Second editon
Simon Phillips
Tove Phillips
Engelska 5
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40-68507-0
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Engelska 5
Elevbok med texter, ordlistor och övningar
Pick & Mix 1
PICK & MIX 1 är ett unikt och nytänkande basläromedel för Engelska steg 5 på gymnasiet och komvux. Materialet erbjuder ett flexibelt arbetssätt som ger läraren möjlighet att skräddarsy undervisningen enligt sina behov. I andra upplagan av Pick & Mix 1 finns bland annat tre nyskrivna kapitel med intressanta och aktuella teman, samt ett fristående grammatikavsnitt.
Simon Phillips Tove Phillips
Pick & Mix 1
Simon Phillips är skribent, översättare ekonom och engelsman som levt många år i Sverige. Tove Phillips är skribent och gymnasielärare i engelska, barn- och fritidsämnen, sociologi och psykologi.
ISBN 9789151104294
9 789151 104294
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Contents (by theme) 1. Back to School.............................................................................................7 WARM-UP Sticks and carrots 8 READING Transatlantic penpals 10 LISTENING May I have your attention 16 SPEAKING Speak up! 18 WRITING Put it in writing 20 GRAMMAR The possessive form 22 BONUS Which profession? 26
2. Culture Shock............................................................................................27 WARM-UP Dinner at his parents’ 28 READING Dos and don’ts in different countries 30 LISTENING Shoes off, please! 36 SPEAKING Been there, done that! 38 WRITING Stranger in a strange land 40 GRAMMAR Nouns: plural 42 BONUS Which country? 46
3. Fabulous Food...........................................................................................47 WARM-UP Not for me, thanks 48 READING The growing population 50 LISTENING Death by chocolate 56 SPEAKING Help yourself! 58 WRITING Tickle your tastebuds 60 GRAMMAR Indefinite and definite form 62 BONUS What does it mean? 66
4. Constantly Connected...........................................................................67 WARM-UP Love at first swipe 68 READING Put an age limit on screens! 70 LISTENING Addicted to video games 76 SPEAKING Fear of missing out 78 WRITING Best of both worlds 80 GRAMMAR Pronouns 82 BONUS Test: Do you suffer from FOMO? 86
5. Behind the Scenes....................................................................................87 WARM-UP Unhealthy obsession 88 READING A day in the life of a film extra 90 LISTENING On the red carpet 96 SPEAKING On stage 98 WRITING Starstruck 100 GRAMMAR Verb tenses 102 BONUS Which film? 106
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6. Conspiracy Theories............................................................................107 WARM-UP What’s your poison? 108 READING From outer space 110 LISTENING All about conspiracies 116 SPEAKING True or false? 118 WRITING Believe it or not 120 GRAMMAR Auxiliary verbs 122 BONUS Who is always telling the truth? 126
7. Fit as a Fiddle...........................................................................................127 WARM-UP Rugby girl 128 READING A medicine for most things 130 LISTENING A game in two halves 136 SPEAKING No comment 138 WRITING Give it your best shot 140 GRAMMAR The verb “do” 142 BONUS Playing the game 146
8. Plastic Surgery.........................................................................................147 WARM-UP Under the knife 148 READING The history of plastic surgery 150 LISTENING Confessions over coffee 156 SPEAKING A new nose? 158 WRITING Cut, snip and tuck 160 GRAMMAR Adjectives and adverbs 162 BONUS How vain are you? 166
9. Crime and Punishment........................................................................167 WARM-UP Crossing the line 168 READING Ludicrous laws 170 LISTENING In court 176 SPEAKING Thick as thieves 178 WRITING Sentenced... 180 GRAMMAR Prepositions 182 BONUS Who’s the killer? 186
10. Into the Future........................................................................................187 WARM-UP Robotic relationships 188 READING In the crystal ball 190 LISTENING Save the planet 196 SPEAKING The mother of invention 198 WRITING Rewriting the future 200 GRAMMAR Word order 202 BONUS Riddles for tomorrow 206
More grammar...............................................................................................207
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Contents (by skill) WARM-UP
Sticks and carrots 8 What’s your poison? 108 Dinner at his parents’ 28 Rugby girl 128 Not for me, thanks 48 Under the knife 148 Love at first swipe 68 Crossing the line 168 Unhealthy obsession 88 Robotic relationships 188
READING
Transatlantic relationship 10 From outer space 110 Dos and don’ts in different countries 30 A medicine for most things 130 The growing population 50 The history of plastic surgery 150 Put an age limit on screens! 70 Ludicrous laws 170 A day in the life of a film extra 90 In the crystal ball 190
LISTENING
May I have your attention 16 Shoes off, please! 36 Death by chocolate 56 Addicted to video games 76 On the red carpet 96
All about conspiracies 116 A game of two halves 136 Confessions over coffee 156 In court 176 Save the planet 196
SPEAKING
Speak up! 18 True or false? 118 Been there, done that! 38 No comment 138 Help yourself! 58 A new nose? 158 Fear of missing out 78 Thick as thieves 178 On stage 98 The mother of invention 198
WRITING
Put it in writing 20 Believe it or not 120 Stranger in a strange land 40 Give it your best shot 140 Tickle your tastebuds 60 Cut, snip and tuck 160 Best of both worlds 80 Sentenced... 180 Starstruck 100 Rewriting the future! 200
GRAMMAR
The possessive form 22 Auxiliary verbs 122 Nouns: plural 42 The verb “do”? 142 Indefinite and definite form 62 Adjectives and adverbs 162 Pronouns 82 Prepositions 182 Verb tenses 102 Word order 202
BONUS
Which profession? 26 Who is always telling the truth? 126 Which country? 46 Playing the game 146 What does it mean? 66 How vain are you? 166 Do you suffer from FOMO? 86 Who’s the killer? 186 Which film? 106 Riddles for tomorrow 206
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back to school DID YOU KNOW? The world’s largest school, City Montessori School in Lucknow, India, has more than 55,000 pupils.
15-year-olds in China do more homework than any other students in the world ďż˝ approximately 14 hours per week. In the world, 9 percent of children between 6 and 11 do not go to school.
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BACK TO SCHOOL:
Sticks and carrots “So how did you do in maths?” Emma asked Simon as they sat down in the bus one the way to their new school. “Terrible! I only just managed to get an E. We kept getting new teachers, I didn’t get enough help and in the end I just gave up. Anyway, I don’t really care. I got in anyway, didn’t I? But this year I’m going to try a bit harder. I’m gonna make sure I always do my homework and hand assignments in on time. I mean, it’s not that much of an effort, really. What about you?” Emma shrugged her shoulders with a look of indifference. “I got a B. Bit of a shame – my parents give me a hundred for every A I get and a bit of extra cash always comes in handy. I got A’s in English, History, Biology and Chemistry though, so at least I got some.” “They give you money? Really??” ”Yeah. And if I don’t drink or smoke by the time I turn 18 I’m getting a
warm-up reading
car. And they pay me to keep playing the violin.” “That’s mad! Would you stop playing if they didn’t pay you?” “No, but they don’t know that,” Emma laughed. “That’s so unfair! I get told off if I get bad grades,” Simon said. “My parents would never pay me for doing things they think I should do anyway.” “Well, maybe that’s why you just got an E in maths,” giggled Emma.
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Discuss Discuss in pairs. 1. Is it important to get high grades? Why/Why not? 2. Why do some students work harder than others? 3. What motivates you to go to school? 4. Do you always do your best in school? Why/Why not? 5. Can anyone get high grades or is that only possible for some? 6. What do you need to do to get high grades? 7. What do you do to increase your chances of getting high grades? 8. Do you think it is a good idea to give children money or other rewards if they get high grades? Why/Why not? 9. What is the meaning of the title: Sticks and carrots?
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BACK TO SCHOOL:
Transatlantic penpals Samuel Edwards 98 Oaktree Lane London WC1 59Q England
12 September
Hi Bonnie, Bet you were surprised to find a letter in your letterbox this morning. A good oldfashioned letter, envelope and stamp and all. I thought it was a bit sweet. And also, my mum thinks I need to practise my handwriting. Says good handwriting shows that you’re ambitious and conscientious and even more so in the digital age. Anyway, I want to start off by saying how happy I am to have met you. We had a great time in Malta, didn’t we? Was it just a lucky fluke that your parents started talking to my parents and your little brother started playing with my little sister? Or was it fate?
reading
So are you back at school yet? I don’t know when the autumn term starts in the US, but over here we usually start at the beginning of September. I guess it’s called fall semester over at your place. We have autumn term, spring term and summer term, all of them divided into two halves and I’m already looking forward to the half-term break in October. So I started yesterday – new school, new teachers, new subjects, new classmates – and I’m feeling pretty positive. Over here you start what we call sixth form when you’re 16 and it’s usually completed in two years. Well most people do, but it’s not compulsory. First I wanted to do a vocational course, like healthcare or agriculture, but my mum persuaded me to do A-levels instead (my mum is very influential, as I’m sure you have realised by now :-)). A-levels are more academic, so I guess the plan is I go to university and get a degree afterwards. I’m doing three A-levels: History (because I’m into war games), Psychology (because humans are so weird and interesting) and Criminology (because I want to be a superhero and prevent crime).
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The other students seem alright so far, although everyone wants to make a good impression in the beginning, don’t they? One of my old mates is in my history class, but apart from him everyone else I know has gone vocational or to technical college. Is education expensive in the US? Here, further education like A-levels are free (unless you go to a private school), but I think there is a tuition fee if you take them as an adult. University costs quite a lot, I think. What about rules and stuff? Are you allowed phones in class? They tried to stop it here, but now most people have a watch anyway. Everything is a lot more chill in college. No more fines for truancy. No more being treated as a kid (although taking responsibility can be quite scary). No more school uniforms (yes, I used to wear one – that’s me in the middle, last year ...)
agriculture A-level
autumn
jordbruk
diplom ( i skolämne) höst Br. Eng.
complete
slutföra
compulsory
obligatorisk
conscientious samvetsgrann degree
examen
divide
dela
fall
höst Am. Eng.
fee
avgift
fate fine
fluke
öde
böter
further
lyckträff
längre
impression influential mate
misery
intryck
inflytelserik
slang kompis elände
persuade prevent
övertala
förebygga
responsibility
ansvar
6th form ung. gymnasieskola snuggle up truancy tuition
krypa upp
skolk
undervisning
vocational
yrkes-
Anyway, I’m gonna have to sign off now. A bacon and tomato sandwich, a nice cuppa tea and then snuggle up on the sofa with my shiny new history book (£ 18.99!!!) and the miseries of the middle ages. I’m gonna be a good boy now :-) Yours forever, Sam
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Bonnie Martinez 20 September 235 Maryland Avenue Orlando, FL 32820 USA
Well well, Sam, I sure was surprised when I got your letter and although my first instinct was to text you, I decided to stay cool and embrace the letter-writing-thing.
reading
So here I am. Back in school and missing the summer holiday (and you). Like you, we start at the beginning of September, but we only have two semesters (“terms”) per year. Unlike you, I’m back in my old school with the same old teachers and the same old friends. We start high school at the age of 14 so I’ve been here a couple of years now. We choose from different courses in English, math, science and social science, so at the moment I’m doing English literature, algebra, biology, chemistry and US history. None of which I’m very interested in. My grades are good, but not great. Oh, and PE, of course. PE is my favorite subject. And you remember I told you in Malta that I was up for a tryout for the high school basketball team? Well, I made it and I’m absolutely thrilled! So I have training most days after school and I’m also on the Student Council, which means I’m involved in planning various activities such as fundraising events and the yearly talent show. So it’s a busy life. And plan B after I graduate from high school – if I don’t get into WNBA – is probably to become a nurse or a police officer. Or maybe just stay forever at the Walmart checkout, which is where I work on the weekends.
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Now let me answer some of your questions about rules in school, because we have loads of them (considering we’re meant to be the land of freedom). I think it varies between different schools (everything does over here), but we’re meant to turn our cell phones off or they will be confiscated, but people use them anyways. We’re not allowed to eat or drink in class and we’re only allowed to leave the classroom in emergencies. We don’t have uniforms, but we have dress codes. So you’re not allowed strapless tops, tanktops, mini skirts, ripped jeans, hats or anything that is too revealing. No gang-style clothing like oversized pants, hoodies, bandannas and gang-related symbols. Oh, and we have to carry our ID-badge at all times. As for the cost of high school, it depends. State-run public high school are basically free, but if you want a private high school it can cost anything from not very much to very, very much. I’m at a not-very-expensive private high school. It’s pretty average, I think. Well, that’s all from me for now. I’m off to do one of my daily chores – taking the dog for a walk – and after that I’ll be torn between my chemistry homework and YouTube. With a massive banana-and-peanut-butter-smoothie.
average badge chore
genomsnittlig
ID-bricka
syssla
confiscate
dress code embrace
beslagta klädkod
här ta till sig
emergency
fundraising graduate public
nödfall
insamling
ta examen
allmän
revealing science
semester
avslöjande
naturvetenskap
termin Am. Eng.
social science samhällsvetenskap state-run strapless
statligt driven
axelbandslös
Student Council tanktop thrilled
överlycklig
torn between tryout
elevråd
linne
slitas mellan
uttagning
Yours truly, B. P.s. Such a cute photo!
General understanding Find the answers in the text. 1. Give a short description of Sam and his daily life. 2. Give a short description of Bonnie and her daily life. 3. Describe some of the differences between Sam’s and Bonnie’s schools. 4. Describe some of the differences between Sam’s and Bonnie’s daily lives.
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Vocabulary check 1 Finish the sentences to explain the highlighted words or phrases from the text. 1. If something is compulsory, it means that ... 2. What Americans call fall, British people call ... 3. When you make an impression, you ... 4. A fee is what you ... 5. To prevent something means to ... 6. An example of a vocational education is ... 7. Taking responsibility can be described as ... 8. If something happens by a fluke, it means that ... 9. To be influential is to ... 10. When you divide something, you ... 11. A conscientious person is ... 12. You can persuade people by ...
Do you remember? Work with a partner and take turns describing the following and discuss if there is a Swedish equivalence. 1. 6th form 2. Compulsory school 3. Vocational education
reading
4. American High School 5. Student Council 6. School dress code
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Vocabulary check 2 Fill in the gaps with words from the box in the correct form. 1. His phone was ___ after they realised he had been cheating. 2. The students were given ___ to prove their identity. 3. I’ve been on several ___ for the football team. 4. The American school year consists of two ___. 5. The National Health Service in England is ___ owned. 6. Her baggy clothes didn’t ___ anything.
emergency, badge, tanktop, thrilling, embrace, semester, confiscate, average, revealing, tryout, public, chore
7. He had totally ___ the new sneaker trend. 8. As a police officer, you will probably experience many___. 9. Washing-up after dinner is one of my many ___. 10. Yesterday, I bought two ___ to go with my new shorts. 11. I finally won the lottery and it gave me such a ___. 12. The ___ salary for a lawyer is quite high.
Between the lines Discuss with a partner. Give reasons for your answers! 1. In what ways do you think Sam’s mother is influential? 2. Give examples of how students try to make a good impression when they start a new school or a new class. 3. What is the relationship between freedom and responsibility in school? 4. What impression do you think Sam wants to make on Bonnie? 5. What impression do you think Bonnie wants to make on Sam? 6. What do you think the purpose is of having a dress code, like in Bonnie’s school? 7. What do you think about school uniforms? Why? 8. Would you prefer to go to a British or an American school? Why?
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BACK TO SCHOOL:
May I have your attention The staff room in Flexington High School is buzzing with lunchtime conversations. The teachers Sarah, Ravi and Natasha are talking about the issue of mobile phones in the classroom. Listen to the conversation about phones in the classroom.
General understanding Read through questions 1–6. Then listen to the first part of the sound clip. Answer the questions below either by writing one or more words or by marking the best alternative: a, b, c or d.
1. What does Sarah want to do about phones in school? She wants ...
listening reading
2. What does Ravi think about some of today’s parents? a) He thinks they worry too much about their children. b) He thinks they do not care enough about their children. c) He thinks they spoil their children. d) He thinks they spend too much time on their digital devices. 3. What expression does Ravi use to point out that it is pointless to put up a fight againts the use of mobile phones? 4. What else does Ravi mention as a reason why a ban would be pointless? a) A ban would affect children negatively. b) The students would not obey. c) The students would use other digital devices instead. d) It is too much responsibility. 5. What does Natasha think about phones in the classroom? She thinks they ...
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6. Which adjective does Natasha use to describe that mobile phones can be used in many different ways?
amendment grundlagen) anxious
tillägg (till
angelägen
apparently
Answer questions 1–6. Then read through questions 7–13 and listen to the last part of the sound clip.
ban
8. How do Natasha’s students use their phones in the classroom? They ... 9. What method does Natasha mention as a creative way of presenting school work? 10. What had happened in Michigan? a) A teacher found criminal evidence in a student’s phone. b) A teacher broke the law by confiscating a student’s phone. c) A teacher was jailed for searching a student’s phone. d) A teacher violated the Fourth Amendment. 11. Why are teachers not allowed to search students’ phones? Because it is ... 12. What does Ravi say about distractions in the classroom? He says that ... 13. What is Sarah’s predictions for the future? a) Digitalisation will lead to disaster. b) The human species will be wiped out by a disaster. c) That we have to accept digitalisation. d) That there will be a ban agains mobile phones.
uppgift
förbud
confiscate
constitution
7. What do students do on their phones, according to Sarah? a) They use them as dictionaries. b) They resist temptations. c) They spend money in online stores. d) They play online games.
uppenbarligen
assignment
beslagta
grundlag
constructive
konstruktiv
convenient
behändig
disastrous
katastrofal
implement
införa
invaluable
ovärderlig
device
apparat
general
allmän
in the long run på lång sikt, i det långa loppet itch
klåda
keep track of manner
obstacle overly pass
sätt
ha koll på
hinder
alltför
här klara av
prevent
hindra
purpose
syfte
protective resist
beskyddande
motstå
responsibility species surely
ras
nog
temptation
frestelse
unfortunately versatile
ansvar
tyvärr
mångsidig
Answer questions 7–13.
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BACK TO SCHOOL:
Speak up! Discuss Discuss in groups. 1. In what ways can homework be good? Explain! 2. In what ways can homework be bad? Explain! 3. What is the best way of learning for you? 4. How important is the teacher’s role in the student’s learning? 5. Which subjects do you think will be important/useful in the future? Why? 6. Could online learning be as effective as traditional education? 7. Should home schooling be allowed? By whom, in that case? 8. If you could design your classroom, what would it look like? 9. What do you think are the advantages/disadvantages of being a teacher? 10. Would you like to be a teacher? Why/why not?
Tv-studio debate
speaking reading
Appoint a presenter, an expert panel and an audience. The expert panel should consist of a headmaster of an upper secondary school, a professor of education, a teacher and a father of seven children. Divide the audience into “for” and “against” and start the debate. The topic is “Should attendance at lessons in upper secondary school be optional?”. Examples of questions and statements for the presenter:
•
Can teenagers take responsibility for their own learning?
•
What would be the advantages of optional attendance?
•
What would be the disadvantages of optional attendance?
•
Who would attend lessons if they were optional? 18
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Presentation – our school Work in groups of four or five. Imagine that you have been given the task to start a new upper secondary school from scratch. This includes the actual school building as well as the education itself, for example: subjects
grading system
school lunch
schedules
homework and tests
rules
teaching methods
digital devices
holidays
Prepare a slideshow presentation with text and images that describes your school in a creative way. You should also be prepared to answer questions. Present your school to the rest of the class and let the audience ask questions. Finish off by voting for the best school.
Tips: How to make a presentation Research: Make sure you know what you are talking about! Notes: Write key words or main ideas on small notecards. You can glance at these during the presentation, so you don’t have to worry about forgetting anything important. Don’t write too much on the cards – you shouldn’t read from them word for word when speaking. Practice: If you know what you are going to say and how you are going to say it, the presentation will be successful. Practice is also a way of finding out if your presentation will take the correct amount of time. Practise in front of friends/family members or a mirror. Confidence: If you have prepared properly, you will be confident in what you are saying. Then you just have to be confident in HOW you say it. It’s always good to smile at your audience from time to time. Use your hands when you talk to emphasize points. Try not to speak in the same tone of voice all the time. Remember to make eye contact with your audience – look at everyone at least once to make them feel part of the presentation. Finishing off: End your presentation in such a way that the audience knows that it is over! A summary can end with a creative thought or a provocative question. When you sit down, do so with a smile – even if you don’t get any applause!
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BACK TO SCHOOL:
Put it in writing Complete the sentences Complete the sentences using your own words. 1. If I was a teacher ... 2. Homework is ... 3. Schools have always ... 4. The most important ... 5. Learning is not ... 6. School lunch should ... 7. Bullying is ... 8. Most teenagers think ... 9. Taking responsibility ... 10. In the future, schools ...
Translate
writing reading
Translate the following text from Swedish to English. Anna vaknade klockan 08.35, en timme senare än hon hade planerat. Hon måste ha glömt att sätta alarmet. Utan att tänka klädde hon på sig och sprang in i badrummet där hon tvättade ansiktet med kallt vatten och borstade tänderna. Med blixtens hastighet sprang hon nerför trappan. Hon tog en banan från fruktskålen och stoppade den i ryggsäcken tillsammans med sin dator. Varför hade ingen väckt henne? Var var alla? Hon hade inte tid att ta reda på det. Med fem snabba steg var hon ute genom ytterdörren och på väg till bussen.
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Quick writing Choose one of the following topics and write a quick text where you discuss different aspects of the topic. Keep writing constantly without interruptions for ten minutes, even if you can’t think of what to write. Don’t worry about structure – just write what pops up in your head!
•
Cheating in school
•
The importance of a good schedule
•
The best place to do homework
•
My first teacher
When you have finished, read your text and take 15 minutes to rewrite/improve it. Double-check your vocabulary and pay special attention to grammar.
Tips: How to beat writer’s block Have you ever experienced writer’s block? You stare at the blank piece of paper or the empty screen and you try really hard to think of what to write, but you can’t think of anything. It happens to everyone sometimes, even professional writers. So if you get stuck, here are some tips on how to get back into the flow: 1. Stop thinking that you’re writing for someone else. Pretend you’re the only one who will read and let it all out. 2. Start in the middle instead of the beginning of the text. It is easy to get stuck on the first sentence, but you can always get back to that later. 3. Take a break and do something practical, like washing up. Keep your thoughts on the topic of your text and wait for sentences to fill your head. 4. Change your writing tool – from keyboard to pen and paper or vice versa. Change programme, change font or change the size and colour of you text. 5. Write a load of nothing – anything that enters your mind! Just keep writing until you gradually move into the topic you are meant to write about.
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BACK TO SCHOOL:
The possessive form
The possessive form The possessive form is used to describe ownership (the dog’s bone), belonging (Maria’s husband) or measurement of time or distance (one hour’s walk). There are two ways to describe ownership of a noun: Possessive ’s and possessive of.
Possessive ’s
grammar reading
Possessive ’s is mainly used when the owner is a person or an animal or to describe measurement of time or distance. There are a few basic rules to remember:
•
When the owner is singular, add -’s: Jane’s cat, the boy’s map, mum’s boat, the man’s house, next week’s meeting. Note that the pronunciation is changed when -’s is added to a noun that ends with an -s sound or similar: James’s (Jameses) car, the fox’s (foxes)tail, the horse’s (horses) head.
•
When the owner is plural and the noun has a plural -s, just add ’ after the s: The girls’ room, the dogs’ bones, three miles’ distance, four years’ suffering. Note that you only use -’s on the last owner if you mention many: Jack and Jill’s bucket, Liz and Charles’s tennis court.
•
When the owner is plural, but the noun does not have a plural -s, add -’s: The children’s toys, the sheep’s wool, the women’s books.
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Practise possessive ’s A. Match the words below to make 20 different combinations with possessive ’s. my sister, John, Rose, our friends, the cat, the moose, the mice, three years, last week, Kate and Dennis, my cousins, our neighbours, my neighbour, a boy dress, car, house, friends, trains, job, legs, hobbies, cheese, tail, hat, coats, love of animals, tendency to cry, party, vacation, work, generosity, politeness Example: My sister’s dress.
B. Fill in the blank with the correct form of the noun. 1. Last ___ (årets) crisis has passed. 2. My ___ (brors) mobile was stolen. 3. My ___ (bröders) TV is broken. 4. I wish I had ___ (Miss Jones) telephone number. 5. It’s only five ___ (kilometers) difference. 6. The young ___ (kvinnans) golf bag is blue. 7. The ___ (kvinnornas) husbands were knitting. 8. I always accept my ___ (vänners) friends.
C. Now translate the sentences. 1. Det är gårdagens nyheter. 2. Flickornas bollar är i pojkarnas rum. 3. Pojkens hund gömmer sig i föräldrarnas rum. 4. Han tog någon annans hund av misstag. 5. Kvinnans hatt hade ramlat ner på männens skor. 6. Min systers grannars bil är väldigt fin. 7. Anna och Pelles dotters hundars boll är borta. 8. Jag behöver minst åtta timmars sömn.
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Possessive “of” We use of to describe possession when the owner is a thing, a substance, an idea or another non-living noun: The winner of the card game. (not the card game’s winner) The owner of the boat. (not the boat’s owner) The engine of the car. (not the car’s engine) The values of Christianity. (not Christianity’s values) The results of the survey. (not the survey’s results) The effect of the bad weather. (not the bad weather’s effect)
For some things, such as countries, places and organizations, it is possible to use either -’s or of: Australia’s prime minister or The prime minister of Australia. The world’s population or The population of the world. The government’s new policy or The new policy of the government.
Possessive “of” + pronoun/possessive ’s Sometimes we use both possessive “of ” and a possessive pronoun to describe ownership or belonging:
grammar reading
A friend of mine. That car of his. The house of ours. In the same way, we can also use possessive “of ” and possessive ’s: I met a friend of Lucy’s. It was a bad idea of John’s. That dress of Emma’s is really cool.
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Practise possessive “of” Translate the sentences. 1. Båtens form är konstig. 2. Matchens resultat var fantastiskt. 3. Jag kommer inte ihåg gatans namn. 4. Husens fönster är väldigt små. 5. Flaskans innehåll var rött.
Practise possessive ’s and “of” Combine the nouns, using ’s or “of ” to make the correct possessive form. Example: the book/the teacher: The teacher’s book 1. the roof/the tent 2. the clothes/the scouts 3. the children/the woman 4. the hike/yesterday 5. the wife/Mitch 6. the garden/the house 7. the garden/the neighbours 8. the rain/last week 9. the model airplanes/the men 10. the wings/the bird 11. the branches/the tree 12. the beauty/the sunset 13. the camera/the ornithologist 14. the sandpit/the children/the Phillips 15. the fear of flying/the husband/Molly 16. the beds/the double rooms/the hotel
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Second editon
Simon Phillips
Tove Phillips
Engelska 5
Läromedlet består av både tryckta och digitala komponenter: 511-0429-4
Digitalt läromedel, elevlicens, med ljud, interaktiva övningar, filmer och länkar
40-68507-0
Digitalt läromedel, lärarlicens, med facit, hörförståelsemanus och andra lärarresurser
40-68509-4
Engelska 5
Elevbok med texter, ordlistor och övningar
Pick & Mix 1
PICK & MIX 1 är ett unikt och nytänkande basläromedel för Engelska steg 5 på gymnasiet och komvux. Materialet erbjuder ett flexibelt arbetssätt som ger läraren möjlighet att skräddarsy undervisningen enligt sina behov. I andra upplagan av Pick & Mix 1 finns bland annat tre nyskrivna kapitel med intressanta och aktuella teman, samt ett fristående grammatikavsnitt.
Simon Phillips Tove Phillips
Pick & Mix 1
Simon Phillips är skribent, översättare ekonom och engelsman som levt många år i Sverige. Tove Phillips är skribent och gymnasielärare i engelska, barn- och fritidsämnen, sociologi och psykologi.
ISBN 9789151104294
9 789151 104294
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2020-06-04 08:57