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STRIKE GOLD Elevpaket – Digitalt + Tryckt

LÄS OCH PROVA ELEVPAKETETS SAMTLIGA DELAR

STRIKE GOLD Elevpaket – Digitalt + Tryckt

Strike Gold 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 Strike Gold är ett läromedel för Engelska 5. Genom genrepedagogik får eleverna jobba med sin egen språkutveckling och lära sig mer om den engelsktalande världen.

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

Interaktiv version av boken, inläst med autentiskt tal och textföljning

Interaktiva övningar

Fungerar på dator, surfplatta och mobiltelefon

klicka på bilden och prova

Eva Hedencrona Karin Smed-Gerdin Peter Watcyn-Jones

Studentlitteratur AB Box 141 221 00 LUND Besöksadress: Åkergränden 1 Telefon 046-31 20 00 studentlitteratur.se

Kopieringsförbud Detta verk är skyddat av upphovsrättslagen. Kopiering, utöver lärares begränsade rätt att kopiera för undervisningsändamål enligt Bonus Copyright Access skolkopieringsavtal, 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. Redaktion: Charlotte Rosen Svensson Formgivning: Helena Jansson Illustrationer: Kerstin Holmsted Omslag: Jens Martin, Signalera Art.nr 39513 ISBN 978-91-44-11802-4 © Författarna och Studentlitteratur AB 2018 Upplaga 1:1 Printed by Interak, Poland 2018

welcome to strike gold! Strike Gold will improve your English in a variety of ways but first and foremost, it provides the materials you need to make sure you meet the requirements for English 5. All of Strike Gold is available digitally which gives you the freedom to work on your computer, iPad or mobile phone – whichever suits you best. If you have the book, there is a code you can use to access the digital material. Have a look at the Quick Guide to Strike Gold on page 8 to find out how it works. Strike Gold covers the core content of English 5, with 15 chapters covering different aspects of social and political issues, living conditions and cultural features in the English-speaking world. The texts are from such different genres as fiction, biographies, poems, magazine articles, and more. Each chapter also includes many exercises dealing with the texts and the listening comprehensions. Some Names Worth Knowing updates you on some famous people. In addition, there are texts for extra reading in the digital material, called Want Some More?. All of the material is recorded, so you can listen to it while reading. In the Resource Section you’ll find various strategies to use when studying. There’s also advice on how to give a presentation and how to improve your writing. You’ll also learn how to adapt your language to suit who you’re talking or writing to, what situation you are in, and what your purpose is with your writing or speech. Furthermore, Strike Gold offers support to help you to develop your ability to narrate, summarise, explain, discuss and argue. The Vocabulary Bank section has exercises to help you to expand your vocabulary further. There is also a Mini Grammar section backed up by interactive grammar exercises. We hope Strike Gold will be fun and inspiring to work with in English 5.

Best of luck with your studies! The Strike Gold team

Contents CHAPTER 1

reading To Tell The Truth reflective essay

Listening Back to Sudan social justice biography

WSM? How to Read a Person Like a Book advice

CHAPTER 2

Reading The No-Homework Policy business biography

Listening Have a Plan self-help

CHAPTER 3

Reading What Does It Mean? humour, quotations Listening Superstitions interview

WSM? Worldwide English factual text

Reading The Downside of Fame cultural studies

Listening Elizabeth Olsen – An Interview media interview

Extra reading Public, Private celebrity autobiography

CHAPTER 4

CHAPTER 5

Reading A Long Way Home memoir

Listening 100 Pieces of Gold fairy tale

CHAPTER 6

Reading My First New York memoir Shopping poem Listening The Big Apple descriptive text

67 72

WSM? About New York City descriptive text

SOME NAMES WORTH KNOWING

CHAPTER 7

Reading London Lost Property narrative text

Listening Which City? dialogues

CHAPTER 8

Reading Check Your Bias social justice autobiography

Listening Down the Niagara Falls interview

CHAPTER 9

103

Reading The Secrets of My Life autobiography

104

Listening 32,000 Barbie Dolls argumentative speech

110

CHAPTER 10

114

Reading Tonight Is Perfect! Fiction Love Poems poems

115 121

Listening The Collector play

126

CHAPTER 11

130

Reading Digital Detox magazine article

Listening 140 Characters business autobiography

131

136

WSM? Common Internet Scams fun facts

139

Reading The Best Music Festival in the World descriptive text

140

Listening The Final Curtain celebrity biography

146

CHAPTER 12

CHAPTER 13

151

Reading Before Takeoff work description

152

Listening Where Are They? dialogues

158

Extra reading Losing My Virginity autobiography

160

WSM? 24 Mile Leap newspaper article

CHAPTER 14

165

Reading Sugar Rush magazine article

166

Extra reading Cars Are Disgusting! argumentative essay

174

CHAPTER 15

179

Reading The Penguin Lessons narrative text Listening Magellan Penguins descriptive text

180

187

WSM? The Story of Greyfriars Bobby narrative text RESOURCE SECTION

191

VOCABULARY BANK

219

GRAMMAR

229

Word Lists Complete list of all words in the listening and reading texts

Quick Guide to Strike Gold There are four sections in the printed Strike Gold: • 15 chapters, with texts to read and listen to, and exercises. • A Resource Section featuring strategies to use when reading, listening, speaking and writing. • A vocabulary bank, with extra exercises on vocabulary. • A grammar section, with a short grammar guide in English, and links to grammar exercises in the digital material. In addition, in the digital material you will find • An e-book version of the printed book. In this you can also write notes and highlight parts of the book, and listen to all of the text in the book. • Model texts, and films explaining how to write the different types of texts. • The grammar in Swedish, and all of the grammar exercises. • Word lists where all of the glossary words to the texts are included. You can click on the words to hear them pronounced. • The answer key to all the exercises in the book. • More digital exercises.

Whenever you see this , it means that there is an exercise, or something to listen to or to read, in the digital material. If you are reading it in the e-bok online, you can click on the to go directly to the material. If you are reading it in the printed book, then you know that you can go to the digital secton and find the extra material.

Accessing the digital material:

There is a code printed on the inside front cover of the book. Go to Studentlitteratur.se and create an account. Write down your username and password so that you remember it! Then use the code from the book to activate the book. You only need to use the book code once.

CHAPTER 1

Focus on… • cultural differences • expressing opinions • communication • strategies for listening

1 At a party

Work in groups of 6–8. Imagine you could choose any identity for yourself. What name would you choose? What nationality? What job? What interests? What background? Your teacher will give you more information.

TO TELL THE TRUTH

y mother, Vivian Baxter, warned me often not to believe that people really want the truth when they ask, “How are you?” She said that question was asked around the world in thousands of languages and most people knew that it is simply a conversation starter. No one really expects to be answered, or even wants to know: “Well my knees feel like they are broken, and my back hurts so bad I could fall down and cry.” A response like that would be a conversation stopper. It would end before it could begin. So, we all say, “Fine, thank you, and you?”

I believe in that way we learn to give and receive social lies. We look at friends who have lost dangerous amounts of weight or who have added ungainly pounds and we say, “You’re looking good.” Everybody knows the statement is a blatant lie, but we all swallow the untruth in part to keep the peace and in part because we do not wish to deal with the truth. I wish we could stop the little lies. I don’t mean that one has to be brutally frank. I don’t believe that we should be brutal about anything. However, it is wonderfully liberating to be honest. One does not have to tell all that one knows, but we should be careful what we do say is the truth. Let us bravely say to our young women, “That raggedy hairstyle may be trendy, but it is also unattractive. It is not doing anything for you.” And let us say to our young men, “Your shirt-tail hanging out from under your jacket does not make you look cool, it just makes you look unkempt and uncared for.” Some Hollywood fashion police decided recently that appearing in wrinkled clothes with half-shaven faces was sexy because it made men look as if they had just arisen. The fashionistas were both right and wrong. The disheveled look does make the person appear to have just gotten out of bed, but they are also wrong because that look is not sexy, it is just tacky.

expect förvänta sig response svar receive motta amount mängd, massa ungainly otymplig a blatant lie en uppenbar lögn in part delvis, till en del deal with ta itu med frank uppriktig

liberating befriande raggedy ovårdad shirttail nederdel av skjorta unkempt okammad; sjaskig uncared for vanvårdad appear visa sig wrinkled skrynklig disheveled ovårdad tacky smaklös; sjabbig

he nose, nipple, and tongue rings are the possession of the very young who are experimenting. While I don’t like them, they don’t bother me much because I know that most of the youth will grow older and will join the social sets in which they work and live. The rings will be discarded and the young people will pray that the holes heal over so that they will not have to explain to their own teenagers why the holes were put there in the first place. Let’s tell the truth to the people. When people ask, “How are you,” have the nerve sometimes to answer truthfully. You must know however, that people will start avoiding you because they too have knees that pain them and heads which hurt and they don’t want to know about yours. But think of it this way, if people avoid you, you will have more time to meditate and do fine research on a cure for whatever truly afflicts you. FROM LETTER TO MY DAUGHTER BY MAYA ANGELOU

nipple bröstvårta possession ägo discard överge; kasta bort heal over läka igen

avoid undvika meditate fundera på afflict drabba

Show that you have understood the text To Tell the Truth by completing the statements below with information from the text. Sometimes one or two words are enough. 1 The question “How are you?” is really meant as a means of starting a . 2 People don’t usually answer the question thank you.” 3 We often tell lies in order not to 12

. They simply say “Fine, other people.

2 Textwork

4 The writer thinks that being honest with people is very should really make sure that what we say is .

and that we

5 The writer thinks that young men with their shirttails hanging out from under their jackets look rather than cool. 6 She thinks that the dishevelled look is not sexy at all but looks instead. 7 People might start

if you suddenly start telling them the truth.

Practise the vocabulary in Wordmatch

and Spelling

3 Vocabulary: Definitions Here are definitions of twelve 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 An

person isn’t very neat or tidy in appearance. u

2 To

is to think seriously and deeply about something. m

t e

3 To be is to be honest and direct in what you say, sometimes in a way that people might not like. f k 4 To something is to throw it away or get rid of it because you no longer want or need it. d d 5 An

person is someone who’s awkward and clumsy. u

6 Something that’s taste. t 7 If you 8 To

looks cheap or badly made, and shows poor y

something to happen, then you believe it will happen. e a person is to keep away from them. a

9 Something that’s like. l g 10 A

makes you feel free and able to behave as you

is an answer or reaction to something. r

11 A lie is one that’s told intentionally, often without caring if people believe it or not. b t 12 A

shirt is a shirt that perhaps needs ironing. w

4 Interact 1 Do you agree or disagree with what Maya Angelou says in the text? Give reasons. 2 Have you ever told a lie to a friend, rather than upset them by saying what you really think? Give examples. 3 Should you always be totally honest with other people? Why? Why not?

5 Vocabulary Bank: Useful verbs 1 There are a number of verbs, adjectives and nouns that are common both in speech and in writing which can be considered as ’essential’ vocabulary. These need to be a part of your own vocabulary bank. In Strike Gold you’ll get a chance to build on and revise some of the most useful ones. Let’s start with verbs. Put the correct verb in each sentence. Make any necessary changes. Choose from: admit bribe pretend punish waste government officials or

2 Don’t your money doing the National Lottery. You haven’t got a hope of winning! (slösa) 3 James wanted to go home early, so he 4 ‘All right! I an accident!’ (erkänna) 5 Do you think we should

to be ill. (låtsas)

it! I broke the vase!’ Tom said to his mother. ‘But it was criminals or try to reform them? (straffa)

Now turn to page 220 in the Vocabulary Bank and do Useful Verbs 1. 14

1 In some countries, it’s quite normal to police officers. (muta)

LISTENING

BACK TO SUDAN 1 Do you agree? Read through the following statements and mark with a cross any that you agree with. 1 2 3 4 5 6 7 8 9 10 11 12

☐

People usually shake hands when they meet each other. Blowing your nose in public is OK. A woman shouldn’t look a man in the eyes when he’s talking directly to her. Asking someone how much they earn is OK. Asking someone about their religious beliefs is OK. When invited to a party, bringing a friend is OK. When eating dinner at a friend’s house, asking for a second helping is OK. A woman’s primary role in life is to serve her husband and raise his children. It’s OK for students to call teachers by their first names in school. It’s OK for parents to decide who their children will marry. It’s OK for teenagers to go out on dates. Young people usually live with their parents until they get married.

☐

☐ ☐

☐

Now work in groups of 3–4 and compare your answers.

Which statements, if any, would you say should be true for all cultures?

Become a better listener by trying some new strategies. Have a look at Listening strategies in the Resource Section on page 196. 15

2 Listen and recall

Listen to the text Back to Sudan and fill in the missing information or choose the best answer (a, b or c). Before you start, read through the sentences. The listening

and the word list

are in the digital material. .

1 Yassmin was flying to Sudan from

2 Which of these is true? a) Her brother is fifteen years old. b) Her brother squeezed her. c) It was the last time Yassmin would visit Sudan with her entire family. 3 Yassmin a) thought Sudan was smelly b) missed her home country c) felt bitter about Sudan. 4 How many passports does Yassmin have? a) one b) two c) three 5 If you had an Egyptian passport you could get cheaper tickets to see the . 6 Yassmin has found that a sweet

from a lady seems to go a long way.

7 The family had to wait a long time to get a) a taxi b) their luggage c) through immigration. 8 The

in Sudan are not the same as the ones in Australia.

9 It’s not usual in Sudan for strangers to make a) a noise b) eye contact c) small talk. 10 Yassmin was wearing a flowing top and a 11 In Sudan, a girl is not expected to Practise the vocabulary in Wordmatch

. with a boy.

and Spelling

3 Interact

1 Yassmin says that each of her passports gives her an identity. What does she mean? What different identities does she “slip into”? 2 In what ways might she have to adjust when visiting Sudan?

4 Focus on words to do with communication

Write down a translation/explanation of the words in bold type 1–27 in Swedish or your own language. When people (1) communicate, they naturally use (2) language, but would it surprise you to learn that according to some people, nearly 80% of communication is (3) non-verbal – commonly known as (4) body language? Mastering this is a big advantage as various (5) gestures and (6) facial expressions are often clues as to what the person you’re talking to is really thinking. But not all people can communicate (7) orally. Deaf people, for example, either learn to (8) lip read or they use (9) sign language which, some people say, is far more (10) communicative than spoken language. (11) Native speakers usually have a much wider (12) vocabulary than (13) nonnative speakers. They tend to use more (14) colloquialisms, (15) idioms, (16) phrasal verbs and (17) slang when they (18) interact with others. Although there are more people in the world who are (19) fluent in Chinese than any other language, it’s English that has become the (20) lingua franca – especially when it comes to international conferences and business. This certainly reduces the cost of hiring hundreds of (21) interpreters. (22) Pronunciation and (23) intonation are also important when it comes to speaking. Most people who don’t speak English as their (24) mother tongue speak with a certain (25) accent which is easily recognizable. But whereas Scandinavians and Dutch people can easily learn an English accent which sounds similar to a native speaker’s, Chinese people, French people, Italians and Spaniards can be (26) misunderstood simply because of the way they pronounce certain words. But to communicate successfully in English you have to be prepared to make mistakes. No one is born fluent. Language is a skill, just as driving or learning to play a musical instrument is, and becoming more (27) proficient can be summed up in three words – practise, practise, practise!

WSM? HOW TO READ A PERSON LIKE A BOOK

Sum up and comment 1 Do you think it’s important to learn about different cultures? Why? Why not? 2 What different cultural influences have you experienced? 3 Why might it be useful for you to have international contacts now or in the future? 4 What listening strategies did you use? Did you find them helpful? 17

Welcome to the Resource Section of Strike Gold. Use it to improve the way you learn and use English. It will help you build your vocabulary and sharpen up your grammar, as well as suggesting strategies to get better at understanding, speaking, reading and writing in English. There’s no need to read the whole Resource Section from start to finish – just go straight to the section you need as you work through the book. Remember the letters S, L and P:

S L P

STRATEGIES. Think about the way you learn and study

and decide which strategies you want to use to improve your spoken English and your ability to understand when other people speak English. Decide on a strategy to get better at writing. LOGBOOK. Keep a logbook and write down how you’re progressing. Write a date next to each entry. Get into the habit of reflecting on how you learn. Keep a note of the different strategies you use and how well you think they work for you.

PORTFOLIO. You will have solid proof of what you’ve achieved by keeping a portfolio. Tests, papers, recordings – anything you’ve produced in English should be in there. You can keep this on paper or digitally, and you may be surprised how much you’ve collected at the end of the year.

192

1 Assessment

page 193

2 Reading strategies

page 194

3 Listening strategies

page 196

4 Strategies to learn new words

page 198

5 Speaking strategies

page 199

6 Strategies for writing

page 202

7 Genres and model texts

page 208

8 How to use linking words

page 214

9 Pick and choose

page 218

Follow these links or go to the page:

1 ASSESSMENT Assessing your language ability helps you to keep a record of your progress. Fill out this form when you begin your course, halfway through the course and finally at the end to see how you have improved. The statements match my level of English (choose 0–4) 0 = not at all 1 = a little 2 = fairly well 3 = very well 4 = perfectly 1st assessment

I can understand spoken English overall and in detail.

3rd assessment

I can take part in discussions and comment on general content and details.

I can read and understand different genres of English.

I can discuss and comment on the content of written material. I know ways to improve my own writing.

I can select and use different strategies to improve my interaction in English.

I can choose material from different media and use it in my own written work as well as in oral interaction.

I can check and critically evaluate spoken and written sources.

I can discuss cultural differences and make references to my own knowledge and experience.

I can change the way I speak and write English depending on what I want to say, who I am talking to or writing for, and the context. I can express myself orally and in writing in a clear, coherent and structured way using the appropriate genre, or text type, for the purpose.

2nd assessment

193

7 GENRES AND MODEL TEXTS When you speak or write you should adapt what you say or write according to who you’re speaking or writing to, what you’re speaking or writing about and to the situation you find yourself in. These different ways of speaking or writing are known as different genres or different text types. Purpose

Every genre has a specific purpose. The purpose determines how the genre is constructed. For example, instructions are meant to explain a process and are constructed so that the information is given step by step. Structure

Every genre has its own structure. A set of instructions starts by stating the goal – for example, how to make a delicious fudge cake. This is then followed by a list of ingredients and step-by-step instructions showing how to make the cake. A news program can also be considered as a genre and has its own structure, often starting with the day’s headlines, followed by details of the major news items, moving on to smaller news items and ending with the weather report. You would probably be surprised if it started with the weather report and ended with major international news. Language

To help you, there are model texts for: Advice on project work How to write a narrative How to write a summary, or a commentary on a story How to write a formal letter In the digital material you will find: How to write a review How to write instructions How to write an informal letter How to write a formal e-mail 208

page 209 page 210 page 211 page 212

Every genre has a specific use of language. For example, many newspaper articles are written in the past tense, while a set of instructions will require action verbs in the imperative form. Think about the different texts you know. You will find that the structure and language of a bedtime story is completely different from that of a car manual telling you how to change a tyre. When writing in a particular genre you need to know how to structure the text and what type of language is required.

ADVICE ON PROJECT WORK 1 Prepare

What are you supposed to work with? Let’s say you are going to present a musical artist. First, you will need to narrow the project down to some interesting aspect of that person’s musical career. What are you going to focus on? What do you want to find out? Come up with 2-3 questions which you would like to know the answers to. 2 Search

Think of effective search words. Write down your findings and don’t forget to bookmark or write down your sources. 3 Choose

What information is relevant? Which sources are credible? Critically assess your sources. Decide which information best helps you answer your questions and which you can use in your project. 4 Use

Write down the answer to your questions. Make use of objects, pictures, film clips or sound tracks. You can create your text in the form of a PowerPoint, a Prezi or any other way you choose. 5 Present your project work

For some tips on how to prepare your presentation see Advice on talks and presentations on page 202.

Listen and watch the explanation.

209

Grammar Nouns

231

Plural nouns Uncountable nouns The genitive

232

The indefinite article The definite article Pronouns Personal pronouns Possessive pronouns Reflexive pronouns Relative pronouns Question words Indefinite pronouns: some and any

There is / There are Adjectives Adverbs Verbs Auxiliary or ‘help’ verbs Verb forms Present Present continuous Past Perfect Past perfect The future Conditionals Present simple or present continuous -ing form after preposition -ing form after certain verbs / expressions Verb with infinitive The do- construction Modal verbs Must, have to

Irregular verb forms Capital letters Prepositions Word order Grammatiken finns även på svenska i det digitala läromedlet. 230

231 232 233 234 235 235 235 236 236 237 237 238 238 239 240 241 241 242 243 243 243 243 244 244 245 245 246 246 247 248 249 249 252 252 254

NOUNS Nouns are people and animals (boy, girl, cat), objects (chair) and feelings (love). Places, names of places, and names of people or animals are also nouns. For example, England, Kate or Lassie. Most nouns can be singular or plural.

How to form plural nouns For most nouns – add an –s + -s

A few nouns ending in o o > -oes

car

hero

cars

heroes

Nouns which end in a consonant + y y+s >-ies

Nouns which are the same in the singular and the plural

story

aircraft Japanese Sheep Swiss

stories

Some nouns ending in –f and –fe f + s > -ves, -fe + s > -ves thief wife knife

thieves wives knives

Nouns ending in –ch, -sh, -s, -x + -es match dish glass box

matches dishes glasses boxes

aircraft Japanese sheep Swiss

Irregular – learn these by heart child foot man mouse person tooth woman

children feet men mice people teeth women

Practice nouns in the plural.

Nouns which only exist in the plural police (singular: a police officer) people (singular: a person) cattle (singular: a cow or a bull) glasses (singular: a pair of glasses) scissors (singular: a pair of scissors) trousers (singular: a pair of trousers) jeans (singular: a pair of jeans) 231

Författarna till Strike Gold, Eva Hedencrona, Karin Smed-Gerdin och Peter Watcyn-Jones är upphovspersoner till många uppskattade läromedel i engelska för gymnasiet, och Strike Gold är det senaste för Engelska 5.

STRIKE GOLD Strike Gold är ett läromedel för Engelska 5. Allt-i-ett boken innehåller ett brett urval av texter och såväl kommunikativa övningar som ordövningar, en praktisk resursdel i Resource Section, en Grammar på engelska samt ordlistor. 15 kapitel erbjuder lästexter och hörövningar från olika genrer som täcker olika ämnen. I Resource Section finns bland annat en guide med användbara strategier för hur man blir en bättre talare och skribent, och vägledning i hur man anpassar sitt språk beroende på situation och mottagare. I det digitala materialet finns läromedlets övningar i digital, självrättande form för träning av alla glosor och grammatik samt generella språkfärdighetsövningar. Ljudet till hörövningarna med interaktiva innehållsfrågor finns också här. I e-boken finns även bokens hela innehåll inspelat med autentiska röster och textföljning. Var och en kan söka på innehåll i boken och lägga in anteckningar och eget material, exempelvis i form av webblänkar, i det digitala materialet. 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. Licensen som ingår i elevpaketet gäller i fyra år och kan ärvas mellan elever. Strike Gold finns även som digital produkt.

Art.nr 39513

studentlitteratur.se