9789178570737

Workbook

k Roc ! on

6

Sanna Falck Emelie Werkö Monica Widstrand

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

Teacher’s Guid

e

Inloggning Learn English webb:

6

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

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136

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

26

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.

137

Contents

LE A R N E N GL I S H WO R K B O O K 6

1

UNIT 1 – FOR REAL? 4 Main – Vocabulary, Reading comprehension, 4 Main text –text Vocabulary, Reading comprehension,

Listening comprehension Listening comprehension 10 Chunks, chunks, chunks Chunks, chunks, chunks Language and grammar 1 – Nouns 10 12 Language • Grammar 1 – Personal pronouns 8

14 Linked – Famous Fakes and the verbtext “to 1be”

12 14 16 18

2

16 Time to write – A news article Linked text 1 – It’s about Time 18 Language and grammar 2 – Adjectives Language • Grammar 2 – Have or has?

20 Linked text 2 – Get in the Zone Time to write – My school 22 Extra – Pick and choose Linked text 2 – We are all Students

20 Extra – Pick and choose UNIT 2 – HEAR ME OUT 24

Main text – Vocabulary, Reading comprehension,

UNIT 2 – Listening FULL HOUSE

comprehension

30 Chunks, chunks, chunks 22 Main text – Vocabulary, Reading comprehension,

Listening comprehension 32 Language and grammar 1 – Verbs 26 28 30 32 34

3

34 Linked text chunks 1 – With or Without Words Chunks, chunks, 36 Time•to write – A1 persuasive essay Language Grammar – Singular and plural nouns 38 Language and grammar 2 – Irregular verbs Linked text 1 – Family Life 40 Linked text 2 – Expression through Music Language • Grammar 2 – A, an or the?

42 Extra – Pick and choose Time to write – A family portrait

36 Linked text 2 – Playing Board Games UNIT 3 – NATURE CALLING 38

Extra – Pick and choose 44 Main text – Vocabulary, Reading comprehension,

Listening comprehension

UNIT50 3 – WHAT’S COOKING? Chunks, chunks, chunks 52 Language and grammar 1 – Helping verbs 40 Main text – Vocabulary, Reading comprehension, 54 Linked text 1 – You can Make a Difference Listening comprehension 44 46 50

60 Linked text 2 – Be the Change Linked text 1 – Afternoon Tea 62 Extra – Pick and choose Language • Grammar 2 – Sing or sings?

52

Time to write – My afternoon tea party

54

Linked text 2 – Australian Barbie

56

Extra – Pick and choose

48

2

1

56 Time to write – A formal letter Chunks, chunks, chunks 58 Language and grammar 2 – Adverbs Language • Grammar 1 – Question words

4

UNIT UNIT44––WHAT’S WACKYTHE WEATHER STORY? 58 Main 64 Main text text – Vocabulary, – Vocabulary, Reading Reading comprehension, comprehension,

Listening Listening comprehension comprehension Chunks, chunks, chunks 62 70Chunks, chunks, chunks Language and grammar 1 – Me, myself I 64 72Language • Grammar 1 – Contractions withand “not” 74 Linked text 1 – Folktales & Shamrocks Linked text 1 – It’s Snowing!

76 Time to write – A fairy tale 68 Language • Grammar 2 – Do or does?

78 Language and grammar 2 – Pronouns 70 Time to write – My first blog post 80 Linked text 2 – Artists in Disguise 72 82Linked text 2 – Flash-to-Bang!

Extra – Pick and choose 66

74

5

6

Extra – Pick and choose

UNIT 5 – GUILTY AS CHARGED UNIT LIGHTS OUT 84 5 –Main text – Vocabulary, Reading comprehension,

Listening comprehension 76 Main text – Vocabulary, Reading comprehension, 90Listening Chunks, chunks, chunks comprehension Language and grammar 1 – Prepositions 80 92Chunks, chunks, chunks Linked•text 1 – Detectives at Work of place 82 94Language Grammar 1 – Prepositions 96 Time to write – A newscast script 84 Linked text 1 – The Door 98 Language and grammar 2 – Homophones, 86 Language • Grammar 2 – There is or there are? homonyms, homographs 88 Time to write – A scary poem 100 Linked text 2 – Changing Times, Changing Crimes 90 102Linked text 2 – Creepy Creature Extra – Pick and choose 92 Extra – Pick and choose

UNIT 6 – TIME WILL TELL UNIT PAWS CLAWS Reading comprehension, 104 6 –Main text –&Vocabulary,

Listening comprehension 94 Main text – Vocabulary, Reading comprehension, 110Listening Chunks, chunks, chunks comprehension 112 Language and grammar 1 – Connectives 98 Chunks, chunks, chunks Linked•text 1 – Yesterday’s Jobs adjectives 100 114Language Grammar 1 – Comparative 116 Time to write – An informal message 102 Linked text 1 – Animal Jobs 118 Language and grammar 2 – Prefixes & suffixes 104 Language • Grammar 2 – Was or were?

120 Linked text 2 – Telling the Future 106 Time to write – My animal report 122 Extra – Pick and choose 108 Linked text 2 – A Home for Clover 124–124 Vocabulary 110 Extra – Pick and choose

Chunks Language • Grammar – Summary 112 128Vocabulary Till läraren 1151136Chunks 127

116 118

Language • Grammar – Summary Till läraren

1

3

MAI N T EX T

2 Vocabulary

U N I T TWO

cough

opinion

explanation violence

sink

less

government

topic

shy

divide

argue

rather than

independent

insult

whiny

worth

A Which vocabulary word could replace the underlined word?

1. I hope you have a good answer to why you did this.

2. Being self-sufficient is our main goal.

3. I don’t want to discuss this with you.

4. The temperature will drop when the sun goes down.

5. Let’s split the cost and pay half each.

6. It is not meaningful discussing this anymore, let’s move on.

B Write the missing words.

1. I have a fever and a

, I might need medicine.

2. Careful. Your joke could be taken as an 3. My kitten is very

.

, that’s why she’s hiding under the table.

4. People in my class all have different

, so we discuss things a lot.

5. I would prefer having one really cool beanie 6. Finishing the essay took 7. The 8. Even if you are angry, 9. The main 10. Sometimes you are so

24

2

Textbook page 34-41

many that are just okay. time than I thought.

has been slow to react to the protest going on. won’t solve the problem. of today’s meeting was longer school breaks. , complaining about everything!

C Answer the questions.

1. Something is not worth the money? Why?

2. How can you tell someone is shy?

3. Argue that homework should be banned. What would you say?

4. Describe an independent person.

5. When might you be whiny? Give examples.

D

Write sentences showing each word’s meaning. insult

1.

2.

3.

rather than

explanation

Textbook page 34-41

2

25

MAI N T EX T

Reading comprehension A Number the events in order, 1–6.

Dave reads about Gandhi.

Dave forgets to keep quiet.

Dave experiences listening instead of talking.

Lynsey tells her friends about a sweater.

Dave decides to try not talking.

Mrs. Overby thinks Dave fakes being sick.

B Answer the questions.

1. Why did Dave decide not to talk for the whole day?

2. How did keeping quiet affect Dave’s day? Give examples.

3. Describe Lynsey.

4. What did Dave experience while listening?

5. Who is the best at arguing, Dave or Lynsey? Explain your thoughts.

26

2

Textbook page 34-41

C ANALYZE Describe Dave.

Facts

Personality

Thoughts

Actions

D THINK ABOUT IT What challenges would you face if you stopped talking for a day? Give examples.

Textbook page 34-41

2

27

MAI N T EX T

Listening comprehension A Listen and answer the questions.

1. What is special about this day?

it’s exciting

it’s the last day of high school

it’s the 4th of July

it’s speech day at school

2. What year is it?

3. What examples of difficulties and stress does Jazz talk about? Tick two boxes.

fake news

the climate

social studies

school

sports

exams

4. For how long have the students gone to high school together?

5. What are examples of things the students have done together? Tick two boxes.

danced

played boardgames

fallen in love

overslept

studied

watched butterflies

6. Who is Mr. Graham?

7. Who does Jazz especially want to thank?

the graduates

the whole staff

the teachers

himself

8. Jazz says the students could act like …

9. What is the quote about?

mistakes are ok

don’t make mistakes

school is important

life is hard

10. What was Ms. Ortega good at?

28

2

baking

talking

selling stuff

listening

Textbook page 34-41

11. Which picture matches Jazz giving his speech?

B Listen to Jazz talking about what they learned. Circle the answers.

1. Twelve years ago, the students …

got Batman boxes. / began school. / took pictures.

2. According to Jazz, greatness means …

good grades. / being popular. / finding your passion.

3. The teachers have been …

smiling. / hard. / supportive.

4. One advice is to …

meet new people. / follow others. / start a company.

C Write three things you learned from Jazz’s speech.

1.

2.

3.

Textbook page 34-41

2

29

DI ALO G U E • CH U N KS

Chunks, chunks, chunks A Listen and number the chunks.

Are you serious?

Just like always

Sort of

Not completely

In the first place

Can you believe that?

Give it a try

Keep quiet

The whole story

B Complete the dialogues using the chunks.

1. “Now,

and listen carefully. I’ll only tell you this once.”

“Okay Ms. Hammington. We’re all ears.”

2. “I feel so confused.”

“Well, that’s because you haven’t heard

.”

3. “This is awful. I didn’t even want to go abroad

.”

I think you’ll enjoy it tomorrow, when the weather will be better.

4. “I love playing the ukulele. Here, why don’t you

?”

“No thanks, I’m not really into playing instruments.”

5. “That was very rude.”

“I know.

? He didn’t even let me finish my speech.”

6. “Where is Duke? He’s never home nowadays.”

“No, he’s out with his friends, 7. “

.” ? Will the temperature really drop to -4°F?”

“Yes, so bring warm clothes and good shoes.”

8. “Did you score in the game?”

“Well,

. I made an assist.”

9. “Did you buy everything on the list?”

“ 30

2

. I couldn’t find the broccoli.”

Textbook page 42–43

C Read the clues and write the chunks.

1. Don’t say a word.

2. All the information.

3. Put some effort into.

4. Surprising but true.

5. To begin with.

6. For real?

7. Maybe.

8. Happens often.

9. Not quite.

D Kai tells his friend about a gig he just got. Continue their dialogue.

Use three or more of the chunks.

Hey! I've been asked to DJ at the town festival.

Textbook page 42–43

2

31

L AN G UAG E • G R AMMAR

Try your best they said.

Verbs Brush up!

A The present. Write the missing verbs.

1

1. Usually Billie

help

me with my French, but not today.

2. Every week my sister

try

a new hobby.

3. Luke and I always

goodbye three times before hanging up.

say

B The present. Write the missing verbs.

1. I can’t talk right now, I

run

for the bus.

2. The court is busy, some teenagers

basketball at the moment.

3. Look! That helicopter

hover

above the lake.

C The past. Write the missing verbs in the story. study

play

hurry

step

hope

wish

want

smile

pound

aim

The audition Yesterday I hurried to the assembly hall where the audition was. Backstage I

my lines one last time. I really

In the last play I part. My acting teacher

32

2

When I

onto the stage my heart

Maybe I

the part too badly.

Textbook page 44

I was prepared enough.

“little brother”, this time I at me and

play

for the main me luck. so hard!

D The past. Write the verbs.

1. Mila

here since 2012.

2. My brother and I

our aunt several times.

3. Jeremy

his mistake, but it was too late.

live visit realize

have has had

E The past. Complete the sentences.

1. I

- i ng

when

2. My sisters

until

3. Our hamster

when

F The future. Write sentences. Use be going to.

1.

I

2. Clair 3. We

Learn more

G Write verbs that could replace the underlined ones. suggest

reply

shout

stumble

stroll

step

1. I walked forward when it was my turn.

2. We walked in the park. It was a beautiful day.

3. I walked through the messy room in complete darkness.

4. “Stop nagging me”, he said as he slammed the door.

5. “Let’s do it like this”, she said.

6. “Yes please, I’d love that”, Millie said.

Textbook page 44

2

33

L I N KED T EX T

With or Without Words

1

A Listen and number, 1–6. law

poetry

flabbergasted

joy

deliver

patience

B Complete the sentences.

1. When you express your opinion 2. Diversity is 3. Show strength by 4. You should embrace 5. To grieve is

C Main idea – What is the author’s point?

D Answer the questions.

1. What does protesting peacefully mean?

2. What do Gandhi and Gorman have in common?

34

2

Textbook page 45–47

E Write words and sentences.

sentence sentence

sentence word word word

Communication

word

word sentence

sentence word

ce

senten

F How would you choose to make your voice heard, and what is your message?

inspire

protest

give hope

Textbook page 45–47

2

35

T I ME TO WR I T E

A persuasive essay

Text prompts Team sports are better than individu al sports!

Parents should (not) limit screen time!

Your own idea.

36

2

Textbook page 48–49

Read and check your draft.

Checklist Title

Introduction

Reason 1

Reason 2

Reason 3

Conclusion

Call for action

Sign off

Let a classmate read your draft and give you TAG feedback.

ell something you liked.

• I like how you …

• I enjoy your writing because …

• The strongest point is …

sk a thoughtful question.

• What do you mean when you said …

• Why is …

• Did you think about …

ive a positive suggestion.

• I think you should add …

• One suggestion would be …

• You might want to change …

Revise your text.

Textbook page 48–49

2

37

L AN G UAG E • G R AMMAR

Irregular verbs Find the verbs on page 135.

Brush up!

2

A Write the missing verbs. Use the past simple tense. go

set

lie

dig

drink

1. My family

hurt

down on the blanket so I could take this photo.

2. Did you hear that he 3. Last week I 4. I

bring

a new record with that jump? my arm at football practice.

to see the new show. It was magical.

5. Yesterday we

a hole in the garden for the new cherry tree.

6. I almost 7. I

the whole cup. I was so thirsty. you a jacket in case it gets cold. Here you go.

B Write sentences.

1. past simple present perfect

build

2. past simple present perfect

speak

3. past simple present perfect

catch

4. past simple present perfect

throw

5. past simple present perfect

38

2

Textbook page 50

begin

Learn more

C Complete the charts.

All three the same sleep bite leave find blow wear spread shake split quit send hit

Last two the same

All different

D Jackson went camping last weekend. Write what happened.

Use three or more of the verbs from above.

Textbook page 50

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L I N KED T EX T

Expression through Music

2

A Listen and number, 1–6. contain

urban

eavesdrop

laid-back

lyrics

equal rights

B Complete the sentences.

1. Justice is when 2. The music in the background 3. The impact wasn’t 4. Don’t go back and forth 5. Themes in songs are often

C THE TITLE – Why did the author choose it?

Suggest a new title.

D Answer the questions.

1. How can reggae be described?

2. What does it mean that rap and hip hop are called poetry of the street?

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Textbook page 51–53

E MAKE CONNECTIONS

>> Text to self << Connect the text to your life – your experiences, ideas, family, friends.

This reminds me of

>> Text to world << Connect the text to events in the world – news, movies, books, history.

This makes me think of

F Write lines that rhyme and send an important message.

Textbook page 51–53

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E xtra !

Pick and choose!

Main text 1 Find words Find and list words about body language.

Write sentences using the words.

2 Journal entry Write a journal entry from the perspective of Lynsey, revealing her inner thoughts and feelings about the main events and characters in the story.

3 Make a list Write a list of odd excuses that you could use to get out of making a presentation.

4 Pros and cons A chatterbox or not? Think of some arguments for (pros) and against (cons) being talkative. Make a list.

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Textbook page 34–41

5 Three perspectives What was the teacher thinking when Dave and Lynsey presented their report? What were Dave and Lynsey thinking? Write a paragraph including the three different perspectives.

6 Find out Search for facts about middle school cafeterias in the U.S. What’s on the menu?

Does it cost you anything? Add pictures if you like.

Prepare to tell your classmates about it.

7 Find out Search for more facts about Gandhi. Who was he? What did he do? Why did he do it?

Add pictures if you like.

Prepare to tell your classmates about it.

One more text – Talking Baseball Read the text on the student website or ask your teacher for it.

1 Vocabulary

5 Sports

These words are from the text. Make sure you know what they mean. Use a dictionary if you want.

home run

make a basket

queasy

agile

parakeet

probe

inwardly

splinter

sight

modestly

bleachers

innings

surge

snicker

groan

stammer

If you had all the time and resources, what Olympic sport would you want to compete in? It could be a sport that is not yet an official one. Write a paragraph about it.

6 Find out Search for facts about baseball. What is the history of the game? What are the rules?

Who are some famous players? How do fans prepare for game day? Add pictures if you like.

Prepare to tell your classmates about it.

7 Make a list 2 Sentences Write sentences or a text using seven or more of the words above.

3 Expressions Find these expressions in the text: “tater”, “catching fungoes”, “ride the pine”, “shoestring catch”, “moon shot”, “ducks on the pond”. Choose three and explain what they mean.

Search for another sport and its special lingo. Make a list.

Making it rain.

4 Poster Choose a sport and create a poster for an upcoming game or competition. Make sure to inpire people to come to the event.

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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. 771 ISBN 978-91-7857-073-7

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