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SOLID GOLD 3 Elevpaket – Digitalt + Tryckt

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SOLID GOLD 3 Elevpaket – Digitalt + Tryckt Solid Gold 3 är ett elevpaket som består av två delar: elevbok och digitalt läromedel. På följande sidor kan du provläsa och bilda dig en uppfattning om såväl det digitala läromedlet som den tryckta delen.

ELEVBOK Solid Gold 3, för kursen Engelska 7, är ett nytt läromedel för elever på högskoleförberedande program och för studerande inom vuxenutbildningen eller motsvarande. Läromedlet syftar till vidare studier och innehåller texter i en rad olika genrer, tal, längre artiklar och vetenskapliga texter.

DIGITALT LÄROMEDEL Den interaktiva elevboken är inläst med autentiskt tal och textföljning, vilket gör innehållet tillgängligt också för elever med särskilda behov.

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3 Solid Gold

Engelska 7

Eva Hedencrona Karin Smed-Gerdin Peter Watcyn-Jones

Produktionsstöd har erhållits av Specialpedagogiska skolmyndigheten.

Kopieringsförbud Detta verk är skyddat av upphovsrättslagen. Kopiering, utöver lärares och studenters begränsade rätt att kopiera för undervisningsändamål enligt Bonus Copyright Access kopieringsavtal är förbjuden. För information om avtalet hänvisas till utbildningsanordnarens huvudman eller Bonus Copyright Access. Vid utgivning av detta verk som e-bok, är e-boken kopieringsskyddad.

Den som bryter mot lagen om upphovsrätt kan åtalas av allmän åklagare och dömas till böter eller fängelse i upp till två år samt bli skyldig att erlägga ersättning till upphovsman eller rättsinnehavare. Studentlitteratur har både digital och traditionell bokutgivning. Studentlitteraturs trycksaker är miljöanpassade, både när det gäller papper och tryckprocess.

Art.nr 37768 ISBN 978-91-44-11455-2 Upplaga 1:3 © Författarna och Studentlitteratur 2016 studentlitteratur.se Studentlitteratur AB, Lund Formgivning: Werner Schmidt Omslagslayout: Jens Martin, Signalera Omslagsbild: Masterfile Printed by Interak, Poland 2019

Congratulations on choosing Solid Gold! Solid Gold 3 will improve your English in a variety of ways. First and foremost, it will help you meet the course requirements for English 7. You can access Solid Gold 3 from your computer, tablet or mobile phone, whichever suits you best. The Quick Guide to Solid Gold 3 on pages 4â&#x20AC;&#x201C;5 will show you what is included in the material and how it all works. Solid Gold 3 covers the core content of English 7. The focus in the nine units is mainly on political and social issues, living conditions and cultural features in different parts of the English-speaking world. Solid Gold 3 also aims to make you aware of how culture influences communication. There are a variety of texts in different genres such as fiction, non-fiction, biography, magazine articles, poetry, lyrics and drama. The section Nobel Laureates in Literature offers an introduction to further studies of literature. The Resource Section offers advice and strategies on how to become a better speaker or writer. For example, you will learn how to adapt your language according to the purpose, recipient and situation. Your ability to analyse and discuss literature in different genres, and to write in different genres, will be practised in Solid Gold 3. The sections On Genres, On Speaking, On Critical Reading, On Writing, On Literature and On Language all contain useful information on how to progress. The Exercises deal with the language and subject matter of the texts. Many of the exercises can be done either in the printed book or digitally and there are additional digital exercises including intensive vocabulary practice. Advanced Vocabulary Revision will help you increase your vocabulary while Reading and Use of English will improve your language skills. If you need to revise your grammar, the Grammar section from Solid Gold 2 is included in the digital material, backed up by interactive grammar exercises. We are confident that Solid Gold 3 will help you to progress in your English studies, improve your communication skills and broaden your knowledge and understanding of the world in which English is used. The Solid Gold team

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Quick Guide to Solid Gold 3 ‘A L L - I N - O N E ’ B O O K – T E X T S , E X E RC I S E S , R E S O U RC E S A N D M O R E

Solid Gold 3 provides a complete base for your English course, offering a wide range of printed and digital materials. You may not have time to use everything in Solid Gold 3 but we believe you will find all you need. Reading Nine units, each with a theme, containing a variety of texts from different countries. The authors of the texts are also presented and the illustrations are intended to provide extra food for thought and discussion. Nobel Laureates in Literature There are short presentations of twelve Nobel Laureates from the English-speaking world for further literary study. An exercise section offers methods for reviewing, analyzing and discussing literature both orally and in writing, as well as suggestions for projects. Resource Section An invaluable handbook on how to improve your language skills. You can look up advice on giving a speech, critical reading and reviewing of sources, writing in different genres, literary analysis and much more. Exercises The exercise section of Solid Gold 3 offers an extensive body of exercises on each of the texts, as well as listening and writing exercises. Advanced Vocabulary Revision An opportunity to learn important words which do not necessarily occur in the nine chapters. Word formation, linking words, prepositions and useful adjectives, nouns and verbs are practised. Reading and Use of English This section will help you develop and sharpen reading strategies and your own use of English. The focus is on the correct use of words, sentence structure and various reading exercises.

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Grammar Grammar in Action interactive grammar exercises are included in your digital material to help you practise and consolidate your grammar. Word Lists Word lists for all the texts and listening exercises. DIGITAL MATERIAL Recorded texts and word lists

All the texts in Solid Gold 3 are recorded with native voices from different English-speaking countries. The word lists are also recorded, both in English and Swedish. Listening comprehension The listening comprehension passages are recorded with native voices from different English-speaking countries. Digital exercises Throughout the exercise section there are a number of links that give access to digital exercises as well as the listening exercises. Here you will find different kinds of exercises on vocabulary, comprehension and a great deal more.

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Contents TEXTS

EXERCISES

10 12 14

172 174 178

1 IDENTITY AND CULTURE

Sharing is Caring? Senegal Inequality Machines Listening: An Anywhere Man

175

2 WRITING SKILLS

On Writing Unknown Keys Dance With Words A Different Kind of Letter

18 21 22 24

Listening: Let’s Talk About Texting

182 183 184 187 186

3 DISCUSS AND ARGUE

What Should I Eat? The Quick Fix A Modest Proposal

26 28 31

Listening: On Fat and Sugar

192 196 198 193

4 POETRY AND LYRICS

From Song of Winnie The Sick Rose A Daughter of Eve The Naming of Cats There is no Frigate like a Book I’m Really Very Fond Captivity Infinity When You are Old Took the Children Away Someone Like You

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34 35 36 37 38 39 40 41 42 43 46

202 202 202 202 203 203 203 203 203 204 205

TEXTS

EXERCISES

The Danish Girl Enchantment

50 57

208 210

NOBEL LAUREATES IN LITERATURE

214

72 75 79

216 218 219

5 GENDER

6 PUBLIC SPEAKING

TED Talks On Not Winning the Nobel Prize Eulogy for Dr. Maya Angelou Listening: Make Poverty History

217

7 AROUND THE GLOBE

Everything Changes In Lagos, Nigeria Globalization?

84 88 92

Listening: Rubbish Listening: In Lagos, Nigeria cont.

224 229 232 225 230

8 RELATIONS

A Woman of No Importance The Lady in the Van In a Bubble The Girl Who Can Traitors

98 102 103 107 113

Listening: The Lady in the Van Listening: In Harness

236 240 242 244 237 243

9 CAREERS

Not That Kind of Girl Chain of Events The Interview Quiet Bravely Set the World on Fire

118 121 123 126 129

249 251 253 255 259

Listening: Our Money, Please! Listening: Infinite Air

250 256

Resource Section Exercises Advanced Vocabulary Revision Reading and Use of English Word Lists

135 171 263 277 293

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IDENTITY AND CULTURE

Sharing Is Caring? Senegal LISTENING An Anywhere Man Inequality Machines

SHARING IS CARING? BY RANDI ZUCKERBERG

e all know ‘that couple’ on Facebook. Constantly posting lovey-dovey photos, incessantly talking about how great their relationship is, writing daily status updates thanking God for the one and only love of their lives. I used to roll my eyes when I saw these posts. But then I got curious and wondered: What’s in it for these couples? What do they have to prove, and who are they proving it to? Is their relationship actually as good as the show they’re putting on? A few years ago, one of my college friends proposed to his then-girlfriend in a very public proposal that played out moment by moment through Facebook photos and status updates. Although it was fun to feel like I was part of the moment, I couldn’t help but wonder if it was designed more to impress their friends online than it was for the actual couple. A few months later, they called off the wedding. It seemed to me that they had put so much attention into putting on a show of intimacy for everyone online that they may have forgotten to actually have intimacy in real life. Intimacy is more than just a beautiful photo or a wellwritten post, designed to get likes or retweets. Just because we’re putting on a good show doesn’t mean we’re actually investing in our relationships. Whenever people talk to me about a situation like this, I urge them to have a discussion with their significant others and set some ground rules. In a truly intimate relationship, whether platonic or romantic, it’s important to be able to hang out ‘alone’, without inviting hundreds of people online to join you every single time. It doesn’t matter if the whole world knows you are friends, or dating, or attending cool events. The only thing that really matters is that you actually enjoy spending time together when the cameras aren’t rolling. Brent and I have set up private online groups and accounts where we share moments between us about our son that are meaningful and special. These are things that we want to

IDENTITY AND CULTURE

Randi Zuckerberg (1982– ) is the CEO and founder of Zuckerberg Media. Previously, she worked for Facebook. In Dot, Complicated, she describes how technology and social media have changed, enhanced and complicated our lives.

IDENTITY AND CULTURE © FÖ R FAT TAR N A O C H ST U D EN T LI T T E R AT U R

remember and preserve, but we don’t feel the need to share them with all our friends or the entire Internet. Instead of broadcasting, we’re narrowcasting. We get the benefits of sharing without the pressure of the peanut gallery. And the simplest thing to do is to just have moments with your partner that you don’t document online. If you find yourself on a beach together at sunset, don’t invite the Internet into that moment. Even if a pod of baby dolphins surfaces before you, while the surf crashes softly onto the shore, let it go. Put the phone away. The world does not need another hashtagged sunset. Questions and exercises on the text are on page 172.

SENEGAL BY MAYA ANGELOU

amia was a famous actress from Senegal who dressed in glamorous flowing clothes. I met her on a trip to Paris. She and her French husband, Pierre, were members of a group of artistic intellectuals who drank barrels of cheap wine and who discussed everything and everybody, from Nietzsche to James Baldwin. I fitted into the Parisian assemblage comfortably. We all preened about our youth and talent and intelligence as if we had created the gifts ourselves, for ourselves. Samia said she and her husband lived most of the year in Dakar, the capital of Senegal, and I would always be welcome in their home. Years passed before I did visit Senegal, but the telephone number they had given me still worked. I was invited for dinner. I entered a beautifully furnished living room to the sound of people laughing and glasses clinking with ice. The guests were integrated. As many Europeans as Africans were enjoying a full-blown party. Samia introduced me to a small group near the door and stayed talking to us until a server offered me a drink. I wandered from group to group. Samia’s first language was Serer but I did not speak Serer and the Senegalese accent made the French which was spoken, hard for me to comprehend. I passed an open door where people stood along the wall, careful not to step on the beautiful Oriental rug in the center of the room. I had known a woman in Egypt who would not allow her servants to walk on her rugs saying that only she, her family and friends were going to wear out her expensive carpets. Samia plummeted in my estimation. Obviously she had informed her guests that she would not look favorably on them if they stepped on her rug. I wondered what words did one use to inform a guest how to behave? I decided to find out. I went into the room and in the guise of looking closely at some paintings on the wall, I walked across the center of the rug, then turned and walked back to another painting. I must have stepped on the rug four or five times. The guests who were bunched up on the

IDENTITY AND CULTURE

Maya Angelou (1928–2014) was an American poet and an awardwinning author. One of her best-known works is her acclaimed memoir I Know Why the Caged Bird Sings, which brought her international recognition.

Questions and exercises on the text are on page 174.

IDENTITY AND CULTURE

sidelines smiled at me weakly. They might be encouraged to admit that rugs were to be walked on. A Senegalese woman in a white brocade gown smiled at me and engaged me in conversation. She was a writer and we began talking about books. I became so interested I nearly missed the next scene. Two maids came and rolled up the rug I had walked on and took it away. They returned immediately with another equally as beautiful. They spread it, and patted it until it was smooth. They then put glasses on the carpet and huge serving spoons, folded napkins and silverware, wine and pitchers of water. Finally a bowl of steaming rice and chicken was placed on the carpet. Samia and Pierre appeared and clapping their hands they called for attention. Samia announced that they were serving the most popular Senegalese dish, “Yassah, for our sister from America.” She waved her hand at me and said, “For Maya Angelou” adding, “Shall we sit?” All the guests sank to the floor. My face and neck burned. Fortunately, because of my chocolate brown complexion, people could not know I was on fire with shame. Clever and so proper Maya Angelou, I had walked up and down over the tablecloth. I sat, but I found swallowing hard to do. The food had to force its way over that knot of embarrassment. In an unfamiliar culture, it is wise to offer no innovations, no suggestions, or lessons. The epitome of sophistication is utter simplicity.

INEQUALITY MACHINES BY DAVID BROOKS

IDENTITY AND CULTURE

lite universities are great inequality machines. They are nominally open to all applicants regardless of income. They have lavish financial aid packages for those who cannot afford to pay. But the reality is that the competition weeds out most of those who are not from the upper middle class. To fulfill the admissions requirements, it really helps to have been raised in the atmosphere of concerted cultivation. It helps to have had all the family reading time, the tutors, the coaches, and the extracurricular supervision. Denver gave Erica a chance to be around affluent people and to see how they behaved with one another. She learned how they socialized, how they greeted each other, how they slept with each other, what a guy in that culture said when he wanted to get into your pants, and what a girl in that culture said to keep him out. Denver was like a cultural exchange program. She didn’t know the phrase when she got there, but at Denver Erica acquired what the great sociologist Pierre Bourdieu called “cultural capital” – the tastes, opinions, cultural references, and conversational styles that will enable you to rise in polite society. Actually, it wasn’t the students’ wealth that shocked Erica and shook her confidence. She found she could easily look down on the guy who wrecked his BMW one day and had his family drop off a Jaguar the next. It was the knowledge. She’d worked hard at the Academy to prepare herself for Denver. But some of these kids had been preparing their whole lives. They’d been to where the Battle of Agincourt had taken place. They’d been to China and spent a summer in high school teaching kids in Haiti. They knew who Lauren Bacall was, and where F. Scott Fitzgerald went to school. They seemed to get every reference the professors threw out. A professor would make some reference to Mort Sahl or Tom Lehrer, and they’d all chuckle knowingly. They knew how to structure papers in ways that she had never been taught. She took a look at those kids and thought about her friends back in the neighborhood who were still working at the mall or hanging out on the street. Her friends back home weren’t just four years behind these Denver kids. They were forever behind. Erica took econ, poli-sci, and accounting classes. She hung around the business school and sat in when visiting lecturers stopped by. She was very hard-headed and practical. But something bothered her about these classes. In many of them, Erica was taught by economists and political scientists who assumed that human beings are pretty

Questions and exercises on the text are on page 178.

IDENTITY AND CULTURE

much the same. You put some incentives in front of them, no matter what their cultural differences, and they will respond in predictable, law-governed and rational ways. This assumption makes social science a science. If behavior is not governed by immutable laws and regularities, then quantitative models become impossible. The discipline loses its predictive value. It’s all just fuzzy, context-driven subjectivity. And yet Erica grew up among many people who did not respond in predictable ways to incentives. Many of her friends had dropped out of high school when all the incentives pointed the other way. Many of them made decisions that were simply inexplicable, or they had not made decisions at all because they were in the grip of addictions, mental illnesses, or other impulsions. Furthermore, cultural differences simply played too large a role in her life. What really mattered, it seemed to her, was self-interpretation. The way people defined themselves had a huge impact on how they behaved and responded to situations. None of this seemed to have any role in the courses she was taking. So Erica was drawn, despite her well-laid plans, in a different academic direction. She didn’t abandon all the pre-MBA-type courses. But she supplemented them. She found herself drawn, of all places, to anthropology. She wanted to study cultures – how they differed and how they clashed. It was, at first blush, a wildly impractical subject for an aspiring mogul to study. But Erica, being Erica, quickly turned it into a strategic business plan. Her whole life had been about clashing cultures – Mexican/Chinese, middle class/lower class, the ghetto/the Academy, the street/the university. She already understood what it was like to merge different cultures. In a globalizing world this knowledge would probably come in handy. At college she would learn how some companies created successful corporate cultures and how some failed at this task. She would learn about how global corporations handled cultural diversity. In a business world filled with engineers and finance people, she would know culture. This would be her unique selling proposition. There would always be a market for skills like that. After all, how many female Chinese-Chicana workaholics from the ghetto does anybody know?

NOBEL LAUREATES IN LITERATURE T H E BR I T I SH I S L E S

Doris Lessing (1919–2013) spent her childhood on a farm in former Rhodesia (Zimbabwe). She dropped out of school at 13 but explored literature by reading the classics. In 1949 Lessing moved to London. Her fiction is deeply autobiographical and inspired by her years in Africa. She wrote about the clash of cultures, racial inequality and the conflicts within the individual. Some of her best known books include The Grass Is Singing (her first novel), The Fifth Child and her last novel Alfred and Emily, partly about her parents’ marriage. Doris Lessing was awarded the Nobel Prize in Literature 2007.

William Golding (1934–1993) began his career as a teacher in Cornwall, before serving in the navy during World War II. His first and best known novel, Lord of the Flies, tells the story of a group of English schoolboys trying to survive on an uninhabited island after a plane crash. His books deal with the struggle between good and evil. Golding was awarded the Nobel Prize in 1983. IRELAND

William Butler Yeats (1865–1939) was born in Dublin. He is famous for his poetry and his plays, which were performed at the Abbey Theatre. Yeats was involved in the Irish Literary Revival, a movement to promote Irish heritage and protect it from English influences. At the turn of the century his writing was inspired by Irish mythology and folklore. He had a life-long interest in mysticism and the occult, and was also deeply involved in politics in Ireland. One of the most influential 20th century poets, Yeats was awarded the Nobel Prize in 1923.

C A NA DA

Alice Munro (1931–) grew up in Wingham, Ontario. She opened a bookstore in Vancouver after a couple of years at university studying journalism and English. During this time Munro began publishing her works in various magazines. She is primarily known for her short stories and her first collection, Dance of the Happy Shades, published in 1968, achieved great success. By her 80th birthday Munro had published thirteen short story collections. Her last collections are Too Much Happiness and Dear Life. In 2013 she was awarded the Nobel Prize in Literature. AU ST R A L IA

Patrick White (1912–1990) became the first Australian to be awarded the Nobel Prize in 1973. He spent many years in Europe where he studied at Cambridge and also worked for the intelligence services in Greece until moving back to Australia in 1948. There he supported himself as a sheep farmer alongside writing books. Riders in the Chariot (1961) and The Eye of the Storm (1973) are two of his most famous novels. T HE U SA

T.S. Eliot (1888–1965) was born in the U.S and attended Harvard University. After Harvard he went to the Sorbonne in Paris for a year and then returned to Harvard to get a doctorate in philosophy. In 1914 he settled down in England. The Waste Land, published in 1922, is considered by many to be the most influential poetic work of the 20th century. He also wrote plays, including Murder in the Cathedral and The Cocktail Party. He became a British citizen in 1927, and was awarded the Nobel Prize in Literature in 1948.

Pearl Buck (1892–1973) was an American writer and novelist who spent her first 18 years in China where her parents worked as missionaries. After attending college in the United States, Buck returned to China. Her novel The Good Earth, which highlighted the life of Chinese peasants, won the Pulitzer Prize in 1932. Buck returned to the US permanently in 1933. Her work is often set in China, and she was active in humanitarian efforts to protect Asian Americans against racial intolerance. She was the first female American writer to be awarded the Nobel Prize in Literature when she received it in 1938. John Steinbeck (1902–1968) was born in California and attended Stanford University. Through working odd jobs, he came into contact with the poor, especially migrant farm workers, and described their lives in his novels. His greatest success came in 1939 with The Grapes of Wrath. The novel describes how a family from Oklahoma in search of work is driven to migrate to California where they are mistreated and exploited. Other famous books by Steinbeck are Of Mice and Men, The Pearl and Cannery Row. Steinbeck was awarded the Nobel Prize in 1962. 68

Toni Morrison (1931–) became the first AfricanAmerican woman to win the Nobel Prize in Literature in 1993. She describes the life of AfricanAmericans and childhood memories from the South in books such as Sula, The Song of Solomon, Beloved and Jazz. As well as writing she has worked as a teacher, editor and critic, and given numerous public lectures. She is Professor Emeritus at Princeton University.

T HE C A R IB B E A N

V.S. Naipaul (1932–) originally comes from Trinidad and Tobago. At 17 he won a scholarship to study abroad and chose to read English at Oxford. 50 years later, in 2001, and now knighted, Sir V.S Naipaul was awarded the Nobel Prize in Literature. He is one of the leading novelists in the English-speaking Caribbean. His book A House for Mr Biswas (1961) describes Trinidad in the 1930s-50s from the perspective of an Indian immigrant. V. S. Naipaul is also the author of a number of works of non-fiction, including books about India and the Caribbean. His latest book is The Masque of Africa (2010). S O U T H A F R IC A

NadiNe Gordimer (1923–2014) spent her whole life in South Africa and strongly opposed apartheid and censorship. In her works she focused on complex human tensions, and her novels contain characters from different racial backgrounds. In addition to novels such as The Conservationist (1974) and July’s People (1981), she has written over forty other books, including short stories, and non-fiction. She was awarded the Nobel Prize in 1991. J ohN maxwell Coetzee (1940–) grew up in Cape Town, South Africa. After graduating from university he spent some years in England and later in the US, where he completed a doctorate. He has taught at the University of Cape Town and the State University of New York, and been a visiting professor at Harvard, Stanford, and the University of Chicago, and also been active as a translator of Dutch and Afrikaans literature. Two of Coetzee’s fictionalized memoirs are Boyhood and Youth and he won his second Booker Prize for the novel Disgrace in 1999. In 2002 Coetzee emigrated to Australia and now lives in Adelaide. He was awarded the Nobel Prize in Literature 2003. Questions and exercises on the text are on page 214.

Samantha Lewis 45 Milton Road Brixton London SW2 3JD Cate Magazine Ltd. Company Address City & postcode

6 January, 20XX

Dear Sir/Madam, I wish to apply for the post of fashion editor at Cate Magazine, as advertised in the Daily News on 6 September. As you will see from my enclosed CV, I have worked as a journalist and a fashion editor since graduating with a first class degree in media at the University of Wales. I was honoured to be awarded the Young Journalist of the Year prize in 2012 for my work at Women’s World magazine. I am fast and efficient with a keen eye for fashion and design. My communicative skills facilitate both internal teamwork and working with external writers and designers. Fluency in both French and Spanish allows me to stay informed on the latest European trends. Working for a new and cutting-edge magazine like Cate Magazine has always been a dream of mine, and I hope to be given the chance to show how my enthusiasm and determination can lead to even more success for the magazine. Thank you for taking the time to consider this application and I look forward to hearing from you. Yours faithfully,

Samantha Lewis

Writing a CV When you apply for a job in Britain, you’ll almost certainly be asked to send in a CV (Curriculum Vitae, which is Latin for “an account of your life”). This is a short, written description of your education, qualifications, previous employment and sometimes also your personal interests. It is usually the first thing a prospective employer will see from you. It is important, therefore, to make your CV as clear as possible. You should ensure that it 148

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Samantha Lewis

is printed on good quality paper and is error-free. In general your professional experience should come first on the CV unless you have recently graduated, or unless your professional experience is in another field.

Samantha Lewis 45 Milton Road, London SW2 3JD Tel: 0978 3562 32177 Email: Samantha@cvmail.magazine.com PROFESSIONAL EXPERIENCE

2013– Present Women’s World, London, England. Fashion Editor. Responsible for in-house journalists and a large pool of freelance writers and designers. Young Journalist of the Year Award, 2013. Increased writers’ output by 1000 words/ week/writer. 2011–2013 Vanity magazine, Manchester, England. Journalist, and Arts and Reviews Editor. Established new efficient reviewing policy, and re-styled the features sections. 2009–2011 One Break magazine, London, England. Journalist (internship). Shadowed the senior journalists, gaining insight into the different departments of the magazine. Published first article three weeks into the internship. EDUCATION

2006–2009 University of Wales, Cardiff, Wales. BA (Hons) Media. First Class Honours.

1999–2006 Hampton High School, Basingstoke, England. A-levels: Spanish (A), English (B), Psychology (A) GCSEs: English Language, English Literature, Mathematics, Core Science, History, Geography, Spanish, Art and Design, ICT, Religious Studies. OTHER SKILLS Fluent in Spanish and French. Full driving licence. Experienced Windows, Mac, Office, Photoshop and InDesign user. INTERESTS Photography, film, theatre, skiing and squash.

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Writing a letter of complaint Writing a letter to the editor

CHECKLIST FOR WRITING

When you have finished working on your text, check it over one last time – to see if there is anything you should or would like to change. Use the following as a guide. 1 2 3 4 5 6 7 8 9 10 11

Read the text to yourself. Does it make sense or is there anything missing? Is there an introduction, a thesis (the main body of the text) and a conclusion? Does the title or the heading match the text? Do the structure and choice of vocabulary match the genre? What does your text require – formal or informal language? Make sure you haven’t mixed the two. Have you divided the text into separate paragraphs? Check the use of linking words. For example: To begin with…, In addition …, In conclusion… Check the use of verbs. For example, the –s form and the use of tenses. Check punctuation and capital letters. Check spelling. Check overall grammar. For example, the use of tenses, articles, prepositions, pronouns and adverbs.

See checklists for content and structure and language

Peer response – writing Before handing your text over for a peer response it is important that you check it carefully, analyzing it to make it as strong as possible. Discuss the text with these questions as a guide

Title or cover page

It is important to write the title or cover page correctly. On this page you must include: 1 Title of work 2 School 3 Date

4 Name of tutor, teacher or instructor 5 Your name and class

See examples of title/cover page formats

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How to write a research paper

Healthy Eating in Scotland Each headline must be numbered with one digit.

Table of contents

Abstract Table of contents 1 Introduction 1.1 Background 1.2 Aim 2 Methodology 3 Results 3.1 3.2 3.3 3.4 4 Discussion and conclusion

Each subheading has two digits.

References Appendix

Abstract

Background: Scotland has one of the poorest health records of all Western countries, and this has been linked to poor diet. A key part of efforts to improve health has been an action plan to improve the Scottish diet. General practice surgeries (GP surgeries) have been identified as an important setting for health promotion and the provision of eating healthy advice. Aim: The objective was to investigate the view of general practitioners (GPs) and their patients about healthy eating and the provision of healthy eating advice in GP surgeries.

Method: The qualitative research study used semi-structured in-depth interviews with fifteen general practitioners (eight female and seven male) and thirty patients (fifteen married couples in social class 3, 4, or 5, with young children). Results: The study found that health was only one priority in patients’ everyday lives and that these patients questioned the relevance of healthy eating advice. GPs were divided in their opinions with greater enthusiasm being displayed by the younger doctors and the female doctors. However, despite their differing views, GPs felt that GP surgeries were better suited to specific rather than general health advice. Conclusions: If GP surgery programmes to address dietary inequalities are to succeed, both patients’ views and GPs’ views must be taken into account. 151

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Abstract

The abstract should include the background, your aim or objective, and the method or design, including any problem areas, and the implementation of the study. It should end with a brief description of the results, and your conclusion. 1 Introduction 1:1 Background

• State why you chose to write about the subject. • Give some background information. 1.2 Aim

• State what you intend to do. Express your purpose clearly and stick to this intention, or purpose, throughout the paper. • It is advisable to pose one major question, but this can be divided into smaller subquestions. 2 Method

• What methods have been used when researching and writing? Methods can include reading books, talking to people, reading and interpreting diagrams and graphs, etc. 3 Results

• Present the result of your research. • If the major question was divided into smaller questions, use these as sub-headings. • Do not include your own opinion. 4 Discussion and conclusion

Discuss the results and draw conclusions. Mention any new questions which have arisen on the way. Discuss how this work can be continued. Do not state any new information here.

• • • •

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Reference list – the Harvard referencing system All the material that you have read when researching your paper should be specified in the reference section. You can divide your sources in printed materials such as books and papers and into non-printed material such as television programmes and interviews. The sources should be placed in alphabetical order according to the writer’s last name. Books

Hansson, E. 2009. Children in Today’s Schools. Lund: Studentlitteratur. Author, Initials. Year. Title of Book. Edition. (only include this if not the first edition) Place of publication (this must be a town or city, not a country): Publisher. Newspapers

Erikson, H. 2015, The Importance of the French Revolution. Daily Press July 14. p. 3. Author, Initials. Year. Title of article or column header. Full Title of Newspaper, Day and month before page numbers and column line. Newspapers online

Erikson, H. 2015, The Importance of the French Revolution. Daily Press [online] July. Available at: http://www.dailypress.uk [Accessed 30 March 2016]. Author or corporate author, Year. Title of document or page. Name of newspaper, [type of medium] additional date information. Available at: <url> [Accessed date]. Online sources

Ann Cookson’s Website On Philosophy. (2011) [online]. Available at http://www. anncooksonpg.chpg. [Accessed 3 March 2016] Authorship or Source, Year. Title of web document or web page. [type of medium] (date of update if available) Available at: include website address/URL[Accessed date].

Making references in the text – the Harvard referencing system

Books

When you are referring to a book that you have read in the text, write as follows: “the fall of the Roman empire began etc…” (Lancelot, 2014 p. 26) According to Lancelot (2014) Lancelot (2014) states State the last name and the year of publication. If you include a quotation, you must also include the page reference. Newspapers (Erikson, 2015) Newspapers online (Erikson, 2015) Online sources (Cookson, 2011)

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SHARING IS CARING?

Back to the text on page 10.

001 Pair work: Let’s talk! Work in pairs – A and b. Your teacher will give you more information. 002 Interact 1 Why do you think Facebook and other social networks appeal to so many people? 2 What are your feelings about couples who post lots of photos and details of their relationships on Facebook? 3 Do you agree with the author that “instead of broadcasting, we should be narrowcasting”? Why? Why not? 4 What kind of fake identities are created on Facebook or any other social media? Practise the vocabulary in Wordmatch/Spelling 003 Looking at adjectives to describe people Complete the definitions below with a suitable person. Choose from the words below. Use a dictionary if necessary. gullible impetuous impressionable notorious

obstinate pushy ruthless self-effacing

shrewd smug versatile vindictive

1 A(n) person refuses to change their opinions or way of behaving, etc. when other people try to persuade them to. In other words, they’re very stubborn. 2 A(n) person is someone, usually a young person, who is very easily influenced by the people around them and by what they’re told, and who sometimes copies other people’s behaviour. 3 A(n) person has many different kinds of skills or abilities and is easily able to change from one kind of activity to another. 4 A(n) person is able to express thoughts and feelings clearly and effectively. 5 A(n) person is famous or widely known for having done something bad. 6 A(n) person is very good at making practical judgements, especially when they are to their own advantage. 7 A(n) person feels or shows sympathy for the sufferings of others and wants to help them. 8 A(n) person doesn’t make themselves noticeable or they don’t try to get the attention of other people. In other words, they’re modest. 9 A(n) person is easily tricked and tends to believe everything they’re told. 10 A(n) person tries to harm or upset someone, or shows that they want to, because they think that this person has harmed them. 172

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articulate bigoted compassionate flamboyant

11 A(n) person is different, confident and exciting in a way that attracts attention. 12 A(n) person is always demanding things from other people and trying to get what they want (often rudely). 13 A(n) person is likely to act on a sudden idea or wish, without considering the results of their actions. 14 A(n) person has very strong and often unreasonable opinions, often about politics or religion, and believes that everyone else is wrong. 15 A(n) person is too pleased with themselves and their qualities or position, etc. 16 A(n) person is hard and cruel, and is determined to get what they want. They don’t care if they hurt other people. 004 Looking at phrases to use when discussing things When discussing things in groups, either at work or in school, the language is often, though not always, more formal, and it includes phrases that you don’t usually hear in informal conversations. Here are some phrases that are often used when people have discussions. These phrases will help you to speak clearly and professionally, in a way that’s both confident and polite. When you want to give your opinion you can say: In my opinion … or I believe/feel that … or If you ask me, … or you can ask someone else for their opinion by asking them: What’s your opinion, (Jack)? or What do you think, (Emily)? If, after the person gives their opinion and you agree with what they’ve said, you can reply: Yes, I agree with you or Yes, I agree with (Jack). However, if you agree strongly, you might say: I agree with you completely! or Exactly! I couldn’t agree more! Sometimes, you might agree with an opinion, but have certain reservations, in which case you could say: I agree in a way, but … or I know what you mean, but … or You have a point there, (Emily) but … but if you disagree with what a person says, you can reply: No, I disagree or I’m sorry, I don’t agree with you there or I’m not so sure about that. However, there are times you might disagree strongly with what someone has said, in which case you can reply: Come off it! or That’s rubbish!

occasionally you might want to interrupt a discussion. one useful phrase to use is: Do you mind if I say something? Another is: Can I just make a point here? During a discussion there might be a time when you either can’t hear or haven’t understood what someone has said. If this ever happens to you, you could say: (Sorry,) I didn’t catch that or (I’m sorry,) could you repeat that, please? or I’m not sure I understand what you mean (by) … or I’m afraid I don’t follow you. Sometimes during a discussion, you might feel that others haven’t fully understood what you were saying. If this ever happens to you, then you can say: That’s not quite what I meant or I think you’ve misunderstood me.

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Again, there might be an occasion during a discussion when you want to talk again about something that’s been said. Two good phrases to use are: If I could just go back to something (Jack) said/mentioned earlier … or Going back to what (Emily) said/mentioned earlier … Finally, when someone is speaking and you want to show interest in what they’re saying, you can say: (Yes,) that’s true or That’s very true or Good point! Try to learn as many of these phrases by heart as possible, then try to use them in any future discussions. 005 Also see Useful phrases for discussion 006 Speaking: Debate Facebook – For and Against Work in two groups – A and b. Group A has to think up arguments FoR using Facebook, while Group b has to think up arguments AGAINST using Facebook. Work out your arguments before you start. Then come together and have a debate. 007 See On debating 008 Writing: A discussion essay Write a discussion essay (about 400 words) on the following subject. The Pros and Cons of Using Facebook For advice on how to write a discussion essay see Resource Section p. 143. Also remember to use linking words. See pages 163–166. Finally use the checklist for writing on p. 150. Page 143 Pages 163–166 Page 150

SENEGAL Back to the text on page 12. 1 How did the author and Samia first meet? What did they have in common? 2 What sort of people were at the dinner party in Dakar? What did she notice about them which made her feel slightly negative towards Samia? 3 Why did she deliberately walk on the rug? 4 What did she realise when two maids replaced the rug with another one and cutlery and food was placed on it? 5 What do you think she means by ‘The epitome of sophistication is utter simplicity’? 010 Interact 1 How does Maya Angelou’s attitude towards the host family change throughout the story? 2 What do you think about Angelou walking on the rug? 3 Why do you think no one tells Angelou about the mistake she has made? 174

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009 Textwork

Practise the vocabulary in Wordmatch/Spelling 011 Vocabulary: Fill in the gaps Fill in the missing words in the sentences below. Choose from the following words, taken from the text. Then make up your own sentences for the four words that are left over. clinked complexion comprehend epitome

estimation flowing full-blown guise

integrated maids pitcher plummeted

proper simplicity sophistication utter

1 She was blonde with blue eyes and a fair . 2 His speech presented racist ideas under the of nationalism. 3 “I know you enjoy singing in a band, but isn’t it time you got a job?” my father said. “You can always have music as a hobby.” 4 In the past few weeks share prices have to an all-time low. 5 Even now, in her sixties, Dorothy is still the of elegance. 6 We watched in complete and horror as the man pulled out a gun. 7 I remember her as a young girl with black hair. 8 The waiter brought a of water to our table. 9 The Prime Minister doesn’t seem to the scale of the problem. 10 He sank in my when I saw how he treated his wife. 11 The border dispute turned into a crisis. 12 The town’s modern architecture is very well with the old. 012 Check your English No two people are at exactly the same level of English, so here’s a chance to see how much English you already know – especially English vocabulary. Work in groups of 3–4. Your teacher will give you more information.

LISTENING: AN ANYWHERE MAN

013 Listen and answer Listen to Part 1 of An Anywhere Man and choose the answer (A, B, C, or D) which you think fits best according to the text. Read through the questions and answers below before you start. PART 1 1 Which of these is true about Maqil Sunny Karam? A He’s always tried to hide his identity. B He doesn’t seem to mind the rumours he hears about himself. C His father is a politician. D He hasn’t told anyone that he comes from Pakistan.

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2 In which of the following ways does he exploit his anonymity? A He wears a wedding ring to pretend he’s married. He becomes good friends with people at the Pakistani Embassy. B C He pretends to be Indian in order to get free food. D He uses it to chat up Indian or Pakistani women.

☐ ☐ ☐ ☐

PART 2 3 Which of these is not true about Maqil? A He hopes to be President one day. B He’s vain. C He thinks he’s very intelligent. D He’s quite handsome.

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4 Which of the following statements best sums him up? He’s poor at making decisions. A B He believes that effort pays off. C He wants to spend his whole life studying. D He doesn’t seem to have a definite goal in life.

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Now listen to Part 2 and again choose the answer (A, B, C, or D) which you think fits best according to the text. Read through the questions and answers below before you start.

014 Interact 1 2 3 4 5

How would you define a person's identity? What new identity does Maqil Sunny Karam gradually get? How does he make use of his identity? What does he gain by it? What impression do you get of Maqil? How would you describe his character? What does the title An Anywhere Man imply to you? Practise the vocabulary in Wordmatch/Spelling

015 Vocabulary: Definitions Here are definitions of 15 words from the text. Can you work out what they are? To help you, the first and last letter of each missing word is given. 1 2 3 4 5 6 7 8 9 10 11 12 13 14

The traditional beliefs, values, customs, etc. of a family, country, or society. A person uses words in a clever and amusing way. Another word for to ‘hide’. A man who acts violently, especially to commit a crime. Food that’s has very little taste. The hard work or effort that someone puts into a particular activity because they care about it a lot. The ability to understand and realize what people or situations are really like. To suggest that something is true, without saying this directly. To use something for your advantage. A long piece of writing on a particular subject, especially one written for a university degree. The person who has the legal right to receive the property or title of another person when they die. Not well known and usually not very important. A man who takes too much pride in himself, so that he's always thinking about himself and his appearance, is a good example of . Small amounts of a food with a salty taste, not a sweet one, often served at a party, etc. A feeling of friendship between members of a group.

h w c t b

e y l g d

i e

y t

h o

r e

s f

s y

016 Advanced Vocabulary Revision: Prepositions 1 In Solid Gold 2 you concentrated on expanding your vocabulary. In Solid Gold 3, you’ll look at more advanced vocabulary, including prepositions after verbs and nouns, prepositional phrases, linking words, choosing correct adjectives, nouns and verbs and word formation. We’ll start by looking at prepositions – namely prepositions after verbs and adjectives.

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Go to the Advanced Vocabulary Revision section in the book and do the exercise Prepositions 1 (after verbs and adjectives) on page 264.

INEQUALITY MACHINES Back to the text on page 14. 017 Textwork 1 2 3 4 5 6

Why is it easier for upper middle class people to get into university? What does Erica learn about the affluent people in Denver? What is meant by “cultural capital”? Why is Erica critical of some of her teachers? What kind of lives do some of Erica’s old friends have? What different cultures has Erica experienced?

018 Interact 1 2 3 4

Why are elite universities referred to as great inequality machines? What can be included in extra curriculum supervision? “Denver was like a cultural-exchange program.” What do you think Erica means by that? How true do you think the following statement is? “You put some incentives in front of people, no matter what their cultural differences, and they will respond in predictable, law-governed and rational ways.” 5 What qualities make Erica special? 6 Do you think Erica can beat the system? Give reasons. Practise the vocabulary in Wordmatch/Spelling

019 Vocabulary: Synonyms

A 1 2 3 4 5 6 7 8 9

acquire aspiring assume assumption come in handy diversity fuzzy hard-headed immutable

B a) tough; stubborn b) supposition c) spur d) obtain e) big shot; tycoon f) incomprehensible; baffling g) unalterable h) proposal; suggestion i) foreseeable

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Look at the two lists of words below. List A (1–16) contains words taken from the text. In list b (a-p), there are synonyms for each of these words. Look at how the words in A are used in the text and then match them to an appropriate synonym or synonyms in b.

10 11 12 13 14 15 16

incentive inexplicable merge mogul predictable proposition weed out

j) woolly; unclear k) suppose l) get rid of; remove m) variety; assortment n) join together; amalgamate o) would-be; ambitious p) be useful

020 Speaking You’re going to be interviewed for admission to university. You’re asked to give a threeminute presentation of your background, your interests and you’re also asked to briefly give information about your upper secondary school programme. Give your presentation. For advice on how to make a speech see Resource Section p 140. 021 Reading and Use of English: Multiple-choice cloze In Solid Gold 2 you practised some of the types of exercises found in the Cambridge English: First (FCE) and the Cambridge English: Advanced (CAE) exams. In Solid Gold 3 you will concentrate on typical exam questions found in the Reading and Use of English section of the CAE examination (Parts 1–8). In this exercise, you have a short text with 8 gaps. For each gap there are four possible words. You have to choose the correct word. Turn to the Reading and Use of English section of the book and do the exercise Multiple-choice cloze on page 278. 022 Useful Idioms 1: Idioms to do with parts of the body

To be really fluent in English you need a good knowledge of colloquial expressions or idioms. In Solid Gold 3 you’ll learn many useful ones. In this unit we’ll concentrate on idioms to do with parts of the body. A If you describe someone as wet behind the ears, you mean that they’re young and inexperienced, while a rude child would be called cheeky. Someone who plays the piano by ear does it from memory not from reading music and if you’re very busy you might say that you’re up to your ears in work. Someone who’s tight-fisted is mean and doesn’t like spending money while someone who’s all fingers and thumbs is very clumsy. If you fancy someone at a party, you might give them the eye or make eyes at them. If you don’t agree with your parents, you can say you don’t see eye to eye with them. People who turn a blind eye to something deliberately ignore it but if you want someone to watch your 179

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Författarna till Solid Gold, Eva Hedencrona, Karin Smed-Gerdin och Peter Watcyn-Jones är upphovspersoner till många uppskattade läromedel i engelska för gymnasiet, och Solid Gold är det senaste för alla kurser på gymnasiets studieförberedande program och motsvarande nivå inom vuxenutbildningen.

SOLID Gold 3 Solid Gold 3, för kursen Engelska 7, är ett helt nytt och utmanande läromedel för elever på studieförberedande program och för studerande inom vuxenutbildningen eller motsvarande. Läromedlet innehåller en omfattande och varierad textdel med texter i olika genrer, en omfattande övningsdel till texterna, en användbar resursdel i Resource Section, språkträningsavsnitten Advanced Vocabulary Revision och Reading and Use of English, med CAE-koppling, samt ordlistor. Texterna presenteras i nio teman, och det finns ett separat avsnitt om Nobelpristagare i litteratur. I Resource Section finns en guide för användbara strategier, bland annat om hur man blir en bättre talare och skribent, och hur man anpassar sitt språk beroende på situation och mottagare, speciellt i akademiska sammanhang. I det digitala materialet finns läromedlets övningar i digital, självrättande form för träning av alla glosor samt generella språkfärdighetsövningar. Ljudet till hörövningarna finns också här. I e-boken finns även bokens innehåll inspelat med autentiska röster och textföljning. I det digitala materialet kan var och en söka på innehåll i boken och lägga in anteckningar och eget material, exempelvis i form av webblänkar. För ökad tillgänglighet är läromedlet mobilanpassat, och kan användas på dator, surfplatta eller mobiltelefon. Övningsresultaten sparas och genom dynamisk återkoppling får eleven underlag för att välja att göra om en övning eller gå till nästa. Samtliga övningar kopplas till kunskapskraven genom målformuleringar, och elever och lärare får stöd av bedömningsmatriser. Licensen som ingår i elevpaketet gäller i fyra år och kan ärvas mellan elever. Solid Gold finns också som digital produkt med ettårslicens för enskilda användare eller en hel klass. Läs mer om Solid Gold på studentlitteratur.se/solidgold

Art.nr 37768

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