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Textbook

6 Emelie Werkö Monica Widstrand

Till läraren Learn English åk 6 innehåller sex kapitel. Det är lämpligt att arbeta 5–6 veckor med varje kapitel.

Inloggning Learn English webb: Lärare – digitalt.majema.se Elev – learnenglish.se

Arbetsgång ett kapitel Intro

1

UNI T O NE

Textbook: Här introduceras kapitlets tema. Utifrån rutan Unit focus går ni igenom kapitlets innehåll och vad som ska läras.

FOR REAL? Unit focus

• Vocabulary: Media, words and phrases • Find out about: Fake news • Language • Grammar: Nouns, Adjectives • Write: A news article

ch unks!

Time is up Not again!

Move over!

It’s my turn

You tell me

Teacher website: Visningssida.

Talk about it!

I’m not finished

I guess not

• What do you see in the picture?

• Read the name of the unit.

Neither of you

What does it mean to you?

Take this

• What happens if the boy ignores the sign and bikes past it?

9

8

Main Text

Textbook: Main text är en skönlitterär text med bildstöd.

Lyssna på och läs texten gemensamt.

16 glosor samt nio chunks är valda ur texten.

Workbook: Ordförståelse, läsförståelse samt hörförståelse.

Teacher website: Text, ljudfil och gloslista.

Student website: Text, ljudfil och glosövningar.

D I ALO G U E • C H U N K S

The music project Gemma and Iris are at Gemma’s, creating music for a songwriting project at school. It’s close to deadline and they are nowhere near finished, so Sadie tries to help.

Gemma Iris Gemma Iris Gemma Iris

– I agree. But I think we should add another instrument.

– Sure. Oh, I know, let’s try …

– Hey, it’s my turn! This is a group project, remember?

– Okay okay. Wait. I have to hit save first.

– Thank you! This will be great.

Gemma

– Just so you know, I’m not finished. I have to add a trumpet somewhere.

Iris

– Trumpet? That’s not a very common instrument.

Gemma

– Well, I happen to know that Ms. Flores plays the trumpet. She’ll be really impressed.

Iris Gemma Sadie Iris Sadie Iris Sadie Iris Sadie Iris Gemma

18

– I like this beat. It’s so much better than the first one.

– How do you get rid of this? It’s so annoying!

– What? Not again! Sadie! We need help!

Textbook: Dialog med chunks från Main text. Titta på filmen gemensamt och öva sedan på dialogen.

Workbook: Hörövning och uppgifter med chunks.

– Again? Okay. Move over, I’ll show you how to do this.

– Thanks. This never happens at school.

– Sure. Here, take this. Look. Click there. See? – Great! That was easy.

– Wait. Is this another song? It’s not the one you were working on last night.

– Um, no. We kind of started all over.

– Too bad. It was pretty good! Did you not like it?

– I guess not. We want to make the best song Ms. Flores, and the whole school, ever heard!

– Um, could you add some instruments while you’re at it? Besides the ones already in there.

Teacher website: Dialogfilm och visningssida.

1

L A NG UAG E • G R A MM AR

Language • Grammar 1

Nouns Brush up!

1

Sheena went to a party. She dressed up as a unicorn.

I’ll bring an apple pie. See you in an hour!

This is the T-shirt I was talking about.

articles

plural

I must rest for a few seconds. Can you help me with the last four boxes?

We visited three countries during our vacation.

All the children wanted to have some more!

Here is some money. Buy two loaves of bread, please.

genitive

I found Susan’’s brother’’s bike in the front of our house.

My parents’’ dream is a quiet dinner for two. I wonder why?

A good laugh is the meaning of life.

Learn more

Yes! You are invited too.

Didn't you get my invitation?

Verbs can become nouns.

You can use -ing, -er, -sion, -tion to create them.

Let’s practice! ski

Skiing is a winter sport.

sing

She is a fantastic singer.

decide

He hasn’t made his decision yet.

compete

Did you win the competition?

Let’s talk!

Look at these verbs. Create nouns.

Make sentences using the nouns. build, swim, discuss, react

20

156

Dialogue • Chunks

1

Workbook page 12

Textbook: Aktuellt grammatikmoment repeteras i Brush up! samt utvecklas i Learn more. Samtala om bilden gemensamt och gå igenom exemplen.

Workbook: Grammatikuppgifter.

Teacher website: Visningssida.

Student website: Grammatikövningar.

L IN KED TEX T

Famous Fakes 5

• trust • reliable • mislead • fake

False news material isn’t something new. It’s been around since long before social media. We like to think that we can trust the news we see and believe that the facts are true. However, they may not be as reliable as they seem. They mislead people. Fake news has no basis in fact but is presented as being accurate. It’s a way to catch people’s attention. Do these classic examples catch yours?

10

15

20

Loch Ness is a small, deep lake in Scotland. Many people also believe that it’s home to a long-necked, prehistoric sea monster, called Nessie. Radar scans have never found any large creature living in the lake. But believers insist it’s there. For evidence, they point to a famous photo of what looks like a swimming dinosaur, taken by a doctor in 1934. This single blurry photo has inspired Nessie hunters for years, making the lake a big tourist attraction.

People hope to get a glimpse of this notorious creature.

1

lita på pålitlig

Linked Text 1

vilseleda påhittad

accurate

Fake Photo

Textbook: Linked text 1 är kopplad till kapitlets tema.

Lyssna på och läs texten gemensamt. 16 glosor är valda ur texten.

äkta

attention

uppmärksamhet

insist

insistera, envisas med

• evidence • blurry

suddig

glimpse

glimt

bevis

notorious

ökänd, beryktad

• confess

erkänna

submarine u-båt absorbed

uppslukad

prank

lura

surgeon

kirurg

So, is Nessie for real? In 1991, two old men confessed that the photo is a fake. It actually shows a model they made when they were kids. The Nessie in the photo is a plastic wood head attached to a toy submarine. For many years the two old jokers managed to keep quiet, observing people being absorbed by their made-up story. Since then, pranking visitors with fake Nessies has become something of a Loch Ness tradition.

The “Surgeon’s Photograph,” published in 1934, became the very image of the Loch Ness Monster.

Workbook: Hörförståelse, ordförståelse samt läsförståelse.

1

Teacher website: Text, ljudfil och gloslista.

21

Student website: Text, ljudfil och glosövningar.

TIM E TO WRITE

Time to Write

A news article Headline

Textbook: Modelltext att läsa gemensamt.

Birds are drones

Byline

Written by oddity counterfeit, for globe daily

Lead

The creatures we call birds are digitally programmed drones!

This shocking news originates from a secret network based in Cincinnati. Recently, this has been confirmed by American authorities. We now know that bird watching goes both ways; the birds are watching us.

Supporting information

Workbook: Eleverna skriver en egen text.

According to many experts, the birds that we know are no longer real. They were exterminated as early as the 1950s and replaced by realistic robots shaped like of birds.

They are programmed to spy on the public and gather information, in order to control the citizens. Naturally, the astonishing news has spread rapidly, with the help of social media.

People have reacted in different ways. Some refuse to accept the facts, claiming it is pure craziness or even made up. Others have shown great interest in the matter and joined the growing movement B.A.D., Birds Are Drones, wanting to spread information about the alleged robot birds. B.A.D. has held many rallies across the country and now has millions of followers.

Quotation 1

24

Teacher website: Visningssida.

“They’re listening to you and watching you all the time,” says Sleuth Fowl, Head Beakman at Hawk Wings University in Seattle. “Look. Why do you think birds perch on power lines? And why aren’t they electrocuted while doing so? I’ll tell you why: They’re really charging. The power lines are charging stations. It’s very clever and obvious, when you think about it. And, have you ever seen a baby pigeon? Why not? Because there are none!”

1

L A NGUAGE • GR A MMA R

Language • Grammar 2

Adjectives Brush up!

2 regular adjectives

Sam is a fast runner.

I bet I’m faster than him!

Jack is the fastest runner in our class.

irregular adjectives

Did you hear the good news?

Well, I guess something is better than nothing.

Are you kidding? These are the best results we’ve ever had!

long adjectives

Here are some interesting facts to choose from.

This project is becoming more interesting every day.

The last part is the most interesting one.

m

ne

Textbook: Aktuellt grammatikmoment repeteras i Brush up! samt utvecklas i Learn more. Titta på filmen gemensamt och gå igenom exemplen.

m

e

gr

ri

a

m

ith an

a

Learn more

w ar

Adjectives color your language.

Use more than one to give details.

opinion size

Let’s practice!

condition

It was a beautiful, chilly day.

nationality

We have a chubby, old cat.

color shape

material age

I brought some delicious, red cherries.

They sat at the round, wooden table.

Workbook: Grammatikuppgifter.

She drives a flashy, yellow, Italian car.

Grandpa showed me a small, black, leather book.

Let’s talk!

Make sentences using these adjectives. terrible, big, worn, young, square, blue, Irish, plastic

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1

Teacher website: Grammatikfilm och visningssida.

Workbook page 18

Student website: Grammatikfilm och grammatikövningar.

LINKE D T E X T

Get in the Zone

2

The psychology of video game design

5

The dragon rises above me, breathing flames into the night air.

Stone ramparts crumble in the township; houses burn. Screams echo all around me. I have only one chance. His jaws open. I draw my sword. But before I can react he’s snatching me into his talons, throwing me in his mouth, and the hero ... dies. In exactly the same place. Again. It’s completely unfair. I throw my control pad on the floor, scream at the screen, and walk out of my bedroom in disgust.

Sound familiar?

10

Frustration is something every gamer knows all too well. But why do some games completely absorb us in their world while others leave us howling at the screen? Let’s find out …

flame

flamma

stone rampart

vall, mur

crumble

smula, falla sönder

township

samhälle

• react • snatch talon control pad

Textbook: Linked text 2 är kopplad till kapitlets tema.

Lyssna på och läs texten gemensamt. 16 glosor är valda ur texten.

reagera gripa tag klo spelkontroll

• screen • disgust • familiar

avsky

howl

vråla, yla

Linked Text 2

skärm bekant

Workbook: Hörförståelse, ordförståelse samt läsförståelse.

1

27

Teacher website: Text, ljudfil och gloslista.

Student website: Text, ljudfil och glosövningar.

Wrap it up

!

Main text

Famous Fakes trust

complain

reliable

abandoned

mislead

surround

fake

confused

evidence

hesitate dizzy appear gentle honestly

RESEARCH You’ve read about fake news.

Find out more about the myth about the golden city: El Dorado.

Use the worksheet.

Write a note from Sam and Jake to calm their mother down before entering the game. Explain where you are, what you’re up to and when you’ll be back.

purpose

UNIT 1 FOR REAL? 30

1

scuffle newspaper go viral

Linked text 2 Get in the Zone react snatch

familiar flow

ACT

threat

eventually

disgust

You and a classmate are working on a programming project for science class.

Something goes wrong.

Act it out!

confess according to clue

fail

immediately

screen

CREATIVE WRITING

ability brain difficult task beat

Textbook: Här kan eleverna, eller du som lärare, välja en eller flera uppgifter som avslutning på arbetet med kapitlet.

blurry hoax

trapped twice pile

SPEECH

Linked text 1

Out of Control suggest

interrupt

WORDS Choose an activity:

• Half a crossword.

Use the worksheet.

• Dictation

You wake up in a computer game.

What is it about? What do you have to do to get out? Write key words and speak for a minute!

Wrap It Up!

VOCABULARY

INTERACT Debate, using your best arguments. One of you thinks social media is bad and the other thinks it’s great.

Teacher website: Visningssida.

ch un ks!

Time is up Not again!

Move over!

It’s my turn

You tell me

I guess not

I’m not finished Neither of you

Take this

annoying improve reward release score

1

31

Unit Check Up!

Teacher website: Diagnos för utskrift. Fångar upp elevernas förståelse och kunskaper, kopplat till kapitlet.

157

Contents

LE A R N ENG L I S H T E XTB O O K 6

4 6

Welcome Good to know! Language • Grammar Useful phrases, Similes, Idioms

1

2

3

8

UNIT 1 – FOR REAL?

10

Main text – Out of Control

18

Dialogue • Chunks – The music project

20

Language • Grammar 1 – Nouns

21

Linked text 1 – Famous Fakes

24

Time to write – A news article

26

Language • Grammar 2 – Adjectives

27

Linked text 2 – Get in the Zone

30

Wrap it up!

32

UNIT 2 – HEAR ME OUT

34

Main text – No Talking

42

Dialogue • Chunks – Keeping a secret

44

Language • Grammar 1 – Verbs

45

Linked text 1 – With or Without Words

48

Time to write – A persuasive essay

50

Language • Grammar 2 – Irregular verbs

51

Linked text 2 – Expression through Music

54

Wrap it up!

56

UNIT 3 – NATURE CALLING

58

Main text – Smog City

62

Dialogue • Chunks – Becoming tenderfoots

64

Language • Grammar 1 – Helping verbs

65

Linked text 1 – You can Make a Difference

68

Time to write – A formal letter

70

Language • Grammar 2 – Adverbs

71

Linked text 2 – Be the Change

74

Wrap it up!

4

5

76

UNIT 4 – WHAT'S THE STORY?

78

Main text – Forever Girl

84

Dialogue • Chunks – Dress wacky day

86

Language • Grammar 1 – Me, myself and I

87

Linked text 1 – Folktales & Shamrocks

90

Time to write – A fairy tale

92

Language • Grammar 2 – Pronouns

93

Linked text 2 – Artists in Disguise

96

Wrap it up!

98

UNIT 5 – GUILTY AS CHARGED

100

Main text – The Adventure of the Blue Carbuncle

106

Dialogue • Chunks – The stolen bike

108

Language • Grammar 1 – Prepositions

109

Linked text 1 – Detectives at Work

112

Time to write – A newscast script

114 Language • Grammar 2 – Homophones,

homonyms, homographs 115 Linked text 2 – Changing Times, Changing Crimes

6

118

Wrap it up!

120

UNIT 6 – TIME WILL TELL

122

Main text – LAFFF

136

Dialogue • Chunks – As time goes by

138

Language • Grammar 1 – Connectives

139

Linked text 1 – Yesterday’s Jobs

142

Time to write – An informal message

144

Language • Grammar 2 – Prefixes & suffixes

145

Linked text 2 – Telling the Future

148

Wrap it up!

150

Language • Grammar – Summary Till läraren

156

It’s my turn

out Sneak

In spite of … er side On the oth

4

Could this be …?

me You tell

rious?

Are you se

Give it a try

same At the

time …

Safe and sound

How on earth …? ing!

e jok b t s u You m

Welcome English is global!

The world is full of language – and English is important to know. It’s spoken in most parts of the world.

You learn English to communicate and talk to others, in lots of different situations and places. You are a part of the world!

Through this book, you will discover real stories and real, modern English.

We will give you stories about a famous detective, a brave girl, time travelling, and so much more.

Buckle up, here we go! Let’s Learn English!

5

2

U NI T T WO

HEAR ME OUT Unit focus

• Vocabulary: Communication, words and phrases • Find out about: Different ways to express opinions

• Language • Grammar: Verbs • Write: A persuasive essay

ch u n ks!

iet Keep qu

In the first place

Give it a try

Are you serious?

The whole story Just like always

Sort of

Not completely

Can you believe that

32

?

Talk about it!

• What do you see in the picture?

• Read the name of the unit.

What does it mean to you?

• It’s your turn – how does it feel?

Who is your audience?

Are you speaking or singing?

33

MAI N T EX T

No Talking

by Andrew Clements

prep talk!

• Read the title and look at the pictures.

What do you think this story is about?

• What is “Social Studies?”

• How do you think people would react if you stopped talking?

Chapter 1 – ZIPPED

5

10

Dave Packer was in the middle of his fourth hour of not talking.

He was also in the middle of his social studies class on a Monday morning in the middle of November. And Laketon Elementary School was in the middle of a medium-size town in the middle of New Jersey.

Elementary school

grundskola (US)

report

redovisning

ruin

förstöra

There was a reason Dave was in the middle of his fourth hour of not talking, but this isn’t the time to tell about that. This is the time to tell what he figured out in the middle of his social studies class.

Dave figured out that not talking is extra hard at school. And the reason? Teachers. Because at 11:35 Mrs. Overby clapped her hands and said, “Class – class! Quiet down!” Then she looked at her list and said, “Dave and Lynsey, you’re next.”

So Dave nodded at Lynsey and stood up. It was time to present their report about India.

15

20

But giving this report would ruin his experiment. Because Dave was trying to keep his mouth shut all day. He wanted to keep his lips zipped right up to the very end of the day, to not say one single word until the last bell rang at ten after three. And the reason Dave had decided to clam up ... but it still isn’t the time to tell about that. This is the time to tell what he did about the report.

Dave and Lynsey walked to the front of the room. Dave was supposed to begin the presentation by telling about the history of India. He looked down at his index cards, looked up at Mrs. Overby, looked out at the class, and he opened his mouth.

34

2

keep his mouth shut hålla tyst keep his lips zipped

hålla klaffen

the very end

ända till slutet

one single

ett enda

clam up

tiga som muren

index cards

talarkort

5

10

15

But he didn’t talk.

• cough

He coughed. Dave coughed for about ten seconds. Then he wiped his mouth, looked at his index cards again, looked at Mrs. Overby again, looked at the class again, opened his mouth again, and ... coughed some more. He coughed and coughed and coughed until his face was bright red and he was all bent over.

• opinion • sink

Lynsey stood there, feeling helpless. Dave hadn’t told her about his experiment, so all she could do was watch – and listen to his horrible coughing. Lynsey’s opinion of Dave had never been high, and it sank lower by the second.

Mrs. Overby thought she knew what was happening with Dave.

She had seen this before – kids who got so nervous that they made themselves sick rather than talk in front of the class. It surprised her, because Dave wasn’t shy at all. Ever. In fact, none of this year’s fifth graders were the least bit shy or nervous about talking.

Ever.

helpless

by the second

• rather than • shy

hosta hjälplös åsikt sjunka för varje sekund hellre än blyg

ever

någonsin

the least bit

det allra minsta

take pity

visa medlidande

disgusted

äcklad

for good measure för sakens skull in the first place

• explanation basic

från första början förklaring grundläggande

But the teacher took pity, and she said, “You’d better go get some water. You two can give your report later.”

Lynsey gave Dave a disgusted look and went back to her desk.

20

Dave nodded at Mrs. Overby, coughed a few more times for good measure, and hurried out of the room.

And with Dave out in the hall getting a drink, it’s the perfect time to tell why he was in the middle of his fourth hour of not talking, and why he had decided to keep quiet in the first place.

Chapter 2 – GANDHI 25

When something happens, there’s usually a simple explanation. But that simple explanation is almost never the full story. Here’s the simple explanation anyway: Dave had decided to stop talking for a whole day because of something he’d read in a book.

30

See? Very simple, very clear. But it’s not the whole story.

So here’s a little more.

Dave and a partner had to prepare a report on India – not a long one, just some basic facts. Something about the history,

2

35

5

10

something about the government, something about the land and the industry, something about the Indian people and their culture.

Five minutes or less.

• government

Dave’s report partner was Lynsey Burgess, and neither one of them was happy about that – there were some boy-girl problems at Laketon Elementary School. But this isn’t the time to tell about that.

• divide • topic

Even though Dave and Lynsey had to give their report together, they both agreed that they did not want to prepare it together.

So they divided the topics in half, and each worked alone.

Dave was a good student, and he had found two books about India, and he had checked them out of the library. He hadn’t read both books, not completely – he wasn’t that good a student. But he had read parts of both books.

15

Dave thought the most interesting section in each book was the part about how India became independent, how the country broke away from England to become a free nation – sort of like the United States did.

20

And Dave thought the most interesting person in the story of India’s independence was Mahatma Gandhi.

25

Dave was amazed by Gandhi. This one skinny little man practically pushed the whole British army out of India all by himself. But he didn’t use weapons or violence. He fought with words and ideas. It was an incredible story, all of it true.

And in one of the books, Dave read this about Gandhi: For many years, one day each week Gandhi did not speak at all. Gandhi believed this was a way to bring order to his mind.

30

35

36

Dave read that bit of information on Thursday afternoon, and he read it again on Sunday night as he prepared for his oral report. And it made him wonder what that would be like – to go a whole day without saying a single word.

And Dave began to wonder if not talking would bring order to his mind too.

2

regering

land

rike, mark

• less

mindre

even though

section

även om dela upp ämne, ämnesområde del

• independent

självständigt

break away

bryta sig loss

sort of like

ungefär som

skinny

mager

practically

praktiskt taget

push

fösa

army

armé

weapon

vapen

• violence

våld

fight

slåss, strida

bring order

skapa ordning

mind

sinne

oral

muntlig

In fact, Dave wondered what that meant, “to bring order to his mind.” Could something as simple as not talking change the way your mind worked? Seemed like it must have been good for Gandhi. But what would it do for a regular kid in New Jersey?

5

Would not talking make him ... smarter? Would he finally understand fractions? If he had more order in his mind, would he be able to look at a sentence and see which word was an adverb – instead of just guessing? And how about sports? Would someone with a more orderly mind be a better baseball player?

10

Powerful questions.

fractions

bråktal

be able to

kunna, ha förmåga

orderly

ordningsam

• argue

bråka, tjafsa

thumbs-up

tummen-upp

fit in

passa in

period

lektion

So Dave decided to zip his lip and give it a try.

15

20

Was it hard for him to keep quiet? You bet, especially at first, like when he got to the bus stop, where his friends were arguing about why the Jets had lost to the Patriots. But Dave had learned quickly that by nodding and smiling, by frowning and shrugging, by shaking his head, by giving a thumbs-up or a high five, or even by just putting his hands in his coat pockets and turning away, not talking was possible. And by the time he’d ridden the bus to school, Dave had gotten pretty good at fitting in without speaking up.

There. That explains what’s going on a little better. And it’s probably enough, at least for the moment. But there’s more.

There’s always more.

25

30

And now we’re back in class on Monday with Dave, who got through the rest of social studies without saying a word. And when the bell rang at the end of the period, it was time for fifth-grade lunch.

More than a hundred and twenty-five kids began hurrying toward the cafeteria. And by the time they got there, the fifth graders were already talking like crazy – all except one.

2

37

Chapter 3 – INSULTS “If you had to shut up for five minutes, I bet the whole top of your head would explode!” As those words flew out of his mouth, Dave had two thoughts.

5

ta sig igenom kyl hastigt visa

brand-new

sprillans ny

loudmouth

pratkvarn

And his second thought was, Gandhi probably wouldn’t have said that. Because it wasn’t a very nice thing to say.

tongue-flapper

ordblajare

15

Dave had gotten through the lunch line without a peep. He had pointed at the pizza plate, then pointed at the fruit cup. He had nodded for “yes, please” and shook his head for “no, thanks.”

He had grabbed some milk from the cooler and flashed his lunch pass at Mrs. Vitelli. And he had smiled a lot.

No talking? No problem.

Then he’d sat down at a table with some of his friends, just like always. But instead of jumping into the conversation, Dave had kept a pleasant look on his face, and he’d kept his mouth full of food.

No talking? No problem.

And because he wasn’t talking, Dave had focused all his energy on listening.

Listening at the lunch table, really listening, was a brand-new experience for him. Because most of the time Dave was a loudmouth.

See? There’s something more about Dave. And it makes Dave’s reaction to Gandhi make more sense. Because if Dave himself was a loudmouth, a real tongue-flapper, then someone like Gandhi who could keep completely quiet would seem that much more amazing.

Because Dave really did love to talk. He could talk and talk and talk about almost anything – baseball, cars, dinosaurs, rock hunting, soccer, snowboarding, waterskiing, favorite books, best football

38

jäklar

get through flash

So it’s time to back up a little and explain.

30

darn it cooler

10

25

förolämpning

First, he thought, Darn it! – because he remembered he’d been trying not to talk at all.

But that’s what Dave said, and he said it to Lynsey Burgess, and there was a reason he said it.

20

• insult

2

players, camping, canoeing, PlayStation, Nintendo, Xbox, comic books, TV shows, movies – you name it. Dave had a long, long list of interests, and he had plenty of opinions.

5

10

Plus, talking always made Dave feel like he was in charge. It was sort of like being a police officer out in the middle of traffic.

As long as he did the talking, the traffic went the way he wanted it to. This was especially useful if insults started flying around.

When it came to dishing out the put-downs, Dave was a pro.

be in charge

ha kontroll

dishing out

dela ut

put-downs

förminskande kommentarer, sänkningar

spout off

låta munnarna gå

chew

tugga

burst

hålla på att sprängas

hacksaw

bågfil

flap and yap

babbla

But this lunchtime, all the other loudmouths were getting a chance to spout off.

So Dave had chewed his pizza, and sipped his milk, and listened.

And after a minute or two he began listening to Lynsey Burgess.

But only because he couldn’t help it.

25

“... so I said, ‘Are you serious?’ and she said, ‘What’s wrong with you?’ and I said, ‘Because I saw it first,’ and I did, and it was a great color for me, because my hair’s brown, and her hair’s that mousy blond color, but her mom was right there in the store, so she picked it up and took it over to her, and her mom bought it!

Can you believe that? She knew I wanted that sweater more than anything, and she bought it anyway. And then? After school on Friday at soccer practice? She smiled at me, like she wanted to be friends or something – as if ! Can you believe that?”

30

No, Dave couldn’t believe it. He couldn’t believe that anyone could flap and yap her mouth so fast, and say so many words, and be so boring and stupidsounding, all at the same time. He took another bite of pizza and tried to stop listening, but Lynsey was just getting warmed up.

20

35

“... because then, she comes over after practice? And she says, ‘Here, this is for you,’ and she tries to give me the sweater. So I pull my hands away like she’s holding a dead skunk or something, and I say, ‘You think I want that? That thing is so ugly, I would never wear that!’ And she says, ‘Oh’ – just like that – just, ‘Oh’ – and she walks away with the sweater. Except now, I wish I hadn’t said that, because it really is the best color, and it’s really soft ...”

C a n yo u b e

15

Even though she was sitting behind him at the next table, and even though the cafeteria was almost bursting with noise, Lynsey had a sharp voice, the kind that cuts like a hacksaw.

lie

that? e v

2

39

5

10

15

By this point, Dave was wishing he had his cellphone. Because if he had one, and if it hadn’t been against school rules, he could have plugged up both his ears and cranked the volume. Anything to get away from the sound of Lynsey’s voice.

by this point

vid det här laget

plug up

plugga igen

crank the volume

dra upp volymen

wool

ull

neck

hals

“... because once I tried wearing this sweater that was made of wool? And it made my neck itch so much, like, I couldn’t even wear it for two minutes, but it was okay, because then my mom found this turtleneck way down in the bottom of my dresser, and I’d forgotten I even had it, and it was pink, so then I put that on first, and then the sweater was fine, because, really, it was like the two colors went together perfectly, almost like a picture in a magazine.

Because last week in Teen People? Jenna and Lori and Keith were at this party, like, in Hollywood or somewhere? And Jenna had on a sweater that was almost like that wool one I have, and she was wearing these ...”

itch

klia

like

typ

turtleneck

polotröja

way down

långt ner

And that was the moment when Dave completely forgot about keeping silent, and he turned around and almost shouted, “If you had to shut up for five minutes, I bet the whole top of your head would explode!”

20

And Dave was glad he’d said it, even if it wasn’t nice, and even though it ended his experiment. Because after he said it, Lynsey stopped talking.

But the quiet only lasted about three seconds.

25

30

Lynsey said, “Is your cough all better? Because I thought I just heard a whiny little voice.” She and her friends stared at Dave.

“Did you say something?”

“Yeah, I did,” he said. “I said, I bet if you had to shut up for five minutes, the top of your head would explode. Like a volcano.

From all the hot gas that usually comes out of your mouth.

When you talk and talk and talk and never stop talking. Yeah.

That’s what I said. To you.”

Lynsey tilted her head and looked at Dave, sort of the way a bird looks at a bug it’s about to eat.

35

40

“Oh, like there’s something wrong with talking? You never have any trouble with yourself blabbing and blabbing every day. We’ve all heard you.” And the other girls nodded and made faces.

2

• whiny

gnällig

tilt

luta

bug

insekt

make faces

göra miner

“Well,” Dave said, “talking’s okay, when there’s stuff worth saying.”

5

Lynsey said, “Ohhh – so boys can say things like, ‘Hey, did you hear this guy got traded to that team, and that guy got traded to this team, and, hey, he hit real good last year, and, ooh yeah, he can really catch!’ Boys can talk and talk like that, but girls can’t talk about clothes sometimes? Is that it?”

• worth

värd

trade

bli utbytt

in a row

i sträck

punch line

slutreplik

particular

specifik, särskild

Dave said, “No ... but I don’t talk the way you talk, like, for a million minutes in a row without stopping. And ... and ...”

10

Dave was hunting for something strong to say, a real punch line, something that would shut Lynsey up and end this conversation. So he said, “ ... and anyway, boys never talk as much as girls do, ever!”

Please take a careful look at that last thing Dave just said.

15

Because with this particular group of fifth graders, that was a dangerous thing to say.

And now is a good time to tell a little more about the fifthgrade boys and the fifth-grade girls at Laketon Elementary School – to explain why it was a bad idea for Dave to say what he just said.

20

Because Dave should have kept his mouth shut.

He really should have.

Grasp the text together

• Why did the students think that not talking in school was extra hard? Do you agree?

Finish the story on the student website!

• What about Gandhi did Dave find so fascinating?

• What made Dave forget about keeping silent?

• What do you think happens next? Why? Workbook page 24–29

2

41

DI ALO G U E • CH U N KS

Keeping a secret Three friends are talking while preparing a surprise party.

Jess is creating a playlist. Sean is inflating balloons. Hazel is doing a whole lot of things.

42

Jess

– This is so great! She has no clue we’re doing this.

Sean

– Does she even know something is happening tonight?

Jess

– Well, she knows she’s supposed to be here, but nothing about this.

Hazel

– Cool. I don’t really know, but I think Fiona loves surprises!

Sean

– She does! And she loves parties more than anything.

Hazel

– W ho doesn’t? I was just worried that you wouldn’t be able to keep quiet about it.

Jess

– ME? I’m the best secret keeper in the world!

Sean

– Are you serious? Remember when you told everyone in school about the live action role-play?

Jess

– Oh come on, that was like a hundred years ago!

Hazel

– More like two years.

Jess

– Oh whatever. Plus, you know that’s not the whole story.

Sean

– There’s more to it? Out with it!

Hazel

– Yeah right. I’ve heard it before. It wasn’t your fault.

Just like always.

Jess

– Hey! No one told me it was a secret in the first place.

How was I supposed to know?

Sean

– Guys, grow up! Let’s focus on Fiona’s party instead.

She’ll arrive in like an hour. Shouldn’t the cake be here by now? Where are Vicky and Ed?

Hazel

– Yeah. Anyway, we’d better get our act together.

Who wants to make decorations?

Jess

– Not me. I’m working on the playlist. Is anyone good at paper chains?

2

Sean

– Sorry, I’m not a craft person. I’m the balloon expert.

Well, sort of …

Jess

– Sean, please! You have like fifty more balloons to inflate.

Hazel

– I could give it a try. What’s her favorite color?

Sean

– I think it’s purple. Or pink. At least, it’s not blue.

Hazel

– Okay. I’ll figure something out.

Sean

– So what story did you tell her? I mean, to get her to come without suspecting something.

Jess

– Since she loves interior design, I told her my room needs a makeover – and she totally went for it!

Sean

– You lied?!

Jess

– Not completely. It’s actually true. Just not tonight.

Hazel

– Clever. She told me she restyles her room once a year!

Can you believe that?

Jess

– I know, it’s crazy. It’s so much work.

Hazel

– Seriously, could someone help me with this? Since you’re not doing what you’re supposed to, anyway?

Sean

– I just took a quick break! We have tons of time.

Fiona

– Jessie! I’m here! I brought loads of color samples and my sketch book!

Sean

– NOW?!

ch u n ks!

Keep quiet Are you serious?

The whole story Just like always In the first place Sort of Give it a try Not completely Can you believe that?

Workbook page 30–31

2

43

L AN G UAG E • G R AMMAR

Verbs Brush up!

1 the present

Gary talks to his friends every day.

Usually, they talk for hours.

He is talking to them on the phone right now.

the past

They talked about their vacation last week.

We have talked about this before.

I had talked to her about it, but she didn’t remember.

She was talking to him when I came into the room.

the future

She will talk to the teacher about it tomorrow.

Are we going to talk about this problem or not?

Learn more Vary your verbs to show degree and make your language more specific.

Let’s practice! walk

A thief sneaked inside the house.

look

The woman gazed at him in amazement.

say

“Please, let me go,” he whispered.

run

Suddenly, he rushed through the door in panic.

Let’s talk!

Make sentences using these verbs. like-love, jump-spring, stop-end

44

2

Workbook page 32–33

L I N KED T EX T

With or Without Words

1

A great soul

5

Sometimes governments and other leaders make decisions we don’t like or do things we believe are wrong. Some people choose to raise their voices in aggressive ways, for example through terror attacks and shootings. Protesting peacefully is another way to try and change things.

The idea of peaceful protest has been around for a long time.

Mahatma Gandhi, a man from India who lived from 1869 to 1948, was one of the first to be well known for protesting peacefully.

decision

• rule

beslut regera

march

marsch

boycott

bojkott, vägran

nonviolent

icke våldsam

war

krig

• law

lag

effective

effektiv

" " In a gentle way, you can shake the world, Gandhi said.

10

15

Great Britain ruled India then, but Gandhi thought that India should be free to choose its own government. He led marches, boycotts, and other types of nonviolent protests. His goal was to make positive changes in the country. In 1947, India finally became independent.

Gandhi has long inspired people to peacefully protest wars, laws, and anything else they disagree with. Nonviolent protests can be an effective way to bring attention to things that need to change to make our world a better place.

India – the largest country in the world

20

Not by size, but by population. More than 1.4 billion people live there. The name of the capital is New Delhi. India has over 300 languages. One of them is English.

Gandhi was born in Porbandar in the western part of India.

Mahatma Gandhi isn’t his birth name. It was given to him along the way and means “great soul”.

New Delhi

INDIA Porbandar Mumbai Bay of Bengal

2

45

A young poet

5

On January 20, 2021, Amanda Gorman stood up to speak.

She was at the U.S. Capitol building in Washington, D.C. She was 22 years old and surrounded by some of the country’s most powerful leaders. More than 33 million people were watching on television.

10

Gorman had been chosen to write and deliver a poem at the inauguration of President Joe Biden.

She read her poem The hill we climb. It’s about diversity and hope. Gorman is the youngest poet in U.S. history to read at a presidential inauguration.

15

Dr. Jill Biden, the First Lady, had seen Gorman do a reading at the Library of Congress and reached out to her about writing a poem for the ceremony. Gorman faced a challenge: To deliver a poem about hope in chaotic times, with riots in the rear-view mirror. She made history. And became a world-famous poet.

A way with words

Gorman started writing poetry in grade school. “When other kids were playing, I was always scribbling away in my notebook.”

20

25

As a child, Gorman had a speech impediment. She had trouble saying some words. Poetry helped. “It allowed me to express myself,” she says. Gorman practiced reading her poems aloud.

This improved her speech. “It gave me a tool to help overcome my disability and turned it into one of my greatest strengths.”

An interesting fact is that President Joe Biden also has a speech impediment. He recently shared to the public, his lifelong work to overcome his stuttering.

In 2017, Gorman became the first National Youth Poet Laureate of the United States. It’s a very honorable award. In this role, she helped spread the joy and power of poetry to others.

• deliver inauguration

• diversity hope

• riot

2

installation mångfald hopp upplopp

rear-view mirror

backspegel

scribble away

klottra ner

speech

talsvårighet

impediment

• poetry • express

poesi

aloud

högt

• tool

uttrycka verktyg

• overcome

komma över

disability

handikapp

• strength

styrka

lifelong

livslång

stuttering

stamning

laureate

pristagare

honorable

ärofyllt, hedervärt

award

pris, utmärkelse

role

roll

• joy

46

leverera

glädje

Gorman hopes that more young people take up poetry. Her advice for young poets? Read! Have patience while waiting for inspiration to come.

” Poetry is for everyone, ” so embrace what makes your voice unique!

• patience • embrace • flabbergasted

tålamod

lay down

lägga ner

seek

söka

• grieve

sörja

tie together

• victorious

omfamna förbluffad

binda ihop segrande

Amanda says.

Making change 5

10

Amanda Gorman has written a picture book, called Change Sings.

This is a poem about how kids can change the world with small actions. “I want kids to know that they don’t have to be observers of history, but the makers of it,” Gorman says.

People all around the world are flabbergasted by the talents of Amanda Gorman.

Excerpt from The Hill We Climb:

We lay down our arms so we can reach out our arms to one anothe r.

We seek harm to none and har mony for all.

Let the globe, if nothing else, say this is true.

That even as we grieved, we gre w.

That even as we hurt, we hoped.

That even as we tired, we tried.

That we’ll forever be tied togeth er, victorious.

Th in k-Pair-Share!

by ama nda gor man

You and your classmates are upset about some new rules in the cafeteria. How can you express your opinion?

Be creative and come up with different ways to make your voices heard.

Heads together!

Is it important to speak up when you disagree with others? Why/Why not?

Workbook page 34–35

2

47

T I ME TO WR I T E

A persuasive essay Title

Let us choose school subjects!

Introduction

Life is all about making choices. At school we are told to follow our passion, then they take away our chance to do that. What I am talking about is being robbed of the possibility to choose what to learn in school. In my opinion, we should get to choose which subjects to learn, and I will explain why.

Reason 1

To begin with, having a choice clearly makes us students

more motivated, engaged, and responsible. We’re no different from the rest of humanity. Since we can’t blame anyone else for having to take a specific class, we will take our studies seriously. We will want to prove we made the right choice.

Reason 2

Also, an increase in motivation often leads to better scores. This paves the way for higher grades, which increases the chances of going on to higher education.

This brings us closer to success and, later in life, increases the chances of getting a job we really like.

Reason 3

Finally, learning is supposed to be fun and interesting.

Why force us to learn something we have no interest in, or talent for? We will struggle but still experience defeat.

It leads to nothing good. That’s why we should be handed the tools to success: Freedom of choice.

48

2

Conclusion

In conclusion, allowing all students to pick our subjects in

school pays off in the future. By trusting us and treating us like responsible individuals, we are being prepared for a challenging future full of choices and responsibilities.

Call for action

Sign off

So, let’s start supporting all young students’ life journey.

The result is independent, vital and competent citizens!

By Alvina, a 7th grade student at Westfield Middle School, MN

Workbook page 36–37

2

49

L AN G UAG E • G R AMMAR

Irregular verbs Brush up!

2

past simple

present perfect

hit

Penny hit the ball over the fence in the last game.

She has hit hard before, but this was a record by far.

build

Last year Leo built a bird nesting box.

Now he has built a treehouse in his backyard.

speak

I spoke to them yesterday about their behavior.

As a result, they have not spoken to me all day.

m

with an

m e

gr

ne

ri

a

ar

a

Learn more

m

Learn irregular verbs by pattern.

It is helpful to say them like a chant.

Let’s practice! all three the same

last two the same

all different

50

2

hurt

hurt

hurt

cost

cost

cost

quit

quit

quit

stand

stood

stood

hold

held

held

catch

caught

caught

begin

began

begun

Let’s talk!

hide

hid

hidden

Say the verbs like a chant.

steal

stole

stolen

Workbook page 38–39

burst stand sing

L I N KED T EX T

Expression through Music

2

Jamaica – Home of reggae

5

10

“Love the life you live. Live the life you love.” The words were spoken by the Jamaican reggae icon Bob Marley. He is referred to as the ‘king’ of the famous music genre. So, where does the word reggae come from? No one knows for sure, but it is believed the word originates from the term ‘rege-rege,’ which means ‘rags’ or ‘ragged clothes.’

Reggae has had a huge impact on international pop culture. It is known for its characteristic rhythm and its political themes in the lyrics. Equal rights and justice are common topics. Together with other artists, Bob Marley reinforced his country’s image through their music.

“COOL YUH FOOT” “ I R I E ” “WAH GWAAN” Many Jamaicans have a laid-back style. It’s obvious in the way they walk and speak. No one hurries, and if you are hasty or rushed, they will ask you to “cool yuh foot.”

15

20

Eavesdropping on a group of chatting Jamaicans could have you questioning your own English skills. Patois, the casual dialect, is a colorful and energetic sing-song language.

Jamaica is a mountainous island country in the Caribbean Sea. Kingston is the capital. It’s always summer in Jamaica!

Well, there are two seasons; wet and dry, but the weather is warm (around 82–91°F) all year.

refer to

hänvisa till, syfta på

originate from

härstamma från

• term ragged

trasig, sliten

• impact

påverkan

characteristic

• theme • lyrics • equal rights • justice

egen, typisk ämne, tema låttext lika rättigheter rättvisa

reinforce

förstärka, stödja

image

bild, anseende, image

• laid-back • eavesdrop • casual energetic

JAMAICA

uttryck

enkel, avspänd tjuvlyssna ledig, vardaglig energisk

Kingston

Caribbean Sea

2

51

All Rapped Up Slip, fall, get up, brush it off once again.

How many times doesn’t matter as long as we don’t give in.

Because it’s now and forever, like gone with the wind.

Raise our voices together and the wrong never win. not impossible by red-e

5

52

You might hear it thumping from people’s cars as they drive down the street, or blaring through the speakers. But did you ever stop to think that hip-hop and rap music are their own kind of poetry? These genres are close cousins, and they both start with the rhythmic, spoken delivery of rhymes or wordplay.

Rapping can be spoken over a beat or by itself. Hip-hop music usually has a beat or music in the background. Sometimes a DJ will use a turntable with a record on it, which is moved back and forth or even scratched, as a background noise.

2

thump

dunka

blare

dundra

• speaker • rhyme

högtalare

wordplay

rim ordlek

• background

bakgrund

turntable

skivtallrik

record

lp-skiva

• back and forth

fram och tillbaka

The poetry of the street

5

10

Right from the start, rap and hip-hop were more than just new kinds of music. They were a way for urban teens all over the world to express their emotions and frustrations, just as people have expressed themselves through poetry and music for thousands of years. Rap and hip-hop also repeat words and phrases for emphasis. They convey powerful emotions and messages.

• urban

storstads-

repeat

repetera

• emphasis

betoning

convey

• contain

uttrycka, förmedla innehålla

If you think that poems are only something that you read in English class, listen to some hip-hop or rap music. Try to find out what the singer is telling you through the lyrics. Listen to how they rhyme or what other kinds of language tricks they use to get their messages across. The lyrics also contain a lot of urban slang.

Rap and hip-hop are poetry … poetry of the street.

” L L I R T T I P E E K “

“J I Y” ” S “ HO O D

Talk abo ut it!

• What other music genres are you familiar with? Make a list and mark your favorite.

Why is it your favorite?

• Is slang okay to use no matter where you are, or who you're talking to? Explain.

What does it mean?

• “Love the life you live. Live the life you love.”

Workbook page 40–41

2

53

! p u t i p Wr a

INTERACT In which situations is it better to speak up versus keep quiet? Come up with different situations you can agree on.

WORDS Choose an activity:

• Act, speak or draw.

Use the flashcards.

• Dictation

SPEECH School ends at 5:00 PM every day on your new schedule. You have to protest. Write key words and speak for a minute!

RESEARCH You’ve read about Bob Marley.

Find out more about his home country, Jamaica.

CREATIVE WRITING You’re Cotton Da Real, a famous rapper! Write the first verse of a rap song about following your biggest idol.

UNIT 2 HEAR ME OUT 54

2

ACT readers ’ theater

Practice reading the script Conversations for Equality together. Act it out.

VOCABULARY Linked text 1

Main text No Talking

With or Without Words

cough

rule

opinion

law

sink

deliver

rather than

diversity

shy

riot

explanation

poetry

government

express

less

tool

divide

overcome

topic

strength

independent

joy

violence

patience

argue

embrace

insult

flabbergasted

whiny

grieve

worth

victorious

Linked text 2 Expression through Music term impact theme lyrics equal rights justice laid-back eavesdrop casual speaker rhyme

! s k n u h c

iet Keep qu

In the first place

Give it a try

Are you serious?

The whole story Just like always

Sort of

Not completely

Can you believe that

?

background back and forth urban emphasis contain

2

55

Learn English LEARN ENGLISH är ett basläromedel i engelska för åk 1–6.

I åk 4–6 utgår arbetet med det engelska språket från Textbook som innehåller skönlitterära texter och andra texttyper. Lärandet bygger på gemensamt arbete med texterna och de tillhörande prat- och diskussionsövningarna.

I textbook finns också grammatik, dialoger och modelltexter för skrivande.

I Workbook arbetar eleverna vidare med ordkunskap, läsförståelse och hörövningar, utifrån texterna i textbook.

Här finns också grammatik- och skrivuppgifter. Allt kopplat till textbook.

I Learn English webb ingår lärar- och elevwebb. I lärar­webben finns alla texter med tillhörande ljudfil, samt dialog- och grammatikfilmer. Här finns också underlag för bedömning.

Elevwebben innehåller alla texter med ljudfiler, filmer samt glos- och grammatik­övningar.

I Teacher’s guide finns lektionsplanering och kopierings­ underlag.

Best.nr. 770 ISBN 978-91-7857-072-0

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