SCOPE 1
Hege Bjertnes
James Stephen Henry
Namal Suganda Lokuge
Sonja Nygaard-Joki
Stine Pernille Raustøl
Øyvind Gilleberg Stensli
Daniel Weston
PROGRAMFAGET ENGELSK 1
SCOPE 1
PROGRAMFAGET ENGELSK 1
Hege Bjertnes
James Stephen Henry
Namal Suganda Lokuge
Sonja Nygaard-Joki
Stine Pernille Raustøl Øyvind Gilleberg Stensli
Daniel Weston
Læreboka Scope 1 er en del av læreverket Scope Scope 1 følger læreplanen i Engelsk 1, Vg2 studiespesialiserende utdanningsprogram (LK20).
© H. Aschehoug & Co. (W. Nygaard) 2021 1. utgave / 3. opplag 2022
Materialet er vernet etter åndsverkloven. Uten uttrykkelig samtykke er eksemplarfremstilling, som utskrift og annen kopiering, bare tillatt når det er hjemlet i lov (kopiering til privat bruk, sitat o.l.) eller i avtale med Kopinor (www.kopinor.no).
Utnyttelse i strid med lov eller avtale kan medføre erstatnings- og straffansvar.
Redaktør: Ingun Kjelsvik Holøyen
Grafisk design: Mona Dahl
Omslag: Mona Dahl
Bilderedaktør: Kathrine Klinkenberg
Tekniske tegninger: Anne Langdalen
Illustrasjoner: Christine Clemmensen s. 219, 220, 340, Sara Krotev s. 38, 298, øvrige Mona Dahl
Grunnskrift: Helvetica Neue Light
Papir: 100 g Arctic matt, 1,0
Trykk: 07 Media AS
Innbinding: Bokbinderiet Johnsen AS, Skien
ISBN 978-82-03-31900-6
Aunivers.no
Dear Reader
Scope 1 is an entirely new book for the course Engelsk 1. The texts and accompanying tasks in the book and on the Scope 1 website cover the main curricular aims of the course.
The book has 13 units. 12 of them contain a variety of texts and tasks. Unit 2 is called “Resources”. In this unit you will find material to help you with strategies for listening, speaking, reading, and writing. You should work with and use these strategies throughout the year.
At the beginning of each unit, you will find a collection of questions which address some of the issues discussed in the unit. We advise you to read these questions and discuss them in class before you delve into the unit and read the first introductory text..
Throughout the book you will find classroom debates dealing with topics from the book. When you debate an issue, you will have to consider both sides, even though your task is to advocate only one of them. This is useful to develop your ability to think critically and your understanding of complex issues.
The book contains a number of factual texts that have been chosen specifically to help you practice academic reading, but also to give you samples of texts from other subjects you may be interested in. You can easily find these texts in the table of contents by looking for the titles in blue font.
On the Scope 1 website and in the digital book you will find
• additional tasks for the topics in the book
• ideas for your in-depth study project
• grammar and vocabulary practice
• listening material and videos
• templates and model texts
• additional texts and suggestions for in-depth studies connected to other subjects
• activities and tasks to help you prepare for the exam
• news updates.
We hope you will enjoy Scope 1 and your English studies this year.
1 HOME OR AWAY?
TitleAuthorGenrePage BeingaStudentinaGlobalizedWorldfactualtext9 StudyinginAnotherCountryfactualtext11 StudentVoicespodcast14
WhatAretheProsandConsofStudyingAbroad?debate15
2 RESOURCES
TitlePage GettingtoKnowThisChapter17 Listening18
1PracticeStrategiesforEffectiveListening18 Speaking20
2DiscussionsandDebates20
3GivingaPresentation22 4MakingaPodcast24 Reading25
5ReadingStrategiesforFactualTexts25
6IntroductiontoFactualTexts27 7TextTypes31
8Vocabulary35
9GroupsofWords:Idioms38 10AnalysingShortStories39 11AnalysingaNovel43
12AnalysingPoetry45
3 HUMAN RIGHTS
TitlePage MedusabyCarolAnnDuffy47 13LiteraryDevices50 14AnalysingFilm52 15AnalysingMusicVideos54 16AnalysingVisualArt55 Writing57 17Register:FormalandInformalLanguage57 18PunctuationMatters!59
19HowtoInterpretEssayTasks61 20WritingaFive-ParagraphEssay63 21RevisingYourText66 22WritingAboutStatisticsandNumbers70 23HowtoCompareandContrast72 24WritingaPositionPaper74 Sources75 25HowtoQuoteSources75
TitleAuthorGenrePage OneWorldfactualtext77 ClassroomDebatedebate85 WhatDoesK-PopHavetoDowithMentalHealth?factualtext86 “ThisIsNotaboutPolitics,It’saboutHumanity”factualtext91 Summinguptasks93
4 DEMOCRACY AND CITIZENSHIP
TitleAuthorGenrePage HasDemocracyLostItsAppeal?factualtext95 Singapore–ACaseAgainstDemocracy?factualtext98 InterrogationCyrilWongpoem103
5 A CRITICAL EYE
TitleAuthorGenrePage
6 SCREEN CULTURE
TitleAuthorGenrePage
7 WORLD ENGLISHES
TitleAuthorGenrePage DoYouRemember?factualtext175
TheTreasureofOurTongue:FromEnglish toEnglishes factualtext176
TheBestofBothWorldsDanielWestonfactualtext186 EnglishOn-ScreenDanielWestonfactualtext193 ClassroomDebatedebate198 ForeignCarolAnnDuffypoem199 Summinguptasks201
8
CURLS AND COILS
TitleAuthorGenrePage
It’sOnlyHair,SoWhyIsItSuchaBigDeal?factualtext203 WhatGodGaveMeChimamandaNgoziAdichienovelexcerpt206 Don’tCashCroponmyCornrowsAmandlaStenbergvideoessay209 ClassroomDebatedebate213 Summinguptasks213
9 COMMUNICATING
ACROSS CULTURES
TitleAuthorGenrePage WhatIsaMulticulturalSociety?factualtext215 InterculturalCommunicationfactualtext219 FreeforAllMoinAshrafshortstory229 “CoolBritannia”IsNotSoCool,AfterAllNamalSugandaLokugefactualtext237 TheFatBlackWomanGoesShoppingGraceNicholspoem243 Outsourcedfilmstudy246 Summinguptasks251
10 IDENTITY
TitleAuthorGenrePage WhoAreYou?factualtext253 ImmigrantsSamGreenleepoem262 Half-CasteJohnAgardpoem264 Together,YouCanRedeemtheSoulofOurNationJohnLewispersonalessay266 PoliceBrutalityfactualtext270 Stop-and-FriskClaudiaRankinepoem273 TheBlackertheBerryKendrickLamarsonglyrics276 BlackEnoughVarianJohnsonshortstory280
11 GENDER ISSUES
12
13 MACHINES LIKE US
1 HOME OR AWAY?
What work opportunities exist in the globalized world we live in? How important is it to speak fluent English in your future job? Which skills are needed to be able to work with people from diverse backgrounds in our global community?
BEFOREYOUREAD
Whydopeoplechoosetostudyabroad?
BeingaStudentinaGlobalizedWorld
English is an important lingua franca in the world, for example at universities and in working life. Do you plan to study in Norway? A large part of the curriculum will be in English at Norwegian universities if you choose to study subjects like Psychology, Digital Infrastructure and Cyber Security, Medicine, Social Sciences, Add-On programme in Virtual Reality and Augmented Reality or Social Anthropology. Many of the lecturers will also teach in English. Perhaps you have considered studying abroad? What would be the most challenging aspect of having to do all the coursework at your university in English? What do you believe are the pros and cons of taking your degree or parts of your degree in English? What has been the impact of the coronavirus on international student exchange opportunities? Would you risk ending up in lockdown in a small shared room on campus far away from home?
In this chapter you will learn how to debate a question or a proposition. When having a discussion with someone, your aim would most likely be to persuade or convince your opponent(s) that your opinion is the right one. You may use rhetorical devices such as ethos, pathos and logos (see page 33). In a successful debate, we often have prepared arguments to support our point of view to make it easy for the opponent to follow our train of thought. Nevertheless, listening to the other people’s arguments and responding to their ideas is equally important.
A debate can be rather informal, such as when you are negotiating with your parents about how long you should be allowed to stay out in the evenings or when you are arguing with your siblings about which TV series to watch on Netflix. In these settings you are likely to use informal language and it is possible that the debate will not be as organized as a more formal debate. On the other hand, if you are involved in the student council at your school or in local politics in your local community you may have some experience with more formal and structured debates. In these situations, it is important to organize your speaking and use more formal language. (Read about formal and informal language on page 57.)
lingua franca fellesspråk curriculum pensum impact on virke inn på / verke inn på proposition forslag sibling søsken
artificial intelligence kunstig intelligens
You will debate several current issues this year, ranging from racism in sports to artificial intelligence. In the list below, you can find some of the debate topics in Scope 1. Are you ready to practise your debating skills?
Whataretheprosandconsofstudyingabroad?
DoestheworldneedaDeclarationofHumanRights?
Doweneedmorecensorshipintheinternetandsocialmedia?
Shouldhatefulspeechbeprotected?
Whoshouldhavethepowertomakedecisionsabouttheadvancesof technology?
IstheroleofEnglishinglobalcultureagoodthing?
Canwhitepeoplewearcornrows?
Whatisamulticulturalsociety?
Isitacceptabletodescribewhatsomebodylookslikebyreferringtotheir skincolour?
Isitpossibletohaveaworldwherepeopledonothavetocomeoutas homosexuals?
Doesclimatechangeaffectusall?
Isscientificinnovationthekeytomakingtheworldabetterplace?
The first debate you will have in this book is rather informal: You will debate the advantages and disadvantages of studying abroad during or after the corona crisis. The debate topic is: What are the pros and cons of studying abroad?
To prepare for the debate, read the text “Studying in Another Country” before you read or listen to “Student Voices”, the Scope 1 podcast. What do the students themselves say about the advantages and disadvantages of studying abroad?
HOW TO MAKE A REFERENCE TO THIS TEXT
“Being a Student in a Globalized World”. In Bjertnes et al. Scope 1. 9–10. 2021. Oslo: Aschehoug.
What would the consequences be if no one were to study abroad in the future?
diverse forskjellig, mangfoldig/ mangfaldig term semester tuition fees skolepenger, studieavgift / skolepengar, studieavgift expenses utgifter suspend avlyse, innstille be deterred by bli hindret, forhindret fra / bli hindra, forhindra av immerse oneself in fordype seg i / fordjupe seg i boost your confidence øke selvtilliten / auke sjølvtilliten confusion forvirring
BEFOREYOUREAD
Workinpairs.Whataretheadvantagesanddisadvantagesofstudyingabroad?Use thetimeronyourphoneandsetitfor1minute.Createatablewithtwocolumns:one fortheadvantagesandoneforthedisadvantages.Writedownasmanyprosand consofstudyingabroadaspossible.Thensharethemwithyourpartnerandaddto yournotes.
Takenoteswhilstreading.Addtheadvantagesanddisadvantagesofstudying abroadasyoureadthetext“StudyinginAnotherCountry”andlistento“Student Voices”.
STUDYING IN ANOTHER COUNTRY
Young professionals today must be prepared to live and work in a global community where advances in technology and travel will require them to work effectively with people from diverse backgrounds. Being able to use English as a working language will also be important. Living abroad builds cultural awareness and a deeper understanding of opportunities and challenges that we face in a globalized world.
Norwegian universities and university colleges offer student exchange programmes with hundreds of universities all over the world. International students are also increasingly studying for part of their degrees in Norway. This movement of students between countries is often referred to as student mobility and is a result of the focus of the educational authorities on internationalization of higher education.
Many factors influence where students prefer to study. During the Covid-19 pandemic, which was declared a pandemic by the World Health Organization (WHO) in March 2020, student mobility dropped drastically. At the Norwegian University of Science and Technology in Trondheim, for example, all student exchanges outside Europe were cancelled for the Spring term 2021. The Norwegian government voiced concerns over this radical reduction in international student mobility. A government report (Stortingsmelding 7, 2020–2021) from 2020 explains the urgent need for international experience and more international cooperation in higher education. The report emphasises that a higher number of students need to study abroad to gain intercultural understanding and international competence.
Which countries have been the most popular for Norwegian students? A high number of Norwegian students chose to go abroad for their studies either for the whole of their university degree or for a part of their studies before the global pandemic changed the situation. According to
enrol in a degree programme melde seg på et studieprogram / melde seg på eit studieprogram encounter møte concept begrep/omgrep approach tilnærming appointment avtale conscious bevisst itinerary plan, reiserute pace tempo appreciate sette pris på / setje pris på student exchange studentutveksling
Statistics Norway (Statistisk Sentralbyrå) 14,480 students took their entire degree abroad in 2019. The most popular countries were:
• The United Kingdom (3728 students)
• Denmark (2258 students)
• The United States of America (1610 students)
• Poland (1590 students)
• Hungary (761 students)
• Australia (557 students)
• Sweden (529 students)
What are the advantages and disadvantages of studying in another country? Studying abroad may be expensive. Tuition fees are high at many universities and colleges, and so are living expenses in some countries. When you live in another country you might become homesick and miss your friends and family. Going back home to visit may also be very expensive. During the coronavirus pandemic many exchange students had to return home and finish their degree in their parents’ home via digital learning platforms because universities limited or suspended face-to-face teaching and on-campus activities. Many students were also stuck in their student accommodation for months, unable to travel home. Their international experience did not turn out quite as expected.
Nevertheless, many students are not deterred by the heavy costs or the risks of lockdown. Rather, they are convinced that the advantages of international student experiences outweigh the challenges. Immersing yourself in a culture is an effective way to develop your language skills. Furthermore, studying abroad in a global community with people from diverse backgrounds will most probably increase your intercultural competence (see page 218). Equally important is the valuable communication and teamwork skills you may gain from studying in another country than your own. The international network you may develop could be extremely useful in your future career. In addition, learning to cope with the challenges of living in a different environment and culture will most likely boost your confidence. It can also change the way you think and help you see many issues from a different perspective.
Togetacceptedatuniversitiesabroad,studentsmustusuallyprovetheir EnglishproficiencylevelsbytakinganEnglishlanguagetestsuchasthe
IELTS,TOEFLorCAE:
IELTS=InternationalEnglishLanguageTestingSystem
TOEFL=TestofEnglishasaForeignLanguage
CAE=CambridgeEnglish:Advanced
However, some students find it unthinkable to take their degree or parts of their degree abroad. They prefer to study at a university in their own country simply because they are not ready to turn their world upside down by going abroad for academic purposes. In addition, some students may even fear culture shock, which is a feeling of confusion or worry when you visit another
Read about the cultural iceberg on page 219.
country because people in this country have a different way of life or mindset. These differences are illustrated in the cultural iceberg, which distinguishes between surface culture and deep culture. If you are an exchange student or planning on enrolling in a degree programme abroad you will not only have to learn about the so-called three Fs of another culture – the food, flags and festivals – and other elements in a culture’s surface culture. You will also encounter different aspects of the deep culture, such as conversation patterns in various social situations, different notions of friendship and perceptions of time, to mention a few. Another challenge might be the country’s concept of time. Have you heard of the phrase “African time”? It refers to a more relaxed approach to time and appointments in some African and Caribbean culture. This could cause trouble for people from other cultures. Staying at home can be a conscious choice. In her blog, the American student Kimberley Meneo lists the following reasons why she chose to study in her own country:
• I plan to live and work in my local area and wanted to study in my future neighbourhood.
• Travelling is expensive, and I want to travel to more than one place.
• I will travel after graduation according to my own itinerary and my own pace.
• There is more limited choice of courses offered abroad, so I could choose more relevant courses at home.
• Staying in the USA has given me the opportunity to explore my own country, which has made me appreciate it more.
HOW TO MAKE A REFERENCE TO THIS TEXT
“Studying in Another Country”. In Bjertnes et al. Scope 1. 11–13. 2021. Oslo: Aschehoug.
STUDENT VOICES
What do students say about studying abroad? Listen to the Scope 1 podcast on our website or read the transcript of the podcast there. The podcast was recorded in January 2021, in the middle of the coronavirus pandemic. Pay attention to what the students say about the advantages and disadvantages of studying abroad before and during the corona crisis. What is the situation like today – has it changed?
Hans Bachelor’s degree in Photography, Institute of Art, Design + Technology, Dublin
“For me, the biggest challenge was to understand the level of politeness, but I got used to it after a while. The Irish tend to say “please”, “thank you” and “sorry” all the time. I guess I have realized that we are quite informal in Norway.”
Jenny United World College in Costa Rica
“UWC students all over the world have to share rooms with 2–4 other students of different nationalities. This is done to increase cultural understanding and provides a unique opportunity to discuss peace, conflicts and human rights.”
Ella International and European law in Gröningen, the Netherlands
“It is safe to say that the corona crisis has taught me a lot about being contented with being on my own, appreciating small things and making the most of out of challenging situations. The uni has organised online events and offered psychological help for those who need it, but none of this can replace physical presence on campus.”
Sander Master’s degree exchange programme in Applied Sciences, San Fransisco State University, USA
“The professors expected attendance and class participation, and some of them assigned weekly papers. Americans love debates and oral presentations, and as a non-native speaker, I worked on my speaking skills.”
Malin Physiotherapy, University of Bradford, UK
“My English certainly improved while I was living there, although the strong Yorkshire accent was a challenge at first. It took time to get used to all the terminology in English, but after a few months I felt confident about the language.”
Lea Three-month student exchange in Zambia as part of a Master’s degree in Teaching.
“Getting to know people and understanding your new culture takes time. Especially when going to such a different place as Zambia.”
You have now read the text and listened to the podcast. Get ready for a debate on the pros and cons of stydying abroad.
DEBATE: WHAT ARE THE PROS AND CONS OF STUDYING ABROAD?
Beforethedebate:Preparation
a Organizeyourprosandconsfrom“Studyingin AnotherCountry”and“StudentVoices”intotwo separatecolumnsinyournotes.
b Compareyournoteswithanotherstudent’snotes andaddrelevantdetails.
c Readthetipsonhowtostructureadebateon page20.Notedownimportantguidelinesonhow tohaveasuccessfuldebate.
d Gothroughthelistofusefulexpressionsonpage 21.Addafewtoyournotesandtryusingthem duringthedebate.
Thedebate
Workwithanotherstudent.OneisStudentAandthe otherisStudentB.Theformerisanadvocateof studyingabroadwhereasthelatterisagainstit.A smallgroupofstudentsformstheaudience.One personintheaudienceisresponsibleforkeepingthe time.
•StudentAspends1minuteonpresentingtheir casebeforestudentBdoesthesame.Remembertolistencarefullytowhatyouropponent says.
•BothStudentAandStudentBthenreceivetwo minutestopreparearebuttalandasummary.
•NowStudentBpresentstheirrebuttaland summaryfirst,followedbyStudentA.
•Thenthestudentsintheaudiencecanask questionstoStudentAandStudentB.
•Finally,theaudiencevotesonwhichpersonthey thoughtmadethemostconvincingargument.
•Reflectonwhatyoulearnedfromparticipatingin thedebateorbeingintheaudience.Whatwas easy?Whatwaschallenging?Howdidworking withthetwotextshelpyou?
•Recordthereflectiononyourphoneorthelearningplatformyouareusing.Shareitwithyour teacher.
•Alternatively,useavideotoolsuchasFlipgrid whereyourteachercanassignataskandeveryonecanwatchandcommentoneachother’s videos.
2 RESOURCES
In this unit you will find material to help you with your everyday work with the other units – with texts and tasks. Work with a partner to do the following tasks to get to know your way around the unit.
1Listening: Which after-listening strategies do we recommend you use when you answer a listening task?
2Speaking: Which phrases does the book suggest you use to persuade someone in a discussion or debate?
3Speaking: On which page can you find tips on how to make a podcast?
4Reading: What does it mean to read for details?
5Reading: On which pages can you find examples of different text types?
6Reading: Find the chart that shows what it means to know a word. With a partner, discuss what the different aspects of knowing a word mean.
7Reading: Which different points of view are covered by the book?
8Reading: On which pages can you find the poem “Medusa”?
9Reading: Which artworks by Banksy can you find in this unit?
10Writing: On which pages can you find some basic comma rules?
11Writing: What is the absolute minimum of an introduction, according to the book?
12Writing: On which page can you find a list of linking words?
13Writing: How does the book explain a Venn diagram?
14Sources: How does the book suggest you refer to Scope 1 in your text and in a reference list?
1PracticeStrategiesforEffectiveListening!
How important is the skill of listening when learning a foreign language? Let us start off by giving you a set of strategies to apply in different learning situations where listening is key.
Pre-listening strategies: the three Ps
Are you PREPARED?
Your personal mindset and physical surroundings matter.
• Do you have a working environment that will help you concentrate and listen attentively?
• Are you motivated for the task at hand?
What can you PREDICT?
The more you know about the content of the recording and the aim of the question(s) before you start listening, the better.
• Do you know anything about the content of the recordings?
• Have you been given any instructions, titles or questions beforehand?
Do you have a PLAN?
Having a plan or a set of strategies to choose from can boost your confidence and have a positive overall effect.
• How are you going to take notes? (This might depend on the form of the questions such as multiple choice versus writing your own answer.)
• How are you going to manage your time? (Will you be able to listen to the recording(s) several times?)
While-listening strategies: the three Rs
RELAX: Don’t worry if there are some difficult words that you don’t understand. The context of a difficult word (the parts before and after) will often help you grasp the main meaning of the sentence, even if you do not understand every single word.
REACT: Write down key words as you are listening. You don’t have time for perfect sentences, just words and phrases that stand out and seem important.
REPEAT: If you have time, listen to difficult passages more than once.
After-listening strategies: the two Cs
CHECK: Look at the question again and make sure that you have answered exactly what it asks of you.
CORRECT: Re-read your answers to find any language errors (spelling, grammar or punctuation).
What is the purpose of your listening? Various listening strategies are helpful in different contexts.
1 Listening for details
When you are asked to listen for details in a task at school, you are asked to demonstrate your understanding of the details of a recording. In your everyday life, listening for details may be when you listen to find out when the bus is leaving or who the artist is for a certain song.
2 Listening to summarise
When you are asked to listen to summarise, you are asked to explain or summarise the main content of a recording. Practising this will help you catch the essence of what you are listening to, whether it is a story or a podcast on a topic you are interested in.
3 Listening to elaborate and explore
When you are asked to listen to elaborate and explore, you are asked to show your listening skills by commenting on and further exploring the main ideas in a recording or video. The purpose is to use the recording in your own reflections.
On the Scope 1 website you will find three units each designed to focus on the different aspects of listening.
2DiscussionsandDebates
Speaking
For more on persuasive techniques, see page 33.
A formal debate is a discussion of the pros and cons of an issue. Debating successfully is all about using argument and persuasion to convince other people that your views are right.
In this book, you will learn how to debate. Why, apart from learning tricks of persuasion? When you debate an issue, you will have to consider both sides, even though your task is to advocate only one of them. This is useful to develop your ability to think critically and your understanding of complex issues.
In addition, you will practice speaking calmly and in a controlled way with people who have other opinions than you, and to listen to other people’s arguments. Exercising these skills is often seen as the foundation of a democratic society! Before you start your debate, it might be useful to reflect on when it is appropriate to interrupt another speaker and how to do it.
Tips on how to structure a debate
1 Create two teams. One affirmative and one negative.
2 The affirmative group spends 1 minute on presenting their case.
3 The negative group does the same.
4 Both teams then receive two minutes to prepare a rebuttal and summary.
5 The order of speech is reversed: the negative team presents their rebuttal and summary first. Then the affirmative team presents their rebuttal and summary.
6 Optional: a floor debate section in which the students listening can question the speakers.
During the debate:
Be relevant and well-prepared
• Introduce your views in a convincing and clear manner.
• Be prepared to expand upon your views.
• Research the subject, to make sure you have facts to back up your views: Find examples, statistics, expert opinions, facts.
• Prepare some notes. This gives confidence.
• Use logic to develop your case and make your points. Do not jump to conclusions.
• Have a conclusion ready.
• Stick to the subject being debated. Do not introduce irrelevant information.
Consider the other side
• Think about what the counter arguments are likely to be, to enable you to work out your case in advance.
• Acknowledge someone else’s point, sometimes even small points, so you create goodwill and appear reasonable.
• Respect that others have differing opinions and are not necessarily “wrong”. Explain why you disagree.
• When you disagree, offer your opinion complete with reason and support.
Useful expressions and phrases
Stating your opinion
I firmly/sincerely believe ...
I am absolutely/completely convinced ...
It is my firm/sincere belief ...
It is my firm/sincere conviction ...
It is evident ...
It is of the utmost importance ...
I attach great importance ...
I would like to emphasise/highlight/focus ...
I would like to stress the importance of ...
I would like to underline the importance of ...
It is crucial ...
It is essential ...
It is imperative ...
It is mandatory ...
It is necessary ...
It is urgent ...
It is vital ... It is significant ..
Persuading someone
I restate my conviction ...
The question of ... is one which is of vital interest to everyone. This question should be addressed as a matter of urgency. It is high time to ...
The time has now come for us to set aside our differences and ...
The only viable solution is ...
The only realistic solution is ...
Referring to ongoing discussion
I have listened with interest to ...
I have noted with satisfaction ...
I have noted with concern ...
I was interested/pleased/surprised to hear/learn/discover/note ... It is worth noting that ...
Structuring the discussion
I would like to revert to/go back to/return to ...
In order to further/help advance the discussion, ...
In order to move the discussion forward, ...
Another relevant point is ...
Fishbowl discussion
Stating a condition
Given that ...
Provided that ...
Granted that ...
If it is the case that ..., then .
An alternative way of organizing a debate is the fishbowl discussion. In this activity, listening is as important as expressing one’s own opinion. Remember to treat the other members with respect.
Arrange the desks like this:
1 The discussion takes place in the center of the fishbowl which has chairs for five students.
2 If you sit in the outer circle, your job is to listen carefully, note down your queries, what you agree with and what you disagree with.
3 After a while you can choose to go to the inner circle. Tap a pupil in the inner circle on their shoulder to signal that this student will have to leave the fishbowl and take your place in the outer circle. Sit down in the inner circle and join the discussion without interrupting its flow.
4 This way, it is up to you, the students, to decide who will speak and who will listen.
What is a thesis question?
See page 63.
3GivingaPresentation
A presentation is not a spontaneous talk or conversation. It should be completed in advance through research and preparation, as with written tasks and other projects.
Characteristics of a good presentation
• Shows factual knowledge and understanding, independent reflection and analytical skill. Avoids being vague by giving concrete examples, statistics and other facts.
• Keeps focus and answers the thesis question.
• Has a clear structure with an introduction, body and conclusion.
• Demonstrates effective and critical use of sources that are relevant and reliable (see “Using sources”, page 75).
• Is presented in varied, correct and nuanced language, using relevant terminology and a somewhat formal and academic style.
• Shows good communication skills and freedom from the manuscript; uses digital aids in a way that is helpful to the audience.
Structuring your presentation
The grid below highlights some important aspects of a presentation. You may also look at “How to Write a Five-Paragraph Essay”, page 63 for ideas for introduction, main body and conclusion.
Key elements
Introduction•Welcomeyouraudience
•Introduceyourself
•Introduceyourpresentation.Youshouldintroducethetopic,andyoucould alsogiveyouraudienceahintastowhatyourmainpointswillbe
Mainbody•Elaborateonyourmainpoints.
Tip:Itisoftenagoodideatorefertoelementsyouwillcomebacktolaterin thepresentation(I’llcomebacktothat)andthingsyouhavealreadysaid(asI mentionedearlier).Thisgivesyouraudienceasenseofcoherence.
Conclusion•Summarizeyourmainpoints
•Ifrelevant,showareferencelist
•Thanktheaudiencefortheirattention
Being prepared
Make sure you know how to pronounce names and difficult words. Speak slowly and clearly, and face your audience. Remember that gestures, movements and facial expressions are examples of non-verbal communication, which may either reinforce your message or leave your audience confused and distracted.
It is important to know how much time your presentation takes, so that you have time to say everything you have planned. Be sure to practise!
Using notes
Preparing a manuscript for the presentation can be a good idea. However, it is usually unwise to rely on reading a detailed and complete paper in your presentation. Instead, write down headings, main points and keywords on note cards and use them as reminders of what you want to say. Remember to number your cards in case you drop them or lose concentration.
Creating good slides
A good slide gives the audience some, but not all, information. It should support your presentation, not be your presentation. To create effective slides, follow these guidelines:
• Keep it simple.
• Limit the use of text. If the slide’s text is understandable on its own, it is not a good slide.
• Use images. A good slide is a visual aid to what you are saying. A headline and an image may be enough.
• Limit the use of animation and other visual effects.
4MakingaPodcast
Have you been asked to make a podcast, or have you chosen to do so, for example for your in-depth project? These five tips may get you started:
1 Be prepared
Listen to podcasts you like.
• What makes you laugh or cry?
• What catches your interest?
• What makes you angry or upset?
2 Who is the listener?
If you try to reach too many people at once, you may risk not reaching anyone.
• What kind of language will you use to reach your audience? Informal or more formal?
• Do you want to use humour or suspense?
• Do you want to use music?
3 Make a schedule
Plan what you will say minute by minute and second by second.
• In which order will you present your arguments?
• What is the most important thing you will say?
• What do you want your audience to remember?
• When will you use music or sound effects?
4 Tell a good story
A good story always contains something the listener will relate to. It triggers emotions and creates images in the audience's head.
• Can you use something from your own life?
• Has something relevant been on the news lately?
• Does your story contain a surprising element?
• Do you have a punchline to conclude your story?
5 Be focused as you speak
• Speak calmly and clearly.
• Ask a friend if you speak clearly enough.
• Drink water, to avoid a dry mouth.
• Be relaxed and cool.
• There is no need to rush, you have enough time.
Reading
5ReadingStrategiesforFactualTexts
Remember that you do not have to understand every word in a text to understand its meaning! And it is often possible to understand the meaning of a word from its context (the other words in the sentence and the topic of the text).
Here are a set of reading strategies to help you to actively study factual texts.
Pre-reading strategies: the three Ps
PURPOSE
Knowing the purpose of the reading process will help you decide how to best approach the text.
• Why are you reading this particular text? Is it meant as an introduction to or an exploration of a certain topic? Will it lead to the completion of a task? (oral, written, group work?)
PLAN
Organise your time and your learning environment.
• How much time can you spend on reading the text? Do you have the necessary equipment at hand, such as digital or paper notebooks, dictionaries and highlighters etc.
PREDICT
The more you can predict about the text you are about to read, the better.
• Try the HIPIC strategy: quickly skim the headings, the introduction, pictures, important words and the conclusion.
• How does the text relate to the topic you are currently studying?
While-reading strategies: the three Ss
SUMMARISE
What are the main ideas?
• Paragraph by paragraph, identify and paraphrase the main idea in keywords or a short sentence. Write them in the margin, on sticky notes or in your notebook.
SEQUENCE
How do the main ideas unfold?
• A text can be seen as a sequence of building blocks, each connected to the other in a logical order. In addition to summarizing the main idea of each paragraph, notice how the arguments or information follows a logical sequence of ideas.
SOLVE
• Solve the meaning of any difficult words that are key to understanding the text. Use a dictionary.
Scope 1 følger læreplanen i engelsk, Vg2/Vg3 studiespesialiserende utdanningsprogram (LK20).
Scope 1 består av lærebok med tekster og oppgaver, samt en rikholdig digital ressurs som du finner på Aunivers.no.
Læreboka finnes også i beriket digital utgave med innlest lyd.