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Ready Steady Go! 3 Elevpaket – Digitalt + Tryckt Provläs elevpaketets samtliga delar

Hippas Eriksson

Ready Steady

Go ! 3

Ready Steady Go! 3 Elevpaket – Digitalt + Tryckt Ready Steady Go! 3 är ett elevpaket som består av två delar. ELEVBOK Elevboken har en tydlig och återkommande struktur. Alla boken instruktioner är på engelska. Glosorna översätts till elevens modersmål och till svenska. DIGITALT LÄROMEDEL I det digitala läromedlet finns hela elevboken inläst med autentiska röster. Hörövningar samt andra interaktiva övningar ingår också. I de digitala övningarna tränar eleven ord, fraser, språkliga strukturer och grundläggande grammatik med omedelbar feedback.

Här kan du provläsa elevpaketets samtliga delar

Hippas Eriksson

Ready Steady

Go! 3

Studentlitteratur AB Box 141 221 00 LUND Besöksadress: Åkergränden 1 Tfn 046-31 20 00

Produktionsstöd för detta läromedel har erhållits från Specialpedagogiska skolmyndigheten.

Kopieringsförbud Detta verk är skyddat av upphovsrättslagen. Det är ett engångsmaterial och får därför, vid tillämpning av Bonus Copyright Access skolkopieringsavtal, överhuvudtaget inte kopieras för undervisningsändamål. Inte ens enstaka sida får kopieras, dock får enstaka fråga/övning kopieras för prov/skrivning. För information om avtalet hänvisas till utbildningsanordnarens huvudman eller Bonus Copyright Access. Vid utgivning av detta verk som e-bok, är e-boken kopieringsskyddad. Den som bryter mot lagen om upphovsrätt kan åtalas av allmän åklagare och dömas till böter eller fängelse i upp till två år samt bli skyldig att erlägga ersättning till upphovsman eller rättsinnehavare. Studentlitteratur har både digital och traditionell bok­utgivning. Studentlitteraturs trycksaker är miljöanpassade, både när det gäller papper och tryckprocess. Redaktion: Jill McCabe och Anette Jelvemark Nordqvist Grafisk form och layout: Johanna Szemenkar Remgard Illustrationer: Carina Ståhlberg och Jakob Meijling s. 24 39000 ISBN 978-91-44-11172-8 © Författaren och Studentlitteratur AB 2017 Upplaga 1:1 Printed by Interak, Poland 2017

Contents Ready to go! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 1. Meeting people . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 2. Feeling good . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 3. Facts and figures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 4. Heroes and role models . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Revision 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Improve your writing Get out there

5. At the restaurant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 6. Save the planet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 7. The best ever . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 8. Future ahead . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Revision 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Modify your text Get out there

Progress pages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Mini grammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Sources and rights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88

2  Feeling good 1. Pre-reading activities 


2. No one eats alone a) Listen and read. 


“Come on!” I’m talking to myself, trying to build up some courage as I’m heading for the cafeteria. “Just do it!” Before entering I take a deep breath. I shouldn’t be nervous. This is my new school, Evanston High, not a horror movie. But nothing can stop my rapid breathing or pounding heart right now, as I grab the door handle with my sweaty hands.

“Mmm … Mason! Cool name. I understand you’re new?” During the next few minutes, I learn a lot of things. That Liam can eat and talk at the same time. That he is one of the nicest guys I’ve ever met. And that on Evanston High - no one eats alone. Liam and a group of students are part of the club We Dine Together. They work hard to make everyone feel included and have friends.

I was hoping it would be different here. Not like the other schools. But when the lunch bell rang, everyone split into their social groups and walked away to eat. Just like everywhere else. Do you know what it’s like being left out, to have no one to talk to or sit with? When you don’t belong anywhere? When no one sees you? When no one cares? When you’re just invisible and worthless, every day and every minute? Well, I do.

Liam’s walking me back to the classroom still talking. “We all need to feel that we belong, that we matter. That’s just what I want … as simple as that.” I’m so happy I could fly. I’ve got a big smile on my face as Liam leaves me saying, “Hey Maze … I’ll be around tomorrow. If you wanna eat lunch or something.”

“How are you doing?” At first, I think he is talking to someone else. I look up in surprise, in time to see a tall guy. He’s smiling and reaching out his hand to me from across the table. “I’m Liam. And you? Can I join you?” Liam doesn’t wait for an answer before sitting down. “Eh ... I’m …” I must clear my throat. “I’m Mason.” Still feeling a little uncertain, I watch Liam unwrap his sandwich and take a big bite. I suddenly realize I’m breathing normally. b) Word order  14



3. What is the text about? a) Answer the questions.

1) Who is Mason? c A c B c C c D

an actor in a horror movie a guy who likes to be invisible a new student at Evanston High a member of the club We Dine Together

2) What time of the day is it? c A c B c C c D

It’s in the morning. every day and every minute It’s in the middle of the day. The school day’s over.

3) How can you tell Mason is nervous?   4) Why is Mason sitting by himself ? c A c B c C c D

He prefers to eat alone. He doesn’t have any friends. He doesn’t want to sit with his own social group. He’s waiting for the other club members.

5) Why does Liam sit down and start talking to Mason? c A c B c C c D

They are old friends. He has no other place to sit. They are members of the same club. He doesn’t want anyone to eat alone.

6 What do the members of the club We Dine Together do?   b) Missing words 



4. What makes you feel good? a) Listen and read. When and where do you feel at your best? Why is that? Who or what makes you feel good about yourself? Here you can read some feel good quotes written by other people.

A “When I do good, I feel good. When I do bad, I feel bad. That’s my religion.”   Abraham Lincoln

B “When you help someone, you make them feel good, but you make yourself feel even better.”


G “The happiest people don’t have the best of everything. They just make the best of everything.”

H “One good thing about music, when it hits you, you feel no pain.”   Bob Marley

“Choose to be optimistic, it feels better.”   Dalai Lama

I “Do what makes you feel good, because there’ll always be someone who thinks you should do it differently. Whether your choices are hits or misses at least they’re your own.”   Michelle Obama

D “You feel good while you’re running and you feel even better when you’re finished.”   Fred Lebow

E “Sometimes, the people who are thousands of miles away from you, can make you feel better than the people right beside you.”

F “Never underestimate the power of a good outfit on a bad day. ”


b) Dictation 



5. Working with the text a) On the previous page, you can read ten quotes (A–I). Read the quotes carefully and think about the main idea of each quote. Match the sentences below (1–6) with the quotes (A–I). There are a couple of quotes that do not match.

Sentence Quote 1) Follow your dream.


3) Dress yourself happy.


2) You feel the way you act. 4) Helping others make you happy. 5) Exercise and feel satisfaction. 6) Be positive.

____ ____ ____


b) Summarize and reflect. Write keywords if you want. Tell a friend or your teacher.

1) What are all the quotes about? Which quote do you like the most? Why? Do you recognize anyone in the pictures? Who? What do you know about him or her? All the quotes are about …    The quote I like the most is … because … I recognize …   I know that he/she …

2) An unknown person has written quote B: “When you help someone, you make them feel good, but you make yourself feel even better.” What do you think he or she means by that? I think …

3) Why do you think we often quote what famous people have said? I think … c) When and where do you feel at your best? Why is that? Who or what makes you feel good about yourself?

Complete the sentences. Then read the sentences to a friend or your teacher. When and where? I feel good when …  Why? Because …  Who or what? A person who/One thing that … makes me feel good is …   d) Advanced reading 



6. Words a) Translate and write. This is the word in English.

This is the word in Swedish.

This is the word in my language.

across away belong breath care courage dine left out matter nervous rapid breathing simple uncertain underestimate while b) Fill in the missing words. Use words from 6a.

It doesn’t really ____________________ if you pay today or tomorrow. I was somewhat nervous and felt quite ____________________ about the whole thing. I ____________________ to a tennis club. c) Write a sentence. Use words from 6a.

  d) Word practise




7. Listen a) Listen to the question words and the explanations. You will hear each word and explanation twice. Who? What? Which? Where? When? Why? b) Listen to what they say. Answer the questions.

1) When does Janie feel at her best?

3) What makes Chloe feel good about herself ?

2) Why is music so important to Mike?

4) Which sound makes Brooklyn feel the best? Write it here.

c when being with her family c when playing basketball c when relaxing at home

c c c c) Listen and answer.

It helps him to clean his room and study. It helps him to become a better singer. It helps him get rid of stress and makes him feel happier.

c her little sister c helping others c forgetting her own problems



8. Talk a) Discuss happiness and what you can do to help other people or make them happy.

• What’s the best thing that’s happened today so far? The best thing so far today is … • Name one kind or thoughtful thing someone did for you recently? One kind thing someone did for me recently was … • Have you had an opportunity to help someone else recently, and how did you feel about that? No, I haven’t had an opportunity to help someone recently. Yes, recently I … That made me feel ... • How would you like to complete this sentence? Happiness is … b)

  Talk some more. 19

9. Language work a) Read about how to use the -ing form of the verb.

The -ing form of the verb is used to show that something is happening right now. You put together the right form of the help verb be (am, are, is) and the verb with an -ing ending.   I am walking to school now.   You are talking to Liam at the moment. If you want to say that you do something often or regularly, you use the present tense instead.   I walk to school every day.   She often talks to Liam. The -ing form could also be used to talk about what was going on when something else happened. As it is the past tense we use was or were.  I was walking to school when it started to rain.   They were talking to Liam when Rita came home. If the verb ends with an -e, as in smile or bake, you take away the -e before adding the -ing (smile – smiling, bake – baking). Verbs with short vowels like put, stop and run add a consonant before the -ing (putting, stopping, running).

b) Practise using the -ing form of the verb by finishing these sentences.

I am … now. You are … now. He/She is … now. They are … now. We are … now.

I was … when the phone rang. You were … when the phone rang. He/She was … when the phone rang. They were … when the phone rang. We were … when the phone rang.

c) Write the correct form of the verb in brackets. Check if it is happening now, in the past or done regularly.

1) (play) I .___________________________________________ tennis every week.

2) (read) He ___________________________________________ a good book at the moment.

3) (listen) They _____________________________________ to the concert when the lights went out. 4) (bake) She can’t come to the phone right now. She _______________________________________ a cake for me. 5) (look) Where are you now? I ___________________________________________ for you.

6) (dance) We ________________________________________ when the music suddenly stopped. 7) (understand) I always ___________________________________________ everything he says. d) Practise using the -ing form. 20



10. Write a) Look at the pictures. Write a story about the people in the pictures and what happens to them. Use words and phrases from the text No one eats alone on page 14. Give your story a beginning, a middle and an end like the pictures 1, 2 and 3. Questions to help you get started: • Why is he sitting alone?   • How does he feel?   • Who is she?   • What does she say? • How does the story end?   • How do they feel now? 1




Write a text yourself.

11. Goals and check yourself a) Check yourself. 


b) Put a cross in the correct box.



• I can read and write a story.

• I can tell what feeling good and including others mean. • I understand how to use the -ing form of verbs. • I can describe how to use question words. • I can use the new words. • I have worked online.

Your teacher or a friend













Time to fill in your PROGRESS PAGES.


Revision 1

Revision 1 Improve your writing a) In chapter 1–4 you have worked with descriptive and factual texts. You have written four different texts. Read your texts to a friend or your teacher. Decide what text you want to rewrite and improve. b) Two ways of making your text even more fun/interesting/exciting to read are to use synonyms to vary your language and to add more descriptive words.

1. Use synonyms

Synonyms are words that mean the same thing, for example the girl = the young woman = she, the boy = the young man = he, I think = guess = suppose, I’m good = fine = OK. Using synonyms is a great way to improve your text. You probably already know some synonyms to the words you use in your texts. To find other synonyms – ask your teacher or a friend, use a dictionary or go online.    Read your text and underline words you use many times. Look at the words you’ve underlined. Can you vary your language and use synonyms to the words in some places? 2. Add more descriptive words

Descriptive words describe or give you more information about things. They can tell you what people, places and things look like, how something feels, tastes or smells, or what something sounds like. Writers uses descriptive words to paint a picture in the reader’s mind. Compare these two sentences. Which sentence gives you the best picture? The cat slept on the blanket on my bed. The big, black cat slept safely on the green blanket on my cosy bed.    Read your text, look for and circle descriptive words. Look at the parts of the text where you have few or no descriptive words. Figure out what descriptive words you can use to help the reader to get a better picture and easier understand what you mean.


Revision 1

Get out there Challenge yourself. Get out there and do some of the following things. Put a cross in the box when it is done.


1) Find and watch a movie about or from Australia (with or without English subtitles).


I watched the movie __________________________________________________________


I learned more about __________________________________________________________


2) Go online and watch the video clips to Chapter 2. Make your own video clip (or sound recording) about feeling good. Google and read about how American schools have worked with the ‘No one eats alone’ campaign. 3) Search for facts and figures online on various websites.

Try to find the oldest person in the world, the best paid actress, the most dangerous sport, the most expensive painting or the best school.

c c




Facts and figures I found:  

When you were online, which websites did you trust and which ones did you suspect might have false or old information? For what reasons? Websites I trust: Websites I do not trust: 

4) Go online and watch the video clips to Chapter 4.


Make your own video clip (or sound recordning) about your hero or role model.


Find a video clip of Mandela and listen to him speaking.


Where and when is the video clip from?


Plan, work, cooperate and evaluate


Strategies and working ability Plan, work, cooperate and evaluate

Think about the chapter or revision pages you have just finished. Have you used strategies and resources? How did you get on with working on your own, together with others and online? Did you challenge yourself and get out there and use your English? Have you evaluated your work? • Use strategies • Use resources • Work on my own • Work with others • Work online • Use my English outside the classroom • Evaluate my work Was it easy? Colour the rung on the ladder green. Was it OK? Colour it blue. Was it difficult? Colour it red.


Strategies and tips for test takers Preparing

• Review tests from previous years, to get a sense of what they look like, what types of texts, questions, tasks and topics you can expect. • Read as much as you can in English. The more you read, the better you will write and talk. • Get out there and practice your English skills outside the classroom. Doing the test

• Be confident and believe in yourself. You know more that you think you do. • Focus – always listen and read the instructions carefully before you start. • Keep in mind that everything you say and write should be in English. • Guess rather than leaving a question unanswered. • Keep track of time. If you get stuck on a question, leave it for a while and get back to it later. Reading and answering questions

• Read the questions first and then the text. Then you know what you are looking for. • Read with a pen in your hand. Mark, underline, make notes or write keywords as you read. • The line to write on in a test does not show how long the word is or how many words you’re supposed to write on it. There may be a long line even if the answer is just a short word. • When you’re finished, go back to the questions you haven’t answered.


Verbs The verb be – present tense Pronoun

Present tense (now)




The verb be – past tense ing-form or Present progressive tense


Past tense

ing-form or Past progressive verb tense (before now)


doing fine.






teasing me.







buying lunch.







working out.







running fast.







feeling good.







taking the test.







saving water.




Read more about this on page 20.

There is and there are

You use there is when you talk about one thing and there are when you talk about two or more things. If it is the past tense you use was/wasn’t or were/weren’t. There is

There is not

There isn’t

There are

There are not

There aren’t

There was

There was not

There wasn’t

There were

There were not

There weren’t

Read more about this on page 28.


The do-construction

The auxiliary verb (helping verb) do is used to form questions and sentences with the word not. The main verb is always in the infinitive. This is called the do-construction. Present tense – questions

Present tense – sentences with not

Do I understand the rules?

I do not/don’t understand the rules.

Do you play tennis?

You do not/don’t play tennis.

Does she like the music?

She does not/doesn’t like the music.

Does he want more cake?

He does not/doesn’t want more cake.

Do we know those people?

We do not/don’t know those people.

Do you know where we are?

You do not/don’t know where we are.

Do they travel by train?

They do not/don’t travel by train.

Past tense – questions

Past tense – sentences with not

Did you help her?

You did not/didn’t help her.

Did he collect his books?

He did not/didn’t collect his books.

Did they order their meal?

They did not/didn’t order their meal.

Read more about this on page 54.

Auxillary verbs


Auxiliary verbs Helping verbs




call …



come …

These verbs have no s-form in the third person singular – He can save water.



do …

They are always followed by an infinitive in a sentence – You must leave now.



go …



have …



help …



join …



meet …

Be, do and have are auxillary verbs. Other common auxiliary verbs are: can, could, must, shall, should, will and would.

They don’t have the do-construction – Would you help me?


Ready Steady Go! 3 Elevpaket (bok och digital produkt) Ready Steady Go! är ett läromedel i engelska i tre delar särskilt anpassat för nyanlända elever i åldern 12–16 år. Den tredje delen i serien, Ready Steady Go! 3 är avsedd för de elever som befinner sig på högstadienivå i engelska och strävar mot att uppnå ett godkänt betyg i ämnet i åk 9. Eleven startar på den nivå som passar bäst – oavsett ålder. Varje elev har ett elevpaket som består av en bok och medföljande digital del. I den digitala delen finns hela elevboken inläst med autentiska röster, hörövningar samt interaktiva övningar. I de digitala övningarna tränar eleven ord, fraser, språkliga strukturer och grundläggande grammatik med omedelbar feedback. Här befäster eleven olika färdigheter och har också möjlighet att testa sig själv i Check Yourself, avslutande övningar till varje kapitel. Ready Steady Go! är skapat för att användas flexibelt. Eleverna kan arbeta självständigt på olika nivåer, samtidigt som interaktion och kommunikation är i fokus. Det finns många inbyggda tillfällen att arbeta i par eller grupper, genom att eleverna intervjuar varandra, spelar spel eller hjälps åt att utvärdera sina framsteg. I Ready Steady Go! får eleven • följa en tydlig struktur för att nå de grundläggande målen för grundskolan • ta inlärningen i överblickbara steg med mycket stöttning • lära sig engelska från grunden utan att behöva kunna svenska • kontrastera till sitt eget modersmål och lära sig svenska samtidigt • göra en konkret dokumentation av sina framsteg Till varje elevpaket finns en lärarhandledning med råd till pedagogen samt förberedda genomgångar för projektor och tavla. Dessutom ingår kopieringsunderlag för laborativ språkträning och utveckling av det fria skrivandet. 39000

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