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d karin holmberg an er tl cu ny to by

Engelska steg 6


Context 2, Main Book Context 2, Key Context 2, CD Audio Context 2 Student ’s Web Context 2 Teacher’s Web

Karin holmberg nasielärare Karin Holmberg är gym har underoch ka i svenska och engels ium sedan nas gym visat på Lindeskolans re sedan tta rfa sfö del 1997. Hon är lärome rnalist. jou som n äve r 2003 och arbeta

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d karin holmberg by tony cutler an

användas andra året på CONTEXT 2 är avsedd att vux. gymnasieskola och kom TEXTS AND EXERCISES, Huvudboken består av 15 E MAR SECTION, LITERATUR AM GR S, GE PA CE UR SO RE . SECTION och WORD LISTS! Läs mer om CONTEXT på

tony cutler nga år Tony Cutler är sedan må läromedelsverksam som pedagog, itannien. och pjäsförfattare i Storbr , don Han har bott i bl.a. Lon . olm ckh Nairobi, Aten och Sto

2012-07-13 14.31


Welcome to Context 2 r English Level 6 created fo

Context is everything, and this book aims to show how English works in context. While English is the main language in, for example, North America, the UK, Australia and India, there is much variety between and within the Englishes of those countries. Around the world millions speak English as a first language, but billions speak it as a second language for worldwide communication. Many countries contribute to the development of English, including Sweden. The contexts are local and global. We are also living in an age of global information explosion. English is the language most used across the Web and other networks, and the style used depends on the context. It can be short, sharp and informal in less than 140 characters, or long, detailed and formal for a more serious text. This book shows how to take part in this new world with growing confidence.

Context 2 is organised in several sections:  15 texts on topics such as parenting and animals. Also featured are sports and obsession, deprivation and aspiration, crime, the human spirit and art. Like all good texts they reveal the human condition through reason, anger, humour, tenderness and passion. There are also Word Lists with phonetics organised by chapter.  After reAding each text you can practise and improve your English with varied tasks and exercises. The symbols RP and TW mean that there is more helpful material in the Resource Pages in this book and on the Context 2 Teacher’s Web. You will also find more texts, worksheets, exercises, videos and sound files on the Gleerups website, Context 2 Student’s Web.  the resource PAges provide key information, ideas and advice on how to improve your speaking, reading, writing and listening. There are many tasks that allow you to practise the ideas and advice while also connecting to the use of English in the wider world. There are suggestions and strategies for communicating well, whether you’re speaking, listening or writing. Above all, there are lots of ideas on how to make learning English effective and enjoyable.  the grAmmAr section will help you revise the basics, but also offer you some deeper focus on important points. There are videos and online links to show how points of grammar work in practice.  the LiterAture section is a brief section of great literary texts from 600AD to the 20th century with a unifying theme of ‘youth’. Among other things, you can read them and reflect on the world young people had to deal with in the past and compare with the present.

Anthony Cutler and Karin Holmberg

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I Texts and Exercises


1 I’m Sorry but I’ll Have to Let You Go 2 Homesick

by Xiaolu Guo

4 Two Per Cent

by Steve Connor, Brandon Keim

by Niki Aguirre

5 My Son the Fanatic

by Hanif Kureishi

54 by Amy Chua

by Ian Sample, Nick Kanas, William Speed Weed

8 The Greatest Man in the World 9 The Framing of John Lennon

by James Thurber

by Nick Cowan

by Donald Ray Pollock by Soumya Bhattacharya

by Sylvia G Pearson

13 Minus One

84 98 112

140 156

by J.G. Ballard

14 The Drover’s Wife



11 The Confessions of a Sports Fanatic 12 Wheels

28 38

6 Battle Hymn of the Tiger Mother

10 Discipline

6 18

3 4xScience: The Animals and Us

7 2xSpace

by Helen Simpson


by Henry Lawson

15 In the beginning was Vincent

by Robert Hughes

188 202

II Resource Pages


III Grammar Section


IV Literature Section


V Word Lists


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Texts and Exercises User guide This section contains texts by writers from all around the English-speaking world. Some are new, some are classics. They include short fiction, excerpts from novels and memoirs, and contemporary online texts. The topics range from relationships to culture clash, tiger mothers to champion bodybuilders, pioneer Aussie women to groundbreaking artists. Among the many voices are metropolitan Britons, expatriate Chinese, sport-obsessed Indians and smack-your-mouth-off Americans. Read and enjoy.


A NOTE ON SYMBOLS rP refers to the resource Pages (pages 213-264). For example if you see rP next to a Writing exercise, you can go to the Writing section of the resource Pages for key information, help and advice.


tW refers to the teacher’s Web and teacher’s guide. You can ask your teacher for copies of worksheets and other materials.


sW means the context student’s Web. You will find a huge variety of practice exercises, texts and links regularly updated by the authors.

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Chapter 1

I’m Sorry but I’ll Have to Let You Go by Helen Simpson

Breaking up is hard to do, so the song goes, though it’s usually harder for one partner than the other. Is it easier to try and ‘soften the blow’? Or is it kinder to make a quick, brutal break, without the myth of remaining ‘good friends’? It’s a common dilemma. After all, few people really want to hurt a person they’ve been close to, even if a little revenge for being dumped can ease the pain. On the other hand, there are some people who just don’t get it... hard to believe but at twenty-four he was already a Management

Consultant, though of course Keats had lived life to the max by that age and Alexander the Great was leading an army against the world at fifteen. He had been living for the past year in a mansion flat in Battersea with his girlfriend, who was twenty-three and in Human Resources. Now it was time for promotion. He had flown out to New York twice in the last fortnight, for interviews. The job offer had arrived yesterday – two years in New York starting in three months’ time. It was just what should have happened, and he was satisfied. Yessss! He liked it when hard work paid off. Everything was going according to plan, like on a graph showing the ideal trajectory for a career in management consultancy.

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It was a pity about Sarah. They got on well, he really quite enjoyed living with her despite the aggro to do with picking up towels and so on; plus, she had a great bum. But she was in the end not by any means what you might call special – ‘The One’ – and anyway it was totally the wrong moment for all that, which would be in about ten to twelve years’ time. Commitment. (She couldn’t even spell it, he’d noticed, spotting the central double t on one of her press releases, even though she was so keen to talk about it.)

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But after all they had had a year together, slightly more if you counted the time before she’d moved into his flat – which he would rent out during his time in New York. It was sufficiently up to scratch to attract some sort of corporate tenant. He thought he would go for Paxman Utley rather than Shergood & Bentley, they seemed a bit sharper generally on the rental side of things, a shade more upmarket, and he’d haggle with them about that extra half per cent. So yesterday he had thought it through and decided it was only fair to give Sarah as much notice as he could about their relationship. That would give her time to adjust, also to find herself somewhere else to live. Nobody could say three months was unreasonable. There was no need to hurry things, they had plenty of time to wind it down. But it was only fair, he thought, returning to those words with satisfaction, congratulating himself on his fairness. And this morning he had told her about the job. She asked whether he intended to accept it, which slightly threw him. Of course he did. It was the next step, she knew that. ‘Don’t worry,’ he said, hugging her in the hall and glancing at his watch. ‘There’s loads of time. Three months. But it’s very sad that we – our relationship – will, well, that it will, have to, change.’ ‘How d’you mean?’ ‘Well obviously,’ he said. ‘If I’m going to be living in New York. You’re not presumably imagining a transatlantic affair. It’s a killer, that flight, you get worse jet lag coming back from New York than you do from twice the distance in San Francisco.’ ‘It’s hard for ‘What?’ ‘Everybody knows that,’ he insisted both of us,’ manfully. ‘It would be totally impracticable. he added. Unfair on both of us.’ She stared at him, her made-up lips apart and her eyes wide. ‘I know it’s

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hard,’ he said, touching the tip of her nose with his forefinger. She had a cute nose, he’d always liked it. ‘It’s hard for both of us,’ he added, allowing himself a hint of reproach. She carried on staring at him, and a frown was gathering between her eyebrows. She was obviously having trouble taking it in. ‘It doesn’t have to be right away,’ he insisted. ‘I think we should carry on as normal until the week or so before I leave; there’s no need to break things up before then.’ ‘What?’ she said. ‘Don’t worry,’ he said. ‘You’ll need time. We’ll both need time. To adapt.’ He took her shoulders and looked sorrowfully at her like a soldier in a film, off to the wars. He was going to be late for work. What came next? He lowered his face towards hers for a slow pitying notice-giving kiss. That was when she went mad and started screaming and shouting and slapping out and ranting. In fact, she’d lost it. He had to grab his laptop and slam the door on her harpy act in the end and set off down Prince of Wales Drive at a brisk canter. Not his idea of a great start to the day. No cabs to be seen of course, and he was late which didn’t look good at the meeting, sidling in after everyone else. Not his style. But then, they knew that. Totally one-off. It made for unease during the day, though. There was a lot on but even so his mind returned to the scene in the hall several times. He hadn’t for a moment thought she’d get so hysterical about it. Surely she should be pleased for him. His mother was. Perhaps he shouldn’t have told her until a couple of weeks before, but it had seemed only fair to give her as much notice as possible. Too fair, he thought wrathfully on his way to the sandwich bar. Too bloody fair, that was his trouble. ‘Well done,’ said his colleagues. ‘When do you start?’ And, ‘What about Sarah?’ asked one of them, Duncan Sharples, who’d come along for a glass of

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champagne at Windows on her birthday a few weeks ago. ‘She knows the score,’ he replied. ‘Very much so. Obviously she got a bit emotional but she’s got to be realistic like all of us have. It’s modern life.’ ‘So there’ll be no prawns decomposing in the hollow curtain rail?’ laughed Duncan. ‘No mustard and cress sprouting on the bathroom carpet?’ ‘Nothing like that,’ he said rather stiffly. ‘It’s not even happening for another three months.’ When he got back that night she was waiting in the hall, white in the face and red-eyed, ranting on immediately about coldness and insensitivity, emotional autism and more of her therapy crap. ‘But there’s no need to get like this now,’ he said, genuinely baffled. ‘We don’t have to split up yet.’ ‘Did you really think I’d carry on here eating with you and sleeping with you and doing all the girlfriend stuff, after, after...’ And she started screaming at him again. He found that a real turn-off. ‘I’m leaving tonight,’ she yelled at him. ‘I’ll come and get the rest of my stuff later. When you’re at work!’ ‘But it’s not for three months,’ he kept saying, flummoxed. She really didn’t seem to understand. ‘You are a total prat,’ she huffed. The doorbell rang. She went to the entryphone. ‘I’ll be right down.’ She turned to him. ‘That’s my cab.’ ‘Sarah,’ he said, holding out his hands like a bad actor. ‘You don’t have to go. You know that.’ ‘PRAT,’ she spat, and slammed the door behind her. He felt a bit shaken by all this, despite himself. He did some shrugging, followed by one of his stress-buster breathing techniques. Hoo-hoo-hoo, he went; hoo-hoo-hoo. He had a quick check round the flat to see she hadn’t

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caused any damage. It was still in excellent decorative order, he noticed, he was sure he could rent it out no trouble. There was her photograph, the one of her laughing in a bikini last Christmas in St Lucia. They’d had a really great time there, the hotel had been amazing. Had she forgotten all the good times? He wished he’d remembered to ask her that. He picked up the photograph and stared at her laughing face. It was a shock to think of its most recent expression, white-faced and venomous. Quite unlike her. She was being incredibly – totally – unreasonable. ‘Get off my case,’ he said, experimentally, at the photograph, and put it back face down on top of the music centre. He loaded a CD, turned up the volume for a blast of Arctic Monkeys. Then he went into the kitchen and opened the fridge. He would obviously have to get his own salmon-and-courgette bake tonight. She had gone completely over the top he thought, as he stood waiting by the microwave. It pinged. For a moment he thought he was outside the lift at work. He donned the oven gloves and carefully removed the steaming box. The thing was, she was very young. He dug in with a fork. They both were really; but in the end she was immature with it. Whereas he wasn’t. Quite the opposite. Fuck, it was hot. Which was why it was probably just as well. Now he’d burnt his fucking tongue. He ran a glass of cold water and stood there over the sink, shifting from foot to foot, swishing and spitting, swishing and spitting and swearing.

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Helen Simpson lives in London, but was born in Bristol in 1959. She studied English at oxford University then worked for fi ve years as a staff writer for Vogue Magazine, before becoming a freelance writer. Her fi rst collection of short stories, Four Bare Legs in a Bed and Other Stories (1990), won the Sunday Times Young Writer of the Year Award and a Somerset Maugham Award. other short story collections by Helen Simpson include Dear George (1995), Hey Yeah Right Get a Life (2000), for which she won the Hawthornden Prize, Constitutional (2005) and In-Flight (2005) and In-Flight Entertainment (2010). Helen Simpson is not only a successful fi ction writer, her work also includes nonfi ction, articles, song lyrics and cookery books. She also wrote the libretto for the jazz opera Good Friday. She is involved in the literary charity First Story, founded to improve literacy and creativity in young people through creative writing.

writers in context

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After reading


Exploring the text Work individually or in pairs. Read the text carefully and complete the following sentences:

1 Finally something the young man had worked for happened. He had… 2 He feels it is too bad about Sarah because… 3 He thinks it is a bit ironic that she talks a lot about commitment when… 4 He feels that the estate agent’s Sherwood & Bently is… 5 Sarah didn’t react this morning the way… 6 The expression on her face… 7 When she wouldn’t stop ranting, he decided to simply… 8 His colleagues made jokes about revenge, but he said that Sarah… 9 He looked closely at the photograph of Sarah and reminisced about… 10 He made himself dinner but…


Writing Create five questions of your own about the text. Pass these to a partner who will write answers. Swap again and check each other’s answers, suggesting changes where necessary.


Discussion Work in pairs or small groups. Discuss the following statements and questions. Write down some of your thoughts and reflections.

1 In the text, the boyfriend feels that he is sensitive and fair, giving his girl ‘three months’ notice’. What do you think? Is he sensitive and understanding? Why does she react the way she does? 2 What, in your opinion, is a good way to begin a relationship? And are there any good pick-up lines? 3 Do you know any songs about break-ups or broken hearts? And do you know any lyrics about the opposite – about how good a relationship can be, or how great love can feel?

“If the phone doesn’t ring, it’s me.” T-shirt print

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D Relationships

Choose a topic and write at least half a page.

1 Select a favourite film about relationships. Write a description of the film and explain why you enjoyed it. 2 Imagine you are a friend to either Sarah or her boyfriend. Write a dialogue where you discuss what happened and why. Lay this out like a film or theatre script.

ExamplE: mE: Tell me again what he said when he came home? SaRaH: He just walked in as if nothing had happened and…

Make the dialogue as natural as possible. It can be realistic, tragic and comic all at the same

time, if you wish. If you think swear words are justified, use them.

3 Suppose that Sarah and her boyfriend had sat down before moving in together and written down their expectations of the relationship. What might they have written? Write a paragraph for each. Then add what they would have written or said about each other’s paragraphs.


E New words in context

Fill in the missing words from the word list in the following sentences.

Choose from: sufficiently • adjust • unreasonable • baffled • recent • unease • whereas • whether

1 In ___ years, the brokerage market has become increasingly competitive. 2 His colleagues had been struggling, not making any big deals whatsoever in real estate these last few months, ___ John Proffitt had made a small fortune. 3 His office was ___ impressive and up to date to make for a good place to do business with the ‘big boys’. 4 His new boss had become quite ___ when the numbers came in from the last quarter, but John Proffitt wasn’t surprised at all, he knew he had done well. 5 Once in a while, though, he felt a touch of ___ when he realized he had been neglecting his friends. 6 For a moment he hesitated and had to decide ___ to take the job in NY or stay and wait for a promotion at the office.

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7 His previous boss had been quite ___ , not appreciating John Proffitt and not considering him

for a promotion at all.

8 He wasn’t at all afraid of moving to New York. He was convinced he would ___ in no time and

settle in quite nicely.


Learning words from context Which word is being explained? 1 People who work together. 2 Somebody who rents an apartment. 3 When you discuss the price with a salesman, trying to make him lower it. 4 A professional you talk to about your problems. 5 A small, edible, tasty creature that lives in the sea and turns pink when you boil it. 6 A journey between Europe and the US is often described as a … journey. 7 A very popular fish to bake in the oven, put on the barbecue or use in salads. A popular dish at

Easter. Pink in colour.

8 When you visit somebody’s apartment, you buzz this by the gates.

“life is misery without you, as if you were still here.” T-shirt print



More words What could the opposites of these words be? 1 mature

2 slightly

3 realistic

4 arrival

5 practical

6 fair

7 ease

8 wrathfully

Prepositional phrases Complete the following prepositional phrases. 1 trots att – in spite ___

4 intresserad av – interested ___

2 betala sig – pay ___

5 stirra på – stare ___

3 följt av – followed ___

6 arg på – angry ___

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I More useful phrases

Fill in the missing prepositions in these sentences.

1 I like what you’re doing here, just carry ___ . 2 We need to leave this here, and return ___ the second floor. 3 She was really keen ___ going to New York, but she was overlooked yet again. 4 ___ the age of 24 he was already a wealthy man. 5 She was aiming ___ a career ___ economics, and she waited ___ the phone ___ two days before the call came. 6 She needed to move and had to rent ___ her flat for two years. 7 I turned ___ my friend for advice, but ___ the end I had to rely ___ my own instincts. 8 He wasn’t happy for me, and I felt he was being immature ___ it.


J True, false or not clear


Read the statements below and make sure you understand them.

Then listen to two Canadians – Kim from New York State and Tom from Canada. They live in Toronto, Canada, and they used to go out together. Decide if the statements are true, false, or not clearly one or the other. Mark the true statements T, the false ones F, and the others NC for ‘not clear’. a) Tom dumped Kim by email because he was a coldhearted coward. b) Kim sent out a revenge email to everyone in her address book. c) Kim has a short temper. d) Kim was wrong about Tom being attracted to a woman called Kath who worked in the same organisation. e) Tom wrongly imagined Kim and his boss had a thing going on.

propose verb fria guilt-free fri från skuldkänslor she has the knack of… hon har en viss förmåga att… fierce temper våldsamt humör diffident osäker; blyg a mean streak ett elakt drag timid blyg kipper en slags rökt fisk radiator element harassment trakasserier decent references hyggliga (tjänstgörings)betyg

f) It was hypocritical of Kim to complain about being dumped by email. g) Tom is paranoid about Kim and her desire for revenge. h) Tom is the jealous type. i) Tom quit his job in a fit of rage and jealousy. j) Tom’s ex-boss is a womaniser.

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k) Kim is having a baby with Tom’s former boss. l) Both Kim and Tom are now in stable relationships. 2

Listen again if necessary and discuss. Give examples and reasons. a) Having listened to Kim and Tom’s versions of events in 1 above, are both of them,

one of them or neither of them reliable reporters? If they are unreliable as witnesses, what makes them so?

b) How many ways are there of removing yourself from a relationship?

Give examples of any you may have heard about.

c) Is it OK to dump someone by email or social networking sites? d) Compare these quotes:

‘The best revenge is to wish your ex the very best and move on.’ ‘They say the best revenge is no revenge. But I say, “It’s war!”’ Which of these statements is closest to how you would feel?

“Pain is inevitable. Suffering is optional.” Haruki Murakami

context+ RP

RESOURCE PAGES When doing a reading, speaking, writing or listening task check the Resource Pages for relevant practice before you begin.


STUDENT’S WEB You will find more texts and exercises on the Context 2 Student’s Web.


TEACHER’S WEB  Text: What do men and women want?  Agony aunt: What advice would you give?  Reflecting on your experience: A film review  Register: Being emotional or staying cool  Words and expressions  Prepositional phrases  Film Club: Relationships.

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Resource Pages User guide The approach to resources in these pages is different from those in Resource Pages Context 1. Where they described learning methods and provided lots of ideas, these pages encourage a ‘hands-on’ approach. There are lots of tasks and activities where you can work your way through ideas orally or on paper with your classmates and teachers. You don’t have to do them all, but choose those you think will improve your English in key areas. Notice that Context 1 Resource Pages are still available to you on the Student’s Web. They are an important part of this material. Log on to find them, remind yourself of their contents and refer to them when necessary. The following pages are divided into Reading, Writing, listening and Speaking sections. Doing the tasks will build up your skills in these areas. The speaking section has been placed last because the preceding tasks in reading, writing and listening will contribute to your becoming a skilled speaker in different situations and in different registers. We therefore recommend that you ‘skim read’ these pages first to see how they link together in one common purpose – to develop your identity as an effective user and speaker of English. You can then set your own goals and do the tasks in any order, but with your overall purpose in mind. A NOTE ON SYMBOLS A tick  means correct in the English-speaking world. A cross  means incorrect.


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Resource Pages

1 • Your English-speaking ID The goal An action plan

216 217 218

2 • Using the resources at your fingertips online Libraries

218 218 220

3 • Reading in context


Reading fiction for pleasure Extending your reading in fiction Checking out non-fiction Critical reading

220 221 222 223

4 • The importance of critical reading Critical thinking starts with critical reading Discovering information and ideas in a short text Exploring longer texts Critical reading online From critical reading to critical thinking The benefits of critical thinking

5 • Expanding your vocabulary in context Register and style Choosing the right word or expression Connotation Collocations Idioms False friends

223 223 224 224 224 226 226

227 227 229 230 231 231 232


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6 • Writing in context


Descriptive writing








Reflective writing


Analytical writing


The discussion type essay




Writing letters and emails


Writing a CV or personal statement


7 • Listening in context


Listening for specific purposes




Listening with a purpose


8 • Speaking in context


Write dialogues


Practise small talk


Practise describing places and objects


Practise passing on information


Testing information








job interviews


College interviews


9 • Discovering World English and other cultures 262 Cultural research project




Challenging your assumptions


The topics


Talking about Sweden in English



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1 • Your English-speaking ID You are now one of the 20-25% of people around the world who speak English. In Context 1 you gave some thought to your identity as an English speaker and how to develop that further. Here is an opportunity to take another big step. Whatever you do will almost certainly be part of a team effort. Good teams are made up of different personalities. What sort of personality are you? Here’s an example from research on team building. Look at this list of roles needed to make a good team. Is there one that fits your personality?  The extrovert – good communication skills, sociable, good at networking.  The creative – good at generating new ideas and challenging established ones.  The solution finder – good at turning ideas into solutions.  The finisher – good at making sure the work gets done.  The co-ordinator – good at keeping people focused and working harmoniously.  The cooperative team player – flexible, good at doing whatever they’re asked.  The evaluator – good at calmly and clearly evaluating the work.  The dynamo – full of energy, loves the pressure, always optimistic. Do you know which role fits you? If you do, it could be a problem. It’s not because there’s anything wrong with your personality – far from it. It’s that, to be successful, teams need people flexible enough to take on any of these roles when necessary. In other words, to resist your natural inclinations (tendenser, böjelser) and adopt quite different tendencies when the need arises. To take an analogy (liknelse) from sport, successful teams are not always the ones with the best players in each individual position. Teams that succeed need attacking players who are willing to defend and vice versa. Quiet, more introverted players sometimes have to become outspoken leaders, and dynamic leaders sometimes have to know when to calm down and take a back seat. Something similar applies to using English out there in the world. Just as there are all-round team players who can do some things really well and just about everything else when they need to, so there are all-round English speakers who’ve taken a balanced approach to their use of English for communication. Have a look at this list. Broadly speaking, which type of English learner are you?  The natural – who just seems to pick it up from speaking, reading and listening.  The thinker – who prefers to study how the language works before using it.  The pragmatist – who does what is needed at the time to get a good-enough result. As with being a member of a team, it helps if you can switch roles when necessary. A ‘natural’ will at some point need to engage more with grammar to make further progress. A ‘thinker’ will need to practise spontaneous communication. A ‘pragmatist’ will need to do a bit more of both. In short, language learning requires FOCUS. To be…  unflagging (outtröttlig)  flexible  Systematic  open to new ideas  Curious


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d karin holmberg an er tl cu ny to by

Engelska steg 6


Context 2, Main Book Context 2, Key Context 2, CD Audio Context 2 Student ’s Web Context 2 Teacher’s Web

Karin holmberg nasielärare Karin Holmberg är gym har underoch ka i svenska och engels ium sedan nas gym visat på Lindeskolans re sedan tta rfa sfö del 1997. Hon är lärome rnalist. jou som n äve r 2003 och arbeta

40666673_Context2_omslag.indd 1

40-66667-3 40-66668-0 40-66669-7 40-67484-5 40-67483-8

d karin holmberg by tony cutler an

användas andra året på CONTEXT 2 är avsedd att vux. gymnasieskola och kom TEXTS AND EXERCISES, Huvudboken består av 15 E MAR SECTION, LITERATUR AM GR S, GE PA CE UR SO RE . SECTION och WORD LISTS! Läs mer om CONTEXT på

tony cutler nga år Tony Cutler är sedan må läromedelsverksam som pedagog, itannien. och pjäsförfattare i Storbr , don Han har bott i bl.a. Lon . olm ckh Nairobi, Aten och Sto

2012-07-13 14.31

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