has Canada been colonized by both the English and the French in the past, but the country also welcomes immigrants from all faiths and corners of the world. For example, the greater Toronto area is now the most diverse city on the planet, with half its residents born outside the country. For many newly arrived Canadians, the first point of contact with their new communities is often on the soccer pitch, on the basketball court, in the ice rink, or in other fields of play. Sport becomes a universal language that can connect cultures.

Most Canadians are also very passionate about their sports. Communities take great pride in supporting their local teams, and there are often rivalries with neighbouring towns. In “The Hockey Sweater”, one of Canada’s most loved short stories, the author shares an episode from his own childhood where he illustrates the importance of showing support for the right team.

The winters of my childhood were long, long seasons. We lived in three places – the school, the church and the skating rink – but our real life was on the skating rink. Real battles were won on the skating rink. The real leaders showed themselves on the skating rink. School was a sort of punishment.

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Parents always want to punish children and school is their most natural way of punishing us. However, school was also a quiet place where we could prepare for the next hockey game, lay out our next strategies. As for church, we found there the tranquility of God: there we forgot school and dreamed about the next hockey game. Through our daydreams it might happen that we would recite a prayer: We would ask God to help us play as well as Maurice Richard.

AIMS k explain what the short story is about k describe the point of view k use vocabulary related to sports k discuss sports culture and national identity

We all wore the same uniform as he, the red, white and blue uniform of the Montreal Canadiens, the best hockey team in the world; we all combed our hair in the same style as Maurice Richard, and to keep it in place we used a sort of glue – a great deal of glue. We laced our skates like Maurice Richard, we taped our sticks like Maurice Richard. We cut all his pictures out of the papers. Truly, we knew everything about him.

On the ice, when the referee blew his whistle the two teams would rush at the puck; we were five Maurice Richards taking it away from five other Maurice Richards; we were ten players, all of us wearing with the same blazing enthusiasm the uniform of the Montreal Canadians. On our backs, we all wore the famous number 9.

One day my Montreal Canadiens sweater had become too small; then it got torn and had holes in it. My mother said: “If you wear that old sweater people are going to think we’re poor!” Then she did what she did whenever we needed new clothes. She started to leaf through the catalogue the Eaton company sent us in the mail every year. My mother was proud. She didn’t want to buy our clothes at the general store; the only things that were good enough for us were the latest styles from Eaton’s catalogue. My mother didn’t like the order forms included with the catalogue; they were written in English and she didn’t understand a word of it. To order my hockey sweater, she did what she usually did; she took out her writing paper and wrote in her gentle schoolteacher’s hand: “Cher Monsieur Eaton, Would you be kind enough to send me a Canadiens sweater for my son who is ten years old and a little too tall for his age and Docteur Robitaille thinks he’s a little too thin? I’m sending you three dollars and please send me what’s left if there’s anything left. I hope your wrapping will be better than last time.”

Monsieur Eaton was quick to answer my mother’s letter. Two weeks later we received the sweater. That day I had one of the greatest disappointments of my life! I would even say that on that day I experienced a very great sorrow.

Instead of the red, white and blue Montreal Canadiens sweater, Monsieur

skating rink skøytebane battle slag tranquility ro recite framsi/seie fram prayer bønn Maurice Richard ishockeylegende comb kjemme, gre/kjemme, greie glue lim lace her: skolisse stick hockeykølle referee dommer/dommar blazing glødende/glødande leaf through bla gjennom order form bestillingsskjema gentle hand her: forsiktig håndskrift/forsiktig handskrift wrapping innpakning disappointment skuffelse/ motgang, vonbrot sorrow sorg

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Eaton had sent us a blue and white sweater with a maple leaf on the front – the sweater of the Toronto Maple Leafs. I’d always worn the red, white and blue Montreal Canadiens sweater; all my friends wore the red, white and blue sweater; never had anyone in my village ever worn the Toronto sweater, never had we even seen a Toronto Maple Leafs sweater. Besides, the Toronto team was regularly trounced by the triumphant Canadiens. With tears in my eyes, I found the strength to say: “I’ll never wear that uniform.”

“My boy, first you’re going to try it on! If you make up your mind about things before you try, my boy, you won’t go very far in this life.”

My mother had pulled the blue and white Toronto Maple Leafs sweater over my shoulders and already my arms were inside the sleeves. She pulled the sweater down and carefully smoothed all the creases in the abominable maple leaf on which, right in the middle of my chest, were written the words “Toronto Maple Leafs”. I wept.

“I’ll never wear it.”

“Why not? This sweater fits you … like a glove.”

“Maurice Richard would never put it on his back.”

“You aren’t Maurice Richard. Anyway, it isn’t what’s on your back that counts, it’s what you’ve got inside your head.

“You’ll never put it into my head to wear a Toronto Maple Leafs sweater.” maple lønn/løn trounce her: slå, banke smooth glatte ut sleeve erme crease krøll abominable avskyelig/avskyeleg chest bryst glove hanske despair fortvilelse/fortviling insult fornærme be obliged to være nødt til/vere nøydd til forward løper, angrep/løpar, angrep penalty straffe rink bane persecution forfølgelse/ forfølging relieved lettet/letta debris avfall vicar prest moth møll

My mother sighed in despair and explained to me: “If you don’t keep this sweater which fits you perfectly I’ll have to write to Monsieur Eaton and explain that you don’t want to wear the Toronto Maple Leafs. And if he’s insulted do you think he’ll be in a hurry to answer us?

Spring will be here and you won’t have played a single game, just because you didn’t want to wear that perfectly nice blue sweater.”

So I was obliged to wear the Maple Leafs sweater. When I arrived on the rink, all the Maurice Richards in red, white and blue came up, one by one, to take a look. When the referee blew his whistle I went to take my usual position.

The captain came and warned me I’d be better to stay on the forward line.

A few minutes later the second line was called; I jumped onto the ice. The Maple Leafs sweater weighed on my shoulders like a mountain. The captain came and told me to wait; he’d need me later, on defense. By the third period I still hadn’t played; one of the defensemen was hit in the nose with a stick and it was bleeding. I jumped on the ice: my moment had come! The referee blew his whistle; he gave me a penalty. He claimed I’d jumped on the ice when there were already five players. That was too much! It was unfair!

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It was persecution! It was because of my blue sweater! I struck my stick against the ice so hard it broke. Relieved, I bent down to pick up the debris.

As I straightened up I saw the young vicar, on skates, before me.

“My child; he said, just because you’re wearing a new Toronto Maple Leafs sweater unlike the others, it doesn’t mean you’re going to make the laws around here. A proper young man doesn’t lose his temper. Now take off your skates and go to the church and ask God to forgive you.”

Wearing my Maple Leafs sweater I went to the church, where I prayed to God; I asked him to send, so quickly as possible, moths that would eat up my Toronto Maple Leafs sweater.

Roch Carrier Roch Carrier (1937–) is a novelist and short story writer from Québec, Canada. He has written film scripts, plays and poems. Several of his works have become classics and are used in schools around the world, in both French and English.

m

Read and understand

7.55 • Decide if the following statements are true or false. Correct the false ones.

True

False

a The story is about a boy who likes to play hockey. b He thought the best hockey team in the world was the Toronto Maple Leafs. c Their idol, Maurice Richard, had the number 99 on his back. d The mother bought a new hockey sweater from the local store. e The boy was very disappointed when he got the new sweater. f His mother took the sweater back to change it for the right one. g The captain of the team would not let the boy play. h The referee gave him a penalty for playing rough. i When the boy broke his stick, the vicar sent him to school. j He prayed for moths to come and eat up his sweater.

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7.56 •• Complete the following sentences. a For the boy in the text, real life was … b In church, he would ask God to … c All the children wore … d When the boy needed a new hockey sweater, the mother … e When the new sweater arrived, it was … f The boy said he would never … g When the boy wanted to play, … h He jumped on the ice when … i The referee blew his whistle because … j Instead of asking God for forgiveness, the boy …

7.57 ••• Close-read the text to answer the following questions. Study “Discussing literature and film” in this chapter for advice. a Describe the setting of the story. Where does the story take place?

What time of year is it? b Describe the boy. What is most important to him? c Describe the mother. How does she deal with the problem? d How do the other players and the coach react, and why? e How does the story end? Is there a turning point? f What do you think is the theme of this short story?

Speak

7.58 Who do you sympathize with in this short story, the boy or the mother?

Discuss in class. Give reasons for your views.

7.59 Describe the point of view the author uses in this short story. a Who is the narrator of the story? b How does this point of view affect our understanding of what happens in the story? c If the story were told from another point of view, e.g. the mother or a third-person narrator, how would that change the story?

7.60 How important do you think sports are for a nation’s identity, for example in Norway? Discuss the role of sports and share views in class.

Did you know?

French is the mother tongue of almost a quarter of the Canadian population. French has been spoken in Canada since the colonists arrived in the early 1600s. Today, most native French speakers live in the province of Québec. The Québecois have wanted to become independent from the rest of Canada, but there has not been enough support among the population. Both English and French are official languages in Canada. In two of the northern territories indigenous languages also 7: have official status.

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Practise

7.61 Fill in the missing letters to complete these sports words. a so er b ma at on c no boa di g d ba k tb ll e k y c ing f w e tl ng g ol e ba l h ro i g 7.62 Match the English names of sports with the Norwegian ones. a floor ball b pole vault c gymnastics d biathlon e hurdles f fencing g figure skating h archery i luge j cross country

1 fekting 2 aking 3 langrenn 4 innebandy 5 bueskyting 6 stavsprang 7 skiskyting 8 kunstløp 9 turn 10 hekkeløp

Write

7.63 • Think back to your own childhood. Did you have to wear something you didn’t like? Were you not allowed to do a certain thing because an adult said so? How did you react? Write a short text.

7.64 •• If the short story took place today, the mother would probably have ordered the hockey sweater from a website. Imagine that you are going to order new sports gear for yourself online. Check “Writing a formal text” in Chapter 6 for advice and complete the following tasks. a Write an email to the store to enquire about sizes, delivery and payment options. b When you finally receive your package, you find something entirely different from what you ordered. Write a formal complaint to the store.

How did you do?

After working with the text and tasks, I can explain what the short story is about YES

ALMOST

NO

describe the point of view YES

ALMOST

NO

use vocabulary related to sports YES

ALMOST

NO

discuss sports culture and national identity YES

ALMOST

NO

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FACT FILE CANADA NORTHWEST NUNAVUT TERRITORY YUKON TERRITORIES TERRITORY C A N A D A Whitehorse Yellowknife Hud son BRITISH ALBERTA Bay COLUMBIA MANITOBA Edmonton

PAC I FI C OC EAN

Canada is the second largest country in the world, with vast areas north of the Arctic Circle where winters are harsh and distances are measured in days rather than kilometres. Churchill, Manitoba, is known as the polar bear capital of the world. If you visit the Newfoundland coast you are likely to see icebergs floating by. Many First Nations communities are found in the Nunavut and Northwest Territories.

Most Canadians, however, live along the US border in the south where the climate is milder. Still, Canadians often joke about the weather, claiming their seasons are “almost winter, winter, still winter, and roadworks”.

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Baffin Bay

Vancouver Victoria

Iqaluit

NEWFOUNDLAND AND LABRADOR QUÉBEC PRINCE ATLA N TIC EDWARD OCE A N ISLAND Winnipeg Regina ONTARIO Québec St. John's Montréal Charlottetown Ottawa UNITED STATES Toronto Fredericton Halifax NOVA SCOTIA NEW BRUNSWICK SASKATCHEWAN

ALASKA (US)

Beauf ort Sea

GREENLAND

True North

FACT FILE CANADA The Good Life Canada is often ranked very high in surveys measuring quality of life. The country is known for its political stability and its high personal safety.

Canadians, often called Canucks, appreciate good education systems, free health care and long life expectancy.

Eh? Canadians are known to be very polite. They will say “sorry” even if you’re the one who should apologize. You may also hear Canadians say “eh”, usually meaning “isn’t it”, at the end of sentences to soften direct questions or criticism. In fact, Canadians have fairly strong ideas of what is socially acceptable despite their generally laidback attitude and informal lifestyle.

Canada Facts

Official name: Canada (the Dominion of Canada) Capital: Ottawa Population: 36 million Ethnic groups: British Isles origin 28%, French origin 23%, other European 15%, First Nations 4.4%. (Mixed origin 41%.)

Geography: 10 provinces and 3 territories Landscape: Mountain ranges in the west, permanently frozen areas in the north, plains and farmland in the south Head of State: The British King or Queen, represented by a Governor-General Government: Parliamentary system National day: July 1 (Canada Day) Currency: Canadian Dollar Agriculture: Wheat, barley, oilseed, fruits, vegetables; dairy products; forest products; fish Industry: Chemicals, minerals, food products, wood and paper products, fish products, petroleum and natural gas.

FACT FILE CANADA AIMS k explore and describe Canadian

culture and ways of life k explain the meaning of selected quotes

Read and understand

7.65 • Study the pictures on the previous pages. a Describe the Canadian flag. b Which sports do you see in the pictures? c What types of landscapes can you find in Canada? d What cultural heritage can you see in the coat of arms?

7.66 •• Study the map on the previous page. a How many provinces and territories are there? b Where is the capital located? c In which province do you find Montréal? d What is the easternmost province called? e What is the province capital of British Columbia? f Which territory is the largest?

7.67 ••• Answer the following questions. a Why is Canada often ranked high when measuring quality of life? b How many people live in Canada and where do most of them live? c Which is the biggest ethnic group in Canada? d How many say they have a mixed background? e When is Canada’s national day? f Who is Canada’s head of state? g Why do Canadians say “sorry” so often? h What is the meaning of “eh” at the end of sentences?

Practise

7.68 Below are some words and expressions associated with Canada and Canadians. Use online dictionaries or encyclopedias to find definitions and explanations. mounted police – maple syrup – lumberjacks – poutine – loonies and toonies – tuque – inukshuk – toboggan 330 | Chapter 7: Encounters | SKILLS

FACT FILE CANADA

Speak

7.69 Study the quotes below. In your own words, explain what is said in the quotes.

“This is a country where a man can die simply from being caught outside.”

Alden Nowlan

“I’m not a hockey fan, which is probably why I had to leave Canada in the first place.”

Ryan Reynolds

Write

7.70 • How many Canadian icons can you see in the illustration?

Write down as many as possible. Choose five from your list and explain why they are typical of Canada.

How did you do?

After working with the text and tasks, I can

7.71 •• Based on what you learned from studying the fact file and reading “The Hockey Sweater”, write a short text where you describe Canadian culture. Start like this: “In general, Canadians are … ” Swap your text with a partner’s and give each other constructive feedback.

Explore

7.72 Find information about a Canadian invention or a famous Canadian, for example in music, film or sports. Use reliable and relevant sources, and make a short multimodal presentation.

explore and describe Canadian culture and ways of life YES

ALMOST

NO

explain the meaning of selected quotes YES

ALMOST

NO

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IMPROVE YOUR SKILLS SUMMARIZING AND SYNTHESIZING INFORMATION Being able to summarize and synthesize information is an essential skill.

It shows that you have understood the material you have studied, and that you can select what is most relevant and use it. A summary is a shortened version of a text where you highlight the main points. A synthesis is when you combine information from several sources, comparing and contrasting important points.

The following strategies are relevant for working with a variety of sources such as statistics, documentaries, feature films and audio files, as well as written texts.

How to summarize 1 Study the text carefully.

2 Select the most relevant information. What are the main ideas or the most interesting facts?

3 Highlight or write down keywords. Think through why these keywords are relevant.

4 Rewrite the main ideas in complete sentences, using your own words.

5 Use linking words to show how the ideas and facts are connected.

6 Check your summary. Would it make sense to someone who hasnâ&#x20AC;&#x2122;t seen the original material?

How to synthesize 1 Study the information from your sources carefully.

2 Find the relevant ideas and main points.

3 Organise the information, for example in a Venn diagram. List similar information together.

4 Comment on each point. Use the PEED method: state your point, support it with examples from the text followed by an explanation, and then develop your point if relevant.

5 Compare the ideas and main points. Use sentence connectors to show similarities and contrasts.

6 Sum up and conclude.

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IMPROVE YOUR SKILLS The following is an example of how to extract information from two short texts on multiculturalism in Australia and Canada, then synthesizing the main points in a paragraph.

Australia can be described as a vibrant, multicultural nation.

One in every four Australians was born overseas, and 46% have at least one parent who has immigrated to the country.

Furthermore, almost 20% of Australians speak a language that is not English.

Overall, more than 200 languages are spoken, and the most common are Italian, Arabic, Chinese and Greek.

The country considers the rich cultural diversity its main strength and what embodies its national identity.

multicultural heterogeneous immigration languages multilingual diversity policy strength

Canada is ethnically heterogeneous, with citizens coming from a number of cultural backgrounds and countries of origin. In fact, the government encourages immigration and multiculturalism is an official policy.

Today, around 20% of the population are foreign born.

In the wake of immigration, Canada has become a truly multilingual country with more than 200 mother tongues. Among those whose first language is not one of Canada's official languages, Chinese is most common, followed by Tagalog, Spanish and Punjabi.

national identity

Summarized and synthesized text: Canada and Australia are both multicultural nations. There are several similarities between the two countries; for example, the percentage of foreign-born citizens, which is 20% and 25% respectively. Another example is the linguistic diversity they share as a result of immigration, with more than 200 spoken languages in each country. Although their immigrantsâ&#x20AC;&#x2122; mother tongues may not be the same, Chinese is common in both countries. Moreover, it seems both countries consider cultural diversity an important aspect of their national identity. In fact, multiculturalism is an official policy in Canada, whereas in Australia it is considered the countryâ&#x20AC;&#x2122;s main strength.

Tip: If you are asked to compare the contents or language of two texts, donâ&#x20AC;&#x2122;t write about one first and then the other. Discuss similarities and differences of both texts as you go.

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IMPROVE YOUR SKILLS Practise 7.73 Read the text below and complete the tasks. a Follow the six steps on the previous pages to summarize the information. b The writers clearly found the episode in the elevator both surprising and funny. Find evidence or examples in the text to support this statement. c Compare the episode described in this text with information from the short text “Eh?” in the fact file on Canada. Follow the steps on the previous pages to synthesize the information.

To blend in amongst Canadians, you first must A. locate them, B. dress like them, and C. learn to insult them in a casual, carefree manner.

Fortunately, all three objectives are fairly easy. Especially the last one.

Canadians are very easy to insult. Ian was once on an elevator in downtown Toronto, and the only other occupant was a dear old lady who kept asking him if he knew her grandson. The elevator doors were about to close when a smartly dressed young woman came running up. The elderly lady immediately stopped the doors with her cane and called out, “Come on in, sweetie.” The younger woman got on and glared at the older woman. “I think that was very rude,” she said. True story. Ian was agog. He waited until the grandma, obviously flustered, got off on her floor, and then asked the wounded party what had set her off. Well, it turns out that her last name was Svenson or something.

She was of Swedish extraction, you see, and she thought the old woman was making a racial slur. “Sweetie/Swedie.” Get it? And no, we aren’t kidding. blend in passe inn insult fornærme' casual uformell objective mål cane stokk agog her: spent, forventningsfull flustered forvirret, oppskjørtet/ forvirra, oppskjørta wounded såret/såra extraction her: avstamming slur fornærmelse/fornærming herring sild Mississauga storby sør for Toronto

So, hell, Ian did the only thing he could do. Which was to tell this woman to take her Ikea-buying, herring-eating, Abba-playing, saunasweating, meatball-making ass back to wherever it was she came from.

Which as it turned out, was Mississauga. Those damn Swedes. We let them in, give them jobs, and the next thing you know they’re taking over. This used to be a great country until those damned “Swedies” moved in.

Excerpt from How to be a Canadian by Will & Ian Ferguson

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IMPROVE YOUR SKILLS PEED = POINT, EXAMPLE, EXPLAIN, DEVELOP

1 2 3 4

Make a point to answer the question you have been given.

Give an example from the text.

Explain how your example supports your point.

Develop your point, e.g. comment on the writer’s intention or what the effect on the reader is, or give your own opinion.

7.74 Study the following paragraph from a student’s answer. Find and underline the four steps of the PEED method.

The old lady in the elevator did not mean to insult the young woman. She called the young woman “sweetie” and even stopped the doors from closing so that she could get on. This shows that the old lady was not rude at all. The young woman thought she said something else and clearly misunderstood the situation. In addition to sharing a funny episode, I think the writer’s intention is to show how easily some people can be offended.

7.75 Find an article about an issue you think is interesting and read it. a Explain what the main idea or message of the article is, using the PEED method.

Work in pairs and discuss possible answers. b Summarize the article in one paragraph.

7.76 Study the statistics. a Summarize the information in the bar chart on the left. b Summarize the information in the pie chart on the right. c Synthesize the information by comparing and contrasting the two charts.

Languages Most Used On the Web vs. IRL Number of first-language speakers (estimates in billions) Chinese Spanish English Hindi Arabic Portuguese Bengali Russian Japanese Lahnda German Korean French Marathi Italian Polish

Percentage of websites using various content languages* 1.20

a

0.40 0.36

b c •

5.0%

0.26 0.24 0.20 0.19

d e

h b i

f

2.6%

g

2.2%

e a d j

0.17 0.13 • 0.09 h 0.08 • 0.08 i

2.1% 1.9%

c •

54.4%

11.4%

0.08

• 0.07 • 0.06 j 0.04

f

g

4.7% 4.1%

•

5.9%

5.7%

Other

• 2.66

* top 10 million websites

Source: Mashable statista and w3techs.com/Entologue

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Gaming Culture

!

Before you start Which games are popular in your class? What consoles are most common? appealing tiltalende/tiltalande evolve utvikle seg decade tiĂĽr

Computer games â&#x20AC;&#x201C; a part of our culture Even in the earliest days of computers, there were games. Scoring points and advancing in a digital hierarchy soon turned out to be both appealing and at times addictive. In just a few decades, creating games has grown into a billion-dollar industry. Players who excel at popular games can now make a living from it. In fact, playing computer or video games is now considered a sport, and just like other forms of sports, gaming has become a cultural expression.

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The evolution of computer games

AIMS All of this would have been unthinkable just a few decades ago when gamers would gather at local arcades. k describe how computer games have That was before the Internet. During the late 1980s evolved and 1990s, gaming moved out of the arcades and into k discuss gaming as a cultural homes, where players could enjoy longer and more expression complex games. As gaming attracted more and more k create an outline for a game attention in the 1990s, so did the content of games that k collect data for a survey included increasingly realistic graphics. A number of studies have followed in the years since, attempting to find out whether there is a link between violent games and aggressive behaviour. So far, no conclusive connection has been found.

Contact through games As the range of games evolved, players have also specialized in their favourite types of game. There are massive multiplayer online games (MMO), simulations, adventure games, real time strategy games (RTS), first-person shooter games (FPS), sports games and many more.

Subsequently, online forums were established where gamers could discuss challenges, exchange tips and tricks, and provide walkthroughs for tough sections of their favourite games. Online, gamers can communicate with each other across borders, without regard to age, gender, appearance or race. There are also a number of subcultures related to gaming, such as cosplayers dressing up as their favourite games’ heroes or villains. Some have even become well-paid models who attend conventions. Undoubtedly, belonging to a group with shared interests also has benefits on a psychological level. Players support each other and become friends, and some have even married after having met each other through a game.

Language and norms Over time, these digital communities have developed cultural features that connect the participants in various ways. Language is one, for example by using abbreviations, also known as leetspeak. GG, meaning “good game”, may be used to show good sportsmanship at the end of a game. BM, short for “bad manners”, is used to show an opponent that he or she is breaking commonly accepted rules of behaviour. Quite a few abbreviations that originated from online gaming have been adopted in everyday speech, such as noob and FTW. Gaming forums also have traditions, like LANs, where gamers come together in real life and play. At LANs, as well as in forums and games, players usually cooperate and communicate in English, as they join forces on their quests to solve riddles, unlock levels or combat enemies.

rapid rask in the making under utvikling excel utmerke seg arcade spillehall/spelehall graphics grafikk attempt forsøke connection sammenheng/ samanheng distinguish skille exposure eksponering range utvalg/utval subsequently følgelig, som følge av/følgeleg, som følge av establish etablere exchange utveksle provide gi, sørge for appearance utseende/utsjånad cosplayer (costume player) cosplay-utøver/cosplay-utøvar villain kjeltring convention her: spillkonferanse/ spelekonferanse community samfunn feature trekk, kjennetegn/ trekk, kjenneteikn abbreviation forkortelse opponent motspiller/motspelar originate stamme fra/stamme frå quest oppdrag, søken solve løse/løyse riddle gåte combat bekjempe/kjempe mot

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gamification spillifisering, anvendelse av spillprinsipper i andre sammenhenger/ speleifisering, bruk av speleprinsipp i andre samanhengar foresee forutse/føresjå collaboration samarbeid transfer overføre

What’s next?

With change, people often disagree on whether it is for the better or the worse. Researchers study the effect of such changes and try to predict what will happen next. What we do know is that gamification has made its way into education. Gaming can support learning in various ways, from teaching content to learning coding and programming skills, as well as critical thinking and collaboration. Being able to analyse, plan ahead, try new ideas and solve problems is an important skill in the 21st century.

Transferring these gaming skills to other areas of our lives can open up a lot of opportunities.

Read and understand

7.77 • Choose the correct alternative in the sentences. a Scoring points in a game can be strongly appearance/appealing/ accepted. b Creating games has shown/grown/blown into a billion-dollar industry. c Playing computer games has become a cultural expression/ abbreviation/collaboration. d Players meet online in forums to share riddles/quests/tips. e Belonging to a group with shared conventions/interests/features has benefits on a psychological level. f Gamers can communicate/originate/transfer across borders. g They join forces to collaborate/combat/exchange villains. h Gaming can support/attempt/evolve learning.

7.78 •• Write questions to fit these statements. a People would play computer games in local arcades. b It is considered a sport. c Gamers communicate mostly in English. d The players discuss challenges and exchange tips and tricks. e It is a form of communication which consists of abbreviations. f It means “good game”. g They dress up as fictional characters from their favourite game. h No conclusive connection has been found.

7.79 ••• Answer the following questions. a What does the text say about the evolution of computer games? b What does the text say about different kinds of games? c What does the text say about communication? d Give examples of 21st-century skills that can be acquired through gaming.

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Practise

7.80 Combine the words with the correct translation.

A evolve

1

B quest

2 nivĂĽ

C convention

3 utvikle seg

D collaboration

4 motspiller

E abbreviation

5 samarbeid

f

6 spillehall

level

forkortelse

G arcade

7 spillkonferanse

H opponent

8 oppdrag, søken

7.81 Explain the following expressions in other English words. a professional gamer b online forum c cosplay d leetspeak e LAN f quest g gamification

Speak

7.82 Discuss the following questions and share your views in class. a What do you think makes a good computer game? b What skills are required to become a good gamer? c Do you think being a professional gamer is an attractive profession? d Is gaming a sport? e Is gaming an example of cultural expression?

7.83 Make a presentation based on one of the following topics. a A highly rated game. Use expressions like characters, setting, plot, quest, theme. b A famous gamer. Use expressions like skills, features, attitude, language, levels, merits. c A gaming forum. Use expressions like language, values, norms, behaviour, traditions.

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7.84 Many games are easily recognized because of their elaborate graphics.

Discuss the following questions in groups. a Study the examples below. Describe what you see. What types of games do you think they are? Do you recognize any of them? b How do graphics contribute to the mood and atmosphere of the game? c How important is the quality of a gameâ&#x20AC;&#x2122;s graphics to you?

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Write

7.85 • Write a short text where you argue for or against using games in education. Start your text with a statement, then support your statement with examples and explanations. End your text with a concluding sentence to sum up your argument.

7.86 •• Compare two different games of your choice. For advice, study “Summarizing and synthesizing information” in this chapter.

7.87 ••• Make an outline for a game you would like to create. Include information on genre and type of game, setting, characters, story line, plot, theme and reward. Present your ideas in class.

Explore

How did you do?

After working with the text and tasks, I can describe how computer games have evolved YES

NO

discuss gaming as a cultural expression YES

ALMOST

NO

create an outline for a game YES

7.88 Interview fellow students about their gaming habits. Work in groups.

Agree on at least three questions, collect data and make a survey.

Present your findings in class.

ALMOST

ALMOST

NO

collect data for a survey YES

ALMOST

NO

7.89 Norway has a number of renowned game developers, some of whom have won international prizes. Find information about these developers and their games. Who are they and what have they created?

Which prizes have they won? Have you played any of their games?

7.90 In March 2020, an «Uncensored Library» was built using Minecraft, the iconic gaming platform that welcomes more than 145 million players each month. Find out who built the virtual library, how long it took, what it contains, and what its purpose is.

How did you do

Did you know?

Super Mario is a hugely popular game figure, known by children all over the world. His name came from the landlord of Nintendo’s first warehouse, Mr Mario Segale.

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CHAPTER CHECKPOINT Revise 7.91 After working with chapter 7, it is time to recap and revise what you have learnt. a What is culture? b What is a stereotype? c Give examples of cultural expressions you have studied in this chapter. d What have you learnt about culture and ways of life in the countries you have studied in this chapter? e Which texts have you read or listened to? Give brief summaries. f Choose one text or film and one illustration from this chapter and explain why you think they are relevant.

Assess your progress 7.92 Go back to the focus areas listed at the beginning of this chapter. a For each of the focus areas listed, find examples of what you have learnt from working with the texts and tasks. b What do you think you master well? c What would you like to improve? Explain why and what you think you will have to do.

7.93 Discussing literature and film a Explain what setting is. b What is the difference between plot and theme? c Name two different points of view. d Give examples of protagonists and antagonists in stories you have read or watched. e Explain the difference between explicit and implicit information.

7.94 Summarizing and synthesizing information a What should you remember when you write a summary? b What do you do when you synthesize information? c How is summarizing different from synthesizing? d What is the PEED method?

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CHAPTER CHECKPOINT

Apply your skills 7.95 Speak a • What form of cultural expression do you enjoy the most, and why?

Prepare a three-minute speech with examples. b •• When you look back on all the stories you have studied this year, which character do you think is the most interesting? What makes the character interesting, and how does the writer achieve this?

Explain to each other in groups. c ••• Choose two computer games you have played or know well.

Compare the genre, setting and theme in these two games. How are they similar? How are they different? Discuss in small groups.

7.96 Write a • Choose a story you have read, a film or an episode from a TV series you have watched recently. Describe what the main conflict is, how the plot develops, if there is one or more turning points, and how the conflict is resolved. b •• Describe the challenges experienced by the main character in the short story “My Mother, the Crazy African”. Compare them with challenges experienced by one or more characters in other English-language literary texts or films you have studied this year. Study “Summarizing and synthesizing information” in this chapter for advice. c ••• Compare the points of view in two of the texts from this chapter and a film you have studied this year. How do the perspectives contribute to how we relate to the characters and understand the plot? Study “Discussing literature and film” and “Summarizing and synthesizing information” in this chapter for advice.

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CHAPTER 8

Perspectives

In this chapter you will focus on k social issues in historical contexts

k global challenges k culture and society in India and Africa

k arguing a case k referring to sources k word order and punctuation

Useful words and phrases sustainable development microplastics civil war refugees segregation decolonization literacy perception prosperity progress

How do you feel about the future of our planet?

Who can solve the challenges we are facing today?

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!

Before you start “Sustainable development” means that one generation is able to meet its needs without ruining the possibility for the next generations to meet their needs.

In which fields do you think sustainability is important?

Sustainable Development The United Nations is an international organization founded in 1945, after World War II, to work for international peace, social progress and human rights. In 2015 all the 193 UN member states agreed on a plan for sustainable development to face the challenges in the world today. The 17 goals are set for 2030.

No Poverty While global poverty rates have been cut by more than half since 2000, one in ten people in developing regions are still living with their families on less than the international poverty line of US $ 1.90 a day, and there are millions more who make little more than this daily amount. Significant progress has been made in Asia, but up to 42 % of the population in Sub-Saharan Africa continues to live below the poverty line. Poverty is more than shortage of money. It is also visible in poor health, hunger, discrimination and lack education.

developing region utviklings­ region poverty line fattigdomsgrensen/ fattigdomsgrensa progress framskritt/framsteg access tilgang consume forbruke forestry skogsdrift biodiversity biologisk mangfold/ biologisk mangfald degrade nedbryte/bryte ned rural landlig/landleg migrate flytte, migrere malnutrition underernæring nourish ernære

Zero Hunger It is time to rethink how we grow, share and consume our food. If done right, agriculture, forestry and fisheries can provide nutritious food for all. Right now, our soils, fresh water, oceans, forests and biodiversity are being rapidly degraded.

Many people in rural areas can no longer make ends meet on their land, forcing them to migrate to cities in search of opportunities. Poor food security is also causing severe malnutrition. A profound change in the global food and agriculture system is needed if we are to nourish the 815 million people who are hungry today.

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AIMS k explain the concept of sustainable development k discuss ways to achieve sustainability k share information about a sustainable development goal

Quality Education Education is the foundation to creating sustainable development. Over 265 million children are currently out of school and 22 % of them are of primary school age. Additionally, even children who are attending schools are lacking basic skills in reading and maths. Basic literacy skills have improved but investment is needed in educational scholarship, teacher training, school building and improvement of water and electricity access for schools.

Gender Equality While the world has achieved progress towards gender equality, women and girls continue to suffer discrimination and violence in every part of the world. Gender equality is not only a fundamental right, but a necessary foundation for a peaceful, prosperous and sustainable world. Unfortunately, 1 in 5 women and girls between the ages of 15–49 have reported experiencing physical or sexual violence by an intimate partner within a 12-month period, and 49 countries currently have no laws protecting women from domestic violence. There is progress regarding harmful practices such as child marriage and FGM (female genital mutilation), which has declined by 30 % in the past decade, but there is still much work to be done. Equal access to education, health care, decent work, and representation in political and economic decision-making processes are crucial to ending gender-based discrimination.

foundation grunnlag gender equality likestilling mellom kjønnene/likestilling mellom kjønna fundamental right grunnleggende rettighet/grunnleggande rett prosperous velstående, rik/ velståande, rik domestic violence vold i hjemmet/vald i heimen genital mutilation kjønnslemlestelse/ kjønnslemlesting decline avta/minke, stilne crucial vesentlig/ vesentleg

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Read and understand

8.1 • Read the statements and decide whether they are true or false.

Correct the sentences that are wrong.

True a

Sustainable means to use as many resources as possible.

b

The United Nations is a large and important organization with a long history.

c

There are more poor people today than in 2000.

d

Africa is the continent with the largest percentage of poor people.

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Production and consumption of food is already sustainable.

f

If they can’t make a living from farming, people often move to the cities.

g

22 % of the children on earth do not go to school.

h

Discrimination of women and girls is still a big problem in many countries.

i

Domestic violence is one of the biggest problems facing women and girls today.

False

8.2 •• Answer these questions. a How many sustainable development goals are there and when is their deadline? b What is the international poverty line? c How does poverty affect the lives of those who struggle with it? d Why is it necessary to change global food production? e How many children do not go to school? f What is said about genital mutilation and child marriage? g In which fields do women need equal access before there will be gender equality?

8.3 ••• Use information from the text on the previous pages to explain what the situation is today for each of the four goals. What kind of positive changes have already taken place and which challenges must be addressed in the future?

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Practise

8.4 Match the development goals in the left column with the corresponding activities in the right column.

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1 Raise your voice against discrimination against people of minorities.

B

2 Recycle paper, plastic, glass and metals.

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3 Cycle, walk or use public transportation to keep our citiesâ&#x20AC;&#x2122; air clean.

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5 Use only energy-efficient appliances and light bulbs, and turn off lights when not in use.

F

6 Use your democratic right to elect the leaders in your country and local community.

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7 Plant trees and flowers and be kind to animals and insects.

H

8 Avoid throwing away food and do not buy more than you plan to eat.

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by fattigdom forbruke fremskritt kjønn kvinner landlig mangfold mat migrere nedbryte rettighet rik skole tilgang utvikling

8.5 Word grid a Find words from the text in the word grid below. b Use the words from the grid to write full sentences.

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8.6 Choose one of the sustainability goals. Use the United Nations website and other sources to find facts and numbers about the topic. Then use the information to give a short presentation. For advice, see “Sharing Information” in Chapter 1.

8.7 Who can contribute to reaching the goals? What can we do as individuals, what should politicians do, and what can organizations or others do? Discuss and make a list.

Explore

8.8 The deadline for the UN Sustainable development goals is 2030.

How many years are left? Look for recent information on the progress towards the various goals. Does it seem realistic to reach them by 2030?

8.9 Use digital resources to find facts about global wealth inequality or how wealth is distributed across the world. Does anything surprise you about the numbers you find? Can you think of solutions to this problem?

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8.10 Find statistics on population growth. How does an increasing population on the planet affect food production, energy consumption and waste? Share and discuss in class.

Listen

8.11 “Making a Difference” There are many organizations and individuals who work to help people and the environment in various ways. In this text Emma and Sam discuss volunteerism and the importance of humanitarian and environmental organizations.

Take notes while you listen, then compare and discuss with a partner, and finally share your information in class. For advice, see “Listening strategies” in Chapter 5.

How did you do?

After working with the text and tasks, I can explain the concept of sustainable development YES

ALMOST

NO

discuss ways to achieve sustainability YES

ALMOST

NO

share information about a sustainable development goal YES

ALMOST

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Planet, or ­Plastic?

Plastic is fantastic. It is cheap, versatile and easy to shape. However, its durability has become a problem. It will not dissolve, either on land, or in the ocean. This has become a source of concern in most parts of our planet.

BY LAURA PARKER, NATIONAL GEOGRAPHIC. ABRIDGED VERSION

!

Before you start How many items made from plastic can you spot from where you are?

What do you know about plastic pollution in the world today?

I

f plastic had been invented when the Pilgrims sailed from Plymouth, England, to North America, and the Mayflower had been stocked with bottled water and plastic-wrapped snacks, their plastic trash would likely still be around, four centuries later.

We should give thanks that the Pilgrims didn’t have plastic, I thought recently as I rode a train to

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Plymouth along England’s south coast. I was on my way to see a man who would help me make sense of the whole mess we’ve made with plastic, especially in the ocean.

Because plastic wasn’t invented until the late 19th century, and production really only took off around 1950, we have a mere 9.2 billion tons of the stuff to deal with. Of that more than 6.9 billion tons have become waste.

And of that waste, a staggering 6.3 billion tons never made it to a recycling bin, a figure that stunned the scientists who crunched the numbers in 2017.

No one knows how much unrecycled plastic waste ends up in the ocean, Earth’s last sink. In 2015, Jenna Jambeck, a University of Georgia engineering professor, caught everyone’s attention with a rough estimate of between 5.3 million and 14 million tons each year just from coastal regions. It’s unclear how long it will take for that plastic to completely biodegrade into its constituent molecules. Estimates range from 450 years to never.

Meanwhile, AIMS ocean plastic is estimated to kill millions k discuss problems related to plastic of marine k present some environmental challenges and solutions animals every year. Nearly 700 species, including endangered ones, are known to have been affected by it. Some are harmed visibly, strangled by abandoned fishing nets or discarded six-pack rings.

Many more are probably harmed invisibly. Marine species of all sizes, from zooplankton to whales, now eat microplastics, the bits smaller than one-fifth of an inch across. On versatile allsidig Hawaii’s Big Island, on a beach that durability varighet/varigheit seemingly should have been pristine, dissolve løse seg opp/løyse seg as no paved road leads to it, I walked opp ankle-deep through microplastics. stocked fylt After that, I could understand why plastic-wrapped innpakket i some people see ocean plastic plast/pakka inn i plast century århundre/hundreår as a looming catastrophe, worth mere bare/berre mentioning in the same breath as waste søppel climate change.

And yet there’s a key difference: Ocean plastic is not as complicated as climate change. There are no ocean trash deniers, at least so far.

To do something about it, we don’t have to remake our planet’s entire energy system.

“This isn’t a problem where we don’t know what the solution is,” says Ted Siegler, a Vermont resource economist who has spent more than 25 years working with developing nations on garbage. “We know how

staggering forbløffende/ forbløffande stun lamslå crunch numbers knuse tall, regne ut sink utslagsvask estimate beregning/ berekning coastal region kystområder/ kystområde biodegrade bryte ned constituent her: iboende, bestanddel/ibuande, delemne species art abandon forlate discard kaste microplastics mikroplast pristine ren, ubrukt/rein, ubrukt looming truende/truande denier fornekter/fornektar

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dispose of kvitte seg med irretrievable uopprettelig/ uoppretteleg Ph.D. doktorgrad limpet albueskjell/albueskjel high tide line høyvannslinje/ høgvasslinje forensic chemist rettskjemiker/ rettskjemikar coin a term finne på et nytt ord/ finne på eit nytt ord chop urolig sjø/uroleg sjø reel spole, vinde fine-mesh finmasket/finmaska gut innvoller/ innvolar smattering lag confetti småbiter/småbitar desirable ønskelig/ønskeleg property her: egenskap/ eigenskap malleability formbarhet/ formbarheit additive tilsettingsstoff alarmist panikkspreder/ panikkspreiar aesthetic estetisk

to pick up garbage. Anyone can do it. We know how to dispose of it. We know how to recycle. It’s a matter of building the necessary institutions and systems,” he says, “ideally before the ocean turns, irretrievably and for centuries to come, into a thin soup of plastic.”

Thompson. Dissecting the fish, he was surprised to find microplastics in the guts of more than one-third of them. The finding made international headlines.

In Plymouth, Richard Thompson, marine ecologist, waited in a Marine Station, at the edge of the harbor. In 1993 he was working on a Ph.D. on limpets and microalgae that grow on coastal rocks when he participated in his first beach clean-up, on the Isle of Man. While other volunteers zoomed in on the plastic bottles and bags and nets, Thompson focused on the small stuff, the tiny particles that lay underfoot, ignored, at the high tide line. At first, he was not even sure they were plastic. He had to consult forensic chemists to confirm it.

After we’d steamed along for a while, Thompson reeled the manta trawl back in. There was a smattering of coloured plastic confetti at the bottom. Thompson himself doesn’t worry much about microplastics in his fish and chips. There’s little evidence yet that they pass from the gut of a fish into the flesh we actually eat. He worries more about the things that none of us can see, the chemicals added to plastics to give them desirable properties, such as malleability, and the even tinier nanoplastics that microplastics presumably degrade into. Those might pass into the tissues of fish and humans.

Gradually, Thompson and his scientist colleagues found the answer: plastic is getting broken into pieces so small they’re hard to see.

In a 2004 paper, Thompson coined the term “microplastics” for these small bits.

“We do know the concentrations of chemicals at the time of manufacture in some cases are very high,” Thompson said. “We don’t know how much additive is left in the plastic by the time it becomes bitesize to a fish.

As Thompson and I talked about all this, a boat called the Dolphin was carrying us through a light chop in the Sound, off Plymouth. Thompson reeled out a fine-mesh net called a manta trawl, usually used for studying plankton. We were close to the spot where, a few years earlier, other researchers had collected 504 fish of 10 species and given them to

Thompson is careful not to get ahead of the science on his subject.

He’s far from an alarmist, but he’s also convinced that plastic trash in the ocean is far more than an aesthetic problem. “I don’t think we should be waiting for a key finding of whether or not fish are hazardous to eat,” he said. “We have enough evidence to act.”

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IN SHORT Because plastic wasn’t invented until the late 19th century, we only have 9.2 billion tons of the stuff to deal with. At least 6 billion tons of plastic has become waste. Every year, millions of tons of plastic waste end up in the ocean. It takes at least 450 years – maybe forever – for plastic to completely biodegrade.

Ocean plastic kills millions of marine animals every year. Some are strangled by abandoned fishing nets. Some eat plastic items, often degraded into microplastics. But plastic waste is a problem where we know the solution.

We all know how to pick up trash and we know how to recycle.

Richard Thompson, a marine ecologist, discovered microplastics while cleaning up beaches on the Isle of Man. Later he also found tiny pieces of plastics in the guts of fish.

He worries about the chemicals in plastics that might pass into the tissues of fish and humans.

Read and understand

8.12 • Choose the correct alternatives in the sentences below and write the sentences. a Every year millions of tons of plastic end up on beaches/in fish guts/ in the ocean. b It takes at least 45 years/450 years/45 months for plastic waste to biodegrade. c Hundreds/ thousands/millions of animals die every year from contact with plastic waste. d In the ocean plastic is recycled/degraded/increased into little bits, called microplastics. e Microplastics are found in the guts/flesh/blood of living fish. f Plastic contains tissues/chemicals/fishing nets that may be dangerous for fish and humans.

century århundre/hundreår waste avfall biodegrade bryte ned strangle kvele abandon forlate fishing net fiskegarn microplastics mikroplast solution løsning/løysing trash søppel recycle resirkulere gut innvoller/innvolar chemicals kjemikalier/ kjemikaliar tissue vev

8.13 •• Write five questions to the text. The answers should be found in the article. Work in pairs and ask each other the questions.

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8.14 ••• Use your own words to explain and comment on the quotes from the text. a We should give thanks that the Pilgrims didn’t have plastic. b A staggering 6.3 billion tons never made it to a recycling bin. c Estimates range from 450 years to never. d There are no ocean trash deniers, at least so far. e Thompson coined the term “microplastics” for these small bits. f He worries more about the things that none of us can see. g He’s far from an alarmist, but he’s also convinced that plastic trash in the ocean is far more than an aesthetic problem.

Practise

8.15 Insert the words where they belong. microplastics – deny – looming – aesthetic – recycled – biodegrade – trash Plastic pollution is not just an problem. It is a major challenge in the oceans, which no one can . It takes a long time for plastic to completely. Marine animals and birds fill their stomachs with plastic bags and smaller bits, called . Instead of polluting the oceans, plastics should be . Anyone can pick up their own .

Speak

Did you know?

When it comes to recycling plastic bottles, Norway is the leading country in the world. We recover 97 per cent of our plastic bottles. They are reused, some as many as 50 times! These results are so impressive that many other nations are now following suit.

8.16 Discuss the questions. a What is the problem with plastic pollution and what can be done? b Which other environmental challenges do we face today? c What can you as individuals and as a class do to help meet environmental challenges? d What can be done by politicians, industries, scientists and the media to solve these problems?

Explore

8.17 On National Geographic’s website there are many short films about different environmental challenges. Choose two films that you find interesting. Compare the content and the way the information is communicated.

8.18 In the documentary “Before the Flood” Leonardo Di Caprio explores climate change. Watch the trailer or the film. As you watch, write keywords about places and people you see and facts that are presented. Why do you think this film became so popular? Is it a film you would recommend? Discuss.

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8.19 Choose one of the environmental challenges below. Search for reliable and relevant sources and make a presentation. Include • reasons for the problem • consequences of the situation • possible solutions • deforestation • air pollution • transport • consumption • global warming

• overpopulation • industrial waste • garbage handling • energy production and consumption

• endangered animal species • fertilizers and pesticides in agriculture • mineral shortage in manufacturing

Write

8.20 • Find a picture that illustrates the plastic problem or another environmental issue you are interested in. Make a poster for a campaign with a catchy slogan and a short text to inspire people to act.

8.21 •• Use information from the illustration below to create a text where you reflect on the amount of waste we generate in our modern world.

Also discuss how our society should change to meet the challenge.

How long until it’s decomposed?

Fish hooks 600 years

Plastic bags 10 - 20 years

Toilet roll 1 month

Cigarettes 10 years

Drinking cans 200 years

Cardboard 2 months

How did you do?

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Plastic cutlery 100 - 1000 years

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present some environmental challenges and solutions Glass 4000 years

Diapers 450 years

Some plastics Never

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Source: NOAA (National Oceanic and Atmospheric Administration, US)

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IMPROVE YOUR SKILLS ARGUING A CASE Whether you are preparing for an oral presentation, planning a debate or writing a text, the steps below will be useful if you want to argue a case, discuss a topic and convince your audience.

1 Make a claim Start with a statement that can be argued and proven by evidence. Make sure your opinion is valid.

2 Be logical, clear and simple Present evidence, facts and logic to support your arguments. This is called logos.

3 Be trustworthy Show that you can be trusted by sharing knowledge and personal experience and by referring to credible sources. This is called ethos.

4 Win your audience Make your audience or readers identify with your arguments and become interested by appealing to emotions and creating a sense of unity. This is called pathos.

5 Respect alternative views Listen to other opinions and respond to your opponentâ&#x20AC;&#x2122;s point of view in a polite way, but also point out their weaknesses or illogical reasoning.

6 Sum up Repeat your main points.

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One of the biggest environmental challenges today is ocean pollution.

It is estimated that 8 million tons of plastic are washed into the ocean every year, worldwide. Furthermore, according to recent research, one hundred thousand marine animals are killed by this yearly.

I have read several reports thoroughly and discovered that most of this waste is singleuse plastic. This means that we recycle next to nothing, even though I know from experience that recycling is really easy.

It is horrible to see the beautiful creatures in our oceans suffer and die because of the harmful waste we force upon these defenceless animals. We must join forces to solve this terrible situation.

Some claim that removing plastic from the ocean is pointless if we do not stop the constant flow of new waste. I respect this point of view, but I am convinced that we need to do both to solve this problem.

Therefore, I am certain that we need to collect waste in the ocean and recycle it, and we can all contribute!

IMPROVE YOUR SKILLS Practise 8.22 Which statement belongs to the various steps of arguing a case?

1. claim 2. logos 3. ethos 4. pathos 5. alternative views 6. sum up a My message to you is therefore to take this issue seriously and contribute to stopping the development. b I am here today to tell you about the challenges caused by global warming. c Some people claim that global warming is a natural process, not caused by humans, but I think there is enough evidence to disagree. d According to data from NASA, carbon dioxide levels in the air are now at their highest in 650,000 years and the temperatures are rising. e It makes me sad to see defenceless animals suffer when their habitat is ruined by drought, flooding or melting ice. f

I have visited glaciers in both Norway and France and seen how the ice has melted over the past few decades.

8.23 When arguing with an opponent, it is easy to get carried away. Which of these sentences would you use, and which ones should you avoid?

Discuss and explain. a Can you explain to me why you think this is so wrong? b You have no idea what you are talking about. c I respect your point of view, but in my opinion this is not a good solution. d Letâ&#x20AC;&#x2122;s discuss a couple of options and then see if we can agree. e I know I am right, and you are wrong! f I donâ&#x20AC;&#x2122;t see any sense in what you are saying.

8.24 Practise using the six steps as you act out conversations and argue your case with a partner. Start with the following questions. a What is the best form of sport? b Who is the best artist or actor in the world? c What is the best pizza topping?

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IMPROVE YOUR SKILLS 8.25 In a discussion it is important to listen carefully to your opponents and give a relevant response to their arguments. Study the sentences below and place them in a logical order to find out what Dean and Sue are discussing. a Sue: I’m afraid I disagree; transport is not the only problem here. It is more important that we stop eating meat, since food production demands lots of energy. b Dean: Exactly, so you do agree that we should reduce the use of airplanes, do you? c Dean: That may be true if you only think about saving time when travelling, but it is too short-sighted since you ruin the planet at the same time. Still, to conclude, I can see that at least we both want to save the planet, and that is good! d Sue: To some extent I do, when there are other, energy saving alternatives for transportation of goods. For people who travel far, however, airplanes are the best solution. e Dean: Let me first say that I am convinced that the best way to save the climate is to stop flying and to limit the use of cars. f Sue: I agree that the widespread and constant use of digital tools demands energy, but it is more efficient than printing paper and sending it by planes across nations. g Dean: But a growing population needs food! We will need even more food in the future, so instead we will have to cut other activities that demand energy. One example is to reduce the use of computers.

Guidelines for debates 1 Speak only when it is your turn; do not interrupt.

2 Act dignified and avoid personal attacks.

3 Focus on the topic.

4 Present facts truthfully.

5 Do not become overly emotional in your appeals.

8.26 Read out the corrected version of the discussion above and answer the questions. Work in pairs. a How do Sue and Dean respond to each other’s point of view in the discussion? b Which words and expressions do they use to follow up each other’s arguments? c Explain the views and arguments used by Sue and Dean. Do you agree with any of them? Explain why.

8.27 Organize a debate in the classroom. Follow the guidelines for debates. In advance, make sure that there are different opinions on the issues. a Should we reduce the use of fossil-run vehicles in the cities? b Wind turbines – are they good or bad for the environment? c Should young people today be more aware of a healthy lifestyle? d A good education is the solution to most problems in the world.

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IMPROVE YOUR SKILLS 8.28 Study the following quotes by famous leaders. Find examples of how they use pathos and other language features or rhetorical devices to get their message out to the audience.

Compare your answers with those of a partner, then share in class.

“In the democracy which I have envisaged, a democracy established by non-violence, there will be equal freedom for all. Everybody will be his own master. It is to join a struggle for such democracy that I invite you today. Once you realize this you will forget the differences between the Hindus and Muslims, and think of yourselves as Indians only, engaged in the common struggle for independence.”

Mahatma Ghandi, Indian liberator and statesman, Bombay, August 1942.

“And so, my fellow Americans: ask not what your country can do for you – ask what you can do for your country.”

John F. Kennedy, American president, Inauguration speech 1961.

“We shall go on to the end, we shall fight in France, we shall fight on the seas and oceans, we shall fight with growing confidence and growing strength in the air, we shall defend our Island, whatever the cost may be. We shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields and in the streets, we shall fight in the hills; we shall never surrender.”

Winston Churchill, British Prime Minister, June 1940.

“If there is one quote that echoes forth from this conference, let it be that human rights are women’s rights and that women’s rights are human rights once and for all. Let us not forget that among those rights are the right to speak freely and the right to be heard.”

Hillary Clinton, American politician at the UN Fourth World Conference on Women, Beijing, 1995.

“But even the ugliest of viruses can exist in places they are not welcome. Racism exists, but it is not welcome here. An assault on the freedom of any one of us who practices their faith or religion is not welcome here.

Violence, and extremism in all its forms, is not welcome here. And over the last two weeks we have shown that, you have shown that, in your actions.”

Jacinda Ardern, Prime Minister, at the memorial after shootings in Christchurch, New Zealand, 2019.

envisage forestille seg/ førestille seg assault angrep

FACT FILE INDIA FACT History at a glance India is one of the oldest civilizations in the world, and has been influential in areas such as language, art, mathematics, astronomy and religion. In the past, India consisted of many different kingdoms and states. In the 1800s, the British colonized most of the country. After almost 100 years of British rule, India finally declared its independence in 1947. Despite political unrest and social problems, India now has a fast-growing economy and is expected to become one of the superpowers of the 21st century.

Tradition and modernity In the second most populous country in the world, the traditional and the modern live side by side. Flashy cars, rickshaws and cows compete for space on the busy streets. Indians may go to work in suits and smart dresses, but will often wear traditional Indian clothes for weddings, religious festivals and important events. Modern technology is available everywhere. However, there are still enormous contrasts between rich and poor, and between life in the big cities and the countryside.

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FILE INDIA FACT FILE CHINA Kashmir PAKISTAN

BHUTAN

Dehli

NEPAL

Agra

Jaipur

Lucknow Bhopàl I N D I A

Mumbay Hyderàbàd

Arabian Sea Bangalore

Kolkata

BANGLADESH Bay of Bengal

MYANMAR (BURMA)

Chennai INDIAN

KERALA

Maldives

Darjeeling

OCEAN SRI LANKA

Environmental challenges According to the World Health Organization, India is home to 14 of the world’s most polluted cities.

Air pollution alone causes over one million deaths a year. Although India produces far less waste than western countries, it struggles with how to get rid of it. Huge landfills sometimes go up in flames, causing severe health problems. Other issues are water pollution, deforestation and overpopulation.

As environmental issues are becoming more important for voters, India is investing in renewable sources of energy and banning single-use plastics, but efforts to reduce the use of pesticides and coalpowered industry have not yet been successful.

India Facts

Official name: The Republic of India (Bharat) Capital: New Delhi Population: 1.3 billion Official languages: Hindi, English (and 20 more) Geography: 28 states and 7 union territories Landscape: Urban areas, mountains, northern plains, coastal plains, desert Head of state: President Government: Parliamentary democracy National day: August 15 (Independence Day) Currency: Indian rupee Agriculture: Wheat, rice, fruits, vegetables, tea, coffee, cotton, spices Industry: Information technology, film industry, electronics, chemicals, textiles, mining Natural hazards: Droughts, floods, monsoon rains Major religions: Hinduism, Islam, Christianity, Buddhism, Sikhism, Jainism Popular sports: Cricket, field hockey, football

FACT FILE INDIA FACT AIMS k present facts about India k name some social and

environmental challenges k recognize Hindi and Urdu words in modern English

Read and understand

8.29 • Complete the sentences with information from the fact file on India. a The population of India is . b The capital of India is called . c Important religions in India are . d The currency in India is called . e India’s National Day is . f Popular sports in India are . g Important crops that are grown in India are . h The head of state in India is .

8.30 •• Decide if the following statements are true or false, and then correct the false statements. a India is the most populous country in the world. b India used to be a French colony. c India declared its independence in 1947. d There is no modern technology in India. e India shares borders with Pakistan, Bangladesh and Thailand. f There is little difference between life in the cities and in the countryside. g Some of the world’s most polluted cities are in India. h Voters are not interested in environmental issues.

8.31 ••• Based on information from the fact file, describe some of the challenges India faces today.

Did you know

Mumbai, known as Bombay in the past, is where you find Bollywood, one of the largest film production centres in the world. Most films are produced in Hindi. Bollywood films typically include music and dance, drama and romance, fantasy and realism. The most successful Bollywood stars have become national icons and household names in India as well as in Indian communities all over the world.

FILE INDIA FACT FILE

Practise

8.32 Here are some English words that come from Hindi or Urdu. Match them with the correct explanation. Which ones are also used in Norwegian? a b c d e f g h

bandanna bungalow pyjamas guru verandah typhoon jungle jodhpurs

1 2 3 4 5 6 7 8

a spiritual teacher a wilderness or forest a house in the Bengal style a tropical cyclone or hurricane trousers worn for horseback riding a porch or balcony a scarf tied around the head or neck clothing worn in bed

Speak

8.33 Choose one of the five small pictures above. Which place would you like to visit? Give at least three reasons for your choice.

Explore

How did you do?

After working with the text and tasks, I can present facts about India

8.34 Look at the pictures on the previous pages. Find out what the Indian flag symbolizes, what the Taj Mahal is, who Gandhi was, what the three lions mean. Also find out what status the peacock has.

8.35 Search online for video clips from Bollywood films. Choose one and find out what it is about. How do Bollywood films differ from Hollywood productions?

YES

ALMOST

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name some social and environmental challenges YES

ALMOST

NO

recognize Hindi and Urdu words in modern English YES

ALMOST

8.36 India is expected to overtake China as the worldâ&#x20AC;&#x2122;s most populous country.

Find out more about the population of India.

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NO

Women in India India has an old and fascinating culture, but also a past of colonization, unrest and poverty. Recently, changes have been made and India is now turning into a prosperous and technologically advanced country.

Still, there are important challenges to deal with.

Opinion: The most dangerous country for women

I am proud of the beauty and the ancient culture of my country, India. I am not proud of the fact that India has been named “the most dangerous country in the world for women” in a recent Thomson Reuters Foundation survey.

It is a jolt to see India scoring worse than wartorn countries such as Afghanistan or Syria or monarchies such as Saudi Arabia where women have few rights. Everyone expects more and better for women from India, the world’s largest functioning democracy. That is precisely why it shocks.

After all, the Indian constitution enshrines women’s rights to equality, including freedom of

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voice, movement and rights over their own bodies.

India’s designation hurts national pride because it is a country where millions of smartly dressed women go to work in high-rise offices every day, where laws have changed to protect women and where women and men have spilled into the streets to protest against rapes of children and trafficking of women.

The survey simply asks: are women safe and free?

It forces us to consider how women are actually treated in a culture, despite formal law, education, employment or income.

India is in denial of the fact that a majority of its women do not feel safe alone on the streets, at work, in markets, or at home, even though they have learned how to cope with this existential

anxiety. When I asked young, educated women in Delhi if they feel safe, most said no. And most of those who said yes, had learned to modify their behaviour to feel safe – they don’t go out alone unnecessarily; come home at night before dark; get permission to go out; are always careful and alert; and they censor their speech, their clothes and their body posture, including whether or not they look men in the eyes.

AIMS k present some challenges for women in India and other parts of the world k reflect on how society and governments can solve social problems k share information on economic and cultural aspects of India

Indian women are in a constant state of vigilance, like a country on terrorist alert. Satish, a 52-year old banker, told me: “For rape there is no fixed time: always be alert.”

No democracy is a democracy if half its population lives in fear.

Yet men are surprised when they hear this from women. Their common reaction is: “You must be mistaken.” The paradox is that women have protected men and their families by keeping quiet. This is honourable behaviour, a part of our “honour society”. But recent National Crime Records Bureau statistics show that approximately 40 % of female reported rape victims were minors and 95 % knew the rapist. The rapist belonged to the “circle of trust” of extended family and friends. Young girls have nowhere to go.

What rape statistics reflect is a vicious cultural agreement that women have little value. Which means in turn that girls must be trained to act as if they do not exist. This sounds archaic in this day and age, but it is true in India and to a greater and lesser degree across many cultures, irrespective of wealth and education.

The dirty secret about men’s crass abuse of power through sexual violence against women hit the global press. The #MeToo movement in the US, in which highly successful and wealthy women finally broke the silence about their experiences of sexual violence, resulted in the US ranking as the 10th most dangerous country for women. Without wide media coverage there is no possibility of cultural shift, and with media coverage, the illusion of women’s safety breaks.

India – and the rest of the world – would do well to make women’s safety and freedom central goals of democracy and development, and learn about the science of cultural change.

Advertising firms and big data companies know how to change culture. We need these skills to change conversations about what it means to be a man, so women can flourish without being imprisoned in the name of safety.

By Deepa Narayan, social scientist and author, The Guardian, July 2018, abridged version

war-torn krigsherjet/krigsherja enshrine bevare designation betegnelse/ nemning high-rise høyhus trafficking menneskehandel consider tenke over despite til tross for/trass i denial fornektelse/fornekting existential anxiety eksistensiell angst modify endre behaviour oppførsel censor begrense/avgrense vigilance årvåkenhet/aktsemd fixed fast alert her: på vakt honour society æressamfunn approximately omtrent minor mindreårig vicious ond/vond, slem value verdi archaic gammeldags/ gammaldags irrespective uansett abuse misbruk coverage dekning shift her: endring flourish blomstre affirmative action kvotering pros and cons fordeler og ulemper/fordelar og ulemper mindset tankesett/tankegang impact innvirkning/innverknad

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Read and understand

8.37 • Use information from the text to finish the sentences. a The writer is proud of … b On safety for women, India scores worse than … c India is the world’s largest … d The Indian constitution enshrines women’s … e The women in Delhi who say they feel safe modify … f Women have protected men and their families by … g Rape statistics show that in many cultures women … h In the #MeToo movement, successful women … i We need to change conversations about what it means …

8.38 •• Answer the following questions. a What information has inspired the author to write the text? b What are the challenges described in the text? c How does the writer suggest solving the problems?

8.39 ••• Use the following quotes from the text to explain how the writer argues her case and what her message is. a “India’s designation hurts national pride” b “women are in a constant state of vigilance” c “this sounds archaic in this day and age” d “with media coverage, the illusion of women’s safety breaks”

Practise

8.40 Unscramble the letters to find words from the vocabulary list. Use the words to write sentences. a e u b s A e r e B u h a i o v b n o C r e s f e C e o r v a g c i M d y f o g n i c T a r f i f g k d r F h l u o i s h p x A p r m o i a y t e l 8.41 Place the words in the correct order to make sentences. For information about word order, see the Language Lab section. a when Arranged decides who marriage is the family their will child marry. b Asian It common is many still a practise in and countries African. c weddings Every year arranged 55 % are of the in world the marriages. d is The rate marriage of India arranged in 90 %. e bride each other and the groom have not seen Sometimes before wedding the day. f on What your is arranged opinion marriage?

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8.42 Read the novel excerpt below. a Fill in the missing punctuation and capital letters in the text. Check the Language Lab section for information about punctuation. b What is the theme of the text? harry and ranjit were waiting for me waiting to take me to derby to a wedding my wedding a wedding that i hadn’t asked for that i didn’t want to a girl who i didn’t know if they had bothered to open their eyes they would have seen me seventeen angry upset but determined to do my own thing to choose my own path in life Bali Rai, (UN)ARRANGED MARRIAGE (2018)

Speak

8.43 How would you compare the situation for women in India and Norway? Discuss in groups. a Do Norwegian women also modify their behaviour and how they dress in order to stay safe? b What are historical reasons and possible solutions to such challenges? c How can politicians and individuals contribute to improving gender equality in a country?

Did you know?

Forced marriage, and especially child marriage, is condemned by the United Nations.

Each year, 12 million girls under 18 are married off to adult men.

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Explore

8.44 Find out more about Indian society, culture or history. Below are some suggested topics. Use reliable sources and information from the fact file. Present your findings as an audio or video documentary.

• computer technology and call centres • organizations fighting for women’s rights • animal life and endangered species • the Diwali and Holi festivals • the Bollywood film industry • public transport and rickshaws • slumdogs and child labour • the caste system

• Indian cuisine • languages and religions in Indian • regions and geography • great political leaders • tourist attractions • pollution and rubbish • natural resources • the Ganges River

Listen

8.45 “Sir” The film Sir (2018) is a love story, but it also portrays challenges related to social class and gender in modern India. Listen to the text and questions and then write your answers.

8.46 Do you watch films in other languages than English and your own mother tongue? Explain why/why not and share opinions on how and why foreign language films from around the world should get a wider audience.

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Write

8.47 • Write a blog entry about why you would like, or not like, to visit India. Give reasons and support your arguments with examples.

Use a personal, informal style. For advice see “Formal and informal language” in Chapter 3.

8.48 •• Find examples of logos, ethos and pathos in Deepa Narayan’s text «The most dangerous country for women». Briefly explain why you have chosen these examples. For advice, see «Arguing a case» in this chapter.

8.49 •• In her book Stepping Out, Life and Sexuality in Rural India, author Mrinal Pande tells a story from her childhood. Write a text where you reflect on and comment on the content and theme of this short excerpt. How does the author use her personal experience to make a general point? Also, discuss and give examples of how rituals reflect culture and society in a country.

initiation innvielse/innviing turmeric-dyed gurkemeiefarget/ gurkemeiefarga sapling ungtre, avlegger/ ungtre, avleggar scholar lærd festivities festligheter, feiring/ festlegheitar, feiring gorge fråtse mere kun perennial varig, flerårig/varig, fleirårig canopy skyggeteppe, teltduk unfurling utfoldelse/utfolding petulant amper, hårsår defiance trass incident hendelse/hending

The year was 1950. I was five. One of my male cousins, about the same age as I, was to go through the akshararambh ceremony: the Brahminical ritual of a boy’s formal initiation into learning.

As he sat on the painted wooden stool, we, the sisters, held a turmeric-dyed yellow cloth dotted with many holy objects over his little head. We watched him enter the awesome and sacred world of letters, as the older women sang a song about how this little sapling from the family tree would one day go to Varanasi and emerge a real scholar. Once the ritual was over, the festivities began and we were all urged to gorge on sweets.

After an initial moment of joy, I was suddenly overcome by a feeling of powerlessness, of the ultimate invisibility of my little person. No matter how brilliant I turned out to be, I felt I would remain a mere sister to my brothers, the perennial holder of ritual canopies over the unfurling of a boy’s male power. I had to be firmly escorted out into the courtyard by my much distressed older sister, before I could be punished for my petulant defiance. She cleaned my face, got me an extra sweet, and let me play with her favourite toy. We sisters never again spoke of the incident.

How did you do?

After working with the text and tasks, I can present some challenges for women in India and other parts of the world YES

ALMOST

NO

reflect on how society and governments can solve social problems YES

ALMOST

NO

share information on economic and cultural aspects of India YES

ALMOST

NO

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IMPROVE YOUR SKILLS REFERRING TO SOURCES When you select and collate information from sources for an assignment, make sure you cite and list the sources you have used. If you use other people’s thoughts and ideas, you should always be careful to give credit where it is due. The same applies to photos, illustrations, sound files, films, documentaries and any other original material you use.

1 Choose a reference style There are several styles to choose from. Most common in formal writing are the APA and Chicago styles. Whichever method you choose, be consistent.

Visit https://sokogskriv.no/en for information about different reference styles.

2 Cite your sources as you write There are two ways to include information from your sources in your text.

Quotes

Sometimes you may want to copy a few sentences, a paragraph or a short passage from someone else’s text. If your sentences are identical to those in the original text, you use quotations marks to show these are not your own words.

Give the author’s name and year of publication in parentheses after the quote, then say where the quote is from in your list of sources.

Paraphrases

When you are using other people’s ideas, but rewrite them into your own words and sentences, you paraphrase. For this, you do not need quotations marks. Give the author’s name and year of publication in parentheses where your paraphrase ends and say where you have found the information in your list of sources.

Example The United Nations Secretary General claims there is a trend for “people to be more nationalistic, less and less open to the need to understand that global challenges need global responses”.

(Guterres, 2019)

Example In a speech, the United Nations Secretary General claims that people have become more nationalistic, and that they do not understand that global challenges need a global response.

(Guterres, 2019)

3 Use reporting verbs For variation and nuance, use different reporting verbs when you quote and paraphrase.

To state

To express agreement

To express disagreement

say, think, claim, believe, argue, insist

support, acknowledge, praise, agree

deny, reject, question, disagree

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IMPROVE YOUR SKILLS 4 Make a list of references List all the sources you have used at the end of your document or presentation. It is common to list them alphabetically by author’s surname, or by the title of the work if the author is unknown.

Note that there are some minor differences in the way you list the different types of sources.

Book Anand, J. (2018) The State of the World.

New Delhi: Diwali Publishing Co. Newspapers/magazines Jones, D. (2020, July 30) “A Global Success”. London: The Sunday Telegraph Articles from the web United Nations. https://www.britannica. com/topic/United-Nations [read 1 Aug. 2020] Films, documentaries, sound files, podcasts, etc India’s Forbidden Love (2019). Documentary.

London: BBC World Service News

Illustrations

Kyung-Hoon, K. (2018). Honduran woman flees teargas with her children. Photograph. Retrieved from https://widerimage.reuters.com/photographer/ kim-kyung-hoon

Practise 8.50 Write one paragraph about what you think is the most important global challenge we face today. Search online to find a suitable quote to include in your paragraph.

8.51 Make an outline for a presentation about Trevor Noah whose text you can find in this chapter. Include at least one relevant quote and one paraphrase to show that you know how to refer to sources. List your sources.

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Home No one leaves home unless home is the mouth of a shark.

You only run for the border when you see the whole city running as well.

Your neighbours running faster than you, the boy you went to school with who kissed you dizzy behind the old tin factory is holding a gun bigger than his body, you only leave home when home won’t let you stay.

No one would leave home unless home chased you, fire under feet, hot blood in your belly.

It’s not something you ever thought about doing, and so when you did – you carried the anthem under your breath, waiting until the airport toilet to tear up the passport and swallow – each mouthful making it clear that you would not be going back.

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You must understand, no one puts their children in a boat unless the water is safer than the land.

Who would choose days and nights in the stomach of a truck, unless the miles travelled meant something more than journey.

No one would choose to crawl under fences, be beaten until your shadow leaves you raped, then drowned, forced to the bottom of a boat because you are darker, be sold, starved, shot at the border like a sick animal, be pitied, lose your name, lose your family, make a refugee camp a home for a year or two or ten stripped and searched, find prison everywhere and if you survive and you are greeted on the other side go home blacks, refugees dirty immigrants, asylum seekers sucking our country dry of milk, dark, with their hands out smell strange, savage – look what they’ve done to their own countries, what will they do to ours?

AIMS k explain and reflect on why people The dirty looks in the street feel softer than a limb torn off, the indignity of everyday life more tender than fourteen men who look like your father, Between your legs. Insults easier to swallow than rubble, than your child’s body in pieces – for now, forget about pride your survival is more important.

I want to go home, but home is the mouth of a shark home is the barrel of the gun and no one would leave home unless home chased you to the shore unless home tells you to leave what you could not behind, even if it’s human.

No one leaves home until home is a damp voice in your ear saying leave, run now, I don’t know what I’ve become.

Warsan Shire

become refugees k share thoughts on dilemmas and challenges faced by refugees

!

Before you start Is your home or your hometown important to you?

Write down at least four things that you like about your home.

border grense dizzy svimmel tin factory hermetikkfabrikk belly mage anthem nasjonalsang/ nasjonalsong stomach mage fence gjerde pity synes synd på/synast synd på strip search kroppsvisitere asylum seeker asylsøker/ asylsøkar savage vill limb lem indignity krenkelse/krenking tender øm, mild insult fornærmelse/fornærming rubble grus pride stolthet/stoltheit survival overlevelse/overleving barrel her: revolverløp damp klam

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Read and understand

8.52 • Fill in the missing words in the lines from the poem. Translate into Norwegian. a you only leave home when won’t let you . b Who would choose and nights in the of a truck c make a camp a home for a or or . d and you are on the side e unless home you to the .

8.53 •• Complete the sentences. a This poem is about … b The people in the text are running away from … c The people travel by … d When they arrived they are welcomed … e They accept this treatment because … f The theme and message of this poem is … g My reaction to this poem is …

8.54 ••• Use information from the poem to tell the story of a refugee.

Speak

8.55 Read the poem “Home” aloud in pairs. For advice on pronunciation, see the Language Lab section.

8.56 Discuss what you would do if faced with the following dilemmas. a Become a child soldier or run away from your home? b See your children starve or put them on a boat to an uncertain future? c Accept being bullied and criticized or go back to a dangerous life in your home country?

8.57 Share the four things you wrote in the pre-reading activity in groups.

Compare your answers to find differences and similarities, and explain your choices.

Practise

8.58 In the text “Home” there are many examples of language devices. Look for examples of contrasts, repetitions, metaphors and symbols. Reflect on and discuss the effect such devices have on the text. Here are some examples to help you get started. home is a damp voice – like a sick animal – home tells you

Did you know?

The word “refugee” comes from French and originally referred to the 400,000 French protestants – the Huguenots – who had to flee France in 1685. Many of them left for Protestant England. During World War II, around 60,000 Norwegians fled Norway. Today there are around 70 million refugees in 376world | Chapter 8: Perspectives | SKILLS the (2020).

Some run from religious or political persecution, others from war, terror or hunger.

Listen

8.59 “Child Soldier” As a young boy, Ishmael Beah experienced the terrors of civil war in his home country, Sierra Leone. Listen to this excerpt from Ishmael’s memoirs A Long Way Gone, where he describes his first mission as a 13-year-old child soldier. a How does Ishmael feel when he goes on his first mission? b In your own words, explain what happens to Ishmael in the forest. c How does Ishmael react when the fire exchange starts? d What happened to Ishmael after he was released from the army? e Where does he live today and what does he do?

Explore

8.60 Find information about the writer of “Home”, Warsan Shire. Where is she from, where does she live, and what does she do for a living?

Cross-check your information with at least one more source.

8.61 On YouTube there is an animated version of the poem where Shire reads it herself. Watch and listen to the text. How do you like this version? Is it different from the version in the book? Explain.

8.62 In the margin are the last lines from the poem “What You Need to Be Warm” by Neil Gaiman. a Compare and share your thoughts on this manner of receiving refugees to how it is described in “Home”. b Gaiman asked his Twitter followers to tell him what reminded them of warmth. He used the almost 1,000 answers to write “What You Need to Be Warm”. If you want to read the whole poem, you will find it online.

8.63 Search for maps and statistics that show where refugees come from and to which countries they go. Based on the poem and your search results, why do people become refugees?

Write

8.64 Choose one of the words below and create a text for a teen magazine where you reflect on the meaning of the word and how it relates to the current refugee situation. Use both logos and pathos, and select and collate information from at least two sources. welcome – diversity – resource – friend – fear Use at least two sources to select and collate information. Include both logos and pathos. For advice, see “Arguing a case” and “Referring to sources” in this chapter.

Sometimes it only takes a stranger, in a dark place, to hold out a badly knitted scarf, to offer a kind word, to say we have the right to be here, to make us warm in the coldest season.

You have the right to be here.

How did you do?

After working with the text and tasks, I can explain and reflect on why people become refugees YES

ALMOST

NO

share thoughts on dilemmas and challenges faced by refugees YES

ALMOST

NO

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FACT FILE FACT FILE

EnglishSpeaking Africa 1700 Pre-colonial Africa

• Many different kingdoms and empires • Trade amongst themselves and with Arab countries • Also warfare and tribal conflicts

European arrival

• Driven by scientific and economic interests • Explored the continent, its people, wildlife and natural resources • Established trading posts for gold, diamonds, slaves

So far the evidence that we have in the world points to Africa as the Cradle of Humankind.

George Abungu, Kenyan archeologist

1750 Slave trade

• An estimated total of 15 million people taken as slaves • The majority transported to the Americas • The slave trade ended in the 19th century

1800 Colonization

• Rivalry among European countries, the scramble for Africa • Africa divided into colonies by the Europeans in the 1880s • Borders drawn with no regard to ethnic groups and languages • Main purpose to gain natural resources and power

Culture and Wildlife in Africa Today, Africa is famous for so much more than a troubled past. An increasing number of African musicians, writers, athletes and football players have reached international fame and glory. Also living conditions have improved together with economic growth and profit from natural resources. In many African countries tourists can enjoy adventurous safari trips, excellent food, wine and beautiful beaches.

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FACT FILE FACT FILE Mn

Cu Cu Mn

Mn

Oil

Cu

Gas

Mn

Diamonds Uranium Cu Mn

Cu

Copper

Mn

Manganese Iron

Mn

Gold

1950 Decolonization

• After WWII most Africans wanted freedom • Some countries: negotiations through political parties and trade unions • Other countries: uprising or armed conflicts • Most of Africa independent by the early 1960s • Southern African colonies not independent until the 1970s or later

Cu

Cu

In most African countries there are several ethnic groups, and most of them have their own mother tongue. Although English is the official language in many of these countries, and therefore the language of politics, the media, education, trade etc, it is not the mother tongue of most people. For example, in South Africa there are eleven official languages: Afrikaans, English, Ndebele, Northern Sotho, Sotho, Swazi, Tswana, Tsonga, Venda, Xhosa and Zulu. Very often children learn English when they start school.

1970

2000

Period of adjustment

Present-day challenges

• Hard to gain economic independence • Civil wars, religious and ethnic conflicts, corruption, drought and hunger

• Diseases: Aids and hiv (25 million people), malaria, Ebola, insufficient healthcare • Climate: drought resulting in hunger and poverty in some areas • The literacy rate: 65 %, 200 million people cannot read or write

Improvements

• Better conditions for women and children • Information about diseases, birth control campaigns • Vaccination programs, cheaper medicine • Fund raising and international aid trade handel • Focus on fair trade and empire keiserdømme / better use of resources keisardømme

English French Portuguese Spanish Swahili Arabic African languages

tribal rivalry stammerivalisering scramble kappløp border grense purpose hensikt negotiation forhandling trade union fagforening / fagforeining uprising oppstand armed væpnet / væpna civil war borgerkrig / borgarkrig drought tørke insufficient utilstrekkelig / utilstrekkeleg poverty fattigdom literacy lese- og skriveferdighet profit fortjeneste / forteneste

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FACT FILE FACT FILE Read and understand

8.65 Answer the questions. a What was Africa like before the Europeans arrived? b What was “the scramble for Africa”? c Where were most slaves sent? d How did the colonies gain independence? e What can you enjoy as a tourist in many African countries? f Roughly, how many people cannot read or write on the African continent? g What are the challenges in many African countries today? h In which fields have many Africans recently gained international fame?

Practise

8.66 Fill in the missing words in the text. discovered – death – disease – organizations – sample – spreading – country – prevent – condoms – treatment HIV and AIDS The first documented occurrence of HIV is from a blood taken in the Congo in 1959. At that time, however, nobody knew that this was a new . In spite of several cases in the 1970s it wasn’t until the 80s that the epidemic was taken seriously. This was when it started to other continents.

Gradually, scientists the source of the illness and found out how it spread. They also found a cure to HIV from turning into AIDS, and medicine to improve the condition of AIDS patients. Sadly, the drugs were expensive and at first only people in the Western world had access to them.

In 2001 there were 20 million people living with AIDS in sub-Saharan Africa, and only 8000 received drug .

Many governments and international started different projects to improve the situation. In 2002 Botswana was the first to launch a national antiretroviral treatment (ART) project. By 2007, 95 % of HIV positive people in the country were being treated. In other countries in sub-Saharan Africa, however, HIV/AIDS is still the most common cause of and around 50 % of the patients are not on treatment.

Today we see behavioural changes in most parts of Africa. Increased use of and fewer casual sex partners are the most important measures to avoid further spread.

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FACT FILE FACT FILE Speak

8.67 Discuss the following questions. a After reading the fact file about Africa, what would you like to see or experience on this continent? b What did you know already and what was new information? c Did anything surprise you? Explain.

If we can get cold Coca-Cola and beer to every remote corner of Africa, it should not be impossible to do the same with medicine.

Joep Lange, former president of the international AIDS Society

AIMS k explain why European countries

wanted colonies in Africa k describe some present-day challenges in Africa k mention some natural and cultural resources in African countries

Education is the most powerful weapon which you can use to change the world.

Nelson Mandela

How did you do?

Explore

8.68 What was the Atlantic triangular slave trade? Find facts and explanations from at least two sources. Summarize and synthesize the information. List your sources.

8.69 Use at least two reliable sources to find information on life expectancy in African countries. Are there differences? Which country has the highest life expectancy, and which has the lowest? Summarize and synthesize the information. List your sources.

After working with the text and tasks, I can explain why European countries wanted colonies in Africa YES

NO

describe some present-day challenges in Africa YES

8.70 Search for information about the illegal ivory trade. How many elephants are killed each year? What do the authorities do to stop this activity? What can the international community do to help? Use reliable and relevant sources. Share and discuss in class.

ALMOST

ALMOST

NO

mention some natural and cultural resources in African countries YES

ALMOST

NO

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Chameleon !

Before you start What do you know about South Africa? In pairs, write keywords and then share in class.

perforate perforere, trenge gjennom eardrum trommehinne patch up bandasjere, plastre whip out snappe frem, piske/ snappe fram, piske

Part One One afternoon I was playing with my cousins. I was a doctor and they were my patients. I was operating on my cousin Bulelwa’s ear with a set of matches when I accidentally perforated her eardrum. All hell broke loose. My grandmother came running in from the kitchen. “Kwenzeka ntoni?!” “What’s happening?!” There was blood coming out of my cousin’s head. We were all crying. My grandmother patched up Bulelwa’s ear and made sure to stop the bleeding. But we kept crying. Because clearly we’d done something we were not supposed to do, and we knew we were going to be punished. My grandmother finished up with Bulelwa’s ear and whipped out a belt and she beat the shit out of Bulelwa. Then she beat the shit out of Mlungisi, too. She didn’t touch me.

Later that night my mother came home from work. She found my cousin with a bandage over her ear and my gran crying at the kitchen table.

“What’s going on?” My mom said.

“Oh, Nombuyiselo,” she said. “Trevor is so naughty. He’s the naughtiest child I’ve ever come across in my life.”

“Then you should hit him.”

“I can’t hit him.”

“Why not?”

“Because I don’t know how to hit a white child,” she said. “A black child, I understand. A black child, you hit them and they stay black. Trevor, when you hit him he turns blue and green and yellow and red. I’ve never seen those

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colors before. I’m scared I’m going to break him. I don’t want to kill a white person. I’m so afraid. I’m not going AIMS to touch him.” And she never did.

My grandmother treated me like I was white. My k summarize the story grandfather did, too, only he was even more extreme. He k understand and use idioms and called me “Mastah.” In the car, he insisted on driving me expressions from the text as if he were my chauffeur. “Mastah must always sit in k discuss themes and ideas in the text the backseat.” I never challenged him on it. What was I k share information about South going to say? “I believe your perception of race is flawed, Africa Grandfather.” No. I was five. I sat in the back.

There were so many perks to being “white” in a black family. I was having a great time. My own family basically did what the American justice system does: I was given more lenient treatment than the black kids. Misbehavior that my cousins would have been punished for, I was given a warning and let off. And I was way naughtier than either of my cousins. I was trouble.

My mom was the only force I truly feared. She believed if you spare the rod, you spoil the child. But everyone else said, “No, he’s different,” and they gave me a pass. Growing up the way I did, I learned how easy it is for white people to get comfortable with a system that awards them all the perks. I knew my cousins were getting beaten for things that I’d done, but I wasn’t interested in changing my grandmother’s perspective, because that would mean I’d get beaten, too. Why would I do that? I had a choice. I could champion racial justice in our home, or I could enjoy granny’s cookies.

I went with the cookies.

At that point I didn’t think of the special treatment as having to do with color. I thought of it as having to do with Trevor. It wasn’t, “Trevor doesn’t get beaten because Trevor is white.” It was, “Trevor doesn’t get beaten because Trevor is Trevor.” Trevor can’t go outside. Trevor can’t walk without supervision. It’s because I’m me; that’s why this is happening. I had no other points of reference. There were no other mixed kids around so that I could say, “Oh, this happens to us.”

Nearly one million people lived in Soweto. Ninety-nine point nine percent of them were black – and then there was me. I was famous in my neighborhood just because of the color of my skin. I was so unique people would give directions using me as a landmark. “The house on Makhalima Street. At the corner you’ll see a light-skinned boy. Take a right there.”

Whenever the kids in the street saw me they’d yell, “Indoda yomlungu!”

“The white man!” Some of them would run away. Others would call out to their parents to come look. Others would run up and try to touch me to see if I was real. What I didn’t understand at the time was that the other kids genuinely had no clue what a white person was. Black kids in the township didn’t leave the township. Few people had televisions. They’d seen the white police roll through, but they’d never dealt with a white person face-to-face, ever.

mastah (master) herre challenge utfordre perception oppfatning flawed mangelfull, feil perk her: ekstra fordel lenient mild misbehavior dårlig oppførsel/ dårleg oppførsel rod pisk champion her: forsvare, kjempe for justice rettferdighet/rettferd supervision overvåking/ overvaking mixed her: blandingsrase genuinely oppriktig

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I’d go to funerals and I’d walk in and the bereaved would look up and see me and they’d stop crying. They’d start whispering. Then they’d wave and say, “Oh!” like they were more shocked by me walking in than by the death of their loved ones. I think people felt like the dead person was more important because a white person had come to the funeral.

As a kid I understood that people were different colors, but in my head white and black and brown were like types of chocolate. Dad was the white chocolate, mom was the dark chocolate, and I was the milk chocolate. But we were all just chocolate. I didn’t know any of it had anything to do with “race.” I didn’t know what race was. My mother never referred to my dad as white or to me as mixed. So when the other kids in Soweto called me “white”, even though I was light brown, I just thought they had their colors mixed up.

bereaved sørgende/sørgande bridge bygge bro over/bygge bru over gap kløft melting pot smeltedigel homeland sted man kommer fra/plass ein kjem frå township gettolignende bydel/ gettolignande bydel give a leg up gi en fordel/gi ein fordel in the dock på tiltalebenken be well versed kjenne godt til oppressor undertrykker boundary grense merely bare, kun/berre, kun

I soon learned that the quickest way to bridge the race gap was through language. Soweto was a melting pot: families from different tribes and homelands. Most kids in the township spoke only their home language, but I learned several languages because I grew up in a house where there was no option but to learn them. My mom made sure English was the first language I spoke. If you’re black in South Africa, speaking English is the one thing that can give you a leg up. English is the language of money. If you’re looking for a job, English is the difference between getting the job or staying unemployed. If you’re standing in the dock, English is the difference between getting off with a fine or going to prison.

After English, Xhosa was what we spoke around the house. When my mother was angry she’d fall back on her home language. As a naughty child, I was well versed in Xhosa threats. Outside of that, my mother picked up different languages here and there. She learned Zulu because it’s similar to Xhosa. She spoke German because of my father. She spoke Afrikaans because it is useful to know the language of your oppressor. Sotho she learned in the streets.

Living with my mom, I saw how she used language to cross boundaries, handle situations, navigate the world. We were in a shop once, and the shopkeeper, right in front of us, turned to his security guard and said, in Afrikaans, “Volg daai swartes, netnou steel hulle iets.” “Follow those blacks in case they steal something.”

My mother turned around and said, in beautiful, fluent Afrikaans, “Hoekom volg jy nie daai swartes sodat jy hulle kan help kry waarna hulle soek nie?” “Why don’t you follow these blacks so you can help them find what they’re looking for?”

“Ag, jammer!” he said, apologizing in Afrikaans. Then – and this was the funny thing – he didn’t apologize for being racist; he merely apologized for aiming his racism at us. “Oh, I’m so sorry,” he said. “I thought you were like the other blacks. You know how they love to steal.”

I learned to use language like my mother did.

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It became a tool that served me my whole life. One day as a young man I was walking down the street, and a group of Zulu guys was walking behind me, closing in on me, and I could hear them talking to one another [in Zulu] about how they were going to mug me. “Let’s get this white guy. You go to his left, and I’ll come up behind him.” I didn’t know what to do. I couldn’t run, so I just spun around real quick and said, [in their language] “Yo, guys, why don’t we just mug someone together? I’m ready. Let’s do it.”

They looked shocked for a moment, and then they started laughing.

“Oh, sorry, dude. We thought you were something else. We weren’t trying to take anything from you. We were trying to steal from white people. Have a good day, man.” They were ready to do me violent harm, until they felt we were part of the same tribe, and then we were cool. That made me realize that language, even more than color, defines who you are to people.

I became a chameleon. My color didn’t change, but I could change your perception of my color. If you spoke to me in Zulu, I replied to you in Zulu.

If you spoke to me in Tswana, I replied to you in Tswana. Maybe I didn’t look like you, but if I spoke like you, I was you.

Part Two As apartheid was coming to an end, South Africa’s elite private schools started accepting children of all colors. My mother’s company offered bursaries, scholarships, for underprivileged families, and she managed to get me into Maryvale College, an expensive private Catholic school. Classes taught by nuns. Mass on Fridays. The whole bit. I started preschool there when I was three, primary school when I was five.

In my class we had all kinds of kids. Black kids, white kids, Indian kids, colored kids. Most of the white kids were pretty well off. Every child of color pretty much wasn’t. But because of scholarships we all sat at the same table.

We wore the same maroon blazers, the same gray slacks and skirts. We had the same books. We had the same teachers. There was no racial separation.

Kids still got teased and bullied, but it was over usual kid stuff: being fat or being skinny, being tall or being short, being smart or being dumb. I don’t remember anybody being teased about their race. I didn’t learn to put limits on what I was supposed to like or not like. I had crushes on white girls. I had crushes on black girls. Nobody asked me what I was. I was Trevor.

It was a wonderful experience to have, but the downside was that it sheltered me from reality. But the real world doesn’t go away. Racism exists. People are getting hurt, and just because it’s not happening to you doesn’t mean it’s not happening. And at some point, you have to choose. Black or white.

At the end of grade six I left Maryvale to go to H. A. Jack Primary, a government school. I had to take an aptitude test before I started, and, based on the results of the test, the school counselor told me, “You’re going to be in the smart classes, the A classes.” I showed up for the first day of school and went to my classroom. Of the thirty or so kids in my class, almost all of them were white. There was one Indian kid, maybe one or two black kids, and me.

mug rane chameleon kameleon bursary stipend scholarship stipend underprivileged upriviligert nun nonne mass her: messe well off velstående/velståande maroon rødbrun/raudbrun blazer dressjakke slacks bukse separation adskillelse/åtskiljing, separasjon tease erte bully mobbe crush forelskelse/forelsking downside ulempe shelter beskytte pick a side velge side/velje side aptitude test ferdighetstest counselor rådgiver/rådgivar

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recess friminutt tap kran pour her: renne segregation raseskille/raseskilje pattern mønster anomaly en som skiller seg ut/ ein som skil seg ut switch over bytte til/byte til

Then recess came. We went out on the playground, and black kids were everywhere. It was an ocean of black, like someone had opened a tap and all the black had come pouring out. I was like, Where were they all hiding?

The white kids I’d met that morning, they went in one direction, the black kids went in another direction, and I was left standing in the middle, totally confused.

I was eleven years old, and it was like I was seeing my country for the first time. In the townships you don’t see segregation, because everyone is black.

Before that day, I had never seen people being together and yet not together, occupying the same space yet choosing not to associate with each other in any way. In an instant I could see, I could feel, how the boundaries were drawn. Groups moved in color patterns across the yard, up the stairs, down the hall. It was insane.

I stood there awkwardly by myself in this no-man’s-land in the middle of the playground. Luckily, I was rescued by the Indian kid from my class, a guy named Theesan. He ran over to introduce himself. “Hello, fellow anomaly!

You’re in my class. Who are you? What’s your story?” We started talking and hit it off.

Through our conversation it came up that I spoke several African languages, and Theesan thought a colored kid speaking black languages was the most amazing trick. He brought me over to a group of black kids.

“Say something,” he told them, “and he’ll show you he understands you.”

One kid said something in Zulu, and I replied to him in Zulu. Everyone cheered. Another kid said something in Xhosa, and I replied to him in Xhosa. Everyone cheered. For the rest of recess Theesan took me around to different black kids on the playground. “Show them your trick. Do your language thing.”

The black kids were fascinated. In South Africa back then, it wasn’t common to find a white person or a colored person who spoke African languages.

“How come you speak our languages?” they asked.

“Because I’m black,” I said, “like you.”

“You’re not black.”

“Yes, I am.”

“No, you’re not. Have you not seen yourself?”

They were confused at first. Because of my color, they thought I was a colored person, but speaking the same languages meant that I belonged to their tribe. It just took them a moment to figure it out. It took me a moment, too.

At some point I turned to one of them and said, “Hey, how come I don’t see you guys in any of my classes?” It turned out they were in the B classes, which also happened to be the black classes. That same afternoon, I went back to the A classes, and by the end of the day I realized that they weren’t for me. Suddenly, I knew who my people were, and I wanted to be with them.

I went to see the school counselor.

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“I’d like to switch over,” I told her. “I’d like to go to the B classes.”

She was confused. “Oh, no” she said. “I don’t think you want to do that.”

“Why not?”

“Because those kids are … you know.”

“No, I don’t know. What do you mean?”

“Look,” she said, “you’re a smart kid. You don’t want to be in that class.”

“But aren’t the classes the same? English is English. Math is math.”

“Yeah, but that class is … those kids are gonna hold you back. You want to be in the smart class.”

“But surely there must be some smart kids in the B class.”

“No, there aren’t.”

“But all my friends are there.”

“You don’t want to be friends with those kids.”

“Yes, I do.”

We went back and forth. Finally she gave me a stern warning.

“You do realize the effect this will have on your future? You do understand what you’re giving up? This will impact the opportunities you’ll have open to you for the rest of your life.”

“I’ll take that chance.”

I moved to the B classes with the black kids. I decided I’d rather be held back with people I liked than move ahead with people I didn’t know.

Being at H. A. Jack made me realize I was black. Before that recess I’d never had to choose, but when I was forced to choose, I chose black. The world saw me as colored, but I didn’t spend my life looking at myself. I spent my life looking at other people. I saw myself as the people around me, and the people around me were black. My cousins are black, my mom is black, my gran is black. I grew up black. Because I had a white father, because I’d been in white Sunday school, I got along with the white kids, but I didn’t belong with the white kids. I wasn’t a part of their tribe. But the black kids embraced me. “Come along,” they said. “You’re rolling with us.” With the black kids, I wasn’t constantly trying to be. With the black kids, I just was.

From Born a Crime: Stories from a South African Childhood by Trevor Noah

Trevor Noah Trevor Noah (1984–) is a South African comedian and actor, and the host of the American television program The Daily Show.

With a black mother and a white father, he was born a crime, since it was illegal for people of different colours to be together during the apartheid regime in South Africa. In his autobiography he writes about his childhood.

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back and forth frem og tilbake/ frem og tilbake/fram og tilbake stern streng impact påvirke/påverke

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IN SHORT Part one One afternoon I was playing doctor with my cousin. I accidentally perforated her eardrum.

My grandmother came running; my cousin was bleeding. My grandmother patched up the ear and then she beat my cousin. She didn't touch me.

When my mother came home from work, my gran said. “Trevor is so naughty.”

“Then you should hit him.”

“I can't hit a white child,” she said.

And she never did. My grandmother treated me like I was white. My grandfather did, too. He called me “Mastah” and insisted that I sit in the backseat of the car.

There were so many perks to being “white” in a black family. I didn't think the special treatment was because of my color. I thought it was because I was me. Where I grew up, in Soweto, everybody was black. I understood that people were different colors, but I didn't know it had anything to do with “race.”

My mom made me learn lanugages. English for job opportunitues. Xhosa was what we spoke around the house. She also spoke Zulu, German because of my father and Afrikaans, the language of the oppressor. She used language to cross boundaries, handle situations.

I learned to use language like my mother did.

One day I was walking down the street, and a group of Zulu guys behind me were discussing how to mug me. I spun around and said. "Yo, guys, why don't we just mug someone together?" They looked shocked, and then they started laughing.

“Sorry. We thought you were something else.

We only steal from white people.” I realized that language, more than color, defines who you are to people. I became a chameleon. My color didn't change, but if I spoke like you, I was you.

Part two After Apartheid, South Africa’s elite schools accepted children of all colors. I got a scholarship, so I went to a private school. In my class we had all kinds of kids. Black, white, Indian, colored. But we had the same school uniforms, the same books, the same teachers. There was no racial separation.

At the end of grade six, I got to a government school. I took an aptitude test and the school counselor told me, “You're going to be in the smart classes, the A classes.” Of the thirty kids in my class, all were white, except one Indian kid, two black kids, and me.

Then recess came. We went out on the playground, and black kids were everywhere. The white kids in my class went one way, the black kids another. I was left in the middle, confused. I was eleven, and saw the segregation in my country for the first time.

I was rescued by the Indian kid. When I told him that I spoke several African languages, he brought me over to a group of black kids. “Say something,” he told them. One kid said something in Zulu, and I replied in Zulu. Another said something in Xhosa, and I replied in Xhosa. Everyone cheered, fascinated.

“How come you speak our languages?”

“Because I'm black,” I said, “like you.”

“You're not black.”

They were confused, because of my color, but since I spoke their languages I belonged to their tribe.

They were in the B classes. I wanted to be with them so I went to the school counselor.

“I'd like to go to the B classes,” I told her.

“Oh, no,” she said. “You don’t want to do that.

Those kids will hold you back.”

“I'll take that chance.”

I moved to the B classes with the black kids. I'd never had to choose before, but when I had to, I chose black. The world saw me as colored, but I saw myself as the people around me, and they were black.

From Born a Crime: Stories from a South African Childhood

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Read and understand 8.71 •/•• Read the In Short or the full version of the text and answer the questions.

Part One a How did Trevor’s grandparents treat him when he was a child? b What did Trevor think about the treatment he got as a child? c How did he learn so many languages, and in which way did he use them to establish relationships with people he met?

Part Two d When and how did Trevor first realize that there was racial segregation in his country? e What did he decide to do when he met the kids in the B class? Why? f What did the school counsellor advise him to do, and how did she explain her views? g How did Trevor feel when he had picked a side? Why? h Why is the text called “Chameleon”? i Use your answers to the questions above to summarize the story.

8.72 ••• Use your own words to explain what these quotes from the text tell you about Trevor Noah’s childhood. a “There were so many perks to being ‘white’ in a black family.” b “I could champion racial justice in our home, or I could enjoy granny’s cookies.” c “In my head white and black and brown were like types of chocolate.” d “I soon learned that the quickest way to bridge the race gap was through language.” e “Maybe I didn’t look like you, but if l spoke like you, I was you.” f “I didn’t learn to put limits on what I was supposed to like or not like.” g “I was eleven years old, and it was like I was seeing my country for the first time.” h “Before that day, I had never seen people being together and yet not together.” i “This will impact the opportunities you’ll have open to you for the rest of your life.” j “With the black kids, I wasn’t constantly trying to be. With the black kids, I just was.”

accidentally ved et uhell/ ved eit uhell perforate perforere, lage hull eardrum trommehinne patch up bandasjere, plastre mastah (master) herre perks fordeler/fordelar special treatment spesialbehandling opportunity mulighet/ moglegheit oppressor undertrykker boundary grense mug rane realize forstå chameleon kameleon scholarship stipend racial separation raseskille/ raseskilje aptitude evne, ferdighet/ evne, ferdigheit counselor rådgiver recess her: friminutt playground lekeplass/leikeplass confused forvirret/forvirra segregation raseskille/ raseskilje rescue redde several flere/fleire reply svare cheer heie tribe stamme

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Practise

8.73 An important part of learning a language is understanding idioms and expressions. Combine the expressions from the text with the correct explanation. a b c d e f g h

to give someone a leg up to stand in the dock to be well versed to mug someone to have a crush to pick a side to hit it off to roll with someone

1 2 3 4 5 6 7 8

to rob someone to get along well with someone to give someone an advantage over others to go somewhere to have fun with someone to be tried in a court to know a lot about something to choose who you will support or be with to be in love

Speak

8.74 In the text there are several examples of dialogues. Choose one and read it out loud with a partner. Act out the scenes.

8.75 Discuss the questions in groups. a What is your opinion of the text? b If you were in Trevor Noah’s position, would you choose the A or the B class? Give reasons for your choice and explain what you think is most important when choosing a school. c What is your opinion of the way Trevor’s grandparents treated him?

Can you understand their behaviour? Did Trevor understand it?

Explain. d Trevor’s mother learned Afrikaans because “it is useful to know the language of your oppressor”. What does that mean, and why was it important in South Africa at the time? e How does speaking languages open up doors for Trevor? Is this true for all people? Share your thoughts and give examples. f Trevor says that “language, even more than color, defines who you are to people”. From your own experience, is this true? What defines our identity? Explain. g Based on what the school counsellor tells Trevor, what does education mean in terms of having good opportunities in life? Do all children who go to school have the same opportunities? h What do you think are the most important themes in this text? Here are some suggestions. Discuss them and give reasons for your choice. childhood – identity – racism – friendship – family – poverty – apartheid – education – language – multi-culturalism – prejudice – tolerance

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Explore

8.76 Search for videos from Trevor Noah’s The Daily Show or some of his stand-up performances. a Do you think he is a talended comedian? Give reasons to support your views. b In one episode of The Daily Show Trevor brings a TV team to go see his grandmother in Soweto, South Africa. Watch it and discuss to what extent it supports information from the text.

8.77 For many years South Africa was ruled by a set of laws called apartheid.

Use reliable and relevant sources to find out how it worked, what made it possible for the small, white minority to keep their privileges and how the international community contributed to ending this. What does this teach us about democracy? Choose a way to share your findings in class.

Listen

8.78 “Mandela” There are many films about Nelson Mandela (1918–2013), the first black president of South Africa. Listen to Peter who talks about two such films.

Which one of them do you think sounds the most interesting? Explain by referring to what Peter says. After listening to Peter, what is your impression of Mandela and his leadership qualities?

Write

8.79 • Write at least one paragraph where you discuss how quality education can help children in poor areas get better opportunities in life. Use information from “Chameleon” and “Sustainable Development” in this chapter to support your views. Make a list of keywords before you write.

Check Chapter 3 for information about structuring paragraphs.

8.80 •• Write a text where you explain what you think is the message in Trevor Noah’s text “Chameleon”. Make an outline with keywords before you write the text. Check “Discussing literature and film” in Chapter 7 for advice.

8.81 ••• Write a text where you compare the themes in the texts “Chameleon”, “The Hate U Give” and “Black Hoodie” from Chapter 4. Exchange drafts with a partner and give each other constructive feedback before you finish your text. For advice, check the following: • “Structuring a text” in Chapter 4 • “Discussing literature and film” in Chapter 7 • “Summarizing and synthesizing information” in chapter 7 • “Referring to sources” in this chapter

How did you do?

After working with the text and tasks, I can summarize the story YES

ALMOST

NO

understand and use idioms and expressions from the text YES

ALMOST

NO

discuss themes and ideas in the text YES

ALMOST

NO

share information about South Africa YES

ALMOST

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NO

!

Before you start Study the following words.

What do they mean?

• prosperity • corruption • ignorance • progress

Look at Africa From her table at a local café, Mma Ramotswe, founder of the No.1 Ladies’ Detective Agency, observes people and thinks about how her country, Botswana, and its people have changed.

That morning she had witnessed a woman scrape the side of a neighbouring car while she tried to park. The woman had stopped, quickly inspected the damage, and had then driven off. Mma Ramotswe had watched this incredulously, and half-risen to her feet to protest, but was too late: the woman’s car had by then turned the corner and disappeared and she did not even have time to see its number-plate.

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She had sat down again and poured herself another AIMS cup of tea. It was not true that such a thing could not have happened in the old Botswana – it could – but it was undoubtedly true that this was much more likely to k describe how some African countries have changed over the last decades happen today. There were many selfish people around these days, people who seemed not to care if they k reflect on what prosperity means to people’s lives scraped the cars of others or bumped into people while walking on the street. Mma Ramotswe knew that this is k discuss what it means to be a decent person what happened when towns became bigger and people became strangers to one another; she knew, too, that this was a consequence of increasing prosperity, which, curiously enough, just seemed to bring out greed and selfishness. But even if she knew why all this happened, it did not make it any easier to bear. The rest of the world might become as rude as it wished, but this was not the way of things in Botswana and she would always defend the old Botswana way of doing things.

But there was no point in throwing up one’s hands in despair. People had always done that – the throwing up of hands, the shrug – but one got nowhere in doing so. The world might have changed for the worse in some respects, but in others it was a much better place, and it was important to remember this. Lights went off in some places, but went on in others. Look at Africa – there had been so much to shake one’s head over – corruption, civil wars, and the rest – but there was also so much which was now much better. There had been slavery in the past, and all the suffering which that had brought, and there had been all the cruelties of apartheid just those few miles away over the border, but all that was now over. There had been ignorance, but now more and more people were learning to write, and were graduating from universities. Women had been held in such servitude, and now they could vote and express themselves and claim lives for themselves, even if there were still many men who did not want such things to be. There were good things that happened and one had to remember them.

Alexander Mccall Smith Alexander McCall Smith (1948–) was born in former Rhodesia, now Zimbabwe, where he lived until he left to study law in Scotland.

Later he taught in Belfast, then at the University of Botswana before returning to Edinburgh to specialize in medical law. He is famous for his numerous novels, for example the series about The No.1 Ladies’ Detective Agency, which is set in Botswana.

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number-plate nummerskilt pour helle, tømme undoubtedly uten tvil/utan tvil increasing økende/aukande prosperity velstand selfishness egoisme despair mismot shrug skuldertrekk in some respects på noen måter/på nokre måtar civil war borgerkrig/borgarkrig cruelty grusomhet/hjarteløyse ignorant uvitende/uvitande graduate bli uteksaminert servitude underkastelse/ underkasting claim kreve/krevje

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Read and understand

8.82 • Make a list of the things that Mma Ramotswe does not like about present day Botswana. Make a second list of things that she thinks have improved in Africa.

8.83 •• Answer the questions. a Why is Mma Ramotswe shocked by the woman in the car? b What does she say happens to people when towns become bigger? c How does prosperity change people, according to Mma Ramotswe? d How has the situation for women changed?

Speak

8.84 Later that day Mma Ramotswe meets a friend. She tells about the episode with the car and shares her opinion on prosperity and greed.

Her friend wants to know more and disagrees on some points. Act out the scene.

8.85 Read the list of advice in “How to Be a Decent Person” and discuss the questions. Use the guidelines for debates and discussions in “Arguing a case” in this chapter to get your point across in a clear but friendly way. a One “not-so-decent” point got into the list. Can you find it? b What is your opinion of the list? Which advice is the most important? Is there something missing? c Do you think Mma Ramotswe would agree with this list? Explain. d Is it true that prosperity leads to “greed and selfishness”? Give examples. e What would be the decent thing to do for the driver of the car in the text? What would you do?

How to Be a Decent Person Be open minded.

Learn how to forgive.

Be honest and kind.

Provide support when necessary.

Make sure you get the last word.

Do not attack others for their beliefs.

Don’t exploit the generosity of others.

Be grateful and appreciate kindness.

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Practise

8.86 Combine the words with their antonyms, words with an opposite meaning. a despair b undoubtedly c increase d servitude e neighbouring f prosperity g selfishness h cruelty

1 far away 2 poverty 3 generosity 4 kindness 5 superiority 6 reduce 7 doubtfully 8 hope

Explore

8.87 The film “Queen of Katwe” is based on a true story. It depicts the life of Phiona Mutesi, a Ugandan girl growing up in a slum in Katwe. She discovers that she has a talent that changes her life. a Watch the trailer of the film and use other sources for information about Phiona Mutesi and what she does today. Share in class. b Many other Africans have achieved international success in the world of sports and art. How many do you know already? Look for more examples.

Write

8.88 • Imagine Mma Ramotswe wanted to let the owner of the car know what she had witnessed. Write a note to attach to the car’s front window, with the message you think Mme Ramotswe would share.

8.89 •• Search for information about places and activities that tourists would want to see and do in Botswana. Write two paragraphs in which you recommend a visit. Use pathos to engage the readers.

How did you do?

After working with the text and tasks, I can describe how some African countries have changed over the last decades YES

ALMOST

NO

reflect on what prosperity means to people’s lives YES

ALMOST

NO

discuss what it means to be a decent person YES

ALMOST

NO

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CHAPTER CHECKPOINT Assess your progress 8.91 How would you describe your progress in English this year? a How has your vocabulary changed? b What can you do better now than in August? c To what extent are you pleased with your own efforts throughout the year? d How has working with texts and tasks this year helped you prepare for the exam and your future career? Give examples.

Revise 8.90 After working with Chapter 8, it is time to recap and revise what you have learnt. a Choose a text or an illustration from this chapter that you like and explain why. b How many sustainable development goals are there?

Which ones do you remember? c How can we handle the problem of plastic in the oceans? Give at least three examples. d What is the situation for many women in India? What is being done to change this? e Mention some challenges African countries face today or have had in the past. To what extent has the situation improved?

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8.92 Arguing a case a Explain the words ethos, logos and pathos. b How should you argue in a discussion where you disagree with your opponent? c List the rules for good behaviour in a debate.

8.93 Referring to sources a What is the difference between quotes and paraphrases? b How do we refer to and list sources? c Why is referring to sources so important? d Which expressions are useful when referring to sources?

CHAPTER CHECKPOINT

Apply your skills 8.94 Speak a • If you were to use this textbook as a source when answering an exam task, how would you refer to it? b •• Why is it important to learn about social issues and global challenges in English class? Discuss and give examples in pairs or groups, using advice from “Arguing a case” in this chapter. c ••• Based on your knowledge of texts and tasks in this chapter, how have events, decisions and habits of the past created challenges for people in different parts of the world today? In your opinion, is it important to know the historical context of an issue to better understand it and find solutions? Discuss in groups.

8.95 Write a • You are concerned about the pollution and trash in the sea. Write a letter to a state leader in a country of your choice, where you describe the situation and argue for making changes. Use facts from this chapter, formal language and advice from “Arguing a case”. b •• You have been asked to give a speech on equal rights. Write the manuscript.

Use formal language, information from this chapter and other reliable sources. c ••• Create a text where you discuss why children are used as soldiers in armed conflicts. Make sure you use reliable sources, and that you refer to them correctly. Your text should include • an introduction • examples of armed conflicts where children are used as soldiers • possible reasons for the use • how it affects their lives • a conclusion

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