Engelska 5 för gymnasiets yrkesförberedande program
Blueprint Vocational består av Allt-i-ett bok inkl.elev-cd (med ljud) Facit Lärar-cd Lärarhandledning
Lundfall • möller • sunhede fulk
Blueprint Vocational är ett läromedel för kursen Engelska 5 på gymnasiet. Det vänder sig framför allt till elever på de yrkesinriktade programmen. Blueprint Vocational består av sex tematiska kapitel med engagerande texter och uppgifter som tränar de receptiva färdigheterna läsa och lyssna. I slutet av varje kapitel finns uppgifter som tränar produktion och interaktion (Speaking & Writing). Avsnittet innehåller muntliga och skriftliga övningar med olika syften, som att instruera, beskriva, sammanfatta och argumentera. Genom uppslagsdelen Guide to Speaking & Writing ges stegvis vägledning till egen muntlig och skriftlig produktion. Förordet ger dig mer information om bokens struktur och innehåll.
BLueprint
BLueprint vocational
BLueprint vocational
Engelska 5
Till Blueprint Vocational finns också en interaktiv webb med självrättande ord- och grammatikövningar, extra läs- och hörförståelsetexter samt yrkesrelaterade projektarbeten.
Christer Lundfall Best.nr 47-09216-1 Tryck.nr 47-09216-1
Monica Möller Ted Sunhede Fulk
ISBN 978-91-47-09216-1 © 2011 Christer Lundfall, Monica Möller, Ted Sunhede Fulk och Liber AB Redaktion Sonja Kalmbach och Pernilla Hallqvist Formgivning Eva Jerkeman Bildredaktion Nadia Boutani Werner Produktion Anna Törnqvist Göpel Språklig granskning Michael Knight Första upplagan 1 Repro Repro8, Stockholm Tryck Dimograf, Polen 2011
Kopieringsförbud Detta verk är skyddat enligt upphovsrättslagen. Kopiering utöver lärarens rätt att kopiera för undervisningsbruk enligt BONUS-avtal är förbjuden. BONUS-avtal tecknas mellan upphovsrättsorganisa tioner och huvudman för utbildningssamordnare, t.ex. kommuner/universitet. 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.
Liber AB, 113 98 Stockholm Tfn 08–690 90 00 www.liber.se Kundservice tfn 08–690 93 30, fax 08–690 93 01 e-post: kundservice.liber@liber.se
2
Innehåll Meetings
9
Focus on Listening: A Teenage Love Affair 10 Meeting Virtual Strangers 12 Online Strangers Go IRL (Alison Turner) 18 A Close Encounter of the Venomous Kind (Part 1) (Joyce Sweeney) 25 Focus on Listening: A Close Encounter of the Venomous Kind (Part 2) 30
At Work
Falling Down 32 Focus on Listening: Is
the Customer Always Right? 36
Speaking & Writing
– Introducing Someone 37 Speaking 2 – Your Dream Job 38 Speaking 3 – Let’s Get Personal 38 Writing 1 – How to Meet Your Ideal Partner 40 Writing 2 – E-mail Message: Giving Advice 40 Writing 3 – Letter to the Editor: Parents vs. Computers 40 Speaking 1
Criminals
41
The Barbie Bandits 42 Focus on Listening: Nice Try … 46 Until Proven Guilty (Part 2) (Nigel Hinton) 48 Focus on Listening: Until Proven Guilty (Part 2) 54 At Work Focus on Listening:
The Shoplifter 56
Speaking & Writing
– In Prison 58 Speaking 2 – How to Make Your Home Burglar Proof 59 Writing 1 – Personal Narrative: Solving a Crime 59 Writing 2 – News Article on Crime 59 Writing 3 – Letter to the Editor: Stop Environmental Crimes 60
Speaking 1
3
On Duty
61
Most Satisfying Jobs? 62 Young Entrepreneurs 64 Focus on Listening: Jobs of the Future 68 The Interview 70 Danger at the Work Place 77 Focus on Listening: The
At Work
Safety at Work 85 Focus on Listening: Backbiting
87
Speaking & Writing
– Resume 91 – Cover Letter 91 Speaking 1 – Job Interview 92 Speaking 2 – How to Use a … 92 Writing 1 Writing 2
For Sale
93
Focus on Listening: Ads or Info? 94 Watch and Buy? 97 Selling the Devil (Peter Sellers) 101 Focus on Listening: Advertising, a Bad Idea 106
At Work Focus on Listening:
Spreading the Word 109
Speaking & Writing
– Dragon’s Den Sales Pitch 111 Speaking 2 – Team debate: Advertising to Children 111 Writing 1 – Your Favorite Ad 112 Writing 2 – E-mail Message: Boycott 112 Writing 3 – An Ad Review 112
Speaking 1
4
Taking a Stand
113
Even When You Win You Lose 114 The Absolutely True Diary of a Part-time Indian (Sherman Alexie) 121 Focus on Listening: No Vacancies 129 Focus on Listening: Consciously Aware 132 Whose Life Would You Save? 134 At Work Focus on Listening:
At Any Cost 142
Speaking & Writing
– Team Debate 142 – Show & Tell 142 Writing 1 – Argumentative Essay: Taking a Stand 143 Writing 2 – Review 144 Speaking 1 Speaking 2
Problems and Worries
145
Learning How to Be a Boy (James Howe) 146 Focus on Music: Don’t Let Me Get Me (Pink) 151 Dear Nobody (Part 1) (Berlie Doherty) 155 Focus on Listening: Dear Nobody – On the phone (Part 2) 159 Thinking Twice 160 After the Dance (Part 1) (Sherman Alexie) 166 Focus on Listening: After the Dance (Part 2) 173 At Work Focus on Listening: To
Lie, or Not to Lie? 174
Speaking & Writing
– Argumentative Speech: Is Lying Okay? 177 Speaking 2 – Broadcast News 177 speaking 3 – Review: Which is best? 178 Writing 1 – Personal Narrative: The Lie 177 Writing 2 – News Article: An Honest Person 178
Speaking 1
5
Guide to Speaking & Writing 179 Purposes of Speaking & Writing 180 Informal or Formal Language? 187 Speaker’s Corner 188 Writer’s Workshop 194
Focus on Language 223
Word List 257
6
Välkommen till Blueprint Vocational ! Blueprint Vocational består av sex tematiska kapitel med en blandning av skönlitteratur och sakprosa. I varje kapitel hittar du: Read & React – innehållsfrågor till texten. Reflect & Share – frågor som kräver reflektion och diskussion. Word Work – övningar på orden från texten. Focus on Listening – hörövningar som följs av innehållsfrågor (Listen & React) och diskussionsfrågor (Reflect & Share). At Work – avsnitt med dialoger och frågeställningar som rör etik, moral, arbetsmiljö, säkerhet, etc. i yrkeslivet. Further Studies – projektförslag som bland annat tar upp sociala, politiska och kulturella ämnen knutna till kapitlets teman. Speaking & Writing – muntliga och skriftliga övningar med olika syften, som att instruera, beskriva, sammanfatta och argumentera. I uppslagsdelen, Guide to Speaking & Writing, finns stöd för bokens muntliga och skriftliga övningar. Speaking & Writing. Avsnitt som beskriver språkets olika syften och innehåller användbara fraser. Formal or informal language? Speaker’s Corner. Innehåller en enkel retorisk modell som
inger säkerhet och struktur vid muntligt framförande. Writer’s Workshop. Består av stegvis vägledning (guidelines), användbara fraser (useful phrases) länkord (linking words) samt marginalkommenterade mönstertexter (example texts), som stöd vid skriftlig produktion. Dessutom finns förslag på hur man kan bearbeta sina texter genom Checkpoints for Revising och Peer Response (kamratrespons). Sist i boken finns Focus On Language (där olika grammatiska moment förklaras och övas) och Word List (frekvensmarkerad styckeordlista).
Lycka till med Blueprint Vocational och engelskstudierna!
I boken medföljer en ljud-cd till eleven (för spårförteckning se Blueprint Vocational lärarhandledning).
7
1
Meetings
M e e t in gs
9
Focus on Listening
A Teenage Love Affair Edmund and Mary had a short love affair in their teens. They bump into each other four years later. Radio Blueprint invited
Meetings
them over to the studio to talk about what happened then.
10
text message sms previous föregående respond svara sausage korv stand kiosk
straightforward direkt, ärlig establish etablera square dance amerikansk folkdans
be square vara tråkig sprout tofs, hårtest emotional känslomässig snotty snobbig dotted prickig
mustard senap wrap up avsluta coincidence tillfällighet, sammanträffande feature program
l i s t e n & R e a ct
1. What was Edmund’s answer to Mary’s message on his birthday? 2. Why did he send this message to her? 3. What did the people do at the sausage party? 4. After all these years, they are still a bit critical of each other,
wishing the other had improved. In what ways?
R e fl e ct & S h a r e
1. Why does the reporter think Mary is straightforward? 2. Why was the music unfit to dance to? 3. At the end of the interview, the reporter has learned things
from his interviewees that he probably hadn’t expected. What, do you think? 4. In your opinion, where is the best place to meet someone that
you hope to start a serious relationship with? Rank the following suggestions, with 1 as the best. You may add other places too. school sports team networking events social media, such as Facebook volunteer work talking to complete strangers walking your dog the library
Meetings
11
2
Criminals
C r i m in als
41
B
Until Proven Guilty (Part 1)
From
by Nigel Hinton
Nathan’s father is accused of a terrible crime. Is his father guilty, Nathan asks himself, since some important evidence clearly point in that direction. This evening his father’s lawyer comes to their house.
M
um didn’t get back from Nan’s house until the evening.
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Criminals
20
48
Nathan was just making some tea for her when someone knocked on the door. A tall, very thin man with white hair was standing there. His blue eyes peered at Nathan. “You look very much like your father,” he said. “I’m his lawyer, Joshua Baxter.” Nathan led Mr Baxter into the kitchen and he shook hands with Mum. “I’m afraid I’ve got some bad news,” he said. “Your husband has been charged with the murder of Lucy Holden.” Nathan saw his Mum gripping the top of the chair, to stop herself from falling. “You said they’d let him go today,” she whispered. “That’s what I hoped, but the situation has changed. They found some of his skin under Miss Holden’s fingernails. They think she scratched him as she struggled to get free.” The scratch on his dad’s hand. Nathan remembered how his dad had grabbed the tackle box and walked away from him. It was as if he wanted to hide the scratch. As if he was guilty. “There’s something else,” Mr. Baxter went on. “The police are trying to link him with two murders near Newcastle last year. Girls about the same age. Both killed the same way. They checked the records at the depot and they found out that he was delivering to a factory not far from Newcastle when the first girl
accuse somebody of anklaga någon för guilty skyldig evidence bevis
lawyer advokat peer (at) kika, stirra nyfiket (på) charge somebody with anklaga någon för
grip gripa tag i scratch riva, klösa struggle kämpa grab ta tag i
Criminals tackle box draglåda med fiskeredskap scratch skråma, repa link koppla samman record register, protokoll
depot förråd, depå deliver leverera
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was murdered. On the day of the second murder he was in Sheffield, over a hundred miles south of there. I pointed that out to the police. The problem is, that evening he clocked in late. So the police say he had time to drive up to Newcastle and back.” There was something Nathan had to know. Something he had to ask. But he was scared of what the answer might be. “How were the girls killed?” he asked. Mr Baxter turned his pale blue eyes on Nathan. “Their necks were broken,” he said. Nathan could feel the blood throbbing in his throat. He sat down at the table and stared at the cup in front of him. He had put the milk in but he hadn’t poured the tea. He stared at it, too numb to do anything, too numb to listen while his mum and Mr Baxter went on talking. Their necks were broken – like that dog. How often had Nathan heard people on TV saying they couldn’t believe that the nice person from next door had turned out to be a murderer or a terrorist? Human beings could hide dark and terrible secrets in their hearts. Was it really possible that Dad – the man he loved and trusted – had killed three girls? He sat there, not moving, until Mr. Baxter tapped him on the shoulder. “I’d like you to do something for me,” the lawyer said. “I want you to try to remember everything you can about that afternoon. I’ll drop by tomorrow morning and see if you’ve thought of anything useful. Will you do that?” Nathan nodded. As if he had a choice. As if he would be able to stop his brain from going over and over the same thing all night. The river. The death. His dad.
Criminals
Extract from Until Proven Guilty © 2006 Nigel Hinton. Published by permission of Barrington Stoke Ltd
50
clock in stämpla in point out peka ut pale blek throb banka, bulta stare at stirra på
pour hälla numb domnad go on (talking) fortsätta (prata) turn out visa sig (vara)
tap klappa, knacka drop by komma förbi nod nicka go over se över, gå igenom
R e a d & R e a ct
1. How did Nathan’s mum react to the news from the lawyer? 2. Why is Nathan’s dad still in police custody? 3. What was the “something” Nathan had to know? 4. What did the lawyer want Nathan to do?
R e fl e ct & S h a r e
Work in pairs to discuss the questions. Compare your answers with another group. 1. Do you think that Nathan believes his dad is innocent or
guilty? Why? Support your answer with specific details from the text. 2. What would you do if you were in Nathan’s shoes? 3. “They couldn’t believe that the nice person from next door
Criminals
had turned out to be a murderer or terrorist.” Do you think it is possible to hide being a criminal from the people you live with and your closest neighbors? Explain your answer.
51
Wo r d W o r k
A.
Irregular (oregelbundna) verbs
1. In these sentences you will find some common irregular verbs. Translate all sentences into Swedish.
a. He shook hands with mum. b. “You look like your father,” he said. c. Nathan saw his mum gripping the top of the chair. d. They found some skin under Miss Holden’s fingernails. e. “There’s something else,” Mr. Baxter went on. f. He sat down at the table. g. He had put the milk in, but he hadn’t poured the tea. 2. In your note book, make a chart showing how each of the irregular verbs in exercise 1 are conjugated (böjda).
Ex. eat
ate
eaten
Criminals
3. Write a short story where you use at least five of the verbs from exercise 1.
52
B.
Phrasal Verbs
1. Match the verbs with the correct prepositions.
over
with
out
by
on
of
at
a. turn … (visa sig) b. drop … (komma förbi) c. go … (gå igenom, se över) d. accuse … (anklaga för) e. stare … (stirra på) f. go … (fortsätta) g. charge … (anklaga för) 2. What phrasal verbs are missing in the gaps? Choose from exercise 1. Be sure to change the form if necessary.
a. She … him in disbelief. b. Two teenage girls were … posting nude photos on the Internet. c. My granddad … working until he was 91. d. It was a difficult time, but eventually things … all right. e. The professor has been … stealing his student’s ideas and publishing them. f. I just … to see how you were getting on. g. He carefully … in his mind what had happened.
Criminals
3. Translate the sentences into Swedish.
53
Speaking & Writing Speaking 1
In Prison
Summarize–formal Choose between A and B below. A. A wrongly imprisoned person. Do some research on
innocent people behind bars, like Liu Xiaobo, Nelson Mandela or Dawit Isaak. For what crime were they convicted? How do we know they were/are innocent? Find out some background information and then summarize your findings. For guidelines, see p. 182 (to summerize). B. Weekly routines in prison. Find out about life in prison:
wake-up call, breakfast, exercise, lunch, visitation, telephone/ TV/computer access, toilet, shower, open areas, solitary confinement. Then summarize your findings.
Criminals
For guidelines, see p. 182 (to summerize).
58
Speaking 2
How to Make Your Home Burglar Proof
Instruct
Society spends enormous sums of money to keep homes, shops, banks and other private property safe from burglaries. If you were to safeguard your best friend’s home, what measures would you take? Write a clear instruction to your friend, describing the safety measures that need to be taken in order to make a home ”burglary proof.” For guidelines, see p. 180 (to instruct).
Writing 1
Personal Narrative: Solving a Crime
Narrate
Imagine you are the detective who just solved a crime involving an electric guitar, a missing principal, 26 students, a chihuahua and five broken windows. Write your story telling the reader about your personal experience. What was the crime about? What kind of clues did you get? How were you able to solve this crime? Follow the guidelines for writing a Personal Narrative, see p. 203.
Writing 2
News Article on Crime
Summarize
Choose a text from the chapter you have just read or listened to. It could be about a crime committed or a criminal. Present the story or the person in a news article.
Criminals
Follow the guidelines for writing a News Article, see p. 210.
59
Focus on listening
The Most Satisfying Jobs?
On Duty
What makes you satisfied with your job? Is it enough to have a good salary or does it take something more? Listen to a survey* about what things are considered to be most important and what jobs are the Top 10.
62
* Survey made by the General Social Survey (GSS at theNational Opinion Research Center at the University of Chicago. satisfied nöjd salary lön necessary nödvändig tool verktyg properly ordentligt
decent anständig, hyfsad survey undersökning employee anställd treat behandla, bemöta involve innefatta
lawyer advokat occupation yrke consider betrakta, anse clergy prästerskap physical therapist sjukgymnast
l i s t e n & R e a ct
1. Mention three things that are important to make people feel
good at work. 2. According to the text, what is the most important thing to
make you feel happy about your job? 3. Why aren’t doctors on the Top 10 list?
R e fl e ct & S h a r e
Discuss in groups of three. 1. Would you consider doing any of the jobs mentioned in the
text? Which/why? 2. Are there any of the jobs that you would never consider
doing? Which/why? 3. What’s important for you when it comes to work? Make a
list of the five most important things. Discuss with a friend and give reasons for your choices. 4. a. Work in pairs. The text mentions many different careers.
Create a list of careers. Then exchange your list with another pair to see who has the most careers listed. Here are some to get you started: • Clergman/woman • Doctor • Firefighter • Hairdresser • Carpenter • Cook
b. Have a look at your list and pick out the three jobs you find most attractive. Discuss with your friends and give reasons for your choices.
On Duty
63
A
Young Entrepreneurs Imagine starting your own business while you are still in your teens. Well, the following youngsters did not just imagine it – they did it! Discipline and creativity, original ideas and risktaking helped these young entrepreneurs become successful and wealthy.
Ashley Qualls took an $8 loan from her mother to
buy the domain name Whateverlife.com. By the time she was seventeen she had turned it into a million-dollar business selling MySpace layouts to teenage girls.
Cameron Johnson started his first business at the age
of nine, making $50,000 selling soft animals stuffed with plastic pellets, so-called Beanie Babies, and he had earned his first $1,000,000 before he had even graduated from high school. In his early twenties today, he writes books and gives lectures about how to become a teenage millionaire.
Fraser Doherty started making and selling home-
made jam when he was fourteen. Before he was out of his teens, he had managed to launch a business called SuperJam which has an estimated worth of over $2 million based on current sales of $1 million annually. With a good heart, he reinvests some of that money in charity work.
64
entrepreneur entreprenör, egen företagare imagine föreställa sig business företag creativity kreativitet
wealthy rik, välbärgad domain name domännamn turn into göra till stuffed stoppade, fyllda plastic pellets plastkulor
earn tjäna graduate ta examen lecture föreläsning jam sylt launch starta, sätta igång
Isatou Ceesay from the village of Njau in The Gambia
realised that poverty is easier to fight if you help each other. She started the Njau Women’s Group, which is a cooperative of about eighty women working together. They run their own business making batik fabric, handbags and clothes. One third of the profit always goes back to the collective fund, which has enabled the women to build a kitchen for catering. There are also a few sewing machines to increase the production of clothes. Abbey Fleck became famous when she launched a
product called Makin’ Bacon at the age of… eight! This product cooks bacon in a way that reduces the fat content of the food without ruining its flavour. Her Makin’ Bacon business now earns over $1 million a year.
Richie Stachowski invented at the age of twelve
On Duty
something called Water Talkies, which enables you to communicate under water. Kids seem to enjoy Water Talkies so much that his business soon earned him over half a million dollars per year.
page 64
estimate ungefärlig current nuvarande sales försäljning, omsätt ning
annually årligen reinvest nyinvestera charity work välgörenhets arbete run här driva
page 65
profit vinst poverty fattigdom collective kollektiv, gemen sam
enable göra det möjligt increase öka reduce minska flavour smak invent uppfinna
65
R e a d & R e act
Briefly summarize the business idea of each entrepreneur. Example: Ashley Qualls took a loan from her mother to buy a domain. She sells My Space layouts to teenage girls.
R e fl e ct & S h a r e
Discuss with a friend. 1. Fraser Doherty gives away some of his money to charity.
What kind of charity work would you support if you made a lot of money? 2. What three things are most important to make a fortune
while you are still young – an original idea, money (from your parents?), pure luck, determination, foolishness, failure/ success at school, good connections, extremely hard work? Explain your answer. 3. If you started your own business now, what would it be?
Give at least two reasons for your answer.
further studies
Work in pairs. Successful entrepreneurs
On Duty
Pick a few of the entrepreneurs from the text on p. 64–65 to discover what they are up to today. If you like you can choose another successful entrepreneur. Use the Internet. Then summarize what you found out to each other. Ask your teacher for a worksheet.
66
Wo r d W o r k
A
Words from the Business World
1. Complete the sentenzes with the following words. Remember to use the correct form.
business
entrepreneur
wealthy
sell
earn
sales
launch
worth
annually
reinvest
charity work run (a business)
profit
increase
reduce
a. Sam is a young … (företagare) who has become … (välbärgad) by … (sälja) computer games. He … (tjäna) his first million before he had even graduated. Half of the … (vinst) Sam makes, he gives away to the needy. b. When Keisha was in her early teens, she … (lansera) a business called Fair Cotton, which … (sälja) eco-friendly clothes. It is now … (värt) over $2 million. Keisha’s current … (omsättning) is about $1 million … (årligen). She … (nyinvesterar) some of her money in … (välgörenhetsarbete). c. Since 2001 we … (driva) our own … (företag), called Evergreen Earth. It specializes in solar energy. Our aim is to … (öka) the use of different renewable sources of energy. In the long run this might … (minska) the oil and gas industry emissions. 2. Translate the sentences in exercise 1 into Swedish.
B.
Useful words
In the text you can find these small, but helpful words. Make sure you know what they mean. Then write your own sentences using all ten words. still
soon
much
before
even
some
few
without
On Duty
while
67
C Danger at the Work Place What kind of job do you think this person is talking about? Discuss with a friend and then read the text to find out.
On Duty
“I am scared every time I work. If I make a mistake, I’ll die. I once found myself sinking waist-deep into mud. I’ve even been bitten underwater. But it’s interesting for millions of people to watch.”
waist midja mud lera
77
Brady Barr is a herpetologist, that is, a scientist that studies reptiles. Affectionately known as Gator Doc, Brady has been working with snakes, lizards, alligators and crocodiles for over 20 years, and filming his encounters for series like Reptile Wild with Dr. Brady Barr and Dangerous Encounters.
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hen asked about his most dangerous encounter, Dr. Barr smiles pleasantly and replies, “Well, they all seem quite dangerous. But I’m used to it. I’ve been dealing with crocs for a long time.” But that doesn’t mean he lets his guard down. “I’m always tense and focused. Just because I’m used to them, doesn’t mean that they’re used to me. With deadly wild animals, you need to a very high level of concentration, because one mistake is all it takes.” Dr. Barr’s eyes grow with excitement, as he continues, “Like, there
herpetologist reptilforskare scientist vetenskapsman affectionately tillgivet known as känd som encounter möte pleasantly behagligt, trevligt reply svara
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was this one time I was filming a documentary. I was standing there, nearly knee-deep in muddy gunk, when the camera operator sneezed. Instinctively, I turned to him and to say, ‘Bless you.’ Wouldn’t you know that a huge, 15-foot-long crocodile chose that moment to explode towards me, like a cannonball shot out of a cannon. I started running back towards the boat, but with the mud, it wasn’t easy. Somehow they got me back into the boat safely. Everyday has that potential. It’s there hanging around in the back of your mind.”
deal with hantera let your guard down slappna av tense spänd be used to (something) vara van vid något excitement spänning gunk gegga
camera operator kameraman sneeze nysa huge enorm Bless you! Prosit! instinctively instinktivt in the back of your mind i bakhu vudet
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There are still many interesting species that Dr. Barr has never met in person, so the thrill of adventure and discovery is still strong after all these years. “The world is monstrously huge and there are still places relatively untouched by man. In Japan and China there is a gigantic salamander that can grow up to 5 feet in length. It’s skeleton is nearly identical to fossil skeletons from the time of the dinosaurs. I find such facts utterly amazing. And when you see a giant salamander and touch it, you’re meeting a living fossil. Incredible!” When asked if he’s ever thought of giving it up, he laughs and says that will not happen any time soon. “I’ve
species art thrill of adventure spännande även tyr discovery upptäckt salamander vattenödla skeleton skelett utterly totalt
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always been fascinated by nature and especially by large reptiles. I wouldn’t give it up for the world.” But the danger is always there. On a recent expedition, Dr. Barr was bitten by a water moccasin, while studying alligators in Florida. “I was focused on the alligators. So I failed to notice the water moccasin near me. All the animals seem to be getting younger and faster, unlike me,” he says with a laugh. Luckily they had a snake-bite kit and anti-venom on hand. “It’s wasn’t as painful as a rattler bite, but, let me tell you, it hurt. Still, this job beats sitting around in an office all day.”
amazing otrolig recent (expedition) här senaste (expeditionen) water moccasin vattenmokasin (en giftig vattenorm) fail misslyckas, missa
snake-bite kit ett vårdkit mot orm bett anti-venom motgift on hand till hands painful smärtsam rattler slang skallerom beat här överträffa
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R e a d & R e act
Choose one of the exercises below. 1. Write at least five questions for the text. When you are done,
exchange questions with a partner and answer each other’s questions. Here’s one to get you started: How long has Brady Barr been working with reptiles? 2. Summarize the article about Brady Barr with 15 sentences.
Your summary should include some short facts about Brady, a short description on one of his dangerous encounters, and some of Brady’s opinions on his own work.
R e fl e ct & S h a r e
Brady Barr has an extremely dangerous job which often makes him scared. Discuss with a friend: 1. Would you like to do his job? Explain your answer with
specific examples. 2. Can you think of any other professions, in which you may
risk your life? Which of those would you consider doing? 3. Could there be situations where it is actually good to be
On Duty
scared at work? Explain.
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Wo r d W o r k
A.
Adjectives/Adverbs
In your notebook, write the correct words from the box for each sentence.
affectionate/affectionately, dangerous/dangerously, huge/ hugely, instinctive/instinctively, lucky/luckily, utter/utterly
1. Adrian was … (totalt) focused on hitting the ball. He didn’t
even hear the roar of the crowd. 2. Erin dove … (instinktivt) to where the ball would be. 3. Jordan is a very … (lycklig) player. She wins all the time
without even trying. 4. Jorge and Vera are a very … (tillgivet) couple. 5. Manuel walked … (farligt) close to the edge of the ravine. 6. Power is a … (farlig) thing. 7. That’s … (totalt) nonsense. I’ve never kissed Tilly! 8. Tilly kissed her phone … (tillgivet). 9. Tim Burton movies are usually … (enormt) successful. 10. Will baked Orson a … (enorm) cake for his birthday. 11. Yula is an … (instinktiv) goalie. 12. … (lyckligtvis), I brought money for pizza. The school food
On Duty
today is absolutely awful.
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B.
Make both ends meet
In your notebook, write the completed sentences by joining the appropriate halves. Each sentence contains a phrase from the text. 1. All it takes … 2. Dr. Barr is used … 3. In the back of … 4. He was distracted and … 5. He’s been dealing … 6. The animals seem to be … 7. This job sure beats working …
a. … with snakes for years. b. … in an office all day. c. … is one bite and he’s dead. d. … to wild animals. e. … getting younger and faster. f. … let his guard down. g. … his mind, there is the thought that he could die today.
further studies
Work in pairs. Dangerous jobs. Make a list of five occupations that you
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consider the most dangerous. Explain why they are on your list. Ask your teacher for a worksheet.
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On Tuesday, April 20, 2010, an explosion occurred on BP’s oil rig Deepwater Horizon in the Gulf of Mexico. The explosion killed 11 men working on the platform and injured 17 others. The oil spill in the Gulf flowed for three months before it could be stopped. It is the largest marine oil spill in history. The effects on the environment round the Gulf are still immense.
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Bild
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e www.hazards.org © Andy Vine/Hazards magazin
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asbestos asbest (damm som är farligt att andas in) brick tegelsten gravity gravitation hard hat skyddshjälm scaffold byggnadsställning
glove handske for gawd’s sake (For God’s sake) för guds skull get the hang of it få kläm på det
rose tinted specs rosa färgade glasögon previous tidigare conviction dom ban förbjuda union fackförening
lame excuse dålig ursäkt safety rep (safety repre sentative) skyddsombud memorial day minnesdag hazard risk
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Safety at Work 1. Read the poster in pairs. One of you is the employee, and the
other one the employer 2. Discuss in pairs.
What kind of risks are described in the picture? Make a list. 3. What kind of safety awareness or equipment could have
been used to avoid the accidents described? 4. What excuses does the employer use? Give examples. 5. Why does the employer in the pictures have a long nose? 6 a. Which hazards could you meet in your own vocational
area? Risk of falling bricks, toxic substances, a noisy environment, stress‌? Discuss with a friend.
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b. Also find out what kind of safety rules there are in your line of work: special clothes, safety equipment, special training for certain tasks, ergonomy? Write the safety rules down, including a list of proper safety equipment.
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backbite tala illa om, baktala tempting frestande employee anställd
mission uppdrag clearance tillstånd, god kännande involved engagerad, involverad
bangs lugg swept back bakåtkam mad flair här elegant
appearance utseende, yttre issue fråga, spörsmål excel utmärka sig, vara bäst
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Focus on Listening
Backbiting It’s sometimes tempting to backbite your colleagues at work, but it’s also unfair and risks destroying good team work. Carol leads a team of hairdressers. At today’s meeting, two of her employees, Kim and Patrick, backbite their colleague Petra when she leaves the meeting. Listen to what happens. Discuss in small groups. 1. What’s so irritating about Petra according to Kim and
Patrick? 2. How does Carol cope with the situation when Petra is
outside the room? 3. At the end of the conversation, Frederick and Kim look at
each other. Neither of them says a word. There is a pause. Both of them inhale. Then Carol speaks. What do you think she says? 4. Backbiting is speaking ill of other people when they are not
around to defend themselves. Have you ever experienced backbiting at work or at school? Tell each other about your experiences. 5. What is the best way to prevent backbiting at work or at
school? What rules should a workplace/school have? Is an “anti-gossip” policy a good idea? Come up with a few ideas. Compare your suggestions with another group. work environment? Consider things like how to achieve good team work and how to reduce stress. Make an “improvement plan.” Then discuss and compare it with the plan of another group.
equipment utrustning offer erbjudande register skriver in, registrerar elderly äldre
spot här plats, ställe gosh jösses ramble on pladdra på, prata strunt sip smutta på
flaw fel, skavank, brist in fact uppriktigt sagt, egentligen right up front direkt, öga mot öga
bad vibes dålig stämning manners beteende conceited fåfäng flattering smickrande pitch röstläge, tonfall
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6. What can be done at work/in school to create a healthy
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4
For Sale
Fo r Sale
93
further studies
Work in groups of three. Choose one of the projects. 1. Companies from the English-speaking world.
What well-known companies from English-speaking countries do you know? Find out more about their products, how they started their business, their eye-catching logo, their effective use of slogans, etc. Ask your teacher for a worksheet. ing!
It’s the real th
Just do it!
I’m loving it!
Don’t leave home without it!
2. Improve our environment
For Sale
You are a group of people who work to improve the environment. Your mission is to make people go green in their everyday life, for example by choosing eco-friendly clothes and saving energy in their homes. You need to come up with a campaign, a logo and some clever slogan. Ask your teacher for a worksheet.
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Go Green
Green is the new black
Clean and Green
Don’t Be Mean, Be Green
There is no Planet B
Your Planet Needs You
Vote Earth
Burn Calories Not oil
Global Warming Is Not Cool
Reduce, Reuse, Recycle!
5
Taking a Stand
Ta k i n g a Stand
113
A
Even When You Win You Lose March 12, 2010 by Terry S. Ferrigomo
Sometimes life throws you a strange curveball, so that even when you win, you lose. This happened recently to Constance McMillen, an 18-year-old student at Itawamba Agricultural High School in Fulton, Mississippi.
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curveball ett skruvat kast i baseboll recently nyligen page115
agricultural jordbruksprepare förbereda
prom studentbal rent hyra tuxedo smoking principal rektor find out få/ta reda på, komma på
regulation regel, föreskrift American Civil Liberties Union en ideell organisation som arbetar för amerikanska medborgares
rättigheter demand kräva same-sex samkönad District Court federal domstol (lägsta instansen) lawsuit rättegång
M
cMillen was preparing to go to her prom with her
5
10
15
20
25
30
girlfriend and had planned on renting a tuxedo. When the school principal found out about it, he told her she had to wear a dress and couldn’t go with a girlfriend, saying that it broke a school regulation. Well, the McMillen and the American Civil Liberties Union took the school to court demanding that the school change its policy on same-sex prom dates. The U.S. District Court agreed and the girl won the lawsuit. That’s also when she lost, because her school didn’t change their prom policy. Instead, the prom was cancelled. The school board explained that it wouldn’t hold the prom “due to the distractions to the educational process caused by recent events.” McMillen never really believed that would happen, although she admitted, “A lot of people said that was going to happen, but I said, ‘They had already spent too much money on the prom to cancel it.’” After the school’s decision, McMillen dreaded facing her schoolmates. Her dad, however, told her that she needed to show them that she’s proud of who she is. Still, it hurt when people yelled, “Thanks for ruining my senior year,” and other similar phrases. Several parents came to the rescue and organized another prom. Everyone was very secretive about it, and McMillen had problems getting any information at all about it. Finally, someone told her that it was being held at the country club. McMillen and her date arrived at the country club to find out she had be tricked. The principal and several teachers were there, but only five other students, all outcasts. Everyone else went to another secret prom. Although it hurt her feelings, McMillen said that she and the others had the time of their lives. “That’s the one good thing that came out of this, they didn’t have to worry about people making fun of them,” she said.
cancel ställa in admit erkänna, medge spend spendera dread frukta face (modigt) möta, gå till mötes
however emellertid, dock proud stolt yell skrika ruin här sabotera senior year sista skolår
similar liknande several flera come to rescue komma till någons hjälp secretive hemlighetsfull
country club klubbhus med restaurang ute på landet med golf, tennis mm arrive anlända, komma fram outcast utstött
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5
Gay rights activists throughout the country are appalled at what has happened in the rural Mississippi community. But they also applaud McMillen as a hero. Ellen DeGeneres has invited McMillen to be on her TV show, Ellen, and has even given the teen a $30,000 college scholarship. The young woman has also been named the Grand Marshal of the New York City gay pride parade. So maybe she won after all.
Taking a Stand
Based on an article from the website NYpost.com (March 12. 2010)
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throughout över hela
appalled upprörd, bestört
scholarship stipendium
R e ad & R e act
1. What reason did the school principal give for not allowing
Constance McMillen to go to the prom with her girlfriend? 2. How did the school board explain cancelling the prom? 3. Constance dreaded facing her schoolmates after the prom
was cancelled. What advice did Constance get from her father? 4. In the end a prom was held at a country club. Constance
attended it with her girlfriend, but was still hurt. Why? 5. Write your own True/False exercise for the text. Include at
least 8 statements. Then exchange your exercise with a partner. Don’t forget to make an answer key. Here is an example to get your started:
Constance McMillen goes to school in Virginia. R e f l e ct & S har e
Discuss with a partner. 1. Why do you think the school didn’t allow same-sex couples
at the prom? Explain. 2. Do you think the principal and teachers knew about the
secret prom? Why? 3. If you were Constance, would you sue the parents who
4. What would happen at your school if a same-sex couple
wanted to go to a prom? Why?
Taking a Stand
tricked you? Why?
117
Wo rd W o r k
1. Combine the explanations with the correct verbs. All the verbs can be found in the text.
a. admit
1. to destroy something (completely)
b. cancel
2. to learn or discover a fact that was hidden or not known
c. prepare
3. to give out (for example, money) in payment for goods or services
d. dread
4. to save or set free from harm, danger or loss.
e. demand
5. to agree to the truth of, to confess
f. rent
6. to shout or say something very loudly
g. rescue
7. to give up (a planned event, etc.), to decide that something will not happen
h. ruin
8. to request something urgently and forcefully
i. find out
9. to feel great fear or anxiety about
j. yell
10. to get ready by making necessary arrangements
k. spend
11. to pay money for the use of (a car, a dress, etc.) for a limited time
2. What verbs are missing? Choose from the verbs in exercise 1. Remember to change the verb form. Some verbs will be used twice.
a. The match had to be … because of the bad weather. b. I’ll need to … a tuxedo for my brother’s wedding. c. Peter … his trip to New York as he became ill. d. Will you help me … for the party? e. “Okay, so maybe I was a little bit scared,” Jenny … f. You’ll … your chances of the job if you wear that skirt to the interview. Wear something more conservative. h. I phoned the hotel to … my reservation. i. They don’t … music after 10.30 at night. j. Don’t … at me like that! I won’t listen to you. k. They are busy … to go on vacation.
Taking a Stand
g. I’m really … this final exam. I’m really worried about it.
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f ur t h e r s t ud i e s
Work in groups. Choose one of the projects below. 1. Discrimination and prejudice. You are a group of people
trying to find some solutions to fight discrimination and prejudice in society. This is your chance to make a difference. Ask your teacher for a handout. ear ned.”
judice is lear ned and can be unl
“No one is bor n prejudiced. Pre
2. Civil Rights Movement. Search for information and learn
more about the Civil Rights Movement and its context in African-American history. Outline some contributions by people like Martin Luther King and Rosa Parks. Ask your teacher for a handout.
“The real reason of my not standing up was I felt I had a right to be treated as any other passenger. We had endured that kind of treatment for too long."
“I have a dream that my little four children will one day live in a nation where they will not be judged by the color of their skin but by content of their character.” From Martin Luther King's speech ”I Have a Dream”, delivered August 28, 1963
Taking a Stand
Rosa Parks in Montgomery, Alabama. December 1, 1955
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Writing 2
Review
Summarize
Write a review for an on-line magazine. The review can be about a book, a movie, an album/concert or a video game. Remember to summarize the plot/song/etc. at the beginning. Explain what was good and bad about whatever you are reviewing. Finally rate it (e.g., 4.5/5 stars) to let your readers know how good or bad it is.
Taking a Stand
Follow the guidelines for writing a Review, see p. 213.
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Focus om m
usic
e Ge M t e L t ’ n o D “
t Me”
by Pink
you look or it’s the way be ay M ? f el urs ’re not er disliked yo ity. Well, you Have you ev al n so er p r u t yo (aka ng thing abou Alecia Moore some ir ritati Me Get Me,” t Le ’t on “D lf-esteem. song bt and low se alone. In the ou -d lf se om fr out suffering Pink) sings ab
aka (also known as) även känd som self-esteem självkänsla
151
e team on’t support th d I , ce la p t rs Never win fi e never clean d my socks ar an , n o ti ec ir d I can’t take ts hated me me, my paren ed at d s er ch ea T thin’ right z I can’t do no cu t gh fi a in s I was alway irror against the m ar w a t gh fi I Everyday at me n starin’ back so er p e th e k I can’t ta myself I’m a hazard to t me Don’t let me ge orst enemy I’m my own w urself you annoy yo It’s bad when So irritating o more be my friend n Don’t wanna mebody else I wanna be so
Problems and Worries
mebody else, I wanna be so
152
yeah
p star, You’ll be a po LA told me, ” u are.” is everything yo ge an ch to e av All you h tney Spears ed to damn Bri ar p m co g n ei b Tired of me that just ain’t She’s so pretty, e something lease prescrib p u yo t n’ o w r, Doctor, docto else? fe of someone A day in the li ard to myself Cuz I’m a haz
support stötta, supporta take direction ta order cuz because
hazard fara, risk LA Los Angeles prescribe ordinera, skriva ut
t me Don’t let me ge orst enemy I’m my own w urself you annoy yo It’s bad when So irritating o more be my friend n Don’t wanna mebody else I wanna be so
mething
ribe so u please presc yo t n’ o w r, o ct Doctor, do else? fe of someone li e th in ay d A t me Don’t let me ge t me Don’t let me ge orst enemy I’m my own w urself you annoy yo It’s bad when So irritating o more be my friend n Don’t wanna mebody else. I wanna be so
Problems and Worries
© EMI April Music Inc/EMI Blackwood Music Inc/Cyptron Music Inc/Left Handed Lover Music. Tryckt med tillstånd av EMI Music Publishing Scandinavia AB.
t me Don’t let me ge orst enemy I’m my own w urself you annoy yo It’s bad when So irritating o more be my friend n Don’t wanna mebody else I wanna be so
153
R e ad , l i s t e n & R e act
1. True or False.
a. The singer always wears clean socks. b. Her teachers hated her. c. She doesn’t like the person she sees in the mirror. d. She wants to be someone else. e. She’s tired of being compared to Lady Gaga. f. The music industry in LA told her to change herself.
2. In your own words, what is the singer’s main message?
R e f l e ct & S har e
eing gorgeous and sexy is sometimes a requirement for pop stars. B Pink complains about not being pretty. Discuss in groups of three or four:
What is beauty? Explain. What makes a person beautiful? Why? Do music videos give the wrong message about beauty and women? Explain.
Problems and Worries
If music videos suddenly started having “average-looking” actors and dancers, would people still like watching them? Why?
154
ic and s o n mu s More tip ow to on s on h suggesti ar e h music work wit acher's in the Te available B o ok .
rk At Wo Focus on Listening
To Lie, or Not to Lie? Erin and Yelda work at a small hotel in Bath. One day Erin sees Yelda taking money from the cash register and putting it in her purse. But she never told Yelda or the hotel manager about it. Days go by and she forgets about it. Then one day … Listen to what happens. Discuss in groups of three or four. 1. What lies were told or mentioned during the scene? Why do
you think they were lies? 2. Why did the characters tell the lies? Would you have done
the same? 3. Which lies were the biggest? Why? 4. What do you think Erin should do next? Why? 5. Have you been in a similar situation as Erin? Tell each other
what happened and how you dealt with it. 6. Work in pairs. Take turns discussing the following ethical
dilemmas concerning lying at work. Are these lies okay? Sometimes? Never?
• Your boss has just bought a new outfit that is hopelessly out of style and incredibly ugly. Do you compliment your boss, tell the truth or say nothing? “Wow, those hairy suspenders really match that pink rubber shirt!” • A job you want requires experience. Do you write that you’ve worked at a competing firm in another city for three years or keep your resume honest?
cash register kassa retro-kitsch gammalt skräp raise löneförhöjning vacation ledighet, semester call in sick sjukskriva sig have their fingers in the till vard. stjäla från sin arbetsplats
till kassaapparat carpeted med (heltäckande) matta liar lögnare confess erkänna flu influensa tip sb off tipsa någon, varna någon performance här prestation
audit revision, granskning (av räkenskaper) item föremål, vara random slumpmässigt rat on skvallra på, tjalla
175
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• You want to go on a weekend trip abroad with your boyfriend/girlfriend. The plane leaves on Friday at noon and arrives late Monday morning. Do you decide to call in sick for Friday and Monday or take two vacation days. • Your boss keeps asking about when you’ll be done with a certain task. You’re way behind and haven’t even started on it yet. Do you say that it will be finished soon or do you tell your boss the truth about your overloaded workload? • You and another co-worker have made a client/customer very happy. The co-worker has gone into another room, when the boss comes out and compliments your good work. Do you tell your boss that the co-worker helped too? • A client/customer asks if your firm has experience doing some type of work (e.g., repairing BMWs, building bookshelves) that you know is new for them. Do you lie and tell the client that your company is very good at doing that type of work, say you think your company has done it once or twice before or tell the truth?
Problems and Worries
7. Now work with your partner to write a list of other lies that
176
might come up in your vocational field. When you are done, exchange lists with another group and discuss each other’s work-related lies. Then discuss what can be done to prevent lying at work.
Guide to Speaking & Writing Here is your guide to speaking and writing, individually or with others. Use these pages as a help when you produce texts and presentations and interact with each other. It will help you improve your writing and speaking.
• Purposes of Speaking & Writing 180 • Informal or Formal Language? 187 • Speaker’s Corner 188 • Writer’s Workshop 194
179
Purposes of Speaking & Writing All oral and written commun icative activities have a purpose, for example to Instruct, Narrate, Summarize, Explain, Comment, Evaluate, Argue, Persuade and Discuss.
To Instruct Instructing is explaining how to do something. It can be something simple like how to get to the train station or something complex like how to write a computer program. The most critical part of instructing is to break down the task into unique steps. Each step should have only one action. When you want to instruct someone, it is not necessary to stick to all the guidelines of FOPPA, but they can very well include the standard three parts: introduction, body and ending. 1. Introduction: Explain your topic.
EXAMPLE: “To play this computer game well, it is important to know how to handle a joystick, and how to handle lack of sleep.” 2. Body: Follow the steps of the process in clear order. The
Guide to Speaking & Writing
following words will help organize your instruction:
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Step 1
Step 2
Step 3
Last step
First
Second
Third
Finally
To begin with
Next
Then
Lastly
3. Ending: Finish with a summary sentence that sums up the instructions: “If you follow these instructions, you’ll be a professional gamer in no time.” Useful phrases
First, … Next, … Then … After … While
At the same time Finally, … Once you have finished/done step …
To Narrate Narrating a story is something that humans have been doing ever since we developed language. Gripping and exciting stories have plenty of suspense or action. Conflict. There needs to be some conflict or problem that the characters must overcome. This is called the plot. Stories without interesting plots often become boring. Work on introducing the conflict in a gripping manner, so that your readers will want to see what happens next. Colorful language. Use specific nouns rather than more general
ones (a red Lamborghini, instead of a sports car). Try to use more descriptive verbs as well. For example, instead of always writing “she said” you can use verbs that describe how she was speaking: cried, screamed, yelled, whispered, laughed, sang, mumbled, stuttered, etc. Finally, use colorful adjectives and adverbs to show the picture you want to create in the minds of your readers/listeners.
In personal narrative you always use the first person (see p.203).
Useful Phrases
First Then Afterwards Before long
After awhile Next Soon In the end
Guide to Speaking & Writing
POV Choose the point of view (POV) you want for your story. If you want the readers to feel more intimate with your main character you can use “I” (first person narration). This often limits you to giving only the thoughts, feelings and opinions of the main character. If you would like to get into the head of several characters, use “he/she/they” (third person narration).
181
Informal or Formal Language? People speak and write differently depending on the situation. Writing a message on Facebook or having a discussion with friends is not same as writing a lab report or giving a speech in parliament. The words, phrases, and structures we use depend on the audience and the situation. We use informal or formal language.
Informal language is language that we use when talking to
our friends. Informal language is marked by: • the use of contractions (e.g., I’ve, they’re, don’t, won’t) • non-standard forms/slang (e.g., gonna, wanna, cuz) • phrasal verbs (e.g., get rid of, lift up, get on with), short words and sentence structures.
Formal written language is characterized by: • no contractions (e.g., I have, they are, do not, will not) • standard forms (e.g., going to, want to, because) • no swear words or slang • fewer phrasal verbs (dispose of, raise, continue) • longer words of Latin or Greek origin • more complex sentence structures using linking words (e.g., therefore, in contrast, furthermore).
Guide to Speaking & Writing
Most formal language situations are written.
187
Writer’s Workshop Writing Activities
Instructions 194 E-mail Messages 196 Letter to the Editor 200 Personal Narrative 203 Essay 206 News Article 210 Review 213 Job Application Part 1: Resume 217 Job Application Part 2: Cover Letter 219 The Revision Process
Auto-revision 222 Peer Response 222
Some activities are marked as “informal” or “formal.” See pp. XX–XX for
Writing Activities
more on language formality levels.
Instructions Lists of instructions tell people how to do or use something. This can be anything from baking a cake to flying a helicopter. Guidelines
Guide to Speaking & Writing
1. Start with a clear title that summarizes what the task is.
194
2. If the steps must be done in a specific order, use a numbered list. 3. If the steps can be done in any order, use a bulleted list. 4. Each step should start with a verb. The verbs should tell the readers what they will do (e.g., hammer, glue, read, attach) 5. Try to keep each step simple with only one action. 6. Try to keep the list short (10 or 12 steps max). 7. To make sure the instructions are clear, ask a friend to try them if possible.
Example Text: Instructions
How to Pass English I cannot guarantee that you will pass English if you follow these steps. However, your chances will greatly increase if you do follow them. • Watch English TV shows and movies with English subtitles. • If you like computer games, play them in English. • Become friends with someone from an English-speaking country. • Speak English every week. • Read things that interest you in English. • Travel to another country and actively speak English as much as possible there. • Come regularly to class. • Do all your homework to the best of your ability. • Ask your teacher for help when necessary. Good luck with your English learning. Even if your English does not improve as much as you would like, you should have fun following these steps.
A clear title that identifies the task A brief introduction
These steps can be done in any order. So bullets were used instead of numbers.
A summary paragraph to wrap things up
First, Second, Next After (doing something) When you are done with … Before (doing something) it is best to (doing something else) Checkpoints for Re vising
1. Have I written a clear title that identifies the task? 2. Have I used bullets or numbered lists correctly? 3. Have I written each step clearly? 4. Are the steps easy to follow for someone unfamiliar with the task?
Guide to Speaking & Writing
Useful language
5. Have I asked a friend to try out my instructions?
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The Revision Process Auto-revision Before asking friends or teacher to give you response to something you have written, you can improve your paper or story yourself: 1. Read the original assignment again. Have I done what I was asked to do? 2. Do my language and the contents of my paper or presentation fit the audience (the readers or listeners)? 3. Consult the Checkpoints for revising for each text type in Writer’s Workshop. Have I included everything? 4. Does each paragraph deal with one idea? 5. Can I leave something out in order to focus my paper better? 6. Check that your spelling and grammar are correct.
Peer Response After finishing a piece of writing, you need to see it from another perspective. A fellow student can help you to express your ideas more clearly by reading your paper and then give a repsonse. A helpful response has clear focus:
Guide to Speaking & Writing
1. B e positive. Pointing out the passages you like best and explaining why you like them.
222
2. Be specific. Point out particularly effective/ineffective passages. Don’t just say, “This is boring” or “I don’t understand this.” Point out what is boring, or what it is you don’t understand and why. Suggest that the writer use more precise words. Ask the writer questions about what you don’t understand, so that he or she will know what needs to be added. Suggest which passages or sentences should be cut out. 3. Be honest and tactful. Do not fake praise just to please the writer. Do not be harsh. Suggest where the writer could use more precise words.
Focus on Language
References are made to MEG = Svartvik/Sager, Modern Engelsk Grammatik
Focus on Language
This is not a complete grammar course. It is a selection of grammar points where we have found that many learners of English often make mistakes. In our assessment of student papers and essays over the years, we have seen these recurring errors over and over again. By selecting these points, we hope to help you avoid at least these difficulties in your own writing and speaking.
223
Innehåll Focus on Language Verb 225
Prepositioner 245
Beskrivning av vad ett verb är Enkel form Verb i presens Verb i imperfekt Verb i perfekt Pågående form Verb i presens Verb i imperfekt Verb i perfekt Ing-form efter vissa verb Do-omskrivning Lista med oregelbundna verb
Beskrivning av vad en preposition är Prepositionsuttryck med t.ex ”när” och ”var”
Adjektiv och adverb 237
Apostrof 250
Beskrivning av vad adjektiv och adverb är Adjektiv eller adverb? Substantiv 239
Focus on Language
Beskrivning av vad ett substantiv är Obestämd artikel (a eller an) Hur bildas plural? Oräknebara substantiv
224
”Det” 246
It, there. Pronomen 248
Beskrivning av vad pronomen är Personliga pronomen Possessiva pronomen Förenade och självständiga
Genitiv 250 Sammandragna former 251 Ord som kan förväxlas 252 Mått och vikt 254
”Eller hur?” 243
Check list 255
Tag questions
Träna på att förbättra språket
Prepositioner
MEG 8.1-8.16
Prepositioner är de små ord som anger tid, läge eller riktning. Exempel: about, at, by, for, in, of, on, to, with. De står ofta framför ett substantiv eller ett pronomen. När?
meg 8.22
On används vid dagar och datum.
I’ll be there on Tuesday. on 12 March, on 23 April, on New Year's Day
At vid en specifik del av dagen, vid högtider och vid klockslag.
See you at noon. at 7 o'clock, at 9.45 at Christmas, at Easter
In vid delar av dagen, månader, årstider, år, århundraden samt ”om, inom” en viss tid.
I always take a nap in the afternoon. in May, in June, in the spring, in summer, in 1998, in 2017, in the 21st century, in two weeks
For uttrycker en tidsperiod. I’ve been studying Greek for two years. Ago betyder för … sedan
I left three hours ago.
Var?
Focus on Language
In används inom ett område. There is a mosquito in my bedroom.
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At vid en specifik plats. I was standing at the corner. On ovanpå en yta. He was dancing on the table. In används med arrive (vid länder och större städer.) He arrived in London. At används med arrive He arrived at the scene of (vid mindre platser ) the crime. at the cinema.
Alla prepositioner följs av ing-form, vilket i svenskan motsvaras av att + infinitiv. MEG 4.69–4.70
I look forward to meeting you. preposition = ing-form på verbet
Jag ser fram emot att träffa dig preposition = att + infinitiv
He’s afraid of falling down the stairs. Grandma is really good at surfing. I’m bad at speaking Chinese. She’s tired of listening to Green Day. They were sure of winning the lottery. He apologized for hitting him. I’m interested in diving.
A. What prepositions are missing? 1. He sat … the roof. 2. There were at least fifty people … the bathroom. 3. Will you be there … Saturday? 4. I’ll see you … the party. 5. They stayed there … two hours. 6. She’ll spend the holidays … New York. 7. They’re sleeping … the bus station. 8. You should go there … September. 9. She went to bed … 7 o’clock. 10. The arrived … France two hours late.
B. Translate into English. 1. Jag är inte rädd för att flyga. 3. Jag ska åka till Island i januari. 4. Jag är trött på att prata med dig. 5. Vi bad om ursäkt för att vi lånade frukten. 6. Jag spelar schack på onsdagar. 7. Hon målar tavlor i köket. 8. De klev upp klockan fyra på morgonen. 9. Han är intresserad av att lära sig köra motorcykel. 10. Jag sov i 47 timmar.
Focus on Language
2. Han kom till flygplatsen på fel dag.
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Ord som kan förväxlas Vissa ord är lätta att blanda ihop genom att de stavas eller uttalas på ett liknande sätt. Ex. Who’s coming to the party? Whose bike is that? Who’s = vem (Who is) Whose = vems 1. quit 2. to 3. where 4. he’s 5. bear 6. of 7. its 8. we’ll 9. there 10. mail 11. hole 12. now 13. who 14. piece 15. witch 16. ad 17. cheap 18. except
quiet too were his beer off it’s well their male whole know how peace which add sheep expect
quite two we’re
wear
bare
will they’re
peas
A. Translate the words into Swedish. Use a dictionary if necessary. B. Which words are missing in these sentences?
Focus on Language
Ad or add?
252
1. For the first time, online readership and … revenue has
surpassed that of print newspapers 2. Wal-Mart Stores Inc., plans to … hundreds of smaller stores in the U.S. over the next three years as the largest retailer tries to reverse sagging sales at its larger Supercenters.
Cheap or sheep? 1. … bottled wine is blamed for rise in alcohol-fuelled violence
and crime in Alice Springs. 2. The discovery of … droppings in the back of a police van
has led to the arrest of two policemen for stock theft, after 58 … were stolen. Except or expect? 1. Plants from all continents … Antarctica are present in this
botanical garden 2. Times have changed, one can no longer … a secure and wellpaid job forever. Of or off? 1. He held … buying the house until prices fell slightly 2. The drop in sales … Nokia mobiles is significant … the
depressing situation … the mobile phone market. Where or were? 1. There is an area in Beijing called DaShanzi … many artists
have workshops. 2. There … some demonstrations in the 1960’s when schools in the United States were being integrated. Which or witch? 1. The … jumped on her broom and flew off into the night. 2. The speed with … a … can fly depends on the length and
quality of her broom.
Focus on Language
C. Write a sentence for the 18 words in the list on p. 252.
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Check list När du har skrivit en text på engelska kan det vara bra att gå igenom den en extra gång och titta efter några av de vanligaste felen. 1. Tempus
Kontrollera att du har rätt tempusform, alltså att du valt rätt tidsform och har böjt verbet på rätt sätt. Är verbet regelbundet så måste du lägga till -ed om du skriver i dåtid. Om verbet är oregelbundet bör du kontrollera i listan på s. 234 så att du har rätt form. Ex. I walked I ran 2. verbet Böjt efter person
Kontrollera att verbet är rätt böjt efter den person det handlar om. Om du skriver i nutid och det är han, hon eller den måste du lägga till ett -s. Detta kallas kongruens (= överensstämmelse). Ex. She walks 3. Pluralformer
Ex. two cars three elephants two feet five children
Focus on Language
Kontrollera att du har använt rätt pluralformer. Oftast ska du bara lägga till ett s, men det finns ett antal ord som böjs oregelbundet. Använd en ordbok om du är osäker.
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BILDFÖRTECKNING Omslag Lluís Real/Age Fotostock/IBL Bildbyrå 9 (1) Inger Bladh/Nordicphotos 9 (2) Fuse/Getty Images 9 (3) Chad Ehlers/Tiofoto/Nordicphotos 10 (1) Ricardo Liberato/Flickr/Getty Images 10 (2) Shutterstock 11 PhotoDisc Object Series 15 13 AE Pictures Inc./Riser/Getty Images 14 Atli Már Hafsteinsson/NordicPhotos 18–19 Thomas Winz /Lonely Planet/Scanpix 20 Lluís Real/Age Fotostock/IBL Bildbyrå 21 Brett Mulcahy/Zoonar/IBL Bildbyrå 25 (1) Dan Saelinger/The Image Bank/Getty Images 25 (2) Joe McDonald/Getty Images 29 Victoria Wall/Getty Images 30 Ryan McVay/Lifesize/Getty Images 31 Timothy A. Clary/AFP Photo/Scanpix 32–3 4 Warner Bros/The Kobal Collection /The Picture Desk 36 Jeanene Scott/Photonica/Getty Images 41 Shutterstock 42 Jann Lipka/Mira/NordicPhotos 43 Cobb County Police/AP Photo/Scanpix 46 (1) Paul Cherfils/Stone Sub/Getty Images 46 (2) Brad Wilson/Taxi/Getty Images 46 (3-4) Shutterstock 49 Don Bonsey/Stone Sub/Getty Images 54 Shutterstock 56 Pictor/NordicPhotos 58 Life On White/Photodisc/Getty Images 61 (1) Science Photo Library/IBL Bildbyrå 61 (2) Peter Dazeley/Photographer’s Choice /Getty Images 62 John Lamb/The Image Bank/Getty Images 64 (1) www.Whateverlife.com 64 (2) Michael S. Green/AP Photo/Scanpix 64 (3) Stockfood/Nordicphotos 65 (1) YouTube 65 (2) Makin’ Bacon 65 (3) Water Talkies 68 Johannes Eisele/AFP Photo/Scanpix 71 20th Century Fox/The Kobal Collection /The Picture Desk 77 (1) Helena Larsson/Naturfotograferna /IBL Bildbyrå
270
77 (2 & 4) PhotoDisc Object Series 15 77 (3) Moodboard/Corbis/Scanpix 78–79 Solo Syndication/Scanpix 83 Science Photo Library/IBL Bildbyrå 86 Jasper White/Photonica/Getty Images 93 (1) Marco Andras/IBL Bildbyrå 93 (2) Roberto Herrett/IBL Bildbyrå 94 Bo Hylander/IBL Bildbyrå 96 Shutterstock 98 Chockstone Pictures/The Kobal Collection /The Picture Desk 102 Ben Welsh/IBL Bildbyrå 106 Spencer Grant/Age Fotostock/IBL Bildbyrå 108 Shutterstock 109 Adrian Weinbrecht/Getty Images 113 (1) Scott Olson/Getty Images 113 (2) Scott Barbour/Getty Images 114 Matthew Sharpe/AP Photo/Scanpix 116 Ben Hider/Getty Images Entertainment 121 Kevin Moloney/The New York Times/Scanpix 125 Rex Rystedt/Time Life Pictures/Getty Images 129 Ewasko/The Image Bank/Getty Images 131 (1) UPI/Eyevine/IBL Bildbyrå 131 (2) Everett Collection/IBL Bildbyrå 132 M. Spencer Green/AP/Scanpix 135 Columbia/Casyle Rock/Simian Films /The Kobal Collection/The Picture Desk 137 Roger-Viollet/IBL Bildbyrå 140 REX Features/IBL Bildbyrå 145 (1) Image Source/Getty Images 145 (2) Design Pictures/Nordicphotos 151 Valery Hache/AFP Photo/Scanpix 159 Shutterstock 160 Foodcollection/Getty Images 161 Berit Roald/Scanpix 162 Shutterstock 165 Image Source/Getty Images 166 Rod Long/Stone Sub/Getty Images 167 Susie Adams/Flickr/Getty Images 169 Liber 172 (1) Melanie Acevedo/FoodPix/Getty Images 172 (2) Will Heap/Dorling Kindersley/Getty Images 172 (3) Lew Robertson/Brand X/Getty Images 173 Frederic Cirou/PhotoAlto/Getty Images 176 Peter Dazeley/Photographer’s Choice /Getty Images
Engelska 5 för gymnasiets yrkesförberedande program
Blueprint Vocational består av Allt-i-ett bok inkl.elev-cd (med ljud) Facit Lärar-cd Lärarhandledning
Lundfall • möller • sunhede fulk
Blueprint Vocational är ett läromedel för kursen Engelska 5 på gymnasiet. Det vänder sig framför allt till elever på de yrkesinriktade programmen. Blueprint Vocational består av sex tematiska kapitel med engagerande texter och uppgifter som tränar de receptiva färdigheterna läsa och lyssna. I slutet av varje kapitel finns uppgifter som tränar produktion och interaktion (Speaking & Writing). Avsnittet innehåller muntliga och skriftliga övningar med olika syften, som att instruera, beskriva, sammanfatta och argumentera. Genom uppslagsdelen Guide to Speaking & Writing ges stegvis vägledning till egen muntlig och skriftlig produktion. Förordet ger dig mer information om bokens struktur och innehåll.
BLueprint
BLueprint vocational
BLueprint vocational
Engelska 5
Till Blueprint Vocational finns också en interaktiv webb med självrättande ord- och grammatikövningar, extra läs- och hörförståelsetexter samt yrkesrelaterade projektarbeten.
Christer Lundfall Best.nr 47-09216-1 Tryck.nr 47-09216-1
Monica Möller Ted Sunhede Fulk