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Visions 3 är tredje delen i serien och omfattar: • Allt-i-ett-bok inklusive facit och elevljud på liber.se. • Lärarljud • Lärarhandledning med prov

Visions 3

Best nr 21-21251-6 Tryck nr 21-21251-6-04

Visions 3

LENA BÖRJESSON EVA JÖNSSON MARIANNE WEBB-DAVIDSON

ALMQVIST&WIKSELL

Visions består av tre delar.

LENA BÖRJESSON EVA JÖNSSON MARIANNE WEBB-DAVIDSON

Visions är ett läromedel i engelska för: • Elever inom grundläggande vuxenutbildning • Sent anlända invandrarelever i grundskolans högstadium • Elever i gymnasieskolans introduktionsprogram • Elever som i något av gymnasieskolans nationella program har fått dispens ifrån kravet på E (godkänt) i engelska från grundskolan.


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VISIONS 3

Lena Börjesson Eva Jönsson Marianne Webb-Davidson

ALMQVIST&WIKSELL


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ISBN 978-91-21-21251-6 © 2005 Lena Börjesson, Eva Jönsson, Marianne Webb-Davidson och Liber AB Redaktion Susanne Svensson, Kerstin Rydén, Pernilla Hallqvist Formgivning Ingmar Rudman Bildredaktör Elisabeth Westlund

Omslagsfoto Toronto, Canada Dennis Stock/Magnum/IBL Produktion Anna Törnqvist Göpel Första upplagan 5 Repro Repro 8 AB, Stockholm Tryck People Printing, Kina 2019

Kopieringsförbud Detta verk är skyddat av upphovsrättslagen. Kopiering, utöver lärarens och elevers begränsade rätt att kopiera för undervisningsbruk enligt BONUS-avtal, är förbjuden. BONUS-avtal tecknas mellan upphovsrättsorganisationer och huvudman för utbildningsanordnare, t.ex. kommuner och universitet. Intrång i upphovsmannens rättigheter enligt upphovsrättslagen kan medföra straff (böter eller fängelse), skadestånd och beslag/förstöring av olovligt framställt material. Såväl analog som digital kopiering regleras i BONUS-avtalet. Läs mer på www.bonuscopyright.se.

Liber AB, 113 98 Stockholm Kundservice tfn 08-690 90 00 Kundservice.liber@liber.se www.liber.se


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VAD ÄR VISIONS 3?

är ett läromedel i engelska för: • Elever inom grundläggande vuxenutbildning • Sent anlända invandrarelever i grundskolans högstadium • Elever i gymnasieskolans introduktionsprogram • Elever som i något av gymnasieskolans nationella program har fått dispens ifrån kravet på E (godkänt) i engelska från grundskolan. I serien finns ytterligare två böcker, VISIONS 1 och 2. Tillsammans omfattar VISIONS 1, 2 och 3 hela kursen i engelska i kommunal vuxenutbildning på grundläggande nivå eller i grundskolan. VISIONS 3 består av en allt-i-ett-bok med cd. OBS! Cdskivan har ersatts av ljudfiler som finns på liber.se. Facit till övningarna finns i boken. Dessutom finns lärarhandledning inklusive en cd-skiva med extraövningar och prov. VISIONS -serien lämpar sig både för lärarledda studier och för handledda självstudier. I slutet av detta förord finns goda råd för självstudier med hjälp av VISIONS 3. VISIONS 3

To the student In VISIONS

3

you will find:

Think about it, questions about the theme of the unit. There are

probably a lot of different answers to the questions in your group. You can learn from each other. When you think about the theme before you start working with it, it is easier to learn. Aims. Here is information about what you can learn from the unit. When you look at Aims, think about why these things are useful. When can you use them? Reading A is the first text. Work with Reading A, After reading and Vocabulary practice. Pronunciation helps you to learn phonetic symbols like [ʃ], [θ] and [] and to say the sounds. (All English sounds are on page 242.)

3


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VAD ÄR VISIONS 3? Listening A helps you to understand what people say in English. Work with Before, While and After listening and with Vocabulary practice. (Most of it you can work with on your own, at home.) Phrases are useful words and phrases. Study Phrases and Practise the phrases. Grammar explains rules. Work with Grammar and Grammar practice. In Follow-up you can practise more, in a freer way. In Facts you get information about different countries where people speak English. When you work with a Jazz Chant you learn language rhythm, grammar and useful phrases. Reading aloud is also for language rhythm. For more practice do Reading B or Listening B. In Review you can work with words or grammar from earlier units. Learning log helps you to see what you have learned and to think about how you learn.

In VISIONS 3 there are also: Wordlists. In the middle column there are explanations in Eng-

lish or examples of phrases. On page 291 there is an alphabetical Swedish-English wordlist. The English-Swedish one is on page 297. A CD. On the CD there are texts and Listening A. Please note that the CD has been replaced by audio files that you can find on www.liber.se. Listen at home, again and again. This will help you learn fast. In the Minigrammar there are examples and explanations of the grammar in VISIONS 1, 2 and 3. Symbols in VISIONS 3: speaking writing

4

CD


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VAD ÄR VISIONS 3? Portfolio and Learning log

Your Portfolio can be a file in your computer or a ring binder. Put things you write or record there. Write the date. If you like you can also write comments. Your Learning log is a notebook where you write comments regularly. Write about how you study and learn, what you think about studying. Your Portfolio and Learning log help you to see what you learn and to plan your studies. Working with the texts

Try different ways of working. Before reading the text • Read the title and look at the pictures. Guess what the text is about, what kind of situation it is, etc. • Listen twice to the recording (don't look at the text). What do you understand? What kind of situation is it? Who is there? Where? When? Why? What happens? Study the wordlist • Mark words you know already. Use a different colour, mark words you think are useful. • Which words are easy to spell? Which are difficult to spell? • How do you say the words? Listen to the recording and think about the pronunciation of the words in the wordlist. Read the phonetic symbols. • When you study the wordlist: What can you guess about the text? Work with the text • Read it and listen to the recording at the same time. Do that three times. • Read the text aloud. Do it when you are alone or ask someone to listen to you. • Read the text slowly and think about it. Do you understand everything? Check words in the wordlist. • Translate sentences into your own language.

5


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VAD ÄR VISIONS 3?

• Underline phrases you think are useful. If you like you can use the phrases in new sentences. • Choose ten keywords, words which can help you remember what happens. Write the keywords. Look at the keywords (not at the text). Talk about the text, about what happens. • Write questions about the text, questions you can ask someone else. Ask another student. Check the answers. • ”True or false” – write sentences about what happens. Mix “true” and “false” sentences. Ask another student to say which sentences are “true” and ”false”. • Dictation: Don't look at the text. Listen to the recording. Write one or two sentences. Then check in the book. • Work in pairs or a small group. You are the people in the text. Don't look at the text. Act the scene. • Change the text. Write it differently, about someone else, somewhere else, or ten years later. • Is the text interesting? Is it useful? Why? / Why not? • What do you know about the situation? What does the text make you think of? What can you recognize? • What have you learned from the text? How can you use what you have learned? • How have you worked with the text? Was it fun, interesting, easy? How can you learn in a better way? How are you going to work with the next text? Working with listening

Try different ways of working. • Listen again. Listen to the rhythm. Repeat each phrase and sentence. • Listen and write phrases and sentences. • Look at the wordlist and listen. Think about how you say the “new” words. • Listen again. Write keywords. Look at the keywords. Say what you remember. • Listen and write questions.

6


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VAD ÄR VISIONS 3?

VISIONS vid handledda självstudier Planera dina studier

Gör först en planering. • När ska du vara färdig med boken? • Hur lång tid kan du ägna åt varje unit? • När och var kan du få hjälp och stöd? • Vad ska du arbeta med under den närmaste tvåveckorsperioden? • Hur många timmar räknar du med att studera varje dag? När du har arbetat med en unit är det viktigt att ta fram planeringen igen och gå igenom den. • Hur har arbetet gått? • Hur gick det med din tvåveckorsplanering - och varför? • Följer du din planering eller behöver den ändras? Öva din talade engelska

Ofta kan du lösa de muntliga uppgifterna skriftligt om du har begränsad tillgång till lärare och studiekamrater. Men du måste också hitta sätt att öva din muntliga engelska. Öva på egen hand! • Upprepa efter inspelningarna till Visions 3. • Läs texten högt flera gånger. Spela gärna in din uppläsning på band och lyssna. • Finns det någon i din omgivning som kan mer engelska än du? Be om hjälp med de muntliga övningarna i boken. • Hitta tekniska lösningar. Kommunicera med dina studiekamrater via telefon eller dator. Grammatik

Du kan studera varje unit från början till slut men det kan ofta vara bra att orientera sig om den ’’nya’’ grammatiken i Grammar medan du arbetar med Reading A. Good Luck!

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CONTENTS

1 Green Grass and Guinness Reading A:

Dubliners

Pronunciation:

15

16

[j] or [d]?

23

Kerryman jokes 23 Jazz Chant: Banker’s wife’s blues 35 Facts: Ireland 37 Reading B: The Kilkenny Widow 40 Review: Vocabulary, have/has got, comparison of adjectives

Listening A:

43

Language functions

Learning about Ireland Talking about yourself Describing places Grammar

30

Review The present tense of be: am, are, is The present simple: live/lives Have or has? Asking questions: Where do you live? Negative sentences: I don’t like it. New grammar Comparison of adjectives: They’re older than me.

9


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CONTENTS

2 Practice makes perfect Reading A:

47

I thought I was daft but I wasn’t

Pronunciation:

[t] or [θ]

48

54

How do you learn? 55 Facts: The English language 67 Jazz Chant: Yesterday - A bad day 69 Reading B: The Little Boy 70 Review: Vocabulary, the alphabet, comparison of adjectives, word order 75 Listening A:

Language functions

Talking about learning and studying Learning about schools in the US and Britain Talking about different languages you know Grammar

60

Review The present continuous: She’s playing tennis. The past simple: She moved to London in 1996. Relative pronouns: who/which New grammar Must/have to, had to: He had to go to bed. Can, could, be able to: It’s wonderful to be able to communicate. Usually, used to, would: I used to try to read simple books.

3 All in a day’s work

79

Reading A:

Andrew’s job interview 80 Pronunciation: [ʃ] or [tʃ] + stressed syllables 86 Listening A: Questions in a job interview 87 Facts: CVs and resumés 100 Reading B: New Perspectives 103 Review: Vocabulary, the past tense, must/mustn’t/had to

106

Language functions

Talking about jobs, skills, experience and personal qualities

10


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CONTENTS Grammar

93

Review Negative sentences in the past tense: I didn’t watch the news last night. Questions in the past tense: Did you go to school yesterday? New grammar The past continuous: I was having dinner when the phone rang.

4 Home is where the heart is

111

An ever-changing home 112 Pronunciation: [e] or [æ] 119 Listening A: From Somalia to Sweden 119 Facts: India from A to Z 131 Reading aloud: Newcomers 136 Listening B: Kerala 137 Review: Vocabulary, comparison of adjectives, want + object + the infinitive, verbs 140 Reading A:

Language functions

Talking about living in a new country and life in different countries Describing and comparing life in different places and countries Grammar

124

Review The past tense of irregular verbs: I went to Denmark last summer. New Grammar Verb + the -ing-form: Do you enjoy going to parties? Preposition + the -ing-form: We often talk about going to Rome. Want + object + the infinitive: Peter wanted me to come home.

11


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CONTENTS

5 Top priority

145

Dear FiN 146 Pronunciation: [v] or [w] 151 Listening A: An interview with Sam 151 Facts: To live by the book 169 Listening B: I’m not going places with them again 171 Review: Vocabulary, phrases, the past tense, the past simple, the present perfect 174 Reading A:

Language functions

Talking about what is important in your life, values, priorities, the future Reading and writing letters, showing concern, regret, etc. Grammar

159

Review The present perfect: Nicola has seen the film twice. New grammar Will: What will happen in the future? Shall: What shall I do? Would: He said he would be back. Should/Ought to: You shouldn’t do that. Reflexive pronouns: myself, yourself, etc.

6 Canada calling

179

One True Love 180 Pronunciation: The man from Bengal 187 Listening A: Local news from British Columbia in Canada Facts: Canada 198 Reading B: Out and about in Nunavut 201 Review: Vocabulary, verb/preposition + the -ing-form, should/ought to 206 Reading A:

Language functions

Learning about Canada Understanding news Telling a story

12

188


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CONTENTS Grammar

193

Review The future: What are you going to do tonight? New grammar The past perfect: Emilie received a letter that Henri had written one year earlier. Adverbs: Emilie missed Henri terribly.

7 Take a break!

211

Films 212 Pronunciation: Stress 217 Listening A: Relaxation 218 Facts: J R R Tolkien 227 Reading aloud: Noise 229 Listening B: “Soaps, reality TV, sports or silly quizzes?” Review: Vocabulary, the present perfect, had to, the past, the past perfect, adjectives 233 Reading A:

230

Language functions

Talking about what people do in their spare time Talking about films and TV Grammar

222

New grammar The passive: When Private Ryan’s brothers are killed … The conditional, if + will/would: If you let me choose this week, I’ll let you choose next time. MAPS

237

MINIGRAMMAR KEY

241

273

SWEDISH-ENGLISH WORDLIST

291

ENGLISH-SWEDISH WORDLIST

297

COUNTRIES AND NATIONALITIES

303

13


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UNIT 3

Learning log LEARNING NEW WORDS

a)

What can you do with a word when you know it? Look at the following list. Are all the points always important? 1. 2. 3. 4. 5. 6. 7. 8.

b)

110

I understand the word when I read it or hear it. I can spell it correctly. I can pronounce it correctly. I can recall it when I need it. I can use it in the right situation. I can put it into a sentence. I can use it grammatically correctly. I can tell if it has positive or negative associations.

Think of some English words you have met in this unit. Look at the points above. Do you know the words? Which words have positive associations for you? Why? Which words do you need to know how to use in every possible way?


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UNIT 4

HOME IS WHERE THE HEART IS

THINK ABOUT IT Why do people move from one country to another?

111


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UNIT 4

Aims Talking about living in a new country, life in different countries. Describing and comparing life in different places and countries Grammar

Review from Visions 2: The past tense of irregular verbs: I went to Denmark last summer. New grammar: Verb constructions: The -ing-form after some verbs: Do you enjoy going to parties? The -ing-form after prepositions: We often talk about going to Rome. Want/tell/ask somebody to do something: Peter wanted me to come home.

Reading A An ever-changing home BEFORE READING

a)

What is a home? Is your home always only one place? What do you think?

b)

Read Sharada’s story. Where is her home?

My mother is Mexican and my father is from India. I’m 20 years old and I have moved several times. I know that moving from house to house is quite normal, but I have spent my life commuting between two continents. BORN IN MEXICO

My father agreed to my birth in Mexico City on one condition: My mother and I would live in New Delhi. But we ended up returning to Mexico shortly after to see my great grandmother, who was ill. My earliest memory of Mexico is my grandmother Margarita. She used to give me candy that would melt slowly on my tongue.

112


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UNIT 4

SCHOOL IN INDIA

I went to elementary school in New Delhi. In school, my friends and I passed notes to each other. We were hoping to not get caught. We knew that if the teacher caught us, we would feel the snap of a wooden ruler on our hands. My home was cool and light. I loved lying between my father’s parents and hearing stories about India. The smell of coconut oil from my grandmother’s hair was sweet and sticky. When it was time to sleep my aunt would cradle me in her lap and I still find nothing more beautiful than the yellow silk of saris. BACK TO MEXICO

When I was 12 my mother and I boarded a plane to Mexico. All I did was cry. I missed my friends and their Hindi, and my father and his English, because I knew that they would disappear in my mother’s Mexican surroundings.

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UNIT 4

My memories of home in Mexico are filled with scenes from the four Christmases I spent there. My grandmother put up a large plastic tree early in December, while my cousins and I crowded around her with decorations. On Christmas Day we all sat around my grandmother’s dinner table and enjoyed the special food she prepared. I also enjoyed hearing my mother, her sisters and her mother talk all night. I felt safe. Check your reading Make these sentences true 1. Sharada’s parents were both Indian. 2. Sharada was born in India. 3. Sharada’s Indian grandmother was ill. 4. She didn’t like the colour of her aunt’s sari. 5. Sharada was happy when she got on the plane to fly to the country where her mother came from. 6. She spent five years in Mexico.

BACK TO INDIA AGAIN

When I was 16, we moved back home to India. I arrived at Indira Gandhi International Airport after a 26-hour journey. The humid air seemed to suffocate me. The streets were both unfamiliar and strange. The next morning I walked to the market. Thin white cows crossed the busy street. I bought vegetables from a fat man who weighed cucumbers on an old scale. Slowly, I began to feel at home again. TO THE US TO STUDY

When I left India to come to college in the US, I had to stand in a long immigration line at the airport. Immediately I missed the heat and the holy river that flowed near our house in India. A couple of weeks later, as the US recovered from the shock of having seen two towers fall, someone on a bus asked if I wore my head wrap for “religious” reasons. I didn’t know what to say.

114


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UNIT 4

Now I work, study and live in Oakland, California, where the definition of “home” has changed again. Perhaps one day this home will be marked by these memories: waiting for bus 58 with $1.50 in my hand and the scent of Redwoods. As a child I never fully understood the reasons for my nomadic life. I realize now that my definition of “home” will change as I travel on through life. Check your reading Make these sentences true 7. Sharada moved back to India when she was 18. 8. She felt at home in India very quickly. 9. She went to the USA because she had a job there. 10. Sharada now lives in New York City. 11. For Sharada, India will always be her definition of “home”.

115


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UNIT 4 ever [evə] commute [kəmjut] a birth [bθ] a condition [kəndiʃn] candy [k ndi] melt [melt] a tongue [tŋ] an elementary school

always regularly travel between two places when someone is born You can borrow the car on one condition. sweets snow and ice melt between your teeth for pupils between 6 and 12

[elimentəri skul]

a note [nəυt] catch, caught, caught

message The teacher caught us.

alltid, evigt pendla födelse villkor godis smälta tunga ung. låg- och mellanstadieskola h. lapp ta fast, fånga

[k tʃ, kɔt, kɔt]

snap [sn p] wooden [wυdn] a ruler [rulə] cool [kul] coconut oil [kəυkənt ɔil] sticky [stiki] cradle [kreidl] a lap [l p] silk [silk] board [bɔd] Hindi [hindi] disappear [disəpiə] surroundings [səraυndiŋz] scenes [sinz] plastic [pl stik] decorations [dekəreiʃnz] prepared [pripeəd] humid [hjumid] suffocate [sfəkeit] unfamiliar [nfəmiliə] weigh [wei] a cucumber [kjukmbə] a scale [skeil] a line [lain] immediately [imidiətli] holy [həυli] flow [fləυ] recover [rikvə] a shock [ʃɒk] a tower [taυə] a wrap [r p] a definition [defəniʃn] a scent [sent] Redwoods [redwυds] nomadic [nəυm dik]

116

hit with a sharp sound made of wood You need it to draw a straight line. not warm, not cold oil from a palm tree Syrup is sticky. hold a child in your arms She had the baby on her lap. a silk shirt get on a ship or plane Indian language go away what is around you pictures, situations a plastic flower things which look nice got ready damp when you can’t breathe because there’s no air not known to you He weighs 90 kilos. vegetable tells you how heavy something is a queue at once churches, mosques, synagogues are holy rivers flow get strength back a terrible surprise tall building h. scarf an explanation smell, aroma very big trees moving around

h. slag av trä linjal svalkande kokosolja kladdig hålla barn i famnen knä siden gå ombord på hindi försvinna omgivning scener plastdekorationer, prydnader förberedd fuktig kvävas okänd väga gurka våg kö, eg. linje genast helig flyta fram återhämta sig chock torn h. scarf definition doft, lukt amerikansk trädart nomadisk


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UNIT 4 AFTER READING

1 A summary

Which is the best very short summary of An ever changing home? Why? a)

Sharada has moved lots of times between India and Mexico and she always misses Mexico.

b)

Sharada has lived in Mexico and in India. She now lives in the US and thinks home can be where she has memories.

c)

Sharada never feels at home because she has moved so much between Mexico, India and California.

2 Fill in the gaps

1. Sharada moved to … when she was 12 and returned to … when she was 16. 2. Sharada spent Christmas … times in Mexico. 3. On Christmas day her grandmother prepared special … for them. 4. When Sharada visited the market in Delhi she saw … crossing the street. 5. At the airport Sharada had to stand in a … . 6. At once she missed two things from India: … and … . 7. Sharada now … in Oakland in California. 8. She thinks she will remember two things from Oakland: … and … . 3 My life and Sharada’s

Think about Sharada’s story. What can you think of that you have in common with her? Have you moved between different countries? What are your memories of life with relatives, of celebrations or of school? Write or speak about it.

117


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UNIT 4 VOCABULARY PRACTICE

Definitions or explanations

Find verbs and nouns in the text that match these definitions. a)

Verbs 1. Go to a different place to live. Put something somewhere else, in a different place. 2. Regularly travel somewhere and go back again. You can do this when you travel every day between your home and work. 3. Say “yes” to something. Say you accept something, that you think it’s OK or true. 4. Get your strength back, get well again. 5. Get on a ship, a train or an aeroplane. 6. What you do when you feel sad. There are tears in your eyes. 7. You can’t get enough air. You can’t breathe. 8. Paying someone when they give you something. You can do this in a shop or market.

b)

Nouns 1. The area and everything around a place or person. 2. What you remember. Something that has happened and is still in your mind. 3. An animal. It usually has horns. You can milk it. 4. A green vegetable. The outside is green, the inside has no colour. You can slice it and use it in a salad or on sandwiches. The slices are round. 5. The Thames is an example. There is a lot of water and it ends up in the sea or in a lake. 6. In your mouth, between your teeth. You use it when you speak. 7. Two other words for scent. 8. Something you can use when you want to draw a straight line or when you want to measure a straight line.

c)

118

Work in pairs. Choose five more words. Write your own definitions.


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UNIT 4

Pronunciation [e] or [æ]? Say after the CD. Ted said he was sad. Danny hasn’t any fresh bread. Ken sat in bed because he had a bad leg. Ben’s friend ran into Pam’s van. Men in black never look back. Hetty hasn’t many hats.

Listening A From Somalia to Sweden BEFORE LISTENING

a)

What do you know about Somalia?

b)

Think about moving from Somalia to Sweden. What differences can you think of?

c)

Look at the wordlist, page 121. Mark the words you know already.


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UNIT 4

Listen to what a young man from Somalia has to say about moving to Sweden. Marianne, who is from England, talks to him. WHILE LISTENING

Listen twice. Write some facts about Ahmed’s life. AFTER LISTENING

1 A short summary

Work in pairs. a)

Compare what you have written about Ahmed’s life.

b)

Write a short summary.

2 Adjectives

Listen again. Fill in the missing adjectives. It was … 1 to leave Somalia, but I was only ten. It was … 2 for my parents. I have two brothers and three sisters. I’m the … 3. It’s … 4 here. Marianne Why? Ahmed It’s … 5 and there aren’t so many people. We were in another camp … 6 on as well. Somehow I think it made us feel a little bit … 7. We moved to a … 8 town, but that was a kind of camp too. I’ve lived in Sweden … 9 than in Somalia now, and I have problems with my own language. I speak … 10 Swedish. I forget the words I need in Somali when I speak to my relatives. It makes them … 11. Something that is very … 12 here in Sweden is that the Swedish family is just the parents and their children. I’m … 13 here in Sweden, but Somalia is my country anyway, you can’t change that. Ahmed

3 Find facts

120

a)

Find five facts about Somalia. Use a map, an encyclopaedia or the Internet.

b)

Work in a group. Compare your facts.


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UNIT 4 worse [ws] directly [dərektli] a refugee [refjudi] a camp [k mp] a war [wɔ] a lesson [lesn] stay behind [stei bihaind] worried [wrid] sad [s d] a member [membə] split up a permit [pmit] a residence permit

bad, worse, the worst straight, without stopping anywhere someone who had to leave his or her country a temporary home for a group of people when countries fight a history lesson stay where you are when others leave afraid something bad will happen opp. happy a member of a family or a club divided a document that says you can do something a document that says you can live in a country

värre direkt flykting läger; förläggning krig lektion stanna kvar orolig ledsen, sorgsen medlem uppdelad, splittrad tillstånd uppehållstillstånd

You can do it if you like. not a child if make a good impression take place, come about sort of the language in Somalia

få lov att vuxen om intryck hända slags somali

[rezidəns pmit]

be allowed to [bi əlaυd tu] an adult [ədlt] in case [in keis] an impression [impreʃn] happen [h pn] a kind of [kɑind əv] Somali [səmɑli]

VOCABULARY PRACTICE

Word gaps

Write the words in the gaps. If you like you can listen again. 1. Ahmed said it was hard to … Somalia. 2. Ahmed was in Kenya in a … camp, a camp for people who fled from their country. 3. Ahmed left Somalia because there was … in his country. 4. He had to wait for a residence …, to be allowed to stay in Sweden. 5. All the children had lessons, but not the … . 6. Marianne asks about his first … of Sweden, what he noticed first. 7. They were … to see white people in the refugee camp. 8. There were people there from Kosovo, and Albania and other …, not only from Africa. 9. The Swedish … is just the parents and their children. 10. Ahmed thinks people in Sweden go home and … the door. 11. Ahmed thinks it is … in Sweden than in Northampton in England. 12. Marianne says: “Good Luck in the … !”

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UNIT 4

Phrases DESCRIBING AND COMPARING LIFE IN DIFFERENT PLACES AND COUNTRIES

country population republic

democracy big cities customs

monarchy food families

It’s hard to find a/an … in … … is different from … because … compared to … I miss … I’m looking forward to … -ing

PRACTISE THE PHRASES

1 Two countries

Work in pairs. Use a few of the phrases. Describe and compare two countries you know well.

IF YOU W0RK ON YOUR OWN,

WRITE ABOUT THE COUNTRIES example Denmark is smaller than Turkey. The population is … It’s a …

2 Life in Sweden a)

You have a visitor from Taiwan. Your guest is very interested in social life in Sweden. Read his/her questions. 1. 2. 3. 4.

spare time fritid wedding bröllop divorce skilsmässa

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When is a young man or woman an adult? How do young men and women meet? What do old people do? How do they live? What do men do in their spare time? What do women do in their spare time? 5. At what age does a woman usually marry? At what age does a man usually marry?


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UNIT 4

6. 7. 8. 9.

Who gives advice to someone who is young? Is a wedding important? Is divorce accepted? What about cooking and cleaning? Do men and women do the same things? 10. How important is it to be on time? How many minutes late can you be to a meeting with a friend? When you are invited to a party? To school or work? b)

Work in pairs. Ask and answer the questions.

IF YOU W0RK ON YOUR OWN,

WRITE THE ANSWERS

3 Names

Work in a small group. Find out about your names. Ask each other: Do you know if your names have a special meaning? How did you get your name? Do you like your name? Why?/Why not? What are girls in your family or culture usually named after? Give examples. What are boys named after? Give examples. What is your favourite name for a girl? For a boy? Give reasons. 4 At the dinner table

Interview someone about food and eating in the country where he/she was a child. You can ask for example: What is a favourite meal or dish? What sort of meat is popular, is not eaten at all, etc.? What about fish, shrimps, other seafood, etc.? Can you give examples of popular vegetables? Do people eat cheese? Do they drink milk? What do you use to eat with? What can you eat with your fingers? Who is served first? Do men and women sit together? meal måltid dish maträtt meat kött shrimps räkor

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UNIT 4

Grammar review THE PAST TENSE OF IRREGULAR VERBS OREGELBUNDNA VERB I IMPERFEKT

We ate special food on Christmas Day when I was a child. She went back to India after four years. She spoke to her teacher about it yesterday.

Vi åt speciell mat på juldagen när jag var barn. Hon reste tillbaka till Indien efter fyra år. Hon talade med sin lärare om det igår.

Do you remember when to use ate, went, spoke? If not, read about the past tense of irregular verbs in the Minigrammar, page 256, and study the list of irregular verbs, page 257.

Kommer du ihåg när man använder ate, went, spoke? Om inte, läs om imperfekt av oregelbundna verb Minigrammar, sid. 256 och studera listan med oregelbundna verb, sid. 257.

New grammar VERB + ING

VERB + ING

When did you stop smoking? Do you enjoy going to parties? Would you mind closing the window?

När slutade du att röka? Tycker du om att gå på fest? Har du något emot att stänga fönstret?

Use the -ing-form of the verb after stop, enjoy and mind.

Efter vissa verb, t.ex. stop, enjoy och mind används -ing-form av verbet.

The following verbs also take the -ing-form: finish sluta, keep hålla på med, go on fortsätta, spend tillbringa

Fler exempel på verb som följs av -ing-form:

I have spent my life commuting between two continents.

Jag har tillbringat mitt liv med att pendla mellan två världsdelar.

After like and love you can use the -ing-form or the infinitive: Do you like to watch the news on TV? Do you like watching the news on TV?

Verben like och love kan följas av -ing-form eller infinitiv: Tycker du om att se nyheterna på TV? Tycker du om att se nyheterna på TV?

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UNIT 1

PREPOSITION + -ING-FORM

PREPOSITION + -ING-FORM

She went out without locking the door. We often talk about going to Rome. What does the young man from Somalia say about moving to Sweden? Thanks for talking to me.

Hon gick ut utan att stänga dörren. Vi pratar ofta om att åka till Rom. Vad säger den unge mannen från Somalia om att flytta till Sverige? Tack för att du ville tala med mig.

If a verb comes after a preposition, it ends in -ing. Prepositions are words like: on, in, at, by, with, without, from, about, etc.

Efter preposition används -ing-form av verbet. Exempel på prepositioner är: in, on, at, by, with, without, from, about, etc.

WANT + OBJECT + THE INFINITIVE

INFINITIVKONSTRUKTIONER

Peter wanted me to come home. Peter asked me to come home. Peter told me to come home.

Peter ville att jag skulle komma hem. Peter bad mig att komma hem. Peter sa åt mig att komma hem.

Peter

wanted asked told

me you him her us them the children Anna

to come home.

GRAMMAR PRACTICE – REVIEW

1 Irregular verbs, the past tense

Work in pairs. Ask and answer questions. Student B looks at page 143. You may want to look at the list of irregular verbs on page 257.

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UNIT 41 Student A a)

Ask your partner the following questions. example – What did you eat this morning? • I ate cornflakes with milk. or • I didn’t eat anything. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.

b)

What did you drink this morning? How did you feel when you got up this morning? When did you get up? What did you buy yesterday? When did you last take a taxi? What did you see on TV last night? When did you last fall in love? Who did you ring yesterday? What did you bring to school today? What did you wear yesterday? When did you last fly? How many hours did you sleep last night? When did you leave home this morning? Who did you meet yesterday?

Answer your partner’s questions.

PRACTISE THE NEW GRAMMAR

1 I don’t like waiting for the bus a)

Write sentences about some activities. Use enjoy, don’t like, don’t mind. example I don’t mind travelling by bus. Words you can use: fly, watch football, watch TV, travel by bus, look after children, lie on the beach, wait for the bus, clean my room/ apartment/house, go to school, listen to music, swim, etc.

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UNIT 14 b)

Talk to your partner and find out what you have in common. example – I enjoy lying on the beach. What about you? • I don’t like lying on the beach but I enjoy swimming.

c)

Write 3-5 sentences about your partner. example Joanna doesn’t like lying on the beach.

2 She went out without locking the door

Sue is 14. She keeps forgetting to do things. This is what happened yesterday. Make one sentence out of two. Use “without”. example She went out. She didn’t lock the door. ‘ She went out without locking the door. 1. 2. 3. 4. 5. 6. 7. 8.

She got up. She didn’t make her bed. She went to school. She didn’t take her school books. She went into the classroom. She didn’t take off her jacket. She borrowed her mother’s bike. She didn’t tell her. She had a salad in a bar. She didn’t pay the bill. She went to a club. She didn’t tell her parents. She got home. She didn’t lock the front door. She went to the kitchen and had a cheese sandwich. She didn’t put the cheese and butter back in the fridge. 9. She left the room. She didn’t turn off the TV. 10. She went to bed. She didn’t turn off the light.

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UNIT 41 3 Are you interested in shopping? – Preposition + -ing a)

Write questions you can ask someone else. Use these phrases: Are you … fond of … Do you … interested in … look forward to … good at … afraid of … often talk about …

writing e-mails? watching soaps on TV? reading books? cleaning your home? cooking? shopping? sending text messages? singing? tasting new dishes? dancing? going to clubs? learning English?

example Are you good at cooking? Do you look forward to cleaning your home? b)

Work in pairs. Ask and answer the questions.

c)

If you like you can write about your partner. example David isn’t very fond of shopping. He is good at dancing, especially hip-hop.

4 I want you to listen to me

Hannah Ward is moving from Manchester in England to Delhi in India. Her mother is a bit worried. a)

Read what her mother tells her: 1. 2. 3. 4. 5. 6. 7. 8.

128

You must have sun protection on all the time. Wear a hat in the sun. Avoid the midday sun. Wear long-sleeved shirts and trousers or a skirt when you’re out in the sun. Avoid ice cubes. Drink only bottled or boiled water. Avoid uncooked food. Peel fruit and vegetables before you eat them.


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UNIT 14 b)

Hannah talks to her sister Lisa. She tells Lisa what their mother wants Hannah to do. Write the sentences. example She wants me to have sun protection on all the time. She wants me to …

Follow-up 1 Three people – and me a)

Here are three people: Natalia, Luke and Ali. They say who they are: I’m Natalia. I’m a student. I study hairdressing. I’m 19 years old. I’m also a Madonna fan and a cyclist. I’m Swedish and I come from Russia. I live with my sister. She’s 24 and she’s a Roman Catholic. I know Swedish, Russian, English and sign language. I live in Stockholm. I’m Luke. I’m 30. I come from Singapore and my family is Chinese. I’m a photographer and I live in Luleå. I play the guitar and I play football. I live on my own but my parents live quite near. I speak English, Cantonese and Swedish. I’m Ali. I live in Lund in Sweden and study at school. I’m 17. My mother’s from Egypt and my father’s from Denmark. I speak Swedish, Arabic, Danish and English. I want to learn Spanish as well. I want to be a policeman. I’m interested in politics and tap dancing.

b)

Say who you are or write about it.

2 Your interests = your career

The things you like to do can often give you an idea of what kind of job you would be good at. What are you interested in? Mark yes or no. (The new words are all in the alphabetical wordlist, page 297.)

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UNIT 4 1 Yes No

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24.

I’d rather make something than read a book. I enjoy problem-solving games. I like helping other people when they need it. I enjoy reading and learning about new topics. I like working with my hands. I like being the leader in a group of people. I prefer to know all the facts before I deal with a problem. I like to take care of other people. I enjoy designing, inventing or creating things. I enjoy expressing myself through art, music or writing. I would like a job where I can deal with people all day. I like working with materials and equipment. I enjoy learning new facts and ideas. I think it’s easy to co-operate with other people. I like finding out how things work by taking them apart. I would rather work with machines and things than with people. I can usually persuade people to do things my way. I enjoy building and repairing things. I enjoy the research part of my projects. I like being with people. I enjoy thinking up different ideas and ways to do things. I like hearing other people’s opinions. I enjoy learning how to use different tools. I find it easy to follow written instructions.

q q q q q q q q q q q q q q q q q q q q q q q q

q q q q q q q q q q q q q q q q q q q q q q q q

If you have marked Yes to most of the following numbers you are probably a “hands-on” type of person. You like to work with tools and machines, make things with your hands and find out how things work and fix equipment. 1, 5, 9, 12, 15, 16, 18, 23 If you have marked Yes to most of these numbers, you are probably an “information” person. You like to express yourself through writing, music or art, solve problems or study or read. 2, 4, 7, 10, 13, 19, 21, 24 If you have marked Yes to most of these numbers, you are probably a “people” person. You like to care for or help others, encourage people to work as part of a team or lead or supervise others. 3, 6, 8, 9, 11, 14, 17, 20, 22

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UNIT 4 1

Facts INDIA FROM A TO Z

A Agra A very old city south-east of New Delhi, two hours by train. Agra is the city of the Taj Mahal. B “Bollywood” is the Indian film industry. Bollywood films are very popular. Around 900 films are made each year. The films are usually about love, but kissing on the screen is not allowed.

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UNIT 4 1 C The caste system A traditional Hindu social system. You are born into a social group called caste. Your caste is important for your whole life, your marriage, job and status. Between castes there are taboos against eating together or marriage. D New Delhi in the north is the capital of India. E The English language is one of the official languages in India. Lots of Indians speak more than one language and English is often their second language. F Food Indian food is often very spicy. Try chicken tikka masala or tandoori chicken in an Indian restaurant. G Mahatma Gandhi Mahatma Gandhi was very important in the struggle for independence. He used civil disobedience instead of violence. H Hindu; 82% of the Indian population is Hindu. I Independence In 1947 India got its independence after more than a hundred years of British rule. J Jaipur is called “the Pink City” because of the colour of the buildings. It is 260 kilometers south west of New Delhi. K Kerala is a state in south western India.

132

L Languages There are 300 languages or dialects in India. Hindi and English are official languages but there are 14 others. Besides Hindi and English, other languages are for example Gujarati, Punjabi and Urdu. M Movies – about 100 million movie tickets are sold each week in India (see B). N Naan is a kind of bread. O Orissa is a state in eastern India. Orissa is famous for its beaches. Chandipur is a beach resort in Orissa. There the sea water moves back about 5 kms during low tide and advances again during high tide, each day.


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UNIT 4 1

P Punjab is an area divided between India and Pakistan.

S Sari – a lot of women in India wear saris.

Q Quotes from Mahatma Gandhi (see G): • My notion of democracy is that under it the weakest should have the same opportunity as the strongest. • In a true democracy every man and woman is taught to think for himself or herself. • I do not want my house to be walled in on all sides and my windows to be stuffed. I want the cultures of all the lands to be blown about my house as freely as possible.

T The Taj Mahal in Agra was built in the 17th century by Shah Jehan in memory of his wife Mumtaz-i-Mahal who died when their 14th child was born. It is a famous and beautiful white marble monument of love. U Urdu is the official language of Pakistan. Hindi and Urdu have different alphabets but are very similar. Most of the Muslims in India speak Urdu. Urdu has many words from the Persian language.

R Rupee is the Indian currency.

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UNIT 1 4

V Vishnu is one of the most important Hindu Gods. He is often shown resting on a snake with many heads. W Wildlife in India: There are 55 beautiful national parks and a large number of game sanctuaries all over the country. You can see tigers and a few lions, rhinos, elephants, monkeys, deer, birds and snakes.

X Extremes: In India you will find extreme poverty as well as great wealth, illiteracy as well as very good schools and universities, and a high level of research in science, etc. Y Yoga is a Hindu system of meditation. Z Zarathustra, prophet of the Parsis, a religious group, lived at least 2 500 years ago.

Find out more about India. Use the Internet.

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UNIT 4 1 Bollywood [bɒliwυd] on the screen [ɒn ðə skrin] is allowed [iz əlaυd] the caste system [ðə kɑst sistəm] a taboo [təbu] an official language [ɒfiʃl l ŋ wid]

spicy [spaisi] chicken tikka masala [tʃikin tikə məsɑlə]

tandoori chicken [t ndɔri tʃikin] a struggle [str l] independence [indipendəns] civil disobedience [sivl disəbidiəns]

violence [vaiələns] rule [rul] naan [nɑn] a resort [rizɔt] a tide [taid] divided [divaidid] a quote [kwəυt]

a notion [nəυʃn] a democracy [dimɒkrəsi] the weakest [ðə wikist] opportunity [ɒpətjunəti] walled in [wɒld in] stuffed [stft] a rupee [rupi] a currency [krənsi] a sari [sɑri] marble [mɑbl] Urdu [υədu] similar [simələ] a Muslim [mυzləm] a snake [sneik] wildlife [waildlaif] a national park [n ʃnəl pɑk] a game sanctuary [ eim s ŋktʃuəri]

a rhino [rainəυ] extreme [ikstrim] poverty [pɒvəti] wealth [welθ] illiteracy [ilitərəsi] a level [levl] research [ristʃ] science [saiəns] yoga [jəυ ə] meditation [mediteiʃn] a prophet [prɒfit]

Indian film industry where you can see the film You can do it if you like. Indian social system It is not allowed. the first language of a state

Bollywood bioduken tillåten kastsystem tabu, förbjudet officiellt språk

a strong taste an Indian dish

kryddstark chicken tikka masala kyckling tillagad i lerugn kamp självständighet civil olydnad

chicken roasted in a clay oven a fight when a country is free protest without fighting to show they don’t agree. The robber used violence. government a kind of Indian bread a holiday place The sea moves up and down. divided between two countries exactly what someone has said, quotation an idea Sweden and Britain are democracies. opp. the strongest chance, possibility with walls around it full of something Indian money the money of a country women in India wear saris kind of stone language in Pakistan alike a follower of Islam a long reptile with no legs animals which are not tame protected area a park for free wild animals

våld styre naan-bröd semesterort tidvatten uppdelad citat

idé, åsikt demokrati svagaste möjlighet, tillfälle omgiven av murar igenproppad rupi valuta sari marmor urdu liknande muslim orm vilda djur naturreservat naturreservat för vilda djur a grey heavy animal noshörning opp. normality extrem being poor fattigdom having lots of money välstånd, rikedom when people can’t read or write analfabetism The water level in the lake is low. nivå She does research at university. forskning physics, chemistry, biology naturvetenskap a kind of Indian meditation yoga a way of thinking that gives you harmony meditation He can say something about the future profet

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ACKNOWLEDGEMENTS Every effort has been made to make this list of copyright holders complete as well as correct and any necessary amendments are invited. We are grateful to the following parties for permission to make us of copyright material. “Kerryman Jokes” from The Book of Kerryman Jokes by Des MacHale. ©1976 Des MacHale. Reprinted by kind permission of Mercier Press Ltd., Cork. “Banker’s Wife’s Blues” by Carolyn Graham. Reproduced by permission of Oxford University Press from Small Talk - more Jazz Chants by Carolyn Graham. ©1986 Oxford University Press. “I thought I was daft but I wasn’t” based on “I learned to read and write when I was 28”. Woman’s Own, July 15, 1996. “Yesterday - A Bad Day” by Carolyn Graham. Reproduced by permission of Oxford University Press from Jazz Chants for Children Students Book by Carolyn Graham. ©1979 Oxford University Press. “The Little Boy” by Helen Buckley from Chicken Soup for the soul by Jack Canfield and Mark Victor Hansen. Reprinted by the permission of Health Communications Inc., www.hcibooks.com “An Ever-Changing Home” based on “Commentary” by Sharada Balachandran-Orihuela from Yo! Youth Outlook, Nov 05, 2003. “Learning Log”, unit 4, 5 and 6. Adapted from European Language Portfolio for young people and adults. Swiss Working Party, G. Schneider/B. North & al. “I’m not going places with them again” by Michael Rosen. First published in Quick, Let’s Get Out of Here © Michael Rosen, 1983. All rights reserved. First published by Andre Deutsch and reproduced by permission of Sholastic Ltd. “One True Love” by Crystal Wood from Chicken Soup for the Canadian Soul by Jack Canfield, Mark Victor Hansen, Janet Matthews and Raymond Aaron. Reprinted by the permission of Health Communications Inc., www.hcibooks.com


VISIONS 3 ordlista_VISIONS 3 ordlista.qxd 5/23/19 11:45 AM Page 304

BILDFÖRTECKNING Teckningar Tor Morisse 208 Helena Willis 96, 141, 164, 165, 193 Lars Wikfeldt 71–73 Kartor Bånges Grafiska Form AB Fotografier Amme/laif/Ina Agency Press 188 AP/Pressens Bild 68 Blackwood Torsten/Afp/Pressens Bild 99 Chase Brenda/Gamma/IBL 213 Cummins Richard/Corbis/Scanpix 23 Dahlström Lars/Tiofoto 145 Drew Richard/AP/Pressens Bild 29(3) Eggers Terry W/Corbis/Scanpix 179 Epa/Afp/Nasa/Pressens Bild 37 Erber Fotografen/Look/IBL 151 Expedition Polar Lys/Gamma/IBL 201, 202 Gala/Superstock/GreatShots 218 Givon Anat/AP/Pressens Bild 67 Gohier FrançoisArdea/AllOver Press 134 Greune Jan/Look/IBL 18(1) Gwynn Cat/Corbis/Scanpix 211 Hache Valery/Afp/Pressens Bild 171 Haywood Magee/Picture Post/Getty Images 227 Hicks John/Pressens Bild 64 Howard Rob/Corbis/Scanpix 103 ImageState/IBL 138 Lander Michael/Norrlandia 185 Leeuwenberg Floris/TCS/Scanpix 199 MacWeeney Alen/Corbis/Scanpix 15 Maeritz, Kay/Look/IBL 113 Mary Evans Picture Library 181 Mathur B/Reuters/Scanpix 131 Mattsson Oscar/Mira 111 Melville Toby/Reuters/Scanpix 18(3) Modricker/Corbis/Scanpix 81 Neema Frederic/Gamma/IBL 115 New Line Cinema/Pressens Bild 228 Ngan Mandel/Afp/Pressens Bild 230 Novajosky John/nonstock/Pressens Bild 79 Oese Martin/Afp/Pressens Bild 47 Parr Martin/Magnum/IBL 175 PhotoDisc OS13 146(2), OS36 146(1) PhotoDisc V14 91, V24 59 Pompe Ingolf/Look/IBL 20 Prince Michael/Corbis/Scanpix 88 Quidu Noel/Gamma/IBL 133 Roger Job/Gamma/IBL 119 Schederin Roger/Pressens Bild 29(2) Sederholm Fredrik/Pressens Bild 41 Stapleton Collection/Corbis/Scanpix 18(2) Stock Dennis/Magnum/IBL omslag Sutton-Hibbert/Rex/IBL 38 Torrez Bob/Stone/Getty Images 169 Tukler Anders/GreatShots 18(4) Wibeck Sören/IBL 132 Wiking Anders/Pressens Bild 39 Willens Kathy/AP/Pressens Bild 29(1) Vitale Ami/Stringer/Getty Images 51 Wuestneck Bernd/Dpa/Pressens Bild 55 Yamashita Michael S/Corbis/Scanpix 104 Zanettini Fulvio/laif/Ina Agency Press 45 Vägmärkena på sidan 64 är hämtade ur MUTCD, 2003 Edition, US Department of Transportation


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