9789127409156

Alastair Henry • Leif Johansson (grammar)

UPSIDE DOWN

Det här är Üvningsboken till Upside Down A och den innehüller inte bara Üvningar till textbokens noveller, hÜrÜvningar samt grammatikträning utan ocksü faktatexter, som anknyter till novellernas teman.

Workbook

Läromedlet Upside Down A bestür av ‌ ¡¡ novellantologi ¡¡ Üvningsbok ¡¡ elev-cd med bokens texter inspelade i mp3-format

Upside Down Workbook

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A *4#/

OMSLAG Ă–VNINGSBOKEN.indd 1

A 2008-01-30 11:12:03

NATUR & KULTUR Kundtjänst/order: Förlagsdistribution, Box 706, 176 27 Järfälla Tfn 08-453 85 00, Fax 08-453 85 20 Redaktion: Box 27 323, 102 54 Stockholm Tfn 08-453 86 00, Fax 08-453 87 90 info@nok.se www.nok.se Projektledare: Erica Myrefelt Textredaktör: Claes Josefsson Grafisk form: Jenny Franke Wikberg Sättning: Team Media Sweden AB Produktion: Anders Hultgren Omslag: Liza Zachrisson Vi vill tacka Peter Lantz, Thorildsplans gymnasium, Stockholm; Katarina Sweding, Nacka gymnasium, Nacka och Kristina Wallbing, Björknäsgymnasiet, Boden för deras granskning av Upside Down.

Vi vill även tacka alla lärarstudenter vid Högskolan Väst, som har arbetat med novellerna i Upside Down under sina VFU-perioder. Ett särskilt tack till Carin Christensson och Erika Sandberg Offesson, som jobbade med de övningar som används i anslutning till Blue Diamond och Emerald City under sina VFU-perioder på De la Gardiegymnasiet i Lidköping och Uddevalla gymnasieskola.

Foton sid 41: The FMG Campaign (1), Paul Wenham Clarke (2).

Självklart är vår målsättning att göra felfria böcker, men det händer tyvärr att vi inte lyckas. Om du hittar tryckfel, eller om det är något tekniskt fel med boken, är vi tacksamma om du kontaktar oss på adressen tilltryck@nok.se.

Kopieringsförbud! Detta verk är skyddat av upphovsrättslagen! Kopiering är förbjuden, utöver lärares begränsade rätt att kopiera för undervisningsbruk enligt avtal med Bonus Presskopia och den mycket begränsade rätten till kopiering för privat bruk. Den som bryter mot lagen om upphovsrätt kan åtalas av allmän åklagare och dömas till böter eller fängelse i upp till två år samt bli skyldig att erlägga ersättning till upphovsman/rättsinnehavare. © 2008 Alastair Henry, Leif Johansson och Bokförlaget Natur och Kultur, Stockholm Fälth & Hässler, Värnamo 2008 Första upplagans första tryckning ISBN 978-91-27-40915-6

Contents

ZELDA

5

THE RAVINE

17

TA TATAU

27

DRIVING HER WILD

35

THE STAR

45

RIGHT UP THE LIMITS

53

CHARLIE RABBIT

62

BAD LANGUAGE

71

SHOES

81

MY BEST FRIEND’S DAD

89

FLY AWAY HOME

98

THE GREAT SATAN

107

THE PURSE IS MINE

116

AM I BLUE?

125

BLUE DIAMOND

134

EMERALD CITY

136

HERBIE

137

Zelda WHAT HAPPENED? Work in pairs and answer the following questions: 1 Why is it that some of the girls at the start of Year Seven have friends they know already, but others do not?

2 How do Berwyn and Michelle manage to look ‘cool’ and ‘trendy’ when all of the girls at the school have to wear the same uniform?

3 Why is Jessica so scared of Berwyn and Michelle?

4 Why is the English exercise that the girls have been given so difficult?

5 What did the girls get for homework?

6 Why were many of the girls laughing when Jessica and Harriet got back to the classroom after lunch?

7 How does Jessica’s view of Berwyn and Michelle change after the incident with Zelda’s description?

WHAT DO THEY MEAN? A Work in pairs and read each sentence. What do the highlighted words mean?

If you are not sure, perhaps you can use some of these clues (ledtrådar) to help you: ·· W hat sort of a word is it? (e.g. noun, verb, adjective, adverb) ·· Can it be broken up into parts? Do you know any of the parts? ·· Does the word remind you of a Swedish word? ·· Are there any clues in the sentence, or in the rest of the text that can help you?

1 You never used to be so conservative.

2 … after a few weeks had gone by and everyone was getting really settled down and confident.

3 … school skirts hitched half-way up their thighs …

4 Berwyn especially, never did anything stupid, or embarrassing.

5 The thing was, they despised anyone who wasn’t like them.

6 I was scared of their superior little smiles, …

7 The rest of the group weren’t quite so cool. There were some gigglers among them, …

8 But when they were with Berwyn and Michelle they whispered behind their hands and tittered and said smart, cool things to each other, and flicked their hair back …

9 Some kids groaned, …

Kopiering av detta engångsmaterial är förbjuden enligt lag och gällande avtal.

ZELDA

5

10 I mean, I think I look quite good, but I didn’t want Mrs. Stephenson to think I was conceited or anything.

11 … to read over what we’d written for homework, and make any changes we thought might improve it.

12 I stuffed my essay into my folder 13 They walked over to the rubbish bin near where Zelda was sitting and tossed in their papers.

14 Berwyn and Michelle walked back to their gang and got a hero’s welcome.

They all went off in a huddle.

15 Berwyn was reading something aloud, and the others were collapsing with laughter.

16 … as though I was watching someone absolutely helpless being, sort of, invaded by something not human.

17 And she made a grab for the paper.

18 … with my heart beating furiously, 19 ….after a while they all melted back to their own places, because they could hear Mrs. Fox and the rest of the class coming down the corridor.

20 My knees were trembling and I could feel my shirt soaking wet on my back and under my arms.

B What do the following phrases mean? Use clues in the text to help you work out the meanings.

1 … but no one mucked up on Mrs. Stephenson, so eventually we all settled down and started writing …

2 And somehow or other they’d known in advance they’d get away with black canvas shoes and big white T-shirts …

3 People can laugh at you, and send you up.

4 Jessica, you’re red as a beetroot.

5 I think that day they wrote me off forever as uncool, …

READING BETWEEN THE LINES Work in groups of two or three and discuss the following questions:

3 Why do you think it is difficult for Jessica to explain exactly what it is about Zelda that makes her different?

4 What does Jessica mean when she says “If you’re too serious about things, or try too hard at things, it leaves you, sort of, open, you know?”

5 Why does Jessica mean when she says, “… it seemed to me as though I was watching someone absolutely helpless being, sort of, invaded by something not human”.

Why do you think she uses the word ‘invaded’?

LISTENING – The Panel In every chapter you will here a panel talking about various subjects. On page 139 you can meet the members of the panel.

You should always listen to the discussion two or three times before answering the questions. When you listen the first time, try to get a general idea of what the panel are talking about. The second / third time that you listen you could make some notes.

Before starting: Because this is a real discussion, you will not understand everything that the panel members say (this is how English is spoken in real life!). But don’t worry – if you focus on what you do understand and what you already know about the topic, you will be able to understand much of what the discussion is about.

Today the panel are going to talk about bullying.

Panel members: Roxy, Gary, Sophie, Peter KEY WORDS:

1 2 3 4 5

verbal verbal, uttryckt i ord victims offer abuse skymfa, smäda Facebook / MSN / anonymous anonymt

account konto exclusion uteslutning, utestängning slagging somebody off såga någon, tala illa om någon

What sort of bullying happened at Roxy’s school?

Roxy and Gary both say that they did not get bullied at school. Why was this?

What happened to Gary’s friend?

What sort of bullying, according to Sophie and Gary, is common today?

What happened to Sophie?

1 What does Jessica mean when she says that Zelda “just didn’t suit her name.

Or maybe she did”?

2 What do you think Jessica means when she says “It was like she (Zelda) was a little drop of oil paint and the rest of us were drops of water in a glass”?

6 UPSIDE DOWN

Kopiering av detta engångsmaterial är förbjuden enligt lag och gällande avtal.

Kopiering av detta engångsmaterial är förbjuden enligt lag och gällande avtal.

ZELDA

7

10 I mean, I think I look quite good, but I didn’t want Mrs. Stephenson to think I was conceited or anything.

11 … to read over what we’d written for homework, and make any changes we thought might improve it.

12 I stuffed my essay into my folder 13 They walked over to the rubbish bin near where Zelda was sitting and tossed in their papers.

14 Berwyn and Michelle walked back to their gang and got a hero’s welcome.

They all went off in a huddle.

15 Berwyn was reading something aloud, and the others were collapsing with laughter.

16 … as though I was watching someone absolutely helpless being, sort of, invaded by something not human.

17 And she made a grab for the paper.

18 … with my heart beating furiously, 19 ….after a while they all melted back to their own places, because they could hear Mrs. Fox and the rest of the class coming down the corridor.

20 My knees were trembling and I could feel my shirt soaking wet on my back and under my arms.

B What do the following phrases mean? Use clues in the text to help you work out the meanings.

1 … but no one mucked up on Mrs. Stephenson, so eventually we all settled down and started writing …

2 And somehow or other they’d known in advance they’d get away with black canvas shoes and big white T-shirts …

3 People can laugh at you, and send you up.

4 Jessica, you’re red as a beetroot.

5 I think that day they wrote me off forever as uncool, …

READING BETWEEN THE LINES Work in groups of two or three and discuss the following questions:

3 Why do you think it is difficult for Jessica to explain exactly what it is about Zelda that makes her different?

4 What does Jessica mean when she says “If you’re too serious about things, or try too hard at things, it leaves you, sort of, open, you know?”

5 Why does Jessica mean when she says, “… it seemed to me as though I was watching someone absolutely helpless being, sort of, invaded by something not human”.

Why do you think she uses the word ‘invaded’?

LISTENING – The Panel In every chapter you will here a panel talking about various subjects. On page 139 you can meet the members of the panel.

You should always listen to the discussion two or three times before answering the questions. When you listen the first time, try to get a general idea of what the panel are talking about. The second / third time that you listen you could make some notes.

Before starting: Because this is a real discussion, you will not understand everything that the panel members say (this is how English is spoken in real life!). But don’t worry – if you focus on what you do understand and what you already know about the topic, you will be able to understand much of what the discussion is about.

Today the panel are going to talk about bullying.

Panel members: Roxy, Gary, Sophie, Peter KEY WORDS:

1 2 3 4 5

verbal verbal, uttryckt i ord victims offer abuse skymfa, smäda Facebook / MSN / anonymous anonymt

account konto exclusion uteslutning, utestängning slagging somebody off såga någon, tala illa om någon

What sort of bullying happened at Roxy’s school?

Roxy and Gary both say that they did not get bullied at school. Why was this?

What happened to Gary’s friend?

What sort of bullying, according to Sophie and Gary, is common today?

What happened to Sophie?

1 What does Jessica mean when she says that Zelda “just didn’t suit her name.

Or maybe she did”?

2 What do you think Jessica means when she says “It was like she (Zelda) was a little drop of oil paint and the rest of us were drops of water in a glass”?

6 UPSIDE DOWN

Kopiering av detta engångsmaterial är förbjuden enligt lag och gällande avtal.

Kopiering av detta engångsmaterial är förbjuden enligt lag och gällande avtal.

ZELDA

7

Your description could include: ·· your appearance – what you look like ·· your style – the clothes you wear ·· your interests (e.g. music, sport, gaming, reading, going out etc.) ·· your feelings about starting upper secondary school (gymnasiet) · your feelings about learning English

10 UPSIDE DOWN

Kopiering av detta engångsmaterial är förbjuden enligt lag och gällande avtal.

Your description could include:

FACE THE FACTS

·· your appearance – what you look like ·· your style – the clothes you wear ·· your interests (e.g. music, sport, gaming, reading, going out etc.) ·· your feelings about starting upper secondary school (gymnasiet) ·· your feelings about learning English You can choose to write your description in either the first person (I) or you could try writing it in the third person (she / he).

Read the following text and then, together with your partner, answer the questions that follow.

Are boys getting a raw deal at school?

Over the last twenty years, teachers all over the world seem to have been noticing similar trends in their classrooms; girls seem to be doing better at school than boys. And they are probably right. Statistics from different school grades in different countries all tell a similar story of a widening gap in the performance of girls and boys. Here are a few facts. ·· I n America, 80 percent of the students who drop out of high school are boys. ·· In Britain more girls than boys go to university and more girls than boys get places on popular university programs, such as medicine and law. ·· In Canada, it has been found that, on average, boys of all ages are 1½ years behind girls in reading ability ·· In Sweden, with the exception of physical education and health, girls do better than boys in all other subjects in compulsory school.

But why do girls seem to be doing so much better at school? Are they simply more intelligent? Do teachers find it easier to teach girls and as a result give them better grades?

Or is it that boys think that school simply isn’t cool and that it’s not good for their images to be seen spending lots of time studying and doing homework? None of these, according to the American psychologist Michael Gurian, can properly explain the reasons why girls do better in school than boys. Instead, Gurian believes that there are big differences between the brains of boys and girls. His research into the working of the human brain has shown

10 UPSIDE DOWN

Kopiering av detta engångsmaterial är förbjuden enligt lag och gällande avtal.

Kopiering av detta engångsmaterial är förbjuden enligt lag och gällande avtal.

that there are over 100 differences in boys’ and girl’s brains and that these differences have an effect on the ways in which boys and girls learn.

Girls, he says, are not only able to understand more complex information than boys, but they are also better at remembering it. Further, girls can concentrate better in a classroom situation and for longer periods, whereas boys tend to have shorter concentration spans and often need to get up, move around or do things with their hands at regular intervals during a lesson.

According to Gurian, even though education is of course effective for very many children, it is much more suitable to the minds of girls than to the minds of boys. It is only recently, he says, that researchers and teachers are beginning to see what’s wrong with the system for millions of boys. “Beginning in very early grades, the ‘sit-still’, ‘read-your-book’, ‘raiseyour-hand-quietly’, ‘don’t-learn-by-doing-butby-taking-notes’ classroom is a worse fit for more boys than it is for most girls. Boys are falling behind and even failing because they are taught in environments that often don’t fit their brains,” Gurian says. As a result, boys mentally ‘switch off’, loose the motivation to learn, don’t do their homework, rebel against the authority of the school, get into trouble, and end up getting bad grades. Finally, many boys find that they just don’t seem to fit in at their schools anymore and they drop out.

But what are the consequences of a school system that seems to favour one sex over the other? What are the effects on boys who are learning in a system where the odds are stacked against them? Does this mean then that whole ZELDA

11

generations of boys won’t be getting a fair deal in education? Some people might say that this is not at all a bad thing. Gurian himself says that he is often asked by newspaper reporters or other media people why we should care so much about boys when men still run everything in society. And he sees that they have a point, particularly when we realise how few women there are who are the leaders of governments, big companies and international organisations.

Another argument that he often hears is that, since the average man still earns more than the average women, it is perhaps no bad thing that girls are doing better at school and later on will be able to better compete for top-paying jobs. This too, Gurian accepts, is a reasonable argument, but we should not forget, he reminds us, those millions of young men who today find it difficult to get jobs after leaving school and have few chances of ever making it to college, young guys, who he says, “remain adolescents wasting years of their lives playing video games for hours a day, until they’re in

their thirties, by which time the world has passed many of them by”.

Gurian first saw the results of the problem when he worked as a councellor in a US prison.

It was then he says, that “I saw these statistics up close. The young men and adult males I worked with were mainly uneducated, had been raised in families that didn’t promote education, and had found little of relevance in the schools they had attended. They were passionate people, capable of great love and even possible future success. Many of them told me how much they wanted to get an education.”

These experiences led him to get involved in educating teachers about boys’ problems in school and in explaining how the male brain learns. His hope is that when teachers realise that boys and girls learn differently they can change their classroom methods in a way that will help boys to learn more effectively. In the long run this will, he believes, have benefits for both sexes and for society as a whole.

Discuss Now, with your same partner, discuss the following questions: 1. Have you noticed any differences in the results of boys and girls in your class or in your school? Do girls do better? Or perhaps it is the other way around?

2. Gurian believes that boys’ and girls’ brains work differently. But can you think of other reasons that might explain why girls do better than boys in school? Make a list and compare it with that of another pair of students.

3. Many people believe that a school system that gives girls a better chance of doing well is a good thing. But what do you think? Can this help in making society more equal?

Questions 1. Michael Gurian has become an expert on the problems faced by boys in schools.

What has he learnt from his research and what has he learnt from personal experience?

2. When boys are in classrooms that don’t match their ways of learning, what tends to happen?

3. Why do some people believe that it is perhaps a good thing that boys aren’t doing as well at school as girls?

4. When Gurian says that he “saw these statistics up close” he means that …

5. What, according to Gurian, is the best way of helping boys to do better in schools?

12 UPSIDE DOWN

Kopiering av detta engångsmaterial är förbjuden enligt lag och gällande avtal.

Kopiering av detta engångsmaterial är förbjuden enligt lag och gällande avtal.

ZELDA

13

Have you noticed any differences in the results of boys and girls in your class or in your school? Do girls do better? Or perhaps it is the other way around?

2. Gurian believes that boys’ and girls’ brains work differently. But can you think of other reasons that might explain why girls do better than boys in school? Make a list and compare it with that of another pair of students.

3.

Alastair Henry • Leif Johansson (grammar)

UPSIDE DOWN

Det här är Üvningsboken till Upside Down A och den innehüller inte bara Üvningar till textbokens noveller, hÜrÜvningar samt grammatikträning utan ocksü faktatexter, som anknyter till novellernas teman.

Workbook

Läromedlet Upside Down A bestür av ‌ ¡¡ novellantologi ¡¡ Üvningsbok ¡¡ elev-cd med bokens texter inspelade i mp3-format

Upside Down Workbook

¡¡ lärarhandledning inkl cd med hÜrÜvningar ¡¡ webbÜvningar

A *4#/

OMSLAG Ă–VNINGSBOKEN.indd 1

A 2008-01-30 11:12:03