Connect 9 Teacher's Book/Web

CONNECT 9

Teacher’s Book

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

Velkommen til Connect 9

Systemet består af:

Student’s Book

Teacher’s Book

Website med ressourcer og opgaver.

Student’s Book

Connect 9 Student’s Book består af re 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 arbejdsark med instruktioner ligger under afsnittet Til læreren på websitet.

Teacher’s Book

Connect 9 Teacher’s Book er en udvidet version af Student’s Book. Denne bog er den eneste bog, du behøver som lærer. I bogens indholdsfortegnelse nder du mål for hvert kapitel samt en angivelse af normalsider på de enkelte tekster. I margenerne på alle opslag nder du vejledninger og forslag til bogens opgaver. De fordeler sig således:

• Suggestion – forslag til opgavens udførelse, ekstraopgaver og aktiviteter

• Sca olding – 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 9 vil give dig og dine elever inspirerende og udviklende læringsoplevelser i engelskundervisningen.

På connect.alinea.dk nder du:

•indtalt lyd til alle læsetekster

•indtalte gloser til alle læsetekster

•intro lm til hvert kapitel

•supplerende træningsopgaver og aktiviteter til hvert kapitel

•skriverammer til elevernes egen tekstproduktion

•arbejdsark

•ekstra lyttetekster

•ekstra læsetekster

•supplerende vejledning til aktiviteter og opgaver i afsnittet: Til læreren

•forslag til årsplan

•Fælles mål for det enkelte kapitel

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.

Main targets

• to express your thoughts, feelings and opinions

• to practise persuading an audience

• to write and deliver a speech

Language and grammar

• antonyms and synonyms

• subject-verb agreement

Main targets

• to explore and re ect on messages in di erent types of texts

• to discuss present-day issues

• to express your thoughts and opinions

• to write texts that describe, explain and investigate

Language and grammar

• countable and uncountable nouns

• the quanti ers some and any

Main targets

• to explore democracy and citizenship through di erent texts

• to re ect on the possibilities and responsibilities in a democracy

• to practise critical reading

• to nd and evaluate sources

Language and grammar

•

10,

Main targets

• to explore challenges people may face and how they overcome them

• to discuss stereotypes and how to challenge them

• to understand other people’s perspectives

• to write re ective paragraphs

Language and grammar

• linking words

• irregular verbs

EXTENDED READING RESOURCES

You can nd extended reading/audio resources connected to some of the chapters on connect.alinea.dk.

Background

A girl pays respects at the ceremony following the death of US Supreme Court Justice Ruth Bader Ginsburg in Washington D.C., September 23, 2020.

Background

After her death on September 18, 2020, the co n of Supreme Court Justice Ruth Bader Ginsburg was laid out for public viewing outside the US Supreme Court for two days. It was then placed in the US Capitol, making Ginsburg the second woman (Rosa Parks was the rst) and the second Supreme Court Justice to receive this honour. For more than 27 years, Ginsburg served the Supreme Court, where she was the second woman and the rst Jewish woman. She is considered a feminist icon who fought for equality and women’s rights.

Leading and following 1

Most people are born with a desire to belong – to a family, a group of friends, a community, a team, a country. We tend to look to those we can agree with. While there is nothing wrong in wanting to follow other people, sometimes it is important to stop and think for yourself, to dare to ask critical questions. In fact, you might say that positive change only comes about because people dare to question certain ideas or stand up for what they believe in. So, consider this: Who do you follow, and how can you lead the way?

Main targets

•to express your thoughts, feelings and opinions

•to practise persuading an audience

•to write and deliver a speech

Language and grammar

•antonyms and synonyms

•adjectives and adverbs

•subject-verb agreement

Model text

• speech

a)

•Why do you think the girl is dressed up in this costume?

•Do you remember who you wanted to be when you were a child?

•How do you think this photo relates to the topic of the chapter? Discuss with a partner.

b) Watch the intro lm.

Suggestion

Talk about the main targets of this chapter and write them on the board. Have the students share their thoughts. Make sure that the students understand what a speech is.

Sca olding

Let the students re ect on the title of this chapter and come up with examples of situations where they were either leading or following others. Let the students make predictions about the chapter.

Suggestion

Task a

Allow the students to turn to their partner and talk about the picture and the questions for two minutes. Share in class.

Task b

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

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.

Suggestion

Lead is a word that can be both a noun and a verb. Ask the students if they can nd other focus words that can be both. Then, ask them to explain the di erence between the two forms of each word.

Sca olding

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

Suggestion

Task 1

Ask the students to cut a piece of paper into twenty pieces. Let them write the ten focus words on one paper slip each and the matching de nitions on one each. Then, let them play a game of Memory where a pair is made up of a focus word and its correct de nition.

Suggestion

Task 2

On connect.alinea.dk, in the teacher’s section Til læreren, you can nd instructions and worksheets for this activity.

FOCUS WORDS

UNDERSTANDING

1 Work with the focus words

Read the text.

This year is your last year in lower secondary school. In the months ahead, it is important to stay focused, even if certain topics don’t appeal to you. Your teachers’ purpose is to lead you and support you in the best way they can, but in the end, your education, your learning, is in your hands. You might already be convinced about which line of study you want to choose for next year, while your family or friends may try to persuade you to choose di erently. Remember that it is perfectly okay to have an opinion of your own. You don’t have to follow in the footsteps of others.

a) Write down the focus words you nd.

b) Which of the focus words are missing? Write them down.

c) Choose three focus words and explain in your own words what they mean to you. Use the three focus words in one sentence each.

TALKING

2 Work with words

Get a worksheet from your teacher.

Cut out all the words, four instructions and the ten focus words, along the lines on the worksheet. Place the paper slips with the instructions face down in one pile and the paper slips with the focus words face down in another pile.

Take turns picking one paper slip from each pile and follow the instruction for the focus word.

3 Work with verbs

Work with a partner.

Cut a sheet of paper into six pieces. Write each of the following six verbs on the paper slips, one on each.

to persuade to lead to speak to convince to support to appeal

Put the paper slips face down on the desk in front of you. Take turns to draw a paper slip and conjugate the verb on the slip in the past simple and the present perfect. Then use the verb in a sentence. You can use any of the three forms in your sentence.

Suggestion Task 3

Write the six verbs on the board and assign each verb a number from one to six. Let the students work in groups of three or four and provide each group with a dice. Ask the students to take turns rolling the dice, conjugating the corresponding verb, and using it in a sentence.

Suggestion Task 3

For physical activity, let the students work in groups of ve or six. Provide each group with a small ball and ask the group members to stand in a circle. Write the six verbs on the board. Have the students take turns to throw the ball to each other. The thrower calls out one of the verbs on the board, and the receiver conjugates the verb.

GRAMMAR

4 Tell the di erence

a) The word appeal can be both a verb and a noun. Write two sentences, one using appeal as a verb and one using appeal as a noun.

b) Why do we use the article an in front of the noun appeal? Write a short explanation.

ll w ll we as a e ll we t

Go to connect.alinea.dk to nd a link to an online version of the original song You’ll never walk alone in the teacher’s section Til læreren.

Before reading

▼ Ask:

• Some songs live longer than others do. Can you think of songs that have been used repeatedly for a long time?

Examples: Imagine, We Are the Champions, etc.

▼ Ask:

• In what ways can songs a ect us?

Talk about how melody, rhythm and imagery together might a ect us more than words alone.

Background

You’ll Never Walk Alone was originally written for the Broadway musical Carousel (1945). Today, the song is known as the anthem for the Liverpool Football Club. When the Liverpool band Gerry and the Pacemakers recorded a version in 1963, it instantly became a major hit, and Liverpool FC took it as their anthem.

Suggestion

Let the students listen to the song after having read the lyrics.

BEFORE READING 

Look at the photo. Why do you think the song title is used on a gate? CHAPTER

You’ll Never Walk Alone

by Oscar Hammerstein II

When you walk through a storm

Hold your head up high

And don't be afraid of the dark

At the end of a storm

There's a golden sky

And the sweet silver song of a lark

Walk on through the wind

Walk on through the rain

Though your dreams be tossed and blown

Walk on, walk on

With hope in your heart

And you'll never walk alone

Walk on, walk on

With hope in your heart

And you'll never walk alone

You'll never walk alone

Walk on, walk on

With hope in your heart

And you'll never walk alone

You'll never walk alone

lark lærke toss her: kaste rundt blown her: blæst bort

UNDERSTANDING

5 Work with the lyrics

Answer the questions below. You can write your answers in keywords or full sentences.

a)What is the message in this song?

b) Who do you think the narrator is?

c)Who do you think the audience is?

Compare your answers with a partner.

After reading ▼ Ask:

• How would you describe the mood created by this song?

• How does it make you feel?

• What is the purpose of having football club anthems?

Let the students freewrite for a couple of minutes and invite a few to share their thoughts in class.

Suggestion Task 5

Let the students re ect on imagery connected to nature: storm, rain, dark, sun, heat etc. and talk about what mental pictures they create.

Suggestion

Ask the students to take a photo or do a drawing to illustrate the mood of You’ll Never Walk Alone. Let them present and explain their illustration to a partner and display it in class.

Suggestion

There are many video clips online that show supporters singing You’ll Never Walk Alone before football games, at memorials and vigils etc. Watch some of them in class.

Suggestion

Let the students work with a partner and research other football club anthems online. Then, ask them to choose the best one, present it to another pair and give reasons for their choice.

Discussing images

Ask the students if they know of any other events that have turned into accidents or disasters, for example concerts or sports events. Let them talk about the incidents they have heard of or search for information online.

6 Re ect on the anthem

You’ll Never Walk Alone became the Liverpool Football Club anthem in 1963.

Work with a partner and discuss the following questions:

a) Why do you think Liverpool Football Club wants to have this song as their football anthem? Is there anything in the lyrics that you think might appeal to players and supporters? Find examples in the lyrics and prepare to share in class.

b) How can a song like You’ll Never Walk Alone help after tragedies like the one at Hillsborough Stadium?

c) In what other situations can music bring people together?

In 1989, the worst crush disaster in British sporting history struck Liverpool supporters at Hillsborough Stadium in She eld. 96 people died and hundreds were injured in the chaos. The song has been sung on numerous occasions to remember the victims of this tragedy.

Suggestion Task 6

Write on the board:

• How does this song connect with the topic of this chapter, Leading and following?

Let the students suggest keywords or full sentences to write on the board.

Suggestion Task 6

Talk to the students about other famous songs that have been recorded to raise money for people in need, for example Do They Know It’s Christmas and We Are the World. You can also play the songs in class.

TALKING

7 Present a song Songs can mean di erent things to us and a ect us in di erent ways.

a) Give an example of a song that you loved listening to when you were younger. Write down a few keywords to explain why you liked this song so much.

b) Think of a song that you love listening to today. Write down a few keywords to explain why you like the song so much.

c) Explain to a partner which songs you have chosen, what the songs are about and why you like them so much.

LEADING AND FOLLOWING

Suggestion Task 7

Ask the students to produce an outline similar to the one they will produce for their oral exam after year 9. You can provide them with headlines:

• Why did I choose this song?

• Artist

• Lyrics

• Tune and rhythm

• How it makes me feel

Suggestion Task 7

Ask the students to play their special songs to a partner or let them produce a joint playlist with their songs that can be played in class.

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

Background

In the novel of the same name, the term rubyfruit jungle is used as a metaphor for female genitals. The novel has been described as a lesbian coming-of-age novel. It sold millions of copies after its release in 1973.

During reading

▼ Ask:

• What does the narrator say about the students at her junior high school?

• How does she describe her teachers?

BEFORE READING 

Read the introduction. What expectations do you think American girls and boys were faced with in the 1950s or ´60s?

despite til trods for de ant trodsig makeshift midlertidig leftover til overs red-neck bondeknold clothespin tøjklemme collar krave gap kløft distinct tydelig leer kigge sjofelt

Talk about how the students signal their background through clothes and hairstyle. CHAPTER

Rita Mae Brown (born 1944) is an American writer, activist and feminist, best known for her debut novel, Rubyfruit Jungle (1973). Although a controversial novel at the time, it received great reviews.

Rubyfruit Jungle

by Rita Mae Brown

Rubyfruit Jungle tells the story of Molly Bolt who is adopted into a poor family. Growing up in 1950s and ‘60s America, she finds it difficult to live up to the expectations of what a girl should be like. Despite an underprivileged background, she is ambitious, defiant and not afraid to be “different”. Her cousin Leroy, on the other hand, desperately wants to fit in.

[…]

That September I went to Naval Air Junior High School, a makeshift school in navy barracks leftover from World War II. The teachers were leftover too, and I was bored out of my mind. I kept to myself to see who was who in that place before I made any friends. There were a fair amount of rich kids at Naval Air. You could tell them by their clothes and the way they talked. I knew enough from English lessons by this time to know they had good grammar. They held themselves away from the red-neck kids. I didn’t mix with anybody. I knew I wasn’t rich but then I wasn’t walking around with little plastic clothespins on my collar like all the red-neck girls either. The boys were much worse than the girls. They had long greasy hair and wore denim jackets with bloody eyeballs drawn on them. Hot as hell they’d wear those denim jackets and black motorcycle boots and they were dirty mouthed to go along with it.

Back in the Hollow we were all the same. Maybe Cheryl Spiegelglass had a little more, but the gap didn’t seem so wide. Here it was a distinct line drawn between two camps and I was certain I didn’t want to be on the side with the greasy boys that leered at me and talked filthy. But I had no money. It took me all of seventh grade to figure out how I would take care of myself in this new situation, but I did figure it out.

Discussing images

▼ Ask:

• What ve adjectives would you use to describe the woman on the motorcycle?

• Do you think she is afraid to stand out? Explain your answer.

During reading ▼ Ask:

• What does Molly do to adjust at her new school?

• How does her adoptive mother react when Molly asks for clothes from a better store?

Sca olding

Talk about expressions and their meaning: a tub, to unk out, the old man, to take the strap to, to give a damn, a queer, lardass, to lay somebody (out) at, to be a chicken, to get down on someone.

Ask the students to choose three of the expressions and draw the literal meaning of them. Let them get together with a partner and see if they can guess which expressions they have drawn.

scholarship stipendium

Carrie Molly’s adoptive mother

rapidly hurtigt

appearance udseende

power plant kraftværk

hum summen, brummelyd

snots snobber

ixora en type blomst

tub her: tyksak

d.a. forkortelse for ”duck’s ass”

(anderumpe – en populær frisure i 1950erne)

unk out droppe ud af skolen take the strap to slå med et bælte

cock lægge hovedet på skrå

For one thing I made good grades and they counted for a lot. You couldn’t go to college without good grades. Even in junior high school, the rich kids talked about college. If I made those grades, I’d get a scholarship, then I’d go too. I also had to stop talking the way we talked at home. I could think bad grammar all I wanted, but I learned rapidly not to speak it. Then there was the problem of clothes. I couldn’t afford all those clothes. The next fall, when Carrie took me to a Lerner Shop for my wardrobe, I told her I didn’t want two-dollar blouses from Lerner’s. She didn’t get mad like I expected. In fact, she seemed pleased that I was taking an interest in my appearance. It gave her hope for my femininity. She agreed that I could buy a few good things from a better store. Kids at school may have noticed that I wore the same things a lot, but at least they were good things. And I knew I couldn’t make my way by throwing parties. What would we all do, dance to the power plant hum? Anyway, I wasn’t up for bringing those snots home. I decided to become the funniest person in the whole school. If someone makes you laugh you have to like her. I even made my teachers laugh. It worked.

It was about this time during the last of eighth grade that Leroy and I began to understand we weren’t going to run away together and become famous actors. One Sunday when the ixora were in full bloom and everything was bright red we went up to Loxahachee. Leroy and I were down by the canal at Old Powerline Road, fishing. Leroy wasn’t a tub anymore. He had grown his hair into a d.a. that curled over his denim jacket with the bloody eyeballs on it.

“Hey, is it true you’re flunking out this year?”

“Yeah, the old man is ready to take the strap to me but I don’t give a damn. School’s stupid. There’s nothing they can teach me. I want to go make money and buy me a Bonneville Triumph like Craig’s.”

“Me too, and I’d paint mine candy apple red.”

“You can’t have one. Girls can’t have motorcycles.”

“Fuck you, Leroy. I’ll buy an army tank if I want to and run over anyone who tells me I can’t have it.”

Leroy cocked his slicked head and looked at me. “You know, I think you’re a queer.”

CHAPTER 1

“So what if I am, except I’m not real sure what you mean by that.”

“I mean you ain’t natural, that’s what I mean. It’s time you started worrying about your hair and doing those things that girls are supposed to do.”

“Since when are you telling me what to do, lardass? I can still lay you out flat.” Leroy backed off a few paces, because he knew it was true and he wasn’t up for no fight especially since we were near a bed of sandspurs. “How come you’re all of a sudden so interested in my being a lady?”

“I dunno. I like you the way you are, but then I get confused. If you’re doing what you please, out there riding around on motorcycles, then what am I supposed to do? I mean how do I know how to act if you act the same way?”

“What goddamn difference does it make to you what I do? You do what you want and I do what I want.”

“Maybe I don’t know what I want,” his voice wavered. “Besides, I’m a chicken and you’re not. You really would go around on a candy apple red Triumph and give people the finger when they stared at you. I don’t want people down on me.” Leroy started to cry. I pulled him close to me, and we sat on the bank of the canal that was stinking in the noon sun.

lardass fedtbjerg lay somebody at tæve nogen sandspurs stikkende ukrudt waver her: sitre get down on someone blive sur på nogen bank her: bred

After reading ▼ Ask:

• Who is Leroy?

• How would you describe the relationship between Molly and Leroy?

• What does Leroy call Molly and how does she react to this?

• Why do you think Leroy starts to cry?

After reading ▼ Ask:

• Who is “the leader” and who is “the follower” in this excerpt? Give examples.

You can ask the students to discuss this question with a partner and prepare to share their thoughts in class.

Suggestion

Task 8b

UNDERSTANDING

8 Work with the quote

In the excerpt, Molly says, “It took me all of seventh grade to gure out how I would take care of myself in this new situation, but I did gure it out”.

a) What did Molly gure out to do in order to t in and get acceptance from the teachers and the other students?

Reread the excerpt to nd at least two examples and write them down.

b) What do you think you would have done in a similar situation? Write a couple of sentences to explain.

Share your thoughts in class.

The students can share their thoughts in a Double circle

Suggestion

Task 9

Let the students turn the text into a role play. Ask them to rehearse the dialogue and practise how to show the characters’ strengths and weaknesses through their performance of the dialogue. They can perform their role play live to a small group or record it on video.

Suggestion

Task 10

Let the students interview each other about the highlighted words in a Speed dating activity.

Why fit in, when you were born to stand out?

9 Describe the main characters Work with a partner.

Readers get to know a character not just through direct description of the person, but also through their words, voice and actions.

a) Take turns guessing a character. Student A says a sentence about one of the characters. Student B tries to guess which character the sentence describes.

Example:

This person decided to become the funniest person in school. This person wants to drop out of school.

b) In the dialogue, Leroy says to Molly, “I mean how do I know how to act if you act the same way?”

What do you think he means by that? Discuss with your partner, take notes and prepare to share in class.

TALKING

10 Give your opinion

It seems that Molly is not afraid of being di erent from others, whereas Leroy does not want others to dislike him.

a) What do you do to t in/stand out?

Dr. Seuss clothes hairstyle political views sports attitude towards school

Consider the following:

b) Prepare a one-minute talk and share your thoughts in a Double circle.

If you like, you can start like this: I try to stand out by … I try to t in by …

11 Re ect on the topic

Work with a partner and discuss the following question: How does this excerpt from Rubyfruit Jungle connect with the topic of the chapter? Prepare to share your thoughts in class.

If you like, you can start like this:

I believe that …

In my opinion … I think that …

WRITING

12 Write about being new

How does it feel to be the new girl or boy?

a) Write an email to a friend about your experience of being new. Make sure that your email answers the following questions:

– What was the situation?

– How did you feel?

– How did you handle it?

– What did you learn from the experience?

b) Work with a partner. Read your emails out loud to each other. Are there any similarities between your experiences?

GRAMMAR

13 Work with contractions

Read the text:

Leroy cocked his slicked head and looked at me. “You know, I think you’re a queer.”

“So what if I am, except I’m not real sure what you mean by that.”

“I mean you ain’t natural, that’s what I mean. It’s time you started worrying about your hair and doing those things that girls are supposed to do.”

Suggestion Task 11

Instead of writing a paragraph, the students can jot down a few keywords and share their opinions in class.

Suggestion Task 12

Ask the students to make a drawing or take a picture to illustrate the situation they have written about. Then, let them present their stories to a partner and display their texts and illustrations in class.

Sca olding Task 13

The contraction ain’t is informal and can be tricky. It’s most commonly used as a contraction of am not, is not, are not, have not and has not, but can also be used as a contraction of do not, does not, and did not. Tell the students they can identify the meaning from the context and from nding the pronoun in the phrase “you ain’t natural”.

Suggestion Task 13

Ask the students to write down the full form of the following contractions: he’s, we’ve, didn’t, won’t, she’ll, they’re. Tell them that he’s is often confused with his

Sca olding Task 14

Make the students aware that the adjective little can refer to something small in size or a small amount of something. The conjugation di ers accordingly: little, littler, the littlest or little, less, the least.

Sca olding Task 14

The students can read more about adjectives on page 156 in the Grammar Section.

The students can practise working with adjectives on connect.alinea.dk.

A contraction is a shortened combination of two words. Write down the contractions you nd in the text. Then, write each of them out in two words.

Example: I’m is the short form of I am.

14 Work

with adjectives

Read the text:

I knew I wasn’t rich but then I wasn’t walking around with little plastic clothespins on my collar like all the red-neck girls either. The boys were much worse than the girls. They had long greasy hair and wore denim jackets with bloody eyeballs drawn on them. Hot as hell they’d wear those denim jackets and black motorcycle boots and they were dirty mouthed to go along with it.

a) Find at least ve adjectives and write them down.

b) Conjugate and write the adjectives in the positive, and superlative forms. Compare your notes with a partner’s.

Example:

Positive Comparative Superlative rich richer the richest bad worse the worst

15 Adjectives and adverbs

Read the sentences:

I would take care of myself in this new situation. She didn’t get mad as I expected. One Sunday when the ixora were in full bloom and everything was bright red, we went up to Loxahachee.

a) Find the adjectives in each sentence and write them down. Write the corresponding adverbs next to the adjectives you found.

Example: quiet (adj.) - quietly (adv.)

b) Write sentences of your own using di erent adverbs.

Example: He talked quietly so he wouldn’t draw attention to himself.

Adverbs

An adverb is a word that describes or modi es 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).

Suggestion Task 15

Let the students work with a partner. Student A calls out an adjective, and student B forms the corresponding adverb: happy - happily. The students take turns.

Sca olding Task 15

The students can read more about adverbs on page 157 in the Grammar Section. The students can practise working with adverbs on connect.alinea.dk

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

Before reading

Ask the students if they have read or listened to any speeches. Let them re ect on

• audience

• occasion

• content

• purpose

• and performance of these speeches.

During reading

Ask:

• Name at least two di erent occasions when you might give a speech.

• Name at least two purposes of speeches. CHAPTER

BOOK

BEFORE READING

For what occasion would you deliver a speech?

investigate undersøge persuade overbevise purpose formål audience publikum whether om, hvorvidt persuasive overbevisende

How to win an audience

We speak to communicate our thoughts, feelings and opinions. We speak to connect with others, to entertain, investigate and persuade. Most of the time, we do this without even considering how we go about it. However, sometimes we need to prepare to make sure we say exactly what we want to say.

Purpose and message

A speech is a prepared talk delivered to an audience. We give speeches on many different occasions: political meetings, demonstrations, weddings and birthdays, to name a few. The purpose of a speech, whether it is to inspire or entertain, is always closely linked to the occasion and the audience. So, what do you need to consider when you want to persuade or motivate an audience?

With a persuasive or motivational speech, you want to convince your audience of something or you want to change the way they look at something.

You want to get support for your views, or you might want to inspire your audience to act in some way. For example, perhaps you want to persuade a group of students that voting is not only a right, but a duty, and so inspire them to vote. Or you may want to motivate them to recycle.

Structure

Although a speech is a text meant for performing, you have to structure your thoughts. A speech should have an introduction, a body and a conclusion. In the introduction, you can open with a quote or a relevant fact to catch people’s attention. You then state the main reason for your speech in an interesting way. In the body of your speech, you present three main points or arguments. In addition to arguments, anecdotes and stories of personal success might also work well on an audience. In the conclusion, you summarise your arguments. For effect, you can end the speech with a call to action, or get the audience thinking with a rhetorical question.

support støtte state udtrykke call her: opfordring captivate fortrylle, fascinere emotive følelsesladet sway påvirke memorable uforglemmelig poetic device poetisk virkemiddel An anecdote is a short, amusing or interesting story about a real incident or person.

We use emotive language to create an emotional response in an audience. Compare these examples:

“These trees have stood for hundreds of years.”

Language

The language you use is the key to getting your message across and captivating your audience. Using the personal pronouns I and you lets the audience know it is a direct message from you to them. Us and we are especially valuable for including your audience in the issue. In addition, you can use emotive language to strengthen your message and sway your audience’s feelings about your point. It is also common to repeat words or phrases to make your message completely clear and memorable. This is helped by the rhythm that repetition can bring. The use of poetic devices, such as similes and metaphors, is valuable too. They create images for your audience, making your language come alive.

“These majestic trees have stood for generation upon generation.”

We use inclusive language to encourage the audience to see their role in an issue but to not feel singled out or blamed. Compare these examples:

“If you all do just a little bit more …”

“If we all do a bit more …”

Simile: The trees stood as tall as towers.

Metaphor: The circus was a magnet for the children.

During reading

▼ Ask:

• How do you structure a speech?

• How can you open the introduction?

• How can you end a speech?

During reading

▼ Ask:

• How do you make sure the audience understands that this is a message from you to them?

• How can you create rhythm?

• What are poetic devices? Give some examples: winds of change, chains of discrimination, time is a thief.

LEADING AND FOLLOWING

During reading ▼ Ask:

• What do you need to consider when you deliver a speech?

Suggestion Task 16a

Let the students work with a partner. Ask them to take turns explaining one of the words in the task and see if their partner can guess the word in question.

Suggestion Task 17

Go to connect.alinea.dk.

Find the worksheet in the teacher’s section Til læreren. Let the students work in pairs. Hand out one worksheet to each student and ask them to ll out the four squares on the worksheet with 4-6 keywords from the corresponding paragraphs in the text. Then, ask them to take turns to summarise two paragraphs and compare notes to make sure they agree on the summaries.

Suggestion Task 17

Sum up the information in the text by producing joint mind maps in class, one for each paragraph. Write the headline of a paragraph on the board and invite the students to come up in pairs or small groups and add their keywords from the worksheet.

stress fremhæve gesture håndbevægelse facial expression ansigtsudtryk

Performance

Last but not least, you have to consider your performance. It is difficult to persuade or motivate people if you don’t convince them that this is important to you. Think about how you use your voice. You can stress words or phrases that are important and you can pause for effect or to let your message sink in. Think about how you can get your message across with body language, through gestures and facial expressions. Finally, don’t be afraid to look at your audience – after all, your purpose is to make them feel they can trust you.

UNDERSTANDING

16 Work with words

Work with a partner.

a) Agree on a de nition in English for the following terms: opinion occasion introduction body paragraph conclusion message

Compare your notes.

b) The rst paragraph Purpose and message contains ve of the focus words in this chapter. Find them and write them down. Then, make a new sentence with each focus word.

17 Organise information

Work with a partner.

Summarise the text. Read and follow the instructions on the worksheet.

TALKING

18 Make up arguments

Work with a partner.

From the text, you have learnt that in the body of a speech, you present three main points or arguments. Imagine that you are going to deliver a persuasive speech about the following topics:

· Gaming should be a school subject!

· School should start at 10 a.m.!

· Homework should be banned!

a) Think of three main arguments that you would like to include for each of the three topics.

b) Prepare to explain your arguments in class. GRAMMAR

19 Identify subjects and verbs

Study the sentences and identify the subject (s) and the verb (v) in each of the sentences.

Example:

The purpose of a speech is to entertain.

The language you use is the key to getting your message across. Anecdotes are valuable in a speech. Rhetorical questions are useful tools for a speaker.

If you write sentences in the present simple in English, you must add an -s to the verb in the third person.

Example: S V I often speak to an audience. S V

Suggestion Task 18

TOPIC

main argument 1 main

Divide the class into two teams. Choose one of the statements in Task 18 and ask one team to be for and the other to be against the statement in question. Give the teams 15 minutes to research online and nd support for their assigned view. Then, ask the teams to carry out a debate in class, taking turns to present one argument to each other. Encourage them to come up with counterarguments. At the end, choose the team with the most convincing arguments and performance as the winner of the debate.

Sca olding Task 19

The students can read about verbs on pages 152-154 in the Grammar Section

The students can practise working with verbs on connect.alinea.dk.

Suggestion Task 19

Subject-verb agreement means that there is a match between the subject and the verb.

Let the students work in pairs. Student A makes up a sentence and student B identi es the subject and the verb of the sentence. Ask them to take turns.

Suggestion

Go to connect.alinea.dk to nd a link for an online version of the original speech by Martin Luther King in the teacher’s section Til læreren. Use it as an opportunity to talk about his performance: how he stresses certain words, creates rhythm, and uses pauses.

Before reading

Have a talk in class about incidents that led up to Martin Luther King’s famous speech. Keywords: Civil War, segregation, Rosa Parks. You can also let the students listen to The Montgomery Bus Boycott in Connect 8, chapter 3

Before reading

▼ Ask:

• What do you think Martin Luther King was dreaming of?

• Why do you think he called his speech “I Have a Dream”?

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Emancipation Proclamation

erklæring om slaveriets

afska else

momentous afgørende

decree bekendtgørelse

beacon ledestjerne

sear svitse

withering knusende

crippled lemlæstet

manacles lænker

segregation raceadskillelse

vast enorm

prosperity velstand, fremgang

Martin Luther King (1929 – 1968) was an African American priest who believed that peaceful protest was the most e ective weapon against racism and injustice. In 1963, he organised a march against racial discrimination. 200,000 people took part in the march. After the march, King gave his famous speech I Have a Dream. In 1964, racial discrimination was made illegal, and King was awarded the Nobel Peace Prize. In 1968, he was assassinated by a sniper in Memphis, Tennessee.

I Have a Dream

Martin Luther King, Jr. was not only an influential leader, he was also a great speaker. In 1963, he delivered his speech, I Have a Dream, outside the Lincoln Memorial in Washington, D.C. The speech became a turning point for the Civil Rights Movement and is, to this day, regarded as one of the greatest American speeches ever given.

I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation. Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity.

But one hundred years later, the Negro still is not free. One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination. One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of

CHAPTER 1

Martin Luther King Jr. addresses the crowd after delivering his famous I Have a Dream speech during the 28th August 1963 Civil Rights march on Washington DC.

material prosperity. One hundred years later, the Negro is still languishing in the corners of American society and finds himself an exile in his own land. So we have come here today to dramatize a shameful condition.

I have a dream that one day this nation will rise up and live out the true meaning of its creed: “We hold these truths to be self-evident: that all men are created equal”.

languish sygne hen creed tro, overbevisning self-evident indlysende

During reading ▼ Ask:

• What does King say about the treatment of African Americans?

Background

“We hold these truths to be self-evident: that all men are created equal” is a quote from the Declaration of Independence (1776), a document that announced the American colonies’ independence from Britain.

During reading ▼ Ask:

• What does it mean that “all men are created equal”?

Did you know?

Martin Luther King was awarded the Nobel Peace Prize at the age of 35, thus becoming the youngest recipient ever at the time. Today, Malala Yousafzai is the youngest person to have won this prize. She was 17.

During reading

▼ Ask:

• What does he mean by “the table of brotherhood”?

Background

Talk about the word Negro which means “black” in Spanish. In the 1960s, it was a common name for black or dark-skinned people who originated from Africa, south of Sahara. Today, it is a derogatory term. Instead, the term African American is widely used.

During reading In this passage, the words “let freedom ring” are repeated several times.

▼ Ask:

• Why does King repeat the same words over and over again in this passage?

After reading Think-Pair-Share: Write “I Have a Dream” inside a circle on the board. Ask the students to think of keywords from the speech. First, let each student write down keywords individually. Then, let them share their keywords in pairs. Finally, let them write a keyword each on the board.

swelter lide, gå til oppression undertrykkelse

vicious ondsindet interposition spærring nulli cation ugyldiggørelse prodigious fantastisk

the Alleghenies navnet på en bjergkæde

curvaceous kurvet

molehill muldvarpeskud

hamlet ække

Gentile ikke-jøde spirituals religiøse sange

I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood. I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice. I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character. I have a dream today. I have a dream that one day, down in Alabama, with its vicious racists, with its governor having his lips dripping with the words of interposition and nullification; one day right there in Alabama, little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers.

And if America is to be a great nation, this must become true. So let freedom ring from the prodigious hilltops of New Hampshire.

The governor of Alabama at the time, George Wallace, tried to stop black students from entering the University of Alabama. In his own speech as governor, he called for “segregation now, segregation tomorrow, segregation forever.”

Let freedom ring from the mighty mountains of New York. Let freedom ring from the heightening Alleghenies of Pennsylvania! Let freedom ring from the snowcapped Rockies of Colorado! Let freedom ring from the curvaceous slopes of California! But not only that; let freedom ring from Stone Mountain of Georgia! Let freedom ring from Lockout Mountain of Tennessee! Let freedom ring from every hill and molehill of Mississippi. From every mountainside, let freedom ring. And when this happens, when we allow freedom to ring, when we let it ring from every village and every hamlet, from every State and every city, we will be able to speed up that day when all of God’s children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old Negro spiritual, “Free at last! free at last! thank God Almighty, we are free at last!”

CHAPTER

UNDERSTANDING

20 Write notes

The occasion and the audience are closely linked to the purpose and the content of a speech.

Read the speech closely and use the categories below to write notes about I Have a Dream. You can write keywords or sentences. Prepare to share your thoughts in class.

Occasion Audience Purpose Content

21 Identify the structure

Work with a partner.

Scan the excerpt and try to identify the structure. Consider the following:

Introduction:

• Martin Luther King, Jr. opens his speech with historical facts. Which facts?

• Later, he states the purpose of his speech by saying why they have all come to Washington. What is the purpose?

Body:

• King presents his main arguments. What does he dream of?

Conclusion:

• King ends his speech with a call to action. What does he want all Americans to do?

22 Work with language

Work with a partner.

Read the speech closely to nd examples of language techniques and ll out the worksheet.

Suggestion Task 20

Let the students discuss this task in pairs or small groups before taking notes.

Suggestion Task 22

Go to connect.alinea.dk. Find the worksheet in the teacher’s section Til læreren. Let the students ll out the form on the worksheet with examples of repetition, metaphors/similes and emotive language

In 1862, President Abraham Lincoln issued a preliminary Emancipation Proclamation declaring that all slaves “shall be then, thenceforward, and forever free.” The 13th Amendment, which abolished slavery, was passed in 1865. However, it would still take many years until black Americans were given the same rights as white Americans.

Did you know?

• At birth, Martin Luther King was named Michael. However, during a trip to Germany, his father became inspired by the Protestant Reformist Martin Luther. He went back to the US and changed the name of his ve-year-old son.

• Martin Luther King was a very gifted child and went to college at the age of 15.

• He went to jail 29 times. He was arrested for civil disobedience as well as on ridiculous charges such as driving 30 miles per hour in a 25-mile zone.

Suggestion

Task 23

Let the students produce a sound or video recording of their interview. Watch or listen to a few of them in class.

Sca olding Task 24

Talk about the purpose of a persuasive speech: to convince your audience of something or to change the way they look at something. Your main goal is to give your audience reason to accept and share your main views and to inspire them to act.

Suggestion

Task 24

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

Sca olding Task 24

Go through the checklist for this task that you can nd in the teacher’s section Til læreren on connect.alinea.dk. before the students start writing.

TALKING

23 Prepare an interview

Work with a partner. Prepare an interview in which one of you is a reporter and the other is a person in the crowd who heard the speech. Your interview should include answers to the following questions:

• Why are you at this demonstration?

• Have you ever experienced any racial discrimination?

• What is your opinion of Martin Luther King?

• What part of the speech made the biggest impression on you?

• Why?

• What did you feel when King delivered his speech?

Feel free to make up more questions of your own. Rehearse your interview and perform it for another pair.

WRITING

24 Write a speech

With his speech, King wanted to persuade the people in power to give equal rights to all American citizens. He also wanted to motivate the African American community to work together peacefully to be “free at last”. Now you are going to write your own persuasive speech. What change do you want to see in the world?

Before you begin, consider the following questions:

• What is your topic?

• Who is your audience?

• What is the occasion?

• What would you like to persuade or motivate people to do?

• What arguments could you use to persuade or motivate your audience?

Examples of topics could be:

How to structure a speech

Example: Why recycle?

Introduction

Start with a quote: “There is no such thing as ‘away’. When we throw anything away it must go somewhere.” (Annie Leonard, The Story of Stu ). or

Start with a shocking fact: More than eight million tons of plastic are dumped in our oceans every year. and Find an interesting way to state the main reason for the speech: Saving the environment is everyone’s business.

Body

Present three main points or arguments:

• to conserve resources

• to save energy

• to protect the environment

Conclusion

Summarise your arguments: End with a rhetorical question: Or should we just let our oceans choke on plastics? or End with a call to action: Bring your own shopping bag and say no to straws!

TIPS

Speech performance

» Don’t rush – take your time.

» Speak clearly.

» Use your voice to stress important words.

» Seek eye contact with your audience.

» Use gestures and facial expressions.

Sca olding Task 24

Talk about chunks that the students can use in their speeches: In my opinion … I must say that … I believe that … I am absolutely certain that …

Others must agree that … The time has come to …

Suggestion Task 24

Let the students perform their speeches. First, remind them to use voice and body language to get their message across.

Suggestion Task 24

Let the students perform their speeches. First, remind them to use voice and body language to get their message across.

Suggestion Task 24

Let the students record their speeches on video.

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

Background

In the late 1800s, Harlem was known as a very elegant neighbourhood but following the stock market crash in 1929, most of the wealthy inhabitants moved away, and people from the South moved in, looking for work. During the following decades, Harlem turned into a poor area largely populated by African Americans. The crime rate soared due to tra cking and abuse of drugs and the neighbourhood was considered to be very dangerous. White people were advised to keep away.

Background

The Harlem Renaissance was a cultural movement in the USA. It represented a new black cultural identity in the 1920s and 30s, and it gave people with an African American background a chance to express themselves freely.

Before reading Talk about important events that took place in the US during Langston Hughes’ lifetime: The Harlem Renaissance, Rosa Parks and the Montgomery Bus Boycott, the March on Washington.

BEFORE READING 

Harlem is a neighborhood in Manhattan, New York. What do you know about it? What do you think the poem is about?

The American author and social activist Langston Hughes (1902–1967) was a leading gure of the cultural movement called the Harlem Renaissance. Much of Hughes’ work illustrates the troubles and discrimination African Americans were facing at the time. The poem Harlem was published in 1951.

Harlem

by Langston Hughes

What happens to a dream deferred?

Does it dry up like a raisin in the sun? Or fester like a sore –

And then run?

defer udsætte fester blive betændt run væske crust danne skorpe syrupy sukkersød sag synke sammen load læs

Does it stink like rotten meat? Or crust and sugar over –like a syrupy sweet?

Maybe it just sags like a heavy load.

Or does it explode?

CHAPTER 1