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FOCUS ON WORDS 2

Elevpaket – Tryckt + Digital elevlicens 12 mån

FOCUS ON WORDS 2

Elevpaket – Tryckt + Digital elevlicens 12 mån

Focus on Words 2 är ett elevpaket som består av två delar: elevhäfte och digitalt läromedel. På följande sidor kan du provläsa och bilda dig en uppfattning om såväl det digitala läromedlet som den tryckta delen.

ELEVBOK

I det 48-sidiga häftet finns praktiska övningar, baserade på teoretisk kunskap, för att utöka ordförråd. Eleverna lär sig både formen – hur ett ord stavas, uttalas och böjs – och vad ordet betyder. Därefter befäster eleverna sina kunskaper genom självrättande övningar.

DIGITALT LÄROMEDEL

I det digitala läromedlet ingår hela det tryckta häftet som e-bok, texterna inlästa med textföljning, läromedlets självrättande ordövningar, läromedlets hörövningar, samt filmade genomgångar där författaren förklarar olika ordinläsningsstrategier.

Interaktiv version av boken, inläst med autentiskt tal och textföljning

Interaktiva övningar

Fungerar på dator, surfplatta och mobiltelefon

Letar du efter aktiveringskoden?

Du hittar det digitala läromedlet i Min bokhylla. Logga in eller skapa konto.

minbokhylla.studentlitteratur.se

Läs mer om hur du får tillgång till ditt digitala läromedel och hur du kommer igång. studentlitteratur.se/licens

Produktsstöd till detta läromedel har erhållits från Specialpedagogiska skolmyndigheten.

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.

Användning av detta verk för text- och datautvinningsändamål medges ej.

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.

Studentlitteraturs trycksaker är miljöanpassade, både när det gäller papper och tryckprocess.

Art.nr 43804

ISBN 978-91-44-15235-6 Upplaga 1:1

© 2024 Författaren och Studentlitteratur AB

Printed by Dimograf, Poland 2024

Getting Started

Focus on Words aims to help you build your vocabulary by developing the link between a word’s form and its meaning. However, there are many other aspects of knowledge about words that you will need to learn in order to use words well. Click here to watch a video about what you need to learn to really know a word.

One specific type of word knowledge that is important for recognising the meaning of word forms is a word’s family. A word family includes a range of word forms for different parts of speech (nouns, verbs, adjectives, and adverbs) that share the same core meaning. Click here to watch a video about word families.

If you want to find out more about what a word means or how you can use it, a dictionary will help. Click here to watch a video about the types of information that you can find in a good learner’s dictionary.

How to use Focus on Words

Every unit has 20 target words or phrases to learn. Section 1 introduces the words in a selfassessment quiz. Read and listen to the form of each target word and decide how well you know it. Section 2 presents all of the words in a reading text so you can see how they are used in a context.

Section 3 focuses on building a link between the form of each word and its meaning. The matching exercise introduces each word and its definition. Complete three more meaning exercises to make the link between form and meaning stronger in your memory.

Section 4 presents all of the words in one or two listening texts. Listen to each text to build the link between each word’s spoken form and its meaning.

Sections 5 and 6 focus on developing knowledge of each word’s form. Learning to use the accurate form of new words can be one of the most difficult parts of word learning. The spelling quiz in Section 5 checks whether you have paid attention to the spelling of each word. Section 6 presents the word families that each word belongs to and provides practice working with common patterns of spelling for different parts of speech.

UNIT 1

What does it mean to know a word?

Many words in English have more than one meaning. For example, some words have both a main meaning, which is often literal, and a figurative meaning (a more imaginative meaning developed from the main meaning). In this unit, the literal meanings of the adjectives bitter and sour relate to the taste of food. Each word also has a figurative meaning, which describes a person, or comments, that are unpleasant.

TARGET WORDS

acid boost formula sour additive chew lemon spicy appetite compound ponder tastebuds aroma delicious savoury throat bitter explore senses trigger

Listen to the pronunciation of the words by clicking on each word in the digital material.

1. ASSESS YOUR VOCABULARY KNOWLEDGE

Look at the words in the box. These are the target words for this unit. Use the scale below to score yourself on each word. Write the number in the box in front of each word.

1. I don’t know this word.

2. I have seen or heard this word before, but I am not sure of the meaning.

3. I understand this word when I see it or hear it, but I don’t know how to use it in my own speaking or writing.

4. I know this word.

2. READING

Read the passage below about taste. As you read, pay special attention to the target vocabulary words in bold

What is Taste?

What’s your favourite food? Why is it your favourite? Can you describe the flavour of this food (and why you think it is delicious) to a person that has never eaten that food before? It is harder than you think! The flavours of foods are complex, and when eating we don’t just taste, we use all our senses.

How many things can humans taste? Actually, our tastebuds only recognise six tastes: bitter, salty, sweet, sour, umami (savoury), and fat. All of our tastebuds can detect all six tastes. When at least two tastes come together, we get a taste interaction. Taste interactions can boost flavour or weaken it. Typically, if you have a sweet food, adding salt or acid will

lessen the sweetness (think salt with sweet caramel or acidic lemon in a fruit smoothie). Salty and sweet both lessen bitterness (for example, a little salt can make coffee less bitter). Umami boosts all the other tastes, which is why the umami-rich food additive monosodium glutamate (MSG) is also known as ‘flavour enhancer E621’.

It’s interesting to ponder why every culture has its own taste preferences. It appears that these are partially genetic and partially influenced by locally available food. Many food companies, including Coca-Cola, change their product formula to match these cultural preferences. It turns out that Germans like their Coke spicy, Mexicans prefer it more acidic, and Italians want a little bitterness.

However, there is a lot more to flavour than your tastebuds. In fact, many food flavours have no taste at all, like vanilla. Vanilla is not sweet, bitter, sour, umami, or fatty, yet it is easily recognisable and most people would say that it is sweet. This is caused by the brain making an association between the distinctive smell and the taste that you would normally associate with it.

In fact, around 80% of our flavour experience is influenced by our sense of smell. Many of the flavours that we describe for food, like fruity, spicy, earthy, etc. are actually aromas that we perceive through an opening to our nose at the back of our throat

These flavours all come from special compounds, which are released when you chew food. The compounds interact with the air in your mouth, and they are pulled up into your nose where they register the aroma. Aromas can also trigger our appetites. Think of walking past a bakery and sensing the smell of fresh bread.

Foods like coffee have hundreds of different compounds which result in different aromas and flavours. Coffee lovers can explore different combinations of compounds by trying different beans and processing techniques.

READ AND LISTEN

Now listen to the text by clicking on it in the digital material. Follow along and pay attention to the stress and intonation.

READING COMPREHENSION

1. What six tastes can our tastebuds recognise?

2. Approximately what percentage of taste comes from our sense of smell?

3. WORD MEANING

A. WORD MATCH

Find the Wordmatch exercise online and match the words with their definitions.

B. WHICH ARE CORRECT?

Read the target words and definitions. Then read the sentences. Mark two sentences in which the target word is used correctly.

1. savoury: tasting of salt; not sweet

a. Curry is a popular savoury dish from South Asia.

b. The party started with some small savoury snacks.

c. I stayed at a savoury hotel in London.

2. acid: a chemical substance that can sometimes burn or dissolve other materials

a. The acid she was wearing showed that she was attending the conference.

b. Sulfuric acid is a powerful cleaning agent.

c. The acid from the laboratory spilled on my shirt and burned a big hole in it.

3. tastebuds: one of the small parts of the surface of your tongue with which you can taste things

a. The tastebuds of top chefs must be very sensitive to subtle flavours.

b. My tastebuds began to get excited as I neared the finish line of the race.

c. After burning her tongue, her tastebuds couldn't sense any flavours.

4. to chew: to bite food several times before swallowing it

a. This steak is so tough that I can hardly chew it!

b. I put on my backpack and chewed the train.

c. I saw a dog in the street chewing on a bone.

5. senses: the five natural powers of sight, hearing, feeling, taste, and smell

a. Travel delights the senses with captivating sights, sounds, and smells.

b. Perfume experts have a good sense of smell.

c. The sense spilled on the carpet and made a black mark.

C. THE BEST DICTIONARY DEFINITION FOR THIS TEXT

Many words have more than one meaning. Look back at each of these words in the reading. Use the context to choose the best dictionary definition for this text.

6. bitter

a. feeling angry and unhappy because you feel that you have been treated unfairly

b. with an unpleasantly sharp taste

7. to trigger

a. to make something happen suddenly

b. to cause something, like an alarm, to start working

8. appetite

a. a desire or liking for a particular activity

b. a desire for food

9. sour

a. unfriendly or easily annoyed

b. having a taste like that of a lemon or of fruit that is not ready to eat

10. compound

a. a chemical that combines two or more elements

b. an area surrounded by fences or walls that contains a group of buildings

11. formula

a. a mathematical rule expressed in a set of numbers and letters

b. a list of the things that something is made from, giving the amount of each substance to use

12. spicy

a. having a pleasantly strong taste, and giving you a pleasant burning feeling in your mouth

b. exciting and interesting, especially because of being shocking or dealing with sexual matters

D. SYNONYMS AND PARAPHRASES

additives boosted explore pondered aroma delicious lemon throat

Each sentence contains a paraphrase or synonym for the target word. Read each sentence and then select the matching target word from the box.

13. The president how to solve the difficult problem. (thought carefully)

14. This apple pie is . (tasty)

15. The new larger engine the speed of the aeroplane considerably. (increased)

16. Nutritional are vitamins and minerals that food producers use to improve the nutrients in foods such as white bread, breakfast cereals, and milk. (something added)

17. The hot coffee burned his as he swallowed it. (passage from mouth to stomach)

18. Adding to fish can enhance the flavour. (yellow fruit)

19. I wanted to several subjects before I decided what to study at university. (find out about)

20. The coming out of the restaurant made me want to go inside and eat. (smell)

4. LISTENING

Go online to listen to more texts using the words.

5. WORD FORM

E. SPELLING

Find the Spelling exercise online. Listen to each word and spell it in the gap.

6. WORD FAMILIES

Many words belong to a “family” of words that have a shared meaning. In the table below, you can see the word families for some of the target words for this unit. The differences in spelling show parts of speech (noun, verb, adjective, and adverb). Pay attention to word endings. As you meet more words, you will begin to see spelling patterns for each part of speech. Find out more in this video.

Noun Verb Adjective Adverb bitterness X bitter X deliciousness X delicious deliciously exploration explorer explore X X sourness X sour sourly spice spice spicy X

Listen to the pronunciation of the words. Notice how the stress patterns sometimes change for different parts of speech.

F. WORD FAMILY PRACTICE

Select a target word from the word families table to complete the sentences below. Write the correct form of the word in the gap. Use each word family once only.

1. I tried a new fruit, but its made me spit it out.

2. Roald Amundsen was the first to reach the South Pole.

3. The of the dishes in the Michelin-starred restaurant was exceptional.

4. I put a little extra in the soup to increase its flavour.

5. The of rhubarb can add a tangy taste to cakes and pies.

UNIT 2

What does it mean to know a word?

You may have learned that synonyms are words with the same meaning. However, synonyms seldom have exactly the same meaning, and there are often differences in how they are used in speech and writing. In this unit, the meanings of catalyst and inspire have overlapping meanings, because both relate to causing or motivating someone to do something. Both words also have a noun and a verb form. However, the verb catalyse is only used in the context of chemistry, while the verb inspire and the noun inspiration can be used in a wide range of contexts. A good learner’s dictionary will point out these differences. Find out more in this video.

TARGET WORDS

back out despite notably resident bid divert object secure body guarantee otherwise tournament catalyst host outweigh venue celebrate inspire reputation worthwhile

Listen to the pronunciation of the words by clicking on each word in the digital material.

1. ASSESS YOUR VOCABULARY KNOWLEDGE

The words in the box are the target words for this unit. Use the scale on the back page to assess your knowledge of each word. Write the number in the box in front of each word.

2. READING

Read the passage below about hosting the Olympics. As you read, pay special attention to the target vocabulary words in bold

Hosting the Olympics – is it worth it?

Hosting a major sporting event can bring many social, cultural, and economic benefits to the host country or city. However, the costs of hosting the event can also be quite high. Therefore, it is useful to consider whether the benefits of hosting these events outweigh the costs.

One hope of the sporting bodies that organise events such as the Olympics and the World Cup is that they rise above politics and bring the world together. This happens physically when teams and athletes from all over the world come together in the host country to compete, and virtually when fans come together to watch live, or via TV or online.

All this attention provides host countries and cities with the opportunity to boost their reputations. A country like China hopes that hosting a major sporting event can be a way to gain greater international acceptance, by moving attention away from their troublesome human rights record. Notably, when South Africa hosted the Rugby World Cup and later

STRATEGIES & REVIEW 1

WORD FREQUENCY AND MEANING

In order to be able to use English well in a wide range of general, academic, and professional contexts, you will need to know at least 9,000 word families. In English, words like place, trick, and fix are very common and frequent, and words like venue, ploy, and rectify are rarer and less frequent. One reason why some words are more frequent is that they have many meanings. But another reason is that they can be used in many contexts. Let’s take the example of the high-frequency verb fix. It has as many as 11 meanings: 1) to repair or make right, 2) to keep from changing, 3) to keep in a certain place, etc. It can also be used to describe many situations. For example, for meaning 1), a person can fix a mistake, fix a car, fix the economy, fix their hair, and many other things. But its lower-frequency synonym rectify has only one meaning: to repair or make right. Also, there are far fewer situations where it would be used. We mainly use it to rectify a situation or rectify a problem. But since it is so specific, it is the best word to use in these particular cases.

Use an online learner’s dictionary to look up the meaning senses for place and trick. When is venue a synonym for place? When is ploy a synonym for trick?

https://www.ldoceonline.com/dictionary/ https://www.oxfordlearnersdictionaries.com/definition/english/

WHICH WORD DO I CHOOSE?

Knowing a word means being able to use it productively in your own speech and writing. When you need a word to express an idea in writing, most word processing programmes include a thesaurus function which will give you a list of synonyms. But the list doesn’t provide any additional information about when each word is used.

MEANING

Each word will mean something a bit different and some words will have more precise meanings than others.

Imagine you want to write about smells and your thesaurus gives you this list of words.

Meaning

smell something you can recognise by breathing through your nose whiff something you smell for a short time

scent a light, pleasant smell

fragrance a pleasant smell, especially from flowers, plants, or fruit

aroma (formal) a pleasant, fairly strong smell from food or drinks

odour (formal) an unpleasant smell

stink/stench a very strong, unpleasant smell

Replace the word smell in each of the sentences on the next page with a more precise word. Use the dictionary information in the box to help you decide which words can be used in the following contexts.

1. I caught a smell of freshly baked bread when I walked past the bakery.

2. My brother’s hockey kit has a(n) smell of sweat that will not come out.

3. My mother is sensitive to smell, so she cannot use some types of shampoo and soap.

4. My coffee maker is on a timer, so I wake up to the smell of coffee every morning.

5. The wait staff couldn’t take their break behind the restaurant because of the smell coming from the rubbish bins.

6. My grandmother enjoys the smell of fruit tea.

WORD GRAMMAR

To know a word, you must also know the grammatical patterns in which it is used. A good learner’s dictionary will provide you with information and examples of the specific grammatical patterns for each of its entries.

Meaning Grammar

to complain to say that you are not satisfied with, or not happy about something or someone

[I, T not in passive] + that; + to; + about; + of to object to say that you disagree with or disapprove of something

[I] + something; + to (doing) something; to somebody doing something to protest to complain about something you think is wrong, especially publicly

[I, T] + against; + at; + about; + something (AmEng)

Use the dictionary information in the box to help you decide which words can be used in the following contexts. Pay attention to both meaning and grammar.

1. The students to wearing uniforms, arguing that they restricted their freedom of expression.

2. Thousands of citizens in the city square yesterday against the government’s decision to raise taxes.

3. The customers to the manager about the long wait for their food.

REVIEW

Can you remember all of the words from Units 1–5?

Go online to review:

• the meanings

• the forms

• the word families

DID YOU KNOW?

How does English get new words? Here are some examples of where new words come from.

Blends: Blending two words together to make one new word breakfast + lunch = brunch smoke + fog = smog guess + estimate = guesstimate

Borrowing: Taking words from other languages futon (Japanese) ketchup (Malay) cookie (Dutch) massage (Portuguese)

Clipping: Shortening longer words (especially common in Australian English) application > app condominium > condo barbecue > barbie journalist > journo

Coinage: Inventing a word to express an idea. Here are some words coined by Shakespeare bedroom critic fashionable eyeball generous hurry kissing lonely

Compounding: Combining two or more existing words to create a new word finger + print = fingerprint pill + sleeping = sleeping pill work + out = workout

Conversion: Using an existing word in a new way (sometimes the part of speech is changed)

We are taking our Christmas holiday in Hawaii. > We are going to Christmas in Hawaii. LeBron James took the ball across the court. > LeBron James cross-courted the ball.

Eponym: When a person’s name becomes a word saxophones – These were invented by the Belgian Adolph Sax. sandwich – The Earl of Sandwich liked to eat meat between two slices of bread when playing cards.

Genericise: When a brand name becomes a common noun or verb I googled the hotel. (searched for) Can you pass me a kleenex? (tissue)

Initials and Acronyms: Using the first letters of the words in a phrase as one word Acquired immunodeficiency syndrome > AIDS Personal Identification Number > PIN

ASSESS YOUR VOCABULARY KNOWLEDGE

Look at the words in the box. These are the target words for this unit. Use the scale below to score yourself on each word. Write the number in the box in front of each word.

1. I don’t know this word.

2. I have seen or heard this word before, but I am not sure of the meaning.

3. I understand this word when I see it or hear it, but I don’t know how to use it in my own speaking or writing.

4. I know this word.

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