KEVIN FRATO
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ECHO
ECHO KEVIN FRATO
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Echo är en läromedelsserie i engelska för gymnasiet och vuxenutbildningen. Echo 5 är avsedd för kursen Engelska 5. Boken består av tio tematiska kapitel med fokus på samhällsfrågor. I flera kapitel finns även kompletta noveller som berör det övergripande temat. Let´s practice stöttar utvecklingen av en allsidig kommunikativ förmåga genom övningar i läs- och hörförståelse, skriftlig och muntlig produktion samt ordövningar. Learn how innehåller beskrivningar av texttypiska drag samt modelltexter som bidrar till ökad genremedvetenhet och förbereder inför Final task.
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ECHO ENGLISH
Boken fortsätter på webben med ljudfiler, filmer, webbövningar och facit.
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Läs mer om serien Echo på nok.se/echo
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Echo 5 består av: Allt-i-ett-bok Digitalbok Digitalt extramaterial Lärarhandledning (webb)
S – REVIEWS –T IEW E RV S ORIE – FAC ST
ISBN 978-91-27-46125-3
9 789127 461253
New Echo 5 Omslag_220706 Aktuellt.indd Alla sidor
2022-07-07 16:50
Preface Books change us, and we change the world. In some places books are seen as so dangerous, they are banned. In other places, books are burned. Why? Because people think books spread ideas. And they are right: books do spread ideas, mainly the idea that you the reader are intelligent enough to make your own decisions in life. At the same time, books make you more intelligent. Books are teachers, books are friends; books give us information and ideas, and courage and empathy for others. Books exercise our imagination and give us stories that stay with us our entire lives, with characters who help us make decisions long after we’ve said goodbye. Books are always on our side. Yet books are hard. They force us to work, to bring the written word to life ourselves. This is why they develop our brains in different ways than audio and video. When we read, we re-write books in our own minds, in our own voices, and so the books we read stay close to us. Echo 5 is a book about you. About you growing, you learning. The stories and other texts in this book are ultimately about you developing into the best adult possible, in one of the world’s most important languages. Please use this book to make your own ideas and skills better. Because remember: the world is an open book, which we are all helping write. Kevin Frato
Good luck!
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Warm up by exploring chapter ideas, including questions and discussion.
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Let’s practice Practice reading and listening skills through tasks and exercises. Also practice speaking and writing, learn vocabulary, and study chapter concepts.
Learn how Learn step-by-step the theory and tricks of the trade needed for fi nal tasks. Standard phrases, structure, and typical genre elements.
Final task Try each genre yourself with the fi nal task of each chapter. These are challenging, they echo real-life situations, and they're wellsuited for assessment.
Focus on stories Connect with stories in every other chapter through these questions. Share your own ideas about how these stories are written, and what they mean.
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What is your Echo? Where does the word “echo” come from, and why is this book called Echo? The world is full of echoes: water poured into a glass echoes. A star exploding echoes. Your heart beating in your chest echoes. Laughter inside a tunnel echoes. In modern English “echo” means a repeated or reflected sound, but the word is much older than the English language. In Greek mythology, Echo (Ekhō) was a nymph, a storyteller who had seen and heard many wonderful things. She told long, fantastic tales to both her sisters and the gods. But after a goddess played a trick on her, Echo could only repeat the last few words anyone else said. This part of Echo’s story made her famous, and people told many more tales about her, some sad, others funny. In one ancient story, Echo is a historian, repeating forever the fates of others. In another story she is a messenger, bringing news. In a way, we are all like Echo. We repeat things others have said, and other people repeat what we’ve said. Every time our heart beats, every time we speak or write, we make echoes in the world, great or small. This book is called Echo because its goal is to help you head out into the world and make your own choices, because language is a central part of life. What is your echo? And what will your echo be?
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CONTENTS
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What Are Friends?
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The First Year Hike Sayings about friendship Research on Friendship let’s practice learn how — to make presentations Final task
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The Eyes of the Bully
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Dear Eveline let’s practice learn how — to write e-mails Final task Am I Blue? Focus on stories
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24-Hour Lifestyle
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Non-Stop City-Swap let’s practice Learn how — to write a reflection Final task
54 60 64 67
Leaving Home
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Jaymee’s Spring Break Spring Break let’s practice learn how — to create travel stories Final task The Ravine Focus on stories
70 75 76 79 83 84 95
Healthy Changes
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A New Start let’s practice learn how — to write opinion letters Final task
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Enough Is Enough
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Who’s a Hooligan? Football Deaths Lead to Empty Stadiums let’s practice learn how — to write brochures Final task Right Up to the Limits Focus on stories
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The Art of Fantasy
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A Guide to Writing Fantasy J.R.R. Tolkien let’s practice Learn how — to write fiction Final task
138 143 144 147 151
Beyond Prejudice
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Retire the Crow What was Jim Crow? let’s practice learn how — to debate Final task The Great Satan Focus on stories
154 160 162 166 169 170 189
Mother Earth
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The Entire Earth Let’s Stop Stealing from our Mother let’s practice learn how — to persuade Final task
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Rich and Poor
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Mourning Stars Life in Joburg Nelson Mandela let’s practice learn how — to do interviews Final task The Purse is Mine Focus on stories
206 209 212 214 217 221 222 227
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CONTENTS
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1. Are old friends or new friends more important? Why?
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What Are Friends? 2. When do we need friends more, when times are hard, or when things are going well?
3. Can you have a complete and happy life without friends? Explain. 4. Define a good friend.
In this chapter you will ... read accident reports practice vocabulary related to insects and friendship write and speak about friendship and relationships listen to descriptions of symbols of friendship and pen pals learn to make presentations prepare and make a presentation
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Accident reports North American English
The First Year Hike Accident Report School:
Salish Sea High School, Victoria, British Columbia
Student #1:
Kingsley D’Amigo
What happened? My friends attacked me. Manuel was sitting on me. It hurt, I was breathing hard, then I couldn’t breathe at all. Then I woke up in the hospital. That’s all I remember.
Kingsley D’Amigo ...
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Accident Report School:
Salish Sea High School, Victoria, British Columbia
Student #2:
Rory Greene
I saw everything. Getting on the bus for the first-year hike, Kingsley wanted to sit next to me, his new best friend, but Manuel Aurelius, his boring sortof friend, fixed it so Kingsley had to sit next to him. Then Manuel splashed water on him, so I offered Kingsley a dry shirt AND my seat. Lunch was by the park visitors’ centre. Manuel made me drop a cookie, and soon we had wasps crawling in our food and drinks. Then Manuel sat next to Kingsley. Kingsley said, “I hate being mean to friends, but I’m allergic to you, go away!” Manuel slapped Kingsley on the ear, and Kingsley got up and sat next to me. After that we did team-building: everyone had to find stuff in nature and say what it meant to them. I found a stone and said it was solid and strong like me. Kingsley found a snakeskin he said symbolized “a new year, new school, new me!” After that the teachers divided us into groups and gave me, Kingsley, Manuel, and this quiet girl Sonia a map. Each group had to go find a flag. But instead of helping us, Manuel went to talk to someone. So, we hiked off without him. The forest was boring: dark, muddy, hungry mosquitoes, no phone service, no snack shops, nowhere to charge devices, no bathrooms — how about a shopping mall next time, people? Besides, our map and compass were broken. And Sonia left to find Manuel, she didn’t help. Luckily, near a small lake, I found a fallen tree for us to sit on. Sonia came back, alone. The wasps came back, too. Kingsley said we were his friends. Kingsley said Manuel hated him. Then Manuel came rushing out of the woods, knocked Kingsley down, hit him, and I swear he stabbed him. I ran to get help, because that’s what friends are for.
Rory Green ...
What Are Friends?
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Accident Report School:
Salish Sea High School, Victoria, British Columbia
Student #3:
Sonia Argento Hawass
This is what I saw. Getting on the bus, Manuel saved Kingsley a seat, but Rory kicked the back of Manuel’s seat and made him splash water on Kingsley. Kingsley sighed and said, “Typical.” Then Rory stood up and said, “If your seat is wet, take mine! Take my shirt, too!” He took off his shirt and flexed his muscles. But instead of sitting down, Kingsley went around asking people, “So, uh, what does friendship mean to you?” Rory answered, “Friendship is a job, you scratch my back, I scratch yours!” “Friendship isn’t a job, it’s a joy,” I said. “Friends help you enjoy life.” Manuel said, “True. Friends share good times, and help out in bad times.” “Funny,” said Rory, “because with you, all we seem to have is bad times! “Do you two know each other?” I asked. “I don’t want to know him!” said Rory. We arrived and ate lunch. Rory was giving away cookies and Manuel asked for one. “Sure!” said Rory, and dropped it in the dirt at Manuel’s feet. Soon there were wasps everywhere. Kingsley said that even though he was allergic, they were still his friends — but maybe they could "fly somewhere else?" Then a wasp landed on Kingsley’s ear, and Manuel flicked it off. “Ouch!” said Manuel. His finger was red. Kingsley sighed. “Please, Manuel, I can take care of myself.” “He means well.” I said. “Mind your own beeswax, Sonia!” Rory said to me. Next we did a thing where we talked about stuff we found nearby. Then they put us in groups. Kingsley, Manuel, Rory and me got a compass and map to find a hidden flag. Manuel held up his swollen finger. “Can I go get a bandage first?” “Sure, I’ll wait!” said Rory. “That’s what friends are for!”
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So, Kingsley and I headed off into the woods. The treetops stretched up like a circus tent far overhead. Rory found us, he said Manuel wasn’t coming. “Hm, that’s too bad,” said Kingsley. “He’s good with maps. Besides, I forgot my backpack with my emergency medicines, I was hoping he’d bring it. How do you turn this compass on?” Rory said, “Battery’s dead!” “Uh, you’re looking at it the wrong way,” I said. Rory said, “You’re looking at US the wrong way!” I left them, walked back to the visitors’ centre and found Manuel holding Kingsley’s backpack. “Where are Kingsley and Rory?” “Follow me,” I said. While we hiked, Manuel told me, “It feels like Kingsley doesn’t want to be my friend anymore. I feel worthless.” “Don’t worry,” I said. “Remember that old saying? 'Make new friends ... gold.' Right?” We came to a small lake and saw the other two sitting on a log. When Manuel saw Kingsley, he hid in the trees. Rory was swatting at wasps, but Kingsley said, “Don’t, I’m allergic.” Then Kingsley saw me and sang out, “Hi Sonia! You and Rory are my new space-explorer friends! We’re searching for silver and gold.” He looked around. “Where’s Manuel? He hates me, doesn’t he?” “No.” “I haven’t been very friendly to him.” Then he said to Rory, “Film me!” and handed him his phone. Kingsley jumped up on the log. “I hereby name this: The Planet of Silver and Gold!” Then he screamed, waved his arms, and fell. Rory laughed. I frowned. “Kingsley!!!” Manuel dashed out of the woods. He jumped onto Kingsley, his hands — and the wasps — were flying all over. Then he opened the backpack and jabbed Kingsley in the thigh. Rory was gone ... So Manuel and I took care of the rest. End of report.
Sonia Argento Hawass ...
What Are Friends?
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Accident Report School:
Salish Sea High School, Victoria, British Columbia
Teacher:
Sidney Baker
Re:
First-year hike
Student KD failed to inform the school of his allergies. While hiking, he upset a wasp nest and received dozens of stings. Thankfully student MA arrived with KD’s medicines, and gave him a life-saving shot of adrenaline. MA was also stung. Although he had no known allergies, he also developed a reaction, though less severe. Together MA and classmate SAH carried KD back to safety. KD is currently in hospital. He is expected to make a full recovery. On future school trips, increased safety measures must be taken. End of report.
Sidney Baker ...
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Quotes Mixed English (text) British English (audio)
Sayings about friendship A friend is another self. Friendship is a kind of sharing, a kind of partnership. — Aristotle
We may then lay down this law of friendship: neither ask for, nor consent to do what is wrong. — Cicero
I would rather walk with a friend in the dark, than alone in the light. — Helen Keller
Love is the only force capable of transforming an enemy into a friend. — Martin Luther King, Jr.
The only way to have a friend is to be one. — Ralph Waldo Emerson
Try to be a rainbow in someone’s cloud. — Maya Angelou
Lots of people want to ride with you in the limo, but what you want is someone who will take the bus with you when the limo breaks down. — Oprah Winfrey
A day without a friend is like a pot without a single drop of honey left inside. — A. A. Milne (Winnie the Pooh)
A good friend is like a fourleaf clover. Hard to fi nd, but lucky to have. — Irish proverb WHAT ARE FRiEnds?
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Research fi ndings North American English
Research on Friendship University of Kansas researcher Jeffrey A. Hall studied how hundreds of students and adults made friends, and published his findings in The Journal of Social and Personal Relationships. • To go from acquaintances to casual friends takes about 43 hours for students and 94 hours for adults. • To go from casual friends to friends takes about 57 hours for students, while it takes 164 hours for adults. • Going from good friends to best friends takes students about 119 hours. It takes adults nearly twice that amount of time. Hall commented on his findings, “Everyone wants to have friends, but you can’t have friends without making them. Making friends takes time.”
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1. Get it right Read the report, the sayings, and the research findings and answer the questions below. Point to clues in the texts. a) In Kingsley’s report, what does he say his friends did to him? b) In Rory’s report, what does he say Manuel does on the bus? c) What does Rory fi nd in nature, and in what way does he think that it’s like him? d) What does Kingsley fi nd, and what does he say about it? e) According to Rory, how does Manuel feel about Kingsley? f) According to Sonia, how do Manuel and Kingsley seem to feel about each other? g) What is in Kingsley’s backpack? h) What important new information do we learn in the last accident report? i) According to Helen Keller, what makes darkness bearable? j) What force, says Martin Luther King, Jr., can turn an enemy into a friend? k) Researcher Jeffry A. Hall says everyone wants to have friends, but what does it take to make friends?
2. True or false or both? Discuss whether the following statements about the accident reports, in “One Is Silver, the Other Is Gold”, are true or false or both. Go back and study the texts. a) Kingsley and Rory are friends. b) Kingsley and Manuel are friends. c) Sonia is friends with the three boys. d) Rory tells the truth in his report. e) Everyone wants to be friends with Kingsley. f) The map and compass are not working. g) The school has organized the day at the park well. h) The teacher Sidney Baker understands what happened that day.
WHAT ARE FRiEnds?
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3. Word work Complete the sentences using the following terms from the texts. old saying, wasps, swat, jab, sting, frown, beeswax, mind your own, casual friends, mosquitoes, acquaintances, shopping malls, adrenaline, worthless a) B lood-sucking insects with wings are called … . People … at them when they buzz in their ears. b) Many people do not smile at these insects, they … and think they are …, or without value. c) However swarms of these blood-suckers are like … or grocery stores for bats and songbirds, who feed off them. d) … are flying insects with yellow and black stripes that can stick their stingers into you, meaning they ... you. e) Although these insects do not produce honey or …, they are sometimes mistaken for bees. f) In North America, there is an … or figure of speech: “… beeswax”, which means please don’t stick your nose into my business. g) Doctors often … or give people with allergies shots of … to inject themselves with in case of emergency. h) … are people we know but are not really friends with; … are people we are sort of friends with, now and then.
4. Short discussion Discuss the following questions. • How do you know when you are becoming friends with someone? How do you know when you are losing a friend? How much control do you have over gaining and losing friends? • Why do witnesses see and report things differently? As a witness, what is the best way to report on events? • What is the relationship between friendship and other types of love? And is it better to fall in love with a friend or a stranger?
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5. Quick writing Write a short text in response to the following questions. • According to research, people make friends more quickly when they are young. Write about how you made friends when you were younger, compared to now. How has your view of friendship changed? • Aristotle says friendship is about partnership and sharing — a friend is like another self. But what should friends share, and what should they keep for themselves? When should they be themselves and when should they adapt? Where do you draw the line? • When a friend you trust asks you to do something wrong, who should you be loyal to: your friend, or yourself? Re-read the friendship quote by ancient Roman speechmaker Cicero, and explain.
6. Focus on listening Listen to a feature on friendship with two subsections: “Ceremonies and Gifts” and “Pen Pals”. For each section, answer the questions. Listen twice and answer true or false first. Listen again if necessary. Ceremonies and Gifts a) True or false: In the Roman Empire, boys could adopt their own fathers. b) True or false: Flower-friends in Bangladesh called each other “My flower”. c) True or false: Friends in the Zulu tribes gave each other gold. d) In church ceremonies in the Middle Ages, friends gave each other what? e) Which friendship rituals probably spread sicknesses? f) In the ancient sagas, name three things important people give each other. Pen Pals a) True or false: Mary, Queen of Scots and Queen Elizabeth were pen-pals. b) True or false: Mary, Queen of Scots locked her letters using padlocks. c) True or false: Swedish Queen Christina traded names with Ebba Sparre. d) How old was Ebba Sparre when she died? e) Jesse Owens and Luz Long became friends in what year, and what city? f) In his final letter, what did Luz Long ask Jesse Owens to do?
What Are Friends?
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Organize your topics Regardless of what main subject you are presenting on, a well-structured presentation helps listeners understand you. Common ways to organize presentations are: • A list of topics. Tell us what topics you will talk about, talk about them in that order, and, at the end, remind us of what you just covered. • A personal time-line. Discuss past, present, and future (e.g., a person’s background, what they are doing now, and plans for the future). Practice: Outline a presentation about yourself by making a list of topics, or a time-line (see above). Jot down what to discuss in each section (e.g. your favorite versus least favorite things; your past, present, and future).
Develop your topics Once you’ve organized your presentation, develop its parts. Add explanations and examples such as facts, humor, and stories, to help listeners understand. Interesting beginnings make people listen; interesting endings help them remember. Consider opening and closing with a personal story, quotation, or curious fact. In between, follow your list of topics, or time line. Practice: With a partner, discuss curious facts or stories about your lives, which could be used to open or close a presentation about yourselves.
Practice being confident Because groups look at and listen to us, speaking in front of them can be uncomfortable, and takes getting used to. Here’s some general advice for developing confi dence. Remember, you can seem confi dent even when you feel nervous. Take your time speaking. If you rush to get fi nished, listeners will focus more on your nervousness and less on your ideas.
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Speak directly to the audience and connect in a personal way. For instance, you might comment on the situation at hand (“I’m happy to have the chance to speak to you all today ...”). Do your best to speak in a natural tone of voice, at a natural speed and volume. This makes everyone less tense. Stand naturally, with your legs under your shoulders for balance, and add meaning with hand gestures — don’t fidget or hide your hands in your pockets. Calm body language helps you feel confident, and helps listeners focus. Practice 1: Take turns standing in front of the class, not laughing or speaking. Calmly look each person in the eye before ending your turn. If needed, start in smaller groups. Practice 2: Take turns playing the numbers game: stand before the group and speak, but instead of words and sentences, say each whole number from one to 25. Use your voice to add meaning, as you would with real sentences.
Presentations: helpful phrases (for a personal presentation) Opening: When I was younger, my life suddenly changed … Introduce topics: Now that you’re listening, I’d like to discuss my past, present, and future … Add examples: To show you what I mean, here’s an example from a trip … Change topics: Now that you’ve heard about my past interests, let’s discuss my current hobbies … Closing: Thanks, that was my past, present and future. Before I finish, here’s a memorable quotation … Practice: In pairs, choose and describe one important event in your life in detail. Explain why you think this event was important.
What Are Friends?
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Model text: Personal presentation Our classmate Mariella
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What would you do if you were drowning? Our classmate Mariella knows: she did nothing.
dramatic opening, speaking directly to audience
Now that you’re listening, this presentation will discuss Mariella’s dramatic childhood, her current life, and her future plans.
introduction of topics
First, here is a picture of six-year-old Mariella. That summer she almost drowned, and she says she was so surprised she forgot to shout or splash — she just panicked and sank. Luckily her father rescued her. At that moment, she says, she learned a lesson: when you need help, speak up.
example from childhood: personal story
Next, here is a picture of Mariella now. Despite nearly drowning, she is now on the swim team. In fact, last month her relay team won second place. Mariella also loves canoeing, and last weekend she went on a canoe trip with the scouts.
developing second topic: facts from current life
Finally, now that you’ve heard about Mariella’s past and present, here is a picture of an astronaut — Mariella’s future dream. And even though maths is her worst subject, next year she is planning on taking extra maths to prepare her for astronaut training.
changing topics: future dreams and plans
Thanks for listening. Before we end, a final word from Mariella: ”I’m hoping I won’t drown in maths. I already tried drowning in water, and it was no fun.”
memorable ending
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Personal presentation Prepare and deliver a personal presentation. Use strategies from Learn how. Topic: Who you are (or who a classmate is). Include information about background, hobbies, personal philosophy, future goals, etc. Length: A few minutes. Optional: For each sub-topic, show the audience a symbolic object (e.g. a camera or football for hobbies, a food or book for interests, etc.).
Extra challenge Make your presentation funny. • Make your presentation funny by telling harmless jokes, for instance about silly mistakes or embarrassing things that have happened. • Plan these jokes carefully, to make your audience laugh. It’s hard to do humor in another language, so good luck, and have fun!
WHAT ARE FRiEnds?
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1. Study the chapter title and photo. What do you think this chapter will be about? Explain.
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The Eyes of the Bully 2. Understanding what other people are going through requires empathy. What does empathy mean? Explain and give examples. 3. What are the differences between empathy and sympathy? Before researching, discuss.
In this chapter you will ... read, and learn how to write, e-mails learn common openers and closers learn key differences between formal and informal e-mails learn slang words and phrases learn how to use dates read a short story
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E-mails North American English
Dear Eveline
Thursday 9/6, 11:44 pm To: “Helen Bromfield” <hbromfield@ccny.edu> From: “Eveline Freeborne” <totallyawesome@awesome.net>
Dear Grandma, How are you? Can I please bother you a sec? ’Cause I really need some advice and you said I can always talk to you. You remember how I switched schools when I was having problems with that bully? Well. It looks like she followed me here. Ever since I started at my new school, I’ve been trying to make friends with my classmates – but the bully still makes problems. Every time I sit down with people at lunch, she sits down too. She’s always spouting off about her snooty designer clothes, and she tells everyone her dad’s some famous big-wig and he’s gonna buy her a car. She’s also a rumor-monger. For instance, yesterday she told everyone this girl Maggie Finch's mother was ditching her and moving to Australia without her. So all day long people were whispering behind Maggie’s back, until finally someone asked her about it. For once the bully got in trouble – she had to talk to the teacher, who basically told her to grow up. But that wasn’t the end of it – today Maggie discovered her necklace was missing. I know the bully took it out of her pocket during gym class, to get even. But I don’t dare say anything. And she trash-talks everyone. Like there’s this girl called Chandra Wilson whose family must be dirt-poor – she wears these raggedy clothes all the time. So, the other day, the bully spread rumors about how she supposedly saw Chandra dumpster-diving for
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clothes behind the Salvation Army. Well, the next day Chandra shows up wearing brand-new jeans that must have cost a bundle, and nobody can figure out how she could afford them. Maybe her family took out a loan, or she shoplifted them or something. So do you know what the bully does? She gets this airhead named Shayla Greenborough to pour nail polish on Chandra’s chair … and when Chandra sits down, you know … The jeans were totally wrecked. My day was, too. I still feel sick to my stomach about it. Nobody said anything, not even the people who saw her do it. And I sat there and played dumb just like everybody else. Why is that? I can’t tell my mom, she’ll have a total cow. But you’re a shrink, or at least you teach people how to be. What should I do? Yours, Eveline
Friday 9/8, 8:47 am To: “Eveline Freeborne” <totallyawesome@awesome.net> From: “Helen Bromfield” <hbromfield@ccny.edu>
Eveline, Oh no. I’m sorry to hear you’re having problems again. Eveline, I really think you should stand up to her. You’re too smart, and deep down you’re too good of a person to let this bully ruin things for you. Besides, I don’t want a repetition of what happened at your last school. I’ve got to run and teach soon, but quickly: from your description, it sounds like this problem involves more than just one person. There’s a diagram called the bullying circle – look it up and try to figure out where you fit. You see, there’s this idea that it’s actually a group problem, that even seemingly passive bystanders are actually
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active participants (they take on a participatory role by being the audience bullies want). Consequently, if it’s a group problem, there has to be a group solution. So, one method is to teach young people tactics to help them intervene in these situations, and break up the audiences. Often peers are more effective than adults, anyways. Does this make sense? By the way, I’ve heard designer jeans are no better, physically speaking, than regular jeans – it’s just that the label’s fancier. Eveline, try using your common sense to stop the bully before she gets worse. I know you can do it. I’ll talk to you more about it this weekend – give me a call! Love, Grandma Helen PS: I won’t tell your mom, not yet. I think you should do that.
Wednesday, 9/13, 1:27 am To: “Helen Bromfield” <hbromfield@ccny.edu> From: “Eveline Freeborne” <totallyawesome@awesome.net>
Grandma, Sorry I didn’t call you last weekend, I was stressing about a math test and the fact that my mother is dating someone who makes me puke. And then at school again today ... You-know-who comes in and lifts her chin and Rhonda Makepeace and Dakota Winston kiss her on the cheek, and all three strut down the corridor arm-in-arm like they’re on the catwalk. Then guess what. Later that morning she’s spreading Internet-rumors about how Rhonda and Dakota have supposedly both had abortions, and blabbing on as usual about how loaded her hot-shot dad is, and all his swanky cars, etc. and blah blah blah.
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Then later, when everyone is changing for phys. ed., the bully takes a picture of a girl called Mary Di Giannapolis, which she sends to this guy Dante DelaCruz, who Mary used to be dating. Dante sends the photo to a whole bunch of his friends, and they spread it around, and now it doesn’t look like Mary has a boyfriend anymore. Wherever I go, the bully follows me. I’m so sick of her stabbing everyone in the back, what should I do? Lots of hugs, Eveline
Wednesday 9/13, 2:47 pm To: “Eveline Freeborne” <totallyawesome@awesome.net> From: “Helen Bromfield” <hbromfield@ccny.edu>
Eveline Dearest, It sounds like things have gotten almost as bad as they were before you switched schools. You’re going to have to be strong to get through this. It sounds like you’re going to have to face your greatest fear, and confront the bully. As hard as that sounds, there’s no way around it. Because I don’t want history to repeat itself. Eveline dear, from now on, everyday after school I want you to sit down by yourself. I want you to breathe deeply. I want you to think about who you are. Then I want you to look in the mirror and tell yourself who YOU want to be. Love always, Grandma
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Wednesday 9/13, 7:18 pm To: “Helen Bromfield” <hbromfield@ccny.edu> From: “Eveline Freeborne” <totallyawesome@awesome.net>
Hi Grandma, You’re right: I can’t let her ruin my life. Today I started standing up to the bully. First I found Maggie Finch’s necklace, and gave it back to her. Then I talked to some people, and wrote to a few others, and said lots of things I needed to say. It was hard, but I felt relieved. It was the first time since my dad’s funeral that I’ve been honest with myself. Then when I got home from school I did what you said. I sat down and breathed deeply, and thought about things. And I looked in the mirror. Straight into the eyes of the bully. Yours always, Eveline
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LET
E E CHO
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Let’s practice
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1. Get it right Read the e-mails between Eveline and Grandma. Answer the questions below. a) Why did Eveline switch schools? b) Describe what the bully does to Maggie Finch. c) What does the bully do to Chandra Wilson? d) After what happens to Chandra, how does Eveline respond? e) What do bullies really want, according to Grandma? f) How does the bully treat Rhonda Makepeache and Dakota Winston? g) Explain what happens to Mary Di Giannapolis. h) In her fi nal message, what advice does Grandma give Eveline? i) In her fi nal message, what does Eveline say she has done?
2. True or false or both? What is true and false? Discuss with a partner and find evidence in the text. a) Eveline is trying to make friends with her classmates. b) Rhonda Makepeace and Dakota Winston are Eveline’s friends. c) Passive witnesses actually support bullies. d) Grandma knows what happened at Eveline’s last school. e) Eveline is the bully. f) Eveline shows moral bravery.
3. Word work a) With a partner, explain the terms in bold in English. • Passive bystanders are actually active participants. • Passive bystanders are actually the audience bullies want. • One method is to teach people tactics to help them intervene. • Often peers are more effective than adults, anyways. • Eveline, try using your common sense to stop the bully. • You're going to have to face your greatest fear, and confront the bully.
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b) With a partner, match the slang terms with their synonyms. expensive, talking, important person, trash-picking, leaving, teller of false stories, foolish person She’s always spouting off about her fancy designer clothes. She tells everyone her dad’s some famous big-wig. She’s also a rumor-monger. She told everyone Maggie’s mother was ditching her. She supposedly saw Chandra dumpster-diving. She gets this airhead to pour nail polish on Chandra’s chair. She was blabbing on about how loaded her dad is, with all his swanky cars. c) Look up five words or phrases in the text that are new to you. Use them in sentences. • • • • • • •
4. Short discussion Work with a classmate and discuss the following. • Eveline names several types of bullying. List the ways you think are the most serious, and jot down your reasons before discussing why. • Research suggests bullying happens mostly within (not between) different groups of people, such as men, women, teenagers, and sports teams. What do you think? • Why do some people become bullies? Think about the examples in the text, and your own experience.
5. Quick writing Choose one of the topics and write a brief reflection. Just write – don’t erase, and don’t worry about mistakes. • First describe how the bullying circle works. Then describe an experience you have had with bullying. • Explain connections between technology and bullying, and use examples. How can people being bullied use technology to help them?
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The Bullying Circle A. Bullies start the bullying and play a leading role.
B. Followers take an active part, but don’t initiate the bullying.
G
A H
B
C. Supporters/Passive bullies openly support the bullying, but don’t join in.
H. The person who is bullied.
C
D
G. Defenders dislike the bullying and try to help the person who is bullied.
F. Possible defenders dislike the bullying, they think they should help, but do nothing.
FaktFa-ruta börjar. Gör en tabell som den nonlookers don’t E E. neda Disengaged or involved gare fast getroli take a stand. såklart.
D. Passive supporters/Possible bullies like the bullying, but don’t show outward signs of support.
Source: Olweus, D., & Limber, S. (2007). , Dan Olweus in 2007.
ssor and international expert on bullying The “Bullying Circle” was developed by the Swedish profe
6. Focus on listening Listen to a broadcast about bullying and social media. Listen twice, the first time focusing on True or false? and the second time on Multiple choice. Listen again if necessary and answer the quetions. True or false? a) Bullying online is the same as bullying in real life. b) Real-life bullying is riskier for bullies. c) Social media makes us self-centered. d) As social media usage has increased, young people's mental health has improved. e) Social media companies are just like tobacco companies. Multiple choice a) In what year was ”troll”, as in ”Internet troll” fi rst recorded? • 1992 • 1999 • 2002
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b) Why is it easier to hurt people’s feelings online? • We cannot see their reactions. • It is harder to say you’re sorry online. • We think that our followers are true friends. c) What does the bullying circle suggest about bullies and their victims? • They often don’t know their victims. • Bullies are usually jelous of their victims. • They often don’t have anything personal against their victims. d) What percentage of time do we spend talking about ourselves, on social media versus in real-life conversations? • 30% versus 80% • 80% versus 30% • 50% versus 50%
7. Focus on listening Listen to six short texts related to ideas in this chapter, and match each to what it is most about. There are twice as many answers as texts, so choose carefully. Listen again if necessary. Answers a) Smartphone dependancy or addiction? b) Setting a bedtime for your phone c) The teenage brain d) The risks of loneliness e) f) g) h) i) j) k)
Social rank and status throughout history The risks of certain behaviors Young people ages 13‑17 Modern schools A fortnight (or fourteen days and nights) Being smarter about smartphones Benefits of talking face-to face
l) Boys using social media
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AR
N HOW
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Learn how — to write e-mails
EC
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Dates Time
Instead of 0–24, English usually uses a.m. (ante meridiem) and p.m. (post meridiem), as in 11 a.m. (before noon) and 11 p.m. (after noon).
Dates
In the UK, dates are usually written 31 October 2035 or 31–10 –2035, while in the US they are written October 31, 2035 or 10–31-2035. When speaking, ordinal numbers are used (fi rst, second, third, etc.). In the UK, you say The 31st of October, and in the US, October 31st.
Weeks
Weeks are generally not named by number. Instead, they are named after their Mondays, e.g. The week of Monday, October 27th.
Practice: Study the dates in the e-mails between Eveline and Grandma. Say them as words instead of numbers (E.g., in the US, 9/6 is September Sixth).
Openers and closers Openers and closers begin and end messages, for example, letters and e-mails. Formal
Semi-formal
Personal
Openers
To whom It May Concern, Dear Sir or Madam, Dear (organization, department, title),
Hello Everyone, Good Afternoon, Greetings,
Hi, Dear (name), Dearest (name), My dearest (name)
Closers
Sincerely, Respectfully yours, Yours sincerely,
Regards, My regards, Warm regards, All the best, Best wishes,
Yours, Yours truly, Yours always Cheers, Love, Lots of love, Hugs and kisses
Practice: Note how Eveline and Grandma open and close their e-mails. What do their openers and closers tell us about their feelings?
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Slang Slang helps social groups stick together, and includes words, phrases, and non-standard grammar. Words There are many slang words for money. Common terms in the UK are: cash, shrapnel, dough, bread, loot, quid, and sterling. In the US, common slang terms are: cash, small, change, greenbacks, bucks, moolah, dineros, shekels, big ones, bacon. Verb-phrases
“Get pissed” is a common verb-phrase in English. In the UK it means “get drunk”, but in the US it means “get angry”.
Non-standard grammar
Some slang phrases do not follow the rules of grammar. Words are often cut out or pronounced in a different way. For example, in the UK, “I’m skinned, innit?” means “I have no money, isn’t that so?”. In the US, “Nuff said!” means “That’s enough said on that topic.“
Practice: Find sentences with the following slang terms in the e-mails, and re-phrase them in standard English. How do the two versions feel different?
36
spouting off
’cause
a shrink
big-wig
dumpster-diving
puke
gonna
(to) cost a bundle
blabbing on
stab in the back
airhead
hot-shot
trash-talk
play dumb
to ditch
dirt-poor
have a cow
loaded
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Politeness In English as in other languages, it is important to be polite. Politeness is especially important between strangers and people of different ages. When we know each other well, as Eveline and Grandma do, we often skip politeness phrases. Hera are a few standard politeness phrases: Openers
Asking questions, making requests
Showing thanks
Sorry to disturb you ... Do you have a moment? May I possibly disturb you? Sorry for bothering you ... If you’re not too busy ... If you have a few seconds ...
Please could I ask you ... I wonder whether ... May I possibly ask a favor? Would it be possible ... Could you please ... It would be very helpful if ... I’d be very grateful if ... I’d really appreciate it if ... I know this is a lot to ask ... if it’s not too much trouble ... I’d be very thankful for your ...
Thanks! Thank you. Thanks a million. Many thanks. Thanks in advance. I’m very grateful. This means a lot to me. You’re a lifesaver. I owe you one. I owe you a favor. I’m eternally grateful.
Note: English rarely uses exclamation marks (!); they often come across as impolite or child-like.
Practice: Re-write the following. Add as much politeness as possible, including openers and ways of making requests, and showing thanks. To: The School Computer Department Hi, My computer is broken. Help me now, or else I will not be able to do my work. – Megan To: An employer Hello Tea-House in the Tree-House, Look at my application for a summer job and get back to me as soon as possible. – Dante
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Model text: E-mails Informal Hi Jason! Hope everything’s fabulous at uni? The old crew miss you back here. I’m fine, but there’s a bit of drama here at school.
opener, question
Remember the new music teacher, Mr. Frost? Sorry to say, but I reckon he’s being bullied. It’s about Music Club. I fear it’s made him unpopular amongst the staff. I overhead Mrs. Creel and Mr. Ballantine complaining that he does it for free, and that makes other staff look bad.
information (reason for contact)
Okay, I can sort of see the complaint about making other staff look bad, but everyone knows the budget for extra-curriculars is nil.
opinion
How do we keep the Music Club from going belly-up? Any advice?
request
Yours, — Rachel
closer
Formal
38
Dear Headmistress Brown,
opener
I’m very sorry to disturb you, but I’m writing on a matter of concern to many of the students. I would like to say in advance that I’m very grateful for any attention you can give this issue.
politeness, showing thanks
As you probably know, Mr. Frost runs an informal, after-school music club which is very popular. Sadly, I have reason to believe it is less popular among his colleagues, and we students fear this will cause the club to end.
information (reason for contact)
We hope you can make the club a formal part of Mr. Frost’s schedule. Even if the school can only give him symbolic compensation for his time, we believe it would help satisfy the rest of the staff.
request, opinion
As I said, I really appreciate any attention you can give this matter. The club is important to many of us, and we hope the issue can be resolved to everyone’s satisfaction.
show thanks again
Many thanks in advance, Rachel Chaudry
closer
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IN
TASK AL E
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FINAL T A
Final task
O
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E-mail 1. Imagine you have witnessed bullying. Write an e-mail to someone you know well. • Describe what you have seen, and your feelings about it. • How can you improve the situation? • Use language from this chapter, and adapt your work for purpose and audience. • Choose openers and closers that fit the situation, and use politeness and slang as appropriate. 2. Share your e-mail with a classmate. Silently read each other’s e-mails, then discuss. • Explain what you understand from the e-mail. What, if anything, feels unanswered? • What feeling do we get from the openers, closers, politeness phrases, and slang? Give specific examples.
Extra challenge Imagine you are an expert. Write back with advice on the situation you or a classmate described above. • Choose openers and closers that fit the situation. • Describe how you as a professional understand this bullying. • Explain how you think the situation can be improved.
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KEVIN FRATO
ENGLISH
5
ENGLISH
ECHO
ECHO KEVIN FRATO
5
Echo är en läromedelsserie i engelska för gymnasiet och vuxenutbildningen. Echo 5 är avsedd för kursen Engelska 5. Boken består av tio tematiska kapitel med fokus på samhällsfrågor. I flera kapitel finns även kompletta noveller som berör det övergripande temat. Let´s practice stöttar utvecklingen av en allsidig kommunikativ förmåga genom övningar i läs- och hörförståelse, skriftlig och muntlig produktion samt ordövningar. Learn how innehåller beskrivningar av texttypiska drag samt modelltexter som bidrar till ökad genremedvetenhet och förbereder inför Final task.
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ECHO ENGLISH
Boken fortsätter på webben med ljudfiler, filmer, webbövningar och facit.
– BROC
H
RE
5
ECHO
S – TRAVE L
IALS – OP IN ON M IO I ST X E T T S –P AL TU
S EM
ETTERS – – L IN TE
O
ES RI
Läs mer om serien Echo på nok.se/echo
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ES – SHORT S EC I TO P U
Echo 5 består av: Allt-i-ett-bok Digitalbok Digitalt extramaterial Lärarhandledning (webb)
S – REVIEWS –T IEW E RV S ORIE – FAC ST
ISBN 978-91-27-46125-3
9 789127 461253
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