UNO WIVAST
Viewpoints 1 är ett läromedel för Engelska 5 i de högskoleförberedande programmen på gymnasiet och komvux.
LINDA GUSTAFSSON
VIEWPOINTS 1
SECOND EDITION
VIEWPOINTS 1 LINDA GUSTAFSSON
UNO WIVAST
Läromedlets andra upplaga består av tre komponenter som tillsammans förser eleven och läraren med allt som behövs för att klara kursen: Elevbok, tryckt
40-69365-5
Elevwebb, individlicens, 12 mån
40-67491-3
Lärarwebb, individlicens, 12 mån
40-67492-0
Eller för dig som vill arbeta helt digitalt:
• • •
Digitalt läromedel, elevlicens, 6 mån
40-68057-0
Digitalt läromedel, elevlicens, 12 mån 40-68058-7 Digitalt läromedel, lärarlicens, 12 mån 40-68059-4
Linda Gustafsson är lärare i engelska, svenska och italienska på Malmö latinskola. På fritiden läser hon gärna klassiker, brittiska deckare eller modern fantasy och science fiction, helst av Neil Gaiman och Carlos Ruiz Zafón.
VIEWPOINTS 1
• • •
Uno Wivast är lärare i engelska och svenska på Katedralskolan i Lund. Uno har ett stort intresse för kultur och myter i den amerikanska filmen och läser gärna Virginia Woolf och William Faulkner. ISBN: 978-91-40-69365-5
9 789140 693655
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Förord I nyutgåvan av Viewpoints 1, som är ett läromedel för kursen Engelska 5, finns ett nytt urval av autentiska texter som är väl anpassade till dagens samhälle och elever. Det finns även en större variation av textgenrer, vilket ger en ökad bredd i både form, innehåll och perspektiv. Nya Viewpoints 1 är därför ett läromedel som ger läraren goda möjligheter till att skapa intressanta samtal och diskussioner i klassrummet på målspråket. Frågorna till texterna är uppdelade i två avsnitt, d.v.s. understanding och discussion, vilket ger en tydlig distinktion mellan läsförståelse och personligt resonemang och tyckande. Bokens fem teman följer en språklig och innehållslig progression, men det finns också utrymme att välja och vraka bland texterna efter behov och intresse. I början av varje tema finns en översiktssida för att ge extra struktur över innehållet. Till texterna finns bland annat ordövningar, grammatikövningar, speakingövningar och skrivuppgifter, vilka hjälper eleverna att utöka sitt ordförråd, sin språkliga korrekthet och sin kommunikativa förmåga. Till de flesta texter finns även utvalda glosor som markerats i fet stil, och dessa förekommer i ordövningar och färdiga glosprov. De markerade glosorna har valts med tanke på att dessa ord används frekvent i talad och skriven engelska. I slutet av textboken finns dessutom ett uppdaterat avsnitt med model texts som bland annat innehåller texttyper som discussion essay och argumentative essay. Nytt för boken är också ett avsnitt om källhantering och ett fristående grammatikavsnitt med genomgång, förklaringar och uppgifter för de grammatiska moment som kan anses grundläggande för Engelska 5. I Student’s Web finns också nyheter för ett ökat samspel mellan bokens material och aktuellt material bortom läromedlets ramar. Till varje text finns det en kompletterande engelsk-engelsk ordlista och, i de flesta fall, Live listening och/eller Live reading, d.v.s. autentiska texter och intervjuer eller föredrag med frågor. Eleven kan alltså jobba med läsförståelse och hörförståelse på egen hand. I elevboken finns det i de olika kapitlen symboler som hänvisar till Student’s Web för Live listening och Live reading. Naturligtvis finns även rena språkövningar i Student’s Web, samt länkar kopplade till ämnet och specifika övningar i boken. I lärarwebben finns ytterligare övningar, prov, hörövningar, läsförståelseövningar, speaking-övningar och färdiga prov, allt för att eleven ska få bra material för byggandet av sin språkliga komptens. Vi hoppas att ni ska finna både nytta och nöje med att arbeta med nya Viewpoints 1! Författarna
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CONTENTS CROSSING BOUNDARIES 1. Not Guilty ......................................................................... 8 from Big Mouth and Ugly Girl by Joyce Carol Oates
Reading: Extract from Big Mouth and Ugly Girl (fiction /novel) Listening: Live listening (Student’s Web) Speaking: Compare codes of conduct Writing: News article Language: School words; Words and phrases to do with law; Adjectives and adverbs ; Translation
2. The Power of the Pen ............................................ 18 from I Am Malala by Malala Yousafzai and Christina Lamb
Reading: Extract from I am Malala (non-fiction/ autobiography); Live reading (Student’s Web) Listening: Live listening (Student’s Web) Speaking: Discussion on education Writing: Informal letter; News article Language: Adjectives and adverbs; Word formation (suffixes); Irregular verbs (past forms)
3. Not What They Seem ............................................ 30 from Refugees by Brian Bilston
Reading: Refugees (poem); Live reading (Student’s Web) Listening: Live listening (Student’s Web) Produce and develop: Present a poem
4. Freedom Fighter or Terrorist? ...................... 32 from ‘Militant suffragettes: morally justified, or just terrorists?’ by Janna Thompson
Reading: ‘Militant suffragettes: morally justified, or just terrorists?’ (article/Internet); Live reading (Student’s Web) Listening: Live listening (Student’s Web) Speaking: Discussion on equality Writing: Letter to the Editor Language: The do construction; Göra and bli
IN THE NAME OF LOVE 1. How Do I Love Thee ............................................... 44 from How Do I Love Thee? (Sonnet 43) by Elizabeth Barret Browning
Reading: How Do I Love Thee (poem) Speaking: Poetry discussion/analysis Writing: Poem
2. The Enigma of Love ................................................ 46 from ‘ What is love? Five theories on the greatest emotion of all’ by Jim Al-Khalili, Philippa Perry, Julian Baggini, Jojo Moyes and Catherine Wybourne
Reading: ‘What is love?’ (article/newspaper); Live reading (Student’s Web) Listening: Live listening (Student’s Web) Speaking: Talking about movies Language: Relative pronouns; Modal auxiliary verbs (can, could, may, might)
3. Doing It ............................................................................. 54 from Doing It by Melvin Burgess
Reading: Extract from Doing It (fiction/novel); Live reading (Student’s Web) Listening: Live listening (Student’s Web) Speaking: Discussion on dangerous works Writing: Informal e-mail Language: Synonyms; Plural nouns with no singular form; The passive vioce
4. The First Cut ................................................................. 64 from ‘First love: researchers get to the heart of why teen breakups are so hard to do’ by Ewa Kretowicz
Reading: ‘First Love’ (article/newspaper) Listening: Live listening (Student’s Web) Speaking: Talking about love and breakups Language: Prepositions; Modal auxiliary verbs (will, would, shall, should)
5. Love and Prejudice .................................................. 70 from The Last Taboo by Bali Rai
Reading: Extract from The Last Taboo (fiction/ novel); Live reading (Student’s Web) Listening: Live listening (Student’s Web) Speaking: Moral dilemmas Writing: Short story Language: Formal and informal language; Infinitives and the -ing form
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FAIRY TALES WITH A TWIST
DANGER ZONE
1. Little Miss Hood and the Wolf................... 82
1. Rendezvouz with Evil ......................................... 122
from Revolting Rhymes by Roald Dahl
from Ibarajo Road by Harry Allen
Reading: Extract from Revolting Rhymes (fiction/poem); Live reading (Student’s Web) Speaking: Discussion/analysis of fairy tales Writing: Fairy tale/poem Language: Synonyms; Rhymes and spelling; Word order; Verbs of speech; Translation
Reading: Extract from Ibarajo Road (fiction/ novel); Live reading (Student’s Web) Listening: Live listening (Student’s Web) Speaking: Discussion on trafficking Writing: News article Language: Brukar and brukade; Translations of bli; Word formation (word forms)
2. A Big, Bad Wolf .......................................................... 94 from Li’l Red Riding Hood by Ronald Blackwell
Reading: Lil’ Red Riding Hood (song); Live reading (Student’s Web) Produce and develop: Write a poem/song lyrics
3. Fairy Tales – Harmful or Beneficial? ....... 96 from ‘Fiction can be a great way of telling the truth, Richard Dawkins’ by Jemima Lewis
Reading: ‘Fiction can be a great way of telling the truth, Richard Dawkins’ (article/newspaper) Listening: Live listening (Student’s Web) Speaking: Fairy tales in film and literature Writing: Letter to the Editor Language: Contractions; Word formation (word forms)
4. The Transformation of Cindy ...................... 104 from The Transformations of Cindy R. by Anne Mazer
Reading: Extract from The Transformations of Cindy R. (fiction/short story) Listening: Live listening (Student’s Web) Writing: News article Language: Adjectives; Comparatives; Superlatives; Translation
2. A Plastic Ocean ....................................................... 134 from ‘Q&A: A Plastic Ocean – can a movie help us see this invisible crisis?’ by Lesley Henderson
Reading: ‘Q&A: A Plastic Ocean – can a movie help us see this invisible crisis?’ (article/interview/Internet) Listening: Live listening (Student’s Web) Speaking: Environmental issues Writing: Discussion essay Language: Idioms; Countable and uncountable nouns
3. Boy Kills Man ............................................................ 144 from Boy Kills Man by Matt Whyman
Reading: Extract from Boy Kills Man (fiction/ novel); Live reading (Student’s Web) Listening: Live listening (Student’s Web) Speaking: Talking about crime prevention Writing: Short story Language: Demonstrative pronouns; Word formation (suffixes)
4. Cycling Daredevils ............................................... 154 from A Paramedic’s Diary: Life and Death on the Streets by Stuart Gray
Reading: Extract from A Paramedic’s Diary: Life and Death on the Streets (non-fiction/memoir); Live reading (Student’s Web) Listening: Live listening (Student’s Web) Writing: Argumentative essay Language: Phrasal verbs; Word formation (nouns and adjectives)
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THE OLDER THE WISER?
GRAMMAR
1. Big Spender................................................................ 164
Verbs ........................................................................................ 208
from Confessions of a Shopaholic by Sophie Kinsella
Reading: Extract from Confessions of a Shopaholic (fiction/novel); Live reading (Student’s Web) Speaking: Presentation of a dream job Writing: Formal letter Language: Synonyms; Words to do with finance; Question tags; Translation
2. Getting It...................................................................... 176 from About a Boy by Nick Hornby
Reading: Extract from About a Boy (fiction/ novel) Listening: Live listening (Student’s Web) Speaking: Prepare and perform a speech Writing: Informal letter; Article Language: Expressions from the text; Word formation (verb, noun, adjective); Linking words
3. Stressful Youth? ..................................................... 190 from The Teenage Guide to Stess by Nicola Morgan
Reading: Extract from The Teenage Guide to Stress (non-fiction/self-help) Listening: Live listening (Student’s Web) Writing: Letter to the Editor Language: Verbs in the present simple tense; The progressive form (-ing form)
4. Shakespeare’s Seven Ages of Man......... 204 from As You Like It, Act II, Scene VII by William Shakespeare
Reading: Extract from As You Like It (play/ poem) Listening: Live listening (Student’s Web) Writing: Discussion essay
Nouns ....................................................................................... 215 Articles.................................................................................... 221 Adjectives ............................................................................. 223 Adverbs................................................................................... 226 Pronouns ................................................................................ 228 Numerals .............................................................................. 241 Conjunctions ....................................................................... 242 Word order ........................................................................... 245 Common irregular verbs.............................................. 246
MODEL TEXTS Article ...................................................................................... 251 Argumentative essay ..................................................... 252 Discussion essay ................................................................ 254 Formal e-mail/letter ....................................................... 256 Informal e-mail/letter.................................................... 257 Letter to the Editor ......................................................... 258 News article ......................................................................... 259 Short story/Story ending ............................................ 260 Working with sources .................................................... 262
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VIEWPOINTS CROSSING BOUNDARIES OVERVIEW NOT GUILTY Reading: Extract from Big Mouth and Ugly Girl (fiction/novel) Listening: Live listening (Student’s Web) Speaking: Compare codes of conduct Writing: News article Language: School words; Words and phrases to do with law; Adjectives and adverbs; Translation THE POWER OF THE PEN Reading: Extract from I am Malala (non-fiction/autobiography); Live reading (Student’s Web) Listening: Live listening (Student’s Web) Speaking: Discussion on education Writing: Informal letter; News article Language: Adjectives and adverbs; Word formation (suffixes); Irregular verbs (past forms) NOT WHAT THEY SEEM Reading: Refugees (poem); Live reading (Student’s Web) Listening: Live listening (Student’s Web) Produce and develop: Present a poem FREEDOM FIGHTER OR TERRORIST? Reading: ‘Militant suffragettes: morally justified, or just terrorists?’ (article/Internet); Live reading (Student’s Web) Listening: Live listening (Student’s Web) Speaking: Discussion on equality Writing: Letter to the Editor Language: The do construction; Göra and bli
CROSSING BOUNDARIES
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CROSSING BOUNDARIES Not What They Seem
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Before reading > When you argue your opinion about something, you can use so-called ‘loaded language’ which means using words that strengthen an either positive or negative opinion. By using the words ‘freedom fighter’ or ‘terrorist’ when speaking about a person your opinion of their actions is made clear. Read the words below and look up any words that you don’t understand, then discuss in pairs whether the word is positive or negative. tolerate
mongrel
convince
bureaucrat
ordeal
> Now, try to find synonyms of the words above that have the opposite charge tone (i.e. negative or positive).
Freedom Fighter or Terrorist?
Note: Key words in bold
Whether we choose to label someone a terrorist or a freedom fighter depends largely on which side we are on. Are we more likely to accept certain types of behaviour or certain acts if they are seen to be for a good cause, than if they are for a cause we don’t believe in? It is a universal question of relevance not only today, but also in the past. In the following article, for example, philosophy professor Janna Thompson writes about the illegal actions of militant suffragettes during the early 1900s. Were these women freedom fighters or terrorists?
suffragette hist. rösträttskvinna, suffragett launch sjösätta, lansera militancy stridbarhet justified försvarlig, rättfärdig enquiry förfrågning, utredning be bent on ha föresatt sig suffrage rösträtt indefinitely här på obestämd tid
Between 1912 and 1914, a group of British suffragettes called the Women’s Social and Political Union (WSPU) launched a campaign of militant action. Lead by Emmeline Pankhurst, they avoided harming people but committed various crimes to draw attention to their demands and put pressure on the government. Suffragette (2015), now in cinemas, shows this part of British women’s struggle for the vote. Was the militancy of these suffragettes justified? The film portrays the frustration women experienced when their peaceful protests and participation in parliamentary enquiries failed to get the desired results. Faced by a government that seemed bent on denying suffrage to women indefinitely, the WSPU decided that more radical forms of protest were necessary.
CROSSING BOUNDARIES Freedom Fighter or Terrorist?
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letterbox brevlåda prominent framstående pavilion paviljong, tält alight i eld och lågor carve rista, skära ut slash skära upp, hugga sönder disruption avbrott, söndring Derby årlig hästkapplöpning i Epsom estimate beräkna, uppskatta worth värde damage skada, skadegörelse property egendom nevertheless icke desto mindre, trots det satisfy övertyga, tillfredsställa common allmän, gemensam intention avsikt, syfte coerce tvinga till lydnad med maktspråk/ våld intimidate skrämma, trakassera canny förståndig, medveten political operator politiskt verksam person obtrusive iögonfallande counterproductive kontraproduktiv, motverka sitt eget syfte decline sjunka deplore djupt beklaga, sörja ruinous förödande, ödeläggande suspend låta bero, (tillfälligt) avsluta the war effort krigsinsatsen recognise erkänna contribution bidrag gain erhålla, skaffa sig
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Militant suffragettes destroyed contents of letterboxes and smashed the windows of thousands of shops and offices. They cut telephone wires, burned down the houses of politicians and prominent members of society, set cricket pavilions alight and carved slogans into golf courses. They slashed paintings in art galleries, destroyed exhibitions at the British Museum and planted bombs in St Paul’s Cathedral, Westminster Abbey and near the Bank of England. The film features the most famous act of the militant suffragettes – Emily Davison’s disruption of the Derby at Epsom by throwing herself under the King’s horse. It is estimated that their campaign of destruction caused between £1 billion and £2 billion worth of damage to property in 1913–1914. The suffragettes aimed their violence against property, not people. Nevertheless, their actions satisfy common definitions of “terrorism”. The Australian Criminal Code, for example, defines a terrorist act as an action done with the intention of coercing and intimidating a government that causes serious damage to people or property. Pankhurst, a canny political operator, knew that their cause had to be kept in the news if it were to succeed: “You have to make yourself more obtrusive than anybody else, fill all the papers more than anybody else if you are really going to get your reform realised.” The militant acts of the suffragettes filled the papers but many supporters of the suffrage movement thought they were counterproductive. Public support for women’s suffrage declined even though many people deplored the way suffragettes were treated in prison. The prominent politician Lloyd George, generally a supporter of votes for women, thought that the actions of the militants were ruinous to their cause. Some members of parliament declared that the militant acts proved that women were unstable, hysterical and not to be trusted with the vote. When World War I began the WSPU suspended its militant activities and joined the war effort. In 1918 the British parliament recognised the contribution of women to the war effort by giving the vote to women older than 30 who also owned some property. Ten years later all women in Britain gained the vote.
CROSSING BOUNDARIES Freedom Fighter or Terrorist?
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Suffragette demonstration in the early 1900s.
Historians are divided about whether militancy helped the cause of women’s suffrage. Some believe the achievement owes more to the non-militant wing of the suffragette movement led by Millicent Fawcett. But the official justification for giving women the vote does not exclude the likelihood that many parliamentarians were moved by the fear that suffragette militancy might resume. Even if militancy was a factor in bringing about reform, moral question marks hang over the actions of the WSPU.
whether om, huruvida likelihood sannolikhet resume återgå till, återuppta
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acceptability godtagbarhet except förutom manner of death dödsorsak inconvenience olägenhet, obekvämlighet military installation militaranläggning arson mordbrand unexpectedly oväntad accomplish åstadkomma pose utgöra aim mål, syfte tension spänning ought to borde distinguish oneself skilja sig från revolutionary revolutionär, statsfientlig civil disobedience civil olydnad defy trotsa authority myndighet segregationist anhängare av (ras) segregation unfit olämplig purpose avsikt, syfte pander to ge efter för, uppmuntra constituent väljare
The moral acceptability of the campaign depended on the fact that they avoided actions that could cause harm to people. Except for Emily Davison, who chose her manner of death, no one was killed. The destruction of property caused loss of money and inconvenience, but no serious harm to the public. Suffragettes attacked cricket pavilions and letterboxes, not hospitals or military installations. But arson and bombs have the potential to hurt innocent people. A police inspector points this out in Suffragette. He asks the women suspected of burning down a country property, “What if a servant girl had unexpectedly returned to the house?”. Whatever good the suffragettes thought they were accomplishing has to be weighed against the risk that they posed to members of the public. There is another reason to be critical of the actions of the militant suffragettes. The aim of the movement was to allow women to play a role in the government of their country. There is a tension between this aim and the violent law-breaking activities of the WSPU. Those who want to participate in making laws ought to distinguish themselves from revolutionaries who want to destroy a government or force it to serve their will. Civil disobedience has a role to play in a democracy. The Selma freedom march led by Martin Luther King Jr. defied the law and the political authorities of the segregationist South. But King and his followers thought it was important to show respect for democracy and the rule of law by demonstrating peacefully. The parliamentarians who declared the militant actions of the suffragettes showed that these women were unfit to have a vote were, of course, serving their own political purposes and pandering to the prejudices of many of their constituents. Nevertheless, they had a point. ‘Militant suffragettes: morally justified, or just terrorists?’ by Janna Thompson
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CROSSING BOUNDARIES Freedom Fighter or Terrorist?
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Discuss and understand a) Understanding the text Choose ALL correct answers. 1. What was the aim of the WSPU’s campaign? a) b) c) d)
To damage property To harm those who did not support their cause To commit crimes To get attention
2. What did the group want to accomplish? a) b) c) d)
They wanted to get jobs They wanted equal pay They wanted the right to vote They wanted to stop suffering
3. What is true about the campaign? a) b) c) d)
The most famous act involved the king They could be called terrorists The events took place in Australia The campaign was limited to destroying private property
4. What is meant by the campaign being counter-productive? a) b) c) d)
Many people did not support their actions Not many newspapers wanted to write about women The public thought they deserved what they got in prison Some politicians thought that it proved they were right to exclude women
5. How did the First World War play a part in the events? a) b) c) d)
The war proved that women were capable The campaign ended because of the war The war meant they did not get as much attention in the papers When the war ended all women had a right to vote
6. Why were the actions of the WSPU considered questionable? a) b) c) d)
They led to the death of a woman There was a risk that they could hurt someone A servant was killed in a fire They destroyed the society that they wanted to be part of
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b) Discussing the text Use examples from the text to support your ideas. 1. After reading the article, would you call the women of the WSPU freedom fighters or terrorists? Explain your answer. 2. At the end of the article, the WSPU campaign is compared to the the Selma freedom march. Research the event and Martin Luther King Jr. 3. Try to find more examples of civil disobedience and discuss what likenesses and differences they have to the campaigns mentioned in the article. 4. Finally, what is your opinion of civil disobedience? Does it have a role to play in a democracy, or is it unnecessary and risky? Would you be prepared to engage in civil disobedience for a cause you believed in? If so, how far would you be prepared to go? If not, how else would you act to get your point across? Argue your point and compare your opinion to your fellow students. Live listening
Working with language Words from the text Complete the ten sentences with one of the words or phrases in the box. You may need to change the form of some words in order to make them fit into the sentence. justified ruinous
disruption deplore
indefinitely likelihood
pander to gain
inconvenience pose
1. Seeing that it needed repairs every week, the old car was starting to be more of an than an asset. 2. The new law is a way to
to the protesters.
3. It is said that the cause
the means, but that is not always true, is it?
4. The campaign seemed to 5. In the 6. Rain is
a lot of attention in the media. that I forget to call my mother, would you please remind me? to any new hairdo.
7. The arrival of the movie star caused quite a
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at the airport.
CROSSING BOUNDARIES Freedom Fighter or Terrorist?
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8. My neighbour’s new interest in goat-keeping planted garden.
a threat to my newly
9. On the news, the prime minister said that she
the recent shootings.
10. Our vacation plans are postponed commitments.
due to our many other
The do construction The verb do can be a main verb (for example, I do my homework every night), but it can also be used as an auxiliary verb (I don’t write to my grandmother often enough). As an auxiliary verb (hjälpverb), do is used with a main verb when forming interrogative (questions) or negative sentences, or for adding emphasis. Questions The do construction is often used in yes/no questions, for example: – Do you like dogs? – Yes, I do (like dogs). It is also used in wh- questions where the wh- word is not the subject, for example: Where do you live? (However, do is not used when the wh- word is the subject, e.g. Where is the cat?) Remember also that the do construction is not used when there is another auxiliary verb (have, can etc.) in the question. For example: Have you got a car? Negative and positive sentences In negative sentences, the do construction is used together with not, for example: I do not smoke. In informal situations you may use the contracted form, don’t. Sometimes the do construction is used to give emphasis to a positive statement, for example: I do love the opera. This chart shows you how the auxiliary verb do is conjugated for questions and negatives: Question
Negative
Negative question
Present simple: third person singular (he/she/it)
Does she like cats?
She doesn’t like cats.
Doesn’t she like cats?
Present simple: other persons (I/you/we/you/they)
Do you like cats?
I don’t like cats.
Don’t they like cats?
Past simple: all persons
Did he like cats?
We didn’t like cats.
Didn’t you like cats?
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a) Translate the sentences below, putting the do construction in the correct form where necessary. 1. Varför hade kvinnor inte samma rätt att rösta som män? 2. Skulle de någonsin få det? 3. En grupp kvinnor bestämde sig för att utföra kriminella handlingar för att få uppmärksamhet. 4. Kampanjen innebar inte att de automatiskt fick rösträtt. 5. Men åtminstone fick de uppmärksamhet i media.
b) Complete the gaps in the following two dialogues with do, does or did, combined with not where necessary. A – How many times a week (1)
Tommy play soccer last year?
– About three or four, I think. – (2) – He (3)
he still play? play anymore, but he (4)
still love soccer!
B – You and your sister (5)
go to school today, (6)
– No, I (7)
usually go when Annie (8)
– Why (9)
you go to school alone?
– Because I (10) – If your sister (11)
feel better tomorrow I can take you in my car. like being in a car
the road look just fine?
look all right! (16) – It certainly (15) will pick me up from school this afternoon as well?
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feel well.
like to walk there by myself.
the road look today? I (13) – How (12) when there is too much snow! – Look for yourself. (14)
you?
this mean that you
CROSSING BOUNDARIES Freedom Fighter or Terrorist?
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Göra and bli Göra The Swedish verb göra has two main translations in English: do and make. Do
Make
• is used where the meaning is ‘uträtta’: What have you done?
• is used where the meaning is ‘tillverka’: This blouse is made in Sweden.
• is used together with nouns like job, work, favour, damage and harm: It wouldn’t do any harm to ask.
• is used together with most nouns: I’ve made a lot of new friends.
• is used with nouns ending with -ing: Once a week he does the cooking.
• is used in constructions with an object and an adjective: His compliments make his wife very happy.
Complete each of these sentences with the right form of either do or make. 1. I’m tired of
the dishes every night.
2. Have you
peace with the new neighbours yet?
3. This old vase was 4. If you keep
such a good job, I’ll
5. Be nice! Don’t 6. What have you actually 7. He 8. – Stop
in China. you a nice dinner.
your little sister cry. at work today? you favours, but you never so many mistakes! – I’m
anything nice for him. my best!
Bli The Swedish word bli covers a few different verbs in English. It is quite common for Swedish speakers to use the verbs get and become too much, for example. The following verbs all correspond to bli. become
is the most common word used to describe change or development
be
is used about the future, where there is no change, or with certain adjectives
get
is used in informal language with adjectives
grow
signifies a slow change or development
turn, go, fall are all used in certain specific expressions
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Choose the best verb from the ‘bli’ box on the previous page to fill in each gap. 1. In the spring, many people
in love.
2. I want to
an architect when I’m older.
3. If you walk in the rain with no shoes on, you’ll 4. As we
sick.
older, our priorities change.
5. You’ll know the tomato is ripe when it 6. My classmates have all rich.
rich, but I’ll probably never
7. All these exams are making me 8. What
red.
crazy.
the result of last year’s election?
Live reading
Speaking Choose one of the following viewpoints and prepare a few arguments to prove your point. Then discuss your opinion with your fellow student(s). For useful language when putting forward arguments see page 29.
• •
Today’s society needs to get much better when it comes to equality between men and women. Total equality is an unreachable dream and society needs to focus on other more important issues.
Writing Text type: Letter to the Editor Number of words: 400 Imagine that a group similar to the WSPU is active in your community. The group wants equal pay for equal work and are using civil disobedience to get attention. Like the WSPU they are only damaging property, but the destruction has cost a lot of money in repairs. You decide to write a letter to the Editor in your local paper to voice your opinion. You can either write in support of the campaign, or argue against it. For an example of a letter to the Editor see page 258.
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CROSSING BOUNDARIES Freedom Fighter or Terrorist?
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VIEWPOINTS GRAMMAR OVERVIEW VERBS Simple verb tenses; The conditional mood; The progressive form; The do construction; Other auxiliary verbs; The passive voice NOUNS Regular plural nouns; Irregular plural nouns; Uncountable nouns; The genitive ARTICLES The indefinite article; The definite article ADJECTIVES What is an adjective?; Adjectives after certain verbs; Comparisons; Nationality adjectives ADVERBS What is an adverb?; How adverbs are formed PRONOUNS Personal pronouns; Reflexive pronouns; Possessive pronouns; Demonstrative pronouns; Relative pronouns; Interrogative pronouns; Indefinite pronouns; Other pronouns NUMERALS CONJUNCTIONS Coordinating conjunctions; Subordinating conjunctions WORD ORDER COMMON IRREGULAR VERBS
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Verbs Verbs are used to explain or describe things that are done or things that happen. It is necessary to include a verb in a sentence to make it complete.
A. Simple verb tenses
Verb tenses make it possible to talk or write about events that have taken place at different times.
The present tense
The present simple tense is used to explain things that happen now or things that usually happen. Remember that when verbs are used in the third person singular (he, she, it or any noun that can be exchanged for these pronouns) -s or -es is used at the end of the verb: he speaks, or the dog barks. If the verb ends with a consonant and the letter y it is changed into -ies (carry – carries).
Past tenses
When speaking or writing about events that have already taken place you can use the past simple, the present perfect or the past perfect.
The past simple
When using the past simple it is important to know if the verb is regular or irregular. Regular verbs are formed by the addition of -ed to the verb. If the verb ends with a consonant and the letter y the y is changed into an i (worry – worried). In some cases when the verb ends with a consonant it is doubled (stop – stopped). If the verb is irregular, it does not follow the rule mentioned above. Instead it is conjugated in different ways depending on which group it belongs to (put – put – put, run – ran – ran, speak – spoke – spoken etc). You can find a list of irregular verbs on page 246.
The present perfect
The present perfect explains what has happened. Remember that the auxiliary verb have is used together with the past participle of the main verb (happened) if the subject is any other pronoun than he, she, it or any noun that can be substituted by those pronouns. If the subject is a person in the third form the auxiliary verb has is used instead.
The past perfect
The past perfect explains what had happened. In other words, an event that happened before another event in the past.
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GRAMMAR Verbs
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Future tenses
Things that will happen in the future can be described in a few different ways in English. The most common ones are: • will + the infinitive form of the main verb (predictions and instant decisions): I will close the door. • be going to (future plans): I am going to write a novel when I am older. • be + the progressive form (-ing) (fixed plans in the near future): I am leaving for Paris this afternoon. • be to + the infinitive form of the main verb (about something that is arranged or destined to happen): I am to spend my summers in Paris.
Exercise
Use the correct form of the verb to complete the 18 sentences below. 1. When she (realize) that she for her appointment, she phoned the clinic immediately. 2. Usually a client
(be) late
(pay) the fee before meeting with the doctor.
3. My new bike
(arrive) tomorrow according to the postal service.
4. Everyone
(speak) highly of the new local grocery store.
5. After being stuck in an elevator for three hours many of the victims (beg) to be let out. 6. The fire department
(have) been called and will arrive shortly.
7. Clearly someone has
(make) a mistake.
8. Often when he something else falls down instead.
(reach) for something on the highest shelf
9. They say that it
(rain) for the next three days.
10. My grandfather Saturday for eleven years.
(sell) potatoes at the farmer’s market every
11. Now he (hire) someone who the potatoes from the van to the stand.
(carry)
GRAMMAR Verbs
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VIEWPOINTS MODEL TEXTS OVERVIEW
ARTICLE ARGUMENTATIVE ESSAY DISCUSSION ESSAY FORMAL E-MAIL/LETTER INFORMAL E-MAIL/LETTER LETTER TO THE EDITOR NEWS ARTICLE SHORT STORY / STORY ENDING
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Essay (argumentative) In an argumentative essay you take a position on a certain issue and present evidence that is in favour of your position. State your thesis (opinion) clearly in the introduction and support your thesis with two to three arguments.
Model answer 1 title
Stop early classes
2 introduction
There is no denying the fact that in order to achieve high marks in school you need to work hard. Most students understand this whatever work effort they put into their studies. But sometimes there are factors that a student can’t have an influence on, factors that have a negative impact on results and achievements, and one of those factors is having class early in the morning. Teenagers in general need more sleep than adults and that is why a majority of students are too tired to perform at their best early in the morning. Therefore I am of the opinion that classes should never begin before 9:30 a.m.
3 thesis 4 body 5 argument
First of all it has been established in surveys that teenagers need 8–10 hours of sleep each night and if school begins at 8 in the morning an average student would have to go to bed as early as 8 or 9 in the evening to get the proper amount of sleep. This is of course impossible due to the fact that when students get home from school they have both leisure activities and homework to tend to. It is practically impossible for an average teen to get into bed before 11 p.m. and that is a strong reason for school not beginning before 9:30 in the morning.
6 argument
Secondly, if students were allowed to sleep in every morning they would be less tired and more likely able to focus on what actually happens in the classroom. That would be a win-win situation since the students would learn more and achieve higher grades. Moreover, teachers would certainly feel a high degree of creative satisfaction since their students would show more commitment to the various subjects.
7 counterargument
However, one could say that students should do their homework first and not engage in sports activities or hang out with friends when they are off school. It seems that in this day and age leisure activities are far more important than working hard and purposefully to actually become good at something. If students focused primarily on schoolwork they would have time to go to bed as early as 9 p.m.
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MODEL TEXTS Argumentative essay
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8 argument
It is true that students should put their studies first-hand but on the other hand one could argue that demanding that young adults sacrifice leisure activities and friends is not compatible with a developed and modern society. I am convinced that a mix between schoolwork and free time is the best way to make students motivated to work hard and learn as much as possible in school.
9 conclusion
In conclusion, it is my firm belief that classes in school should never begin before 9:30 a.m. If this became a standard procedure in all schools nationwide, students would focus a good deal more on their studies because they would have both free time and enough time to sleep properly. We would get happy and well-read students with high grades and teachers would have an improved working environment due to the fact that motivated students are essential for fun and interesting classes.
Useful points • The register (level of language) in an argumentative essay is neutral or formal. Therefore, adjust your language accordingly. • The main parts of an argumentative essay are the introduction, the body and the conclusion: » in the introduction you present your thesis statement » in the body you write your arguments, counterarguments and reasoning » in the conclusion you repeat your thesis statement and key arguments. • Do not use contractions: for example, write they are instead of they’re. • Use appropriate linking devices such as moreover, therefore, besides and however to make your text flow better. • Avoid phrasal verbs: for example, instead of call off write cancel. • Do not use slang words or coarse language.
Useful language Expressing opinions In my opinion … It is my firm belief that … I am convinced that … It seems to me that … I am in favour of/against …
Dismissing counter-arguments It is true that … but on the other hand … I totally disagree with/that … It is doubtful that … This argument is completely unacceptable …
Listing arguments First of all … Secondly … Thirdly … Another argument is that … Furthermore/Moreover … Finally/Last but not least … In conclusion …
MODEL TEXTS Argumentative essay
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