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TRACTION GREEN Elevpaket – Digitalt + Tryckt

LÄS OCH PROVA ELEVPAKETETS SAMTLIGA DELAR


TRACTION GREEN Elevpaket – Digitalt + Tryckt

Traction Green 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 Traction Green för Engelska 5 är ett tydligt läromedel som det är lätt att följa gången i, främst avsett för yrkesförberedande program. Engagerade texter av olika slag följs av ett rikligt övningsmaterial, som både tränar eleverna i läsförståelse och även i deras kommunikativa och resonerande förmågor.

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


TRACTION Green Engelska 5

Karin Holmberg Annelie Rydh Jaensson Gรถran Larsson Annevi Pihlsgรฅrd


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: Per Lindsjö Formgivning: Sten Melin Grafisk Form Omslag: Sten Melin Grafisk Form Art.nr 39521 ISBN 978-91-44-11924-3 © Författaren och Studentlitteratur AB 2019 Upplaga 1:1 Printed by Interak, Poland 2019


Welcome to Traction Green! Traction Green will help you improve your English in a number of ways and it also provides the materials you need to meet the requirements for the English 5 course. The digital material includes everything that you see in this book – and even more. With Traction Green you can work with book, pen and paper, or completely digitally. For instance, you can listen to all the recorded texts on your computer, tablet or mobile phone, and you can also practise your English with all the interactive exercises and get instant feedback. The seven different units of Traction Green all follow the same structure and cover a wide range of topics and text genres. Each unit starts with a short introduction to listen to and to get you thinking about the theme of that unit. In every unit there are both longer and shorter texts, such as articles and factual texts together with extracts from novels or biographies, and at least one listening exercise. At the end of each unit there is a text from a different genre, including a song lyric, an extract from a play (drama), a poem, an article, three haikus, a speech and a movie review. In English Handbook you will find a guide to working on the language skills of speaking, listening, writing and reading. It is a resource book that includes exercises. In it you will find advice on such topics as how to prepare a speech and how to write a summary. It also explains how to prepare for a listening exercise and how to evaluate sources. In the section called English Speaking Countries Around the World you can read about a number of English speaking countries all over the globe. There are six countries in the book and a few more in the digital material. Cases and Go On are extra sections in the digital material where you can work on the English skills which may be needed for your future work, through exercises and role play. In short, Traction Green covers much of what you need to develop your language skills and complete the English 5 course successfully. We hope that you will find it fun and inspiring to work with. Best of luck with your studies! The Traction Green team


Contents 1. IDENTITY 5 Your Social Identity 6 Your School Identity 8 Pretty Girl 13 11 Listening: Pretty Girl 13 cont. 13 Listening: Life of Pi 14 Genre: Conversations With My 13-Year-Old Self 15 2. COMMUNICATION 17 Development of Communication Technology 18 Why Communication Is the Most Important Skill 20 Playing for Pizza 24 Listening: Playing for Pizza cont. 28 Genre: The Importance of Being Earnest 30 3. GRIT 33 Two Writers who Didn’t Give Up 34 Learn How to Stay on Track 36 An Athlete’s Challenges 40 A Chance to Speak 45 Listening: Jessica Watson Around the World 49 Genre: Quitting Is Not the Way 51 4 OVER THE TOP 53 Survivors Against All Odds 54 Deathwish as Lifestyle 56 Being Jack 61 Listening: Fierce Creatures 67 Genre: Engineer Aiming for Gold 68

5 THE FUTURE 69 Future Technology 70 How Technology Will Change the Future of Work 72 Divergent 75 Listening: Divergent cont. 79 Genre: Future Haikus 80 6 WORKING LIFE 81 Be Nice to Nerds 82 My Dream Job 84 Nice Girls Don’t Have Fangs 90 Listening: The Handmaid’s Tale 96 Genre: Life Is a Game 97 7 A SUSTAINABLE WORLD 99 Reduce Reuse Recycle – The Three R’s 100 Picking Up Trash 102 The Martian 104 Listening: Surfers Save the Ocean 108 Genre: An Inconvenient Sequel 110 ENGLISH HANDBOOK 115 ENGLISH SPEAKING COUNTRIES AROUND THE WORLD 130 WORD LISTS 150


1 IDENTITY

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before we get started What is identity? Listen to the introduction to the unit about identity and start thinking about what it is and what it means to you.

Your Social Identity By Adam Cash

component | part societal category | type of social group group affiliation | group you belong to vocation | line of work clique | inner circle, group of friends affiliate | connect to comprised | be made up of

What’s your name? Where are you from? What’s your religion? Each of these questions is a component of one aspect of your social identity — those things that identify you with a particular societal category. Group affiliation refers to things such as your vocations and social clubs. Many people identify themselves by their type of work. But another important dimension of the social identity is the kinds of social clubs and cliques a person affiliates with. Your social identity is comprised of certain identity factors that, when taken all together, equal the social “you.” These factors include kinship, race and ethnicity, and religious beliefs. Go to the word list. Practise the words in Wordmatch

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and Spelling.


Let’s Go Talk about these questions with someone in your class. 1. What makes up your social identity at school? Give some examples. 2. How would you describe your group affiliation? 3. Which three words would you use to describe your identity? 4. Do you feel that you have a social identity or a personal identity – or both?

Explain what you mean and give some examples. 5. How do you think others would describe you in three words?

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Your School Identity By Sue Williams, The Sydney Morning Herald

unisex | for both men and women redesign | change the way something looks gender issue | concerns about gender (men and women) revamp | remake

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Trousers for girls. Swim shorts for boys. Unisex shirts. And hoodies now often for both sexes. School uniforms are finally being updated, with a number of schools across Australia listening to the views of students and their parents, and redesigning their uniforms to suit kids’ changing needs. And the drivers of this modernisation vary wildly: From young people increasingly dealing with their own gender issues to body shapes that have altered dramatically through the generations, from cultural concerns all the way to global warming disrupting weather patterns. “School uniforms do date and a lot are often no longer appropriate to students’ ages, figure types or to the times,” says couture designer Jonathan Ward, who’s increasingly being called in by schools to revamp their uniforms. “Young people today are very different to how they were 30 years ago, both physically and mentally. Girls develop younger, boys are taller, and they both need to be provided with clothing that suits different body types and makes them feel comfortable and confident so they perform better at school.”


Kids now typically grow 3–4 cm taller than their parents, with puberty beginning much earlier; from 12 and a half for girls, who often also have breasts developing from the age of seven. In addition, according to the Australian Bureau of Statistics, a quarter of children aged 5–17 are now overweight or obese. Many are also struggling with their own gender identities so the option of trousers and shorts for girls, blouses and shirts that look similar and more unisex items gives students more choice. Phillip Heath, head of Sydney’s Barker College, who has hired Ward to redesign its red and blue uniforms, says: “Allowing students a choice is, I reckon, the answer to the whole gender identity question. “It’s important not to engineer children’s lives at a very complex time of their emerging identity but to allow them choices and a kind of wriggleroom that’s so important as they explore who they are.” At Melbourne’s Wesley College, principal Dr Helen Drennen, also in the process of introducing a new uniform in traditional purple and gold, agrees. “Having mix and match options, as well as gender-neutral clothes, is important,” she says. “They work for boys as well as girls and cross-gender students. We haven’t had a case of a boy choosing to wear a girl’s summer dress because we’ve got options that give our student population a level of comfort.”

item | thing; here piece of clothing cross-gender | across gender boundaries

Go to the word list. Practise the words in Wordmatch

and Spelling.

Let’s Go Discuss in pairs or groups. 1. Why do you think the authorities have decided that students are to wear school

uniforms in Australia? What positive sides could there be to this? 2. What do you think it would be like to wear a school uniform every day to school?

What would be the pros and cons? 3. If it were decided that Swedish students should wear school uniforms, how would

you want your school’s uniform to look?

Textwork Answer the questions in writing. 1. Why were the school uniforms at Barker College in Sydney redesigned? 2. How have youngsters changed physically in the last decades? 3. In what way can differences in the school uniforms affect the students’ grades,

according to this text?

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4. How do we know that Jonathan Ward is good at what he does? 5. Why are unisex items in the school uniforms important to certain students at

Barker College?

Vocabulary Fill in the missing phrases from the text in the following sentences (not all phrases will be used.)

the answer to the drivers of

in addition in the process of option of provided with

appropriate to called in come up with different to

a level of a number of a quarter of according to

1. A school in Australia may seem very

a school in Sweden

because they have school uniforms. 2. It is never

smoke in a school yard!

3. Not all politicians think there should be grades in the early school years, but

the arguments for those early grades mean that they are very important in order to take school seriously. 4. A uniform consists of a pair of trousers, a shirt and

items such as a few

socks, a tie and a jacket, and the students are also other choices nowadays. 5. A few different designers were

last summer to some new ideas for the fall collection.

6. By now, the designers are

choosing colors and fabrics for

the uniforms.

Which word is being described? Choose the correct word to go in the gap after each definition.

a quarter of allow appropriate

confident explore increasing

obese options reckon

redesign similar struggle

unisex

1. When you feel sure about something, you feel 2. 25% of something is the same as

. something.

3. Another word for fight, or a way to describe something that might be difficult. 4. When a person is very overweight. 5. The same as “I think” or “I suppose” is “I

.

6. To be growing in size or in numbers, or to be happening more often. 7. When an item is the same for both genders. 8. When you say yes to something you 10

it.


Pretty Girl 13 By Liz Coley

“Quick. Hide!” I opened the rusted gate for you to slip inside. Stabbing pain pierced between your temples. Still you stayed, frozen in his grip. We tugged, pulled at you until something broke loose. For just a moment, you contracted to a tiny, hard point of light, felt yourself cut away from your body. You hid. We kept you hidden till it was safe.

contract | get smaller and smaller cul-de-sac | a street that is closed at one end

It was a long, long time.

INTERROGATION “GO BACK NOW,” A VOICE SAID. ANGIE FELT A POKE between her shoulder blades. She tripped forward a step, arms out to catch her balance. “Don’t,” she protested, whirling to look behind, but no one else was there. She shivered and shook her head to clear it. When the wave of dizziness passed, she opened her eyes again. She blinked hard at her street. Her cul-de-sac. Her neighborhood. The sun was halfway up the cloudless azure sky. Hot Santa Ana winds tousled the sweet gum trees. A hint of red tinged the edges of the falling leaves. Sharp-pointy seed-pods scattered across the sidewalk. In August? An unexpected weight tugged at her left hand—just a plastic grocery bag. Where was her camping gear? She hefted the bag to look inside, and that was when the strangeness hit her. She dropped it in surprise and studied her left hand. Something was really wrong here. This wasn’t her hand. Those weren’t her fingers. These fingers were longer, thinner than they were supposed to be. And a strange silver ring circled the middle finger. The skin was dry and rough. Dark scars circled the wrists like bracelets. She turned over her right hand, studying unfamiliar cracks and calluses on her palm. She clenched it experimentally. It felt ... wrong. Angie frowned and spun to look again behind her. How had she gotten here? She didn’t remember walking this way. She was just ... in the woods? Her stomach growled, and her right hand flew to her waist—taut, thin. And where had this hideous shirt come from? Flowers and ruffles? Not her style at all. And no way would Liv or Katie have bought it. She wouldn’t have borrowed it even if they had. 11


She picked up the bag and peeked at a collection of completely strange clothes. A sick feeling replaced the emptiness in her belly. Her head felt floaty, disoriented, disconnected. Angie’s eyes traced the houses around the cul-de-sac. Everything there was familiar, thank God. The cars in the driveways looked right, which was reassuring, until she caught sight of Mrs. Harris, pushing a stroller, just entering her garage. Mrs. Harris didn’t have kids. She broke into a run, feeling for the first time the blisters on her feet, the ache in her legs. Home, she had to get home. Of course. She’d been lost, in the woods. Now she was home. She felt under the woven grass mat for a key and opened the red front door. “Mom!” she yelled. “Hey, Mom, I’m home!” She stepped through. Tumbling down the front stairs, feet sliding, face a screaming mask of disbelief, her mom burst into tears. She engulfed Angie in her arms, speechless, gulping. “Mom!” Angie said into her hair. “Mom, I can’t breathe.” She dropped the bag of clothes with a small thump. She brushed a wisp of hair from her lips. Silver threads mingled with Mom’s loose brown curls. “Can’t breathe ... can’t breathe?” Mom let go enough to hold Angie at arm’s length and devour her face with her eyes. “Can’t ...” She laughed, a tight, hysterical bark. “Oh my God. Oh my God. A miracle! Thank you, God. Thank you.” She raised her eyes to the ceiling. “Thank you,” she said again. Upstairs, a toilet flushed, and Dad’s voice called down the stairs. “Margie, what’s all the commotion?” Mom whispered to Angie, “Oh, your father ... He’ll just ...” She couldn’t speak. Her face was white. Too round and white.

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Dad’s tread on the landing filled the pause. For a moment, he stood there, his hands plastered to his cheeks. His eyes met Angie’s and filled with tears. “Angela? Are you really ...” His voice choked off. Angie looked back and forth between the two of them. “Um, yeah. I’m really ... What’s going on?” It wasn’t just her. Something was wrong with her parents, too. A shiver passed across her shoulder blades. “Angel?” Dad whispered the word. He stood on the landing, frozen in weirdness. His black hair was completely gray. His damp eyes looked a hundred years old. Angie’s heart began to race, and her feet tingled like they wanted to take off running. “You guys are totally freaking me out.” “We’re freaking you ... ?” Mom’s hysterical laugh broke out again. “Angie, where ... where have you been?” “You know.” Angie’s stomach squirmed. “Camping?” The way they stared and stared at her made it hard to breathe. “Camping,” she said again, firmly. Dad started down the stairs. “Camping,” he repeated. “Camping?” His voice rose in pitch. “For three years?” Go to the word list. Practise the words in Wordmatch

and Spelling.

listening: Pretty Girl 13 cont. Listen to the extract from Pretty Girl Thirteen. Answer the following questions in writing: 1. Where did Angie wake up, and what was strange about that? 2. Who is communicating to Angie through the letter in her journal? 3. What was the explanation for Angie having such muscular arms and legs these

days? 4. Why did the kidnapper want a Girl Scout specifically, instead of any other girl? 5. What was the cabin like that he took her to? Describe at least two things. 6. When did the alter (alternate personality) Girl Scout start to think about escaping

from the cabin? 7. For whom did Girl Scout make a knife, and why? 8. Why was it unlikely that the journal could help them find the kidnapper?

Go to the word list. Practise the words in Wordmatch

and Spelling. 13


listening: Life of Pi

By Yann Martel

A. Listen to the extract from the novel Life of Pi, and then answer the questions in writing. 1. Why did Pi’s (Piscine’s) father think it was strange that Pi wanted a prayer rug? 2. Pi argues that Christianity and Islam aren’t all that different. Mention at least two

reasons why. 3. How did Pi’s mother try to make him think of other things than religion? 4. His mother says that if Pi wants to be religious, he has to… 5. How would you describe Pi’s outlook on religion?

B. Work in pairs or small groups. Discuss the questions. 1. What are your reflections on Pi’s quite different approach to religion? 2. Do you think that his mother is right or wrong when she tells him that he must

choose one if he wants a ‘ticket to heaven’? 3. Do you agree with Pi when he argues that Islam and Christianity are quite

similar? esplanade | area for walking or driving along a shore baptize | make someone a member of the Christian faith

Go to the word list. Practise the words in Wordmatch

14

and Spelling.


GENRE: SONG LYRICS

Conversations With My 13-Year-Old Self By Pink

Conversations with my thirteen-year-old self Conversations with my thirteen-year-old self You’re angry I know this The world couldn’t care less You’re lonely I feel this And you wish you were the best No teachers Or guidance And you always walk alone You’re crying At night when Nobody else is home Come over here and let me hold your hand and hug you darling I promise you that it won’t always feel this bad There are so many things I want to say to you You’re the girl I used to be You little heartbroken thirteen-year-old me You’re laughing But you’re hiding God I know that trick too well You forget That I’ve been you And now I’m just the shell I promise I love you and Everything will work out fine Don’t try to Grow up yet Oh just give it some time The pain you feel is real you’re not asleep but it’s a nightmare But you can wake up anytime Oh don’t lose your passion or the fighter that’s inside of you You’re the girl I used to be The pissed off complicated thirteen-year-old me 15


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English Handbook USING YOUR ENGLISH In this English Handbook you will find guides to listening, reading and writing the English language. The Handbook also includes some model texts and practical exercises to help you.

SPEAKING Speaking English is one of the most important things you will do in the different English courses you go through. Reading and writing skills are naturally also very important, but speaking is probably what you will be doing the most of in your life. You should take every opportunity to use your English, no matter if you are at school talking to someone in your class or speaking with someone you’ve just met in another country. The language you use when speaking is different in a formal situation than it is in an informal situation. The register, or the language you choose, needs to change depending on who you are speaking to and what your intention is. Informal speech: Everyday communication with friends and family. Formal speech: Oral presentations (prepared speech) or when discussing something serious or debating with someone you don’t know very well. Register: The type of language you use and your choice of words. You use register according to the situation.

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Start talking (informal speech) A. Ten things you didn’t know about me

Here is a list of ten things that you could tell someone you have just met about yourself. Read through them and then write your own list of ten things that people don’t know about you and tell someone in your class. Present your lists to each other and then ask each other about more details. 1. I’ve* tried bungee jumping. 2. I’ve run a marathon. 3. I make the best chocolate cake ever. 4. I’ve never driven a moped. 5. I used to play football. 6. I’m afraid of wasps. 7. I’ve never been to the north of Sweden. 8. I’d love to visit Hawaii. 9. I want to learn how to surf. 10. I’ve lived abroad.

*When you talk to someone in an informal way you usually shorten I am, I have and I would to I’m, I’ve and I’d. B Talking about unusual sports

Work in pairs. Read about Sport A or Sport B below and then describe the sport to your partner in your own words. Sport A WIFE CARRYING Wife carrying is a Finnish sport where a man carries a woman as fast as possible through an obstacle course. There are several ways to carry the female teammate; piggyback or over the shoulder, also called fireman’s carry or Estonian style, in which the women holds on to the man’s waist while hanging upside down over his shoulders. Since 1992 a World Championship has been arranged in Finland, and the fastest team wins the weight of the carried woman in beer. Sport B WELLY WANGING Welly wanging is a British sport where the competitors throw a rubber boot, called a Welly, as far as possible. There are also competitions where the contestants kick the boot instead of throwing it. The World Welly Wanging Association is the association in charge of rules and administration of the sport, and every year there is also a World Championship held in the town of Upperthong in West Yorkshire, England, where the sport originated.

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TALK ABOUT IT • Have you heard about these sports before? • Have you tried any unusual sport? • Do you like playing sport? • Do you enjoy watching sport, live or on television? • What is your favourite sport?

Oral presentations (formal speech) Before giving a presentation, it is important to think about what you are going to say, both in general and in detail, and which examples you are going to use. It is also important to consider the reason you are giving the presentation. Finally, make sure that you keep your audience in mind, so that you make the subject interesting and relevant for them. The introduction is key. Start with something that will catch your audience’s attention, such as a funny story. Use index cards, a mind map or key words so that you don’t read your text aloud, and don’t forget to make eye contact with your audience. Discuss 1. What do you find important in a presentation? 2. What makes a good presentation? 3. What makes you lose interest when you listen to somebody else?

USEFUL WORDS facts

intonation

pronunciation

gestures

jokes

vocabulary

grammar

pictures

voice

TALK ABOUT IT Plan carefully what you are going to say, so that you: • Include all the necessary information. • Have an introduction, a body (“the speech”) and a conclusion. • Make your presentation interesting. • Speak in a way that suits the audience.

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LISTENING topic | ämne gist | det väsentliga, det viktiga predict | förutse

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Listening to someone speaking in English can be challenging. Accents may be difficult to understand, the person you are listening to might be talking very quickly, or background noise can make it hard to hear what’s being said. Knowing very little about the topic, or not understanding the vocabulary, can also cause problems. Listening comprehensions test different skills. Sometimes you need to listen for detail and other times to understand the gist, or overall meaning. Consider the purpose of the listening comprehension in order to know what to focus on. Think about the topic. What do you know about it, and what words do you know related to the topic? Have you understood the questions correctly? What type of text or content are you going to listen to? There are different strategies you can use. First of all, try to predict what the listening exercise will be about. This will activate the vocabulary you need, which making it easier to understand. Secondly, listen actively. Active listening means that you pay attention to what you are listening to. When taking a test, begin by reading through the questions so you know what to listen for. There might be clues in the questions. For example, the question “Which are the three most important ingredients according to Mr Wright?” indicates that you need to listen for three different ingredients. Read the questions carefully, underline important words and try to work out if you are listening for details or gist. During a listening test or exercise, it is important to accept that you are may not understand everything. Also, if you don’t understand a question keep listening, so that you don’t miss more important information. Pay attention to what you are listening to. You don’t need to understand everything, but if there is something you don’t understand, try to figure out the general meaning of what you are listening to and focus on keywords and facts. Try to predict what they are going to talk about next. Take notes in the margin or on a separate piece of paper. And remember, the notes should be in English. After listening, think about what you have listened to. Have you understood everything? Check your notes and make sure you have completed the task correctly. Finally, to improve your listening skills, make it a habit of listening to English as often as possible, such as podcasts, books or films.


LISTENING STRATEGIES • Try to predict what you are going to hear. • Decide what the situation is – should you listen for gist or for detail? • Try to make out the main points of what you hear.

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WRITING When you are writing it is important to keep in mind what the situation is (just like when you are speaking). You also have to know the purpose of the text and who the text is written for, and depending on these things you change your language and use different registers.

Writing a summary (formal writing) In a summary you give the main information in the text, without too much detail. Stick to what’s in the text you’re summarising and don’t give your own opinions about it, but do use your own language. Choose a text to work with, either one of the fact/feature texts in this book or a text from an English language newspaper or magazine. 1. Start by looking at the text that you have chosen. What does the headline say?

What do you think the text is about? 2. Read the text. What is important in the text? Underline key words or phrases while

you read and ask questions: Who? What? When? Why? How? 3. Are there any difficulties, or things you don’t understand? Is anything unclear?

EXAMPLE: I didn’t understand the paragraph that … I don’t understand this ... What’s the point of bringing this up? 4. Underline words you don’t understand and look them up in a dictionary. 5. Choose a few keywords to summarise each paragraph. 6. Use your keywords and write a summary of the text.

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Writing a formal letter You write formal letters to people you do not know very well, for example to companies, to employers or to editors. In a formal letter the language should be formal and not personal. Do not use contractions or colloquial language. contraction | sammandragen form (I’m, it’s, we’re, etc.) colloquial language | vardagsspråk, talspråk

1

The Company Ltd. 127 Business Road London SW3 1AT

19 High Street Saffron Walden Essex CB10 1AT

2

3

6 July 20XX

Dear Sir/Madam, 4 I am writing to complain about a product I ordered from you on 29 June 20XX. 5 I ordered a washing machine but a tumble dryer was delivered instead. 6 I have double-checked my order and it is correct. I have not written the wrong item number. This has caused me a lot of trouble since I have not been able to wash anything for approximately two weeks. I would also like to add that on your homepage you make the assurance that the product will be delivered within five working days; nevertheless I had to wait nearly two weeks for the wrong product to be delivered. I would like you to replace my wrongly delivered product as soon as possible. I look forward to hearing from you in the near future. 7 8

Yours faithfully,

Mary Stevens Mary Stevens

9

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English Speaking Countries Around the World Alaska United Kingdom

Canada

Ireland Bermuda

USA

Gibraltar

Malta

The Bahamas Jamaica

Hawaii

India

Puerto Rico

Gambia Barbados Trinidad & Tobago Sierra Leone Liberia Ghana Guyana Nigeria Cameroon Zambia

Belize

Philippines Sri Lanka

Namibia South Africa Falkland Islands

Malaysia

Papua New Guinea

Kenya Bangladesh Seychelles Tanzania Singapore Mauritius

Botswana

Pitcairn

Hong Kong

Pakistan

Grenada

Malawi

Fiji Australia

Zimbabwe Swaziland Lesotho

New Zealand

Countries where English is used as first and official language. Countries where English is used as a Lingua Franca or official language. Lingua Franca a language used as a common or commercial tongue among peoples who speak different languages

Introduction In this section, you will find six different texts about countries in the English-speaking world. The countries are The Bahamas, Canada, Kenya, New Zealand, the United Kingdom and the Republic of Ireland. The texts aim to make you interested in these countries and in societies that have English as an official language. The texts all start with a quote to give you an idea of the place and then go through geography and history as well as society and culture. After each text you will find questions that encourage you to find out more about the country you have just read about.

Want Some More? In the digital material there are texts about a few additional English-speaking countries – Barbados, the Republic of South Africa and the USA. There is also a text describing a journey through the English-speaking world.

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Kiribati


The Bahamas “They tend to form over the Bahamas or in the Caribbean and they can be here in 24 or 48 hours because they’re so close to us. They’re typical of early season storms, June, or October, in the late season.” Jim Lushine, National Weather Service meteorologist in Miami, talking about tropical storms.

Travelling out into the Atlantic Ocean we might come across the Bahamas, a nation consisting of 30 islands, 667 cays (sand islands built on the surface of coral reefs), and 2387 islets (rocks). Its capital, Nassau, is very popular among shipowners for registering their ships. This is mainly for reasons of taxation; it’s a lot cheaper to register a ship in the Bahamas than in most (if not all) European countries. It is believed that the islands were uninhabited until the 11th century when people arrived from the islands to the south, e.g. Cuba. The first Europeans arrived with Christopher Columbus in 1492 but historians believe that the Europeans didn’t inhabit the islands until the mid-17th century. Before the Europeans colonised and took control over the islands, they were a haven for pirates (including the infamous Blackbeard). In 1718, the Bahamas became a British crown colony and when the Americans had won their independence a great number of British loyalists moved to the islands. The Bahamas remained a British colony until 1964 when it was granted self-governance. In 1973, it became fully independent but chose to remain a part of the British Commonwealth.

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TRACTION Green Engelska 5 Traction Green för Engelska 5 är ett tydligt och strukturerat läromedel för gymnasiets yrkesförberedande program. Elevpaketet innehåller ett digitalt läromedel och en tryckt bok. I det digitala läromedlet finns samtliga texter, övningar och resurssidor inlästa med autentiska röster. Här finns också självrättande övningar för träning av glosor, grammatik, språkriktighet samt läromedlets alla hörövningar. Det digitala materialet är tillgängligt på dator, surfplatta eller mobiltelefon. Elevboken innehåller en mängd olika texttyper, och eleverna möter dem i fast ordning. I boken finns artiklar, facktexter, skönlitteratur, dramatik och lyrik, såväl kortare notiser som längre textstycken. I avsnittet English Handbook ges vägledning i det egna språkutvecklande arbetet med talande, skrivande, läsande och lyssnande. Licensen som ingår i elevpaketet varar i fyra år och kan ärvas mellan elever. Traction Green för Engelska 5 finns även som digitalt läromedel: Elevlicens ISBN 978-91-4413180-0 Klasslicens ISBN 978-91-44-13182-5

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