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C O RE 2
C O RE 2
E N GLISH
EN GLISH
Jörgen Gustafsson Monica Hjorth Eric Kinrade
C O RE 2 ENGLISH
Jörgen Gustafsson Monica Hjorth Eric Kinrade
Core English 2 består av • Allt i ett-bok inklusive ljudfiler • Elevfacit • Lärar-cd • Lärarhandledning
JÖRGEN GUSTAFSSON • MONICA HJORTH • ERIC KINRADE
Engelska för gymnasieskolans högskoleförberedande program, samt för motsvarande nivå inom vuxenutbildningen
ISBN 978-91-622-9369-7
(523-2868-2)
002972_Omsl Core.indd 1
2014-03-17 09.16
CONTENTS GROWING UP
Learning the Hard Way from Life of Pi by Yann Martel The New Pupils from Don’t Let’s Go to the Dogs Tonight by Alexandra Fuller Middlesex from the novel by Jeffrey Eugenides
8 11 19
LOVE
Hurricane Hazel from Bluebird’s Egg by Margaret Atwood Billah and Kulwant from Rani and Sukh by Bali Rai For the Greater Good from Restless by William Boyd
30 36 44
TOUGH STUFF
Survival of the Fittest from Into the Forest by Jean Hegland Hitting Rock Bottom from White Oleander by Janet Fitch Between a Rock and a Hard Place from Touching the Void by Joe Simpson
56 60 70
CONTENTS
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DIFFERENT PATHS
Refugee Boy from the novel by Benjamin Zephaniah A Taste of Honey from Astrid and Veronica by Linda Olsson Against All Odds from The Kite Runner by Khaled Hosseini The Pig from The Sun Between Their Feet by Doris Lessing
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82 85 92 100
To be continued on the CD
CLASSICS
Romeo and Juliet William Shakespeare Robinson Crusoe Daniel Defoe Pride and Prejudice Jane Austen Frankenstein Mary Shelley The Story of an Hour Kate Chopin 1984 George Orwell
110 118 126 138 146 154
NON-FICTION
We Shop therefore We Are Is This the Body of the Future? Gun Owners Imagine Britain Domestic Gods or Hopeless Slobs?
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CONTENTS
166 172 178 184 191
Learning the Hard Way from Life of Pi by Yann Martel
Piscine, or Pi as he is called, lives with his brother Ravi and his parents in the southern Indian town of Pondicherry. His father is the owner of the local zoo which contains some very dangerous animals. On this occasion he has decided to teach his sons a lesson.
The characters of the story are: • • • • • • •
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Pi(scine) – a young boy (main character) Ravi – Pi’s brother Gita – the mother Santosh – the father Babu – a zoo keeper Sitaram – a zoo keeper Mahisha – the tiger
What are these animals? Try to explain in English. goat guinea pig
rhino hippo
C H EC K YOU R LISTE N I NG
Read questions 1–3 before you listen to part one. Part one 1
What did the father say to his wife about the boys? A Ravi was always leading Pi into mischief. B They both needed regular punishment. C Pi was the one who caused him most concern.
2
How did the family react when they entered the tiger’s cage? A They were appalled by the smell of cat urine. B They all experienced a sense of unease and fear. C They asked the keeper if the iron bars were safe.
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Why, according to the text, was the tiger so keen to catch the goat? A It hadn’t been given anything to eat for three days. B Its behaviour was completely natural for a tiger. C The goat was trying to jump out of the cage.
Read questions 4–7 before you listen to part two. Part two 4
What did the father say to defend himself against his wife’s criticism? A He was afraid the boys might get eaten alive. B He hadn’t realised the tiger had been starved for so long. C He thought he was teaching the boys a valuable lesson.
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Why did the father go on to talk about other animals? A He wanted to prove he was not completely crazy. B He wanted to make sure the boys got the message. C He wanted his wife to side with him and support him.
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Which animal, according to the father, is the most dangerous of all? A The lion B The orang-utan C The elephant
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To finish off, Pi’s father talked about how dangerous small animals can be. What did he say? A Even small animals can attack and kill you. B Small animals can cause dangerous infections. C Too many people have small animals as pets.
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LET’S TALK
Work in pairs or small groups and discuss the following. • What do you think about the father’s behaviour? Was he right or wrong in doing what he did? Should he perhaps have taught the boys this lesson in a different way? • Can you mention a situation when risk-taking is an advantage and in fact should be encouraged?
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• Someone once said: We are all born unique but become copies! Which factors do you think contribute most to making us who we are: the genes we are born with or the way we are brought up?
WRITI NG
Live and learn Write about one or several episodes in your own life where you learnt a lesson ‘the hard way’. Perhaps you did something really stupid and learnt something important from it? Tell your story.
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Being a role model What are the most important things parents should teach their children? Think about values, behaviour and attitudes. You can write from one of these perspectives: • What will you, as a future parent, teach your children? • What have you learnt from your parents that you find really important?
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GROWING UP
The New Pupils from Don’t Let’s Go to the Dogs Tonight by Alexandra Fuller
Alexandra is a young white girl who grew up in what at the time was called Rhodesia. After a civil war between the blacks and the whites, the black Rhodesians won and, in 1980, the name of the country was changed to Zimbabwe. This meant great changes for all the whites living in the country. Here, Alexandra tells what happens at the boarding school she went to – a school which was exclusively for whites.
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But the next day some of the English Rhodesians are driven away too. There is only a handful of us left at supper that night; no more than twenty children in a dining room designed to hold ten times as many. My sister has already moved from Chancellor Junior School to the Umtali Girls’ High School. So she is not around for me to ask, 05 ‘Where are Mum and Dad?’ Tomorrow, the children who have gone to ‘B’ schools, for coloureds and Indians, will be here. The children from ‘C’ schools, for blacks, will be here too. Tomorrow, children who have Tomorrow child never been to school, never used a flush toilet, never eaten soldiers will arrive. with a knife and fork, will arrive. They will be smelling of wood smoke from their hut fires. Tomorrow child soldiers will arrive. They can track their way through the night-African bush by the light of the stars, these mujiba and chimwido. They are worldly and old and have fixed, long15 distance stares. Eating with your mouth closed and using a knife and fork properly can’t save your life: It only takes a minute to learn how to flush a toilet. But still Mum and Dad don’t come and fetch me away. 20 Instead, the first black child is brought to the school. We watch in amazement as he is helped out of a car – a proper car like Europeans drive – by his mother, who is more beautifully dressed than my mother ever is. She smiles as she leads her son, confidently, head held high, one high-heeled foot clacking smartly past the next high25 heeled foot, through the tunnel that leads around the sandbags and into the boys’ dormitory. We won’t be needing those sandbags any more. This woman is not a muntu nanny. This child is not a picanin. He is beautifully dressed in a brand new uniform. The uniform is 30 not a worn and stained hand-me-down like the one I wear. We wait until the mother and father of this little black child drive away, spinning up gravel from the back wheels of their white-people’s car as they leave. And then we make a circle around the little 35 black boy. The boy tells us he is called Oliver Chiweshe. I have not known the full name of a single African until now. Oliver Chiweshe. Until now I only knew Africans by their Christian names: Cephas, Douglas, Loveness, Violet, Cloud, July, Flywell. I am learning that Africans, too, have full names. And not only do Afri-
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cans have full names, but their names can be fuller than ours. I try and get my tongue around Joshua Mqabuko Nyongolo Nkomo; Robert Gabriel Mugabe; the Reverend Canaan Sodindo Banana; Bishop Abel Tendekayi Muzorewa: these are the names of our new leaders. I say, ‘That’s a nice name.’ ‘Actually, my full name is Oliver Tendai Chiweshe,’ says Oliver, emphasizing his middle name. He speaks beautifully accented, perfect English. We say, ‘Was that your father who dropped you off?’ Oliver looks at us with pity. ‘That was my driver,’ he tells us, ‘and my maid.’ He pauses and says, ‘Daddy is in South Africa this week.’ We are stunned by this news. ‘Why?’ ‘Business,’ says Oliver complacently. And then he’ll come back?’ ‘Ja,’ says Oliver. That night at supper, Oliver sits alone. None of us will sit next to him. We wait to see if he eats like a muntu. We wait to see if he cement mixes. But he has perfect European manners which are quite different from Mashona manners. He takes small, polite None of us will bites. He puts his knife and fork down on the edge of his sit next to him. plate between mouthfuls. He sips his water modestly. At the end of his meal, he pats the top of his lip with his napkin and puts his knife and fork together. I turn to my neighbour and hiss, ‘I hope I don’t get that napkin when it comes back from laundry.’ ‘Ja, me too, hey.’ Within one term, there are three white girls and two white boys left in the boarding house. We are among two hundred African children who speak to one another in Shona – a language we don’t understand – who play games that exclude us, who don’t have to listen to a word we say. Then our white matron leaves and a young black woman comes to take her place. She is pretty and firm and kind. She does not smoke cigarettes and drink cheap African sherry in her room after lights out. She redecorates the matron’s sitting room with a white cloth over the back of the worn old sofa and fresh flowers on the coffee table, and she gets rid of all the ashtrays. A sign goes up on the door of her sitting room: NO SMOKING PLEASE. YOUNG LUNGS GROWING.
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Some of the new children in the boarding house are much older than us, fourteen at least. They already have their periods, they have boyfriends. They laugh at my pigeon-flat chest. We sleep so close that, even with the lights out, I can make out the shape of my neighbour’s body under the thin government05 issued blanket. I watch the way she sleeps, rolled onto her side, too womanly for the slender child’s bed. Her name is Helen. Her warm breath reaches my face. Helen, Katie, Do It, Fiona, Margaret, Mary, Kumberai. Some of the children at my school are the children of well-known 10 guerrilla fighters. We have the Zvobgo twin sisters for instance, whose father, Eddison, spent seven years in jail during the war for ‘political activism’. He is a war hero now and very famous; There are, he is in the new government. it turns out, no There are, it turns out, no white war heroes. None of the white war heroes. army guys for whom I cheered and prayed will be buried at Heroes Acre under the eternal flame. They will not have their bones dug up from faraway battle fields and driven in stately fashion all the way to Harare for reburial. We eat elbow to elbow. We brush our teeth next to each other, 20 leaning over shared sinks, our spit mixing together in a toothpaste rainbow of blue and green and white. We shit next to each other in the small, thinly-walled booths. That year, there is a water shortage and we have to conserve water. 25 Now we must pee on top of each other’s pee. One cup of water each every day with which we must brush our teeth and wash our faces in the morning. We have to share bathwater. I am reluctant. Then the new, black matron says, ‘Come on, stop this silly nonsense. Skin is skin. In you get.’ 30 While our new matron watches, I climb into the bathwater, lukewarm with the floating skin cells of Margaret and Mary Zvogbo. Nothing happens. I bathe, I dry myself, I do not break out in spots or a rash. I do not turn black.
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C H EC K YOU R READI NG
Answer the following questions. 1 What does the author say about the social habits of the new pupils? 2 How does Alexandra explain the fact that some of the new pupils seem more experienced and older than their years? 3 How did Alexandra expect her parents to react to the situation? 4 Why were the white pupils amazed at the sight of the first black child? 5 What does Alexandra say about the new names she had to learn? 6 How did the other pupils react when they saw Oliver eating his food? 7 What did the incident with Oliver’s table napkin make clear? 8 What was it about the older black girls that made an impression on Alexandra? 9 Why was the author sad about the way the war turned out for the whites? 10 What prejudice did Alexandra have and how did she lose it at the end of the story?
VOCABU LARY 1
Adjectives and adverbs A These adjectives and adverbs are all from the text. Use them in the sentences below. At the end of each sentence there is a synonym within brackets. There are two extra words that you won’t need. complacently confidently eternal
lukewarm modestly properly
reluctant slender stately
stunned
1 I got the impression that Julia, at least to start with, was … to join in the discussion. (unwilling) 2 Mum told us to make sure that the job was made … . (correctly) 3 I was too … by what had happened to say anything at all. (surprised, upset) 4 The promise of … life is a major concept in the Christian faith. (endless) 5 It’s necessary to heat the baby’s food until it’s just … . (slightly warm) 6 In a job interview, always try to act … . (in a sure way) 7 The funeral procession moved through the city centre at a … pace. (impressive, majestic) 8 We paid £995 for our 42 inch flat-screen TV set and I think that was … priced. (not too much) B Which are the two extra words? What do they mean?
GROWING UP
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VOCABU LARY 2
Adverb + adjective The black boy is beautifully dressed in a brand new uniform. First make sure that you know what these words mean. Then use 4–5 of them in your own sentences. extremely difficult unusually polite strangely familiar
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completely exhausted seriously injured incredibly funny
internationally famous completely convinced densely populated
VOCABU LARY 3
Word formation The new matron at the school redecorates the sitting room. (= The matron puts new paint and paper on the walls of the sitting room.) The prefix re- often means again, once more. Now look at these verbs with re-, which all mean do again. Use them in the correct form in these sentences. resuscitate relive rearrange 1 2 3 4 5 6 7 8
reassemble readjust rewrite
reapply reconstruct
The teacher was not at all happy with her review so it had to be … . The police are trying to … the circumstances of the crime. Every night for the next six months she … the horror of the car crash. We were not very pleased with our sitting room so we decided to … the furniture. We had to take the cupboard apart, carry it upstairs and then … it. The film star got out of the car and … her dress. The old woman had a heart attack and all attempts to … her failed. It was scorchingly hot that day so we had to … sun lotion every half hour.
VOCABU LARY 4
Phrasal verbs with ‘out’ There are, it turns out, no white war heroes. ‘Turn out’ is a phrasal verb which means to happen or develop in a certain way. Explain (in English) the meaning of these phrasal verbs with ‘out’.
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1 2 3 4 5 6
I got some kind of virus infection so I had to back out at the last moment. A car suddenly pulled out in front of me and I couldn’t avoid a collision. If we set out early, let’s say seven o’clock, I think we’ll avoid the rush hour. Could you hand out the books for me, please? We all burst out laughing ‘cause she looked really funny. Sarah and Paul fell out and never spoke to each other again.
LET’S TALK
A In many countries around the world, students go to boarding schools, i.e. a school where they live during the school year. Would you like to go to a school like that? Why? Why not? What would the advantages and disadvantages be? Discuss in small groups.
Children at a gymnastics school in China
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B Discuss some aspects of prejudice in our society by answering the following questions. • Can you give examples of different kinds of prejudice in our society today? • Have you ever experienced prejudice, directly or indirectly (because you live in a certain area, suburb or part of a town)?
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• Are you prejudiced against people who don’t live in your neighbourhood? • What can be done to prevent prejudice and stop people from having preconceived ideas (förutfattade åsikter). On pages 239–241 in Portfolio Skills are some phrases to help you express your opinion and to ask questions.
WRITI NG
Childhood memories Important moments in your life help form your character and personality. What childhood incidents do you remember especially? Are they embarrassing, funny, frightening or sad? Write about some childhood memories which you think have strongly influenced your life so far. Use 400–500 words.
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Letter to the editor You are very upset by the fact that someone has expressed prejudiced opinions (regarding sex, choices of clothes or behaviour) about people. Describe what you have heard, your reactions to it, and what you would like to do to change this attitude. Write your letter to a school magazine (rather informal language) or a local/ national newspaper (formal language). Check the list with useful tips on formal language on page 256 in Portfolio Skills.
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The Story of an Hour by Kate Chopin
Kate Chopin created a scandal when The Story of an Hour was published in 1899. Today she is being rediscovered as a pioneer feminist writer.
America around 1900
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THE STORY OF AN HOUR
During the 19th century many writers were inuenced by what they saw in real life, e.g. poor people, the misery of slavery and the effects of the Industrial Revolution. The literary term for this is Realism, which means that you describe everything you see as accurately as possible. The Story of an Hour, with its clear depictions of characters and Chopin’s effort to describe the way many women actually lived, is a good example of realism. At the end of the 19th century gender inequality was very obvious in the US. Women did not have the right to vote, they were not allowed to testify in court or attend higher education and they had very limited control over personal property after marriage. Therefore, suffrage societies, claiming the right to vote, began to form throughout the country. These societies were often inspired by feminist writers like Kate Chopin. Women in the US won the right to vote in 1920.
Kate Chopin
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Catherine (Kate) O’Flaherty was born in St. Louis, USA, February 8th, 1850. At school she particularly enjoyed writing. Before she was 15 years old her father had died in a railroad accident, her great grandmother, whom she loved dearly, had passed away and her half-brother, first captured by Union forces during the Civil War, died of typhoid fever. She wrote her first story in 1869 but it was never published. In 1870 she married Oscar Chopin and gave birth to five sons and a daughter within the same decade. They moved to New Orleans where her husband ran a store but later on, when her husband died, the family moved back to St. Louis. In 1885 she also lost her mother and was encouraged by friends to take up writing. She tried to make a living from writing and completed a few stories but destroyed some of her material. The following years she became active in St. Louis literary and cultural circles and her stories started to appear in regional and national papers, for example Vogue. She successfully travelled to Boston and New York to find a publisher for a novel and an anthology of stories. All in all, she produced about a hundred short stories and two novels during the 1890s. Her stories are set mostly in Louisiana and she is appreciated for her graceful, poetic depictions of sensitive and intelligent women’s lives. She is a good example of an American realist, someone trying to represent life the way it actually was lived. Her short stories were well received both by critics and people but her novels were not as successful. The Awakening especially was considered vulgar and disturbing. It is claimed that it was removed from the shelves in some bookstores and libraries, but we do not know for sure if this is true. Kate Chopin died in 1904. She did not become popular and known worldwide until the late 1960s when several new biographies about her had been published.
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The Story of an Hour
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Knowing that Mrs Mallard was afflicted with a heart trouble, great care was taken to break to her as gently as possible the news of her husband’s death. It was her sister Josephine who told her, in broken sentences; veiled hints that revealed in half concealing. Her husband’s friend Richards was there, too, near her. It was he who had been in the newspaper office when intelligence of the railroad disaster was received, with Brently Mallard’s name leading the list of ‘killed.’ He had only taken the time to assure himself of its truth by a second telegram, and had hastened to forestall any less careful, less tender friend in bearing the sad message. She did not hear the story as many women have heard the same, with a paralyzed inability to accept its significance. She wept at once, with sudden, wild abandonment, in her sister’s arms. When the storm of grief had spent itself she went away to her room alone. She would have no one follow her. There stood, facing the open window, a comfortable, roomy armchair. Into this she sank, pressed down by a physical exhaustion that haunted her body and seemed to reach into her soul. She could see in the open square before her house the tops of trees that were all aquiver with the new spring life. The delicious breath of rain was in the air. In the street below a peddler was crying his wares. The notes of a distant song which someone was singing reached her faintly, and countless sparrows were twittering in the eaves. There were patches of blue sky showing here and there through the clouds that had met and piled one above the other in the west facing her window. She sat with her head thrown back upon the cushion of the chair, quite motionless, except when a sob came up into her throat and shook her, as a child who has cried itself to sleep continues to sob in its dreams. She was young, with a fair, calm face, whose lines bespoke repression and even a certain strength. But now there was a dull stare in her eyes, whose gaze was fixed away off yonder on one of those patches of blue sky. It was not a glance of reflection, but rather indicated a suspension of intelligent thought.
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There was something coming to her and she was waiting for it, fearfully. What was it? She did not know; it was too subtle and elusive to name. But she felt it, creeping out of the sky, reaching toward her through the sounds, the scents, the color that filled the air. Now her bosom rose and fell tumultuously. She was beginning to recognize this thing that was approaching to possess her, and she was striving to beat it back with her will – as powerless as her two white slender hands would have been. When she abandoned herself a little whispered word escaped her slightly parted lips. She said it over and over under her breath: ‘free, free, free!’ The vacant stare and the look of terror that had followed it went from her eyes. They stayed keen and bright. Her pulses beat fast, and the coursing blood warmed and relaxed every inch of her body. She did not stop to ask if it were or were not a monstrous joy that held her. A clear and exalted perception enabled her to dismiss the suggestion as trivial. She knew that she would weep again when she saw the kind, tender hands folded in death; the face that had never looked save with love upon her, fixed and gray and dead. But she saw beyond that bitter moment a long procession of years to come that would belong to her absolutely. And she opened and spread her arms out to them in welcome. There would be no one to live for her during those coming years; she would live for herself. There would be no powerful will bending hers in that blind persistence with which men and women believe they have a right to impose a private will upon a fellow-creature. A kind intention or a cruel intention made the act seem no less a crime as she looked upon it in that brief moment of illumination. And yet she had loved him – sometimes. Often she had not. What did it matter! What could love, the unsolved mystery, count for in face of this possession of self-assertion which she suddenly recognized as the strongest impulse of her being! ‘Free! Body and soul free!’ she kept whispering. Josephine was kneeling before the closed door with her lips to the keyhole, imploring for admission. ‘Louise, open the door! I beg; open the door – you will make yourself ill. What are you doing, Louise? For heaven’s sake open the door.’
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p. 148 afflict veiled forestall abandonment
yonder
to affect someone in an unpleasant way hidden, unclear prevent someone from doing something forsakenness, a feeling of being completely left alone in the world trembling someone who sells cheap wares in the street old. things that are for sale expressed not allow oneself to express feelings or desires which one is ashamed of old. over there
p. 149 suspension subtle elusive
h. a temporary stopping not easy to notice, a hint difficult to describe
aquiver peddler wares bespoke repression
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‘Go away. I am not making myself ill.’ No; she was drinking in a very elixir of life through that open window. Her fancy was running riot along those days ahead of her. Spring days, and summer days, and all sorts of days that would be her own. She breathed a quick prayer that life might be long. It was only yesterday she had thought with a shudder that life might be long. She arose at length and opened the door to her sister’s importunities. There was a feverish triumph in her eyes, and she carried herself unwittingly like a goddess of Victory. She clasped her sister’s waist, and together they descended the stairs. Richards stood waiting for them at the bottom. Someone was opening the front door with a latchkey. It was Brently Mallard who entered, a little travel-stained, composedly carrying his gripsack and umbrella. He had been far from the scene of accident, and did not even know there had been one. He stood amazed at Josephine’s piercing cry; at Richards’ quick motion to screen him from the view of his wife. But Richards was too late. When the doctors came they said she had died of heart disease – of joy that kills.
THE STORY OF AN HOUR
exalted perception save persistence illumination self-assertion implore
p. 150 elixir importunities latchkey gripsack screen
filled with a great feeling of joy natural ability to understand and notice things quickly except determination to do something h. a clear explanation or understanding of something confidence in saying what you want or think beg, ask for something in an emotional way
magical liquid supposed to cure people from illness persisting and pressing requests key that opens a lock on an outer door a small piece of hand luggage h. hide something from someone, protect
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I NTE RPRETATION
Work in pairs or small groups and discuss the following. 1 Explain what is meant by: ‘It was her sister Josephine who told her, in broken sentences; veiled hints that revealed in half concealing.’ (page 148, line 4) 2 ‘She did not hear the story as many women have heard the same, with a paralyzed inability to accept its significance. She wept at once, with sudden, wild abandonment, in her sister’s arms.’ (page 148, line 12) Why do you think this was considered unusual behaviour? 3 Find examples/parts from the text that show her feelings towards her husband. 4 ‘There was something coming to her and she was waiting for it, fearfully. What was it? She did not know; it was too subtle and elusive to name. But she felt it, creeping out of the sky, reaching toward her through the sounds, the scents, the color that filled the air. /…/ She was beginning to recognize this thing that was approaching to possess her, and she was striving to beat it back with her will.’ What is it that she is fighting? 5 ‘She breathed a quick prayer that life might be long. It was only yesterday she had thought with a shudder that life might be long.’ (page 150, line 5) Explain why she changed her mind. 6 Can you explain the irony of the last sentence of this short story: ‘When the doctors came they said she had died of heart disease – of joy that kills’.
VOCABU LARY
Synonyms Match a word in the left-hand column with a synonym on the right. 1 2 3 4 5 6 7 8 9 10 11 12
reveal disaster tender significance exhaustion patch assure oneself vacant dismiss admission run riot composedly
a) b) c) d) e) f) g) h) i) j) k) l)
extreme tiredness empty refuse to consider an idea, opinion etc. sudden event which causes great damage permission to enter a room etc. in a calm way importance of an action or event h. be out of control (of emotions) gentle, careful small part of an area make sure of something to make something known
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ACT IT OUT
Work in pairs to help each other read the text with lots of emotion in your voice. Practise sounding angry, devastated, happy etc. Then read the short story a couple of times and try to let all the feelings involved show and be heard. Take turns and help each other improve your emotional readings as you move on in the text.
LET’S TALK
A In the text we learn that Mrs Mallard did not allow herself to show her true feelings. What feelings are you allowed to show/not show in today’s society? Are they different for men and women? B Mrs Mallard was obviously unhappy in her marriage. Why do you think she stayed with her husband anyway? C Mr Mallard comes home to see his wife drop dead in front of him. The doctors say ‘she died of heart disease – of joy that kills’. How do you think Mr Mallard reacts to this? What does he think about it? Explain.
A happy family?
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WRITI NG
Emotions Write a fictional story, no more than 500 words, where you include as many different feelings as possible. Remember to vary your vocabulary and your descriptions.
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As I see it … Write an argumentative text where you clearly state why … … women/men should always split up/divorce when they are not happy in a relationship/marriage. or … women/men should try to work things out and stay together/married even if problems arise. For more information on how to write an argumentative essay, see Portfolio Skills page 249. The time machine Imagine that you are a time traveller who has just arrived in the year 1900. What do you think you would find fascinating, scary or funny? What ideas or things would you like to bring back to our time? Why?
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Unhappy ever after? A character like Mrs Mallard is unthinkable in a present-day novel. Or is she? Give examples of female characters you have read about who are unhappily married or in a bad relationship.
RE S EARC H
Find out more about one of the following. • • • •
Female writers at the turn of the century (1900) The role of women in the late 19th century and early 20th century The novel The Awakening and why it was seen as immoral Read another short story by Kate Chopin
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PORTFOLIO SKILLS 05
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Dear Student, The activities in the following section are divided into four parts: • • • •
Reading Listening Speaking Writing
As in Core 1, you have here an opportunity to focus on those English skills you feel you need more practice in and to prepare yourself for the National Test in English. You can work on your own, or, if that feels better, in a group with some other students. Start anywhere you like – you don’t have to do the activities in the order they are presented. Don’t forget to ask your teacher for help and advice. Remember too, that this is a good opportunity to practise your dictionary skills. Your teacher will give you a copy of a worksheet – My Dossier. This sheet is simply to help you record what you have done. Make sure you get feedback from your teacher on what you have done and ask her/him to sign the sheet when you have finished each activity. Good luck! The authors
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PORTFOLIO SKILLS
Long Way Round by Ewan McGregor and Charley Boorman
On Wednesday 14 April, 2004, the actor Ewan McGregor and his actor/director friend Charley Boorman set off to cross Europe and Asia on their BMW motorbikes. Their goal is Magadan on the Pacific Coast. They will have to travel across vast areas of land where there are in fact no roads. With them they will have a support team and a cameraman, Claudio, who will share all their adventures at first hand. Having successfully crossed Kazakhstan, they arrive in the capital of Mongolia, Ulaanbaatar. Read the text and answer the
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The city was a strange place, an ugly blot on Mongolia’s questions after each section. stunning landscape with a filthy power station near its centre expelling dirty smoke into the atmosphere and pumping hot water along city streets through massive asbestos-clad pipes. Since Mongolia shook off its Soviet satellite status in the 1990s and embraced independence, the number of street children had mushroomed. Unemployment had soared, welfare services declined and the gap between rich and poor widened as the country embraced free market economics. While the relatively well-off wore cashmere and toted cell phones on their hips in the city centre’s bars and stores, beneath the bustling streets a community of children lived in a rabbit’s warren of chambers built around the hot-water pipes, seeking warm shelter from temperatures that can drop to minus thirty in winter. Some were as young as two. One evening we were taken by Unicef to visit some street children. We met a group of about ten boys in a busy street in a commercial district and then climbed with them through a manhole into the dusty, stifling maintenance pit they called home. They loved the attention and proudly showed us around the dark, stinking cavern. It was distressing to see children as young as six living in such conditions. They were tough and cocky, but, despite all they had seen and experienced, they were still very much young children. The boys were very tactile with each other and with us. One of them had a tattoo, so I showed them mine and they all wanted to touch it, the youngest stroking my arm in a really sensitive way. He kept touch-
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A Spanish Adventure A young expat English girl, Gloria Hutton, talks here about why she left Britain behind for new work opportunities, a new life and a new language in Spain.
C H EC K YOU R LISTE N I NG
Listen to the first part of the story. 10
A Choose the best alternative. 1 Why did Gloria finally decide she needed to leave Manchester? A She had always wanted to live abroad. B Her boyfriend didn’t like his job. C She would have to look for a new flat.
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2 What impressed Gloria about Paco? A He now had a good command of English. B He didn’t complain about life in Britain. C He got on well with Gloria’s family. 3 What does Gloria say about herself and Paco? A They had met while he was working in London. B They had met while she was on holiday in Spain. C They had met when she was learning Spanish. 4 Why did Gloria decide to set up an internet-based business? A It was the easiest way to get started. B She didn’t speak Spanish very well. C There are so few English speakers in Madrid. 5 How successful a businesswoman is Gloria? A She earns much more now than in Britain. B She is finding it difficult to become established. C She regrets having gone freelance.
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1 The Internet
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In some countries, the Internet is censored on a country-wide basis. In most countries, however, there is no Internet censorship at all. The question is what principle is most important: free access to information or the need to stop people from using the Internet for unacceptable purposes? In pairs or small groups, discuss the following statements about the Internet. For more help, see pages 239–241 – Useful language. • Total Internet access should be restricted to people 18 years of age or older. • Internet shopping will mean the eventual disappearance of shops as we know them. • In my opinion, all Internet sites should be open to everyone in all countries. • I feel strongly that some links should be blocked. • File-sharing should be legal and free. • The Internet will be less important in the future than it is today. • It’s better to meet one’s future partner online than in a night club. • Shopping is easier and better on the Internet. For inspiration, listen to a recorded discussion on the same topic.
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1 Writing a story
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There are several different ways of starting a story but many successful writers use a technique called in medias res. This means that you, as a reader, are thrown straight into the action or an ongoing event. Here are some examples of well-known writers/ novels starting in medias res.
It was10a wrong number that started it, the telephone ringing three times in the dead of night, and the voice on the other end asking for someone he was not. (from City of Glass by Paul Auster)
(from A Kiss Before Dying by Ira Levin)
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The man in black fled across the desert, and the gunslinger followed. (from The 20 Gunslinger by Stephen King)
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His plans had been running so beautifully, so goddamned beautifully, and now she was going to smash them all. Hate erupted and flooded through him, gripping his face with jaw-aching pressure. That was all right though; the lights were out. And she, she kept sobbing weakly in the dark.
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The man with the rubber boots stepped into the elevator behind me, but I didn’t see him at first. I smelled him though – the pungent odor of smoke and cheap wine and life on the street without soap. We were alone as we moved upward and when I finally glanced over I saw the boots, black and dirty and much too large. (from The Street Lawyer by John Grisham)
Think about a short story you have read recently, e.g. The Hitch-hiker on page 210. Try to figure out what makes you want to go on reading. What do you think about the beginning of the story? What’s the unexpected twist at the end? Write an interesting and gripping introduction to a thriller story. To be successful in your task, try the in medias res technique.
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Write a complete story. Remember to check the following before handing it in to your teacher: • Use a proper introduction and ending. • Try to vary short sentences (especially useful in direct speech) and longer sentences (for descriptions of characters, background etc.).
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GRAMMAR Table of contents References are made to BEG (Bonniers Engelska Grammatik).
Countables and uncountables – Räknebara och oräknebara substantiv
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Concord (agreement) – Kongruens
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There is – It is – Det finns/Det är
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Adjectives and adverbs – Adjektiv och adverb
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Irregular verbs – Oregelbundna verb
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Conditional clauses – Konditionala satsfogningar (If-satser)
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The passive – Passiv form
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Verb + preposition + ing-form – Verb + preposition + ing-form
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Preposition + ‘att-sats’ – Preposition + ’att-sats’
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Verbs + ing-form – Verb + ing-form
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Expressions + ing-form – Uttryck + ing-form
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The infinitive – Infinitiv
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Contracted sentences 1 – Satsförkortningar 1
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Contracted sentences 2 – Satsförkortningar 2
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Prepositions – Prepositioner
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Sanoma Utbildning Postadress: Box 30091, 104 25 Stockholm Besöksadress: Alströmergatan 12, Stockholm Hemsida: www.sanomautbildning.se E-post: info@sanomautbildning.se
SYMBOLFÖRKLARING
= hörövning
= skrivövning
*
Order/Läromedelsinformation Telefon: 08-587 642 10 Telefax: 08-587 642 02
Redaktion: Maria Ottosson och Karl-Erik Widlund Grafisk form: Helen Miller Crafoord/Cosmos art Bildredaktör: Margareta Söderberg Illustratör: Kati Mets
= hänvisning till Portfolio Skills
= svår uppgift = dramatisera
Granskare: Elisabeth Antonson, Vellinge Margareta Bonnedahl, Umeå Katarina Falk, Älta
Core English 2 ISBN 978-91-622-9369-7 © 2009 Jörgen Gustafsson, Monica Hjorth, Eric Kinrade och Sanoma Utbildning AB, Stockholm Första upplagan Tredje tryckningen
Kopieringsförbud! Detta verk är skyddat av lagen om upphovsrätt. Kopiering utöver lärares rätt att kopiera för undervisningsbruk enligt Bonus-Presskopias avtal, är förbjuden. Sådant avtal tecknas mellan upphovsrättsorganisationer och huvudman för utbildningsanordnare, t.ex. kommuner/universitet. För information om avtalet hänvisas till utbildningsanordnares huvudman eller Bonus-Presskopia. Den som bryter mot lagen om upphovsrätt kan åtalas av allmän åklagare och dömas till böter eller fängelse i upp till två år samt bli skyldig att erlägga ersättning till upphovsman/rättsinnehavare. Tryck: Livonia Print, Lettland 2014
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C O RE 2
C O RE 2
E N GLISH
EN GLISH
Jörgen Gustafsson Monica Hjorth Eric Kinrade
C O RE 2 ENGLISH
Jörgen Gustafsson Monica Hjorth Eric Kinrade
Core English 2 består av • Allt i ett-bok inklusive ljudfiler • Elevfacit • Lärar-cd • Lärarhandledning
JÖRGEN GUSTAFSSON • MONICA HJORTH • ERIC KINRADE
Engelska för gymnasieskolans högskoleförberedande program, samt för motsvarande nivå inom vuxenutbildningen
ISBN 978-91-622-9369-7
(523-2868-2)
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