9789124069367

Elevbok, tryckt

40-69367-9

Elevwebb, individlicens, 12 mån

40-67528-6

Lärarwebb, individlicens, 12 mån

40-67527-9

Eller för dig som vill arbeta helt digitalt:

• • •

Digitalt läromedel, elevlicens, 6 mån

40-68504-9

Digitalt läromedel, elevlicens, 12 mån 40-68505-6 Digitalt läromedel, lärarlicens, 12 mån 40-68506-3

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 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.

VIEWPOINTS 2

• • •

uno wivast

Viewpoints 2 är ett läromedel för Engelska 6 på gymnasiet och komvux. Läromedlets andra upplaga består av tre komponenter som tillsammans förser eleven och läraren med allt som behövs för att klara kursen:

linda gustafsson

VIEWPOINTS 2

SECOND EDITION

VIEWPOINTS 2 linda gustafsson

uno wivast

Gleerups Utbildning AB Box 367, 201 23 Malmö Kundservice tfn 040-20 98 10 Kundservice fax 040-12 71 05 e-post info@gleerups.se www.gleerups.se

Viewpoints 2 © 2018 Linda Gustafsson, Uno Wivast och Gleerups Utbildning AB Gleerups grundat 1826 Redaktör Will Maddox, Sanna Lundberg Bildredaktör Katarina Weström Formgivning och omslag Sten Melin Grafisk Form Andra upplagan, första tryckningen ISBN 978-91-40-69367-9 Kopieringsförbud! Detta verk är skyddat av upphovsrättslagen! Kopiering är förbjuden utöver lärares rätt att kopiera för undervisningsbruk om skolkopieringsavtal finns mellan skolhuvudmannen och Bonus Copyright Access. För information om skolkopieringsavtalet hänvisas till utbildningsanordnarens huvudman eller Bonus Copyright Access. 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.

Prepress Bording AB, Borås 2018. Kvalitet ISO 9001/Miljö ISO 14001.

Tryck Livonia print, 2018.

Förord Viewpoints 2 är ett läromedel för kursen Engelska 6 på gymnasiet och komvux. Den nya upplagan har uppdaterats med flera nya autentiska texter, och textgenrer som är tänkta att väcka elevernas intresse och träna deras analytiska förmåga. Bokens sex teman följer en naturlig progression som successivt ökar svårighetsgraden. En nyhet är att det sista temat i boken, Classics, innehåller ett urval av litteraturhistoriskt intressanta texter. Temat kan läsas fristående i kronologisk ordning, eller integrerat i övriga fem teman eftersom varje klassisk text motsvarar ett temas innehåll.

Eftersom texterna kommer från olika genrer, länder och tider, får läraren goda möjligheter att skapa intressanta diskussioner och jämförelser mellan dåtid och nutid, mellan olika delar av världen eller mellan olika genrers särdrag. Eleverna får därmed tillfälle att utveckla kunskaper om livsvillkor, samhällsfrågor och kulturella företeelser i olika delar av världen.

Till texterna i boken hör läsförståelsefrågor och diskussions- eller analysfrågor, samt textnära ordövningar och grammatiska övningar som hjälper eleven att öka ordförrådet, den språkliga korrektheten och som ger eleven möjlighet att reflektera över hur språket kan förändras för att passa olika situationer och stilnivåer. Varje text har också en extra tal- och/eller skrivövning där eleverna får möjlighet att använda språket i olika situationer och texttyper. Till de flesta texter finns också glosor markerade i fetstil som sedan återkommer i ordövningar och färdiga glosprov. De markerade glosorna har valts med tanke på att dessa ord används frekvent i talad och skriven engelska.

Viewpoints 2 har uppdaterats med nya model texts som ger eleverna tydliga exempel på hur olika texttyper utformas. I slutet av boken finns ett nytt avsnitt om källhantering och ett fristående grammatikavsnitt som förklarar, exemplifierar och övar de grammatiska moment som kan anses motsvara kunskaperna i kursen Engelska 6.

Student’s Web har uppdaterats med material som fungerar som en brygga mellan bokens innehåll och internet. Här finns engelsk-engelska ordlistor och ljudfiler till alla texter samt Live reading och/eller Live listening som länkar till autentiska texter eller videoklipp med tillhörande övningar. I boken finns symboler som visar när det är lämpligt att arbeta med övningarna i Student’s Web. Precis som tidigare finns även kompletterande språk- och gram­ma­tikövningar på såväl elev- som lärarwebben. På lärarwebben finns även hörövningar, läsförståelseövningar, färdiga prov och facit, vilket hjälper läraren i arbetet med att bygga elevernas språkliga kompetens.

Viewpoints 2 är ett läromedel som tar vid och bygger vidare på elevernas språkliga och analytiska kompetens där Viewpoints 1 och Viewpoints Vocational slutar.

Vi hoppas att ni ska finna både nytta och nöje med att arbeta med nya Viewpoints 2!

Författarna

CONTENTS VIEWPOINTS 1. More Than Meets the Eye .................................... 8 from NippleJesus by Nick Hornby

Reading: Extract from NippleJesus (fiction/ short story) Listening: Live listening (Student’s Web) Speaking: Present your view on art Writing: Letter of application Language: Phrasal verbs; Formal and informal language (1); Reconstruction; Translation

2. A Fight for Equal Rights..................................... 22 from ‘From then to now: How India’s battle for gender equality has changed over time’ by Sudarshana Sengupta

Reading: ‘From then to now’ (article/ newspaper); Live reading (Student’s Web) Listening: Live listening (Student’s Web) Speaking: Research on India Writing: Article Language: The definite article; Confusing words

3. Assimilation or Integration?........................... 32 from ‘Assimilation – No!’ and ‘Integration – Yes!’

by Oodgeroo Noonuccal

Reading: ‘Assimilation – No!’, ‘Integration – Yes!’ (poems); Live reading (Student’s Web) Listening: Live listening (Student’s Web) Speaking: Discussion on assimilation and integration Produce and develop: Write/record/perform a speech OR write an argumentative essay

ANGLES OF LOVE 1. Flashbacks....................................................................... 38 from Frock, Wireless, Gorgeous, Slacks

by Peter Goldsworthy

Reading: Extract from Frock, Wireless, Gorgeous, Slacks (fiction/short story); Live reading (Student’s Web)

4

Listening: Live listening (Student’s Web) Speaking: Telling stories Writing: Reportage Language: Present and past, simple and pro­ gressive; The present and past subjunctive; Open cloze

2. Nuptial Problems...................................................... 50 from Girls of Riyadh by Rajaa Alsanea

Reading: Extract from Girls of Riyadh (fiction/nov­ el); Live reading (Student’s Web) Listening: Live listening (Student’s Web) Speaking: Important decisions Writing: Formal e-mail Language: Word formation (word forms); Formal and informal language (2); Collocation (1)

3. The Perfect Match................................................... 64 from ‘Holding out for the “one” makes evolutionary sense, suggests lovebirds study’ by Tom Smulders

Reading: ‘Holding out for the “one” makes evolutionary sense’ (article/Internet); Live reading (Student’s Web) Listening: Live listening (Student’s Web) Speaking: Discussion on finding a partner Writing: Discussion essay; Formal e-mail Language: Synonyms (1); Adjectives with -ish; Verbs and prepositions

MOMENTS IN TIME 1. The Counting Countess...................................74 from ‘Mathematical winters: Ada Lovelace, 200 years on’ by Ursula Martin

Reading: ‘Mathematical winters’ (article/ Internet); Live reading (Student’s Web) Listening: Live listening (Student’s Web) Speaking: Favourites Writing: Reportage Language: Collocation (2); Present and past per­ fect, simple and progressive; Open cloze

2. The Foreign Londoner........................................... 84 from Youth by J. M. Coetzee

Reading: Extract from Youth (autobiographical fiction/novel); Live reading (Student’s Web)

Listening: Live listening (Student’s Web) Speaking: Discussion on racism and discrimination Writing: News article Language: Linking words; Future forms (1)

3. On the Dirty Side...................................................... 96 from Nickel and Dimed by Barbara Ehrenreich

Reading: Extract from Nickel and Dimed (non-fiction/reportage); Live reading (Student’s Web) Listening: Live listening (Student’s Web) Speaking: Taking a stand on workers’ rights Writing: Letter to the Editor Language: Adjectives used as nouns; Antonyms; Rephrasing

NASTY BUSINESS 1. Gone.................................................................................. 110 from The Child in Time by Ian McEwan

Reading: Extract from The Child in Time (fiction/novel) Listening: Live listening (Student’s Web) Speaking: Discuss story scenarios Writing: Reportage; News article Language: Participle clauses; Skulle; Synonyms (2); Reconstruction; Translation

2. Acts of War.................................................................. 124 from The Memory of Love by Aminatta Forna

Reading: Extract from The Memory of Love (fiction/novel); Live reading (Student’s Web) Listening: Live listening (Student’s Web) Speaking: Acts in extreme situations Writing: Discussion essay Language: Subordinating conjunctions; Clauses of comparison; Det

3. The State of the World...................................... 136 from A Hard Rain’s A-Gonna Fall by Bob Dylan

Reading: A Hard Rain’s A-Gonna Fall (song); Live reading (Student’s Web) Listening: Live listening (Student’s Web) Writing: Review

4. Are You a Troll?........................................................ 140 From ‘The awkward truth about trolls: any of us could become one’ by Justin Cheng

Reading: ‘The awkward truth about trolls’ (article/newpaper) Listening: Live listening (Student’s Web) Speaking: Solutions to trolling Writing: Argumentative essay Language: Prepositions; Prepositional phrases

BREAKING FREE 1. Where Freedom Grows...................................... 150 from The View From Coyaba by Peter Abrahams

Reading: Extract from The View From Coyaba (fiction/novel); Live reading (Student’s Web) Listening: Live listening (Student’s Web) Speaking: Discussion on history Writing: Article; Short story Language: Defining and non-defining relative clauses; Adjectives and prepositions; Reconstruction

2. How Free Are We?................................................. 166 from ‘To what extent are you truly free?’

by Peter Lucas

Reading: ‘To what extent are you truly free?’ (article/Internet); Live reading (Student’s Web) Listening: Live listening (Student’s Web) Speaking: Defining personal freedom Writing: Formal e-mail Language: Verbs with two objects; Future forms (2); Nouns and prepositions

3. Deceptive Freedom.............................................. 178 from The Story of An Hour by Kate Chopin

Reading: The Story of An Hour (fiction/short story); Live reading (Student’s Web) Listening: Live listening (Student’s Web) Speaking: Picture-based discussion on freedom Language: Adverbs; The passive voice

5

CLASSICS 1. Sunday Roast............................................................. 188 from A Modest Proposal by Jonathan Swift

Reading: Extract from A Modest Proposal (satire/ essay); Live reading (Student’s Web) Listening: Live listening (Student’s Web) Speaking: A problem in society – argumentative speech Writing: Discussion essay; Argumentative essay Language: Word formation (from adjective to verb); Pronouns; Reconstruction

2. Love Lost and Found............................................ 198 from ‘When We Two Parted’ by Lord Byron and ‘A Birthday’ by Christina Rossetti

Reading: ‘When We Two Parted’, ‘A Birthday’ (poems) Listening: Live listening (Student’s Web) Produce and develop: Present a poet and one of his/her poems

3. Personalities............................................................... 204 from ‘Song of Myself’ by Walt Whitman and ‘I’m Nobody! Who are you?’ by Emily Dickinson

Reading: ‘Song of Myself’, ‘I’m Nobody! Who are you?’ (poems); Live reading (Student’s Web) Listening: Live listening (Student’s Web) Writing: Discussion essay

4. The Burglary............................................................... 208 from Oliver Twist by Charles Dickens

Reading: Extract from Oliver Twist (fiction/novel) Listening: Live listening (Student’s Web) Speaking: Write and record a news item Writing: Article Language: Prepositions – last call; Plural nouns with new meanings; More about English nouns; Reconstruction; Translation

5. Thinking Time............................................................ 222 from Mrs Dalloway by Virginia Woolf

Reading: Extract from Mrs Dalloway (fiction/ novel)

6

Listening: Live listening (Student’s Web) Speaking: Discussing the story Writing: Formal letter Language: Direct and indirect speech; A look at adjectives; Reconstruction; Translation

GRAMMAR Verbs......................................................................................... 236 Nouns........................................................................................ 246 Articles..................................................................................... 252 Adjectives.............................................................................. 255 Adverbs.................................................................................... 259 Pronouns................................................................................. 262 Linking words ...................................................................... 266 Formal and informal language.................................. 270 Common irregular verbs ............................................. 272

MODEL TEXTS Checklist for writing/delivering a speech.......... 276 Article....................................................................................... 277 Essay (argumentative).................................................... 278 Essay (discussion).............................................................. 280 Formal e-mail/letter........................................................ 282 Letter of application........................................................ 284 Letter to the Editor.......................................................... 286 News article.......................................................................... 287 Reportage.............................................................................. 288 Review...................................................................................... 290 Short story/Creative writing...................................... 292 Working with texts for different purposes........ 294 Reading techniques Source criticism Citing or referring to sources

VIEWPOINTS VIEWPOINTS OVERVIEW MORE THAN MEETS THE EYE Reading: Extract from NippleJesus (fiction/short story) Listening: Live listening (Student’s Web) Speaking: Present your view on art Writing: Letter of application Language: Phrasal verbs; Formal and informal language (1); Reconstruction; Translation A FIGHT FOR EQUAL RIGHTS Reading: ‘From then to now’ (article/newspaper); Live reading (Student’s Web) Listening: Live listening (Student’s Web) Speaking: Research on India Writing: Article Language: The definite article; Confusing words ASSIMILATION OR INTEGRATION? Reading: ‘Assimilation – No!’, ‘Integration – Yes!’ (poems); Live reading (Student’s Web) Listening: Live listening (Student’s Web) Speaking: Discussion on assimilation and integration Produce and develop: Write/record/perform a speech OR write an argumentative essay Classic: SUNDAY ROAST (page 188)

VIEWPOINTS

VIEWPOINTS  More Than Meets the Eye

Before reading >>Why are people discriminated against, do you think? Make a list of at least three reasons. >>Do you know which seven grounds for discrimination that are protected by Swedish law?

If not, research it briefly.

A Fight for Equal Rights

Note: Key words in bold

The following article from Hindustan Times illustrates the difficulties faced in establishing equal rights for men and women in India. Even if much progress has been made, there is still more to do – and with progress come new issues that need to be addressed.

As Indian society advances and evolves, it is evident that traditional gender roles and expectations can no longer remain the norm.

We look at how the conversation around gender equality in India continues to change with the times.

A few weeks ago while chatting with my aunt, I casually mentioned a story I was researching for – on the importance of gender sensitisation in schools across India. “In our time we were still negotiating our right to go to work, to pursue a career without judgement or intimidation,” she exclaimed. “That we can now raise a petition demanding such significant changes in the social structure is incredible.”

It got us both thinking about how far the women’s rights movement has come in India, with each subsequent generation battling rigid gender stereotypes and demanding change in their own way. Over the decades, the focus has shifted over and across several milestones in Indian history: from the abolition of patriarchal customs like Sati and reforming rigid inheritance laws to the demand for equal wages and political representation for women. “If we are negotiating bias-free workplaces and stricter laws against sexual harassment today, it’s because our predecessors fought the battle that won us the right to work in the first place,”

evolve utvecklas norm norm, rättesnöre casually händelsevis, av en slump sensitisation sensibilisering, mottaglighet negotiate här klara (av), komma förbi pursue följa, gå efter intimidation skrämsel, hotelser exclaim utropa petition göra en framställan, begära significant betydelsefull, betydande subsequent följande, efterföljande rigid stel abolition avskaffande, slopande patriarchal patriarkalisk, mansdominerad custom sed, bruk Sati änkebränning, gammal sed där änkan begår självmord efter makens död bias-free fördomsfri, opartisk predecessor föregångare

VIEWPOINTS A Fight for Equal Rights

23

PhD förkortning av Doctor of Philosophy SOAS School of Oriental and African Studies in London objective mål diversify göra olik, sprida core kärna entrenched inrotad, befäst default förvald, självklar entitled berättigande indiscriminate utan åtskillnad unquestioning obestridd, oemotsagd follow suit följa exemplet, göra likadant

says Nandita Kalwatia, a PhD candidate in Gender Studies at SOAS, London. “And yet, while our objectives may have evolved and diversified, several core issues still remain the same.”

Same war, different battles With patriarchy being so deeply entrenched both in our mindset and our laws, Indians have long since accepted the current social situation as the default one. Even in the most progressive families, daughters are still entitled to far lesser than sons, from playtime and education to choosing a life partner and inheriting property.

No sooner than they are of age, girls are expected to help out in household duties – largely unpaid and unrecognized tasks that they’re meant to fulfil throughout their lives. This unequal distribution of resources and opportunities continues into adulthood with significant wage gaps and indiscriminate sexism in everyday affairs. Similarly, boys who grow up seeing their mothers unquestioningly handle all the housework will automatically grow up expecting their wives and daughters to follow suit.

Indians have long since accepted the current social situation as the default one.

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VIEWPOINTS A Fight for Equal Rights

Demanding tangible change

tangible påtaglig, synlig

In India, the voices against gender inequality and violence have never been louder. The horrific rise in crimes against women, especially post the December-2012 gang-rape in New Delhi, has led to widespread protests and demands for change across the nation. The incident, which is often considered a landmark in the fight for women’s rights in India, has also led to a few reformative changes in the criminal justice system with provisions for stricter laws and speedier convictions.

However, legislative changes alone cannot reverse the current epidemic of violence and injustice against women. The conversation today, therefore, is no longer just about law and order; it also highlights a woman’s right to dignity, respect, and equality across all spheres of public and personal life. “While increasing representation of women in the public spheres is important and can potentially be attained through some form of affirmative action, an attitudinal shift is essential for women to be considered as equal within their homes and in broader society,” writes Smriti Sharma, research fellow, United Nations University.

If one wants to bring about a change, it does not have to be a big step. By maintaining gender-sensitive environments at home and in everyday life, we can contribute significantly to a more genderjust society. If we treat our children equally and set the right example for them by teaching the importance of gender equality, we can plant the seed of a gender-sensitised society.

post efter reformative reformerande, förbättrande provision åtgärd conviction fällande legislative lagstiftande reverse ändra, vända på dignity värdighet potentially eventuellt, möjligen attain vinna, uppnå affirmative bekräftande, bejakande attitudinal attityds-, ställnings research ung. forskar-

fellow ­assistent, forskardocent bring about få till stånd, åstadkomma compulsory obligatorisk civic medborgar-, stads-, kommunal judiciary domarkåren, domstolar paradigm shift paradigmskifte, byte av tanke- mönster

Tata Tea te-företag

Jaago Re

kampanjer sponsrade av Tata Tea inför politiska val

government styrande organ,

bodies regeringsorgan

Miles to go Today, more and more activists and social scientists believe that compulsory gender sensitisation workshops for various civic authorities, including the police and the judiciary, is one of the most significant ways towards achieving a paradigm shift in attitude and behaviour. Tata Tea’s Jaago Re initiative aims to take this a step further by petitioning government bodies to make such programmes mandatory in schools across the country. By facilitating a behavioural change from the grassroots, such classes inculcate a sense of equality and respect in children, leading to a more harmonious and gender-just future.

mandatory obligatorisk facilitate underlätta, förenkla inculcate inpränta, inprägla adolescent ungdom, tonåring

Nilima Achwal, founder and CEO of Iesha Learning that provides customized gender sensitisation and sex-ed workshops for adolescents, explains how such initiatives often have immediate

VIEWPOINTS A Fight for Equal Rights

25

consent samtycke, medgivande spate utbrott, översvämning borne buren

behavioural impact on the students. “In past workshops, we’ve seen the classroom behaviour change completely from a lot of bullying and harassment, to an atmosphere of empathy and respect. Boys even tell us that we’ve completely changed their minds about what consent means, and girls tell us they are so much more confident during their periods.”

Be the change you wish to see Of course, for this to succeed, parents and teachers have to take on a hands-on approach even outside such workshops by encouraging questions and highlighting positive examples and role models for both girls and boys. “There is too much negativity around gender and sexuality issues, and parents should remember that kids would actually like to hear it from their parents rather than from the media. They should focus less on protecting girls, and more on empowering them to be able to communicate their “no” and “yes” clearly and frankly. They should teach their boys that it’s ok to have sexual feelings, as long as they always operate from a place of respect and consent,” explains Achwal.

As societies progress, the conversation around gender stereotypes will also evolve with the needs and demands of the day. India’s current spate of crimes against women along with the age-old grip of patriarchal laws and customs dictate an urgent need for gendersensitive education and upbringing. The only way to ensure a safer and equal society is to educate tomorrow’s leaders and lawmakers against the mistakes and injustices we’ve seen and borne in the past. And raising our sons and daughters without discrimination is a giant leap in that direction.

‘From then to now: How India’s battle for gender equality has changed over time’ by Sudarshana Sengupta for HT Brand Studio

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VIEWPOINTS A Fight for Equal Rights

Analyse and understand a) Understanding the text Check your understanding of the text by marking ALL the correct alternatives.

1. How did the writer’s aunt react to the article? a) b) c) d)

She was delighted.

She thought it was wrong.

She couldn’t believe it.

She wanted to stop it.

2. What is said about the women’s rights movement in India? a) b) c) d)

Equality is not possible because of old traditions.

Progress has been made throughout the years.

It is not until now that they are getting somewhere.

It is because of the work of previous generations that they can continue.

3. What is said about equality in the home? a) b) c) d)

Families are surprisingly equal.

Boys and girls have different rules in the home.

Men and women’s salaries are almost the same.

Old patterns repeat themselves.

4. What has happened because of the gang rape in 2012? a) b) c) d)

It sparked the fight for women’s rights.

There are now many new laws in place.

More people are demanding change.

Some reforms have been made to the legislative system.

5. What is mentioned as being key for an actual change to happen? a) b) c) d)

People’s attitudes towards women have to change.

Workplaces need to be made more aware.

More laws need to be implemented.

Children need to be taught early on.

6. What is said about teaching gender equality to children? a) b) c) d)

Many parents protest against these classes.

Many boys say it has changed their attitude.

It would be better if the information came from their homes.

It is better to give girls more confidence than to protect them from abuse.

VIEWPOINTS A Fight for Equal Rights

27

b) Analysing the text Analyse the text by discussing the following questions. Use examples from the text to support your answers.

1. How far has Swedish society come in terms of gender issues? Comment on how equal our society is in the following places or situations: a) in the home/household chores, b) at work (different professions and tasks, higher positions and salary), c) at school (assignments, grades and in the classroom).

2. Compare the information in the text about gender equality in India with the situation in Sweden. What differences and similarities are there?

3. In the text it is suggested that gender equality starts at home, and that it is important to educate children in issues of equality. What do you believe is the single most important thing to bring about a change in society?

4. What gender-related question or problem is most important to you? Give reasons!

Live listening Live reading

Working with language Words from the text The words in the box come from the text. Put them into the right gap to complete the sentences. Note: You might need to change the form of the word to fit the sentence. negotiate pursue significant 1. The

attain facilitate consent

indiscriminate tangible provision

custom predecessor entrenched

here is for the bride and groom to kiss after the ceremony.

2. You say there has been a break-in but what to prove it?

3. It is futile to 4. This guide will

this line of questioning any further. the work process, and make for a smooth transition.

5. Some old traditions seem 6. These shoes are designed to help joggers

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VIEWPOINTS  A Fight for Equal Rights

evidence do you have

in Indian society. uneven terrain.

7. She was delighted to discover that she had for her essay.

8. Some people are

the highest score possible

in their food choices – if it tastes good they’ll eat it!

9. Before the school trip all parents must sign this 10. There is a

form.

difference between private and public schools.

11. The new CEO started by thanking his 12. What

for her years of hard work.

are being made to ensure the safety of all passengers?

The definite article Deciding when to use the definite article (the) or not in English can be confusing for Swedish speakers. There are many cases where Swedish uses the definite form and English doesn’t. Here are some general guidelines (but please note that, as with most aspects of English grammar, there are exceptions to these!): Cases where there is not usually a definite article in English:

•• feasts, months, weekdays, seasons (although the can also be used with seasons in certain contexts)

•• certain types of place names (e.g. countries, continents, states, towns, streets, lakes)

•• generic meanings (e.g. Coffee is usually drunk hot) Cases where there is usually a definite article in English:

•• names in the plural (e.g. the Andersons or The Netherlands) •• certain types of place names (e.g. rivers, seas, mountain ranges, buildings, places with an adjective such as the United States, the United Kingdom or the Middle East)

•• specific meanings (e.g. The coffee that you brewed is cold) Fill in the gaps in the 14 sentences by translating the Swedish word at the end of the sentence and then adding the definite article where necessary.

1.

are changing. (tiderna)

2.

is my favourite time of

3.

, as we know it, is over. (livet)

4. I’ve never skied in 5. The rise of 6.

. (julen, året)

. (Alperna) has been dramatic. (televisionen)

I spent in Greece was certainly memorable. (påsken)

VIEWPOINTS A Fight for Equal Rights

29

7. Our new series is about

of

8.

in the lake is polluted. (vattnet)

9.

really is the final frontier. (rymden)

10. She went to 11.

. (människans historia)

to interview convicts. (fängelset) has had to be closed due to a lack of funds. (teatern)

12. I go to

on

13.

Obama first visited

14.

I swam in

. (kyrkan, söndagar) in 2009. (President, Storbritannien) . (förra sommaren, Medelhavet)

Confusing words a) Find the mistakes in the 18 sentences and correct them. Note: Some sentences contain more than one mistake.

As with all languages, there are many words in English that learners commonly mix up or get wrong. These are usually words that have a similar spelling or meaning to another, or that seem to sound the same. But it can also happen with words that look deceptively similar to Swedish words – even though their meanings are quite different.

1. She decided to be bald and ask out the man she was interesting in on a date.

2. All the boys accept Hugo were going to play tennis after school.

3. Before eating carrots you have to peel them and cut off the blast.

4. A brand had destroyed a large part off the school building.

5. He overtook the company when his father passed away.

6. The new car is much faster then the old one was, even though it was more cheap.

7. They always had to remember their grandmother to blow out the candles before leaving the house.

8. She told her children that they weren’t aloud to open the grind and walk out on the street.

9. The opening of the mess was delayed because of poor planning. Afterwards everyone decided to try not to do the same mistake twice.

10. Since he is allergic to fur, he bought an undulate to keep him company.

11. I’m going to order a beef with potatoes. I can’t eat flesh because of my religion.

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VIEWPOINTS A Fight for Equal Rights

12. All the other athletes are excellent. To concur with them I have to motion more.

13. When I was a child I believed that the heaven is full of angles playing the harp.

14. Our dog spent quiet a long time looking after the bone it had buried in the garden.

15. Her husband went to meat her at the airport with a bucket of flowers and a kiss on the chin.

16. The man how saved the kitten from the three was given a medal.

17. The girls had to take a taxi home since they where already tired, and it was to far to walk.

18. Chefs never reveal all the ingredients in there old family receipts.

b) Explain the mistakes that you found in part (a).

Speaking Get into groups of four and divide the four topics below between the members of the group. Research the topic you have been given and then tell your group what you have found out.

Topics for research • British rule over India, and Indian independence • The caste system in India – historically and today • Mahatma Gandhi and non-violence • British Indians – historically and today

Writing Text type: Article Number of words: 250–400 After a trip to India, you discover that many Europeans have a mistaken image of India today. You decide to set them straight by writing an article about one of the topics below.

Research your chosen topic and then write your article.

•

The two faces of India Is India a developing country with high poverty rates, or an industrial country with IT jobs and new technology? Or is it both?

•

Exoticism – positive or negative?

Exoticism is something that lies in the eye of the beholder. Many view India as an exotic land with yoga retreats, ashrams and spiritualism – but is that view beneficial for India, or even true?

For an example of an article see page 277.

VIEWPOINTS A Fight for Equal Rights

31

VIEWPOINTS CLASSICS OVERVIEW SUNDAY ROAST (Theme: VIEWPOINTS; Literary era: THE ENLIGHTENMENT) Reading: Extract from A Modest Proposal (satire/essay); Live reading (Student’s Web) Listening: Live listening (Student’s Web) Speaking: A problem in society – argumentative speech Writing: Discussion essay; Argumentative essay Language: Word formation (from adjective to verb); Pronouns; Reconstruction LOVE LOST AND FOUND (Theme: ANGLES OF LOVE; Literary era: ROMANTICISM) Reading: ‘When We Two Parted’, ‘A Birthday’ (poems) Listening: Live listening (Student’s Web) Produce and develop: Present a poet and one of his/her poems PERSONALITIES (Theme: MOMENTS IN TIME; Literary era: TRANSCENDENTALISM) Reading: ‘Song of Myself’, ‘I’m Nobody! Who are you?’ (poems); Live reading (Student’s Web) Listening: Live listening (Student’s Web) Writing: Discussion essay THE BURGLARY (Theme: NASTY BUSINESS; Literary era: REALISM) Reading: Extract from Oliver Twist (fiction/novel) Listening: Live listening (Student’s Web) Speaking: Write and record a news item Writing: Article Language: Prepositions – last call; Plural nouns with new meanings; More about English nouns;

Reconstruction; Translation THINKING TIME (Theme: BREAKING FREE; Literary era: MODERNISM) Reading: Extract from Mrs Dalloway (fiction/novel) Listening: Live listening (Student’s Web) Speaking: Discussing the story Writing: Formal letter CLASSICS Language: Direct and indirect speech; A look at adjectives; Reconstruction; Translation

Transcendentalism During the 19th century a movement called ‘transcendentalism’ grew in America, with philosophers and writers like Ralph Waldo Emerson and Henry David Thoreau among its central figures.

Rooted in German and English romanticism, this idealistic and individualistic movement emphasized the bond between God and human, or spirit and nature. The main belief in transcendentalism is that both people and nature are inherently good, but that society has corrupted our purity. According to this movement, human intuition (instinct) is superior to empiricism (experience or scientific data), and we are at our best when we rely on ourselves and act independently.

CLASSICS  Love Lost and Found

Before reading >>How would you describe yourself? Choose at least three characteristics that describe you and give reasons or examples of how these characteristics are noticeable in you.

>>How would others describe you? Choose three characteristics that you think others would use to describe you and explain why.

>>How common is it that our perception of ourselves is different from the way others see us?

Give reasons for your answer.

Personalities Two of the most influential American poets, Walt Whitman and Emily Dickinson were both influenced by the Transcendentalists. In the following two poems they both write about identity and personality.

inherently till sin natur empiricism empirism, erfarenhet assume anta, ta på sig loafe åld. slöa, driva omkring spear skott, grässtrå

Song of Myself I celebrate myself, and sing myself, And what I assume you shall assume, For every atom belonging to me as good belongs to you.

I loafe and invite my soul, I lean and loafe at my ease observing a spear of summer grass.

My tongue, every atom of my blood, form’d from this soil, this air, Born here of parents born here from parents the same, and their parents the same, I, now thirty-seven years old in perfect health begin, Hoping to cease not till death.

soil jord, mark cease upphöra, sluta creed troslära, trosbekännelse abeyance oviss, nedlagd suffice vara tillräcklig harbor härbärgera, gömma

at every till varje

hazard pris, trots alla risker check spärr, hinder

Creeds and schools in abeyance, Retiring back a while sufficed at what they are, but never forgotten, I harbor for good or bad, I permit to speak at every hazard, Nature without check with original energy.

From ‘Song of Myself ’ by Walt Whitman

CLASSICS Personalities

205

advertise litt. underrätta

I’m Nobody! Who are you?

dreary tråkig, trist

livelong hela (den) långa bog mosse, kärr, träsk

I’m Nobody! Who are you?

Are you – Nobody – too?

Then there’s a pair of us!

Don’t tell! they’d advertise – you know!

How dreary – to be – Somebody!

How public – like a Frog – To tell one’s name – the livelong June – To an admiring Bog! ‘I’m Nobody! Who are you?’ by Emily Dickinson

206

CLASSICS Personalities

Analyse and understand a) Understanding the text Begin working with the poems by doing the following tasks.

1. Start by reading the poem by Whitman aloud in pairs. Before reading, discuss – and if necessary look up – how to pronounce the words. Then discuss the mood, volume and tone in which the poem should be read. After reading the poem in the way you discussed, talk about why you felt it should be read that way.

2. Now repeat question 1, but this time with Dickinson’s poem.

3. How did the two readings differ from each other? Explain your answer.

Live reading

b) Analysing the text Explore the message of the poems by discussing the following questions.

1. The poems could be said to describe two different personality types: extroverts and introverts. What are the predominant traits for these personality types?

Look up the words if you need to.

2. Do you believe that people can be divided up into ‘extroverts’ and ‘introverts’?

Give reasons for your answer.

3. Which personality type are you? Give reasons for your answer.

4. Both Whitman and Dickinson were influenced by the Transcendentalist movement.

What evidence of this influence, if any, can you find in these two poems?

Think about the following: •• correlation between humans and nature •• correlation between humans and God or spiritualism •• self-reliance, self-confidence and independence

Writing Text type: Discussion essay

Number of words: 500

There is an ongoing debate about how to view our personalities. Some say we are either introverts or extroverts, and some say we are a bit of both. Others claim we are neither, and that personality types do not really exist at all. What do you think?

Research the topic of personality types using at least three reliable sources. Then write a discussion essay in which you compare a number of different views on personality and give your own opinion. Don’t forget to state your sources!

For an example of a discussion essay see page 280.

CLASSICS Personalities

Live listening

207

VIEWPOINTS GRAMMAR OVERVIEW VERBS How the -ing form is used (p. 236); How to use the infinitive form (p. 237); The passive voice (p. 239); The subjunctive mood (p. 240); Skulle (p.242); Future tenses (p. 243) ; Modal auxiliary verbs (p. 245) NOUNS Countable and uncountable nouns (p. 246); Singular and plural nouns (p. 247); Nouns – general meaning and specific meaning (p. 249); The genitive (p. 250) ARTICLES The indefinite article (p. 252); The definite article (p. 253) ADJECTIVES Definition of an adjective (p. 255); Comparisons (p. 255); Adjective suffixes (p. 256); Adjectives used as nouns (p. 257) ADVERBS Types of adverbs (p. 259); How adverbs are formed (p. 259); Adjectives and adverbs with different meanings (p. 259); Special adverbs (p. 260) PRONOUNS The use of possessive pronouns (p. 262); Pronouns used for the Swedish man (p. 263); Pronouns used for the Swedish det (p. 264) LINKING WORDS Adverbials (p. 266); Conjunctions (p. 267) FORMAL AND INFORMAL LANGUAGE COMMON IRREGULAR VERBS

Verbs A. How the -ing form is used

The English -ing form (walking) is not used in the same way as the Swedish present participle (gående). In English, the -ing form is used in many other constructions where Swedish expresses the same thing in a different way.

Verbs in the progressive form (-ing form)

The -ing form is used together with a form of be to form the progressive form. The progressive form expresses something that is going on right now, or something that went on (in the past) for a longer period of time.

Laura is walking into town.

Laura was walking into town when her husband phoned.

Laura håller på att gå/går just nu in till stan.

Laura gick in till stan när hennes man ringde.

The -ing form is also used: • after prepositions

The -ing form is used in English after a preposition (at, by, for, in, without etc.), where Swedish uses the infinitive or a that clause: I cannot leave without saying goodbye.

Jag kan inte gå utan att säga hej då.

In some cases, the preposition can be left out and then a that clause can follow instead of the -ing form. This often happens after an adjective or a participle that expresses an emotion: She was annoyed that everyone found out about her mistake.

• after certain verbs and expressions

The -ing form is used after certain verbs like go on, deny, enjoy, can’t help, finish, give up, suggest, admit, feel like, mind, resist, quit, stop etc., or after certain expressions like it’s no use. In Swedish, the infinitive or a that clause is used instead: I can’t help laughing when I hear a good joke.

The police officer denied having used his gun recklessly.

It’s no use denying your involvement in the matter.

• instead of a complete clause

Jag kan inte låta bli att skratta när jag hör ett roligt skämt.

Polisen nekade till att ha använt sitt vapen vårdslöst.

Det är inte lönt att förneka din inblandning i saken.

Sometimes instead of using a complete clause you can use the -ing form. The -ing form can, for instance, replace a temporal sub-clause, a relative sub-clause or a coordinating clause:

236

GRAMMAR Verbs

Not having slept much the night before, Eftersom hon inte hade sovit så mycket natten Jenny decided to take a nap after lunch. före, bestämde Jenny sig för att ta en tupplur efter lunch.

He read the paper while drinking a quick Han läste tidningen medan han drack en snabb coffee. kopp kaffe.

• as a noun

The -ing form can also be used as a subject, a predicative or an object in a sentence: Knitting is coming into fashion again.

Att sticka är på väg att bli populärt igen.

I love knitting sweaters for my dog.

Jag älskar att sticka tröjor till min hund.

subject

direct object

Exercise

Translate the following sentences into English using the -ing form.

1. John är bra på att prata franska.

2. De är säkra på att få en solig dag.

3. Jag har inget emot att vänta en liten stund.

4. Var inte rädd för att göra ett misstag.

5. Läkaren frågade mig hela tiden ifall jag slagit i huvudet.

6. Barnen bad om ursäkt för att ha krossat fönsterrutan.

7. Jag vände mig om efter att ha hört larmet.

8. Flera elever gick hem utan att säga till sin lärare.

9. Om du inte tar på dig handskarna riskerar du att få färg på händerna.

10. Han är van att få som han vill.

11. Det är inte värt att försöka.

12. Kvinnan skakade på huvudet och sa att det var förbjudet att röka på skolgården.

B. How to use the infinitive form

As we have seen in section A (the -ing form), in many cases where Swedish uses the infinitive form (att gå, att tala etc.), English uses the -ing form. There are, however, cases where the infinitive form is also used in English, either with or without to.

GRAMMAR Verbs

237

VIEWPOINTS MODEL TEXTS OVERVIEW

CHECKLIST FOR WRITING / DELIVERING A SPEECH ARTICLE ESSAY (ARGUMENTATIVE) ESSAY (DISCUSSION) FORMAL E-MAIL/LETTER LETTER OF APPLICATION LETTER TO THE EDITOR NEWS ARTICLE REPORTAGE REVIEW SHORT STORY / CREATIVE WRITING

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 (working hours) 1 title

Can shorter working hours help to reduce stress and the effects of fatigue?

2 introduction

In today’s society people tend to work long hours, which may lead to an increased risk of stress and the effects of fatigue. It does not seem to matter whether you work as a nurse, a flight attendant or a shift worker in a manufacturing company; stress and the effects of fatigue are prone to appear in a wide range of occupations. In modern workplaces, there is a constant demand for work to be made more effective, which often means employees working faster, harder and longer.

3 body In the article ‘Employees Working Long Hours Face Increased Risk of Stroke, 4 aspect 1 Study Finds’ (http://abcnews.go.com/Health/employees-working-long-hours5 source reference face-increased-risk-stroke/story?id=33210946 [23 April 2018]) Gillian Mohney points to an American study which shows that people working “more than 55 hours in a week” face a “13 percent increased risk for coronary heart disease or heart attack”. This might be an indication that we need stricter work regulations that clearly stipulate a maximum number of working hours per week, as employers may not be aware of the true risks of working long hours.

In the project study ‘Working Long Hours’ (www.hse.gov.uk/research/ 6 source reference hsl_pdf/2003/hsl03-02.pdf [23 April 2018]) Joanne White and Johanna Beswick refer to a Japanese study showing that “cardiovascular attacks such as strokes” can be linked to stress caused by working long hours.

7 perspective 1

However, there are many things to take into consideration when evaluating studies similar to those mentioned above. One such aspect is what health benefits regular exercise and physical activity might have. Gillian Mohney 8 source reference points out that it is stressful for people in general when the time they have available for physical and leisure activities is reduced. Stress causes a rise in the hormone cortisol, which can lead to damaged blood vessels if allowed to continue at high levels for a long period of time. On the other hand, Mohney says that harmful stress can be decreased by “taking deep breaths, meditating or simply going for a walk”. Thus, regular breaks seem to be one effective way of keeping harmful stress at bay.

9 aspect 2

280

Another negative effect of working long hours can be chronic fatigue. Fatigue is defined as a state in which a person experiences exhaustion and a slowingdown of the ability to learn and understand things. Joanne White and

MODEL TEXTS Essay (discussion)

10 source reference Johanna Beswick show in their study that “overtime work is associated with chronic fatigue and in turn, this leads to decreased cardiovascular function”.

This indicates that chronic fatigue might not only reduce people’s ability to work, but also poses a threat to their physical health.

11 perspective 2

It is, however, questionable whether working long hours causes people in general to experience chronic fatigue. There is always an individual parameter involved and working long hours is unlikely to have the same negative effect on each and every person. Most likely, a certain amount of people are less susceptible to stress and ill health, even if they have a working week of 40 hours or more.

12 conclusion

Without doubt, working long hours can lead to stress, chronic fatigue, and cardiovascular diseases such as stroke and heart attack – although those who do work long hours can of course benefit greatly from taking regular breaks.

However, given that there is clear evidence that shorter working hours can reduce stress and the effects of fatigue, both employers and employees have a responsibility to work towards a work-life balance if workers are to stay in good physical and mental health.

(560 words approx.)

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 she is instead of she’s.

•• Use appropriate linking devices such as therefore and moreover to make your text flow better.

•• Avoid phrasal verbs: for example, instead of put up with write endure.

•• Use the passive voice if you want to sound more formal.

•• You can also achieve a more formal effect by using nouns instead of verbs.

•• Do not use slang words or coarse language.

Useful language One option might be …

With this in mind …

Additionally

It might be realistic …

In reality …

Furthermore

Although this may be true …

Above all …

Therefore

On the one hand ... on the other hand ...

Perhaps it would be proper to …

Consequently

It might be wrong to say …

Moreover

As shown above …

Besides

In conclusion

As can be seen …

However

Although

MODEL TEXTS Essay (discussion)

281

Elevbok, tryckt

40-69367-9

Elevwebb, individlicens, 12 mån

40-67528-6

Lärarwebb, individlicens, 12 mån

40-67527-9

Eller för dig som vill arbeta helt digitalt:

• • •

Digitalt läromedel, elevlicens, 6 mån

40-68504-9

Digitalt läromedel, elevlicens, 12 mån 40-68505-6 Digitalt läromedel, lärarlicens, 12 mån 40-68506-3

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 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.

VIEWPOINTS 2

• • •

uno wivast

Viewpoints 2 är ett läromedel för Engelska 6 på gymnasiet och komvux. Läromedlets andra upplaga består av tre komponenter som tillsammans förser eleven och läraren med allt som behövs för att klara kursen:

linda gustafsson

VIEWPOINTS 2

SECOND EDITION

VIEWPOINTS 2 linda gustafsson

uno wivast