9789140662941

d tony cutler an nd lu og sk te an by sv

Engelska steg 5

Komponenter

40-66294-1 Context 1, Main Book 40-66665-9 Context 1, Key 40-66666-6 Context 1, CD Audio e 40-66664-2 Context 1, Teacher’s Guid 40-67482-1 Context 1 Student ’s Web 40-67481-4 Context 1 Teacher’s Web

svante skoglund etat Svante Skoglund har arb attare som lärare, läroboksförf 0-talet. och översättare sedan 198 n, Han har bott i bl.a. Dubli .

Brighton och Kapstaden

40662941_Context1_cover_R2.indd 1

and tony cutler by svante skoglund

t användas första året på CONTEXT 1 är avsedd at vux. gymnasieskola och kom TEXTS AND EXERCISES, Huvudboken består av 15 TS. R SECTION och WORD LIS MA AM GR S, GE PA CE UR RESO www.gleerups.se!

Läs mer om CONTEXT på

1

tony cutler nga år Tony Cutler är sedan må omedelslär g, verksam som pedago nnien. ita rbr Sto i och pjäsförfattare , don Lon Han har bott i bl.a. olm.

Nairobi, Aten och Stockh

11-01-12 09.25.57

Preface

Welcome to Context 1 vel 5 Le h r Englis 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 1 is organised in several sections: 15 TEXTS on topics such as travel, fashion, relationships, sci fi, science, sport, music, crime, and one or two creepy stories. Like all good texts they are fun and serious at the same time. There are also Word Lists organised by chapter (pages 322-335).

AFTER READING each text you can practise and improve your English with varied tasks and exercises.

The symbols RP and TG mean that there is more helpful material in the Resource Pages in this book and in the Teacher’s Guide (both in print and on the Web). You will also find more texts, worksheets, exercises, videos and sound files on the Gleerups website, Context 1 Student’s Web. THE RESOURCE PAGES (pages 211-270) provide key information, ideas and advice on how to improve your speaking, reading, writing and listening. You will find useful phrases, a phonetic alphabet, advice on expanding your vocabulary and the range of your reading. 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 (pages 271-321) will help you revise the basics, but also offer you some deeper focus on important points.

Svante Skoglund

Anthony Cutler

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Contents

I Texts and Exercises 1 Panic not, Mother

by Simon Hoggart and Emily Monk

2 Dad, Can I Come Home?

3 Dashed Hopes

6

by Malorie Blackman

by Simon Hattenstone

6 18 32

4 Going Steady

by Adam Bagdasarian

44

5 City of Angels

by David Sedaris

58

6 The Landlady

by Roald Dahl

72

7 Red Sari

88

by Amanthi Harris

8 Coolhunters

by Adelo lo Celso and Alegría Durán-Ballén

103

9 Deep Breath

from the New Scientist magazine

111

10 Swinging London 11 A Great Day 12 Arthur

by Marian Keyes

134

by Frank Sargeson

148

by Jeremy Clarkson

13 Mollusks 15 3xMusic

162

by Arthur Bradford

14 Going Through a Phase

120

by Robert Barnard

by Bill DeMain, Elysia Nest and Yogesh Bakshi

176 194

II Resource Pages

211

III Grammar Section

271

IV Word Lists

322

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Text and Exercises User guide This section contains 15 texts by up-and-coming writers from the present and great established authors of the past. You’ll find everything from travel to crime, from fashion to love and on to creepy suspense. Read and enjoy.

After reading the texts you can use the exercises to practise new words, revise grammar and polish the four skills of speaking, listening, reading and writing.

A NOTE ON SYMBOLS RP

RP refers to the Resources Pages (pages 211-270). 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.

TG

TG refers to the Teacher’s Guide. You can ask your teacher for copies of worksheets and other materials.

❥

❥

Web means the Context 1 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

Panic not, Mother

and Emily Monk t ar gg Ho n mo Si by

When gap-year travellers e-mail home, they mean to calm the fears of anxious parents. But these glimpses of adventures in faraway lands can have the opposite effect.

@ To say we were held hostage would be overshooting the mark, although technically it’s true. We all went to get the 11am bus into Ghorabi (in Nepal), and as we approached the place where the bus sits and waits we were surrounded by six men, none older than us, brandishing 1960s Kalashnikov rifles. They told us to sit down (we did) and that we were not allowed to leave until the rally, which we had inadvertently stumbled upon, was finished. It was scary: they were painfully young and they had guns which they chose to point at us. So for four hours we sat and listened and watched while these Maoists preached their message to the masses. After the initial fear wore off, it simply became a bit boring. When it was finished we walked home, and that was that. @ So we agreed with this blokey to do a film that would involve being put up in a five-star hotel for two nights in a place outside Mumbai… sounds too good to be true.

Actually lots of people we’ve met have done similar things, so we thought we would give it a shot. Except it was too good to be true. He picked us up in the evening and drove us to this random area in the suburbs to get a luxury bus. Along the way we learned that it wasn’t a film, but a real marriage where we had to meet and greet the guests – not as attractive to us as a film, especially when he said we had to particularly greet the young men. Then the luxury Volvo coach with air con, TV and the reclining seats turned out to be a dodgy minivan parked down a back alley. Decided there was no chance we’d be getting on that bus and jumped into the nearest taxi, with the guy running after us telling the taxi driver not to drive off. @ We arrived at the most fantastic hotel (in Arequipa, Peru) with en-suite bathrooms,

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high ceilings, balconies, sheets and bedside lights being the star attractions, and slept like logs on Night Nurse, stirring from sweet slumber only once, when the earthquake struck. Panic not, Mother. After the initial confusion I fell back to sleep straight away and woke up in the best of health, regardless of gaping cracks in the walls and pavements!

@ We waited for a couple of hours on a boat in a scene which couldn’t have been more Jaws-like. Then a 10-12ft mako shark turned up, and though not a Great White was definitely Jaws-looking, especially when the captain was pulling the fish away from it and it came out of the water. The cage was bouncing around in the water and you had to be careful not to put your hand through the cage when you were holding on, it was fantastic!

@ Well, I got mugged again, trying to get across eight lanes of traffic from Cinelandia to the Modern Art Museum in the pouring rain. He did have a knife, but he wasn’t particularly threatening, and he let me open my wallet and give him the notes, rather than taking everything, which would have been a pain. It’s OK. I’m used to it now.

@ I know it is v dull to talk about the weather, but it is MINUS 30 degrees today (in Northern Russia), so I think I am allowed. All my shampoo on my shelf etc freezes every night and children aren’t allowed to go to school because they walk too slowly and tend to freeze to death before they get there. Nice. I am slightly worried as I walk at the speed of a lobotomised snail, there is five inches of ice on the roads and my new boots have strayed far from their natural habitat (the wilds of High Street Kensington).

On the first day of unbelievable iciness I happily stepped outside and within minutes my mascara had frozen my eyelids closed and my nostrils had iced over. After another

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!!!!!!!!!

PLEASE GET ME HOME

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Chapter 1

few minutes I lost all feeling in my extremities, so by the time I reached the Institute I couldn’t see, smell or feel.

I walk so slowly that I am often overtaken by octogenarian babushkas shuffling along in felt slippers with massive sacks of turnips on their backs. Every day Ludmilla smugly informs me that it is another 10 degrees colder than the day before and happily tells me how to notice the first stages of frostbite.

@ Dear Mummy and Daddy, how are you? This may come as a shock but I am thinking of eloping with one of my students to Assam coz he is from the Naga tribe, and I want to be a Naga girl and go hunting monkeys with bows and arrows and fishing with spears like they do, and then come back and do tribal dancing all night, coz it’s so much fun, and all the tribal people here are so great and brave and strong. Obviously the political situation in Assam isn’t ideal, but I’ll be OK. Love you lots. Only an idea at the moment. X, Me

@ The train has gone, and so has the dodgy moneylender. My head was completely scrambled. I’m just in a state of shock that the train has gone. I wander back into the station waiting hall and realise that Sally (still on the train) has all our Russian money, all our food. The Russian official with incredibly cold eyes comes back and hands me back my passport with a stamp over my visa which says that I have been unable to cross the border. I try to plead and tell him I don’t even have a ticket to Ulan Bator because the garage attendant never gave it back. He just stares at me blankly and walks off with a smirk on his face. @ Helped amputate a leg with the vascular fellow, got to tie off all the vessels and suture up the muscle and skin, which was all good. I have managed to have a couple of free lunches too, which was also nice.

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@ Hey Mum and Dad. Don’t fret, cos I am still alive and you always said that was the main thing. I should probably mention that I am not pregnant. I am also not yet a heroin/coke/ecstasy/morphine addict. I have definitely “found myself ” and also made a huge difference to the village where I am staying. I have lots of good intentions, like building wells and libraries. I have given up smoking. I have started writing poetry.

I have found God. I miss you and love you all so so much and can’t wait to see you.

Love Tasha PS: I may or may not have been shopping, courtesy of Daddy’s magic MasterCard.

@ Hey, ma, must be quick cos late. Just to warn you, met some awesome Aussies last night, who are going to London next week. I said they could stay with you, to save money. Gave them your number, hope you don’t mind, they’re all lovely. Can’t remember names, but all (four in total) so funny and lovely and super-fit. Xxx love you. @ Dad, you keep complaining about my spending but the longer you fail to get this problem sorted out, the more money will get spent. Beijing is an expensive place to piss about going to banks all day, plus it’s 39 degrees outside, which makes me annoyed the minute I step out of the hotel. Seriously, I don’t know how much longer I can last…

I’m fucking fed up with this, stop sending me sarcastic emails and telling me “it doesn’t add up”. I DON’T GIVE A FUCK. Just go down to the bank and don’t leave until you’re convinced that something has taken place which will enable me to come home…

I don’t care if you have to use all your savings to pay off my overdraft, or if you have to sell your car, PLEASE GET ME HOME!!!!!!!!!!!!!!!!!!!

^

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Chapter 1

Emily Monk was 19 and on a gap year in Ghana when she had an idea for raising money to help an orphanage. She had been fascinated by the emails home from her older brother and sister when they were on their gap years. So she decided to collect together some emails from gap-year friends and publish them in a booklet called ‘Dear Mum’.

The journalist Simon Hoggart heard about this and decided to publicise it through The Guardian newspaper. So many readers wanted copies that Emily and Simon decided to publish the emails as a book called Don’t Tell Mum. Profits have gone to a charity in Ghana which helps build school classrooms for children from poorer families. ‘They don’t even have a roof,’ says Emily, ‘just work on rickety benches under a tree. No loo, not enough pencils, etc. etc., you can imagine it. I would love the money to go there, as they are planning to build a classroom when they have sufficient funds.’

Simon Hoggart is a writer, journalist and broadcaster famous for his often scathing wit. He has written for many newspapers and magazines including The Guardian, Punch and The Observer for which he was the paper’s American correspondent. ‘In Washington, the first thing people tell you is what their job is.

In Los Angeles you learn their star sign.

In Houston you’re told how rich they are.

And in New York they tell you what their rent is.’ He now lives in London.

writers in context

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Exploring the text

A

Suggest answers in pairs or small groups. Then write down your own preferred answers.

In 1-2 you are reading for global (overall) understanding.

1 In general terms, there are two different kinds of travel, two different kinds of gap year being described. What are they?

2 There is an expression about life in general, ‘Some people think their glass is half empty while others think it’s half full.’ That is, some people are pessimists while others are optimists.

Look at each story. Are the majority of these email writers ‘glass half empty’ or ‘glass half full’ people? Discuss and give examples.

In 3-4 you are reading for detail. Work alone. Make sure you understand all the words in the instructions and tasks.

3 What reasons lay behind the creation of the original text produced by Emily Monk and Simon Hoggart?

4 Read the second email again. Is the ‘blokey’ telling the truth? On the left, write down the story the ‘blokey’ told the girls. Include the details. Opposite this write down the story the girls worked out must have been the truth.

In 5 you will examine writing styles. Discuss with a partner if you wish.

5 Choose one email where you think the writer has exaggerated the dangers he or she is facing.

Find phrases that express these exaggerations.

The following involve ‘reading between the lines’.

6 Which emails are tongue-in-cheek, which means they are not supposed to be taken as seriously as they appear?

7 Which email senders do you think are likely to get an instant, emotional response from a parent?

“A journey of a thousand miles must begin with a single step.”

Lao Tzu

B

Create five questions of your own. Pass these to a partner, who will write answers.

Swap again and check the answers, suggesting changes where necessary.

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Chapter 1

Discussion

C

Look at these quotes from interviews with four British teenagers during their gap years.

Work in a small group and say which experience most appeals to you. What would be the perfect gap year for you? Give reasons.

1 ‘I’m working on an aid project in Kenya. We’re looking at ways of supplying water for drinking

and irrigation. We move from place to place, living in tents and digging for water. We get a shower about once a month when we go into town.’

2 ‘I’m on a round-the-world tour. I started off in Australia and New Zealand, then went on to Canada, and next month we’re in the USA. It’s a great time. We’re doing a lot of water sports and partying, as well as seeing the sights, of course.’

3 ‘I haven’t planned anything, really. I decided to head for Spain, but stopped in France for a whole month, picking grapes and having a good time. Spain wasn’t so good because it was hard to find casual work. Same in Italy. So next week I might head straight for India, where the basics are cheaper. I might go on to southern China and then to Australia. We’ll see.’

4 ‘I can’t afford to go abroad. I’ve been working in London, doing various jobs. At the moment I’m working on a building site. It can be dangerous at times, but it pays quite well, and I have to save money for when I go to university. I’ve learned quite a lot about how society really works.’

“A journey is like marriage.

The certain way to be wrong is to think you control it.”

John Steinbeck

Words

D

New words in context Replace the words in italics below with a word or phrase that you can find in the introduction and first two emails. Look up any new words in the word list or in your dictionary.

1 They’re travelling in distant lands.

2 She did not expect her email to produce that result.

3 I unintentionally blundered upon their private meeting.

4 It was frightening.

5 They aimed their guns at me.

6 One man was holding and waving a large carving knife.

7 After a while the meeting became tedious.

8 They promised I would be accommodated in a classy hotel.

9 In fact it was a tiny room with no en-suite bathroom.

10 The guy who ran the place seemed very suspect.

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E

Learning words from context Learning words in and from their context is one way of building your vocabulary.

From the text choose 10 new words that you definitely want to remember and write your own sentences with them. Try to imagine situations that have real meaning for you.

RP

❥TG

F

False friends 1 Work in pairs or small groups. You are going to examine the subject of ‘false friends’, words that

are similar in Swedish and English but have different meanings.

■ Use your dictionaries and translate the Swedish words in the first column into English.

■ Translate the English words in the second column into Swedish.

■ Notice the confusion caused by ‘false friends’.

EXAMPLE: ‘We have a lot of big berks in our local supermarket.’

(This is a genuine example spoken by a Swede to English speakers.)

COLUMN 1 Swedish

English

COLUMN 2 English

Swedish

a) lapp

a) lap

b) burk

b) berk

c) chef

c) chef

d) blankett

d) blanket

e) gift

e) gift

f) mässa

f) mess

g) fart

g) fart

h) novell

h) novel

i) VD

i) VD

j) gymnasium

j) gymnasium

2 Look at the lists again and rate the embarrassment potential for using the wrong word in

English on a scale of 1-5. For example, if someone said, ‘I’ll send you a blanket.’

3 Choose suitable English words from the lists above and fill in. a) It took me a month to read that new ___ by Salman Rushdie. b) They have some tall ___ on sale at the supermarket. I’m going to get some to store my pasta. c) I’d like to introduce you to our new ___ . He joined the company last week. He’ll be

representing us at the Swedish International Trade ___ tomorrow. d) It’s important to obey the ___ limit signs when driving. e) You can fill in the ___ online if you prefer. It’ll save you a stamp. f) They’d been having terrible arguments, so she went out shopping in search of a ___ guaranteed to melt his heart.

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Chapter 1

Language and communication RP

❥

G

Speaking: Describing and explaining Take turns to play the role of an English-speaking visitor to Sweden.

Work in pairs. Ask your partner to explain some strange behaviour you have witnessed.

Take turns to choose from the following. The Swede describes and explains so that the ‘visitor’ has a clear and accurate idea of what’s going on.

Tip Give yourself half a minute for NORD: Notes – make a few notes of key words and information you need to include.

Organisation – arrange the information so it makes sense to your listener.

Reasons – don’t forget to explain the reasons behind the behaviour.

Delivery – deliver the information clearly and in a logical order.

1 “I saw a girl with lighted candles in her hair, singing. It looked dangerous!”

2 “I saw some people raising a pole. It was like a tall cross with a circle beneath each end of the

horizontal. What’s that all about?”

3 “There were some people in a garden standing round a bulging tin, like there was something inside trying to get out. As a guy punctured the tin all the others moved hastily backwards.”

4 “There were crowds of young people wearing white peaked caps, roaming the streets, whistling and screaming and generally making a lot of noise. Who were those people, and what was going on?”

“A journey is best measured in friends, rather than miles.”

Tim Cahill

Listening RP

❥

H

Listen to some young students talking about their vacations abroad.

Make notes as you listen, then write complete answers to the questions.

Listen again if necessary.

1 What stopped Mike climbing Mount Kilimanjaro?

2 How did he solve the blister problem while walking?

3 Why couldn’t Mike contact the person who’d taken his rucksack by mistake?

4 Why didn’t it matter what clothes Mike had in Mombasa?

5 How venomous (poisonous) is a night adder compared to a puff adder or gaboon viper?

➼

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6 How upset was Mike with the woman who took his rucksack?

7 Of Fran and Miranda, who is the cautious traveller and who is the spontaneous one?

8 How did Fran manage to come back from holiday with plenty of money?

9 Of Fran and Mike, who is the ‘glass half full’ and who the ‘glass half empty’ person?

10 Who would you prefer to travel with: Mike, Fran or Miranda? Give reasons.

“There are no foreign lands. It is the traveler only who is foreign.”

Robert Louis Stevenson

Writing RP

❥TG

I

Instructions for survival Read the following instructions on how to distinguish between a poisonous and edible chantarelle.

Check the colour. False charantelles are a darker orange than the edible variety. Cut the mushrooms close to the ground and turn them over. Look at the gills (also known as veins) on the underside of the cap. If these are pale, finely spaced and end where the cap meets the stem, leave this mushroom where you found it and wash your hands. False charanterelles can cause symptoms such as vomiting, diarrhea, salivation, perspiration, and breathing difficulties. True chantarelles, on the other hand, have widely spaced veins that travel some way down the stem. Hold the mushroom up to the light to check for transparency and colour, yellow to light orange. Smell it. If it has an ‘apricot’ or ‘peach-like’ aroma it will be edible. Do not eat raw. They can taste peppery and upset your stomach.

Sauté in butter for a delightful snack. For a more substantial meal bake for 20 minutes in chicken broth with coarsely chopped onions. Serve this over rice or pasta. Avoid serving with potatoes or other vegetables as this can overpower the delicate taste.

1 2 3 4

Using clear, well-ordered points, write brief instructions on how to achieve the following.

Make a meal with four ingredients.

Change a wheel on a car.

Put up a tent.

Survive overnight in deep snow.

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Chapter 1

J

Imagine you want to travel with a companion. Write a short personal ad to say who you are, where you want to travel, what you like and dislike, and so on.

K

Which place, either at home or abroad, would you most like to visit in the near future?

Write half a page explaining why you are drawn to that place.

“Perhaps travel cannot prevent bigotry, but by demonstrating that all peoples cry, laugh, eat, worry, and die, it can introduce the idea that if we try and understand each other, we may even become friends.”

Maya Angelou

context+ RP

Expanding your vocabulary: False friends (page 230).

Speaking: Speaking in class or in public (page 233).

Writing: Writing instructions (page 249); Writing a personal ad (page 256); Writing fiction – use of adjectives (page 257).

Listening: Listening practice in this book (page 245).

Film club (page 247).

TG

WORKSHEETS: More false friends Writing instructions: Writing a manual Distant cousins – English and Swedish idioms Film club: Travel.

❥

❥

WEB You will find more texts, worksheets and exercises on the Context 1 Student’s Web.

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Resource Pages User guide The approach in these Resource Pages is very practical. It’s all about raising your awareness of ways to expand and improve your English. In addition to ideas, there are important reference materials, such as the International Phonetic Alphabet and lists of useful phrases for use in conversation and discussion.

In general the Resource Pages are divided into Reading, Speaking, Listening and Writing sections. However, there will be some crossover, meaning that you will find some writing ideas in the listening section and vice versa. For example, writing dialogue has benefits for your speaking skills. It’s all connected. There is a list of Strategies for learning English at the end of the Resource Pages, and we suggest you familiarize yourself with these pages as soon as possible and return every time you need more tips and ideas. They will help you develop into an effective learner.

A NOTE ON SYMBOLS A tick 9 means correct in the English-speaking world.

A cross 8 means incorrect.

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Contents

Resource Pages

Your identity as an English speaker Using English outside school Your future identity as an English speaker How to get from here to there A SWOT analysis An action plan

Reading in context

214 214 214 215 215 216

217

The texts in this book Your reading profile Smart reading A reading plan Reading group The reader’s vocabulary Reading suggestions

217 218 218 219 219 220 220

Expanding your vocabulary in context What can a good language learner’s dictionary do for you?

Word and phrase building Collocations Idioms Choosing a dictionary When and how to use dictionaries How to use the word lists in this book Using a thesaurus Register False friends

Speaking in context

223 223 224 225 225 225 226 227 227 228 230

231

Informal contexts More formal contexts Opportunities to practise – informal and formal contexts Useful expressions for speaking in different contexts Useful phrases for some common situations

231 232 232 234 238

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Pronunciation in context The International Phonetic Alphabet Mastering certain English sounds Where to put the stress Homographs and homonyms Some words to practise Accents – Standard English and varieties

Listening in context

239 239 240 241 243 243 243

244

Tips for effective listening Listening practice in this book Expectations Think about the backstory The bigger picture Film club Developing strategies for listening

244 245 246 246 246 247 248

Writing in context

249

Making notes in English Writing instructions Writing a summary or report The summary-response assignment Essays – the discussion type Writing reviews of books and films Writing for communication Writing letters Writing advertisements Writing a leaflet or brochure Writing fiction Writing dialogue

249 249 250 251 251 253 254 255 256 256 257 259

World English and Englishes of the world American and British English Canadian English South-East Asian English Australia and New Zealand Caribbean English Culture and World English History and culture

260 260 262 263 264 265 266 267

Strategies for learning English General planning Learning words and phrases Reading Speaking Listening Writing

268 268 268 268 269 270 270

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Grammar Section

Grammar Section User guide This section contains explanations of grammar points followed by practice exercises. The Deep Focus sections take you further into the subject. For lots more practice of the essentials and even deeper focus on grammar go to the Context 1 Student’s Web. Extensive explanations are also available in grammar reference books such as: Gleerups Engelska Grammatik, Magnus Ljung, Sölve Ohlander (Gleerups Utbildning).

Lists of irregular verbs are available on the Context 1 Student’s Web and in English dictionaries.

It’s a good idea to review what you have done on a regular basis. Practising with friends by using newly learned grammar in conversation is a good way to make your theoretical knowledge ‘automatic’.

A NOTE ON SYMBOLS A tick 9 means correct in the English-speaking world.

A cross 8 means incorrect.

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Contents

Grammar Section

NOUNS Regular and irregular nouns Countable and uncountable nouns Plural in Swedish, singular in English Nouns that are always plural in English

ARTICLES The indefinite article: a or an The definite article: the

THE GENITIVE

VERBS Tenses Regular and irregular verbs The do construction Tense combinations The future Conditional sentences Would Should Be/have Modal verbs: can, could, be able to; may, might; must, have to, have got to Usually + verb – used to + verb Question tags The passive Preposition + -ing form

273 273 274 275 276

276 276 278

279

280 280 281 283 284 285 287 289 289 290 292

WORD ORDER

300

CONJUNCTIONS

301

PRONOUNS

302

The Swedish pronoun ‘det’ Reflexive pronouns Possessives Interrogative pronouns Demonstrative pronouns Relative pronouns Indefinite pronouns 1: some, any, no, etc.

Indefinite pronouns 2: (the) other (one), others, another

ADJECTIVES Comparison of adjectives

ADVERBS Form Comparison of adverbs

302 305 306 308 310 312 314 315

315 316

317 318 318

295 295 297 299

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d tony cutler an nd lu og sk te an by sv

Engelska steg 5

Komponenter

40-66294-1 Context 1, Main Book 40-66665-9 Context 1, Key 40-66666-6 Context 1, CD Audio e 40-66664-2 Context 1, Teacher’s Guid 40-67482-1 Context 1 Student ’s Web 40-67481-4 Context 1 Teacher’s Web

svante skoglund etat Svante Skoglund har arb attare som lärare, läroboksförf 0-talet. och översättare sedan 198 n, Han har bott i bl.a. Dubli .

Brighton och Kapstaden

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and tony cutler by svante skoglund

t användas första året på CONTEXT 1 är avsedd at vux. gymnasieskola och kom TEXTS AND EXERCISES, Huvudboken består av 15 TS. R SECTION och WORD LIS MA AM GR S, GE PA CE UR RESO www.gleerups.se!

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tony cutler nga år Tony Cutler är sedan må omedelslär g, verksam som pedago nnien. ita rbr Sto i och pjäsförfattare , don Lon Han har bott i bl.a. olm.

Nairobi, Aten och Stockh

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