Page 1

Serien består av tre delar som tillsammans täcker grundskolans kurs. Till STEPPING STONE 2 finns:

• • •

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Elevwebb med interaktiva övningar, ordlistor, studieguider, länkar för eleven, ljudfiler och mini-grammar

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Lärarhandledning med metodiska tips, kopieringsunderlag för extra material, ordlistor och två cd-skivor (audio)

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Lärarwebb med hela den tryckta lärarhandledingen i digital form, samt ytterligare övningar, prov och resurser, länkar för läraren och ljudfiler

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Kerstin Tuthill undervisar i engelska på Lärcentrum i Järfälla och har lång erfarenhet av vuxenundervisning. Somrarna tillbringar hon gärna i USA.

Jeremy Hanson är engelsman med rötter i Cambridge. Han har lång erfarenhet av undervisning inom komvux och i näringslivet. Jeremy bor nu för tiden i Malmö.

DALIN HANSON TUTHILL

Birgitta Dalin är lärare i engelska på Leksands gymnasium. Hon är dalkulla från Siljansnäs och har undervisat på grundläggande vux sedan tidigt 80-tal.

2

Elevbok med texter, övningar, ordlistor, självtest och facit, samt två cd-skivor (audio)

STEPPING STONE

STEPPING STONE är ett läromedel i engelska för grundläggande vuxenutbildning.

STEPPING STONE 2 BIRGITTA DALIN JEREMY HANSON KERSTIN TUTHILL


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Welcome to Stepping Stone Tredje upplagan! Stepping Stone är ett basläromedel i engelska för vuxna och även för ungdomar som inte har läst eller inte behärskar grundskolans kurs. Stepping Stone kan med fördel också användas på gymnasiets introduktionsprogram. I Stepping Stone 2 får du möta människor från olika delar av den engelskspråkiga världen. Du får vidareutveckla din språkliga kompetens, bland annat när det gäller att berätta om ditt liv och din familj, om skola, arbete och sport, att diskutera väder, attityder och fördomar, att be om hjälp och att hantera problem vid resor. Denna nya upplaga av Stepping Stone innehåller en rad förbättringar för att passa den senaste reformen i grundläggande vuxenutbildning. Dessa förbättringar gör den ännu mer tillgänglig. Här är några exempel: •

starkare fokus på undervisning enbart på engelska genom att förklaringar och instruktioner, som tidigare varit på svenska, nu istället är på engelska •

ordlistorna har kompletterats med engelska synonymer till alla ord och uttryck •

uppdelning av längre texter och ordlistor i kortare avsnitt, som är lättare att överblicka •

mer logisk ordning inom varje kapitel, med fler sammanfattande övningar i slutet och fler hänvisningar mellan olika avsnitt •

fler kommunikations- och skrivövningar samt fördjupningsuppgifter •

förbättrad layout, som gör innehållet ännu mer funktionellt •

utökad elevwebb som ger dig gott om möjligheter till extra träning, samt mini-grammar

Stepping Stone 2 består av elevbok och elevwebb (Student’s Web) för eleven, samt lärarpärm och lärarwebb (Teacher’s Web) för läraren. Varje unit i elevboken innehåller två texter, en grundtext och ytterligare en text, som i de flesta fall består av fakta om engelskspråkiga länder. Dessutom finns övningar, ordlistor, självtest och facit. Två cd-skivor med inspelade texter och ordlistor samt uttalsövningar och självtest följer också med boken. Elevwebben innehåller en stor mängd interaktiva övningar vad gäller ordförråd, grammatik och läsförståelse till samtliga kapitel i elevboken, samt ordlistor med fonetik, interaktiva ordlistor med uttal, länkar, studieguider, minigrammar och elevbokens ljudfiler i digitalt mp3-format (inklusive bokens 21 Listenövningar). Välkommen på en fortsatt spännande resa i den engelsktalande världen med Stepping Stone! Birgitta Dalin, Jeremy Hanson, Kerstin Tuthill

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Contents Unit 1

When I was a kid I ate whatever food there was Food for thought

7 24

Unit 2

It was a terrific football match Are you a football fan?

27 40

How did you get on at school today? Schools in Britain and the United States (the US)

43 60

“In Dublin’s fair city, where the girls are so pretty…” Did you know ...? – Some facts about Ireland

63 76

I’m Welsh and I live not far from Cardiff Welcome to Cymru for your next holiday!

81 95

Unit 6

That’s why we ended up in New Zealand New Zealand in a nutshell

99 112

Unit 7

My luggage hasn’t arrived Places of interest in England and Scotland

115 133

Hurricane Jimmy will hit Florida on Friday Wildfires scorch acres of dry land in California Floods kill thousands in China

137 150 151

Would you like to come for tea? It’s impossible to find a day care centre

153 166

Unit 10

A country of contrasts The American Dream

169 182

Are they really ghosts or simply student pranks? The mass media in Britain – some facts and figures

185 201

Unit 3

Unit 4

Unit 5

Unit

8

Unit 9

Unit

11

Test your English 1

(Units 1–3)

205

Test your English 2

(Units 4–6)

208

Test your English 3

(Units 7–9)

211

Test your English 4

(Units 10–11)

214

Listen: Tests 1–4

217

Useful facts

221

Key

225

Alphabetical word list (English-Swedish)

243

4

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F U N C T I O N S Unit 1

Talk about yourself and others. Polite phrases at meals.

Unit 2 Talk about sports.

GRAMMAR am, are, is / have, has / start, starts / Do you …?, Does she …? / don’t, doesn’t / old – older, easy – easier was, were / had / start, started – eat, ate / a, an, the

Unit 3

Talk about your day at school. Polite phrases when meeting people.

Did you …?, Did he …? / didn’t / my, your, his, her, its, our, your, their

Unit 4

Talk about what is happening.

I am singing, you are singing / some – any

Unit 5

Talk about your life and your family.

who – which / question tags (… isn’t he?)

Unit 6

Do interviews and talk about the future.

be going to (I’m going to move to Sydney) / there is – there are / there was – there were

Unit 7

Deal with problems when travelling.

have done, has done / this – these, that – those

Unit 8

Talk about the weather.

will – won’t

Unit 9

Talk on the phone and ask for help.

word order / would – could

Unit 10 Talk about attitudes and feelings. Talk about your culture.

verbs followed by -ing (You must stop smoking. I enjoy working.)

Unit 11 Talk about what people believe in. Tell a story.

Ann’s books, our friends’ car / several, a lot of, many / plural forms (baby – babies, man – men)

5

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unit 1 When I was a kid I ate whatever food there was In this unit you can learn how to

• •

talk about yourself and other people

talk to people when you have a meal together talk about eating habits


When I was a kid I ate whatever food there was (part 1) Sandra visits her old father once every week. He is 92 years old now but still looks after himself and lives alone in the house he bought 50 years ago. “I don’t want to move to an old people’s home. I can look after myself,” he says. Sandra Hello, Dad. How are you today? Dad Who is it? Oh, it’s you, Sandra. My

eyes are worse nowadays, and I can’t find my glasses. Anyway, it’s nice to see you.

Sandra Can’t you find your glasses? They are on the table beside your

armchair. You always keep them there.

Dad Oh, thank you. Now I can watch television again. But I don’t really

miss it as most of the programmes are awful. They were much better before, I think. Don’t you think so, too?

Sandra I don’t know, really. I don’t have much time to watch TV. Dad, why

don’t you move to an old people’s home? They have a nice home near here where you can be much more comfortable.

Dad Don’t bring that up again! You know I don’t want to leave this house

after 50 years. I’m much better off here and I can still look after myself.

Sandra You’re such a stubborn old man! Dad Enough of that. Sandra Dad, I have some ham for your supper tonight. Dad That’s kind of you. You know I like ham, it’s much better than all

that fast food people have these days like hamburgers, Chinese nosh and so on.

Sandra But you must try different food, that’s what makes life more

interesting.

Dad Well, I don’t know. When I was a kid I ate whatever food

there was, and I never complained.

(continues on page 10) 8


1 Unit

2

When I was a kid ... (part 1)

Unit

Word list

slang barn, unge

Unit

4 Unit

5 Unit

6 Unit

7 Unit

8 Unit

9 Unit

10 Unit

9

11

When I was a kid I ate whatever food there was

3

åt (äta) vilken mat som än fanns folk, människor måltid vana matvanor far en gång ta hand om, passa sig (själv) ensam köpte (köpa) flytta äldreboende mig själv pappa ögon glasögon i alla fall sakna program fruktansvärd här där Tjata inte om det igen! ha det bättre envis Nog om detta. kvällsmål Det var snällt av dig. snabbmat nu för tiden här som hamburgare slang mat, käk och så vidare pröva på annorlunda det är det som göra aldrig klaga

Unit

kid child, youngster ate (eat) have food whatever food there was people men and women, folk meal breakfast, lunch, dinner … habit custom, tradition eating habits food you usually eat father dad once one time look after take care of himself alone by yourself bought (buy) get with money move go to live somewhere else old people’s home retirement home myself Dad Father eyes what you see with glasses spectacles anyway in any case miss wish for, long for programme show on TV/radio awful terrible, very bad where Don’t bring that up again! Don’t say that again! be better off be happier stubborn obstinate, headstrong Enough of that. Stop that. supper light evening meal, tea That’s kind of you. That’s nice of you. fast food burgers, chips, pizza … these days now, nowadays like for example hamburger burger nosh food and so on et cetera, etc. try taste different new, other, not the same that’s what make cause to be never not ever complain criticize


When I was a kid I ate whatever food there was (part 2) (continues from page 8) Sandra Please don’t start that again, Dad! Dad I can remember how hungry I was as a kid after the First World

War. And life wasn’t easier during the Second World War either when I had a family to feed. We grew all our vegetables and fruit in the garden. Do you remember?

Sandra Oh, yes! I can remember we had stewed rhubarb and custard for

dessert every day for three months just because there was rhubarb in the garden! The food we had was so boring. Give me Chinese food or hamburgers any day! But I can understand now why people had their ‘‘meat and two veg” followed by the same old ‘‘pudding” every Sunday.

Dad Yes, life was quite tough after two world wars. I think it was harder

for me to bring up a family than it is today. Nowadays you can just go out and buy anything you want. Don’t forget to bring some chicken when you come next week!

Sandra Dad, you’re only interested in the food I bring you. ‘‘The best way to

a man’s heart is through his stomach!”

Dad But it’s nice when you come and visit me anyway.

Sunday dinner during the Second World War.

10


1 Unit Unit

2

When I was a kid ... (part 2)

8

Unit

7

Unit

6

Unit

5

Unit

4

Unit

3

värld krig första världskriget andra världskriget här heller hade (ha) familj mätta odlade (odla) rabarberkompott vaniljsås efterrätt i tre månader därför att när som helst kött och två grönsaker följt av efterrätt besvärlig, tuff hård, tuff, jobbig försörja vad som helst glömma intresserad av ta med sig, komma med hjärta mage

Unit

9

world planet, globe, Earth war combat, fight the first World War World War 1 the Second World War World War 2 either also (not) had (have) family mother, father, sister, brother … feed give food (to) grew (grow) cultivate, produce stewed rhubarb a type of pudding/dessert custard vanilla sauce dessert pudding, something sweet after a meal for three months because as, since any day whenever meat and two veg (“veg” = vegetables) followed by (and) then pudding dessert tough difficult, hard hard difficult, tough bring up raise, support anything whatever forget not remember interested in keen on bring take heart part of your body that circulates blood stomach part of your body where food goes

Unit

Word list

– What starts with ”t”, ends with ”t” and is filled with ”t”?

11

Unit

When I was a kid I ate whatever food there was

11

Unit

10

– A teapot.


useful phrases Practise these phrases with the help of the roleplay ”At the dinner table” on page 23. Dinner is served./Dinner is ready. Do start./Please start! What would you like to drink with your meal? You can have wine, beer or soft drinks. Have some more potatoes/vegetables/chicken. May I have the salt, please?/Can you pass me the salt, please? Yes, here you are. Would you like some more?/Would you like another helping? Yes, please./No, thank you. I couldn’t eat another thing./I’m full up. Coffee anyone? Yes, please./No, thank you. Do you take milk or sugar?/Black or white? Black, please, and no sugar.

Practise your English check the text Answer the questions. 1. 2. 3. 4. 5. 6. 7. 8. 9.

12

How old is Sandra’s father? Sandra finds her father’s glasses. Where are they? What does Dad think about the TV programmes? Why does Sandra think it’s better for her father to move? Why doesn’t he want to move to an old people’s home? Why does Sandra think it’s good to try different food? What does Dad say about life during the Second World War? Why does he think she and her generation are spoilt? Why does he like her to come and visit him?


1 Unit

check how to say it



Unit

2



A. Which of the two s sounds do you hear?

1. lives 2. keeps

x

[s] [z] 3. thinks 4. knows

[s] [z] 5. likes 6. finds

[s] [z]

Unit

[s] [z]

3

Listen and mark with a cross in the right box. The first one is an example.

7. takes 8. wants

Unit

4

Now listen again.

B. Where’s the stress? Unit

because stubborn different

complain family forget

Unit

6

programme alone awful

5

Listen and underline the stressed syllable in each word.

7

Which words have the stress on the first syllable? Which words have the stress on the second syllable?

Unit

words

Unit

8

A. Which words are opposites? Example: old – young

10

Unit

9

together young always interesting remember easy better wonderful

Unit

a. b. c. d. e. f. g. h.

When I was a kid I ate whatever food there was

13

11

old worse boring hard alone awful forget never

Unit

1. 2. 3. 4. 5. 6. 7. 8.


B. Fill in the missing words. Choose from the words in the box.

move

glasses

comfortable

custard

stubborn

months

look after

during

complain

almost

different

these days

My children always ... (1). They think I’m a ... (2) old man, because I don’t want to ... (3) to an old people’s home. But I’m ... (4) here. I ... (5) myself and I can have what I want for supper. I remember when I was young. Life was ... (6) then. ... (7) the war there wasn’t much food and we had stewed rhubarb and ... (8) every day for several ... (9) just because there was rhubarb in the garden. ... (10) young people can buy ... (11) anything they want. But we couldn’t. Well, I think I want to watch some television. It’s time for my favourite programme. Now, where are my ... (12)?

Look at the grammar the present simple Be (am, are, is) I am (I’m) you are (you’re) he is (he’s) she is (she’s) it is (it’s)

we are (we’re) you are (you’re) they are (they’re)

I am Swedish. We are hungry. You are a stubborn man. You are too young, boys. Dad is 92 years old. many TV programmes Helen is very beautiful. are awful. It is nice to see you. 14

▶ Practice A, C, page 18


1 Unit

2

Have (got)/has (got)

3

Unit

we have (we’ve got) you have (you’ve got) they have (they’ve got)

Unit

I have (I’ve got) you have (you’ve got) he has (he’s got) she has (she’s got) it has (it’s got)

4

Look! Unit

have = have/has got, eat, drink I have (have got) a Volvo and she has (has got) a Toyota. They have (drink) wine with their Sunday dinner.

Unit

▶ Practice B, C, page 18

Start/starts

7

Unit

6

we start you start they start

Unit

I start work early. The film (it) starts at seven. We start school in August.

8

d.

Unit

s ol

He i

ghter.

t a dau

Unit

9

go He has

sn’t sp

nch.

e live a

lone?

When I was a kid I ate whatever food there was

15

11

Does h

eak Fre

Unit

He doe

10

He likes to watch TV.

Unit

I start you start he starts she starts it starts

5

We have (eat) pizza for lunch once a week.


Now look at the spelling of these verbs: I do I go

– –

he does he goes

I try I fly

– –

he tries he flies

I watch I miss

– –

he watches he misses

BuT! I buy

he buys

▶ Practice D, page 18

Don’t/doesn’t I don’t start you don’t start he doesn’t start she doesn’t start it doesn’t start

we don’t start you don’t start they don’t start

I don’t start work at 7. Susan doesn’t live here. It doesn’t rain in the Sahara. We don’t like fast food. The children don’t leave school until 4.

Look! he doesn’t starts x

she doesn’t startsx it doesn’t starts x

▶ Practice E, pages 19–20

Questions with do/does Do I have to go? Do you live here? Does Richard like fish? Does she work in London? Does the film start at 7.30? Do you and your wife speak Chinese? Do the boys play tennis on Saturdays?

▶ Mini-grammar, Student’s Web

16

Look! Does he likes x fish?

Does she works x in London? Does it starts x at 7.30?

▶ Practice F, page 20


1 Unit Unit

2

adjectives

3

Words such as old, young, beautiful and interesting are adjectives which describe something or someone.

the oldest the youngest

older (than) younger (than)

4

old young

Unit

You can compare short adjectives like this:

Unit

John is old. His friend is older. But his friend’s brother is the oldest.

more beautiful (than) more interesting (than)

the most beautiful the most interesting

Unit

beautiful interesting

5

You compare long adjectives like this:

Unit

6

Jane is more beautiful than her sister. I think San Francisco is the most beautiful city in the USA.

BuT! the best the worst

7

better (than) worse (than)

Unit

good bad

Unit

8

The weather this summer was good. The weather this summer was better than two years ago. The weather last year was the best that I can remember.

Now look at the spelling of these adjectives:

9

the biggest the hottest the easiest the hungriest

Unit

bigger hotter easier hungrier

When I was a kid I ate whatever food there was

17

11

▶ Practice G, H, page 21

Unit

▶ Mini-grammar, Student’s Web

Unit

10

big hot easy hungry


practice A. Fill in am, are or is. 1. 2. 3. 4. 5.

6. 7. 8. 9. 10.

I … Swedish. … you Swedish, too? John … a builder. His wife … a teacher. Molly and I … very good friends.

Lucy’s children … at school. It … cold today. You … early, boys. Dad, we … hungry. Sandra’s father … 92 years old.

B. Fill in have got or has got. 1. 2. 3. 4.

We … a red house. Paul … a brother. My sister … a green bike. Our friends … a nice garden.

5. 6. 7. 8.

I … a Chinese friend. She … a big family. My husband and I … interesting jobs. You … a beautiful flat, Anne.

C. Write out the short forms in full. Example: You’re = You are Let me tell you about my friend Jim McDonald. He’s a policeman in Bristol. He thinks he’s got an interesting job. He’s married to a lovely woman. Her name’s Ingrid and she’s from Sweden. They’ve got a house in Purdon Road. It’s a small house but they like it. They’ve also got a small garden where Jim grows his vegetables. He often gives me carrots and potatoes. That’s very kind of him, I think. I’m a vegetarian, you see.

D. Fill in the right form of the verbs. Mary ... (1. visit) her old father every day. He ... (2. live) alone and ... (3. miss) her when she can’t come. Mary and her husband ... (4. want) him to move to their house because he often ... (5. forget) things and he ... (6. go) out alone at night. “I ... (7. want) to stay here. I ... (8. like) my house,” he ... (9. say). Mary ... (10. laugh) and ... (11. give) him a kiss. “You’re such a stubborn old man, but we ... (12. love) you anyway.”

18


1 Unit

E. Correct the sentence under each picture (1–8) with Unit

2

don’t or doesn’t.

Examples:

Unit

3

Stephen and Barbara live in an old house. = Stephen and Barbara don’t live in an old house.

Unit

6

Unit

5

Unit

4

Eric speaks Spanish. = Eric doesn’t speak Spanish.

Unit

7

2. John and David like fish.

Unit

9

Unit

8

1. Mary lives alone.

When I was a kid I ate whatever food there was

19

Unit

4. Ann and George’s vegetables grow well.

11

Unit

10

3. Sue works at a restaurant.


6. Alan drives a Jaguar. 5. Paul understands Chinese.

7. Lucy plays the piano.

8. Yvonne lives in London.

F. Make questions. Choose words from each column. Example: Do you watch TV every day?

Do Does

you your children your wife your husband your best friend your English teacher

speak English? live near the school? drive to school? walk to work? like fish? watch TV every day? wake up early on Mondays? play football? forget things? come home late on Fridays?

Now ask and answer your questions in pairs.

20


1 Unit Unit

2

G. Write the missing forms of the adjectives.

the oldest the most stubborn

young … … … good interesting … … easy …

… … more comfortable hungrier … … … worse … …

… the nicest … … … … the hardest … … the most boring

5

Unit

4

Unit

older more stubborn

Unit

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

old stubborn

3

Examples:

Unit

6

H. Compare Bill, Ollie and Dick. Look at the pictures and compare them. Write five sentences.

Unit

7

Example: Bill is younger than Dick. Ollie

Unit

8

Dick

Unit

10

Unit

9

Bill

3. strong …

4. old …

5. big ...

When I was a kid I ate whatever food there was

21

11

2. attractive …

Unit

1. young …


Step up listen





Listen and answer the questions. 1. When does Penny come to visit her mother? 2. What does Penny’s son like to do on Saturdays? 3. What can Penny’s mother remember about her daughter when she was the same age? 4. What does Penny bring for her mother? 5. Why does Mum say that young people don’t know how to cook nowadays?

communicate A. Work with a partner and ask each other the following questions. Make notes of the answers.

1. 2. 3. 4. 5.

What’s your name? Where are you from? Where do you live? Are you married? Have you got any children?

6. 7. 8. 9.

What’s your job? What are your hobbies? What languages do you speak? What do you like to do when you are free from school?

Now, introduce your partner to a small group. You can start like this: My partner’s name is …

Waiter : Coffee, madam? Customer : Yes, please. Waiter : Black or white, madam? Customer : Do you have any other colours?

22


1 Unit

2

B. Roleplay: At the dinner table.

Say thank you and that you are very hungry.

3

Guest

Say that dinner is ready.

Unit

Host/hostess

Unit

Work in pairs. One of you is the host/hostess and the other is the guest. With the help of the useful phrases on page 12, make a dialogue.

Ask what your guest likes to drink. Say that there is wine and beer. Say that you would like wine. Say that you would like some more vegetables. Ask for the salt.

5

Give your guest the salt. Ask if your guest would like another helping.

Unit

4

Ask if your guest would like some more potatoes or vegetables.

Unit

Say that you couldn’t eat another thing. Ask if your guest would like some coffee.

Say that you like black coffee with sugar.

Unit

Ask if your guest takes milk or sugar.

6

Say that you would.

Unit

7

write A. Write 5–10 sentences about an old person you know.

8

B. Write another 5–10 sentences about a person you

Unit

know very well (husband, wife, boyfriend/girlfriend, mother/father, son/daughter).

9

C. Write about the sort of food you had when you were

23

Unit

When I was a kid I ate whatever food there was

11

Unit

10

Unit

younger and compare it with the food you like to have nowadays. What is your favourite food now?


More reading

Food for thought Here is some information about eating habits in Britain.

‘‘The British don’t have any food culture.” ‘‘English cuisine has a bad reputation.” – These are comments you often hear about food in Britain. French people tell jokes about English overcooked carrots and cabbage with microwaved steak and kidney pie. Italians cannot understand how people in Britain serve spaghetti overcooked and as a main course. Even if the quality of coffee is better nowadays, many visitors to Britain still complain that it is often a lukewarm, watery grey liquid. The list is endless. However, today this reputation is not really true. Cookery in Britain doesn’t have a strong identity of its own, and this is why there are so many restaurants all over the country which serve Chinese and Indian food. You can find these everywhere because of Britain’s links with its earlier colonies all over the world. Also, you can choose from French, Italian, Greek and many other European restaurants. Then, there are all the American-style fast food hamburger bars to choose from. All this global influence means that people in Britain have new eating habits. 24


1 Unit Unit

3 Unit

4 Unit

5 Unit Unit

6

indisk på grund av förbindelse koloni över hela världen

When I was a kid I ate whatever food there was

10

Unit

9

Unit

8

Unit

7

grekisk amerikansk bar global inflytande mål, måltid ibland personalmatsal medan plöjare, bonde bestå av inlagd traditionell maträtt som t.ex. naturligtvis lätt gammaldags scones, tebullar jordgubbssylt kaka

Unit

Indian because of link colony all over the world Greek american-style bar global influence meal sometimes canteen while ploughman consist of pickled traditional dish such as of course light old-fashioned scones strawberry jam cake

25

11

tanke Storbritannien britterna kultur (French) kök, matlagning rykte kommentar fransmän skoja kokt för länge värmd i mikrougn njure italienare huvudrätt besökare ljum vattnig grå vätska lista utan slut, evig emellertid sann matlagning, kokkonst identitet egen det är därför (som) över hela landet

Unit

thought Britain the British culture cuisine reputation comment french people tell jokes overcooked microwaved kidney Italian main course visitor lukewarm watery grey liquid list endless however true cookery identity of its own this is why all over the country

2

Most British families still have three meals a day. Breakfast is usually cereal, toast with marmalade, tea or coffee. Sometimes at weekends families have bacon and eggs. At lunchtime, some people eat in the canteen at work while others go out and have a pub lunch. At the pub, you can have a sandwich or a ploughman’s lunch (which consists of bread, cheese, pickled onions and lettuce) or perhaps a more traditional hot dish such as steak and kidney pie with chips and peas or the popular fish and chips. Of course, most people drink beer as part of their pub lunch. For dinner, people usually have a hot meal at about 6–7 o’clock in the evening. In some families, they say tea, high tea or evening meal instead of dinner. Supper is usually a light meal which people eat later in the evening. Afternoon tea is rather old-fashioned now but some people, and especially visitors to Britain, still like to have it. Many cafes and hotels serve it. Afternoon tea is at about 4 o’clock and it consists of small cucumber sandwiches, scones with strawberry jam, small cakes and lots of tea.


check the text Choose the correct alternative. 1. English cuisine has a bad reputation because a) French people tell jokes about people in Britain. b) it doesn’t have a strong identity of its own. c) people don’t know how to cook. 2. There are many foreign restaurants all over Britain a) because of Britain’s links with its earlier colonies. b) because British people don’t like cooking. c) because people ate foreign food during the Second World War. 3. Most British families a) have two meals a day: breakfast and dinner. b) have bacon and eggs for breakfast every day. c) have a hot meal for dinner at about 6–7 o’clock in the evening. 4. Afternoon tea a) is tea that people drink in the afternoon. b) is very popular with young people in Britain. c) is rather old-fashioned now but some people still like to have it.

round off •

Talk about how food habits have changed since you were a child. Also talk about what you usually eat nowadays.

What types of restaurants do you like to go to? Chinese, fast food, others? Why?

Ask each other about what life is like for old people in the countries you come from: – Where do old people live? – Who looks after them? – What do they need help with? – What do old people like to do? – At what age is a person “old”?

26

Think back to Sandra’s dad on pages 8–11. Compare him and his situation to old people in your country.


Serien består av tre delar som tillsammans täcker grundskolans kurs. Till STEPPING STONE 2 finns:

cd-skivor (audio)

40-68277-2 40-68280-2 40-68913-9

2

med texter, övningar, ordlistor, självtest • Elevbok och facit, samt två cd-skivor (audio) med interaktiva övningar, ordlistor, studie• Elevwebb guider, länkar för eleven, ljudfiler och mini-grammar med metodiska tips, kopierings• Lärarhandledning underlag för extra material, ordlistor och tre

STEPPING STONE

STEPPING STONE är ett läromedel i engelska för grundläggande vuxenutbildning, gymnasiets introduktionsprogram och nyanlända elever på högstadiet.

40-68278-9

med hela den tryckta lärarhandledingen • iLärarwebb digital form, samt ytterligare övningar, prov och resurser, länkar för läraren och ljudfiler

Kerstin Tuthill undervisar i engelska på Lärcentrum i Järfälla och har lång erfarenhet av vuxenundervisning. Somrarna tillbringar hon gärna i USA.

40682772_SS2_Omslag.indd 1

Jeremy Hanson är engelsman med rötter i Cambridge. Han har lång erfarenhet av undervisning inom komvux och i näringslivet. Jeremy bor nu för tiden i Malmö.

DALIN HANSON TUTHILL

Birgitta Dalin är lärare i engelska på Leksands gymnasium. Hon är dalkulla från Siljansnäs och har undervisat på grundläggande vux sedan tidigt 80-tal.

40-68281-9

STEPPING STONE 2 BIRGITTA DALIN JEREMY HANSON KERSTIN TUTHILL

2015-02-02 08:36

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