9789127448018 by Smakprov Media AB

WORKBOOK 9

Kevin Frato Gail Davison Blad Anna Cederwall Susanna Rinnesjö Mary Glover Richard Glover Bo Hedberg Per Malmberg

Wings är ett läromedel i engelska för grundskolans senare del. Wings 9 Workbook innehåller uppgifter där eleverna kan arbeta med reception, produktion och ordkunskap. Uppgifterna är samlade under följande rubriker: Words and phrases, Reading, Listening, Speaking, Writing och Grammar. Eleverna får även träna på strategier för att läsa, lyssna, tala och samtala. I slutet av boken finns ett antal mönstertexter i olika genrer som eleverna kan använda som modell för egen textproduktion. Hörövningarna och webbövningarna nås via en kod i boken.

Wings 9 består av: Textbook inkl. ljud Textbook Digital Workbook inkl. ljud och webbövningar Workbook Interaktiv Lärarhandledning (pdf) inkl. ljud och facit

ISBN 978-91-27-44801-8

9 789127 448018

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Contents Section 3 Life and Death

Section 1 Love Words and phrases

Words and phrases

Reception: Reading

Reception: Listening

Production: Speaking

Production: Writing

Grammar 28

Grammar 90

Section 2 Crime and Punishment

Section 4 English Around the World

Words and phrases

Reception: Reading

Reception: Listening

108

Production: Speaking

111

Production: Writing

115

Grammar 60 Uppslagsdel 117 Grammatik 123 How to writeâ&#x20AC;¦

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Section 4 English Around the World

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Words and phrases 1 Word building (word classes) These words are taken from the text “English for the Future” on pp. 121–124 in your Textbook. Read the list, look up the words you do not know, and make verbs, nouns or adjectives out of them. Then translate the words into your language.

Verb

Example: think 1 humiliate

Noun

Adjective

thought

thoughtful

humiliation

…

2 understand understanding … 3 …

savings

safe

4 marry

…

married

5 …

decision

…

6 dream

…

dreamy

2 Word building (suffixes) A suffix is the last part of a word. Often the suffix tells us what word class a word belongs to. The words on p. 97 are taken from the text “From Syria to Sweden” on pp. 128–131. Match them with the correct suffix to make the right word class and complete the sentences. Suffixes: - ful

- er

- ly

- able

- ing

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Words 1 arrange I am … (verb) for a car to pick you up at the station. 2 change He is so … (adjective). He has different opinions every day. 3 sad

… (adverb), my grandmother is no longer alive.

4 regret

It is … (adjective) that you do not know Spanish.

5 easy

Liam thinks it is … (adjective) to play football than to play tennis.

6 real

They are … (adverb) tired. They flew in from New York last night.

7 safe

It’s … (adjective) to walk than to bike in the city.

3 Collocations Match the words to make collocations. They all appear in “Application for an Exchange Year” on pp. 136–137 in your Textbook. Look them up if you do not know what they mean. Then write a paragraph which contains at least five of the collocations. 1 around

a to know

2 wide

b prohibited

3 obey

c range

4 strictly

d from

5 frowned

e upon

6 get

f the rules

7 work

g the world

8 apart

h hard

Collocations are two or more words that usually go together. When you use collocations correctly your English sounds natural. (I.e. you jump for joy, you don’t hop for joy.)

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9 After reading: From Syria to Sweden Read the text “From Syria to Sweden” on pp. 128–131 in your Textbook. Then answer these questions. Similarities 1 Donia and Simaz are both from Syria. When did they first meet? 2 In what way do they think that music has helped them start a new life? 3 Which country did both Donia and Simaz travel through on their

way to Sweden?

4 How did both Donia and Simaz change by coming to Sweden?

Differences 1 Who lives in Sweden with her family? Donia or Simaz? 2 Who sometimes wishes that she had stayed in Syria? Donia or Simaz? 3 Donia says, “What doesn’t kill you, kills you slowly.” What do you

think she means by this? Does Simaz agree?

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10 After reading: Interview with Arthur and Carolina Read the text “Interview with Arthur and Carolina” on pp. 132–135 in your Textbook. Then answer these questions. The cliques 1 Does Arthur belong to a clique at school? 2 Why does Carolina not think that the groups in school are

about eye color or skin color?

Christianity 1 Why does Carolina sometimes think it’s good that the school is Christian? 2 Why does Arthur sometimes think that it’s a problem that the school

is so focused on Christianity? (two reasons)

About skin color 1 Carolina says that Arthur experienced racism in Sweden, in what way? 2 According to Arthur, in what way are Kenyans “almost racist” towards

white and Asian people?

Future plans 1 Why does Arthur want to go to university abroad? 2 Why does Carolina want to experience living in more countries?

11 After reading: Application for an Exchange Year Read the text “Application for an Exchange Year” on pp. 136–137 in your Textbook. Then find the answers/the information which answers GEEP’s questions in Angela’s essay. Personal essay: please write a one-page essay explaining: a why you are interested in being an exchange student b your academic qualifications c other relevant qualifications d how you hope to benefit the exchange program.

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18 Malala speaks at the UN (WS 1) Go online and find the speech Malala Yousafzai gave at the UN on 12 July 2013. Listen to the speech without reading the transcript. Then answer the questions on Worksheet 1.

19 Listening strategies Listen to the text “Nollywood!” on pp. 138–140 in your Textbook. Try to use this strategy. Then evaluate how you think it worked. Strategy Listen without reading along. When you hear words that you do not know, stop the recording and write them down in your notebook. If you don’t know the spelling, guess. After you have listened through the entire text, look up your words. The listen again.

Evaluation 1 Were you able to complete the strategy? Why or why not? 2 Did the strategy help your understanding? If yes, in what way? 3 Was there anything which you still didn’t understand? What?

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Speaking (production) 20 A role play: Culture Clash (WS 2) Work in pairs. Read the text “Culture Clash” on pp. 141–144 in your Textbook. Choose role card A or B from Worksheet 2. Read the card and act out the situation. When you finish, evaluate the discussion and look up any words or expressions you didn’t know. Practise the role play again. Then record it or act it out for the class.

21 Discussion 1: The right to asylum Read the text “From Syria to Sweden” on pp. 128–131 in your Textbook. Research the right to asylum within the European Union and make some notes. Discuss the following issues. 1 At the time of the asylum interview, Donia’s family in Syria were not

able to travel to Sweden. Do you think it should be easier for people in war zones to apply for asylum in Sweden? Explain your thinking.

2 Within the European Union, people have to apply for asylum in the

first country they arrive in. I.e. if they arrive in Greece they have to apply for asylum in Greece. Do you think this policy is reasonable? Explain your thinking.

3 If it was dangerous for you to stay in your country, what country

within the European Union would you apply for asylum in? What country would you not want to go to? Explain your thinking.

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26 Speaking strategies: Interviewing and being interviewed Carry out a short spontaneous interview (make up your answers as you speak) between two of these people: Interviewer Interviewee TV/Radio-host

Pop star releasing a new album

Employer

Applicant for a job in sales

Sports journalist

Football player after a game

Use this strategy to improve your interaction, then afterwards evaluate how you think it worked. Strategy for interviews •

Interviewer: Avoid asking questions that have a “yes” or “no” answer. Ask open-ended questions (e.g. How did you feel when…?).

•

Interviewee: If you need some time to think of an answer, start by one of these phrases: That’s a good question…; Let me think…; What do you yourself think?; Can we come back to that question a bit later?

Evaluation 1 Were you able to complete the strategy? Why or why not? 2 Did the strategy help your communication? If yes, in what way? 3 Could you improve your communication in any other way?

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Writing (production) 27 A diary entry Read the text “The Beauty of Newfoundland” on pp. 125–127 in your Textbook. Then write your own diary entry about a day when you are travelling. It can be made up or real.

A diary entry is usually written in the past tense (e.g. This morning I woke up and…). A diary is not meant to be read by anyone else so do not include any long explanations of who the people you mention are.

28 An application Read the text “Application for an Exchange Year” on pp. 136–137 in your Textbook. Then write your own short personal essay/cover letter to an exchange program in an English-speaking country. Try to answer these questions. 1 Who are you and what are you currently doing (working/studying etc.)? 2 What are you good at? 3 Would it be difficult for you to speak English all the time? 4 Why would you like to go on an exchange to another country?

29 A feature Read the text “Nollywood!” on pp. 138–140. Then research and write your own short feature or informative text on another of the large film industries around the world: Bongowood (Tanzania), Riverwood (Kenya), or Bollywood (India). Try to answer these questions in your text. 1 When did this film industry start? 2 How many films do they produce? 3 What languages are the films produced in? 4 Are these films popular in their country? SECTION 4

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Review Reviews are published in print or online. Author: A journalist or member of the public. Readership: The general public. Purpose of text: To analyse and present an opinion about a film, book, album, etc.

Title

Review of Jurassic Park

Byline.

Review by: Ana Kapoor

First paragraph – brief plot-summary.

Main body.

Level of formality: Semi-formal to informal. Structure: Title, by-line, first paragraph, main body, final paragraph.

Imagine using DNA to bring dinosaurs back to life, and then letting them loose in a theme park on a small tropical island. Then imagine that while scientists and their children are visiting, a tropical storm blasts into the park. Sound like a recipe for disaster? It is also the basis of the film Jurassic Park, based on the novel of the same name by Michael Crichton.

As the film opens I am sceptical. My level of interest in dinosaurs is about the same as in dragons – non-existent. I am also expecting terrible special effects, idiotic characters and a gory plotline. It turns out I’m mistaken. Actors Laura Dern, Sam Neill, and Jeff Goldblum all put in great performances as the main characters, and they deliver their lines with smart timing and a wonderful sense of humour. Director Steven Spielberg also manages to keep the story surprisingly down-to-earth and genuinely engaging by focusing on human relationships and weaknesses instead of non-stop action.

Mention your expectations.

Comment on the actors’ performances

Mention the director

/…/ Final paragraph – evaluation.

Not having read the original novel, I am unable to make a comparison; but without a doubt, Jurassic Park gives us all the necessary elements of a great film. Its interesting characters go through believable psychological development, its effects are incredible, there are exciting plot twists, and there is never a dull moment. For me, it’s five stars out of five.

Give a final rating

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Biography A biography can be an entire book or a feature article (in print or online). Author: An author or a journalist. Readership: The general public.

Title – name of person and a tagline. Introduction – why this person is important.

Main body.

Purpose of text: Telling the story of a person’s life. Level of formality: Semi-formal. Structure: Title, introduction, main body, conclusion.

Antoine Griezmann – Already a Legend In 2016 at the fairly young age of 26, Antoine Griezmann had already won the titles of best scorer and most valuable player in the European Cup, and been on the cover of FIFA 16 together with Lionel Messi. Not too bad for someone who was initially rejected by several professional clubs for being too short and thin.

Griezmann was born in Mâcon, in eastern France. His father was a town councillor and his mother a cleaner at a hospital. Griezmann mostly spent his childhood dreaming of becoming a successful footballer like his Portuguese grandfather Amaro Lopez, and he even drew fanciful pictures of himself as a famous player giving interviews to the press. Growing up, Griezmann played for a local team coached by his father, but he didn’t get his big break until 2005 when a scout from Spanish team Real Sociedad noticed his talents.

A biography begins with a person’s childhood.

/…/ Conclusion – summary of most important points.

During 2016, Griezmann’s name was on everyone’s lips. His achievements, and the media attention they won him, made him the natural heir to legends such as Ronaldo and Messi. After he signed on to play with Atlético Madrid until 2021, the entire sports community looked forward to seeing more of his stylish gameplay in La Liga – as well as for the French national team.

HOW TO WRITE…

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WORKBOOK 9

Kevin Frato Gail Davison Blad Anna Cederwall Susanna Rinnesjö Mary Glover Richard Glover Bo Hedberg Per Malmberg

Wings 9 består av: Textbook inkl. ljud Textbook Digital Workbook inkl. ljud och webbövningar Workbook Interaktiv Lärarhandledning (pdf) inkl. ljud och facit

ISBN 978-91-27-44801-8

9 789127 448018

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2017-03-17 16:47