Viewpoints Vocational är ett läromedel för Engelska 5 i de yrkesförberedande programmen på gymnasiet och komvux.
• • •
Elevbok, tryckt
40-69366-2
Elevwebb, individlicens, 12 mån
40-67494-4
Lärarwebb, individlicens, 12 mån
40-67495-1
Eller för dig som vill arbeta helt digitalt: Digitalt läromedel, elevlicens, 12 mån 40-68060-0 Digitalt läromedel, lärarlicens, 12 mån 40-68061-7
Linda Gustafsson är lärare i engelska, svenska och italienska på Malmö latinskola. På fritiden läser hon gärna klassiker, brittiska deckare eller modern fantasy och science fiction, helst av Neil Gaiman och Carlos Ruiz Zafón.
UNO WIVAST
VOCATIONAL
VOCATIONAL
• •
VIEWPOINTS LINDA GUSTAFSSON
VIEWPOINTS
Läromedlets andra upplaga består av tre komponenter som tillsammans förser eleven och läraren med allt som behövs för att klara kursen:
UNO WIVAST
VOCATIONAL
LINDA GUSTAFSSON
VIEWPOINTS
SECOND EDITION
Uno Wivast är lärare i engelska och svenska på Katedralskolan i Lund. Uno har ett stort intresse för kultur och myter i den amerikanska filmen och läser gärna Virginia Woolf och William Faulkner. ISBN: 978-91-40-69366-2
9 789140 693662
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Förord I nyutgåvan av Viewpoints Vocational, som är ett läromedel för kursen Engelska 5 på yrkesförberedande program, finns ett nytt urval av autentiska texter som är väl anpassade till dagens samhälle och elever. Det finns även en större variation av textgenrer, vilket ger en ökad bredd i både form, innehåll och perspektiv. Nya Viewpoints Vocational är därför ett läromedel som ger läraren goda möjligheter till att skapa intressanta samtal och diskussioner i klassrummet på målspråket. Frågorna till texterna är uppdelade i två avsnitt, d.v.s. understanding och discussion, vilket ger en tydlig distinktion mellan läsförståelse och personligt resonemang och tyckande. Bokens fem teman följer en språklig och innehållslig progression, men det finns också utrymme att välja och vraka bland texterna efter behov och intresse. I början av varje tema finns en översiktssida för att ge extra struktur över innehållet. I nyutgåvan finns dessutom ett helt nytt tema som heter Why We Work. Till texterna finns bland annat ordövningar, grammatikövningar, speakingövningar och skrivuppgifter, vilka hjälper eleverna att utöka sitt ordförråd, sin språkliga korrekthet och sin kommunikativa förmåga. Till de flesta texter finns även utvalda glosor som markerats i fet stil, och dessa förekommer i ordövningar och färdiga glosprov. De markerade glosorna har valts med tanke på att dessa ord används frekvent i talad och skriven engelska. I slutet av textboken finns dessutom ett uppdaterat avsnitt med model texts som bland annat innehåller texttyper som discussion essay och argumentative essay. Nytt för boken är också ett avsnitt om källhantering och ett fristående grammatikavsnitt med genomgång, förklaringar och uppgifter för de grammatiska moment som kan anses grundläggande för Engelska 5. I Student’s Web finns också nyheter för ett ökat samspel mellan bokens material och aktuellt material bortom läromedlets ramar. Till varje text finns det en kompletterande engelsk-engelsk ordlista och, i de flesta fall, Live listening och/eller Live reading, d.v.s. autentiska texter och intervjuer eller föredrag med frågor. Eleven kan alltså jobba med läsförståelse och hörförståelse på egen hand. I elevboken finns det i de olika kapitlen symboler som hänvisar till Student’s Web för Live listening och Live reading. Naturligtvis finns även rena språkövningar i Student’s Web, samt länkar kopplade till ämnet och specifika övningar i boken. I lärarwebben finns ytterligare övningar, prov, hörövningar, läsförståelseövningar, speaking-övningar och färdiga prov, allt för att eleven ska få bra material för byggandet av sin språkliga komptens. Vi hoppas att ni ska finna både nytta och nöje med att arbeta med nya Viewpoints Vocational! Författarna
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CONTENTS CROSSING BOUNDARIES
IN THE NAME OF LOVE
1. Twocking ............................................................................. 8
1. Doing It.............................................................................. 40
from Twocking by Eric Brown
from Doing It by Melvin Burgess
Reading: Extract from Twocking (fiction/ novel); Live reading (Student’s Web) Listening: Live listening (Student’s Web) Speaking: Debate for/against Writing: Informal e-mail Language: Do, does and did; Irregular verbs (past forms)
Reading: Extract from Doing It (fiction/novel); Live reading (Student’s Web) Listening: Live listening (Student’s Web) Speaking: Discussion on dangerous works Writing: Informal e-mail Language: The -ing form; Comparatives and superlatives; Linking words
2. One of the Gang........................................................ 16 from Burnout by Robert Swindells
Reading: Extract from Burnout (fiction/novel); Live reading (Student’s Web) Listening: Live listening (Student’s Web) Speaking: Discussion on punishments Writing: Article Language: Compound nouns with fire; Relative pronouns; Prepositions
3. Not What They Seem............................................. 26 from Refugees by Brian Bilston
Reading: Refugees (poem); Live reading (Student’s Web) Listening: Live listening (Student’s Web) Produce and develop: Present a poem
4. The Power of the Pen............................................. 28 from I am Malala by Malala Yousafzai and Christina Lamb
Reading: Extract from I am Malala (non-fiction/autobiography); Live reading (Student’s Web) Listening: Live listening (Student’s Web) Speaking: Discussion on education Writing: News article Language: Word formation (suffixes); Adjectives and adverbs; Irregular verbs (past forms)
2. The First Cut.................................................................. 50 from ‘First love: researchers get to the heart of why teen breakups are so hard to do’ by Ewa Kretowicz
Reading: ‘First Love’ (article/newspaper) Listening: Live listening (Student’s Web) Speaking: Talking about love and breakups Writing: Article Language: Prepositions; Have or has?
3. Forbidden Love........................................................... 58 from Rani & Sukh by Bali Rai
Reading: Extract from Rani & Sukh (fiction/ novel); Live reading (Student’s Web) Listening: Live listening (Student’s Web) Speaking: Relationships debate Writing: Argumentative essay Language: Possessive pronouns; Make or do?
4. The Enigma of Love................................................. 68 from ‘What is love? Five theories on the greatest emotion of all’ by Jim Al-Khalili, Philippa Perry, Julian Baggini, Jojo Moyes and Catherine Wybourne
Reading: ‘What is love?’ (article/newspaper); Live reading (Student’s Web) Listening: Live listening (Student’s Web) Speaking: Talking about movies Writing: Formal e-mail Language: Relative pronouns; Modal auxiliary verbs (can, could, may, might)
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WHY WE WORK
DANGER ZONE
1. An Offer You Can’t Refuse?......................... 78
1. Looking for Danger.............................................. 106
from The Accidental Apprentice by Vikas Swarup
from Infiltration by Sean Rodman
Reading: Extract from The Accidental Apprentice (fiction/novel) Listening: Live listening (Student’s Web) Speaking: Role play and analysis Writing: Formal e-mail Language: Contractions; Verbs in the present simple; Word formation (word forms)
Reading: Extract from Infiltration (fiction/ novel); Live reading (Student’s Web) Listening: Live listening (Student’s Web) Speaking: Talking about pictures Writing: News article Language: The past simple tense; Adjectives and adverbs
2. Hard Work....................................................................... 90 from 9 to 5 by Dolly Parton
Reading: 9 to 5 (song); Live reading (Student’s web) Produce and develop: Employee handbook
3. The Generations Guide........................................ 92 Reading: The Generations Guide (non-fiction)
4. Working to Live........................................................... 96 from ‘They don’t live for work ... they work to live’ by Anushka Asthana
Reading: ‘They don’t live for work ... they work to live’ (article/newspaper); Live reading (Student’s Web) Listening: Live listening (Student’s Web) Speaking: Talking about generations Writing: Formal letter Language: Common expressions; Question tags; Spelling
2. A Plastic Ocean................................................... 116 from ‘Q&A: A Plastic Ocean – can a movie help us see this invisible crisis?’ by Lesley Henderson
Reading: ‘Q&A: A Plastic Ocean – can a movie help us see this invisible crisis?’ (article/interview/Internet) Listening: Live listening (Student’s Web) Speaking: Environmental issues Writing: Discussion essay Language: Idioms; Countable and uncountable nouns
3. Boy Kills Man............................................................. 126 from Boy Kills Man by Matt Whyman
Reading: Extract from Boy Kills Man (fiction/ novel); Live reading (Student’s Web) Listening: Live listening (Student’s Web) Speaking: Talking about crime prevention Writing: Short story Language: Demonstrative pronouns; Modal auxiliary verbs (will, would, shall, should); Phrasal verbs
4. Cycling Daredevils................................................ 136 from A Paramedic’s Diary: Life and Death on the Streets by Stuart Gray
Reading: Extract from A Paramedic’s Diary: Life and Death on the Streets (non-fiction/memoir); Live reading (Student’s Web) Listening: Live listening (Student’s Web) Writing: Argumentative essay Language: Phrasal verbs; Word formation (nouns and adjectives)
5
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THE OLDER THE WISER?
GRAMMAR
1. A New Life.................................................................... 146
Verbs......................................................................................... 184
from Megan by Mary Hooper
Reading: Extract from Megan (fiction/novel); Live reading (Student’s Web) Speaking: Top Ten lists Writing: Diary entry; Informal letter Language: Verbs of speech; Compounds with every-, no-, some- and any-; Translation
2. Stressful Youth?...................................................... 156 from The Teenage Guide to Stress by Nicola Morgan
Reading: Extract from The Teenage Guide to Stress (non-fiction/self-help) Listening: Live listening (Student’s Web) Speaking: Talk on stress relief Writing: Letter to the Editor Language: Nouns in the plural; Word order
3. Getting It...................................................................... 168 from About a Boy by Nick Hornby
Reading: Extract from About a Boy (fiction/novel) Listening: Live listening (Student’s Web) Speaking: Prepare and perform a speech Writing: Article Language: Expressions from the text; Word formation (same stem, different ending); Linking words; Translation
4. Shakespeare’s Seven Ages of Man.......... 180 from As You Like It, Act II, Scene VII by William Shakespeare
Reading: Extract from As You Like It (play/ poem) Listening: Live listening (Student’s Web) Writing: Discussion essay
Nouns........................................................................................ 191 Articles..................................................................................... 197 Adjectives.............................................................................. 199 Adverbs.................................................................................... 202 Pronouns................................................................................. 204 Numerals ............................................................................... 217 Conjunctions........................................................................ 218 Word order............................................................................ 221 Common irregular verbs.............................................. 222
MODEL TEXTS Article....................................................................................... 226 Diary entry............................................................................ 227 Argumentative essay...................................................... 228 Discussion essay................................................................. 230 Formal e-mail/letter........................................................ 232 Informal e-mail/letter..................................................... 233 Letter to the Editor.......................................................... 234 News article.......................................................................... 235 Short story/Story ending............................................. 236 Working with sources..................................................... 238
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VIEWPOINTS VOCATIONAL
CROSSING BOUNDARIES OVERVIEW TWOCKING Reading: Extract from Twocking (fiction/novel); Live reading (Student’s Web) Listening: Live listening (Student’s Web) Speaking: Debate for/against Writing: Informal e-mail Language: Do, does and did; Irregular verbs (past forms) ONE OF THE GANG Reading: Extract from Burnout (fiction/novel); Live reading (Student’s Web) Listening: Live listening (Student’s Web) Speaking: Discussion on punishments Writing: Article Language: Compound nouns with fire; Relative pronouns; Prepositions NOT WHAT THEY SEEM Reading: Refugees (poem); Live reading (Student’s Web) Listening: Live listening (Student’s Web) Produce and develop: Present a poem THE POWER OF THE PEN Reading: Extract from I am Malala (non-fiction/autobiography); Live reading (Student’s Web) Listening: Live listening (Student’s Web) Speaking: Discussion on education Writing: News article Language: Word formation (suffixes); Adjectives and adverbs; Irregular verbs (past forms)
CROSSING BOUNDARIES
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CROSSING BOUNDARIES  Not What They Seem
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Before reading >>How would you react if: a. you didn’t have the right to attend school? b. schools were blown up in order to stop you from getting an education? c. you were not allowed to use social media, the Internet or watch TV?
The Power of the Pen
Note: Key words in bold
Malala Yousafzai was born on 12 July 1997 and grew up in Mingora, which is the largest city in the Swat valley in Pakistan. In 2007 the Taliban strengthened their grip on the Swat valley – banning girls from attending school and destroying several hundred schools, among other things. In 2009 Malala began blogging anonymously, describing in her writings how it was to live under the rule of the Taliban. Eventually, she was forced to leave her home to seek safety but she later returned, again speaking out about her right to go to school. However, Malala’s commitment to her cause made her an enemy of the Taliban and in 2012 she was shot in the head while on a bus home from school. Malala was badly injured and was taken to hospital in the UK after spending a few days in a Pakistani military hospital. Against all odds, Malala recovered from her injuries and now she was suddenly well-known not only in Pakistan but also throughout the world. In 2014, at the age of 17, Malala received the Nobel Peace Prize and through the Malala Fund she works globally for girls’ right to education. In this extract from her autobiography, we find out how Malala first came to the attention of the outside world – and the Taliban.
receive få, erhålla
correspondent korrespondent, reporter initially i början, till en början refuse vägra
It was during one of those dark days that my father received a call from his friend Abdul Hai Kakar, a BBC radio correspondent based in Peshawar. He was looking for a female teacher or a schoolgirl to write a diary about life under the Taliban. He wanted to show the human side of the catastrophe in Swat. Initially Madam Maryam’s younger sister Ayesha agreed, but her father found out and refused his permission saying it was too risky.
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overhear råka få höra
seek (sought, sought) söka knowledge kunskap frequent frekvent, ofta förekommande access tillgång, åtkomst intelligence service säkerhetstjänst anecdote anekdot, kort berättelse
authentic äkta, autentisk
cramped together ihopträngda betray förråda record här dokument
pseudonym påhittat/fingerat namn cornflower blåklint heroine kvinnlig huvudperson i en berättelse
folk story folksaga
tribe stam however emellertid elders här äldre släktingar launch igångsättande
edict formellt förord- ning, påbud
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When I overheard my father talking about this, I said, ‘Why not me?’ I wanted people to know what was happening. Education is our right, I said. Just as it is our right to sing and play. Islam has given us this right and says that every girl and boy should go to school. The Quran says we should seek knowledge, study hard and learn the mysteries of our world. I had never written a diary before and didn’t know how to begin. Although we had a computer, there were frequent power cuts and few places had Internet access. So Hai Kakar would call me in the evening on my mother’s mobile. He used his wife’s phone to protect us as he said his own phone was bugged by the intelligence services. He would guide me, asking me questions about my day, and asking me to tell him small anecdotes or talk about my dreams. We would speak for half an hour or forty-five minutes in Urdu, even though we are both Pashtun, as the blog was to appear in Urdu and he wanted the voice to be as authentic as possible. Then he wrote up my words and once a week they would appear on the BBC Urdu website. He told me about Anne Frank, a thirteen-year-old Jewish girl who hid from the Nazis with her family in Amsterdam during the war. He told me she kept a diary about their lives all cramped together, about how they spent their days and about her own feelings. It was very sad as in the end the family was betrayed and arrested and Anne died in a concentration camp when she was only fifteen. Later her diary was published and is a very powerful record. Hai Kakar told me it could be dangerous to use my real name and gave me the pseudonym Gul Makai, which means “cornflower” and is the name of the heroine in a Pashtun folk story. It’s a kind of Romeo and Juliet story in which Gul Makai and Musa Khan meet at school and fall in love. But they are from different tribes so their love causes a war. However, unlike Shakespeare’s play their story doesn’t end in tragedy. Gul Makai uses the Holy Quran to teach her elders that war is bad and they eventually stop fighting and allow the lovers to unite. My first diary entry appeared on 3 January 2009 under the heading I AM AFRAID: ‘I had a terrible dream last night filled with military helicopters and Taliban. I have had such dreams since the launch of the military operation in Swat.’ I wrote about being afraid to go to school because of the Taliban edict and looking over my shoulder all the time. I also described something that happened on my way home from school: ‘I heard a man
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behind me saying, “I will kill you.” I quickened my pace and after a while I looked back to see if he was following me. To my huge relief I saw he was speaking on his phone, he must have been talking to someone else.’ It was thrilling to see my words on the website. I was a bit shy to start with but after a while I got to know the kind of things Hai Kakar wanted me to talk about and became more confident. He liked personal feelings and what he called my ‘pungent sentences’ and also the mix of everyday family life with the terror of the Taliban. I wrote a lot about school as that was at the centre of our lives. I loved my royal-blue school uniform but we were advised to wear plain clothes instead and hide our books under our shawls. One extract was called DO NOT WEAR COLOURFUL CLOTHES. In it I wrote, ‘I was getting ready for school one day and was about to put on my uniform when I remembered the advice of our principal, so that day I decided to wear my favourite pink dress.’ I also wrote about the burqa. When you’re very young, you love the burqa because it’s great for dressing up. But when you are made to wear it, that’s a different matter. Also it makes walking
pace fart
huge väldigt stor relief lättnad pungent bitande, vass plain clothes här privata kläder
shawl sjal extract utdrag
advice råd principal rektor burqa burka, ytterplagg som täcker hela kroppen, ansiktet och ögonen
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shuttlecock här som är väldigt smal nertill (kläder)
immense enorm, oerhörd
Fazlullah Pakistansk talibanledare knowing medveten, insiktsfull recognise känna igen give the game away avslöja entry här anteckning
further afield längre bort beheaded halshuggen corpse lik
tough här svår, besvärlig
difficult! One of my diary entries was about an incident that happened when I was out shopping with my mother and cousin in the Cheena Bazaar: ‘There we heard gossip that one day a woman was wearing a shuttlecock burqa and fell over. When a man tried to help her she refused and said. “Don’t help me, brother, as this will bring immense pleasure to Fazlullah.” When we entered the shop we were going to, the shopkeeper laughed and told us he got scared thinking we might be suicide bombers as many suicide bombers wore the burqa.’ At school people started talking about the diary. One girl even printed it out and brought it in to show my father. ‘It’s very good,’ he said with a knowing smile. I wanted to tell people it was me, but the BBC correspondent had told me not to as it could be dangerous. I didn’t see why as I was just a child and who would attack a child? But some of my friends recognised incidents in it. And I almost gave the game away in one entry when I said, ‘My mother liked my pen name Gul Makai and joked to my father we should change my name … I also like the name because my real name means “grief-stricken”.’ The diary of Gul Makai received attention further afield. Some newspapers printed extracts. The BBC even made a recording of it using another girl’s voice, and I began to see that the pen and the words that come from it can be much more powerful than machine guns, tanks or helicopters. We were learning how to struggle. And we were learning how powerful we are when we speak. Some of our teachers stopped coming to school. One said he had been ordered by Mullah Fazlullah to help build his centre in Imam Deri. Another said he’d seen a beheaded corpse on the way in and could no longer risk his life to teach. Many people were scared. Our neighbours said the Taliban were instructing people to make it known to the mosque if their daughters were unmarried so they could be married off, probably to militants. By the start of January 2009 there were only ten girls in my class when once there had been twenty-seven. Many of my friends had left the valley so they could be educated in Peshawar, but my father insisted we would not leave. ‘Swat has given us so much. In these tough days we must be strong for our valley,’ he said. From I Am Malala by Malala Yousafzai and Christina Lamb
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Discuss and understand a) Understanding the text Choose ALL correct answers. Note: There is one more question on the next page. 1. Which of the following statements is/are correct? a) Malala began writing the blog for the BBC because her father wanted her to do so. b) Malala began writing the blog for the BBC because she wanted the outside world to know about the Taliban rule. c) Malala began writing the blog for the BBC because another girl dropped out. d) Malala began writing the blog for the BBC as a protest against the Taliban’s educational policy. 2. Malala says that the BBC correspondent wrote up her blog entries because … a) b) c) d)
she didn’t have access to a computer. Internet access was poor. the Taliban blocked the Internet. there were frequent power cuts due to heavy fighting.
3. Which of the following statements is/are correct? a) b) c) d)
Both Malala and Hai Kakar have Urdu as their first language. Malala’s stories were posted on the BBC website. The BBC preferred the blog to be published in Urdu. Both Malala and Hai Kakar have Pashtun as their first language.
4. Which of the following statements is/are correct? a) b) c) d)
Malala loves Pakistani folk stories. The name Malala means ‘cornflower’. Gul Makai is the main character in an old tale. Malala’s father insisted on her using a pseudonym.
5. The Taliban rule made Malala … a) b) c) d)
aware that she was a strong person. long to leave the Swat valley. realize the vulnerability of society. a suspicious and cautious person.
6. Malala says that … a) b) c) d)
she seldom wore her favourite pink dress. she doesn’t like wearing colourful clothes. she enjoyed wearing her school uniform. the school’s principal urged the students to wear school uniforms.
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7. Which of the following statements is/are correct? a) b) c) d)
Malala’s diary attracted attention outside Pakistan. Malala realized that a pen might be as powerful as a tank. Quite a few girls left the Swat valley in order to get an education. Malala’s father wanted to leave the Swat valley.
b) Discussing the text Use examples from the text to support your ideas. 1. Why do you think the Taliban regard education for girls as something evil? 2. Malala is without doubt a strong and talented girl who has overcome her fears to fight for her right to education. In Sweden, on the other hand, quite a few young people consider school a necessary evil. Why is that, do you think? How far would you go for your right to get a proper education? Give reasons for your answer! 3. If you had the opportunity to interview Malala, what questions would you ask her? What stories would you want her to tell you? Live listening
Working with language Words from the text a) Look at the words from the text The Power of the Pen in the box. Choose the correct alternative for each gap in sentences 1–10 below. You may need to change the form of some words in order to make them fit into the sentences. extract edict seek pungent launch corpse record tough
frequent correspondent
1. This diary from World War II is an important times of war. 2. Her 3. They made
remarks were full of irony and sarcasm. calls to the guerrilla group.
4. I’ve only read short 5. Yesterday, a
34
of stress and survival in
from the novel, not the whole thing. was found floating in the river.
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6. She began working as a war
in the 1990s.
7. He went to LA to
employment.
8. Our country is facing 9. The hostility in the area.
decisions in the next two or three years. of the military operation had to be delayed because of local
10. The Roman emperor issued an two months.
forbidding gladiatorial combat for
b) In the sentences below there is a word in capital letters. Think of a suitable synonym for each of these words. 1. 2. 3. 4. 5.
The witness didn’t RECOGNIZE the perpetrator at the line-up. The ENTRY gave no clues as to what had actually caused the school riot. The PACE of the project has to be stepped up. I promise you that this Elvis Presley autograph is AUTHENTIC. INITIALLY I wanted to go to the party but yesterday I changed my mind.
Word formation – suffixes Word formation is the creation of new words by adding a ‘prefix’ to the beginning of an existing word, or a ‘suffix’ at the end. For example, if you add the suffix -able to the verb believe you get the adjective believable. You can also extend this word further by adding the prefix un-, to make unbelievable.
In this exercise there is a word in capital letters at the end of each of the ten lines. Rewrite this word in the appropriate form to complete the sentence. Also define what word class each word belongs to (noun, adjective or verb). Use the example to help you. Example: It’s foolish to put yourself in danger by driving too fast. DANGEROUS
noun
1. There is 2. The 3. The Swedish EDUCATION
adjective
that we might win the game. POSSIBLE between my siblings and I is huge. DIFFERENT system has been criticized over the few past years.
4. Most people improve their performance under the trainer. GUIDE 5. This tower is easily
of a personal
from every part of town. RECOGNIZE
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6. What he did to you was the ultimate
. BETRAY for your children. PROTECT
7. As a parent you have to provide
in your ability to solve the problem. CONFIDENT
8. I have great 9. Your
to admit your error is really irritating. REFUSE about ancient Rome. KNOWLEDGE
10. My sister is very
Adjectives and adverbs (1) Adjectives describe nouns or pronouns, while adverbs describe verbs (for example, He sings beautifully), adjectives (He is very good at singing), and other adverbs (He sings very well). After some verbs, for instance look, feel, taste and smell, an adjective is used instead of an adverb: That tastes good. See page 113 for more on adjectives and adverbs.
Now it is time for some more practice with adjectives and adverbs. Look at the following 15 gapped sentences, each of which has a Swedish adjective or adverb in brackets at the end. Your job is to complete the sentence with the right English adjective or adverb. Don’t forget also to tick whether the word is an adjective or adverb!
adjective adverb
1. She’s always driving
(fort).
2. The plane crash was absolutely
(fruktansvärd).
(illa).
3. I’m good at reading English but I speak it 4. M y dad works as an Area Sales Manager and (regelbundet) goes to London on business. 5. I think this is a 6. I was
(vacker) place. (verkligen) angry with her.
7. That painting is 8. She is a
(fantastisk) football player.
(fantastiskt) amusing.
10. This place looks
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(otroligt) beautiful.
9. The show was
11.
(trevligt). (lyckligtvis), his injuries were not fatal.
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12. What you say sounds
(bra).
13. The rescue operation in the mountains was (ytterst) dangerous. 14. It’s
(praktiskt taget) impossible to find a flat
in London nowadays. 15. It’s a feel like flying.
(lång) way to go by car, but we really don’t
Irregular verbs – past forms (2) Look at the ten irregular verbs in the box, all of which appear in The Power of the Pen. Draw up a table like the one shown below, allowing one row per word. Write in the verbs from the box in the left-hand column (‘Infinitive’) and fill in the other columns with the correct past simple and past participle forms, as well as the Swedish translation of the infinitive. The first verb (give) has been done for you. give seek speak dream become wear
hide spend bring write
Infinitive
Past simple
Past participle
Swedish translation (infinitive)
give
gave
given
ge
…
…
…
…
Writing Text type: News article Number of words: 200 As a trainee journalist you were sent to the Swat valley together with an experienced workmate during the Taliban conflict. When you arrived in the first town you witnessed the bombing of a school and your workmate insisted that you write a description of what happened. Write a news article and use your imagination to the full! For an example of a news article see page 235.
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Speaking Discuss the following viewpoints with your fellow student(s). Look at the box of useful language below before you get started!
• • • • •
One of the major problems in Swedish schools is the lack of discipline. Detention is a fair and proper punishment for students who misbehave or refuse to work in class. Students should cut on leisure activities and study a lot more in their free time. Education is the most important factor in making happy and responsible citizens. Swedish students are spoilt and do not understand the value of free, high-quality education.
Useful language when putting forward arguments in my opinion personally I think considering the fact that in other words first of all … secondly … thirdly on the one hand … on the other (hand) … it is an outrage that to sum up
in my view it is crucial to put it simply quite frankly besides/moreover/furthermore above all you are totally wrong to conclude
Live reading
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VIEWPOINTS VOCATIONAL
GRAMMAR OVERVIEW VERBS Simple verb tenses; The conditional mood; The progressive form; The do construction; Other auxiliary verbs; The passive voice NOUNS Regular plural nouns; Irregular plural nouns; Uncountable nouns; The genitive ARTICLES The indefinite article; The definite article ADJECTIVES What is an adjective?; Adjectives after certain verbs; Comparisons; Nationality adjectives ADVERBS What is an adverb?; How adverbs are formed PRONOUNS Personal pronouns; Reflexive pronouns; Possessive pronouns; Demonstrative pronouns; Relative pronouns; Interrogative pronouns; Indefinite pronouns; Other pronouns NUMERALS CONJUNCTIONS Coordinating conjunctions; Subordinating conjunctions WORD ORDER COMMON IRREGULAR VERBS
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Verbs Verbs are used to explain or describe things that are done or things that happen. It is necessary to include a verb in a sentence to make it complete.
A. Simple verb tenses
Verb tenses make it possible to talk or write about events that have taken place at different times.
The present tense
The present simple tense is used to explain things that happen now or things that usually happen. Remember that when verbs are used in the third person singular (he, she, it or any noun that can be exchanged for these pronouns) -s or -es is used at the end of the verb: he speaks, or the dog barks. If the verb ends with a consonant and the letter y it is changed into -ies (carry – carries).
Past tenses
When speaking or writing about events that have already taken place you can use the past simple, the present perfect or the past perfect.
The past simple
When using the past simple it is important to know if the verb is regular or irregular. Regular verbs are formed by the addition of -ed to the verb. If the verb ends with a consonant and the letter y the y is changed into an i (worry – worried). In some cases when the verb ends with a consonant it is doubled (stop – stopped). If the verb is irregular, it does not follow the rule mentioned above. Instead it is conjugated in different ways depending on which group it belongs to (put – put – put, run – ran – ran, speak – spoke – spoken etc). You can find a list of irregular verbs on page 222.
The present perfect
The present perfect explains what has happened. Remember that the auxiliary verb have is used together with the past participle of the main verb (happened) if the subject is any other pronoun than he, she, it or any noun that can be substituted by those pronouns. If the subject is a person in the third form the auxiliary verb has is used instead.
The past perfect
The past perfect explains what had happened. In other words, an event that happened before another event in the past.
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GRAMMAR Verbs
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Future tenses
Things that will happen in the future can be described in a few different ways in English. The most common ones are: • will + the infinitive form of the main verb (predictions and instant decisions): I will close the door. • be going to (future plans): I am going to write a novel when I am older. • be + the progressive form (-ing) (fixed plans in the near future): I am leaving for Paris this afternoon. • be to + the infinitive form of the main verb (about something that is arranged or destined to happen): I am to spend my summers in Paris.
Exercise
Use the correct form of the verb to complete the 18 sentences below. 1. When she (realize) that she for her appointment, she phoned the clinic immediately. 2. Usually a client
(be) late
(pay) the fee before meeting with the doctor.
3. My new bike
(arrive) tomorrow according to the postal service.
4. Everyone
(speak) highly of the new local grocery store.
5. After being stuck in an elevator for three hours many of the victims
(beg) to be let out.
6. The fire department
(have) been called and will arrive shortly.
7. Clearly someone has
(make) a mistake.
8. Often when he something else falls down instead.
(reach) for something on the highest shelf
9. They say that it
(rain) for the next three days.
10. My grandfather Saturday for eleven years.
(sell) potatoes at the farmer’s market every
11. Now he (hire) someone who the potatoes from the van to the stand.
(carry)
GRAMMAR Verbs
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VIEWPOINTS VOCATIONAL
MODEL TEXTS OVERVIEW
ARTICLE DIARY ENTRY ARGUMENTATIVE ESSAY DISCUSSION ESSAY FORMAL E-MAIL/LETTER INFORMAL E-MAIL/LETTER LETTER TO THE EDITOR NEWS ARTICLE SHORT STORY / STORY ENDING
MODEL TEXTS Common irregular verbs
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Essay (discussion) In a discussion essay you present and discuss issues surrounding a particular topic. In order to appear as credible as possible, you should explain and discuss the topic from different perspectives. Remember to give details and/or examples to clarify.
Model answer 1 title
Should plastics be banned?
2 introduction
There is no denying the fact that plastic bags are a nuisance and in recent years scientists have discovered that plastic poses a deadly threat to fish and marine animals. When plastic waste ends up in the ocean, salt, sunlight and waves eventually break it up into very small pieces, which become so small that they mix with plankton. When fish and marine animals consume these small pieces of plastic they suddenly become part of the food chain. If one considers the fact that plastics seem to attract various chemicals it is obvious that large amounts of toxic waste are entering the food chain.
3 body 4 aspect 1
It is not easy though to replace plastic since it is a useful material for bottles and a large number of other containers. However, in the article “New SeaweedBased Material Could Replace Plastic Packaging” (https://www.good.is/articles/ 5 source reference agar-plasticity-amam-araki-maetani-muraoka-packaging [25 April 2017]) DJ Pangburn writes about the Japanese company AMAM that has developed a seaweed-based material that could replace plastic packaging. The material is derived from red marine algae and thus harmless to the environment, and the working designers that have developed the so-called “Agar Plasticity” hope that it could be used for a large variety of disposable plastic products in the future. Plastic can doubtlessly be replaced if we promote companies and product developers that are working on solving this delicate problem. 6 perspective 1
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One problem with replacing plastic with “Agar Plasticity” or other possible materials is that we do not know when it is fully developed to be used worldwide. It might be a long while before we actually have access to safe and low-cost materials and it might be foolish to ban the use of plastics before they can be replaced. Another issue is the promotion of companies that are working to develop non-plastic materials because who is going to pay for that? It would probably be tax money and that is perhaps not the best solution to the problem.
MODEL TEXTS Discussion essay
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7 aspect 2
The question is, however, if certain plastic products could be banned? Maybe there should be an immediate ban on plastic bags and plastic bottles because these products most often end up in the ocean. Besides, plastic bags have been found in the digestive system of marine animals and these animals are dying from starvation or simply from their digestive systems being shut down. This is not only environmentally unfriendly but also extreme cruelty to animals.
8 perspective 2
Having said that, an obstacle to banning plastic bags and bottles might be that it will be exceptionally costly for companies involved in the industry and many jobs might be lost. This is of course a major issue since the loss of jobs affects both people and a country’s economy. Even if we care about the environment we have to be careful not to make unwise decisions that will be devastating to many people in a large number of countries. A sustainable, environmentally friendly society is not built on unemployment and poverty.
9 conclusion
Banning the use of plastic is a complex issue and it is perhaps not realistic to do this in the immediate future because new materials have to be developed in order not to jeopardize jobs and healthy and competitive industries. But it seems pragmatic to impose an immediate ban on plastic bags and bottles because these products could easily be replaced. Moreover, plastic bags and bottles are jeopardizing the entire ecosystem of the ocean, which in the end might cost humanity the loss of biodiversity and a rich source of food. Therefore, a possible compromise might be to ban plastic bags and bottles immediately but not other plastic products.
Useful points •• The main parts of a discussion essay are the introduction, the body and the conclusion: »» in the introduction you outline the issue »» in the body you present aspects and perspectives, that is, you discuss the topic from different perspectives »» in the conclusion you present a possible solution •• Do not use contractions as a discussion essay has a formal/neutral register: for example, write they are instead of they’re. •• Use the passive voice if you want to sound more formal.
Useful language One option might be … On the one hand … on the other hand Perhaps it would be proper to … However
It might be realistic … It might be wrong to say …
Moreover
Besides
Might
Perhaps Possibly Maybe
In conclusion
MODEL TEXTS Discussion essay
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