Issuu

Heidi Vänttinen & Elisabeth Lindén

TOP TEN 1 Engelska för årskurs 7

Materialpaket

SCHILDTS & SÖDERSTRÖMS

Schildts & Söderströms www.sets.fi Det här verket är en lärarhandledning med kopieringsunderlag. Verket är skyddat av upphovsrättslagen (404/61). Det är förbjudet att kopiera, skanna eller på annat sätt digitalt kopiera det här verket eller delar av det utan tillstånd. Kontrollera om läroanstalten har gällande licenser för fotokopiering och digitala licenser. Mer information om licenser lämnas av Kopiosto r.f., www.kopiosto.fi. Det är förbjudet att ändra verket eller delar av det. Grafisk planering och ombrytning: Heidi Hjerpe/Ab Kustmedia Oy Redaktör: Roland Juthman © Heidi Vänttinen, Elisabeth Lindén och Schildts & Söderströms 2015 ISBN 9789515236340

Förord Välkommen att jobba med den kraftigt reviderade upplagan av Top Ten 1! Läroboken är i stort sett helt ny – några omtyckta texter har vi behållit eller jobbat om. Samma sak gäller med det här materialpaketet. Nästan allt är helt nytt. Om du har jobbat med förra upplagan av Top Ten 1 kommer du att känna igen en del texter (hör- och läsförståelser), men resten är nytt. Lärarmaterialet är denna gång betydligt mer omfattande än tidigare. Vi har därför delat in det i fem delar:

• Part ONE: A bag of tricks Översikt och tips. • Part TWO: Sound right Uttalsrelaterade uppgifter. • Part THREE: Extra Kompletterande uppgifter, för repetition och differentiering. • Part FOUR: Listening and reading Hör- och läsförståelsetexter med uppgifter. • Part FIVE: Facit Facit till bokens uppgifter (såväl UNIT 1–4 som Grammar). Facit finns i separat fil. Vi hoppas du och dina elever kommer att få både nytta och nöje av Top Ten 1!

Heidi Vänttinen Elisabeth Lindén

Innehållsförteckning Part FOUR

Part ONE A bag of tricks ………………………………………………

Part TWO Sound right ………………………………………………… The alphabet………………………………………………… The TH sounds……………………………………………… Vowel sounds I……………………………………………… Vowel sounds II……………………………………………… Vowel sounds III…………………………………………… Diphthongs…………………………………………………… Consonants…………………………………………………… Facit……………………………………………………………

9 10 14 17 20 22 24 27 35

Part THREE Extra activities for the texts……………………………

UNIT 1 Text 1: “Pikes and popcorn”……………………………… Text 2: School gear and desserts………………………… Text 3: Cooking at school and at home……………… Text 4: Friendship ………………………………………… Text 5: “Clothes – important or not?” …………………

42 45 48 52 55

UNIT 2 Text 1: My room…………………………………………… Text 2: Sports, sports, sports…………………………… Text 3: Household chores………………………………… Text 4: Cupcakes, tea and a musical……………………

58 61 64 67

UNIT 3 Text 1: Finland – “The Land of a Thousand Lakes”… Text 2: Helsinki calling…………………………………… Text 3: Music from Finland……………………………… Text 4: Made in Finland…………………………………… Text 5: Famous Finns………………………………………

70 73 76 79 82

UNIT 4 Introduction to the Nordic and Baltic countries…… 85 Text 1: What I love about Stockholm, Sweden……… 88 Text 2: A trip to Tallinn…………………………………… 91 Text 3: Iceland……………………………………………… 95 Introduction to the continents of the world………… 99 Text 4: Nordic all over……………………………………… 102 Introduction to the British Isles………………………… 105 Text 5: Planning a trip to visit Brenda………………… 108

Listening comprehension ……………………………… 111 BLOCK A Hörförståelseversioner av bokens texter…………… 112

UNIT 1 Text 1: “Pikes and popcorn”……………………………… 113 Text 2: School gear and desserts………………………… 114 Text 3: Cooking at school and at home……………… 116 Text 4: Friendship ………………………………………… 118 Text 5: “Clothes – important or not?” ………………… 119 Text 6: Once Upon a Time...…………………………… 120

UNIT 2 Text 1: My room…………………………………………… 122 Text 2: Sports, sports, sports…………………………… 123 Text 3: Household chores………………………………… 124 Text 4: Cupcakes, tea and a musical…………………… 125 Text 5: Orienteering – a lifestyle………………………… 127

UNIT 3 Text 1: Finland – “The Land of a Thousand Lakes”… 128 Text 2: Helsinki calling…………………………………… 130 Text 3: Music from Finland……………………………… 131 Text 4: Made in Finland…………………………………… 132 Text 5: Famous Finns……………………………………… 134 Text 6: The end of summer……………………………… 136

UNIT 4 Text 1: What I love about Stockholm, Sweden……… 137 Text 2: A trip to Tallinn…………………………………… 138 Text 3: Iceland……………………………………………… 140 Text 4: Nordic all over……………………………………… 142 Text 5: Planning a trip to visit Brenda………………… 143 BLOCK B Texter som inte finns i boken…………………………… 144 Art …………………………………………………………… 145 One language to support them all……………………… 148

Part FIVE Answer key for the book Facit finns som separat fil. Svaren finns inskrivna på bokens sidor, vilket gör det lätt att hitta uppgifterna och svaren. Dessutom kan du tack vare detta visa upp sidorna med svaren i klassen via dataprojektor eller på interaktiv tavla.

Top Ten 3

Part ONE

A BAG OF TRICKS Här presenterar vi kort bokens upplägg och anslag, samt materialpaketets struktur. Dessutom ger vi en del tips på hur man kan jobba med texter, teman och kommunikation.

A bag of tricks Top Ten 1

Om materialpaketets indelning Materialpaketet består av följande delar: •• Part ONE: A bag of tricks – en genomgång av läromedlets upplägg samt tips om hur man kan jobba •• Part TWO: Sound right – Uttalsrelaterade uppgifter, med facit •• Part THREE: Extra activities for the texts – Extra uppgifter till bokens texter, med facit •• Part FOUR: Listening comprehension – Hörförståelsetexter samt uppgifter med facit (texterna kan även användas för läsförståelse) •• Part FIVE: Key – Facit till boken Några ord om Part THREE och Extra-uppgifterna där: Det finns kopieringsunderlag till varje text i boken, med undantag av READ ON-texterna, som finns sist i UNIT 1–3. Dessutom finns det kopieringsunderlag till uppslagen med nationalitetsord i UNIT 4 (Norden och Baltikum, världsdelarna, de brittiska öarna). Arbetsbladen är differentierade: •• Exercise A–B: repetitionsövningar som i första hand håller sig till kapitlets centrala ordförråd. Dessa två uppgifter är på en och samma sida. •• Exercise C–D: fördjupande övningar antingen för snabba elever eller för hela klassen om man vill fördjupa sig i ett visst tema (t.ex. flyktingfrågor, restaurangbesök, natur/geografi, musik…). Dessa två uppgifter är oftast på en och samma sida, men i ett fåtal fall på två sidor.

Om bokens indelning: UNIT 1–4 + GRAMMAR I Top Ten 1 håller vi oss nära eleven för att sedan i Top Ten 2 lägga fokus på de brittiska öarna och i Top Ten 3 förflytta vi oss ut i världen till andra länder där engelska talas som första språk. Bokens fyra huvuddelar, UNITs, är: •• UNIT 1: WHO I AM. Centrala teman är familj, vänner, skola och kläder. •• UNIT 2: WHAT I DO AND LIKE. Centrala teman är fritidsintressen, personliga preferenser, rum och möbler samt hushållssysslor. •• UNIT 3: WHERE I COME FROM. Centrala teman är Finland, Helsingfors, kända finländare, musik, konst och annan kultur. •• UNIT 4: NORDIC AND BEYOND. Centrala teman är Norden, Baltikum, migration/rörlighet och en liten försmak på de brittiska öarna och världen. Varje UNIT består av 5–6 kapitel. Sista kapitlet i UNIT 1, 2 och 3 är markerat som READ ON. Dessa texter och övningar är tänkt för differentiering, men kan studeras av alla. Kapitlen består av: •• Text •• Ordlista till texten •• FOCUS ON WORDS-övningar, som jobbar med textens ordförråd •• FOCUS ON THE TEXT-övningar, som jobbar med textens innehåll och formuleringar •• FIND OUT MORE-övning, som ger utrymme för att fördjupa sig i textens tematik Dessutom finns det i slutet av kapitlen antingen en FOCUS ON IRREGULAR VERBS-del eller en FOCUS ON SOUNDS-del. Här fokuserar vi på oregelbundna verb (åtta åt gången, verben repeteras successivt genom boken) respektive uttal (alfabetet, vokalljud, diftonger och konsonanter).

A bag of tricks Top Ten 1

Grammatiken, både teori och uppgifter, finns samlad som ett block i slutet av boken, i GRAMMAR. Tack vare att GRAMMAR är en separat helhet kan du själv välja exakt vilka strukturer du tar upp och när. Du har alltså full frihet att lägga upp i vilket skede du tar vilken grammatik, men vi har ändå valt att lägga in ett förslag på progression i boken. Du hittar FOCUS ON GRAMMAR i slutet på kapitlen. FOCUS ON GRAMMAR är en exempelbaserad flaggning för en viss struktur. En bild samt en sidhänvisning till GRAMMAR ingår alltid.

Om intro-uppslag och faktauppslag: TEMAN, LÄNDER OCH VÄRLDSDELAR Varje UNIT inleds av ett intro-uppslag. Bilderna och bildtexterna på uppslaget signalerar vilka teman som behandlas i varje UNIT. På intro-uppslagen finns några elevcentrerade mikroövningar samt mikrotexter och alltid bilder. Utnyttja intro-uppslagen för diskussion i klassen. Norden, Baltikum, världsdelarna och de brittiska öarna presenteras på faktauppslag. Faktauppslagen fokuserar i första hand på nationalitetsord.

Om differentiering i läromedlet Boken är planerad för att underlätta differentiering. Som nämnt ovan består varje kapitel av i tur och ordning: •• text + stödordlista •• övningar på textens ordförråd •• övningar på texten (textförståelse, textbearbetning, osv.) •• övningar på oregelbundna verb eller uttal samt •• en fördjupande övning Styr klassen/enskilda elever in på de block och övningar som är bäst för dem. Bokens struktur med intro-uppslag, faktauppslag och texter öppnar också för differentiering. Introuppslagen och faktauppslagen ger grundläggande stoff och fakta, medan texterna en efter en fördjupar och breddar. Den sista texten i UNIT 1–3 är framför allt tänkt som vidareläsning för antingen snabba elever och/eller för elever som är intresserade av textens teman: •• UNIT 1: READ ON: Once upon a time •• UNIT 2: READ ON: Orienteering – a lifestyle •• UNIT 3: READ ON: The end of summer Att grammatiken finns samlad längs bak i boken gör det också enklare att differentiera – svaga elever kan repetera centrala strukturer och snabba elever kan fördjupa sig. Att strukturerna inte är explicit kopplade till enskilda texter gör även att man mer fritt kan välja exakt vilka texter som man vill jobba med.

Om olika texttyper och kommunikation I Top Ten-serien jobbar vi olika texttyper – dialoger, kåserier, artiklar, faktakort, intervjuer osv. I Top Ten 1 har dialogerna en övervikt, medan andra texttyper tar större utrymme i Top Ten 2 respektive Top Ten 3. I Top Ten 1 förekommer bland annat:

A bag of tricks Top Ten 1

•• dialog •• intervju •• presentation •• faktakort •• kåseri •• artikel Texterna kan man ta som de går och står eller sen dela upp mellan smågrupper i klassen. Till exempel faktakorten kan lätt delas mellan grupper som får intensivläsa sina delar. Sedan redogör de för sina delar för varandra. Samma princip kan man använda med i princip varje text. Det här sättet att jobba kan vara nog så motiverande för eleverna. Att läsa högt kan vara svårt för en del elever, särskilt inför hela klassen. Då kan det kanske vara bättre om de läser for varandra, parvis eller i små grupper. Låt er inte hindras av att en text inte är skriven som en dialog. Vilken text som helst kan ändras till en dialog bara med att sätta in några personer och låta dem läsa texten ur sin synvinkel. Det är en bra uppgift att helt enkelt låta eleverna själva ändra om texten till en dialog – eller tvärtom: från dialog till artikeltext. Då får de verkligen jobba med texten och dessutom med aktivt röra sig på axeln skrift(språk) – tal(språk). Exempel på kommunikativa övningar i boken är SITUATIONAL FOCUS, där vi nu lägger mycket fokus på vardagliga kundservicesituationer (i butiken, biljettkassan, kollektivtrafiken, apoteket osv.). Vidare finns det diskussionsövningar och frågor i boken.

Sound right Top Ten 1

Part TWO

SOUND RIGHT I denna del finns övningar på fonetik och uttal. Arbetsbladen utgår från den indelning av uttal och språkljud som finns i boken. I tur och ordning: – The alphabet (1–4), sid 41–42 – The TH sounds (1–3), sid 69 – Vowel sounds I: [ʌ] [ɑ:] [ʊ] [uː] (1–3), sid 83 – Vowel sounds II: [ɪ] [iː] [ɒ] [ɔː] (1–2), sid 101 – Vowel sounds III: [ə] [æ] [ɛ] [ɜː] (1–2), sid 121 – Diphthongs: [aɪ] [aʊ] [eə] [ɔɪ] [eɪ] [əʊ] [ɪə] (1–3), sid 169 – Consonants: [ʃ] [ʒ] [tʃ] [dʒ] [v] [w] (1–8), sid 178–179 Facit till övningarna finns längst bak i delen.

Sound right Top Ten 1

FOCUS ON SOUNDS: THE ALPHABET (1) Exercise 1: Which? Match the sound and the letter. A

[juː]

__________

[i:]

__________

[aɪ]

__________

[si:]

__________

[eɪtʃ]

__________

[ˈdʌb(ə)lju]

__________

[waɪ]

__________

[dʒiː]

__________

[ɑː]

__________

10) [eɪ]

__________

11) [dʒeɪ]

__________

Exercise 2: Puzzling sounds? A, LEVEL I Solve the crossword puzzle.

1 2

Across 3) [dʒeɪ] [eɪ] [ɛm] [i:] [ɛs] 5) [pi:] [i:] [ti:] [i:] [ɑ:] 6) [vi:] [ˈdʌb(ə)l eɪ] [ɛs] [eɪ] 8) [ɛl] [əʊ] [ɛn] [di:] [əʊ] [ɛn] 9) [ɛm] [eɪ] [ɑ:] [waɪ] Down 1) [ɑ:] [əʊ] [ɛs] [eɪ] 2) [pi:] [eɪ] [ti:] [ɑ:] [aɪ] [si:] 4) [eɪtʃ] [i:] [ɛl] [ɛs] [aɪ] [ɛn] [keɪ] [aɪ] 7) [ti:] [əʊ] [ˈdʌb(ə)l ɛm] [waɪ]

3 4 5

6 7 8

Sound right Top Ten 1

FOCUS ON SOUNDS: THE ALPHABET (4) PAIR WORK – STUDENT A Spell these words to your partner. Your partner will check your spelling. 1) Järnvägsgatan 2) Helsingfors 3) Skolgatan Now your partner will spell some words. Check the spelling: 1) [keɪ] [ju:] [ɛn] [dʒiː] [ɛs] [vi:] [eɪ wɪð tuː dɒts ɒn tɒp] [dʒiː] [i:] [ɛn] 2) [keɪ] [eɪ] [ɑ:] [ɛl] [i:] [biː] [waɪ] 3) [dʒeɪ] [əʊ] [eɪtʃ] [eɪ] [ˈdʌb(ə)l ɛn] [i:] [ɛs] [dʒiː] [ɑ:] [eɪ wɪð tuː dɒts ɒn tɒp] [ɛn] [di:]

✁ FOCUS ON SOUNDS: THE ALPHABET (4) PAIR WORK – STUDENT B Your partner will spell some words. Check the spelling: 1) [dʒeɪ] [eɪ wɪð tuː dɒts ɒn tɒp] [ɑ:] [ɛn] [vi:] [eɪ wɪð tuː dɒts ɒn tɒp] [dʒiː] [ɛs] [dʒiː] [eɪ] [ti:] [eɪ] [ɛn] 2) [eɪtʃ] [i:] [ɛl] [ɛs] [aɪ] [ɛn] [dʒiː] [ɛf] [əʊ] [ɑ:] [ɛs] 3) [ɛs] [keɪ] [əʊ] [ɛl] [dʒiː] [eɪ] [ti:] [eɪ] [ɛn] Now spell these words to your partner. Your partner will check your spelling. 1) Kungsvägen 2) Karleby 3) Johannesgränd

Sound right Top Ten 1

FOCUS ON SOUNDS: THE TH SOUNDS (1) Exercise 1: Puzzling sounds Solve the crossword puzzle. 1

Across 1) [ˈnʌθɪŋ] 2) [θɪk] 3) [ðɪs] 4) [θɪn] 5) [ˈbrʌðə(r)] 7) [ðə]

Down 1) [ˈnaɪðə(r)] 3) [ˈθɜːsti] 6) [ðəʊ]

3 4

Exercise 2: Do it yourself! If you have a smartphone with a selfie possibility, use that, if not use a mirror. Say the words in the crossword puzzle out loud and make sure that your tongue protrudes from between your teeth every time you say the sound. Take a THelfie!

Exercise 3: Keep practising! Say these sentences out loud. 1) The weather from the north on Thursdays is soothing. 2) The athlete ran three thousand metres to the north. 3) Therefore they’d rather go together. 4) Is this the thing? – Yes, this is the thing

Sound right Top Ten 1

FOCUS ON SOUNDS: CONSONANTS (1) Exercise 1: Puzzling sounds? [v] and [w] LEVEL I Solve the crossword puzzle.

Across 3) [vɜːs] 4) [vɛt] 5) [ˈwaɪpə(r)] 6) [ˈweəri] 7) [ˈveəri] 8) [wɛt]

Down 1) [wɛst] 2) [vɛst] 4) [ˈvaɪpə(r)] 6) [wɜːs]

Exercise 2: Say them all! Say all the words in the crossword puzzle out loud. Again, you can use your smartphone or your partner as your mirror. Check that in the [v] sound you start the sound with your teeth pressing down to your lower lip and in the [w] sound you start the sound with a little kiss.

Exercise 3: Say them in pairs! Say the words in pairs. 1) [vɛt] 2) [wɛst] 3) [vɜːs] 4) [ˈvaɪpə(r)] 5) [ˈweəri]

[wɛt] [vɛst] [wɜːs] [ˈwaɪpə(r)] [ˈveəri]

Was it easy or difficult?

Extra activities for the texts Top Ten 1

Part THREE

EXTRA ACTIVITIES FOR THE TEXTS Här hittar du extra övningar till samtliga texter i Top Ten 1. De flesta övningarna fokuserar på ordförråd, men det finns även övningar på strukturer och läsförståelser. Till varje text finns två kopieringsunderlag. På det första finns Exercise A + B och det andra Exercise C + D. A + B är enkla repetitionsövningar som fokuserar på att jobba med det mest centrala ordförrådet. Övningarna C + D är mer utmanande och fördjupar tematiken i texten – och breddar ordförrådet ytterligare. Det finns facit till varje kopieringsunderlag – du hittar facit kapitelvis, på sidan efter D-uppgiften. Lägg märke till att det även finns uppgifter till intro-uppslagen om Norden och Baltikum (sidorna 154–155 i boken), världsdelarna (sidorna 180–181) och de brittiska öarna (sidorna 188–189).

UNIT 1

Extra activities for the texts Top Ten 1

TEXT 1

A) In English, please! Translate the sentences into English. You can find the a) sentences in the text on pages 10–11. 1) a) De är på väg till Helsingfors. b) Är de på väg till Helsingfors? 2) a) Jag kommer att sakna er så mycket! b) Jag saknar dig. 3) a) Nästa gång är det din tur att komma till Kanada. b) Nu är det min tur! 4) a) Jag ser fram emot nästa sommar redan! b) Ser du fram emot nästa sommar? 5) a) Bussen anländer till stationen och kusinerna stiger av. b) Kusinerna stiger av bussen på stationen. 6) a) Biografen ligger runt hörnet. b) Kaféet ligger runt hörnet.

B) Family members! Translate into English. 1) pappa

______________________

2) mamma

______________________

3) föräldrar

______________________

4) barn

______________________

5) kusin

______________________

6) syster

______________________

7) bror

______________________

8) farföräldrar, morföräldrar

______________________

UNIT 1

Extra activities for the texts Top Ten 1

TEXT 1

C) Family ties + popular culture = true! Do you know popular culture and family words? Research the popular culture family ties and choose the right alternative. 1) Supergirl is Superman’s… a) daughter. b) mother. c) cousin. 2) Peeta Mellark becomes Katniss Everdeen’s… a) husband. b) foster-brother. c) wife. 3) Huey, Dewey and Louie are Donald Duck’s a) sons. b) nephews. c) nieces. 4) In the Marvel Universe, Loki is Thor’s… a) half-brother. b) foster brother. c) stepbrother. 5) Little Red Riding Hood went to visit her… a) grandfather. b) grandmother. c) aunt. 6) In the Terminator series, Sarah Connor is the… a) mother of the resistance leader John Connor. b) sister of the resistance leader John Connor. c) daughter of the resistance leader John Connor. 7) The three children in Lemony Snicket’s A Series of Unfortunate Events are a) cousins. b) second cousins. c) siblings. 8) When attending Hogwarts Hermione Granger was a) an orphan. b) a single child. c) married.

D) Discuss! 1) Action heroes! Did you have any favourite action heroes when you were little? Which action heroes do you know? Discuss your thoughts with a classmate or two! 2) My summer holiday! What did you do last summer? Tell your partner about your holiday and let him/her tell you about his/hers. 43

UNIT 1 - FACIT TEXT 1

A) 1) a) They’re on their way to Helsinki b) Are they on their way to Helsinki? 2) a) I’ll miss you guys so much! b) I miss you. 3) a) Next time, it’s your turn to come to Canada. b) It’s my turn now. 4) a) I’m looking forward to next summer already! b) Are you looking forward to next summer? 5) a) The bus arrives at the station and the cousins get off. b) The cousins get off the bus at the station. 6) a) The theatre is just around the corner. b) The cafeteria is around the corner.

B) 1) father 2) mother 3) parents 4) child 5) cousin 6) sister 7) brother 8) grandparents

C) 1) c) 2) a) 3) b) 4) b) 5) b) 6) a) 7) c) 8) b)

D) No key. 44

Extra activities for the texts Top Ten 1

UNIT 1

Extra activities for the texts Top Ten 1

TEXT 2

A) Match the words to the picture (1–10). book

coloured pencil

marker

paper

pencil

calculator

eraser

notebook

pen

ruler

1 10

5 8

1) ____________________________

6) ____________________________

2) ____________________________

7) ____________________________

3) ____________________________

8) ____________________________

4) ____________________________

9) ____________________________

5) ____________________________

10) ____________________________

B) Gaps! Fill in the missing words. 1) My name is Simon and I go to the seventh _________________ (årskurs). I _____________ (tycka om) sports, books and hanging out with my friends. 2) I cannot _________________ (bestämma) which ____________________ (förslag) is better… 3) We went to the big _______________________________ (klädaffär) at the local _________________ ___________________ (köpcentrum) 4) Do you _______________________ (komma ihåg) where we left the car? 5) Can you help me? I can’t do this _________________________ (på egen hand). 6) _________________________ ((vi) ses) later! 45

UNIT 1

Extra activities for the texts Top Ten 1

TEXT 2

C) More school gear! Here are some things that you can use at school or when you do your homework. Match the Swedish and English equivalents. a pair of compasses

dictionary

pencil sharpener

scissors

atlas

globe

protractor

tablet

1) pekplatta

____________________________

2) jordglob

____________________________

3) kartbok

____________________________

4) ordbok

____________________________

5) sax

____________________________

6) passare

____________________________

7) gradskiva

____________________________

8) pennvässare ____________________________

D) What? What school gear can you use in the following instances? 1) When I take notes in class, I write in my… 2) If my pencil is dull, I can use a… 3) If I make a mistake when I write with my pencil, I can use an… 4) If I need to cut something out, I can use… 5) If I need to measure an angle I use a… 6) If I want to draw a perfect circle I can use… 7) If I want to check what a word means, I can look it up in a… 8) If I want to measure the length of something or draw a straight line, I can use a… 9) If I want to highlight something, I can use a… 10) If I want to see maps with, for example, countries, cities and climate zones, I can find them in an… 11) If I want to easily show someone what is on the other side of the world, I can use a… 12) When I take a written test I use… 13) When I complete digital homework I can use…

UNIT 1 - FACIT

Extra activities for the texts Top Ten 1

TEXT 2

A) 1) eraser 2) book 3) paper 4) marker 5) calculator 6) coloured pencil 7) notebook 8) pen 9) ruler 10) pencil

B) 1) 2) 3) 4) 5) 6)

grade like decide suggestion clothing store shopping centre remember on my own See you

C) 1) 2) 3) 4) 5) 6) 7) 8)

tablet globe atlas dictionary scissors a pair of compasses protractor pencil sharpener

D) 1) notebook 2) pencil sharpener 3) eraser 4) scissors 5) protractor 6) a pair of compasses 7) dictionary 8) ruler 9) marker 10) atlas 11) globe 12) paper, pencil and eraser 13) tablet, laptop, computer, mobile phone…

UNIT 1

Extra activities for the texts Top Ten 1

TEXT 3

A) Food! Look at the images below. Choose 15 of the food items and write them in English.

B) Breakfast and dinner! Use the pictures above and compose 1) a breakfast and 2) a dinner.

UNIT 1

Extra activities for the texts Top Ten 1

TEXT 3

C) What? What are the objects below called in English?

4 2 7

5 6

12 8

10 17

14 15 16

D) Use for what? Choose eight of the objects above. What are they used for? Explain in English. Here are some words you can use: bake blend

cook cut

fry grate

heat pour

roast roll

stir store

toast

UNIT 1 - FACIT

Extra activities for the texts Top Ten 1

TEXT 3

5 6

8 12

18 23

26 30

24 28 29

33 37 38

36 40

No key.

10 13

1) tacos with dip 2) strawberries and waffles 3) pear 4) apple 5) lemon or orange 6) chilli 7) hamburger 8) onion rings 9) French fries 10) ice cream 11) pizza 12) fish, mushrooms and cherry tomatoes 13) eggs 14) skewers 15) hot dog 16) peanuts 17) fish 18) cake 19) chocolate 20) cauliflower 21) yogurt 22) carrot 23) almond 24) honey 25) peach 26) tomato 27) sandwich 28) sweet pepper 29) watermelon 30) cheese 31) blue cheese 32) cupcake 33) hot chocolate 34) radishes 35) bread 36) tea 37) garlic 38) parsley 39) sushi 40) peas 41) steak/meat/beef 42) chicken 43) tortillas 44) figs 45) nuts 46) baked potato with topping

UNIT 1 - FACIT

Extra activities for the texts Top Ten 1

TEXT 3

C) 1) oven 2) strainer ladle 3) blender 4) toaster 5) scoop = ladle 6) pot 7) knife 8) microwave oven 9) frying pan 10) rolling pin 11) chopping board 12) spoon 13) dome 14) fork 15) grater 16) spatula 17) knife 18) coffee pot 19) cup

D) 1) An oven can be used to bake things. 2) A strainer ladle can be used to scoop eggs from boiling water. 3) A blender can be used to make smoothies. 4) A toaster can be used to make toast. 5) A scoop or a ladle can be used to ladle soup into a bowl. 6) A pot can be used to boil potatoes. 7) A knife can be used to cut or chop things. 8) A microwave oven can be used to heat frozen dinners. 9) A frying pan can be used to fry eggs. 10) A rolling pin can be used to roll pizza crusts. 11) One can chop vegetables on a chopping board. 12) A spoon can be used to eat soup. 13) A dome can be used to cover cheeses. 14) A fork can be used to eat. 15) A grater can be used to grate cheese. 16) A spatula can be used to turn eggs over. 17) A knife can be used to cut food. 18) A coffee pot can be used to make coffee.

UNIT 2

Extra activities for the texts Top Ten 1

TEXT 1

A) Pieces of furniture! Write the English words by the numbers.

1) ____________________________ 2) ____________________________ 3) ____________________________ 4) ____________________________

5) ____________________________ 6) ____________________________ 7) ____________________________

B) Down and across! Solve the crossword puzzle. Across 1) mjuk 6) slappna av 7) flytta 8) enfärgad 9) randig Down 1) dela 2) tyg 3) liten 4) prickig 5) ändra(s) 10) matta

2 3

5 6

7 8

UNIT 2

Extra activities for the texts Top Ten 1

TEXT 1

C) Rooms! Match the words to the right room/place. Use each room/place only once. balcony

bedroom

garden

kitchen

bathroom

dining room

hall

living room

study

1) shower

______________________________________________

2) bed

______________________________________________

3) sofa

______________________________________________

4) oven

______________________________________________

5) desk

______________________________________________

6) deckchair

______________________________________________

7) shoes and umbrellas ______________________________________________ 8) dining table

______________________________________________

9) bushes

______________________________________________

D) What kind of home? 1) Match the home, house or building to the right definition. detached house

semi-detached house

flat

terraced house

tower block

a) ____________________

a home that is part of a larger building; called an apartment in the US

b) ____________________

a very tall building with many floors, often with several flats on every floor; also called a high-rise

c) ____________________ a house in a row of houses that are joined together; called a rowhouse in the US d) ____________________ a house that is joined to another house, a house that shares one wall with another house e) ____________________

a house that is not joined to another house

2) Describe a home. You can describe a real home (for example, your own) or make up one. Answer at least the following questions: a) What kind of house is it? b) How many floors are there? c) How many rooms are there? d) What rooms are there? 59

UNIT 2 - FACIT TEXT 1

A) 1) 2) 3) 4) 5) 6) 7)

armchair bed bookcase chair desk sofa table

B) Across 1) soft 6) relax 7) move 8) plain 9) striped Down 1) share 2) fabric 3) small 4) spotted 5) change 10) rug

C) 1) 2) 3) 4) 5) 6) 7) 8) 9)

bathroom bedroom living room kitchen study balcony hall dining room garden

D) 1) a) b) c) d) e)

flat tower block terraced house semi-detached house detached house

2) No key.

Extra activities for the texts Top Ten 1

UNIT 2

Extra activities for the texts Top Ten 1

TEXT 4

A) Vowels! 1) Fill in the missing vowels to get baking-related words. Translate the words into Swedish. a) b __ k __

___________________________________

b) d __ c __ r __ t __

___________________________________

c) p __ t

___________________________________

d) m__ rz __ p __ n

___________________________________

e) c __ pc __ k __

___________________________________

f) b __ tt__ r

___________________________________

g) s __ g __ r

___________________________________

h) h __ ndr __ ds __ nd th __ __ s __ nds

___________________________________

i) __ v __ n

___________________________________

2) Answer the questions. a) Do you like to bake? If so, what do you like to bake? b) Do you prefer sweet or salty pastries? c) What’s you favourite baked goods?

B) Music! 1) Go through the text on pages 84–85. Find all music-related words. Write them below.

2) Answer the questions. a) What kind of music do you like? b) Do you play any instrument? If so, what? c) What’s your favourite song and artist at the moment?

UNIT 2

Extra activities for the texts Top Ten 1

TEXT 4

C) Instruments! You can divide musical instruments into three main categories: wind instruments, string instruments and percussion. First match the English and Swedish equivalents and then tick the right box for type of instrument wind instrument 1) trumma

_________________________

2) gitarr

_________________________

3) xylofon

_________________________

4) trumpet

_________________________

5) dragspel

_________________________

6) flöjt

_________________________

7) munspel

_________________________

8) fiol

_________________________

9) tamburin _________________________ 10) piano

_________________________

11) klarinett

_________________________

12) blockflöjt _________________________

D) Making music! What do these words mean? Find out and explain. 1) harpist 2) electric bass 3) French horn 4) panpipes 5) brass instruments 6) drum kit 7) keyboard 8) guitarist 9) trombonist 10) conductor 11) trumpeter 12) acoustic guitar

string instrument percussion

UNIT 4

Extra activities for the texts Top Ten 1

INTRODUCTION TO THE NORDIC AND BALTIC COUNTRIES

A) Nordic and Baltic! Fill in the name of the country, what you call a person from that country, as well as the adjective for something from that country.

1) Country: Person:

Adjective:

2) Country:

Person:

Adjective: 3) Country:

5) Country:

7) Country:

Person:

Adjective:

4) Country:

6) Country:

8) Country:

Person:

Adjective:

B) Write! Write one sentence for each country. Use one of the three words you have written in the table for that country. 85

UNIT 4

Extra activities for the texts Top Ten 1

INTRODUCTION TO THE NORDIC AND BALTIC COUNTRIES

C) Quiz on the Nordic and Baltic countries! Find out the right answer to the questions. The answer is always one or several Nordic and/or Baltic countries. 1) 2) 3) 4) 5) 6)

In which Nordic country are there two official variants of the same language? In which two Baltic countries about a third of the population speak Russian as their native language? To which country do the Faroe Islands and Greenland formally belong? Which Nordic countries are monarchies? Which Baltic country is “the middle one”, the country between the other two? Which country in the Nordic and Baltic region has the lowest population density (the least people per square kilometre)? 7) Which country in the Nordic and Baltic region has the highest population density (the most people per square kilometre)? 8) In which Nordic or Baltic states has there been a female president? 9) Which Nordic country is an island? 10) Which Nordic country comprises a peninsula and islands? 11) Which Nordic or Baltic countries have won the Eurovision Song Contest? 12) Which Nordic or Baltic countries are not members of the European Union? 13) Which Nordic or Baltic countries do not have the euro as their currency? 14) Which Nordic or Baltic country has the largest population?

D) Your quiz! Make your own quiz about the Nordic and Baltic region. Have a fellow student answer it.

UNIT 4

Extra activities for the texts Top Ten 1

TEXT 3

A) Icelandic! 1) Unscramble the letters. Write the word in English and then translate into Swedish. 1)

toxic frac

____________________

coccea niart

the _________________

____________________

flifc

____________________

ipruteon

____________________

craegli

____________________

grinps

____________________

loocvan

____________________

eathing

____________________

dresbai

____________________

10) speeh

____________________

11) wrope

____________________

12) laewh

____________________

B) Explain! Explain the following words in English. 1) whale watching 2) side dish 3) astonishing 4) century 5) foreign 6) the Atlantic 7) dairy 8) power

UNIT 4

Extra activities for the texts Top Ten 1

TEXT 3

C) Arctic conditions! Match the words to the gaps. the Arctic Circle the Arctic Ocean coast coastal

colder colour drift ice dry

ice pack the midnight sun migratory the North Pole

permafrost plants the polar night shrubs

treeline treeless tundra whales

The Arctic is the cold, windy and often snowy area around (1) _____ ____________________ ____________________. There is no land at the North Pole, only ice, snow and sea. But there is still a lot of sea life at the Pole – plankton, fish, (2) ____________________ and so on. The sea at the North Pole is called (3) _____ ____________________ ____________________. At the Pole the sea is covered by the Arctic (4) __________ __________ (ice cover). The size of the cover varies depending on the seasons. Outside the solid pack there is (5) __________ __________ (floating ice). There is not any exact border for the Arctic. You can either say that the Arctic reaches south to the (6) ____________________ (south of which trees can grow) or south to (7) _____ __________________ ____________________. If the Circle marks the border, the northern part of Finland is part of the Arctic, but Iceland is just outside of it. Today you most often count the following as parts of the Arctic: Northern Siberia, the northern (8) ____________________ of the European part of Russia, the northernmost parts of Norway, most of Iceland, all of Greenland, the northern (9) ____________________ areas of Canada and Alaska, and the Arctic Ocean. The land in the Arctic is called (10) ____________________. The climate is cold, the winds are strong and (11) __________ and there is (12) ____________________ (permanently frozen soil). There are long periods of darkness in the winter, (13) _____ __________ __________, and long periods of light in the summer, (14) _____ ____________________ _____. The animals and (15) ____________________ that live in the Arctic have adapted to the extreme conditions. Many animals that live there all year around have a coat that changes (16) ____________________ to white for the winter. Many birds that live in the region are (17) ____________________ birds; they spend the summer months in the Arctic and then fly south as the weather gets (18) __________________. As mentioned, the Arctic is (19) ____________________, but (20) ____________________, herbs and mosses live there. 96

UNIT 4

Extra activities for the texts Top Ten 1

D) Iceland, Greenland, both or neither? What can you naturally find in Iceland, Greenland or in both places? Or maybe in neither place? Find out and tick the right box.

Iceland

Greenland

both

neither

1) glaciers 2) polar bears 3) northern lights 4) Inuit 5) penguins 6) hot springs 7) volcanoes 8) walruses 9) puffins 10) frogs

UNIT 4

Extra activities for the texts Top Ten 1

TEXT 4

A) In English, please! 1) Find the English equivalents to the sentences on pages 182–183. a) Finland har 5,5 miljoner invånare. b) Det finns nordbor över hela världen. c) En del bosätter sig och stannar kvar. d) Mellan 1851 och 1930 flyttade omkring 2,8 miljoner personer över Atlanten från de nordiska länderna. e) Strömmen av immigranter har fortsatt efter andra världskriget ända till nu. f) Enligt en del uppskattningar finns det omkring 200.000 australiensare som fötts i Skandinavien eller är av skandinavisk härkomst. g) De flesta stannar ett par år. 2) Explain the difference between the words. a) immigrant – emigrant b) population – inhabitant c) transform – stay

B) Nationality words! Fill in the missing words. You can find them all in on pages 182–183. Country or region

Person

Adjective Australian

Chinese

Finn

Finnish

German

New Zealander

New Zealand

Nordic people Scandinavia South African

South African

Brit

British American

102

UNIT 4

Extra activities for the texts Top Ten 1

TEXT 4

C) Verbs! Match the English and Swedish equivalents. date enjoy escape fear live marry persecute run away starve study suffer work

fly

____________________________________

rymma

____________________________________

frukta

____________________________________

lida av

____________________________________

njuta av, gilla

____________________________________

studera

____________________________________

arbeta

____________________________________

sällskapa

____________________________________

leva

____________________________________

10) svälta

____________________________________

11) gifta sig

____________________________________

12) förfölja

____________________________________

D) Reasons Not everyone who leaves their native country has chosen to leave; sometimes they have to leave in order to survive. When someone chooses to leave (and is free to leave) we often call them “emigrants” and when someone is forced to leave or escape the country we call them “refugees”. Here are some reasons why people leave for another country. First, make sure you understand what the sentences mean. Then, choose one of the reasons and write a short text about a person who has left his or her country because of this. 1) I wanted to study to be a doctor, but in my country it is extremely difficult to do that. 2) We lived in complete poverty. We starved. There was no jobs, no money, no food, no future. 3) My mother was a journalist and criticised the government. The government tried to kill her. We feared they would kill us all, so we had to escape. 3) War. They bombed our town a dozen times before we ran away. 4) I met my girlfriend at an international camp. We dated long-distance for almost a year before I moved to her country. 5) Being gay is illegal in my home country. I couldn’t hide all my life and I did not want to go jail. Here I can be who I really am. 6) I never felt at ease in my native country. Never felt “at home” even though I was “home”, if you see what I mean. When I came here, it just felt right. 7) I have always wanted to learn another language. 8) If I had not run away they would have married me off to someone I had never met. 9) I have much better job opportunities here. 10) My boss asked if I would be willing to work here for a year or two. I enjoyed it and have now been here five years. 103

Listening comprehension Top Ten 3 1

Part FOUR

LISTENING COMPREHENSION

I materialpaketet ingår två slags hörförståelser: 1) BLOCK A: För det första finns här kopieringsunderlag med luckövningar för alla texter i boken. På dessa kopieringsunderlag har ord plockats bort från texten – i första hand ord som inte finns i styckeordlistan. ”Hörförståelseversionerna” kan du använda för att introducera eller repetera texten. Vi har hållit kvar fet stil på de ord som finns i styckeordlistan. Bokens text utgör facit till kopieringsunderlagen. 2) BLOCK B: För det andra finns här texter som inte finns i boken. Dessa texter, kopieringsunderlag samt facit kan förstås även användas som läsförståelse.

111

Listening comprehension Top Ten 1

BLOCK A

Hörförståelseversioner av bokens texter

112

UNIT 1

Listening comprehension Top Ten 1

TEXT 1

”Pikes and popcorn” Oliver, 13 years old, and his cousin Sarah from Canada, 14 years old, are sitting on the bus. They’re on their way to Helsinki to see (1) _____ _______________ action film. Sarah has come to Finland for two weeks to visit Oliver and his family. This is her last evening in Finland and they’re (2) ____________________ their time together. Sarah: These two weeks in Finland have been (3) ____________________! I can’t believe I have to go

back to Toronto tomorrow! I’ll miss you guys so much! Especially Aunt Mikaela’s food…

Oliver: Yeah, mum really knows how to cook. It has been great to have you here! Last Saturday at

grandma’s place in Turku was so funny. I (4) ________ ____________________ you fell from the

boat (laughing)!

Sarah: Please don’t (5) ____________________ me of that, Ollie (giggling). I didn’t know the Finnish fish

were that strong!

Oliver: I must say that I’m (6) ____________________, coz, the pike you got on your fishing rod was

one the biggest I’ve ever seen!

Sarah: Yup, and I didn’t lose my grip (7) ________ ____________ I fell into the lake and everything! And the look on your grandma’s face when we came back to her cottage with soaked clothes

and this huge pike… I’ve never seen anybody that (8) ____________________ before.

Oliver: Well, I think the three of us, you, me and the pike, looked like some kind of sea monsters. Sarah: The fish WAS a (9) ____________________, but your grandpa made a wonderful dinner out of it! Oliver: Grandpa’s fish soup is (10) ____________________, you know. Sarah: I understand why. It’s been great to get to know your whole family, Ollie. Next time, it’s

(11) ________ ________ to come to Canada and meet mine!

Oliver: Yeah, I’m looking forward to next summer already! The bus arrives at the station and the cousins (12) ________ ________. Oliver: Ok, let’s go! The theatre is just around the corner. Sarah: (13) _________________ _________________, here we come! But first some popcorn and soda!

113

UNIT 3

Listening comprehension Top Ten 1

TEXT 1

Finland – ”The Land of a Thousand Lakes” If you go abroad and tell people that you are from Finland, you’ll very (1) ____________________ get some questions about your homeland. Sonja, 14 years old, won a national essay competition at school and got a (2) ____________________ to go to England. During one of her first days in London, she was asked to give a presentation on Finland. Here’s what she told the others: “Hi everyone! Today I’m going to tell you about my homeland. Finland, or the Republic of Finland, is a Nordic country with about 5.5 million inhabitants. Our (3) ____________________ are Russia in the east, Sweden and Norway in the west and Estonia in the south. Finland is a member of the European Union. Finland is often called ”The Land of a Thousand Lakes”, but actually, we’ve got more than 180,000 of them! There is a beautiful (4) ____________________ in the south, and mountains in the far north. In between we have cities, villages, roads and fields – particularly in the southern half – and (5) ____________________ _____ forests! We’ve got two official languages, Finnish and Swedish. About 6 per cent of the (6) ___________________ speaks Swedish. I’m a Swedish-speaking Finn myself, which means that my mother tongue is Swedish. There’s also a (7) ____________________ language called Sami, which is spoken in the northern parts of Finland. Helsinki, or Helsingfors in Swedish, is our beautiful capital, and it’s located on the southern coast. There are a lot of interesting (8) ____________________ in Helsinki, for example, the fortress Suomenlinna, the art museum Ateneum and the Helsinki Cathedral. Other important cities in Finland are Turku, Tampere and Oulu. If you ever go to Rovaniemi, you should visit SantaPark, where you’ll meet Santa Claus. He comes from Finland, (9) __________ __________. Finland is famous for a lot of things, like the sauna, an excellent education system, mobile (10) ____________________, the Moomins and heavy metal. We also have some special dishes, which foreigners might think are a bit strange, like mämmi (or memma, as we say in Swedish), which is a rye pudding you eat at Easter topped with cream and sugar and salmiakki, which is salty liquorice. Turkinpippuri is my favourite, and I’ve brought some with me, so you’ll get to try it later. In summer, you can participate in the Wife Carrying World Championships or the (11) ____________________ Soccer World Championships. In winter, some people make a hole in the ice and go swimming. They say it’s good for the blood circulation…

128

Listening comprehension Top Ten 1

BLOCK B

Texter som inte finns i boken

144

FACIT

Listening comprehension Top Ten 1

Art – worksheet / key Exercise 2: In the right order! 3) 2) 1) 4) 6) 8) 5) 7)

The speaker describes the extent of her art “collection” and art interest. The speaker explains why she is not keen (=ivrig, entusiastisk) about going to an art gallery. The speaker explains why they travelled to London. The speaker states to which museum/art gallery they will go. The speaker talks about the Turbine Hall and what you can find there. The speaker talks about what she enjoyed at the museum. The speaker talks about what the gallery was before it was turned into a gallery. The speaker talks about what you can find on the upper floors.

Exercise 3: Questions! 1) Her sister lives in London. 2) The speaker had done well at school (had got very good marks for English). 3) The speaker was not happy. 4) They were going to take the speaker to an art gallery. 5) Her mother brought it as a souvenir from Paris. 6) Three days. 7) Tate Modern. 8) The gallery almost looks like a factory with an enormous chimney. 9) There are seven storeys. 10) Modern art exhibits. 11) In the 18th and the 19th centuries. 12) The speaker preferred the traditional landscape paintings.. 13) Yes.

147

UNIT 4

Listening comprehension Top Ten 1

One Language to Support Them All Languages like English, German, Swedish, Finnish, French and Spanish help us to communicate with people from the countries in which they are spoken. In the beginning we translate from language to language and very soon realise what makes an Englishman so very English and a Frenchman so very French. We quickly realise that it takes more than words and grammar to communicate. For example, “Can you close the door?” is a correct sentence, but if you really want the person you are speaking to, to close the door, you should say: “Could you close the door, please.” Another example: A Brit says, “I hear what you say.” You might think this means “Good point, I think I agree with you.” But in practice “I hear what you say.” most often means “I disagree and I do not want to discuss it further.” So, word-for-word translation does not always work. But there is one language that crosses geographical borders and helps you understand people from all over the world and vice versa: body language. It is a language everybody speaks, and it’s a language that everybody understands. Gestures, posture and expressions do the talking. Newborn babies immediately start using not only their voices but also body language to communicate with their parents and with the rest of the family. Sooner or later the child will start using real words. Until then the people around the child will understand it perfectly well. Before you can become a good body language user you should get to know your own body. Can you keep a secret by just remaining silent? What your lips say is only half the truth of what you are actually saying. The gestures you make with your hands are almost as important as the language you speak: just think of sign language. Deaf people usually form the words with their lips too, but you still understand them mainly from the signs they make with their hands. Your posture can also give very clear messages. Those who walk with their heads held high and their shoulders low and relaxed show self-assurance, while those who try to hide between their own shoulders and dare not look people straight in the eye communicate a lack of self-confidence and a sense of dissatisfaction. Don’t forget your facial expression either! Be careful not to say anything you do not mean: you might be found out from the look on your face! However, body language is not a completely universal language; it is not identical all over the world. Here are some examples. In North America and Western Europe we encourage good eye contact, but in some countries, for example, in parts of Asia and Africa, good eye contact is actually bad eye contact. Looking someone in the eye and keeping eye contact is a sign of disrespect and challenge. The less eye contact, the more respect. In some cultures you use your arms freely. Italians, for example, “say” a lot with their arms. Scandinavians, for example, use much less broad movements of the arms. A thumbs-up means “Okay” or “Good job” in most countries, but in parts of Africa and Oceania it is an insult. So, use body language to help you communicate around the world, but keep your eyes open and watch and learn from other people and their body language. Learning and adapting will make a world of a difference. 148

Listening comprehension Top Ten 1

One Language to Support Them All – worksheet Exercise 1: Vocabulary! Review the vocabulary below. Words

language [ˈlæŋɡwɪdʒ] communicate [kəˈmjuːnɪkeɪt] translate [trænsˈleɪt] realise [ˈrɪəlaɪz] sentence [ˈsɛnt(ə)ns] agree [əˈɡriː] disagree [ˌdɪsəˈɡriː] cross [krɒs] border [bɔːdə(r)] body language [ˈbɒdi ˈlæŋɡwɪdʒ] gesture [ˈdʒɛstʃə(r)] posture [ˈpɒstʃə(r)] expression [ɪkˈsprɛʃ(ə)n] secret [ˈsiːkrɪt] keep a secret [kiːp ə ˈsiːkrɪt] silent [ˈsaɪlənt] sign language [saɪn ˈlæŋɡwɪdʒ] message [ˈmɛsɪdʒ] shoulder [ˈʃəʊldə(r)] relaxed [rɪˈlækst]

språk kommunicera översätta inse mening hålla med inte hålla med, ha en annan åsikt gå över, korsa gräns kroppsspråk gest hållning, ställning ansiktsuttryck hemlighet hålla en hemlighet tyst teckenspråk budskap axel avslappnad

self-assurance [ˌsɛlfəˈʃɔːr(ə)ns] självsäkerhet hide [haɪd] gömma sig dare [deə(r)] våga lack of [læk əv] brist på self-confidence [ˌsɛlfˈkɒnfɪd(ə)ns] självförtroende sense of [sɛns əv] känsla för dissatisfaction [dɪsˌsætɪsˈfækʃ(ə)n] otillfredställelse facial expression [ˈfeɪʃ(ə)l ɪkˈsprɛʃ(ə)n] ansiktsuttryck mean [miːn] mena, betyda universal [ˌjuːnɪˈvɜːs(ə)l] universell, allmängiltig encourage [ɪnˈkʌrɪdʒ] uppmuntra eye contact [aɪ ˈkɒntækt] ögonkontakt a sign of [ə saɪn əv] ett tecken på disrespect [ˌdɪsrɪˈspɛkt] respektlöshet challenge [ˈtʃælɪndʒ] utmaning broad [brɔːd] här: yvig (också: bred) movement [ˈmuːvm(ə)nt] rörelse thumbs-up [θʌmzʌp] tummen upp insult [ˈɪnsʌlt] förolämpning adapt [əˈdæpt] anpassa

Exercise 2: In the right order! What does the text say? Put the sentences in the right order: 1–9. ____ ____ ____ ____ ____ ____ ____ ____ ____

Arm movements have different meanings around the world. Body language is not a completely universal language. Deaf people can communicate with sign language. Word-for-word translation from one language to another language does not always work. Eye contact has different meanings around the world. Gestures, posture and expressions are parts of body language. Hand gestures have different meanings around the world. Newborn babies communicate without words. We learn foreign languages to communicate with people from around the world.

Exercise 3: Questions! Answer the questions based on the text. 1) What is the right and polite way of asking someone to close the door? 2) What does “I hear what you say.” often mean? 3) What language crosses geographical borders and helps you understand people from all over the world? 4) What should you do to become a good body language user? 5) Who communicates using sign language? 6) What does holding your head high and your shoulders low communicate? 7) Where does looking someone in the eye and keeping eye contact a sign of disrespect and challenge? 8) Do Italians or Scandinavians use broader movements of the arms when communicating? 9) What does a thumbs-up mean in most cultures? 149