Connect 8 Teacher's Book/Web

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Emily Haegi, Tone Madsen, Siri Mohammad-Roe & Hanne Ray Pedersen

CONNECT 8 Teacher’s Book

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Velkommen til Connect 8

På connect.alinea.dk finder du:

Systemet består af: Student’s Book Teacher’s Book Website med ressourcer og opgaver.

• indtalt lyd til alle læsetekster • indtalte gloser til alle læsetekster • introfilm til hvert kapitel • supplerende træningsopgaver og aktiviteter til hvert kapitel • skriverammer til elevernes egen tekstproduktion • kopiark • ekstra lyttetekster • ekstra læsetekster • supplerende vejledning til aktiviteter og opgaver i afsnittet: Til læreren • forslag til årsplan • Fælles mål for det enkelte kapitel.

Student’s Book Connect 8 Student’s Book består af fem kapitler og en opslagsdel, Grammar Section.

Hvert kapitel indeholder et antal tekster i forskellige genrer med tilhørende opgaver.

Teksterne varierer i længde og sværhedsgrad, men er alle indtalt og understøttet af indlæste gloser på det tilhørende website connect.alinea.dk. Her ligger også supplerende opgaver til både tekster og grammatiske områder samt ekstra læse- eller lyttetekster til de elever, der måtte have brug for en ekstra udfordring.

Arbejdet med fokusord prioriteres i begyndelsen af hvert kapitel for at understøtte forståelsen af indhold og ordforråd. Én tekst i hvert kapitel er markeret som Model Text. Den fungerer som et genretypisk eksempel til brug for elevernes fordybelse og efterfølgende selvstændige tekstproduktion. Opgaverne til modelteksterne er markeret med et online-ikon i Student’s Book. På websitet ligger der skriverammer og vejledning til alle teksttyper under afsnittet Til læreren.

Arbejdet med sprog og grammatik er integreret i hvert kapitel og knytter sig til tema og ordforråd. Grammatikken understøttes med supplerende træningsopgaver på websitet samt af opslagsdelen bagerst i bogen.

Opgavetyperne i Student’s Book varierer mellem Understanding, Talking, Writing og Grammar. Derudover er der opgaver, som er markeret med et kopiark-ikon. Alle kopiark med instruktioner ligger under afsnittet Til læreren på websitet.

Teacher’s Book Connect 8 Teacher’s Book er en udvidet version af Student’s Book. Denne bog er den eneste bog, du behøver som lærer. I bogens indholdsfortegnelse finder du mål for hvert kapitel samt en angivelse af normalsider på de enkelte tekster. I margenerne på alle opslag finder du vejledninger og forslag til bogens opgaver. De fordeler sig således: • • • • • • •

Engelsk som klasserumssprog Systemet Connect lægger op til, at engelsk praktiseres som klasserumssprog. I Teacher’s Book er det derfor kun introduktionen, der er på dansk. Alle vejledninger og forslag til arbejdet med bogens tekster og opgaver er på engelsk.

Suggestion – forslag til opgavens udførelse, ekstraopgaver og aktiviteter Scaffolding – forslag til understøttelse af elevernes forståelse Before, During og After reading – spørgsmål og ideer til tekstlæsning i klassen Background – information eller fakta om indholdet Did you know? – ekstra interessant viden om indholdet Discussing images – forslag til inddragelse og spørgsmål om billeder connect.alinea.dk – henvisninger til opgaver eller vejledning på websitet

Vi håber, at Connect 8 vil give dig og dine elever inspirerende og udviklende læringsoplevelser i engelskundervisningen.

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Contents CHAPTER 1 WHAT’S YOUR STORY? Main targets • to use English to explore your identity • to read, retell and discuss different types of texts • to retell an experience from your own life.

Language and grammar • adverbs • the relative pronouns who, which, that

6

STANDARD PAGES

vocabulary

Focus words What makes you you?

1.79

informative article

10

Multicultural stories

2.06

informative article

14

A visit to the Doctor (Roald Dahl) model text

3.8

novel excerpt

20

No More Birthdays (Hal Sirowitz)

0.3

poem

28

Crumbs (Hal Sirowitz)

0.3

poem

29

Note from Dad (Unknown)

0.24

short letter

31

Kidding Around (Dave Ward)

0.18

poem

34

The Burning House Project

0.27

photos

36

Pause and reflect CHAPTER 2 COMMUNICATION Main targets • to reflect on messages in various forms of communication • to communicate a point of view • to learn the importance of being a critical reader.

Language and grammar • irregular verbs • idioms

Language and grammar • adjectives • adverbs • irregular verbs

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38

40

STANDARD PAGES

Focus words

vocabulary

42

Emojis

1.03

informative article

44

Screening my screen time model text

1.05

blog post

46

A Day's Wait (Ernest Hemingway)

0.74

short story excerpt

50

Don't get your wires crossed

0.29

informative article

56

Critical literacy

2.05

informative article

58

Pause and reflect CHAPTER 3 ROLE MODELS

Main targets • to discuss why people become role models to others • to explore cultural diversity and ways of fighting for a cause • to describe people you look up to • to structure information about a topic and communicate

8

62

64

STANDARD PAGES

Focus words

vocabulary

66

Voices in our time (A. Villaseñor)

1.03

advice column

68

I march for Black Girls ... (T. Abdullah)

1.27

diary

70

The Montgomery Bus Boycott model text

1.3

informative article

73

Concrete Rose (Angie Thomas)

1.33

novel excerpt

80

The Absolutely True Story of a Part-Time Indian

3.82

novel excerpt

83

1.54

informative article

90

(Sherman Alexie) Simone Biles – a gold medal role model

Pause and reflect

94

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CHAPTER 4 LOVE AND LOSS Main targets • to read and talk about different genres of fiction • to talk about love and loss • to create and revise a short story.

Language and grammar • descriptive language • prepositions

Focus words

Language and grammar • linking words • verbs in the future tense

EXTENDED READING RESOURCES You can find extended reading/audio resources connected to some of the chapters on connect.alinea.dk.

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vocabulary

98

You've Got A friend (Carol King)

0.68

song lyrics

100

Cute meetings

0.83

stories

104

Going Home (Pete Hamill) model text

2.7

short story

107

Funeral Blues (W. H. Auden)

0.45

poem

114

You Can Never Hold Back Spring (Tom Waits)

0.31

poem

116

Pause and reflect

CHAPTER 5 CHOICES Main targets • to talk about choices and consequences • to learn about arguments • to explore a script • to argue your opinion.

96

STANDARD PAGES

120

122

STANDARD PAGES

Focus words

vocabulary

124

You are so much more than a test

1.13

letter

126

It's my choice to make model text

1.69

opinion piece

130

poem

134

Blackout poetry The Perks of Being a Wallflower (Stephen Chbosky)

2.44

script excerpt

136

How to get a summer job

1.0

advice

144

Pause and reflect

148

GRAMMAR SECTION

150

Udsagnsord (Verbs)

152

Navneord (Nouns)

154

Tillægsord (Adjectives)

156

Biord (Adverbs)

157

Stedord (Pronouns)

159

Forholdsord (Prepositions)

160

Forbindere (Linking words)

162

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Background The portrait Status was created in 2021 by Julie Nord. The artwork is made as a sewed paper collage.

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TEACHER’S BOOK

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What’s your story?

1

Suggestion Talk about the main targets of this chapter and write them on the board.

Have the students share their thoughts. Make sure the students understand what a personal account is.

Scaffolding Discuss the title of this chapter. It can mean a number of things, for example: Where have you been?

What are you into?

What is your history?

Where are you going?

What do you want?

Who are you? That’s a difficult question to answer, isn’t it? As long as we live, we are in the making.

We are continuously influenced by our surroundings, our family and friends. As we grow, we make our own choices and seek other adventures, which again will have an impact on who we become. But we also carry the stories of our ancestors within us. So, instead of just asking ourselves who we are, let’s explore some stories of how we came to be.

Let the students make predictions about the chapter.

Main targets • to use English to explore your identity • to read, retell and discuss different types of texts • to retell an experience from your own life.

Language and grammar • adverbs • the relative pronouns who, which, that

Suggestion Task a Allow the students to turn and talk about the picture and the questions for two minutes. Share in class.

Model text • personal account

a) • What do you see in the portrait?

• What does the portrait tell you about the girl?

• How does the portrait connect with the topic of this chapter?

b) Watch the intro film.

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Task b Go to connect.alinea.dk and watch the intro film together in class. Let the students work in pairs or individually with the tasks connected to the intro film.

TTEACHER’S EACHER’S BOOK BOOK

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Suggestion Read the focus words aloud with the students.

Write them on the board or on a chart that you can hang in the classroom.

UNDERSTANDING 1 Work with the focus words Read the text.

FOCUS WORDS

Scaffolding The students can find more practice working with the focus words on connect.alinea.dk.

relatives traditions culture family genes identity memories surroundings advice

I have many relatives, and there seems to be a tradition in my family to settle down abroad. Several of my aunts and uncles live in the USA, and I have three cousins in Switzerland. My closest relative is my brother. The two of us have visited our family abroad lots of times and we all share many great memories. Even though our cousins are being brought up in different cultures, we still share the same genes and they are like best friends to us. I believe that family is very important in shaping your identity.

a) Some of the focus words are marked in the text. Work with a partner and explain their meaning to each other. b) Choose three focus words and explain in your own words what they mean to you.

2 Talk about culture Work with a partner and discuss these questions. a) What would you say is typical Danish culture? Create your own mind map. Write Danish culture in the middle. Add things that you find typically Danish. b) Do the same with another culture of your own choice.

traditions

food Danish culture sport

heroes symbols

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Suggestion Task 3 Invite a few pairs to share their work in class.

TALKING 3 Compare your mind maps Practise talking about your mind maps before presenting them to another pair. Compare your work. What differences and similarities do you notice?

Task 3 Give the students a choice of presenting live in class or producing a digital recording of their presentation.

Suggestion Let the students work in pairs to write a short text about each other. They can ask about place of birth, relatives, interests and pastimes.

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

You can also create a mind map together.

Background Denmark during EURO 2020. Football fans watch Denmark’s games on an outdoor big screen.

WHAT’S YOUR STORY?

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Go to connect.alinea.dk and listen to the text. If you prefer, you can listen to the glossary.

Before reading Ask: • Do you think that your identity is mainly shaped by your genes or the people around you?

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

BEFORE READING What do you believe makes you who you are?

 What makes you you?

Do you sometimes ask yourself the question "Who am I?" You are, of course, your physical self – your brain and body. But what about your stories? How do the things we

experience opleve

experience shape us as human beings? Let’s explore some

shape forme

of the factors that make you you.

pass on videregive determine bestemme traits egenskaber

Genes

mannerism væremåde

Your genes are passed on to you from your biological

environment miljø

parents, half of them from your mother, the other half

upbringing opvækst ongoing vedvarende impact påvirkning

from your father. These genes determine many of your physical traits, such as the colour of your eyes. They can also determine some of your mannerisms, such as your laughter or the way you raise your eyebrows. Genes are in every single cell of your body and play an important part in making you unique. Even identical twins are unique; although they

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

share the same DNA, their genes are not the same.

Environment Of course, it’s not just your genes that determine who you are. Your upbringing and the people who surround you play an important role in shaping you as a person. In fact, there is an ongoing debate about the impact our surroundings have

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

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on us as human beings. This debate is often referred to as

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“nature vs nurture”. For certain aspects of your personality,

nature her: arv

it is harder to say if they are a result of your genes or your

nurture her: miljø

upbringing. However, whilst it’s safe to say that genes and environment work together, many people would say that

aspects sider whilst selv om mould forme

their personal experiences do more to help mould them as

suitable passende

individuals.

expand udvide sig similar ens

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

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

you are as a person.

Your stories Throughout life, your experiences will shape you into who you are. Reading a book or watching a film can change the way you see things. Even a single meeting with a particular

Did you know?

The traditional way of studying nature versus nurture involves identical twins because identical twins share the same DNA. Adoption studies have helped scientists uncover the effect of twins growing up in different environments. They have come to the conclusion that about 50 % of our personality is determined by our genes.

person might influence the direction you take. This is what makes it so interesting to be human; you do not know what awaits you around the next corner. We cannot choose our genes. However, we make choices on a daily basis, choices that again shape our lives. Who would you have been today if you had chosen differently, or if your life had been filled with other experiences and other stories? And what experiences will influence and shape you in the future?

WHAT’S YOUR STORY?

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TEACHER’S BOOK

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UNDERSTANDING

Suggestion Task 4 Go to connect.alinea.dk.

Find the worksheet and print one for each pair of students. Ask the students to find keywords from each paragraph in the text. They should check that their keywords include the most important information. Let the students retell two paragraphs each using their keywords.

4 Organise information Work with a partner. Organise information from the text on the worksheet.

5 Reflect on the text In what ways are you similar to or different from your family members and friends?

!

Suggestion Task 5 Before working with this task, talk to the students about different family members and caregivers: parents, adoptive parents, foster parents, grandparents, siblings, other relatives.

Suggestion Task 6 Let the students form a Double circle and interview a partner on their daily routines, family rules and traditions.

Then, let them rotate to a new partner for another interview.

Suggestion Task 7 Let the students display their experiences on a joint digital bulletin board or ask them to print them out and hang them in the classroom.

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If you like, you can answer these questions: – Do you look the same?

– Do you like the same things?

– Do you behave the same way in different situations?

TALKING 6 Talk about family cultures Work with a partner. Talk about your families and find similarities and differences. Use linking words when talking about: • • •

We use the following linking words to show contrast: whereas while but

your daily routines – family meals, cooking and cleaning family rules – use of mobile phones and bedtimes traditions – birthdays and Christmas

Examples: – On school nights, we both have to be in at the same time, but I can stay out later on weekends than Lucas.

– I celebrate Eid, whereas Emilie celebrates Christmas.

WRITING 7 Share an experience Have you ever had an experience that changed you or made you see things differently?

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Suggestion Task 7 The students can share their stories with a partner.

A few examples can be shared in class.

Write a paragraph to describe your experience. Explain how this changed you.

meeting someone reading a book moving to a different place hearing someone’s story on TV or on a podcast

GRAMMAR Suggestion Task 8 Ask students to find examples of the use of relative pronouns in the text.

8 Work with relative pronouns First, read the examples in the grammar box below. Then, connect the two sentences using either who, which or that.

Example: The girl lives next door. The girl is in my class → The girl who lives next door is in my class.

• • • •

Scaffolding The students can practice relative pronouns on connect.alinea.dk.

The students can read more about relative pronouns on page 160 in the Grammar Section.

My sister is very similar to me. My sister is my best friend.

The genes are passed on from our parents. They determine the colour of our eyes.

The people surround me. The people play an important role in my life.

Our family rules can be annoying. They sometimes drive me crazy.

The relative pronouns who, which and that In English, the Danish word som can be replaced with who, who which and that. that Who refers to people: • People who have similar interests often become friends.

• My family, who live close to me, play a big role in my life.

Which can refer to things or animals: • Things which we experience in our lives shape us as human beings.

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•

My dog, which is 10 years old, is an important member of my family.

That can refer to things, animals or people: • It´s not just your genes that determine your personality.

• We meet people every day that help shape our lives.

WHAT’S YOUR STORY?

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Go to connect.alinea.dk and listen to the text. If you prefer, you can listen to the glossary.

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

BEFORE READING Think about where your parents or caregivers come from.

 Multicultural stories Our stories start before we are born. Our parents make choices that not only affect their lives but, in turn, influence what our lives will be like. Meet three teenagers

caregivers omsorgsgivere

whose parents left their mother countries to find work, to

mother countries hjemlande

seek safety or because they fell in love.

earn a living tjene til livets ophold Mandarin mandarin, officielt sprog i Kina

Janet My parents came to Australia to find work. I was born in Melbourne and have only been to China once. It is strange to think that my parents have lived a life very different from

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

the life we lead here in Australia. They grew up in a small village as children of farmers, but I am growing up in a city of more than four million people.

In China, children are expected to take care of their parents

During reading Ask: • Why did Janet’s parents leave China? How does Janet think of herself?

when they grow old. My grandparents live with my uncle, but my father is expected to help with money. My parents decided it was easier for them to earn a living in Australia, so they packed up and left. I know that was a difficult choice to make. Now, they send money home every month.

My mum misses her Chinese village a lot and insists on

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

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speaking Mandarin at home, although her English is fine.

I realise that my background is different from many of my friends’. At school, I feel Australian. At home, where my parents speak a different language and cook different food, I feel more Chinese.

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During reading Ask: • Why did Hassan and his family come to England?

What does he like about living in England and what does he find difficult?

Background Over the last decades, millions of Afghans have been driven out of their homes and their country by conflict, violence and poverty.

The Islamic fundamentalist organisation called the Taliban has played a major role in this.

Hassan Coming to England was not really a choice for my family.

We had to leave our home in Afghanistan, as it became dangerous to stay. We lost everything: our home, our belongings, our family and friends. I am happy I managed to stay with my family, though. Many of the other Afghanis I know had to flee alone.

flee flygte bittersweet både godt og skidt

Life for me here is bittersweet. I like Manchester. I like going to school, learning new things and making new friends.

refugee camp flygtningelejr settle in finde sig til rette

I like not having to be afraid. But I miss the rest of my family; most of them live in a refugee camp in Pakistan.

There are things I do not understand here yet. It takes time to learn the language and understand the way of life. I look forward to settling in more, but, to be honest, I really hope to go back to Afghanistan one day.

WHAT’S YOUR STORY

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TEACHER’S BOOK

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Background Diwali is the festival of light and one of the most important festivals in India.

It is celebrated over five days in the months of October and November and symbolises the victory of light over darkness and good over evil.

Arun My dad worked for an IT company when he met my mum here in New Jersey. He was about to go back to India when they fell in love and he decided to stay. My dad tries hard compensate for kompensere for

to compensate for not living in India. He celebrates Diwali

Diwali indisk lysfest

harder than any Indian I know! Good for me, though. I get

glorified forskønnet pull one's leg drille settle bosætte sig

to enjoy both the American and the Indian celebrations.

I wish my dad had spoken Hindi to me when I was growing up. I think it could have made me feel more

During reading Ask: • Where does Arun live?

Why does he wish that his dad had spoken Hindi to him when he was growing up?

connected to India. My dad has a glorified view of his homeland, but when we go there, he finds it chaotic. I guess he is too used to life in the US now.

My uncles keep teasing me about arranging a marriage for me with an Indian girl, although arranged marriage is not a tradition in my family. I know they’re just pulling

Ask: • What do you think are the advantages of knowing more than one culture?

Let the students freewrite for a couple of minutes and ask them to share in pairs.

my leg, but it reminds me that traditions in India are quite different to what I’m used to in the US. It is strange to think about what my life would have been like if my parents had settled in India instead.

After reading Talk with the students about different type of family constellations.

Ask: • Do you live in a nuclear or an extended family?

What about most of your friends?

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UNDERSTANDING

Did you know?

Many Indians work for American tech companies, because the Indian education system produces individuals with high mathematical and technical skills. Furthermore, English is an official language in India which means that Indians in general speak fluent English.

9 Find information Work in groups of three. First, make your own mind map with information about either Janet, Hassan or Arun. Then present your person to the rest of the group.

parents

Suggestion Task 10 Let the students produce flash cards with a question about Janet, Hassan or Arun on one side and the correct answer on the other. Ask them to stand up and find a partner. Have the pairs ask each other the questions on their flash cards. Then, ask them to swap flash cards, thank each other and find another partner to ask.

Let them continue in the same way for three to five minutes.

nationality

Janet language traditions

10 Make a quiz Choose to work with either Janet, Hassan or Arun. Write down four questions about the person based on the text.

Example: In which Australian city did Janet’s parents settle?

Put the text away. Take turns asking each other a question.

The person who answers the question correctly gets a point.

Continue asking each other questions. The person with most points wins the quiz.

WHAT’S YOUR STORY?

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TALKING

Suggestion The students can write a short text about how they and their family came to live where they live.

Are both their parents (or caretakers) from the same place?

What about their grandparents? Let them share in groups or in class.

Suggestion Task 11 Ask the students to go online and find information about European emigration over the last centuries.

Why have Europeans emigrated and where have they gone? Let the students produce a timeline to be displayed in class.

11 Talk about people on the move Work with a partner. Discuss and answer the following questions: a) Why might people move from one country to another?

Write a shared list of the reasons you come up with. b) Do you know anyone who has moved from his or her home country? What are some of the things a person or a family might have to do before moving to a new country? c) What do you think would be challenging about moving to a new country? Freewrite alone for a couple of minutes.

Then share your thoughts with your partner.

If you or your family have moved to Denmark from another country, you can freewrite about your own experience.

12 Reflect on cultures We experience different cultures through different things – the food we eat, the music we listen to, the films we watch or the traditions we celebrate. Work with a partner and tell each other how you are surrounded by different cultures in your everyday life.

Examples: – I often eat the Indian dish Tikka Masala.

– I celebrate Halloween as they do in the USA. – I love Japanese culture.

Suggestion Task 12 Ask the students what their favourite food is and where it originally comes from.

Make a list of the favourite food on the board to see how multicultural the class is in its eating.

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

WRITING 13 Write a letter Imagine you have just moved to Denmark from another country.

Write a letter home to share your thoughts. Describe the things you find challenging or strange and the things that you find surprising and positive.

Example My jeans were made in China.

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CHAPTER 1

Remember to include: A greeting, place and date.

Geisha from Tokyo.

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Discussing images Let the students reflect on the woman in the picture.

Ask: • Who do you think the woman in the picture is?

What do you think she does for a living?

Did you know?

Geisha are Japanese women who are trained in traditional Japanese arts such as dance, music and singing as well as in the art of conversation. They entertain during dinners, banquets and the like.

Their role is to make guests feel comfortable.

WHAT’S YOUR STORY?

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Roald Dahl (1916 –1990) is famous for writing short stories and novels for children. Charlie and the Chocolate Factory, The Witches and Matilda are some of his well-known novels. Roald Dahl was a master of words, and when he couldn’t find the right words, he invented new ones.

Go to connect.alinea.dk and listen to the text. If you prefer, you can listen to the glossary.

Before reading Write on the board: What is your clearest childhood memory?

Let the students freewrite for a couple of minutes before they share with a partner.

MODEL TEXT



A visit to the Doctor “A visit to the doctor” is an excerpt from Roald Dahl’s

Before reading Let the students read the introduction.

Ask: • What is an autobiography?

• What is a tale?

book Boy: Tales of Childhood. Boy is often referred to as an autobiography, but Dahl himself wrote in the introduction: “This is not an autobiography. I would never write a autobiography selvportræt

history of myself. On the other hand, throughout my

throughout gennem

young days at school and just afterwards a number of

unpleasant ubehagelig adenoids polypper

things happened to me that I have never forgotten.”

surgery klinik

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

peer kigge

I have only one unpleasant memory of the summer holidays

grim alvorlig

in Norway. We were in the grandparents’ house in Oslo

mug kop apprehensive ængstelig

and my mother said to me, ‘We are going to the doctor this afternoon. He wants to look at your nose and mouth.’

I think I was eight at the time. ‘What’s wrong with my nose and mouth?’ I asked.

‘Nothing much,’ my mother said. ‘But I think you’ve got adenoids.’

‘What are they?’ I asked her.

‘Don’t worry about it,’ she said. ‘It’s nothing.’

I held my mother’s hand as we walked to the doctor’s house. It took us about half an hour. There was a kind

During reading Ask: • Why did Roald Dahl go to Norway during summer holidays?

Why did he have to go to the doctor that summer?

of dentist’s chair in the surgery and I was lifted into it.

The doctor had a round mirror strapped to his forehead and he peered up my nose and into my mouth. He then took my mother aside and they held a whispered conversation. I saw my mother looking rather grim, but she nodded.

The doctor now put some water to boil in an aluminium mug over a gas flame, and into the boiling water he placed

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During reading Talk to the students about how the author builds suspense in the account: the unpleasant memory, the whispered conversation, etc.

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

a long thin shiny steel instrument. I sat there watching the steam coming off the boiling water. I was not in the least apprehensive. I was too young to realize that something apron forklæde enamel bowl emaljeret skål angle vinkel ass her: idiot roof of mouth gane

out of the ordinary was going to happen.

Then a nurse dressed in white came in. She was carrying a red rubber apron and a curved white enamel bowl. She put the apron over the front of my body and tied it around

basin fad

my neck. It was far too big. Then she held the enamel bowl

tumble vælte

under my chin. The curve of the bowl fitted perfectly against

outraged oprørt

the curve of my chest.

yelp skrige ud

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

‘Open your mouth,’ the doctor said, speaking Norwegian.

I refused. I thought he was going to do something to my teeth, and everything anyone had ever done to my teeth had been painful.

‘It won’t take two seconds,’ the doctor said. He spoke gently, and I was seduced by his voice. Like an ass, I opened my mouth.

The tiny blade flashed in the bright light and disappeared into my mouth. It went high up into the roof of my mouth, and the hand that held the blade gave four or five very quick little twists and the next moment, out of my mouth into the basin came tumbling a whole mass of flesh and blood.

I was too shocked and outraged to do anything but yelp. I was horrified by the huge red lumps that had fallen out of my mouth into the white basin and my first thought was that the doctor had cut out the whole of the middle of my head.

‘Those were your adenoids,’ I heard the doctor saying.

I sat there gasping. The roof of my mouth seemed to be on fire. I grabbed my mother’s hand and held on to it tight.

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I couldn’t believe that anyone would do this to me.

‘Stay where you are,’ the doctor said. ‘You’ll be all right in a minute.’

Blood was still coming out of my mouth and dripping into the basin the nurse was holding. ‘Spit it all out,’ she

wipe tørre

said, ‘there’s a good boy.’

flannel klud

‘You’ll be able to breathe much better through your nose after this,’ the doctor said.

The nurse wiped my lips and washed my face with a wet

groggy svimmel trolley car trækvogn tonsils mandler anaesthetic bedøvelse

flannel. Then they lifted me out of the chair and stood me

During reading Ask: • How does the boy react to what the doctor does to him?

• How do the adults in this story act towards the boy?

• Why do you think Roald Dahl has included this story in his autobiography?

on my feet. I felt a bit groggy.

‘We’ll get you home,’ my mother said, taking my hand.

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

Down the stairs we went and on to the street. We started walking. I said walking. No trolley-car or taxi. We walked the full half-hour journey back to my grandparents’ house, and when we arrived at last, I can remember as clearly as anything my grandmother saying, ‘Let him sit down in that chair and rest for a while. After all, he’s had an operation.’

Someone placed a chair for me beside my grandmother’s armchair, and I sat down. My grandmother reached over and covered one of my hands in both of hers. ‘That won’t be the last time you’ll go to a doctor in your life,’ she said.

‘And with a bit of luck, they won’t do you too much harm.’

That was in 1924, and taking out a child’s adenoids, and often the tonsils as well, without any anaesthetic was common practice in those days. I wonder, though, what you would think if some doctor did that to you today.

Did you know?

Up until 40 years ago, it was also common practice in Denmark to perform operations on young children without using anaesthestics. It was believed that young children did not feel pain the same way as adults and that they would quickly forget about the experience.

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Scaffolding Task 14 Talk about stories that have an impact on us.

Ask: • How does the story from Boy fit with the topic of the chapter?

UNDERSTANDING

Scaffolding Task 14b Ask the students to write an explanation in English of the words anaesthetic, doctor, doctor’s surgery and communicate and to use them in a sentence. They can also work in pairs and take turns explaining the words orally to each other.

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

14 Work with the text Work with a partner. a) This incident is something Roald Dahl remembers very clearly from his childhood. Why do you think that is?

!

anaesthetic doctor doctor’s surgery communicate

Suggestion The students can draw a comic strip based on A visit to the Doctor. They can use a pencil and a ruler and divide a piece of paper into six or eight frames. Before they begin, they should note down the action for each frame. They can also use one of the free comic strip tools available online. Let them display their comic strips in class.

GRAMMAR 15 Work with adverbs First, read the examples in the grammar box on page 25.

Then, read the text.

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

Suggestion Task 15 The students can work with a partner. Student A calls out an adjective, and student B forms the corresponding adverb: happy → happily.

The students take turns.

For an overview of adverbs, go to the Grammar Section on page 157.

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If you like, you can use these words:

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

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16 Form adverbs We form adverbs that end with –ly with more and most.

Suggestion In class, discuss the effects of using adjectives and adverbs in a text.

Example: slowly – more slowly – most slowly

Suggestion Task 16 Ask the students to choose an adverb from the task and use the conjugated forms in sentences. Let a few students share their sentences in class.

a) Write the adverbs formed from the adjectives.

terrible

•

quick

•

cruel

•

weird

b) Conjugate the adverbs.

Scaffolding The students can practice the use of adverbs on connect.alinea.dk.

Adverbs An adverb is a word that describes, or modifies a verb, an adjective or another adverb.

Examples: He talks happily about his childhood – the adverb describes a verb.

The very handsome boy sat next to me – the adverb describes an adjective.

He talks very happily about his childhood – the adverb describes another adverb.

Many adverbs end with -ly: slowly, quickly, brutally, beautifully, strangely Adverbs can also show where something happened (here, in, somewhere) and when something happened (tomorrow, now, always).

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Task 17 Go to connect.alinea.dk.

Find the worksheet in the teacher’s section Til læreren and print one for each student. Let the students write the dialogue in the speech bubbles. The students can use the sheets to rehearse and practice their dialogue.

TALKING 17 Act out the story Work in groups of four.

Suggestion Task 17 Let the students act out alternative endings to the story.

•

Divide the following parts between you: the boy • his mother • the doctor • the nurse.

•

Write down the lines of each character in the story.

•

Rehearse with your group and perform in front of your teacher, another group or the rest of the class.

18 Talk about memories a) Think about your favourite childhood memory. Where and when did it take place? Write down notes that can help you retell the story. Remember to include adverbs in your personal account.

Suggestion Task 17 The students can perform their dialogue in class or make a digital recording.

!

Scaffolding Task 18a One way to get started is to sequence the events: 1. I was at my uncle’s cabin.

2. We were making dinner.

3. …

If you like, you can think about these questions: Who were you with?

What happened?

Why is this such a good memory? b) Work with a partner. Take turns retelling the story of your favourite childhood memory. Remember to structure your account with linking words.

to begin with then afterwards later

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Discussing images Ask the students to reflect on the painting: Who are the children?

How are they related?

Where are they going?

How does the painting make you feel?

Scaffolding Task 19 Remind the students that linking words might help structure their account: to begin with, first, then, afterwards, later, finally, in the end, etc.

WRITING 19 Write a personal account A visit to the Doctor is an example of a personal account.

It is a story from Roald Dahl's life, told the way he remembers it. Now, it is your turn to write about one of your own experiences! Your personal account can be about something funny, scary, happy or sad. It can also be about the first time or the last time you did something that made a difference in your life.

Suggestion Task 19 You can find writing templates, ideas for feedback and checklists that support your students’ writing in the teacher’s section Til læreren on connect.alinea.dk.

Examples: – Getting a pet – Meeting a new friend – Starting a new school – Losing someone close to you

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

Go to connect.alinea.dk and listen to the text. If you prefer, you can listen to the glossary.

Suggestion Talk with the students about free verse, an open form of poetry without consistent rhythm and rhyme schemes. Also, talk about the use of both short and long sentences, line breaks and punctuation.

BEFORE READING

No More Birthdays

Do you ever think your parents overreact to

No More Birthdays

something you say or do?

Mother said. There are all these glass jars

recite fremføre

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



Don’t swing the umbrella in the store, of spaghetti sauce above your head

audience publikum

that can fall on you, & you can die.

panel of judges dommerpanel

Then you won’t be able to go to tonight’s party,

jar krukke

or go to the bowling alley tomorrow.

anniversary årlig fejring marinara sauce tomatsauce

And instead of celebrating your birthday with soda & cake, we’ll have anniversaries of your death with tea & crackers. And your father and I won’t be able to eat spaghetti anymore, because the marinara sauce will remind us of you.

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Go to connect.alinea.dk and listen to the text. If you prefer, you can listen to the glossary.

Crumbs Don’t eat any more food in your room, Mother said. You’ll get more bugs.

bug insekt

They depend on people like you.

starve sulte

Otherwise, they would starve.

offer tilbyde

But who do you want to make happy, your mother or a bunch of ants?

What have they done for you?

Nothing. They have no feelings.

They’ll eat your candy. Yet you treat them better than you treat me.

You keep feeding them.

But you never offer me anything.

Suggestion Let the students write a short poem about something trivial that ends in catastrophe. Starting points can be not tying their shoelace, not drinking their milk, leaving the television on, oversleeping, etc. They can print out their poems, decorate them with colours and illustrations and display them in the classroom.

Suggestion Let the students record a recital of the poems digitally.

UNDERSTANDING 20 Work with the poems a) What are these poems about? Point to examples from the two texts and describe what they are about.

Suggestion Task 20c Let the students choose whether to draw the comic strip by hand or use one of the comic strip tools. Ask them to display their comic strips in class.

b) Reread the comments the mother makes to her child. Why do you think she acts this way? How would you describe her? Write at least three sentences. and use examples from the poem. c) Choose one of the poems and draw a comic strip of four to six frames. Include wording from the poem. You could also add your own comments or headings for each frame. d) Which of the poems do you like best? Give reasons for your opinion.

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Suggestion Task 21 If possible, let the students use costumes and/or props while performing. This will make them feel less exposed and boost their confidence. They can also be given the choice of performing live or making a digital recording.

TALKING 21 Finish the dialogue Work with a partner. Choose one of the poems. Imagine that you are going to continue the dialogue between the mother and the child. What will they say? Write the lines. Practise with your partner and memorise the lines. Perform in front of a small group or in front of the class.

22 Recite poetry Choose one of the poems and practise reciting it. Get together in groups of four and take turns reciting the poems you have chosen. Use your body language and voice to create drama and emphasize different parts of the poem.

Scaffolding Task 22 You can find several poetry slams online. Watch some examples with the students before they recite poems themselves.

Encourage students to identify the way voice and body language are used for emphasis.

23 Talk about advice a) We have all been given advice at some point in our lives.

List some of the advice your parents, grandparents, teachers or other people have given you over the years.

Share your list with a partner. Are there any similarities?

Suggestion Task 22 Give the students the choice of reciting their poems in class or make a digital recording – either a sound recording or a video recording.

b) What would be the best advice you would give to your parents?

!

Task 22 Organise a ’class poetry slam’ where the students can perform their own poems. If some of them are uncomfortable with reading their own poems, they can perform one of Sirowitz’ poems. You can find more of his poetry online.

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Good advice can be anything from brushing your teeth to making important choices in your life.

WRITING 24 Write a poem Use your list of advice from task 23 to write your own poem in the same style as Crumbs and No More Birthdays. Expose and share your poems in class.

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Note from Dad Some things are harder to talk about than others. It might take a lot of courage to communicate who you really are, even to the people who are close to you. But sometimes, those you love are already on the same page as you. In this case, a father makes opening up a little easier for his son.

 BEFORE READING What does it mean “to come out” to friends and family? Why do you think we use that expression?

Go to connect.alinea.dk and listen to the text. If you prefer, you can listen to the glossary.

Before reading Ask: • Why do you think some find it easier to say something in writing than face to face?

• Can you think of things about you as a person that might be difficult to tell someone?

Scaffolding Talk about the pun in the sentence we are out, like you now.

overhear overhøre OJ appelsinjuice

Background A pun is a joke that makes a play on the different meanings of a word. For example, the word out can mean that you are out of the house, but it can also mean that you have told someone about your homosexuality.

Background Talk about the abbreviation LGBTQ (lesbian, gay, bisexual, transgender, queer or questioning).

Bisexuals can be attracted to both men and women, whereas transgendered people do not identify with the sex they were assigned at birth (for example, you identify as a male, but have a female body).

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Suggestion Task 26 Let the students carry out this task as a speed dating activity. They can interview a partner on the basis of the five Ws: who, what, where, when, why. Then they can rotate to another partner for another interview. Let this activity continue for five to ten minutes.

UNDERSTANDING 25 Work with the note Answer these questions in writing. Share and compare your answers with a partner. Remember to give reasons for your opinions. a) What is the father’s message to his son in this note? b) Why do you think some children may find it difficult to tell their parents that they are gay? c) Do you think the note was a good idea, or should the father have waited for his son to reach out and tell him?

Task 26 Let the students work with a partner. Ask them to come up with a situation where someone has to tell their parent something difficult. Then, ask them to write a dialogue as it might take place. Finally, the students can perform their dialogue live in class or make a digital recording.

WRITING 26 Write a note After finding the note, the boy writes an answer to his dad which he sticks up on the fridge before he leaves. Write the note.

Scaffolding Task 27 Tell the students that this task is open for interpretation. The students are free to imagine if this message is difficult for themselves or their friend.

Hi da d,

Suggestion Task 27 Ask: • Can you think of other creative ways of telling your parents something difficult?

TALKING 27 Talk about difficult situations Reflect on these two questions and share your answers in a Double circle.

The students can work in pairs and make a list before sharing with the class.

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

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Scaffolding Task 28 Ask: • How do you think the father’s note made the boy feel?

b) Who would you talk to if you needed to speak your mind about something difficult? Why would you choose this person?

!

If you like, you can take a few notes and start like this: I was quite nervous when I had to tell my … that I …

It made me nervous that …

It was really difficult for me to tell my … that …

I would talk to my parents about it.

It depends …

28 Discuss pros and cons Work with a partner. Imagine you have to tell a friend something difficult. What would be the best way to do it?

Discuss the pros and cons of using the following methods to get your message across. Write down your thoughts in keywords.

PROS

CONS

just you and your friend face to face face to face together with another friend via text message or chat in a phone call

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