WORKBOOK
Quest
Anne Helene Røise Bade
Maria Dreyer Pettersen
Kumi Tømmerbakke
Quest WORKBOOK
Engelsk for barnetrinnet
Anne Helene Røise Bade
Maria Dreyer Pettersen
Kumi Tømmerbakke
Everyday Practice
0:1 Conversations
Use sentence starters to make up a conversation:
Which phrases would you use when talking with friends? Which phrases would you use when talking to strangers?
Starting a conversationKeeping up a conversationEnding a conversation
Hello! How are you?
Long time, no see!
What’s up?
Hi, I’m ... What’s your name?
What are you up to?
I’m fine, thank you.
It’s nice to see you again.
It’s been a while.
What do you mean?
Is it ...?
Are you ...? Did you ...?
Oh, really?
That sounds interesting. Please, tell me more about it.
Have you heard that ...?
What else have you ...?
I have also been ...
Sorry, I don’t understand. Could you repeat that please?
Nice meeting you. I have to go. See you soon! It was nice talking to you. Thanks for calling!
Good bye! / Bye!
See you later!
0:2 Talking about a topic you know
Imagine you are speaking to a new friend you have met on holiday.
a Make up three questions you could ask about these topics:
family hobbies holidays school activities traditions favourite things
b Get a partner to answer the questions.
c Try to keep up one of the conversations for at least two minutes.
0:3 Discussion time – zoos
A class of children have brainstormed on the topic of zoos.
Zoos are fun to visit.
Zoos are unfair to many animals.
Zoos make people interested in animals.
Zoos allow people to see animals they would never see otherwise. They keep animals in small spaces.
They don’t give animals a natural life.
People can learn about animals by visiting zoos.
Animals have a safer life in the zoo than in the wild.
Zoos cost too much and people can’t afford to go to them.
Zoos have saved many animals from extinction.
People can see wild animals on TV; they don’t need to go to the zoo.
Zoos breed endangered species so that they can keep these species alive.
a Sort the arguments into two columns. Use the headings:
For zoosAgainst zoos
b Role-play this discussion in groups of two or three. Use the phrases on page 7 in your textbook.
0:4 Discussion time – choose a topic
Brainstorm a topic from Discussion Time in your textbook on page 7. Discuss the topic.
0:5 Play the opinion game
HAND OUT
Each player gets five cards. The goal is to keep the cards with the opinions that you strongly agree with and get rid of the cards with the opinions you disagree with.
1 Walk around the classroom.
2 Read one of your cards to a classmate.
3 Ask if he or she agrees with the opinion on the card.
4 If he or she agrees, give him/her the card.
5 Listen to what is on your classmate’s card. Do you agree with the opinion? If so, the card is yours.
6 When the game ends, each player reads out their cards. Were there any cards that no one wanted?
I like … because … I dislike … because … I think … because … I don’t think … because … I agree …
I disagree …
0:6 Be a Star Reader
a Skim the text on page 33. How does Bana al-Abed make her voice heard?
b Scan the text on page 54–55. What type of artist is Baker Boy?
c Read the poem on page 141. Did you enjoy it? Why or why not?
d Read the fact card on quaggas on page 186. Say one thing you have learned about quaggas.
e Make your own tasks with skim, scan, read to learn and read for pleasure. Work with a partner.
0:7 Chapter headings
The chapter headings below tell the story of Jasper Finlay and his Formula One race for the world championship.
a Put the chapter headings in the right order to read Jasper’s story from start to finish.
b Work with a partner and compare your lists. Did you put the headings in the same order? How does the story change if you change the order?
0:8 Story outline
a Read the story outline.
1 Poppy Jenkins wants to play tennis. She gets onto the British team.
2 Her parents don’t have enough money to pay for her training. A local company sponsors her.
3 Poppy wins her first big match.
4 During her second match, Poppy collapses.
5 Doctors are sure she’ll never play tennis again. A new treatment is found.
6 Poppy gets well, retrains and goes on to win the British championship for the under 15s.
b Make six chapter headings to explain what happens in each chapter.
c Is this a story you would read for pleasure or read to learn? Why?
0:9 Write – plan your text
a Complete the table.
Topic: The Arctic and the Antarctic
QuestionDefinitionExamples
What is the Arctic?The northernmost region of the Earth. The centre of the Arctic is the North Pole.
What is the Antarctic?
b Make a mindmap about the Arctic.
EXAMPLE:
Land covered by ice sheet. Penguins, krill, whales. Coldest place on Earth.
c Organise your text.
Introduction The Arctic is ... (what, where)
Main part
The North Pole is ... There are different animals ...
Ending The most important thing to know about the Arctic is ...
d Write a paragraph about the Antarctic.
EXAMPLE: The Arctic is the northernmost part of the Earth. The North Pole is the centre of the Arctic. It is not a piece of land or an island, just water. Parts of the Arctic are covered in ice all year long. There are different animals and fish in the Arctic. The most well-known animal is perhaps the polar bear. geograghy interesting facts animals polar bears the Arctic
0:10 Write a short text
Look at the Venn diagram below.
TheArctic
The Anta r ctic
is in the north the centre is a frozen sea has polar bears minerals are mined
there is no light in the winter icebergs are a common sight the number of tourists is increasing they are home to large numbers of fish minerals have been discovered there there are long, dark, freezing nights scientific stations are found there both regions are overfished
Use the information in the Venn diagram.
a Write a short text in which you describe the Arctic.
b Write another short text describing the Antarctic.
is in the south is frozen land has penguins is now a world park is colder than the Arctic
c Write a third text in which you state what they have in common.
d Who could read your text? Family, friends, classmates, strangers? Give reasons for your answer.
The task continues on the next page!
e Give each other feedback. Work with a partner and read each other’s texts. Use two stars and a wish to give useful feedback.
I like that you always end a sentence with a full stop. I am impressed that you know how to use is and are. You should check if all names are written with a capital letter.
f Revise your text. Make changes to the text based on the feedback.
The arctic is in the north. The centre is the north pole.
The Arctic is in the north. The centre is the North Pole.
0:11 Special Days and Holidays – mini-talk
Use the questions and give a mini-talk about a special day or holiday.
When is ...?
Who celebrates this day?
Why do people celebrate this day?
How do people celebrate this day?
What kind of special food do people eat?
Who are you talking to?
Use words and visual aids that make your listeners interested.
• Use your notes (keywords, mind map, etc.) to help you in your presentation.
• Practise your presentation beforehand.
• Look at the audience and keep eye contact. Speak loudly and clearly.
• Do your best to show your audience that this is a fascinating or interesting special day or holiday.
Norway’s National Day Christmas International Day of Friendship
Waitangi Day
Independence Day United Nations Day
Example of mini-talk
New Year’s Eve is on 31 December.
People all over the world celebrate New Year’s Eve. In Scotland, the holiday is called Hogmanay.
People celebrate with family and friends. They eat nice food and drink fizzy drinks. Just before midnight people count down to the New Year. They hug each other and wish each other Happy New Year! Some people link arms and sing an old Scottish song called Auld Lang Syne. Afterwards, they let off fantastic fireworks.
Many people make New Year’s resolutions. They plan what to do or what to give up to be a better person in the new year.
One year is ending and a new year is beginning.
1 What Matters to Me?
1:1 Learning goals
HAND OUT
Read the Bus stop learning goals.
Colour the goals as you work your way through the topics in chapter 1.
1:2 Listen and find
Before listening: What can you see in the picture?
a Listen to the text. Which part of the picture is it?
EXAMPLE: Number one is C. Number two is ...
b Write sentences to go with the picture.
1:3 Make a list about yourself
a Say something nice about yourself! Use the words in your textbook or use a dictionary and find one or more words for each letter. You can also get a handout from your teacher.
b Ask your partner questions about his/her list.
EXAMPLE:
Q: Why do you have the word ‘relaxed’ on your list?
A: After school or training I like to relax. I like to watch something on my tablet or read a book. Then I feel relaxed.
c Tell a new partner what you learned. What did you learn about your partner? What new words have you learned?
1:4 Odd one out
a direct – delighted – dare-devil – detailed keeper – kittenish – keen – known x-plosive – x-factor – x-pressive – xenial young – youthful – yes-person – yellow
b Look at the odd words. Are they adjectives or nouns? How can you tell?
c Make a funny sentence with the odd words.
1:5 Write a character description
Find 5–10 words that you think describe yourself, a friend, a family member, a famous person or someone else. Write a text about him or her.
Character’s name.
What does the character look like? What kind of person is he/she? What does the character do?
1:6 Which learning strategies are best for you?
You can use different strategies to sort your ideas or remember things.
a Which strategies are best for you in the following situations?
1You have to go shopping and you need to remember what to buy.
2You are to learn five new words as homework in English.
3You are to write a text about your favourite animal and need to sort the information you have found.
4You have to learn the most important information from a text about the Second World War.
5You are to compare a horse and a zebra.
6You are to write down your favourite apps.
7Your teacher wants you to write down one thing you have learned this lesson / today / this week.
8You are to give a short presentation about a topic.
9You want to plan your week.
b Work with a partner. Did you use the same strategies? Explain your choices.
c Choose two of the situations and show examples of strategies you used.
1:7
Make a BuJo page – or
several
Here are some ideas for your Bullet Journal. Choose one or more things from the chart to write about.
PERSONAL
Facts about me
Mood tracker
Things I want to do
Favourite games
Favourite apps
Wish lists
Word of the week or month
Friends
Ideal day
Acts of kindness
Things I love
Good memories
My goals
Books I want to read
Favourite book list
Series release dates
Idols
QUOTES AND REFLECTION
Goodquotes
Mythoughts
Funnyjokes
HOBBY
My hobbies
Ideas from the internet
Activities if bored
TRAVEL
Plan a dream trip
Weekend ideas
Games in the car
Packing list
Trip planner
Trip tracker
Map of where you have been
FINANCE/MONEY
Savings “Might buy” list
No spend days
HOME
Dream home
Dream room
Cleaning
Chore tracker
HAND OUT
SCHOOL
Timetable
Homework
Test dates
Things to learn
My goals
HEALTH
Exercise ideas
New exercises tried
Yoga positions
Sleep
Healthy snacks
Favourite sports list
Sports results
FOOD
Food I love
Recipes to try
Ice cream rating
Lunch ideas
FILM
AND MUSIC
Movies to see
Things to watch
Song lyrics
Favourite music
Favourite playlist
1:8 What am I curious about?
a Write down your interests or hobbies.
b Brainstorm with a partner. How many professions do you know of?
c Write down professions that match with your interests or hobbies.
d Tell a partner about your interests and what you might do in the future.
1:9 Choose a question and answer it
a Work with a partner or in a small group. Take turns, choose a question, and answer it.
• If you had your own TV show, what would it be about?
• What do you see yourself doing 10 years from now?
• What if someone wrote a story about you?
Would you be a hero or a villain in that story?
• What if you could shape your own future just as you wanted it to be? What would you do?
• What if you could spend your life never sleeping? What would you do with the extra hours each day?
• If you could travel into space, would you go?
• If you could live anywhere in the world, where would it be and why?
• What if you were excellent at a sport? What would it be and why?
• What if you could do one thing so well you could be famous? What would you do?
• If you could invent a new dish/recipe/fruit/vegetable/grain. What would it tast like?
b What have you learned about your partner? Write 3–5 sentences and present to another pair.
c Which phrase best sums up the answers you have heard? We have a lot in common. We have different hopes and dreams. We have a lot to learn from each other Learning about others makes life more interesting.
1:10 Reading pictures
Look at the picture on page 20 in your textbook and answer the questions.
a Who is the artist?
b What is the title of the picture/painting/photo?
c What do you see? Give a description.
d How does the painting make you feel? – glad, sad, scared ...?
e What is your reaction? What are your thoughts and feelings. Did you like the painting? Why or why not?
f Theme/message: What do you think the artist wants to tell us?
1:11 Nouns or adjectives?
a Use the word cloud on page 21 in your textbook. Sort the words. Use a dictionary if necessary. NounsAdjectives excitementfrightening
b Choose five of the words and talk about one time you had that feeling.
1:12 Verbs and subjects
a Find the verb in the sentences below.
b Find the subject.
EXAMPLE: Jamal runs every day. a: runs = verb, b: Jamal = subject
In the morning, the sun rises in the east.
In the evening, the sun sets in the west.
Spaghetti tastes delicious.
Mum left the keys on the table.
The cat was hiding behind the box.
1:13 More verbs and subjects
a Find the verb in the sentences below.
b Find the subject.
EXAMPLE: Emma joined the chess club last year. a: joined = verb, b: Emma = subject
Now she is one of their best players.
Jeremy ate five slices of pizza.
The dog lost his ball.
The song brought back many memories. I can’t hear you.
1:14 Concord
What is the correct agreement between subject and verb? Explain why. The teacher talk/talks too much. talks Lisa and I walk/walks to the bus stop every morning. The horses am/are/is running across the field.
My phone use/uses a lot of battery.
Rehearsal start/starts right after school.
1:15 Write sentences
Remember subject-verb agreement.
Lily
The elephants
The clock
The bus
My parents
The washing machine
walk/walks strike/strikes stop/stops sleep/sleeps sound/sounds by the lake. every hour. all the time. in the middle of the street. at night. slowly. terrible.
EXAMPLE: Lily walks in the middle of the street.
1:16 First, find the verb, then find the subject
EXAMPLE: She talked on the phone for hours. talked = verb, she = subject
The weather turned worse.
Mary bought a present for her best friend. Norway lost three matches in a row.
No one is looking at you.
The playlist had more than 100 songs. Harry painted his room black. Germany won the World Cup. Does Carl play basketball? best friend. row. 0 songs.
1:18 Find other famous failures
Lady Gaga
Serena Williams
Katy Perry
Jo Biden
Albert Einstein
Bethany Hamilton
Michael Jordan
a Write a short text about this person.
Remember
Why is this person famous?
What was his/her childhood like? How did he/she become famous? What was his/her struggle? Is the person still alive?
Elizabeth Arden
b Which sources did you use to find your information? Are the sources good or bad? Why?
c Read your text to a partner. Improve your text.
d Sum up in class: What can we learn from these stories about famous people?
1:19 Language learning
When we are learning a new language, we should not be afraid to try and risk making a blunder. We try, we sometimes make mistakes, and then we learn and improve.
a Reflect: What do you think is the most difficult thing when learning a new language?
b Share your thoughts with a partner.
c What do you do when something is really difficult when learning a new language?
d Make a list of five pieces of advice you can give to a friend who wants to become better when learning a new language. Share your list with your partner. Did you get any new ideas?
1:20 Make a drawing of yourself
Use speech bubbles and say something.
I want poor people to have what they need!
I want clean oceans!
I want all animals to be treated well!
1:21 Give an example of saying something with ...
a ... words. ... art. ... music. ... your actions.
1:22
b What affects you the most ... ... when you read something? ... when you see something (pictures/films/documentaries)? ... when you listen to something? ... when someone does something / takes action?
Say something with your voice!
a Choose a topic which means something to you (climate, poverty, bullying, ...).
b Find your way of expressing your opinion (use task 1:21 a).
c Show your partner your work. Explain why you chose to express yourself the way you did.
1:23 Choose the right answer
1 Daliah Lee started a petition when she was:
A 8 years old.
B 10 years old.
C 12 years old.
2 How did Daliah get Kellogg’s attention?
A She protested outside their office.
B She made a podcast.
C She wrote them a letter.
3 Who manages Bana’s Twitter account?
A Her dad.
B Her mum.
C Her uncle.
4 Bana has written a book called:
A Dear Children
B Dear World
C Dear Mr President
5 Jahkil’s “Blessing bags” are filled with:
A snacks, toiletries, a towel and socks.
B food, clothes and books.
C toiletries, clothes, water bottles and a blanket.
6 What happened to Jahkil in 2017?
A He had to give up his project with the “Blessing bags”.
B Former President Bush helped him to distribute food to homeless people.
C Former President Obama and the Obama Foundation acknowledged his work.
EXAMPLE: 1A Daliah Lee started a petition when she was 8 years old.
1:24 What do they do today?
Look up Daliah Lee, Bana al-Abed and Jahkil Naeem Jackson. Are they still active today? What do they do?
1:25 Children who make a difference
a Search for ”Children who make a difference”.
b Choose a child and write a short text about this person. Remember: What is the child’s name? How old is he/she?
Where does he/she come from?
What has the child done to make a difference?
c Which sources did you use to find your information? Are the sources good or bad? Why?
d Present your text.
1:26 The word matter
a Use a dictionary. What does the word matter mean in your first language?
b What does the word matter mean in this chapter?
c Search for “songs with the word matter”. Listen to one of the songs. What is this song about?
Does the word matter mean the same as in this chapter?
d Make a word map with all the meanings of the word matter that you have found.
Learning words
Word maps
Choose six words from this chapter and make word maps.
Hangman
Play hangman with four words from this chapter. Work with a partner.
Use each of these expressions in a sentence: I hope ... I believe ... I wish ... I imagine ... I feel ...
This is important to me because ...
Word search
Summing up
a Name two positive things about yourself.
b Name your two greatest strengths.
c Give an example of a time you were really afraid.
d Why is it important to fail sometimes?
e Name one thing you want to change in the world and why.
f Give two reasons why children should have homework.
g Give an example of agreement between subject and verb in a sentence.
2 English-speaking Countries
2:1 Learning goals
HAND OUT
Read the Bus stop learning goals.
Colour in the goals as you work through the topics in chapter 2.
2:2 Listen and find
Before listening: What can you see in the picture?
a Listen to the text. Which part of the picture is it
EXAMPLE: Number one is B. Number two is ...
b Write sentences to go with the picture.
Quest er Aschehougs prisbelønte læremiddel i engelsk for barnetrinnet.
Quest er et fleksibelt læremiddel som består av både bøker og digitale ressurser med god lydstøtte.
Quest legger til rette for utforsking av språket og innbyr til kreativ oppgaveløsning. Quest har fokus på elevmedvirkning, samspill og kommunikasjon gjennom varierte tekster, oppgaver, leker og aktiviteter. Læremiddelet vektlegger nyttige lese- og skrivestrategier og den gode leseopplevelsen. Elevene får presentert varierte tekster i flere sjangre som bidrar til dybdelæring og skaper interessante engelsktimer med aktive og deltakende elever. Quest sikrer en tydelig struktur og progresjon mellom trinnene fra 1.–7. trinn.
Quest 7 består av:
• Textbook
• Workbook
• Teacher’s Guide
• Quest 5–7 Aschehoug Univers
Det digitale innholdet finner du på Aunivers.no.