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Viewpoints 1 är ett läromedel i engelska avsett för steg 5 i de högskoleförberedande programmen på gymnasiet och komvux.

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linda gustafsson uno wivast

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• Interaktiv lärarbok (kombinerad elevbok/elevwebb/lärarwebb) Linda Gustafsson är lärare i engelska, svenska och italienska på Malmö Latinskola. Hon älskar engelska deckare och afternoon tea.

40671608.1.3_Omslag.indd 1

40-68059-4 Uno Wivast är gymnasielärare i engelska och svenska på Malmö Borgarskola. Kulturen och myterna i den amerikanska filmen är ett stort intresse för honom.

2016-01-28 15:21

CONTENTS CROSSING BOUNDARIES 1. Not Guilty .................................................................................. 8

3. The Anorak’s First Kiss.............................................. 68

from Big Mouth and Ugly Girl by Joyce Carol Oates

from The Anorak’s First Kiss by John McLay

Language: School words, Words and phrases to do with law, Adjectives and adverbs Writing: News article, Story ending

Language: Words from the text, Prepositions, Irregular verbs – past forms, Modal auxiliary verbs Writing: Informal letter, Article

2. On the Other Side............................................................. 18 from The Crew by Bali Rai

4. Forbidden Love ................................................................ 80 from Dead Until Dark by Charlaine Harris

Language: Words from the text, Word formation, Adjectives and adverbs, Irregular verbs – past forms Writing: Formal letter, Short story

3. The Way It Looks ............................................................. 30

Language: Words from the text, Formal and informal language, Infinitives and the -ing form Writing: Article, E-mail

FAIRYTALES WITH A TWIST

from Inexcusable by Chris Lynch

1. Little Miss Hood and the Wolf............................98 Language: Words and expressions from the text, The do construction, Göra and bli Writing: E-mail, Letter to the Editor

GAME OF LOVE 1. Doing It ..................................................................................... 42 from Doing It by Melvin Burgess Language: Words from the text, Synonyms, Plural nouns with no singular form, The passive voice Writing: E-mails

2. From Caterpillar to Butterfly ................................ 54 from Pants on Fire by Meg Cabot Language: Words from the text, Relative pronouns, Modal auxiliary verbs Writing: Short story, Essay

from Revolting Rhymes by Roald Dahl Language: Synonyms, Rhymes and spelling, Word order Writing: Short stories

2. Humpty Dumpty ............................................................ 108 from The Case of the Four and Twenty Blackbirds by Neil Gaiman Language: Words and expressions from the text, Contractions, Word formation Writing: Story ending, News article

3. The Transformation of Cindy .............................. 116 from The Transformations of Cindy R. by Anne Mazer Language: Adjectives, Comparatives, Superlatives Writing: Letters to the Editor

BEHIND THE GUN 1. Boy Kills Man ..................................................................... 134

2. Being Rich .......................................................................... 188

from Boy Kills Man by Matt Whyman

from Hard Cash by Kate Cann

Language: Words from the text, Demonstrative pronouns, Word formation Writing: Informal letter, Short story

Language: Words from the text, Verbs of speech, Verbs in the present simple tense Writing: Informal letters

2. The Man I Killed .............................................................. 144

3. Getting It............................................................................. 200

from The Things They Carried by Tim Oâ&#x20AC;&#x2122;Brien

from About a Boy by Nick Hornby

Language: Words from the text, Idioms, Word formation Writing: Essay, Formal letter

Language: Expressions from the text, Word formation, Linking words Writing: Informal letter, Formal letter

3. Kill Number 3 .................................................................... 154 from Monster: My True Story by Aileen Wuornos with Christopher Berry-Dee Language: Words from the text, Linking words, Countable and uncountable nouns Writing: Essay, News article

4. Child Soldier ..................................................................... 164 from A Long Way Gone by Ishmael Beah Language: Words from the text, Phrasal verbs, Brukar and brukade, Translations of bli Writing: Short story, E-mail

4. A Guilty Conscience .................................................. 214 from The Lottery by Beth Goobie Language: Expressions from the text, Verbs of motion, The progressive form Writing: Letter to the Editor, Essay

MODEL TEXTS Article ............................................................................................. 231 E-mail............................................................................................. 232 Essay ............................................................................................. 233 Formal letter.............................................................................. 234

THE OLDER THE WISER?

Informal letter .......................................................................... 235

1. Big Spender ........................................................................ 176

Letter to the Editor ................................................................ 236

from Confessions of a Shopaholic by Sophie Kinsella Language: Synonyms, Words to do with finance, Question tags Writing: Formal letter, Article

News article .............................................................................. 237 Short story / Story ending................................................ 238

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CROSSING BOUNDARIES

Before reading • Do you think you should be allowed to joke about any subject, or are certain topics ‘taboo’ (not allowed because they are offensive or shocking)? • What do you think the punishment should be for a student who: a. doesn’t do his/her homework? b. talks back to the teacher? c. gets in a fight with another student? d. threatens to blow up the school?

Not Guilty Matt is a normal high-school student until one day he is taken out of his classroom by police officers. While Matt tries to figure out what has happened, rumours are spread across school that he has been arrested. No I did not. I did not. I DID NOT.

rumour rykte handcuff sätta handbojor på lead (led, led) leda forcibly med våld, våldsamt rear baksida vehicle fordon

I did not say those things, and I did not plan those things. Won’t anyone believe me?

headquarters högkvarter be charged with bli anklagad för witness vittne

Matt Donaghy had not been arrested by Rocky River police. Matt Donaghy had not been handcuffed and led forcibly from the rear of Rocky River High to a waiting police vehicle and taken to police headquarters to be charged with any crime. No one had been a witness to such a spectacle. But it would be talked of as if it had happened. It would be talked of, and shared, and discussed like a scene in a movie that not everyone had seen, but a few had seen, or claimed to have seen, and by being talked of with such zest, such dread and enthusiasm, it would shortly come to seem that, at Rocky River High, nearly everyone had seen it, and had opinions about it. “He was cuffed? Matt was cuffed?” “Not his ankles, though. So he could walk.” Had Rocky River police actually entered the school? During fifth period? Those classmates of Matt’s who’d seen the plainclothes detectives lead him out of study hall would describe the men in varied ways, disagreeing on details, but all agreed that the detectives had been wearing suits, and had spoken quietly to Matt.

CROSSING BOUNDARIES

such den sortens as if som om share dela a few några claim påstå zest iver, entusiasm dread fruktan seem verka ankle vrist, fotled, ankel during under (om tid) period lektionstimme plainclothes civilklädd detectives kriminalpolis study hall läxläsningsrum alt. läxläsningstimme varied olika wear (wore, worn) bära, ha på sig (kläder)

matter ämne begin (began, begun) börja SWAT terroristbekämpningsstyrka high-powered högeffektiv, stark rifle gevär bulletproof skottsäker few få on the premises på platsen deserted folktom, öde impatient otålig inessential oviktig insist insistera, kräva immediately genast make a break for it försöka fly locker skåp (elevskåp) confiscate beslagta confess erkänna, bekänna download ladda ner shut (shut, shut) stänga chatter skallra (om tänder) threaten hota blow up spränga uncomprehending oförstående deny förneka, neka till response svar disgust avsky incredulity tvivel, skepsis remind påminna shiver rysa, huttra, darra

What happened outside the classroom was a matter for speculation. It began to be claimed that the plainclothes detectives had been backed up by uniformed, armed cops. It began to be claimed that there’d been a SWAT team with high-powered rifles, bulletproof masks, and vests. Few could truthfully claim to have seen the SWAT team on the premises, though the building wasn’t exactly deserted at the time Matt was led out of study hall. Where had the detectives taken Matt exactly? Some believed that they’d all gone downstairs to Mr Parrish’s office, and had left for police headquarters later; others, impatient with such an inessential detail, insisted that Matt had been “arrested” immediately and taken away to headquarters. “If he’d made a break for it, they would’ve shot him? Wow.” “No way Matt was gonna make a break. They had him, and he knew it.” “Did they search his locker? Did they confiscate stuff?” “Did he confess?” “Did you ever see any gun of Matt’s, like in his locker?” “I didn’t know Matt had guns.” “Stuff to make bombs? Or, like plans? Drawings?” “They’d be downloaded from the Internet. All that kind of shit you can download if you know where to look.” In Mr Parrish’s office, the door shut tight. Matt’s teeth were chattering. He tried to speak calmly. “Look, this is crazy. I never … what you’re saying.” “We’ve had a report, Matt. Two reports. Two witnesses. They heard you.” “Heard me … what?” “Threaten to ‘blow up the school’.” Matt stared at the detective, uncomprehending. “Threaten to ‘massacre’ as many people as you could. In the school cafeteria today, just a few hours ago. Are you denying it?” “Y-Yes! I’m denying it.” “You’re denying it.” “I think this is all crazy.” “‘This is all crazy.’ That’s your response?” There was an undertone of disgust and incredulity in the man’s voice that reminded Matt of his dad. Matt shivered.

CROSSING BOUNDARIES

On the table a tape recorder was running. The detectives were also taking notes. Mr Parrish had removed his glasses and was stroking his eyes as if they ached. There was a glimmer of perspiration on the principal’s upper lip, and his face was crisscrossed with faint lines like scratches with a dry pen. His assistant was there, a young woman frowning over a notepad. Mrs Hale, the school guidance counsellor, and Mr Rainey, the school psychologist, were present, staring at Matt as if they’d never seen him before. It was then that Matt did an unexpected thing. He grinned. His mouth twisted like some sort of rubber mouth. Maybe he even laughed. Mr Parrish said sharply, “Matthew, this isn’t funny. Very serious accusations have been made against you.” “I’m not … I don’t think it’s funny,” Matt said quickly. He was feeling tired suddenly. As if he’d been running around the track for miles. “Let’s go over what we’ve been told. You did, or did not, make threats to ‘blow up the school’ in the cafeteria today?” “Look, ask my friends! They can tell you.” “Certainly we will. If it’s necessary, we will.” Matt had given them the guys’ names: Russ, Skeet, Neil, Cal … Who else? But Mrs Hale said, “We don’t want to involve anyone unless it’s necessary. We’d like to clear this up at the source.”

CROSSING BOUNDARIES

run (ran, run) här vara igång take notes anteckna stroke stryka, smeka ache värka, göra ont principal rektor crisscross gå kors och tvärs faint svag frown rynka pannan guidance counsellor rådgivare (studie- och yrkesvägledare alt. kurator) present närvarande rubber gummi sharply skarpt accusation anklagelse, beskyllning track löparbana mile (längd) engelsk mil; 1 mile = 1609m certainly säkerligen, javisst involve involvera, blanda in unless om inte source källa

recall minnas, komma ihåg semester termin stunned förbluffad, chockad shift ändra ställning uneasily oroligt, ängsligt mottled (röd- och vit) flammig hives nässelfeber, hudutslag clear the air rensa luften twitch rycka add lägga till apology ursäkt dislike ogilla regard betrakta, titta på lie här ljuga exaggerated överdriven avoid undvika issue sak (stor sak) upset upprörd

“Well, if I’m the source,” Matt said, sarcastically, “I can tell you: I never threatened anybody or anything.” His heart was beating hard. He recalled a story of Edgar Allan Poe’s he’d read in Mr Weinberg’s class last semester, The Imp of the Perverse. He said, his mouth twisting again, “And if I had, I wouldn’t tell you about it, would I?” There was stunned silence. Mr Parrish’s assistant shifted uneasily in her chair. “Just a joke, officers,” Mr Parrish said. His face was becoming mottled as if with hives. “Matthew means to be funny.” “Do you think this is ‘funny’, Matthew? Our conversation?” “No, sir.” “We’d hoped to clear the air, Matthew. Without bringing you to headquarters.” “OK, I’m sorry. I didn’t mean it.” “Didn’t mean – what?” “I didn’t mean – the last thing I said.” “Which was –?” They wanted him to speak into the tape recorder, that was it. Anything he said would be, will be, used against him in a court of law. Matt’s mouth twitched. It was funny! No, this was serious. Matt repeated what he’d said, and added an apology. The detective with the glasses was beginning to dislike him, he could tell. The other detective, younger and thicker bodied, regarded Matt with more sympathy. Or so Matt thought. “Now you’re saying you are serious, you are telling the truth, yes? You’re not lying now.” “Yes, sir. I mean – no.” “You’re not lying now?” “I wasn’t l-lying, no. It was just a dumb joke.” “Do you consider a bomb threat, a threat to ‘massacre’ as many people as possible, a ‘dumb joke’? Or something more serious?” “Look, ask the other guys! They’ll tell you.” “But why would they tell us, Matt, if you won’t? If you’re all involved in a conspiracy together?” “We’re not in any conspiracy, we’re not. This is all crazy! It’s exaggerated! I never said anything like that.” Mr Rainey said quietly, to Mr Parrish, maybe they should contact the other boys now; and Mr Parrish said, in an undertone, he was hoping to avoid making an issue of this. “You know how upset parents in this district can get.”

CROSSING BOUNDARIES

The questioning, the clearing of the air, continued. Matt had been thinking of it as a kind of TV sitcom in which he was the star, he’d have all the good lines (if he could only think of them), but it wasn’t like that at all. The others, the adults, had the script; and he was floundering. He was stammering, he was fighting back tears. He couldn’t stop his mouth from twisting, like a two-yearold on the verge of a tantrum. No, no! This was serious. He knew it was very serious. He’d clear the air, yes. He was an intelligent kid; Mr Weinberg praised him. Other teachers praised him. He’d explain to these adults in an assured, mature voice, and clear everything up. Maybe his mom and dad would not be contacted. (Matt wanted to think this so badly.) Maybe, if things got cleared quickly enough, he could return to study hall, and everybody would be relieved and happy to see him. Mr Weinberg would make one of his jokes – “Well, Matthew Donaghy! I see you made bail.” Or – “I guess you’re being recruited for the CIA, maybe?” And Matt would blush, and think of some witty response. Everybody would laugh. He’d return to his desk, acting nonchalant. Stacey would be relieved. Maybe she’d squeeze his hand, in front of the others. “Oh, Matt! What was that all about?” Russ and Skeet would be dying to know, too. But Matt would tease his friends by taking out his play script and opening his laptop. In a mock-Brit accent he’d say, “Now, where were we when I was interrupted …?” He wanted to think this, so badly.

questioning förhör sitcom komediserie flounder krångla, trassla in sig verge rand, kant, gräns tantrum vredesutbrott praise berömma assured självsäker mature mogen clear up få ordning på, reda ut relieved lättad bail borgen recruit värva blush rodna witty kvick, vitsig tease driva med mock- imiterad, låtsad interrupt avbryta

From Big Mouth and Ugly Girl by Joyce Carol Oates

CROSSING BOUNDARIES

Discuss and understand Answer the following questions. Use examples from the story to support your ideas. 1. What has Matt been accused of and what evidence do the detectives have? What is your opinion of the detectives’ reaction? Are they overreacting or do you think their response is understandable? 2. Give your opinion on Matt’s reaction to the accusation and his behaviour during the interview. How would you have acted in his place? 3. How do Matt’s schoolmates react? If this were your school, would the reaction be the same? What would you have done if you were his schoolmate? 4. Do you think this situation could ever happen in Sweden? Why / why not?

Working with language School words a) The text contains several words to do with school and education. Translate the following words into Swedish, and discuss whether the same things exist in Sweden. 1. locker 2. principal 3. high school 4. period 5. class 6. study hall 7. semester 8. school cafeteria 9. guidance counsellor 10. notepad

CROSSING BOUNDARIES

b) Can you think of any other words to do with school? Write at least three words under each of the following headings, and compare your ideas in pairs. 1. Subjects and programmes

2. Equipment

3. Buildings and staff

Words and phrases to do with law Find words or phrases from the word list in the story to match the following descriptions. Use the example to help you. Example: police officers who solve crimes like murder detectives 1. to put metal rings around a criminalâ&#x20AC;&#x2122;s wrists 2. to be accused of (a crime) 3. someone who has seen a crime being committed 4. dressed as a civilian 5. a specialist team used to fight terrorism 6. to say that you didnâ&#x20AC;&#x2122;t do something 7. to try to escape 8. to admit that you have done what you are accused of 9. to say that you will do something bad 10. a sum of money that you have to pay to get out of prison 11. a statement or claim that someone has done something wrong or illegal 12. to take something away from someone, usually as a punishment

CROSSING BOUNDARIES

Adjectives and adverbs (1) An adjective is a word that describes a noun or a pronoun, for example They bought a blue car or He is mad. An adverb, on the other hand, is a word or a group of words that describes a verb, an adjective, another adverb or a whole sentence, for example She walked quickly, It’s very cold, He speaks English terribly badly or Hopefully, I’ll go to university next year. When you make an adverb out of an adjective you add the ending -ly to the adjective, like in quickly. However, there are some exceptions where the word ending with –ly has another meaning, or simply does not exist. Here are a few of these exceptions: Adjective

Adverb

Note!

hard

the word hardly means ’knappast’ or ‘sällan’

good

well

the word goodly doesn’t exist

fast

the word fastly doesn’t exist

straight

the word straightly doesn’t exist

wide

the word widely means ‘vida’ (e.g. känd)

a) Look at the words from the story in the box. Pick out the eight adjectives. deserted

faint

tantrum

verge

upset

questioning

ache

exaggerated

present

relieved

impatient

stunned

twitch

recall

flounder

b) Complete the following sentences with an adverb from the story. Use the Swedish words in brackets to guide you. 1. They led him

from the building. (våldsamt)

2. I’m just going out for a couple of minutes – see you 3. He spoke to me very

. (lugnt)

4. “We’re not open,” the shopkeeper said 5. “You look open to me,” Jack said 6.

. (skarpt) . (snabbt)

he had an idea. (plötsligt)

7. “I’m going to blow up the school,” Matt said 8. She looked at me

. (snart)

. (sarkastiskt)

, as if she didn’t trust me. (oroligt)

CROSSING BOUNDARIES

c) Fill in each gap in the following sentences with the adjective or adverb form of the word in brackets. 1. He had always been a

(good) boy who behaved

2. Rumours were spreading

(fast) across school.

3. The detectives waited 4. He was trying so

(patient) for him to answer. (hard) but the others were

5. After the incident, he became 6. He felt

(good).

(hard) trying at all.

(wide) known as the boy who got arrested.

(sad) for a long time.

Translation Translate the following sentences into English. You will find some of the words in the word list, but you might also need a dictionary. 1. De civilklädda kriminalpoliserna letade snabbt igenom hans skåp medan hans klasskompisar tittade på. 2. ”Ni behöver inte sätta handbojor på honom eftersom han inte kommer att försöka fly”, sa rektorn snabbt. 3. ”Två vittnen i skolmatsalen hade hört honom hota att spränga skolan”, sa polisen skarpt. 4. Matt kände sig dum. Plötsligt tänkte han att det vore bäst att erkänna allt och fråga om han fick gå tillbaka till lektionen.

Writing Choose one of the following writing tasks. Write a maximum of 400 words. 1. You are a reporter on the local newspaper. You hear about the incident at Rocky River High and decide to interview some students and teachers there about it. Write a news article describing what happened. For an example of a news article see page 237.

2. Matt hopes that everything will be normal again when he goes back to school. What do you think will happen? Write the ending of the story. For an example of a story ending see pages 238–9.

CROSSING BOUNDARIES

Läromedlet består av fyra komponenter som tillsammans förser eleven och läraren med allt som behövs för att klara kursen:

linda gustafsson uno wivast

view

points 1

Viewpoints 1 är ett läromedel i engelska avsett för steg 5 i de högskoleförberedande programmen på gymnasiet och komvux.

points 1

view

linda gustafsson uno wivast

points 1

• Elevbok med texter, övningar och ”Model Texts”-resursbank

40-67160-8

• Elevwebb med extra övningar och resurser, ordlistor med fonetik, ljudfiler, länkar m.m.

40-67491-3

• Lärarwebb med ytterligare övningsmaterial, prov, facit, ljudfiler, handledning, länkar m.m.

40-67492-0

• Lärar-cd med ljudfiler till texter och hörövningar

40-67490-6

Eller för dig som vill arbeta helt digitalt: • Interaktiv elevbok (kombinerad elevbok/elevwebb)

40-68058-7

40671608.1.3_Omslag.indd 1

40-68059-4 Uno Wivast är gymnasielärare i engelska och svenska på Malmö Borgarskola. Kulturen och myterna i den amerikanska filmen är ett stort intresse för honom.

2016-01-28 15:21