Läromedlet består av fyra komponenter som tillsammans förser eleven och läraren med allt som behövs för att klara B-kursen: • Elevbok med texter, övningar och ”Model Texts”-resursbank
40-67525-5
• Elevwebb med extra övningar, spel, test, ordlistor med fonetik, ljudfiler och länkar
40-67528-6
linda gustafsson uno wivast
view
points 2
Viewpoints 2 är ett läromedel i engelska avsett för steg 6 i de högskoleförberedande programmen på gymnasiet och komvux.
points 2
view
view
linda gustafsson uno wivast
linda gustafsson uno wivast
points 2
• Lärarwebb med handledning, facit, ljudfiler, ordlistor med fonetik, extra övningar och projektarbete, prov, hör- och läsaktiviteter, tips, bilder och länkar 40-67527-9 • Lärar-cd med ljudfiler till texter och hörövningar
Linda Gustafsson är lärare i engelska, svenska och italienska på Heleneholms Gymnasium i Malmö. Hon älskar engelska deckare och afternoon tea.
40675255_Omslag.indd 1
40-67526-2
Uno Wivast är gymnasielärare i engelska och svenska på Malmö Borgarskola. Kulturen och myterna i den amerikanska filmen är ett stort intresse för honom.
2012-03-14 10.44
40675255-inlaga 3
2012-03-09 15.35
Förord Viewpoints 2 är ett läromedel för steg 6 på gymnasiet och komvux och är skrivet för att svara mot Engelska 6 i den nya kursplanen 2011, men kan även kopplas till motsvarande steg i Common European Framework. Texterna i Viewpoints 2 är autentiska, skönlitterära och noga utvalda för att både väcka elevernas intresse och träna deras analytiska förmåga i genren, vilket ger läraren goda möjligheter till att skapa intressanta diskussioner om innehåll och form och den koppling det kan finnas mellan dessa. Bokens fem teman följer en språklig och innehållslig progression, och texterna återspeglar såväl samtida som dåtida levnadsvillkor, erfarenheter och känslor. I varje tema finns också en äldre text med koppling till litteraturhistorien. Till varje text finns textnära ordövningar, grammatikövningar, översättningar och skrivuppgifter för att utöka elevernas ordförråd, den språkliga korrektheten och för att ge möjlighet att reflektera över språket. Uppgifterna hjälper eleverna att förstå hur man skapar struktur och sammanhang med hjälp av språket samt hur man anpassar språket till olika stilnivåer. Skrivuppgifterna är utformade för att ge eleverna möjlighet att producera texter i flera olika genrer och med olika syften. Varje avsnitt innehåller dessutom fyrtio glosor som har markerats i svart fet stil, och dessa förekommer i ordövningar och färdiga glosprov. I slutet av textboken finns ett avsnitt med model texts för att eleverna ska få en känsla för vad som kännetecknar olika genrer och syften. Viewpoints 2 ger eleverna en god grund för att använda språket i mer komplexa sammanhang såväl i yrkeslivet som vid högre utbildningar. Vidare utvecklas elevernas kunskaper om livsvillkor, samhällsfrågor och kulturella företeelser i olika sammanhang och delar av världen där engelska används. Boken kompletteras, som Viewpoints 1 och Viewpoints Vocational, med två webbar: en för läraren med extra övningsmaterial, test och facit, och en för eleven med möjlighet till extra träning och inlärning i eller utanför klassrummet. Ljudfi ler och ordlistor med fonetik finns också med på båda webbarna. Viewpoints 2 är ett läromedel som tar vid och bygger vidare på elevernas språkliga och analytiska kompetens där Viewpoints 1 och Viewpoints Vocational slutar. Linda Gustafsson & Uno Wivast
3
40675255-inlaga 3
2012-03-09 15.35
CONTENTS YOUNG PERSPECTIVES 1. Gone .............................................................................................. 8
2. Taking the Plunge .......................................................... 72
from The Child in Time by Ian McEwan
from Crush by Carrie Mac
Language: Words from the text, Participle clauses, Skulle Writing: Story ending, Letter to the Editor
Language: Words from the text, Prepositions, Phrasal verbs (1) Writing: Essays
2. The Burglary ....................................................................... 20
3. Nuptial Problems ........................................................... 84
from Oliver Twist by Charles Dickens
from Girls of Riyadh by Rajaa Alsanea
Language: Words from the text, Plural nouns with new meanings, More about English nouns Writing: Article, News article
Language: Words from the text, Word formation (1), Formal and informal language (2) Writing: Formal letter, Outline summary
3. Baby Talk ............................................................................... 32
4. A Wedding With Consequences ....................... 98
from I CAN SPEAK!™ by George Saunders
from Pride and Prejudice by Jane Austen
Language: Words from the text, Formal and informal language (1), Subordinating conjunctions Writing: Formal letter, Letter to the Editor
Language: Words from the text, Prepositional phrases, Word formation (2) Writing: News article, Informal letter
4. The Green-eyed Monster ........................................ 44
MOMENTS IN TIME
from The Doll’s House by Katherine Mansfield Language: Words from the text, Adjectives with more than one comparative/superlative form, Clauses of comparison Writing: Informal letter, Review
ANGLES OF LOVE 1. Flashbacks ........................................................................... 60 from Frock, Wireless, Gorgeous, Slacks by Peter Goldsworthy Language: Words from the text, Present and past, simple and progressive, The present and past subjunctive Writing: Short story, Essay
1. On the Dirty Side ......................................................114 from Nickel and Dimed by Barbara Ehrenreich Language: Words from the text, Adjectives used as nouns, Antonyms Writing: Informal e-mail, Application
2. Thinking Time .................................................................. 128 from Mrs Dalloway by Virginia Woolf Language: Words from the text, Adjectives with -ish, Verbs and prepositions, Synonyms Writing: News article, Formal letter
3. African Affairs ................................................................ 140 from Spud by John van de Ruit Language: Words from the text, Linking words, Future forms (1) Writing: Blog posts
4
40675255-inlaga 4
2012-03-09 15.35
STORIES IN HISTORY 4. Kill Zone................................................................................ 158 from Generation Kill by Evan Wright Language: Words from the text, Present and past perfect, simple and progressive, Direct and indirect speech Writing: Mini-reportage, News article
VIEWPOINTS 1. More Than Meets the Eye ...................................... 172 from NippleJesus by Nick Hornby Language: Words from the text, Phrasal verbs (2), Formal and informal language (3) Writing: Letter to the Editor, Application
2. Birds of a Feather ........................................................ 184 from Indian Killer by Sherman Alexie Language: Words from the text, Det, Conditional clauses Writing: Story ending, Article
3. God of Loss ........................................................................ 198 from The God of Small Things by Arundhati Roy Language: Words from the text, The definite article, Confusing words Writing: Mini-reportage, Formal letter
4. Sunday Roast.................................................................. 216 from A Modest Proposal by Jonathan Swift Language: Words from the text, Word formation (3), Pronouns Writing: Essay, Outline summary
1. River Boy and Mama Shine ................................. 230 from The Ballad of Trenchmouth Taggart by Glenn Taylor Language: Words from the text, Adverbs, The passive voice Writing: Article, Short story
2. Where Freedom Grows........................................... 244 from The View From Coyaba by Peter Abrahams Language: Words from the text, Defining and non-defining relative clauses, Adjectives and prepositions Writing: Blog post, Article
3. Another Dublin .............................................................. 262 from Sweet Liberty by Joseph O’Connor Language: Words from the text, Verbs with two objects, Inversion Writing: Article, Formal e-mail
4. A Southern Tale............................................................. 276 from A Rose for Emily by William Faulkner Language: Words from the text, Future forms (2), Nouns and prepositions, Prepositions – last call Writing: Review, Mini-reportage
MODEL TEXTS Application ................................................................................. 294 Article ............................................................................................ 296 Blog post ..................................................................................... 297 Essay ............................................................................................. 298 Formal letter/e-mail .............................................................. 300 Informal letter/e-mail........................................................... 302 Letter to the Editor ................................................................ 303 Mini-reportage .........................................................................304 News article .............................................................................. 306 Outline summary .................................................................... 307 Review .......................................................................................... 308 Short story / Story ending.................................................310
5
40675255-inlaga 5
2012-03-09 15.35
view
points YOUNG PERSPECTIVES
YOUNG PERSPECTIVES
40675255-inlaga 7
2012-03-09 15.35
YOUNG PERSPECTIVES
40675255-inlaga 8
2012-03-09 15.35
Before reading • Have you, or one of your friends or family, ever got lost? Tell a partner about what happened and how it felt. • What would you do if you saw someone taking a child from its parents? • What can parents do to make sure their children are safe from kidnappers? Brainstorm at least three things that you would advise parents to do or think about.
Gone Stephen, Julie and their three-year-old daughter Kate are a normal, happy family until one day something terrible happens, just when Stephen is least expecting it. It is an event that will change their lives forever. In the hall Kate came towards him talking loudly, holding up the scuffed toy donkey. He bent to loop the red scarf twice around her neck. She was on tiptoe to check his coat buttons. They were holding hands even before they were through the front door. They stepped outdoors as though into a storm. The main road was an arterial route south, its traffic rushed with adrenal ferocity. The bitter, anti-cyclonic day was to serve an obsessive memory well with a light of brilliant explicitness, a cynical eye for detail. Lying in the sun by the steps was a flattened Coca-Cola can whose straw remained in place, still three-dimensional. Kate was for rescuing the straw, Stephen forbad it. And there, by a tree, as though illuminated from within, a dog was shitting with quivering haunches and uplifted, dreamy expression. The tree was a tired oak whose bark looked freshly carved, its ridges ingenious, sparkling, the ruts in blackest shadow. It was a two-minute walk to the supermarket, over the four-lane road by a zebra crossing. Near where they waited to cross was a motor-bike salesroom, an international meeting place for bikers. Melon-bellied men in worn leathers leaned against or sat astride their stationary machines. When Kate withdrew the knuckle she had been sucking and pointed, the low sun illuminated a smoking finger. However, she found no word to frame what she saw. They crossed at last, in front of an impatient pack of cars which snarled
YOUNG PERSPECTIVES
40675255-inlaga 9
scuffed sliten, nött loop vira arterial route huvudled adrenal adrenal, binjure- (som producerar adrenalin) ferocity vildsinthet anti-cyclonic anticyklonisk, som ett häftigt högtryck explicitness tydlighet cynical cynisk, känslokall illuminate belysa quivering darrande haunches höfter carve snida ridge kam, rygg, fåra ingenious genial rut spår zebra crossing övergångsställe med vita sträck worn nött, sliten astride bredbent, gränsle stationary stillastående knuckle knoge frame här uttala snarl brumma fram ilsket
9
2012-03-09 15.35
lollipop lady kvinnlig trafikvakt amid mitt ibland electro-mechanical elektromekanisk (som har att göra med vissa elektriska komponenter som reläer, högtalare)
rattle skrammel checkout counter kassa, snabbköpskassa trolley kundvagn tribe folkstam terraced house radhus tower block höghus council estate kommunalt bostadsområde gaunt mager fatigue utmattning spanking smäll, dask flamboyantly praktfullt be pressed for time ha ont om tid, ha bråttom do one’s bit informellt göra sin plikt, dra sitt strå till stacken tissue näsduk radice här rotfrukter tin foil folie stacked välfylld aisle gång pace steg goods varor, artiklar accumulate hopa sig chatter on pladdra på shrouded dold, höljd periphery periferi, omkrets desire önskan calculate beräkna odds utsikter, chanser mundane vardaglig, trivial drift driva dissolve upplösas, försvinna
10
40675255-inlaga 10
forwards the moment they reached the centre island. Kate looked out for the lollipop lady, the one who always recognised her. Stephen explained it was Saturday. There were crowds, he held her hand tightly as they moved towards the entrance. Amid voices, shouts, the electro-mechanical rattle at the checkout counters, they found a trolley. Kate was smiling hugely to herself as she made herself comfortable in her seat. The people who used the supermarket divided into two groups, as distinct as tribes or nations. The first lived locally in modernised Victorian terraced houses which they owned. The second lived locally in tower blocks and council estates. Those in the first group tended to buy fresh fruit and vegetables, brown bread, coffee beans, fresh fish from a special counter, wine and spirits, while those in the second group bought tinned or frozen vegetables, baked beans, instant soup, white sugar, cupcakes, beer, spirits and cigarettes. In the second group were pensioners buying meat for their cats, biscuits for themselves. And there were young mothers, gaunt with fatigue, their mouths set hard round cigarettes, who sometimes cracked at the checkout and gave a child a spanking. In the first group were young, childless couples, flamboyantly dressed, who at worst were a little pressed for time. There were also mothers shopping with their au pairs, and fathers like Stephen, buying fresh salmon, doing their bit. What else did he buy? Toothpaste, tissues, washing-up liquid, and best bacon, a leg of lamb, steak, green and red peppers, radice, potatoes, tin foil, a litre of Scotch. And who was there when his hand reached for these items? Someone who followed him as he pushed Kate along the stacked aisles, who stood a few paces off when he stopped, who pretended to be interested in a label and then continued when he did? He had been back a thousand times, seen his own hand, a shelf, the goods accumulate, heard Kate chattering on, and tried to move his eyes, lift them against the weight of time, to find that shrouded figure at the periphery of vision, the one who was always to the side and slightly behind, who, fi lled with a strange desire, was calculating odds, or simply waiting. But time held his sight for ever on his mundane errands, and all about him shapes without definition drifted and dissolved, lost to categories. Fifteen minutes later they were at the checkout. There were eight parallel counters. He joined a small queue nearest the door
YOUNG PERSPECTIVES
2012-03-09 15.35
because he knew the girl at the till worked fast. There were three people ahead of him when he stopped the trolley and there was no one behind him when he turned to lift Kate from her seat. She was enjoying herself and was reluctant to be disturbed. She whined and hooked her foot into her seat. He had to lift her high to get her clear. He noted her irritability with absent-minded satisfaction – it was a sure sign of her tiredness. By the time this little struggle was over, there were two people ahead of them, one of whom was about to leave. He came round to the front of the trolley to unload it on to the conveyor belt. Kate was holding on to the wide bar at the other end of the trolley, pretending to push. There was no one behind her. Now the person immediately ahead of Stephen, a man with a curved back, was about to pay for several tins of dog food. Stephen lifted the first items on to the belt. When he straightened he might have been conscious of a figure in a dark coat behind Kate. But it was hardly an awareness at all, it was the weakest suspicion brought to life by a desperate memory. The coat could have been a dress or a shopping bag or his own invention. He was intent on ordinary tasks, keen to finish them. He was barely a conscious being at all. The man with the dog food was leaving. The checkout girl was already at work, the fingers of one hand fl ickering over the keypad while the other drew Stephen’s items towards her. As he took the salmon from the trolley he glanced down at Kate and winked. She copied him, but clumsily, wrinkling her nose and closing both eyes. He set the fish down and asked the girl for a carrier bag. She reached under a shelf and pulled one out. He took it and turned. Kate was gone. There was no one in the queue behind him. Unhurriedly he pushed the trolley clear, thinking she had ducked down behind the end of the counter. Then he took a few paces and glanced down the only aisle she would have had time to reach. He stepped back and looked to his left and right. On one side there were lines of shoppers, on the other a clear space, then the chrome turnstile, then the automatic doors on to the pavement. There may have been a figure in a coat hurrying away from him, but at that
YOUNG PERSPECTIVES
40675255-inlaga 11
till kassaapparat reluctant motvillig, ovillig whine gnälla hook haka fast absent-minded tankspridd, disträ conveyor belt transportband bar stång awareness medvetenhet be intent on vara koncentrerad på flicker dansa carrier bag (bär)kasse chrome krom turnstile spärr
11
2012-03-09 15.35
immediate ögonblicklig, akut precautionary varnings-, säkerhetsanxiety oro, ängslan shoulder past knuffa sig förbi emerge dyka upp, komma fram strayer strövare sociable sällskaplig propriety formellt anständighet constricted hopsnörd, sammandragen stride långt steg bawl vråla pound klampa blunder in traska/snubbla in evident tydlig, uppenbar fluorescent fluorescerande (från lysrör) unignorable omöjlig att ignorera cease formellt upphöra converge stråla samman dungarees snickarbyxor strained spänd, ansträngd frail bräcklig rigid stel sub-manager arbetsledare representative säljare, representant potential potentiell, möjlig
12
40675255-inlaga 12
time Stephen was looking for a three-year-old child, and his immediate worry was the traffic. This was a theoretical, precautionary anxiety. As he shouldered past shoppers and emerged on to the broad pavement he knew he would not see her there. Kate was not adventurous in this way. She was not a strayer. She was too sociable, she preferred the company of the one she was with. She was also terrified of the road. He turned back and relaxed. She had to be in the shop, and she could come to no real harm there. He expected to see her emerging from behind the lines of shoppers at the checkouts. It was easy enough to overlook a child in the first flash of concern, to look too hard, too quickly. Still, a sickness and a tightening at the base of the throat, an unpleasant lightness in the feet, were with him as he went back. When he walked past all the tills, ignoring the girl at his who was irritably trying to attract his attention, a chill rose to the top of his stomach. At a controlled run – he was not yet past caring how foolish he looked – he went down all the aisles, past mountains of oranges, toilet rolls, soup. It was not until he was back at his starting point that he abandoned all propriety, filled his constricted lungs and shouted Kate’s name. Now he was taking long strides, bawling her name as he pounded the length of an aisle and headed once more for the door. Faces were turning towards him. There was no mistaking him for one of the drunks who blundered in to buy cider. His fear was too evident, too forceful, it filled the impersonal, fluorescent space with unignorable human warmth. Within moments all shopping around him had ceased. Baskets and trolleys were set aside, people were converging and saying Kate’s name and somehow, in no time at all, it was generally known that she was three, that she was last seen at the checkout, that she wore green dungarees and carried a toy donkey. The faces of mothers were strained, alert. Several people had seen the little girl riding the trolley. Someone knew the colour of her sweater. The anonymity of the city store turned out to be frail, a thin crust beneath which people observed, judged, remembered. A group of shoppers surrounding Stephen moved towards the door. At his side was the girl from the checkout, her face rigid with intent. There were other members of the supermarket hierarchy in brown coats, white coats, blue suits, who suddenly were no longer warehouse-men or sub-managers or company representatives, but fathers, potential or real. They were all out on
YOUNG PERSPECTIVES
2012-03-09 15.35
the pavement now, some crowding round Stephen asking questions or offering consolation while others, more usefully, set off in different directions to look in the doorways of nearby shops. The lost child was everyone’s property. But Stephen was alone. He looked through and beyond the kindly faces pressing in. They were irrelevant. Their voices did not reach him, they were impediments to his field of vision. They were blocking his view of Kate. He had to swim through them, push them aside to get to her. He had no air, he could not think. He heard himself pronounce the word ‘stolen’ and the word was taken up and spread to the peripheries, to passers-by who were drawn to the commotion. The tall girl with the fast fingers who had looked so strong was crying. Stephen had time to feel momentary disappointment in her. As if summoned by the word he had spoken, a white police car spattered with mud cruised to a halt at the kerb. Official confirmation of disaster made him nauseous. Something was rising in his throat and he bent double. Perhaps he was sick, but he had no memory of it. The next thing was the supermarket again, and this time rules of appropriateness, of social order had selected the people at his side – a manager, a young woman who might have been a personal assistant, a sub-manager and two policemen. It was suddenly quiet.
crowd round strömma till consolation tröst beyond bortom irrelevant ovidkommande impediment formellt hinder pronounce uttala, yttra commotion tumult, ståhej momentary ett ögonblicks, tillfällig summon tillkalla spatter stänka, smutsa ned cruise glida fram disaster katastrof nauseous illamående appropriateness lämplighet select välja ut
From The Child in Time by Ian McEwan
YOUNG PERSPECTIVES
40675255-inlaga 13
13
2012-03-09 15.35
Analyse and understand Analyse the text by discussing the following questions. Use examples from the story to support your answers. 1. This text has a very particular style: the author describes everything in detail and you can almost see the events as if they are on film. How are the following described? a) Stephen – what do we find out about him? How does he feel before the incident, and afterwards? b) Kate – think about how the author describes her so that the reader understands that she is a small child. c) The neighbourhood – what does the author tell us about it, and why do you think it is important in the story? 2. In the first part of the text, how is the reader forewarned that something terrible will happen that day? Find evidence in the text. What did you imagine the ‘terrible thing’ might be? 3. What do you think has happened to Kate, and what do you think will happen next? 4. How is the reader made to feel while reading the text? How is this effect created? 5. The events of the text are told from the perspective of Stephen, the father. Discuss what, if anything, would be different if the story was told by: a) the mother (Stephen’s wife), who was not present? b) the child (Kate)? c) another person in the supermarket?
Working with language Words from the text Complete the sentences on the opposite page with a word or phrase from the box. Note: You may need to change the form of some of the words in order to make them fit into the sentences.
14
40675255-inlaga 14
impediment
aisle
terraced house
reluctant
quiver
do one’s bit
summon
till
amid
mundane
evident
be intent on
council estate
stationary
checkout counter
tower block
tissue
pressed for time
gaunt
conveyor belt
YOUNG PERSPECTIVES
2012-03-09 15.35
1. When I was younger I had a speech 2. The boxer had to
but now I can speak perfectly.
all his courage to beat his opponent.
3. To his astonishment, everyone
with fear when they saw him.
4. For over fifteen minutes the traffic had been 5. There was a long queue at the 6.
.
.
all the screaming children stood a very tired mother.
7. My family has always lived in a Victorian 8. The city is full of
with a garden.
rising high up into the sky.
9. They can’t afford a house of their own yet so they are living on a 10. He was bored with his
life and was desperate for some excitement.
11. I’m sorry I can’t stay longer, I’m really 12. If everyone
.
today.
, the job won’t take long.
13. She handed him a
so he could blow his nose.
14. The flight attendant walked slowly down the
of the plane.
15. I wondered when she had last had a proper meal because she looked quite 16. The cashier opened the
.
and took out my change.
17. In the end the boy gave his sister his lovely red balloon, even though he was do so. 18. The computers were moved from one part of the factory to another on a 19. She 20. It was
YOUNG PERSPECTIVES
40675255-inlaga 15
to
.
passing the test yesterday. that she was new on the job.
15
2012-03-09 15.35
Participle clauses Often seen in headlines, news items, literary texts and spoken English, ’participle clauses’ are useful when you want to shorten a sentence which contains a lot of information. Look at how these sentences from the text have been shortened into participle clauses. • Kate came towards him talking loudly, holding up the scuffed toy donkey. Instead of: When Kate came towards him she was talking loudly and she was holding up the scuffed toy donkey. • In the second group were pensioners buying meat for their cats, biscuits for themselves. Instead of: In the second group were pensioners who bought/who were buying meat for their cats, biscuits for themselves. As you can see from the examples above, instead of writing a sub-clause (e.g. who were buying), we can use just the -ing form / present participle (buying) to shorten the sentence. A past participle can also be used in the same way: • It was the weakest suspicion brought to life by a desperate memory. Instead of: It was the weakest suspicion that had been brought to life by a desperate memory.
a) Write the following participle clauses in full. Pay attention to the verbs in bold! 1. Seeing my ex-husband having a good time at the party, I decided to go home. 2. Joan often wore high-heeled shoes, making her legs look longer and giving her better posture. 3. She was humming while peeling potatoes at the sink. 4. Watching the news, Laura got more and more worried. 5. John’s first visit to the dentist went well thanks to his mother keeping him calm while singing gently in his ear.
b) Now shorten these sentences into participle clauses by using the -ing form where possible. 1. The woman who was singing on stage was a famous opera singer. 2. Although he was feeling quite nervous, he tried to keep his hands steady while he placed the small instrument in her ear. 3. Vincent had lost most of his money while he was betting on the horses.
16
40675255-inlaga 16
YOUNG PERSPECTIVES
2012-03-09 15.35
4. She kept quiet about the fact that her boss was cheating on his wife. 5. As she looked at her reflection in the mirror, she thought of her twin sister. 6. She baked a cake which consisted of nine different layers. 7. When he heard the news of her death, he fainted. 8. The ballroom was full of people who were dancing the tango.
c) Finally, shorten the following sentences using a past participle. 1. The soldiers who were injured during the war were brought home immediately. 2. The Ferrari Testa Rossa is the nicest car that has ever been made. 3. It is the smallest bird that can be found in Europe. 4. His time was the fastest that was clocked in the whole competition.
Skulle The English language has many different alternatives for the Swedish word skulle: • would: e.g. I would like to know what you think. (Jag skulle vilja veta vad du tycker.) • should: e.g. He told me what I should do. (Han sa till mig vad jag skulle göra.) • was/were going to: e.g. I was going to do it but then I decided against it. (Jag skulle göra det men jag ångrade mig.) • was/were about to: e.g. I was about to leave when you came in. (Jag skulle (precis) gå när du kom in.) • was/were supposed to: e.g. I was supposed to buy your present today. (Jag skulle ha köpt din present idag.) • was/were to: e.g. He was to tell us when he was ready. (Han skulle säga till oss när han var klar.)
a) Read the following sentences, all of which contain one or two underlined translations of skulle. Find the incorrect translations and correct the mistakes. Note: You should use the Swedish translations in brackets to help you. 1. You would have come to London last year. (Du skulle ha kommit till London förra året.) 2. If he really wanted to be better at French he would need to practise more. (Om han verkligen ville vara bättre på franska skulle han behöva öva mer.)
YOUNG PERSPECTIVES
40675255-inlaga 17
17
2012-03-09 15.35
3. Your essay would be shorter, would you mind shortening it? (Din uppsats skulle ha varit kortare, skulle du ha något emot att korta ner den?) 4. I should go to the pharmacy yesterday but it was closed. (Jag skulle gå till apoteket igår men det var stängt.) 5. Supposed I tell you what you should have done? (Skulle jag ha berättat vad du skulle ha gjort?) 6. What were you about to do without me? That is what I was to like to know! (Vad skulle du göra utan mig? Det skulle jag vilja veta!) 7. When I asked the librarian about a good book she said I was supposed to read Twilight. (När jag frågade bibliotekarien efter en bra bok sa hon att jag skulle läsa Twilight.) 8. She asked if we should eat dinner together. (Hon frågade om vi skulle äta middag tillsammans.) 9. Don’t cry, I should just tell you some great news! (Gråt inte, jag skulle precis berätta goda nyheter för dig!) 10. During his speech the principal was to thank the teachers for their hard work. (I sitt tal skulle rektorn tacka lärarna för deras hårda arbete.)
b) Now translate the sentences below with one of the alternatives from the box, in the correct form. would
be going to
be supposed to
should
be about to
be to
1. Han visste att han aldrig skulle se henne igen. 2. Han frågade om de skulle äta resten av kakan. 3. Hon skulle just skära upp en skiva till. 4. De frågade om de skulle hjälpa henne att duka. 5. Jag skulle ha åkt igår men det var strejk på flygplatsen. 6. Skulle du kunna skicka saltet? 7. Om en olycka skulle ske, ring 112. 8. Jag skulle just säga till dig att sluta putta honom när han föll i vattnet. 9. Om hon slutade röka, skulle hon må mycket bättre. 10. Jag visste att jag aldrig skulle sätta min fot i hans hus igen. 11. Du är sen. Du skulle ha kommit klockan fyra!
18
40675255-inlaga 18
YOUNG PERSPECTIVES
2012-03-09 15.35
12. Min chef tycker att jag skulle söka ett nytt jobb. 13. Presidenten skulle initiera fredssamtalen på eftermiddagen. 14. Oroa dig inte, jag skulle just gå!
Reconstruction Choose one of the suggested alternatives to complete the text. The police are still looking (1) at/to/for seven-year-old Bobby Grainer, (2) how/who/as was reported missing (3) by/for/at his parents three days (4) later/ago/since. It has (5) was/been/have confirmed that the boy was taken (6) from/to/on the family’s garden (7) as/that/while playing there alone. The boy’s father (8) understands/say/claims that he only left Bobby in the garden for a (9) five/few/some minutes in (10) because/garden/order to answer the phone inside the house.
Translation Translate the following text into English. You will find some of the words in the word list, but you might also need a dictionary. Mitt ibland alla människor som stod i kö vid kassorna, letade mamman efter sin son. Hon var helt koncentrerad på att finna honom oavsett vad som krävdes. Poliserna som undersökte saken sa till henne att hon skulle åka hem till radhuset och vänta. Efter att ha gnällt lite tillkallade hon en av polismännen och sa att hon var redo att åka eftersom det var uppenbart att hon inte skulle kunna hjälpa till. Några minuter efter att hon kommit hem, ringde polisen och sa att de hittat sonen under ett transportband vid en av kassaapparaterna.
Writing Choose one of the following writing tasks. Write a maximum of 400 words. 1. What happens next? Write an ending for the story. Think about what happens to Kate, and how her parents deal with her disappearance. For an example of a story ending see page 310.
2. Imagine that it is a few days after Kate’s disappearance and she still hasn’t been found. Stephen decides to write an appeal in the paper in the form of a letter to the Editor, hoping that someone who has seen Kate might respond. Write Stephen’s appeal. For an example of a letter to the Editor see page 303.
YOUNG PERSPECTIVES
40675255-inlaga 19
19
2012-03-09 15.35
view
points MODEL TEXTS
MODEL TEXTS
40675255-inlaga 293
2012-03-09 15.38
Short story / Story ending Model answer (tall tale) 1 title
The Cottonmouth
2 description of setting
Ethan Thomson was born in the fi rst shivering seconds of the 20th century, and when he was old enough to understand, his mother used to tell him that he was the fi rst American boy to see the 1900s. This wasn’t true of course, but Ethan enjoyed the thought of it. So much so in fact, that when he got involved in the bootlegging business in the early twenties he would tell his customers that he owned the century like a Greek god – which was odd because he was of Turkish origin and was supposed to hate the Greeks. But life is full of contradictions, and Ethan’s was no exception.
3 description of character
His parents long thought he would be a doctor or a lawyer because he excelled at school from the very fi rst day. And that, added to his good manners and irresistible charm, made him invincible in social situations: in short, he had a knack of leading people by the nose and convincing them to do things they didn’t know they wanted to do. However, there was a dark side to his character, powerful forces that could erupt all of a sudden, leaving tumult and devastation in their wake. And it was these forces that caused Ethan to be expelled from university and lured into a murky underworld of crime and vice.
4 description of conflict
As the story goes, Ethan’s girlfriend at the time was caught fl irting with one of his classmates at a private party and, without warning, Ethan pounced on the poor fellow and beat him almost beyond recognition, before some bystanders were able to pin the maniacal assailant to the floor. So now, after allowing his barbaric alter ego to take control, Ethan had taken another man’s heart and mind by force rather than by good manners, as he might previously have done. Additionally, the pickle that he now found himself in was made significantly worse by the fact that his victim was the host of the party – a man called Al Capone. Ethan had no choice but to take up the notorious gangster’s subsequent offer of work and within a few years he had gained a reputation as a ruthless killer of unprecedented proportions. Rumour had it that more than 300 professional thugs had been sent across the Styx by Ethan’s hand. And the moment before pulling the trigger he would always say: “I own this century, you worthless good-for-nothing. Goodbye and thank you for your time. Bang, bang!”
5 development of conflict
But what no one knows is that due to their uncanny physical likeness Ethan was able to steal Capone’s identity, and that both men’s future generations have been living their lives in complete ignorance of the fact. It all started with a girl by the name of Vera, a young lady so sweet and lovely that Ethan fell head over heels in love with her the very fi rst moment they met. Not only that: the feeling was mutual, Vera returning his feelings unconditionally and with all her heart. And all could have been well had it not been for Mr Capone, who was also
310
40675255-inlaga 310
MODEL TEXTS
2012-03-09 15.38
Text Credits Gone from The Child in Time by Ian McEwan, copyright © Ian McEwan 1987. Reproduced by permission of the author c/o Rogers, Coleridge & White Ltd., 20 Powis Mews, London W111JN. Baby Talk from “I CAN SPEAK”, from IN PERSUASION NATION: STORIES by George Saunders, copyright © 2006 by George Saunders. Used by permission of Riverhead Books, an imprint of Penguin Group (USA) Inc. Flashbacks from Frock, Wireless, Gorgeous, Slacks, by Arrangement with Peter Goldsworthy, © Curtis Brown (Aust) Pty Ltd Taking the Plunge from Crush by Carrie Mac. First published in Canada and the US by Orca Book Publishers Nuptial Problems from “Waleed and Sadeem: A Typical Love Story from Contemporary Saudi Life”, from GIRLS OF RIYADH by Rajaa Alsanea, translated by Rajaa Alsanea & Marilyn Booth, copyright © 2005 by Rajaa Alsanea. Translation copyright © 2005 by Rajaa Alsanea & Marilyn Booth. Used by permission of The Penguin Press, a division of Penguin Group (USA) Inc.
More Than Meets the Eye, approximately 2,168 words (pp. 98–103) “NippleJesus” from SPEAKING WITH THE ANGEL edited and with an introduction by Nick Hornby (Penguin Books, 2000). pages 98–104, copyright © for this collection, Penguin Books, 2000. “NippleJesus” copyright © Nick Hornby 2000. Reproduced by permission of Penguin Books Ltd. Birds of a Feather, excerpt from Indian Killer, copyright © 1996 by Sherman Alexie. Used by permission of Grove/Atlantic, Inc. God of Loss from The God of Small Things by Arundhati Roy, copyright © Arundhati Roy, 1997 River Boy and Mama Shine, excerpt from pp. 7–15 (2532 words) from THE BALLAD OF TRENCHMOUTH TAGGART by M. GLENN TAYLOR, copyright © 2008 by West Virginia University Press. Reprinted by permission of HarperCollins Publishers Where Freedom Grows from The View from Coyaba by Peter Abrahams, copyright © Peter Abrahams. Reproduced by permission of Faber and Faber Ltd.
On the Dirty Side from Nickel and Dimed by Barbara Ehrenreich, Granta Books. Reprinted by permission of International Creative Management, Inc. Copyright © 2001 by Barbara Ehrenreich
Another Dublin from JOSEPH O’CONNOR: SWEET LIBERTY (Picador, 1996). Copyright © 1996 Joseph O’Connor. Reprinted by permission of the author.
African Affairs from SPUD by John Van de Ruit, 2005 South Africa, pages 54–57/116–117/158–161/179–180, Copyright © John Van de Ruit, 2005, Reproduced by permission of Penguin Books Ltd.
A Southern Tale from “A Rose For Emily”, copyright 1930 and renewed 1958 by William Faulkner, from COLLECTED STORIES OF WILLIAM FAULKNER by William Faulkner. Used by permission of Random House, Inc
Kill Zone from GENERATION KILL by Evan Wright, copyright © 2004 by Evan Wright. Used by permission of G.P. Putnam’s Sons, a division of Penguin Group (USA) Inc.
Photo Credits Cover Salvador Dali/Jess Hurd/Redux 8 11 20 24 32 36 44 48 60 63 72 76-77 84 89 98 103 114 119
Ida Melin Kutberk Kargin/iStockphoto Columbia Pictures/Everett Collection/IBL Becar Midhat/iStockphoto Stephanie Connell/iStockphoto Evgeny Karandaev/iStockphoto Tom Kelly/Viesti/IBL Kohlerphoto/iStockphoto Nicholas Belton/iStockphoto Tolga Tezcan, Crisma/iStockphoto Marcin Pawlik/iStockphoto M. Unal Ozmen/iStockphoto Mehmet Salih Guler/iStockphoto Ugur Bariskan/iStockphoto Alex Bailey/The Kobal Collection Tamara Murray/iStockphoto Pedro Castellano/iStockphoto Carlos Gawronski/iStockphoto
128 First Look Pics/Bayly/Pare/ The Kobal Collection 130 Ivonne Wierink-vanWetten/ iStockphoto 140 Pauline Cutler/Getty Images 146 Bunni Lezak/Getty Images 158 Aurumarcus/iStockphoto 162 Joe Raedle/Getty Images 172 Penelope Berger/iStockphoto 175 TommL/iStockphoto 184 Kerstin Waurick/iStockphoto 189 Ivan Bliznetsov/iStockphoto 198 Jeff Hutchens/Getty Images 204 Salvador Nissi Vilcovsky/Getty Images 216 alle12/iStockphoto 220 Ajaykampani/iStockphoto 230 Maarten Wouters/Getty Images 234 Eric Anthony Johnson/Getty Images
244 250 262 266 276 281
Narvikk/iStockphoto Raido Väljamaa/iStockphoto Matej Krajcovic/iStockphoto John Solie/iStockphoto David Crausby/Getty Images Robert Morton/iStockphoto
312
40675255-inlaga 312
2012-03-09 15.38
Läromedlet består av fyra komponenter som tillsammans förser eleven och läraren med allt som behövs för att klara kursen: • • • •
Elevbok med texter, övningar och ”Model Texts”-resursbank
40-67525-5
Elevwebb med extra övningar och resurser, ordlistor med fonetik, ljudfiler, länkar m.m.
40-67528-6
Lärarwebb med ytterligare övningsmaterial, prov, facit, ljudfiler, handledning, länkar m.m.
40-67527-9
Lärar-cd med ljudfiler till texter och hörövningar
40-67526-2
linda gustafsson uno wivast
view
points 2
Viewpoints 2 är ett läromedel i engelska avsett för steg 6 på gymnasiet och komvux.
points 2
view
view
linda gustafsson uno wivast
linda gustafsson uno wivast
points 2
Eller för dig som vill arbeta helt digitalt: Interaktiv elevbok •
(kombinerad elevbok/elevwebb) •
Interaktiv lärarbok (kombinerad elevbok/elevwebb/lärarwebb) Linda Gustafsson är lärare i engelska, svenska och italienska på Malmö Latinskola. Hon älskar engelska deckare och afternoon tea.
40675255_Omslag.indd 1
40-68505-6 40-68506-3 Uno Wivast är gymnasielärare i engelska och svenska på Malmö Borgarskola. Kulturen och myterna i den amerikanska filmen är ett stort intresse för honom.
2016-01-29 08:13