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VIEWPOINTS 2

Förord

Den tredje utgåvan av Viewpoints 2 innehåller ett nytt urval av autentiska texter i olika genrer och från olika tider och utgör ett bra underlag för att träna elevernas analytiska förmåga. Bokens sex teman följer en naturlig progression som successivt ökar svårighetsgraden, och det sista temat i boken, Classics, innehåller litteraturhistoriskt intressanta texter som kan läsas fristående i kronologisk ordning eller integrerat i övriga fem teman eftersom varje klassisk text motsvarar ett temas innehåll.

I och med att texterna kommer från olika genrer, länder och tider, får läraren goda möjligheter att skapa intressanta diskussioner och jämförelser mellan dåtid och nutid, mellan olika delar av världen eller mellan olika genrers särdrag. Eleverna får därmed tillfälle att utveckla kunskaper om livsvillkor, samhällsfrågor och kulturella företeelser i olika delar av världen.

Till texterna i boken finns läsförståelsefrågor och diskussions- eller analysfrågor samt textnära ordövningar som hjälper eleven att öka ordförrådet. Till de flesta texter finns fetstilmarkerade glosor som har valts ut med tanke på att de används frekvent i talad och skriven engelska. Varje tema har dessutom flera tal- och skrivövningar, vilka hjälper eleven att utöka och öva sitt ordförråd, sin språkliga korrekthet och sin kommunikativa förmåga. I avsnittet Model texts finns tydliga exempel på hur olika texttyper utformas, och i det nya avsnittet Additional resources finns tips om språkliga strategier och källhantering.

Ytterligare en nyhet är att all grundläggande grammatik nu finns samlad i en separat sektion så att läraren själv kan avgöra när ett grammatiskt moment ska behandlas.

I det digitala verktyget Digital elevträning finns kompletterande engelskengelska ordlistor och Live listening och/eller Live reading, d.v.s. autentiska texter och intervjuer eller föredrag med tillhörande frågor som eleverna kan arbeta med på egen hand. Detta innebär ett samspel mellan bokens material och aktuellt material bortom läromedlets ramar. Denna symbol hänvisar till Digital elevträning och återfinns i elevboken för att markera när det är lämpligt att arbeta med dessa övningar. I Digital elevträning finns också rena språkövningar.

I det digitala lärarmaterialet finns ytterligare material och övningar, och en nyhet i lärarmaterialet är att det i varje tema finns prov för att pröva förmågorna läsa, höra, skriva och tala. Dessa kan med fördel användas som bedömningsunderlag i alla fyra färdigheter, men kan likaväl användas som övningar.

Vi hoppas att ni ska finna både nytta med och nöje i att arbeta med den tredje upplagan av Viewpoints 2!

Författarna

PERSPECTIVES

OVERVIEW

More Than Meets the Eye 9

Reading fiction extract from the short story “NippleJesus” by Nick Hornby

Freedom Fighter or Terrorist? 23

article “Militant suffragettes: morally justified, or just terrorists?” by Janna Thompson

Assimilation or Integration? 31 Sunday Roast 153

poetry “Assimilation – No!” and “Integration –Yes!” by Oodgeroo Noonuccal

essay extract from A Modest Proposal by Jonathan Swift

Listening

Speaking present research, present and discuss discuss argumentative speech

Writing letter of application argumentative essay discussion essay or argumentative essay

Language • synonyms

• phrasal verbs

• language register

• reconstruction

• translation

• word gap

• do construction or not?

Produce and develop speech or discussion essay

• synonyms • word formation • reconstruction

Reading fiction extract from Half of a Yellow Sun by Chimamanda Ngozi Adichie

article

“Meet the world’s first openly gay prince Manvendra Singh Gohil” by Al Fartukh

fiction extract from Frock, Wireless, Gorgeous, Slacks by Peter Goldsworthy

poetry “When We Two Parted” by Lord Byron and “A Birthday” by Christina Rossetti

Listening

Speaking present

Writing letter to the Editor discussion essay feature story

Language • word gap • collocations

Produce and develop

word gap • error correction

word gap • open cloze

present a poet and one of his or her poems

MOMENTS IN TIME

65

CLASSICS: Transcendentalism

OVERVIEW 65 A New President 67 The Foreign Londoner 75 The Counting Countess 87 Personalities 169

Reading non-fiction extract from Fire and Fury: Inside the Trump White House by Michael Wolff

fiction extract from Youth by J. M. Coetzee

article “Mathematical winters: Ada Lovelace, 200 years on” by Ursula Martin

poetry “Song of Myself” by Walt Whitman and “I’m Nobody! Who are you?” by Emily Dickinson

Listening

Speaking discuss discuss discuss

Writing news article feature story discussion essay

Language • word gap

• rephrasing

NASTY

• word gap

• word formation

• rephrasing

• language register

• word gap

• collocations

• open cloze

95

BUSINESS CLASSICS: Literary Realism

OVERVIEW 95 We See You 97 The State of the World 109 Are You a Troll? 113 The Burglary 173

Reading fiction extracts from 1984 by George Orwell and Little Brother by Cory Doctorow

song lyrics “A Hard Rain’s A-Gonna Fall” by Bob Dylan

article “The awkward truth about trolls: any of us could become one” by Justin Cheng

fiction extract from Oliver Twist by Charles Dickens

Listening

Speaking discuss discuss present

Writing formal e-mail review argumentative essay article

Language • word gap

• confusing words

• reconstruction

• synonyms and antonyms

• word gap

• plural nouns with new meanings

• reconstruction

• translation

CONTENTS

BREAKING

OVERVIEW 119 Where Freedom Grows

Reading fiction extract from The View from Coyaba by Peter Abrahams

article “To what extent are you truly free?” by Peter Lucas non-fiction extract from Natural Causes by Barbara Ehrenreich fiction extracts from Mrs Dalloway by Virginia Woolf and The Great Gatsby by F. Scott Fitzgerald

Listening

Speaking discuss

Writing article or short story

Language

word gap

language register

reconstruction

word gap

antonyms

word gap

error correction

synonyms

direct and indirect speech

word formation with adjectives

reconstruction

jigsaw grammar

translation

Before reading

Look up the following on the internet!

• When did same-sex marriage become legal in Sweden?

• The author of the article you are about to read uses the acronym LGBTQ+. You will also encounter the wider acronym LGBTQIA+ in, for example, discussion questions related to this text. What do the two acronyms stand for? What other variations are there?

• When was the LGBTQIA+ community in India given the freedom to safely express their sexual orientation?

• Name eight countries where LGBTQIA+ people are criminalised.

A Prince’s Truth

The Indian prince Manvendra Singh Gohil was the first prince in the world to come out as gay. This happened in 2006 and many people in India were shocked and Manvendra’s own family couldn’t accept his sexual orientation and turned its back on him. However, Prince Manvendra’s life situation has since improved and today he is happily married to an American man.

Proudly holding the title of first openly gay prince in the world, India’s Prince of Rajpipla, Manvendra Singh Gohil, had a long journey to being accepted for his sexuality. Despite facing many personal hardships when coming out during a time when homosexuality was illegal in the nation, he still bravely campaigned for LGBTQ+ equality in India, helping countless people through his activism. This is his story.

Manvendra was born in 1965 into a traditional and conservative royal family. Princes were derecognised in India in 1971, but still keep their titles as an honorary status. His royal lineage goes all the way back to the sixth century and many of his ancestors have been immortalised in paintings seen throughout his family’s palace.

Growing up, Manvendra confessed that he always had homosexual feelings, yet didn’t understand what they could mean because of his upbringing. It was only when he endured an arranged marriage in 1991 that he began to understand and learn to accept his sexual preferences.

He recalls, “I thought after marriage I would be alright because I never knew and nobody told me that I was gay and this is normal.

Note: Key words in bold

journey resa hardship prövning, lidande campaign for kämpa för activism h är konkret handling conservative konservativ (som inte vill förändra) derecognised här avskaffande av kungliga titlar honorary h är prins utan status kungliga rättigheter lineage ätt sixth century femhundratalet ancestors förfäder immortalised förevigade confess medge, erkänna yet ännu endure stå ut med, uthärda sexual sexuell läggning preferences recall komma ihåg

tremendously väldigt mycket file for a ansöka om divorce skilsmässa consummated fullbordat push driva på session h är behandling approach h är ta kontakt med anguish ångest, pina closeted här som inte kommit ut relief lättnad clan h är familj, släkt announce tillkännage disgrace skamfläck disown ta avstånd från effigy avbildning jeer håna, göra narr av heckle häckla, reta achieve åstadkomma in the long run i långa loppet stigma stigma, stämpel

Homosexuality is not a disease. I tremendously regret for ruining her life.” His wife filed for a divorce less than a year after they married and he painfully remembers “It was a total disaster. A total failure. The marriage never got consummated. I realized I had done something very wrong. Now two people were suffering instead of one. Far from becoming normal, my life was more miserable.”

Following his unsuccessful marriage, the gay prince continued to struggle with accepting his sexuality while living in a conservative family and suffered a mental breakdown in 2002. This is when a medical official explained his sexual orientation to his family. His parents pushed the doctors to “fix” their child yet even when the trained professionals explained to them that homosexuality is not a disease, Manvendra’s parents pushed to send him to spiritual guides and electric shock therapy sessions. “You can spend all the money you want on this,” one doctor warned them, “but nothing will change.”

Later in 2005, the Indian royal was approached by a young journalist, Chirantana Bhatt, where he expressed all his mental anguish about being a closeted homosexual man. The story aired in mid-2006 and it was talked about nationally and quickly became a global news story. Although Manvendra felt emotional relief to finally have the platform to publicly come out, he sadly faced a lot of criticism from his family and the people who looked up to his clan.

His mother took to newspapers to announce that he was a disgrace to the family name and she disowned him. Furthermore, people in his town began to burn effigies of Manvendra, jeering and heckling his name.

Although the gay prince had his life turned upside down, publicly coming out led him to achieve greater heights in the long run. He was invited on The Oprah Winfrey Show in 2007 to feature in an episode called ‘Gay Around the World’. There, he spoke about his experience to a global audience: “I knew that they would never accept me for who I truly am, but I also knew that I could no longer live a lie. I wanted to come out because I had gotten involved with activism and I felt it was no longer right to live in the closet.

“I came out as gay to a Gujarati daily because I wanted people to openly discuss homosexuality since it’s a hidden affair with a lot of stigma attached.” After this appearance, the global LGBTQ+ community openly supported his decisions and actions and he began to get more involved in the community.

Before he publicly disclosed his sexuality, the Indian prince had already begun getting involved in LGBTQ+ charity work. In 2000, he started the Lashkva Trust, a community organisation dedicated to HIV/AIDS education and prevention among gay, bisexual and other men who have sex with men (gbMSM). It provides counselling services, clinics for the treatment of sexually transmitted infections, libraries, and condom-use promotion. The Lakshya Trust won the Civil Society Award in 2006 for its contribution towards preventing HIV/AIDS among queer men. He continues to promote the work that his community organisation does for India’s LGBTQ+ people, and has taken a step further into ensuring the queer youth of India are safe. In 2018, Manvendra opened up his 15-acre palace grounds to help house vulnerable LGBTQ+ people who might otherwise be “left with nothing” when “their families disown them after coming out”.

After the prince’s long struggle of coming to terms with his sexuality, he got the happy ending he deserved. In 2013, he happily married his now husband, an American man named Cecil ‘DeAndre’ Richardson from Albany, Oregon. They live safely in India and continue to be activists for LGBTQ+ equality.

When the two men got married, same-sex marriage was a criminal offence, but in 2018, the country’s Supreme Court ruled it to be legal. “There is still a lot of work to be done. Many don’t agree with the Supreme Court’s decision,” explains the Prince. “It is now our duty to explain why it was important to change this law. Homophobia and hypocrisy must be decimated.”

“Meet the world's first openly gay prince Manvendra Singh Gohil” by Al Fartukh

prevention förebyggande arbete, förhindrande promotion här förespråkande promote främja, stödja further längre, ytterligare ensure garantera, säkerställa vulnerable sårbar decimate h är utrota

Analyse and understand Understanding the text

Check your understanding of the text by deciding whether the statements are true or false.

1. Prince Manvendra didn’t fully understand that he was gay until he married in 1991.

2. The prince felt remorseful about destroying his wife’s life since their marriage was doomed to fail.

3. Prince Manvendra’s parents didn’t understand that their son was gay even after the divorce.

4. Coming out as gay was a stepping stone for the future for the prince.

5. When Prince Manvendra came out as gay he started the Lashkva Trust.

6. In the late 2010s Prince Manvendra started to help LGBTQIA+ people who are further disadvantaged because they are abandoned by their families.

Analysing the text

Analyse the text by discussing the following questions. Use the example from the text to support your answers.

1. How did Prince Manvendra’s coming out publicly impact his life and the LBGTQIA+ community in India?

2. What role did Manvendra’s activism play to develop and encourage LBGTQIA+ rights in India? How did he contribute to HIV/AIDS prevention efforts?

3. What is Prince Manvendra’s message in the text?

Working with language

Word gap

Complete sentences 1–10 with a word or phrase from the box. Remember that you may need to change the form of some of the words in order to make them fit into the sentences.

hardship ancestors recall anguish disgrace effigy vulnerable in the long run announce push

1. The protestors burned an _______________________ of the dictator.

2. I don’t _______________________ ever meeting him.

3. D uring the Great Depression in the 1930s many people faced numerous _______________________ and it’s difficult to understand how they managed to persevere.

4. I guess that _______________________ it’s a good thing to save money and prepare for the future.

5. He’s a little bit lazy so he has to be _______________________ in order to get things done.

6. A government spokesman _______________________ that new laws would be passed to fight organised crime.

7. It’s important to help and protect _______________________ people in society.

8. My _______________________ were French, but I’ve never visited France, which I believe is an oversight.

9. S he cried out in _______________________ when she fell down and smashed her elbow.

10. The celebrity faced total public _______________________ when it became known that she had physically abused her children.

Error correction

In each of the following sentences there are two grammatical errors. Work in pairs or in small groups and correct the errors in each sentence. Note: You might need to rewrite part of some sentences.

1. I hadn’t have a holiday in three years and I realised I needed too get away.

2. People avoid to go through the park after dark since there might a risk of being assaulted.

3. Everyone in my class really enjoy reading novels.

4. If you asked me, I would have helped you study to the maths test.

5. The police has done there best to find the missing person.

6. The latest news about the wildfires are quite scary and it feel like it’s going to be a major catastrophe.

7. The companys strategy is to win market shares to buying a key market competitor.

8. If you had eat school lunch, you shouldn’t be hungry.

9. None of my two brothers are fond of flying since they think its not good for the environment.

10. I hate shopping for clothes because I find it a wasting of time and beside, I think clothes are way too expensive.

Live listening

Speaking

Discuss the following statements with your classmate(s). Look at the box of useful language below before you get started!

• I believe that everyone can find the perfect match or ‘the one’!

• It is important to have the same interests as one’s partner.

• Culture has a strong influence on people’s dating patterns.

Useful language when discussing and putting forward arguments

From my point of view … I’d say that … As I see it … Yes, I’d go along with that … I think you’re right/wrong about that and I …

That’s not always the case … We see eye to eye on this ...

Where do you stand on …?

Speaking from personal experience …

Writing

Text type: Discussion essay

Number of words: 300–500

Before writing: Look at the example of a discussion essay on pages 280–281

Some people claim that if you are less “behaviourally compatible” with a partner (in other words, you don’t have similar temperaments or personalities) your relationship is doomed to end fairly quickly. Others say that the less similar partners’ temperaments are, the longer the relationship is likely to last. Write a discussion essay in which you discuss the importance of behavioural compatibility in long-lasting relationships. Do not forget to present both sides of the topic.

The Modernist Movement

The literary movement known as ‘Modernism’ began during a time of great change – and turmoil. The first few decades of the 20th century saw many new technological inventions such as the telephone, radio and improved means of transport. These new inventions prompted many authors to write about new things, using new and modern techniques.

At the same time, this period was marked by two world wars that demonstrated how cruel mankind can be. It is perhaps because of this that novels written during the Modernist era revolve mostly around the human psyche and trying to understand human behaviour. The author F. Scott Fitzgerald (1896–1940) captured the duality of the era in his novels by writing about the prosperity of the “Jazz age” as well as the feeling of melancholy after the First World War.

The Modernist era consists of many subgenres, many of which experimented with language and style. The author Virginia Woolf (1882–1941) used a writing technique called ‘stream-of-consciousness’, which mimics the way our thoughts wander. The narrative tries to capture all impressions – visual, auditory, physical, associative and subliminal as if the reader is inside the main character’s head. The style consists of broken-up ideas, incomplete sentences and leaps in time.

Before reading

• The reason for marrying someone is generally that you are in love, but there can be other or additional reasons for marrying, like those listed below. Choose one of the following reasons that you think is a good reason for marrying and one that you think is not.

• you are physically attracted to someone

• they are financially stable

• you want children

• you are good friends

• you are socially compatible (same status, friend group etc.)

• you have the same religious beliefs

• other (write your own reason)

• Compare your reasons in pairs or small groups and discuss why you chose them.

• In the past many men and women were not free to marry anyone they liked. What factors do you think decided who you married then? Try to think about at least two things.

Not Meant to Be

The two novels Mrs Dalloway by Virginia Woolf and The Great Gatsby by F. Scott Fitzgerald were both published in 1925 in the midst of what is known as “the roaring twenties” – a time of great economic growth, music and celebration. The First World War, at the time known as “The Great War”, had ended and even though it was a time when a generation of young people felt the disillusionment caused by the war, the 20s was also a time for new possibilities. Women broke free from their past, where they were often bound to the home and started to enter the workforce. They were now allowed indulgences that were previously exclusive to men, such as drinking and smoking in public. In some countries women also gained the right to vote during this time. However, the primary goal for most women was still to get married to a suitable partner, as the following two text extracts show.

Mrs Dalloway

Mrs Dalloway describes one day in the life of Clarissa Dalloway, but the narrative technique known as the stream-of-consciousness style lets the narrator move from one person’s thoughts and memories to another’s throughout the novel.

In the following excerpt Peter Walsh recalls the summer of 1889 when he fell in love with Clarissa while spending a few days at her parents’ summer house. He remembers the dinner party when he realised that Clarissa will probably marry someone else.

Note: Key words in bold disillusionment desillusion, besvikelse indulgence nöje, njutning, lyx (i synnerhet något som inte är särskilt bra/hälsosamt) exclusive to exklusivt för, som endast är till för primary främsta narrative berättarteknik technique

excerpt utdrag recall minnas, komma ihåg

blurt out vräka ur sig b e a prey to vara ett offer för blinding h är förlamande overwhelming överväldigande, förkrossande drawing-room salong, sällskapsrum enrage göra rasande whereupon varpå, varefter wince rycka, rysa till

For of course it was that afternoon, that very afternoon, that Dalloway had come over; and Clarissa called him ‘Wickham’; that was the beginning of it all. Somebody had brought him over; and Clarissa got his name wrong. She introduced him to everybody as Wickham. At last he said, ‘My name is Dalloway!’ – that was his first view of Richard – a fair young man, rather awkward, sitting on a deck-chair and blurting out ‘My name is Dalloway!’ Sally got hold of it; always after that she called him ‘My name is Dalloway!’

Peter was a prey to revelations at that time. This one – that she would marry Dalloway – was blinding, overwhelming at the moment. There was a sort of how could he put it? – a sort of ease in her manner to him; something maternal; something gentle. They were talking about politics. All through dinner he tried to hear what they were saying.

Afterwards he could remember standing by old Miss Parry’s chair in the drawing-room. Clarissa came up, with her perfect manners, like a real hostess, and wanted to introduce him to someone – spoke as if they had never met before, which enraged him. Yet even then he admired her for it. He admired her courage; her social instinct; he admired her power of carrying things through.‘The perfect hostess,’ he said to her, whereupon she winced all over. But he meant her to feel it. He would have done anything to hurt her, after seeing her with Dalloway. So she left him. And he had a feeling that they were all gathered together in a conspiracy against him – laughing and talking – behind his back. There he stood by Miss Parry’s chair

as though he had been cut out of wood, talking about wild flowers. Never, never had he suffered so infernally! He must have forgotten even to pretend to listen; at last he woke up; he saw Miss Parry looking rather disturbed, rather indignant, with her prominent eyes fixed. He almost cried out that he couldn’t attend because he was in Hell! People began going out of the room. He heard them talking about fetching cloaks; about it being cold on the water, and so on. They were going boating on the lake by moonlight – one of Sally’s mad ideas. He could hear her describing the moon. And they all went out. He was left quite alone.

‘Don’t you want to go with them?’ said Aunt Helena – poor old lady! – she had guessed. And he turned round and there was Clarissa again. She had come back to fetch him. He was overcome by her generosity – her goodness. ‘Come along,’ she said. ‘They’re waiting.’

He had never felt so happy in the whole of his life! Without a word they made it up. They walked down to the lake. He had twenty minutes of perfect happiness. Her voice, her laugh, her dress (something floating, white, crimson), her spirit, her adventurousness; she made them all disembark and explore the island; she startled a hen; she laughed; she sang. And all the time, he knew perfectly well, Dalloway was falling in love with her; she was falling in love with Dalloway; but it didn’t seem to matter. Nothing mattered. They sat on the ground and talked – he and Clarissa. They went in and out of each other’s minds without any effort. And then in a second it was over. He said to himself as they were getting into the boat, ’She will marry that man,’ dully, without any resentment; but it was an obvious thing. Dalloway would marry Clarissa.

Dalloway rowed them in. He said nothing. But somehow as they watched him start, jumping on to his bicycle to ride twenty miles through the woods, wobbling off down the drive, waving his hand and disappearing, he obviously did feel, instinctively, tremendously, strongly, all that; the night; the romance; Clarissa. He deserved to have her.

For himself, he was absurd. His demands upon Clarissa (he could see it now) were absurd. He asked impossible things. He made terrible scenes. She would have accepted him still, perhaps, if he had been less absurd.

infernal djävulskt indignant förnärmad prominent framträdande attend delta fetch hämta cloak kappa crimson karmosinröd, blodröd disembark gå i land startle skrämma, överraska effort ansträngning dully trögt resentment förbittring wobble vingla

extraordinary utomordentlig, särskild

appalling förfärlig, hemsk tête-à-tête samtal mellan fyra ögon

rap out slunga ut, spotta fram feeble h är dålig (svag, kraftlös)

scribble klottra shrubbery buskage

spout h är utloppsrör incessant oavbruten contracted h är hopkrympt petrified vettskrämd, förstenad

grind h är skava mot unyielding obeveklig, orubblig

rigid styv, hård

Sally thought so. She wrote him all that summer long letters; how they had talked of him; how she had praised him, how Clarissa burst into tears! lt was an extraordinary summer – all letters, scenes, telegrams – arriving at Bourton early in the morning, hanging about till the servants were up; appalling tête-à-têtes with old Mr Parry at breakfast; Aunt Helena formidable but kind; Sally sweeping him off for talks in the vegetable garden; Clarissa in bed with headaches.

The final scene, the terrible scene which he believed had mattered more than anything in the whole of his life (it might be an exaggeration – but still, so it did seem now), happened at three o’clock in the afternoon of a very hot day. It was a trifle that led up to it – Sally at lunch saying something about Dalloway, and calling him ‘My name is Dalloway’, whereupon Clarissa suddenly stiffened, coloured, in a way she had, and rapped out sharply, ‘We’ve had enough of that feeble joke.’ That was all; but for him it was as if she had said, ‘I’m only amusing myself with you; I’ve an understanding with Richard Dalloway.’ So he took it. He had not slept for nights. ‘It’s got to be finished one way or the other,’ he said to himself. He sent a note to her by Sally asking her to meet him by the fountain at three. ’Something very important has happened,’ he scribbled at the end of it.

The fountain was in the middle of a little shrubbery, far from the house, with shrubs and trees all round it. There she came, even before the time, and they stood with the fountain between them, the spout (it was broken) dribbling water incessantly. How sights fix themselves upon the mind! For example, the vivid green moss.

She did not move. ‘Tell me the truth, tell me the truth,’ he kept on saying. He felt as if his forehead would burst. She seemed contracted, petrified. She did not move. ‘Tell me the truth,’ he repeated, when suddenly that old man Breitkopf popped his head in carrying the Times; stared at them; gaped; and went away. They neither of them moved. ‘Tell me the truth,’ he repeated. He felt that he was grinding against something physically hard; she was unyielding. She was like iron, like flint, rigid up the backbone. And when she said, ‘It’s no use. It’s no use. This is the end’ – after he had spoken for hours, it seemed, with the tears running down his cheeks – it was as if she had hit him in the face. She turned, she left him, she went away.

‘Clarissa!’ he cried. ‘Clarissa!’ But she never came back. It was over. He went away that night. He never saw her again.

From Mrs Dalloway by Virginia Woolf

Analyse and understand

Understanding the text

Check your understanding of the text by marking the correct answer.

1. S ally (Clarissa’s friend) calls Mr Dalloway “My name is Dalloway!” because ...

a) .. he often says that.

b) .. Clarissa called him Wickham by mistake once.

c) .. he doesn’t like to be called Richard.

2. Why is Peter angry with Clarissa when she approaches him at the party?

a) S he acts as if they are strangers.

b) He doesn’t want to meet the person she wants to introduce him to.

c) S he is not a good hostess.

3. Why is Peter happy during the boat trip?

a) He is together with Clarissa.

b) He loves boats.

c) They explore the island together.

4. Why, according to Peter, can he not be with Clarissa?

a) S he is married to Mr Dalloway.

b) He is too poor.

c) He asks things of her that she cannot give him.

5. What is the “trifle” that leads up to the terrible scene at the fountain?

a) S ally is angry with Clarissa.

b) Clarissa doesn’t want Sally to joke about Mr. Dalloway.

c) S ally won’t give Clarissa Peter’s note.

Analysing the text

Use examples from the text that support your answers.

1. F ind evidence in the text that Peter is in love with Clarissa.

2. Do you think Clarissa is in love with ...

a) .. Peter?

b) .. Mr Dalloway?

Use the text and give reasons for your answers.

3. Why do you think Peter says that it doesn’t matter that Clarissa is falling in love with Mr. Dalloway and why does he say that Mr. Dalloway deserves her?

VIEWPOINTS 2

Viewpoints 2 är ett läromedel för engelska på gymnasiet och komvux. Läromedlets tredje upplaga består av tre komponenter som tillsammans förser eleven och läraren med allt som behövs för att nå målen:

• Elevbok, tryckt 511-0956-5

• Digital elevträning, individlicens, 12 mån 40-67528-6

• Digitalt lärarmaterial, individlicens, 12 mån 40-67527-9

Eller för dig som vill arbeta helt digitalt:

• Digitalt läromedel, elevlicens, 6 mån 40-68504-9

• Digitalt läromedel, elevlicens, 12 mån 40-68505-6

• Digitalt läromedel, lärarlicens, 12 mån 40-68506-3

Linda Gustafsson är lärare i engelska, svenska och italienska på Malmö latinskola.

Uno Wivast är lärare i engelska och svenska på Katedralskolan i Lund.