Voices 8 Workbook

Lisbeth M Brevik

VOICES

Engelsk for ungdomstrinnet

in Time 1

Lisbeth M Brevik

Engelsk for ungdomstrinnet

VOICES in Time 1

© 2006 N.W.DAMM & SØN AS ISBN 978-82-04-11322-1 3. opplag 2008

Materialet i denne publikasjonen er omfattet av åndsverklovens bestemmelser.

Uten særskilt avtale med N.W. Damm & Søn AS er enhver eksemplarfremstilling og tilgjengeliggjøring bare tillatt i den utstrekning det er hjemlet i lov eller tillatt gjennom avtale med Kopinor, interesseorgan for rettighetshavere til åndsverk.

Redaktør: Toril Lindberg Fagkonsulent: Nora Brox Design: Tine Winsvold, Damm & Søn AS Illustrasjoner: Øyvind Sveen og Ivan Emberland; Sveen & Emberland Illustrasjon Ikoner: Trond Topstad Foto: Scanpix Norge, www.scanpix.no

Trykk og innbinding: Narayana Press, Danmark 2006

www.cappelendamm.no

WELCOME Welcome to Voices in Time 1, Workbook!

In this book you will find 4 parts:

Part 1: Study Skills Special tasks to develop your Study Skills.

THE ALPHABET

NUMBERS & MONEY

WORDS, VOCABULARY

HOW TO USE TOOLS

READING

Check out the alphabet & how to pronounce the letters.

Explore how to pronounce and use numbers.

Speed up your search for words.

Discover different methods to work out tasks.

Find out how to read for different purposes.

Part 2: Tools Tools to help you work out the chapter tasks.

MIND MAP

TIMELINE

8 SQUARES

VENN DIAGRAM

Gives you an Shows you Displays Points out overview the order of what similarities events happens in a and story differences

SOCIOGRAM

READING STRATEGIES

MINITALK

PORTFOLIO

Makes you aware of relation-ships

Helps you read faster & remember more

Makes you a confident speaker

Helps you evaluate your work

big

Adjectives

1

2

3

4

Shrek

5

Hero

gave order of arrest

Crime

Part 3: Chapter Tasks & Language Units Tasks to all the texts; Intro, Platform and Tracks.

Language Units to improve your English.

LANGUAGE UNITS

A TASKS

B, C AND D TASKS

Certificates for All of you to become better at grammar, vocabulary and textwriting.

Elementary tasks for All of you – alone or in groups.

Tasks on different levels. Choose your path: Basic, Challenging or Demanding tasks

Part 4: Look Up Reference Lists LIBRARY

AUTHORS

ARTISTS & BANDS

FAMOUS PEOPLE

INDEX

Books, audio books and films you can check out.

Authors and where to find them in the Textbook.

Artists & Bands and Famous persons and For the Workbook. where to find them in where to find them in the Textbook. the Textbook.

CONTENTS

WORKBOOK

PART 3: CHAPTER TASKS & LANGUAGE UNITS

PART 1: STUDY SKILLS Alphabet

p. 6

Numbers

p. 8

Words, Vocabulary

p. 11

How to use Tools

p. 14

Reading Strategies

p. 17

CHAPTER 1 LIVE LANGUAGE, P. 28 - Language Unit 1.1 – Sentences - Language Unit 1.2 – Language Rules - Texts: A, B, C, D-tasks

CHAPTER 2 COOL CHARACTERS, P. 46 - Language Unit 2.1 – Add Adjectives

PART 2: TOOLS

- Language Unit 2.2 – People (Characterization) Tool 1

Mind Map

p. 20

Tool 2 Timeline

p. 21

Tool 3 8 Squares

p. 22

Tool 4 Venn Diagram

p. 23

Tool 5 Sociogram

p. 24

Tool 6 Reading Strategies

p. 25

Tool 7 Minitalk

p. 26

Tool 8 Portfolio

p. 27

- Texts: A, B, C, D-tasks

CHAPTER 3 FABULOUS FANTASY, P. 64 - Language Unit 3.1 – Place (Setting) - Language Unit 3.2 – Beginnings - Texts: A, B, C, D-tasks

CHAPTER 4 TIME PASSES, P. 82 - Language Unit 4.1 – Time Expressions - Language Unit 4.2 – Verb Tenses - Texts: A, B, C, D-tasks

PART 4: LOOK UP

CHAPTER 5 MURDER MYSTERIES, P. 100 - Language Unit 5.1 – Question Words - Language Unit 5.2 – Point of View - Texts: A, B, C, D-tasks

Library (books & films)

p. 154

List of Authors

p. 156

List of Artists & Bands

p. 157

List of Famous Persons

p. 158

Index

p. 159

Language Unit overview

p. 160

CHAPTER 6 BRILLIANT BRITS, P. 118 - Language Unit 6.1 – Spelling - Language Unit 6.2 – Paragraphs - Texts: A, B, C, D-tasks

CHAPTER 7 AMAZING AMERICANS, P. 136 - Language Unit 7.1 – Frequent Words - Language Unit 7.2 – Proofreading - Texts: A, B, C, D-tasks

We remember 20% of what we read 30 % of what we hear 40% of what we see 50% of what we say or write 60% of what we do and 90% of what we read, hear, say and do!

Study Skills

The Alphabet

The English and the Norwegian alphabets are almost the same – the only difference is three letters in Norwegian (æ ø å). However, the letters do not sound the same in English and in Norwegian. Here are some exercises that will help you learn the English alphabet – and how to say it aloud.

abcdefghijklmnopqrstuvwxyz THE SOUNDS: a =/eI/, b =/bi:/, c =/si:/, d =/di:/, e =/i:/, f =/ef/, g =/Fi:/, h =/eitS/, i =/aI/, j =/FeI/, k =/kei/, l =/el/, m =/em/, n =/en/, o =/Eu/, p =/pi:/, q =/kju:/, r =/a:/, s =/es/, t =/ti:/, u =/ju:/, v =/vi:/, w =/dVblju:/, x =/eks/, y =/waI/, z =/zed/.

A

A1.The Alphabet a) How many letters are there in the English alphabet? b) What is the difference between the English and the Norwegian alphabet? c) Which are the English vowels? d) Find one English word that begins with each of the letters in the English alphabet. Make a nice list in a book or on a poster and illustrate each of them.

All

A2. Alphabetical Order a) Place these letters in alphabetical order: v, d, r, s, e. b) Place these words in alphabetical order: live, cool, voices. c) Place these words in alphabetical order: cool, cooler, coolest, cold, cooperate, copy.

A3. Which Letter is Missing?

In groups: Each of you writes five following letters, but skips one.

The others guess and say the letter. Take turns.

c

d

____

f

g

Study Skills 7

A4. Alphabet Cards Cut out paper cards – one for each letter in the English alphabet.

Write one letter or an English word on each card.

Mix the cards well. Time yourself – how long does it take you to place all the cards in alphabetical order?

Choose ten of the cards – how long does it take you to place them in alphabetical order?

In groups: Everyone chooses ten cards – it does not have to be the same ten cards for everyone. Who is the quickest one to place the cards in alphabetical order?

A5.The Sounds a) Say all the letters in the English alphabet aloud. b) Find out which word is pronounced here: /aI/, /si:/, /i:/. c) Learn how to spell your own name aloud; first name and family name.

A6. Spell Aloud Spell a word or a name aloud. Another pupil guesses the word.

Swap roles: the other pupil spells a word or a name and you guess.

A7. Letter Bingo Have fun doing LETTER BINGO in a group: Each of you – except one – draws six squares.

Choose one letter for each square – do not let the others in the group see your letters.

The one who did not draw six squares chooses English letters to say aloud. The others cross out the letter if it is in one of their squares. The first one to cross out all six letters shouts: BINGO. Make new squares and do the LETTER BINGO again. Take turns saying English letters aloud.

G

J

A

I

B

F

Study Skills

Numbers

Numbers look the same in English and Norwegian – but they do not sound the same.

Here are some exercises that will help you learn how to say numbers in English.

1 2 3 4... 10 20 30 40 ... 100 200 300... 1000 THE SOUNDS: 1 ZĆšQ 2 WX 3 Č&#x;UL 4 IŢ 5 ID,Y 6 V,NV 7 VHYŧQ 8 H,W 9 QD,Q 10 WHQ 20 WZHQW, 30 Č&#x;ŧ W, 40 IŢ W, 100 ZĆšQKĆšQGUŧG 200 WX KĆšQGUŧG 300 Č&#x;UL KĆšQGUŧG 1000 ZĆšQČ&#x;DX]ŧQG 2000 WX Č&#x;DX]ŧQG

A All

A1. The Sounds a) How do the numbers sound in English? Say these numbers aloud: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 20, 30, 40, 100, 200, 300, 1000 and 2000. b) Find out which numbers are pronounced here: WHQ WX Č&#x;ŧ W,ID,Y A2. Say Numbers Aloud Say ďŹ ve numbers aloud. Ask another pupil to write the numbers. Swap roles.

A3. Number Bingo Have fun doing NUMBER BINGO in a group: Each of you – except one – draws six squares.

Choose one number for each square – agree on the lowest and the highest possible numbers (i.e. between 30 and 70).

The one who did not draw six squares chooses numbers and says them aloud in English. The others cross out the number if it is in one of their squares. The ďŹ rst one to cross out all six numbers shouts: BINGO. Make new squares and do the NUMBER BINGO again. Take turns saying the numbers aloud.

46

53

62

30

44

38

Study Skills 9

A4. Currency £ = POUNDS /paunds/

$ = DOLLARS /dAlEz/

= EURO NOK = NORWEGIAN KRONER /juErEu / /nowi:FEn krEunE/

a) How do different currencies look and sound? Say the four currencies aloud. b) Say a currency aloud. Let another pupil write the symbol for the currency. Swap roles. c) In which countries are £, $, € and NOK used? Search in a newspaper or on the Internet.

A5. Calculate

to add (+) plus

to subtract (-) minus

to divide (:) divided by

to multiply (X) multiplied by, times

3+1=4

7-3=4

6:2=3

5x5=25

three plus one equals four

seven minus three equals four

six divided by two equals three

fi ve times fi ve equals twenty-five OR fi ve multiplied with fi ve equals twenty-five

a) Say these calculations aloud: 1+2=3, 5-4=1, 4:2=2. b) Say this calculation in two different ways: 3·3=9 c) Write this in numbers and symbols: twenty-six multiplied by two equals fifty-two.

Study Skills

Numbers

A6. Length Measures

[m] one metre two metres

[yard] one yard two yards

[km] one kilometre two kilometres

[mile] one mile two miles

metres x 1,09 = yards

yards x 0,91 = metres

kilometre x 0,62 = miles

miles x 1,61 = kilometres

a) Which of these measures do we use in Norway? b) In which countries do they use yards and miles? c) If David Copperfield, in Dickens’s novel, walks for 80 miles – is that a long or a short walk? Where would you end up if you walked 80 miles from your home? d) If the kick-off in American football is made from the 30-yard-line – where on the field is that? Where would you end up if you walked 30 yards from where you are right now?

Study Skills 11

Words, Words, Words

A

In the Textbook there is a Vocabulary. Here are some exercises that will help you getting to know the Vocabulary – and how to use it.

All

A3. Word Class Which is the first… a) … noun in the Vocabulary? b) … verb in the Vocabulary? c) … conjunction in the Vocabulary? d) … adverb in the Vocabulary? e) … preposition in the Vocabulary? f) … adjective in the Vocabulary?

A1. Content a) Find the Contents in the Textbook. Which pages is it on? b) Search in Contents to find the Vocabulary. Which page is it on?

A2. Word list Go to the first page of the Vocabulary. Who said “Words, words, words”?

e. expression n. noun v. verb adj. adjective adv. adverb prep. preposition conj. conjunction/connective

A4. Expressions a) Which are the first and the last expressions in the Vocabulary? b) What do the two expressions mean? Explain in English. c) Choose one expression in the Vocabulary. Make a drawing of it.

A5. Words Which word in the Vocabulary is... a) … the first to start with b…? What does it mean? Explain in English. b) … the first to start with coo…? What does it mean? Explain in English. c) … the first to start with fi…? What does it mean? Explain in English. d) … the first to start with mur…? What does it mean? Explain in English. e) … the last to start with too…? What does it mean? Explain in English.. f) … the second to start with vo…? What does it mean? Explain in English. g) … the last to start with y…? What does it mean? Explain in English.

Study Skills

Words, Words, Words A6. Plural a) Which word is a plural word starting with “c” in the Vocabulary? b) Make a drawing of it.

pl. plural pl. means that there is “more than one” of the word or that the word is always written in the plural.

A7. Alphabetical Order a) Place the words in alphabetical order: cool, character, female, feeling. b) Look them up in the Vocabulary. Did you place the words in the correct alphabetical order?

A8. New Words Roald Dahl created many fantasy words – and you will not find them in the word list. a) If snozzcumber were in the word list – between which two words would you have found it? b) If swallomp were in the word list – between which two words would you have found it?

A9. Which Form?

All verbs in the Vocabulary are written in the infinitive.

Most nouns in the Vocabulary are written in the singular form. a) Change this verb into the infinitive: passes. b) Change these nouns into the singular: voices, characters, mysteries, Americans. c) Place them in alphabetical order and look them up in the word list. d) Did you change the words into the right form?

book noun, singular form books noun, plural form run verb, the infinitive run/runs verb, present tense ran verb, past tense

Study Skills 13

A10. Which Word?

You can ďŹ nd these expressions in the Vocabulary: be in love, come up with, for a second, global language, in front of, out of place. a) Which word do you look up to ďŹ nd the expressions? b) What do the expressions mean?

A11. Indented Expressions Many expressions are indented (placed off the margin). a) Look up the expression British Colonies. b) Which is the last word that is not indented (not close to the margin) before British Colonies? c) Why do you think the expression is indented?

A12. Double Meaning Many words look the same but have different meanings or belong to different word classes. a) Find the different meanings of these words: board, chat, fruitless, gay. b) Find the different word classes these words belong to: awake, bottle, fool, spread, toil.

Study Skills

How to use Tools

Here you can learn how to use Tools in English.

The Tools are described on pages 20 - 27.

A

A1. Dictionary a) What does the word ‘tool’ mean? Check in the Vocabulary and write an explanation in English and Norwegian. b) What kind of tools do you think you can use in English? c) Match the tools to the correct meaning and check on p. 20 - 27: Mind Map Sociogram Timeline Reading Strategy 8 squares Minitalk Venn Diagram Portfolio

All

Two overlapping circles with key words inside. A tool that compares two topics.

A short talk about a topic with feedback from other pupils. A tool that helps you speak better English.

Different ways of reading a text.

A tool that helps you read fast and in-depth.

A horizontal line with events in chronological order. A tool that shows a record of history.

A folder containing your best English work. A tool that shows your progress in English reading, writing, listening & speaking.

A story drawn in parts as a comic strip or a storyboard – with drawings and text. A tool that makes you “see” what happens in a story.

A circle with key words around.

A tool that shows connections between ideas.

Circles for characters in a story.

A tool that shows the relationship between characters.

A2. Skimming the Contents Skim the Contents in the Workbook: a) On which pages are Part 2: Tools? b) On which page can you find Tool 1 Mind Map? c) On which page can you find Tool 7 Minitalk? d) Does Timeline or Portfolio come first? e) Which Tool can you find on page 22? f) Which Tool can you find on page 24?

Study Skills 15

A3.Tool 1 – Mind Map Open the Workbook on page 20 – Mind Map: a) What can you use a Mind Map for? b) What should you write in the circle? c) What can you write at the end of the lines? d) Copy the Mind Map – and add more lines and more information.

A4.Tool 2 – Timeline Open the Workbook on page 21 – Timeline: a) What can you use a Timeline for? b) Which end of the Timeline is the beginning – the left or right? c) What kind of numbers can you write in a Timeline? Give examples. d) Make a Timeline of what you have done today – use numbers, key words or illustrations. e) Make a Timeline of your own life – use numbers, key words and illustrations. f) Use the Timelines in d) and e) to write a text about your day or your life.

A5.Tool 3 – 8 Squares Open the Workbook on page 22 – 8 Squares: a) What can you use 8 Squares for? b) Rewrite square 1 in words only. c) Rewrite square 2 as a storyboard. d) Draw your own 8 Squares and rewrite the story as a Storyboard or a Text Strip.

MY LIFE

Born

Started got my first bike School

travelled to.......

ect.

A6.Tool 4 – Venn Diagram Open the Workbook on page 23 – Venn Diagram: a) What can you use a Venn Diagram for? b) Describe in key words two artists you like. c) Draw your own Venn Diagram – two overlapping circles. d) Compare the two artists in the Venn Diagram: Start in the middle – the overlap: write the key words that describe both artists.

Describe one of them in the right outer circle – things the two do not have in common.

Describe the other artist in the left outer circle – things they do not have in common.

Look at your Venn Diagram. Does it compare the artists in a good way? e) Use the Venn Diagram to write a text about the artists in three paragraphs: one about the first artist, one about the second artist and one about what the two have in common.

Study Skills

How to use Tools

A7.Tool 5 – Sociogram Open the Workbook on page 24 – Sociogram: a) What can you use a Sociogram for? b) Make a sociogram of your own family: Draw a circle in the middle of the page – write your own name inside.

Draw circles around with a family member inside each.

Draw arrows between the circles.

Along the arrows, describe relationships between you and the family member in each circle. c) What does the Sociogram tell about the relations between you and your family? d) Use the Sociogram to write a text about your family.

A8.Tool 6 – Reading Strategies Open the Workbook on page 25 – Reading Strategies: a) What can you learn if you use Reading Strategies? b) Which reading strategy are you using if you only read headings to find out what the text is about? c) Which reading strategy are you using if you look quickly across the page? d) Which reading strategy are you using if you read every word? e) What do you do if you use SQ3R? Choose a text and use this reading strategy.

A9.Tool 7 – Minitalk Open the Workbook on page 26 – Minitalk: a) What is a Minitalk? b) What will you do in a Minitalk? c) How can you prepare a Minitalk? d) What will you learn by giving a Minitalk? e) What will you do after someone has given a Minitalk?

A10.Tool 8 – Portfolio Open the Workbook on page 27 – Portfolio: a) What is a Portfolio? b) What can you put into a Portfolio – and how much? c) How can you organize your Portfolio?

Study Skills 17

Reading Strategies – More Tasks You can read in different ways – quickly to see what a text is about, to find specific information in a text or to understand the whole text. To do this you can use different reading strategies. They are described in this Workbook, Tool 6, page 25.

A1. Scanning a Book a) Quickly scan the Textbook cover. b) What do you think the Textbook is about? Explain.

A2. Scanning a Chapter a) Open the Textbook on page 48 – 49 Fabulous Fantasy. b) Quickly scan the pictures and the title – do not read anything else. c) What do you think the chapter is about? Explain.

A All

A3. Scanning a Text a) Open the Textbook on page 10 – 11 Global English. b) Quickly scan the pictures and the headings – do not read anything else. c) What do you think the text is about? Explain.

A4. Scanning a Picture a) Open the Textbook on page 68 – 69 Time Passes. b) Quickly scan the large picture – do not read anything else. c) What do you think the picture is about? Explain.

A5. Skimming a Picture Open your Textbook on page 88 – 89 Murder Mysteries.

Skim the large picture to find answers: a) How many people can you see in the picture? b) What are they doing? c) Do you think any of them are frightened?

Study Skills

Reading Strategies – More Tasks A6. Skimming the Contents Skim the Contents in the Textbook: a) On which page is Chapter 6 – BRILLIANT BRITS? b) Which of the chapters MURDER MYSTERIES and COOL CHARACTERS comes first? c) Which chapter title starts with the letter L in both words? d) Which chapter title starts with Am… in both words? e) Which chapter title includes a verb? f) What is Text 1 in Chapter 3 called? g) What is Text 2 in Chapter 2 called? h) On which page can you find the Appetizers in Chapter 1? i) In which chapter can you find the fact text Do You Speak Elf? j) On which page is the sports text Super Bowl? k) Which fiction texts are written by J.R.R. Tolkien? l) Which music text is about Madonna? m) Which of the history texts The great Fire of London! and The Stars are Born comes first? n) Which Time text comes last in the Textbook?

A7. Skimming for Answers Open your Textbook on page 116. Skim the text to find answers: a) Who is the author of the text? b) What is the text called? c) When was the author born? d) When did the author die? e) Who are the characters in the text? f) Which country is mentioned in the text?

A8. Skimming for Information Open your Textbook on page 14 – Appetizers. Skim the double page to get information: a) How many appetizers are there? b) How many appetizers are fiction texts? c) How many appetizers are sports texts? d) Which appetizer is about music? e) Which appetizer is about the English language?

Study Skills 19

A9. SQ3R – In-depth Reading Open your Textbook on page 68. a) Survey the poem: look quickly at it (skimming) and find out which months are mentioned (scanning). b) Questions about the poem – write questions you would like to know the answer to, i.e. Why are only fi ve months mentioned?

c) Read the poem again – this time word by word. Highlight main points. d) Recall the poem – make notes of main points in a list or a Mind Map. e) Review the poem – check that your recall notes were correct - add any extra ones as you re-read the text.

A10. Which Reading Strategy?

Read about Tool 6 on page 25 in the Workbook: a) What is the main difference between scanning and skimming? b) What is the main difference between skimming and SQ3R? c) Which Reading Strategy would you use if you… … wanted to get an idea of what a text is about? … wanted to learn a poem by heart? … were asked to find answers to some questions? … wanted to know when an author was born? … wanted to find a certain text in the Textbook? … wondered on which page you could find chapter 5? … wanted to remember a text well for a long time? … were studying for a test?

T Mind Map

Tool 1

Give an overview Show connections between ideas

WHAT TO DO Place the topic in a circle in the middle [Handout 01].

Draw lines from the circle to key words around.

At the end of each line, put what you know about the topic – in key words, images and colours.

Continue with new lines from the keywords. Add new key words at the end of the new lines, and so on.

WHEN TO USE IT Before reading: to brainstorm about a topic (to refresh what you already know + come up with ideas) While reading: to add ideas about the topic After reading: to summarize what you know about a topic, text, character, etc Any time: to plan a text or a presentation + to repeat and memorize the topic like a semi-god

like a king

like a prime minister

ďŹ rst US president

George Washington

hip hop

New York city

p residents

fast food

The USA

The Statue of Liberty

famous p laces

The White House

The Grand Canyon

American dream Mount Rushmore

American football

9/11

Hollywood

American Indians

Timeline

T 21

Tool 2

Make a record of history Show events in chronological order Place events in relation to other events

WHAT TO DO Draw a horizontal timeline – as an arrow from left to right.

Choose which events you want to focus on and place them in the timeline.

Describe each event with numbers/years & key words – in chronological order.

WHEN TO USE IT Before reading: to record what you already know – e.g. milestones in a person’s life While reading: to record what happens in a story – and in which order After reading: to retell a story – or write a summary and let each point in time be a paragraph Any time: to create your own story

Timeline for “The BFG”

1

The BFG kidnaps Sophie

2

3

They go to Giant Country

They become friends

4

The BFG makes dream bottles

5

The BFG learns to write

Timeline for the author Roald Dahl

1 9 16

Born

1982

“The BFG” published

1988

“Matilda” published

1990

Died

Based on “The BFG”.

See Chapter 1 Live Language; Text 2.

T 8 Squares

Tool 3

“See” what happens in a story

WHAT TO DO Draw eight squares – and number them [Handout 03].

You can draw the story as a comic strip – with drawings and speech bubbles.

You can draw the story as a storyboard – with text under the drawings (below a dotted line).

You can tell the story as a Text Strip – with a short text in each square.

WHEN TO USE IT Before reading: to record what you already know – e.g. the beginning or the end of a story While reading: to record what happens in a story – and in which order After reading: to retell a story – or write a summary and let each square be a paragraph Any time: to create your own story

The Curious Incident of the Dog in the Night-Time

Mark Haddon

A comic strip based on “The Curious Incident of the Dog in the Night-Time” by Mark Haddon.

See chapter 5 Murder Mysteries; Text 2 and Track Fiction.

T

Venn Diagram

23

Tool 4

Compare and contrast any two topics Show similarities & differences between characters, stories, poems, etc.

WHAT TO DO Draw two overlapping circles [Handout 04].

Write one topic in each of the outer circles.

Make a list of similarities (things that are alike) in the overlap.

Make a list of differences in each of the outer circles.

WHEN TO USE IT Before reading: to organize what you already know While reading : to add ideas about the two topics After reading: to organize thoughts – and then to write a comparison in three parts

Bilbo

- hairy hobbit

- nice

- has the ring

Gollum

fantasy characters

created by JRR Tolkien

- slimy creature

- not nice

- wants the ring

Based on “The Hobbit” by J.R.R. Tolkien.

See chapter 3 Fabulous Fantasy; Text 2 and Track Fiction.

In 1881 The Venn Diagram was created by the British mathematician John Venn.

T Sociogram

Tool 5

Show relationships between characters

WHAT TO DO Place characters in circles – with the main character in the middle.

Draw arrows between the characters.

Along the arrows, describe the relationships between the characters.

Use a broken circle and broken arrows to show minor characters (e.g. characters who are only mentioned briefly).

WHEN TO USE IT Before reading: to guess relationships While reading: to add ideas about relationships After reading: to describe how the relationships really were

Lord Farquaad

Shrek

saved himself and Donkey from

gave order of arrest

wanted to be friends with

obeyed

tried to arrest

was surprised by

Captain

Donkey

tried to arrest

Based on “Shrek”.

See chapter 2 Cool Characters; Text 1 and Track Fiction.

T

Reading Strategies Fast reading – Skimming & Scanning In-depth reading – SQ3R

25

Tool 6

SQ3R = In-depth Reading

Survey: Question: Read: Recall: Review:

Skim & scan the text first.

What do you want to find out from the text? Make some questions before reading.

Read the whole text and highlight main points.

Make notes of main points in a list or a Mind Map. Check that your recall notes were correct - add any extra ones as you re-read the text.

T Minitalk

Talk about a topic for 1-3 minutes.

Get feedback from pupils & the teacher.

Learn to speak better English

Minitalk

Feedback after the Minitalk

[See Handout 7-1 Feedback List & Handout 7-2 Feedback Cards]

Tool 7

Portfolio

T 27

A digital or physical folder A selection of your best English work – papers & audios Keep samples of what you do over time Show progress in reading, writing, listening & speaking ENTRIES

Tool 8

AMOUNT

ORGANIZATION

WHAT should I put in my portfolio?

HOW much should I put in my portfolio?

HOW do I organize my portfolio?

Enter samples of your best English work – oral and written: text, story, poem, Mind Map, Sociogram, Venn Diagram, drawings, audio and video recordings, etc.

Put in entries you worked hard on, work you are proud of and work that show your progress in English.

1. Target Profile (one) 2. List of Contents (one) 3. Your entries – each with a Reflection Sheet.

4. Cover Letter (one each time you hand it in).

Handout 1.0 Target Profile

Target Name: _________________

Profile Evaluation

Name: _________________

Reflection Sheet

List of Contents for my Portfolio

How well did you reach your targets this period? Time period: ________________________ How well did you reach your targets this period? Time period: ___________________________________

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Name: _________________

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Tu Nhi is a Norwegian girl. Her class used Portfolio in English. They were asked to include one or more entries each month. After three months they were asked to hand in their Portfolios and include a

HWj_d] Cover Letter. This is Tu Nhi’s Cover Letter.

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LU = Langauge Unit.Tools and Language Units are in the Workbook. ?9J

Time Period ____________________________________________________

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Signature pupil _________________________________________________ Signature teacher _______________________________________________

Signature pupil _________________________________________________

Signature parent ________________________________________________

Signature teacher _______________________________________________ Signature parent ________________________________________________

Handout 1.0

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Example Text 4 Cover Letter

Name: _________________

To be placed at the front of your Portfolio.

Handout 08-1

To be filled out for each entry in your Portfolio – and stapled to each text.

Handout 08-2

Example Text 4

1. LIVE LANGUAGE

PLATFORM Introduction

Language Units

A1 Brainstorm A2 Use tools A3 Play a game A4 Find countries A5 Discuss languages

1.1 Sentences p. 30 A1 Sentence Certificate

Text 1 Global English

Text 2 The BFG

A Tasks p. 31 A2 Vocabulary A3 Main Idea A4 Theme A5 Authors A6 Music

A Tasks p. 35 A2 Vocabulary A3 Main Idea A4 Role Play A5 Language Rules A6 Read for Pleasure

B C D Tasks p. 32 - 33 B, C, D 1 Technology B, C, D 2 Geography B, C, D 3 Math

B C D Tasks p. 36 - 37 B, C, D 1 Language B, C, D 2 Illustrations B, C, D 3 Creative Writing

1.2 Language Rules p. 34 A1 Language Rules Certificate

APPETIZERS A Tasks p. 38

TRACKS A Tasks p. 39 Matilda – B, C, D tasks p. 40 Wicked Words – B, C, D tasks p. 41 Pop Lyrics – B, C, D tasks p. 42 Disqualified – B, C, D tasks p. 43 Holes – B, C, D tasks p. 44 English Timeline – B, C, D tasks p. 45

Introduction A1. Before reading: Brainstorm What do you think about when you hear the title “Live Language”? Brainstorm in a Mind Map [Tool 1].

Live Language

29

A All

A2. Before reading: Use Tools a) How can a Mind Map, a Timeline and a Minitalk be useful to you? Read about them [Tools 1, 2, 7]. b) How can you improve your English? Fill in a Target Profile [Handout 1.0].

førstespråk, morsmål WHAT IS first language

A3. After reading: Play with Vocabulary a) Learn the vocabulary words on p. 9 in your Textbook. b) Write the words on cards and play a game: Question: What is “fi rst language”? Answer: “førstespråk, morsmål”.

Question: What is “førstespråk, morsmål”? Answer: “first language”.

A4. After reading: Find Countries a) Which English-speaking countries do you know? Brainstorm in a Mind Map [Tool 1]. b) Find some English-speaking countries and their flags [Handout 1.1].

A5. After reading: Discuss Languages The text tells us: “When English spreads, many languages disappear.” a) Do you think Norwegian will disappear? Discuss with other pupils. b) Will English “kill” other languages? Ask some pupils what they think [Handout 1.2].

Language Unit Language Unit 1.1 Sentences

A SENTENCE must have a capital letter at the start and a punctuation mark at the end.

See how the punctuation marks change the meaning of a SENTENCE:

Full stop: When you stop a sentence.

Question mark: Exclamation mark: When you When you ask a question. give a command, show surprise shock, humour or excitement.

Some words start with a capital letter – even inside a sentence:

The personal pronoun ’I’ ‘How else could I be finding the one I am wanting in a hurry?’

“The BFG” by Roald Dahl

Titles

Names

Persons: Miss, Mrs, Mr, Sir, Madam, President Bush

Persons: Roald Dahl, J.K. Rowling Places: Giant Country, Norway, Boston, London Nationalities: British, American Languages: English, Norwegian Days: Monday, Tuesday Months: January, February

Films: Star Trek, Books: Holes, Matilda Plays: Romeo & Juliet

A1. Get Your SENTENCE Certificate [Certificate 1.1] STEP 1 Write four rules for when to use capital letters.

Explain when we use full stop, question mark and exclamation mark.

Write three sentences with full stop, question mark and exclamation mark.

Play the CAPITAL GAME with other pupils.

STEP 2 Find the capital letters and punctuation marks in a paragraph.

Explain why the capital letters and punctuation marks are used.

Tell your teacher how the meaning changes when the punctuation changes.

Play the CAPITAL LOOP with other pupils.

You’ll find the Certificates at www.dammskolen.no under Task Collection

A 31

Text 1 - Global English A2. Before reading:Vocabulary Copy the table and fill in two more countries or cities. Explain your choice. E.g. I chose Great Britain and the USA because they are English-speaking countries.

All

Great Britain The USA

A3. After reading: Main Idea The text tells us that “…our language is influenced by English words”. a) Which English words do you use when you speak Norwegian?

Brainstorm in a Mind Map [Tool 1]. b) Read the parking sign and discuss with other pupils: Who do you think will read the sign?

Why do you think it has a mix of English and Norwegian? c) Make a presentation to show how English influences Norwegian.

E.g. talk about the sign; make your own sign; give other examples; etc.

A4. After reading:Theme Be a detective – find evidence in the text to prove that … … some of the capital letters are not at the start of sentences. … some of the words do not have capital letters in Norwegian. … full stop is the most used punctuation mark.

A5. After reading: Music a) Search for an artist who sings in English [Handout 1.4]. b) Play one of the artist’s songs for 30 seconds and give a Minitalk [Tool 7]: Which country is the artist from?

What kind of music is it – pop, rock, rap, etc.?

What do you think about the music?

Sign found in Oslo, Norway, 2005

Question: Answer:

A6. After reading: Authors a) Search for an English-speaking author [Handout 1.3]. b) Make quiz cards about the author – questions on one side and answers on the back. Invite pupils to play!

Text 1 - Global English

B Basic

B1. After reading: Be a Researcer Read “English & The Media” on p. 10 in your Textbook.

How do Norwegian teenagers learn English?

Take notes in a Mind Map [Tool 1].

B2. After reading: Be a Quiz Master a) Which English-speaking country would you like to travel to – or not like to travel to?

E.g. I would like to travel to Australia because...

b) Find facts about the country and make quiz cards.

Remember capital letters and punctuation.

B3. After reading: Be a Math Whiz The text tells us: “About 70% of all Internet content is in English.” a) Which colour in the diagram shows 70%? b) What do you read in English on the Internet?

C1. After reading: Be a Scientist What kind of technology brings English into our lives? Take notes in a Mind Map [Tool 1].

C2. After reading: Be a Tourist a) Which English-speaking countries would you like to travel to – or not like to travel to?

E.g. I would like to travel to India and the USA because …

E.g. I would like to travel to India, but not the USA because …

b) Search for information about the country and present it in a creative way.

E.g. make a poster – using text and images, make a role play about travelling, etc.

Question:

C Answer:

Challenging

C3. After reading: Be a Math Whiz a) Explain the diagram – what does it mean? b) How much do you read in English on the Internet? Show it in a new diagram.

30% other languages

70% English on the Internet

33

D

Demanding D1. After reading: Be a Researcher Why do you think English is used more and more in Norway?

Express your opinion in a paragraph or in a Mind Map [Tool 1].

D2. After reading: Be a Tourist a) Which English-speaking cities would you like to visit – or not like to visit?

E.g. I would like to visit New York, but not London because …

b) Search for information and compare the cities in a creative way.

E.g. compare them on a poster; disagree on where to go in a role play; etc.

Internet Language

D3. After reading: Be a Math Whiz a) Explain the diagram – what does it mean? b) Do you think there will be more or less English on the Internet in ten years?

Make a new diagram to show what you think.

30% other languages 70% English

Language Unit Language Unit 1.2 – 6 Language Rules Here are 6 useful LANGUAGE RULES:

You only have capitals at the beginning of a word, and only if it’s the start of a sentence, or if it’s a proper noun, like a name.

From “Holes” by Louis Sachar.

A1. Get Your LANGUAGE RULES Certificate [Certificate 1.2] STEP 1 Write five sentences with words that start with capital letters.

Use the right form of the verbs “to be”, “to have” and “to do”.

Use the right form of the indefinite article (a/an).

Play the LANGUAGE GAME with other pupils.

STEP 2 Make the BFG’s text better by using the 6 Language Rules.

Explain which of the Language Rules you used.

Give the BFG advice on which Language Rule he needs to learn the most.

Tell your teacher which of the 6 Language Rules will help you to write better.

You’ll find the Certificates at www.dammskolen.no under Task Collection

35

Text 2 - The BFG

A All

A2. Before reading:Vocabulary Look quickly at headings, author’s name and pictures.

Write down ten words you think will be in the text.

Tick off the words on your list while you read – if they really are in the text.

A3. After reading: Main Idea Write a poem about the text or the author: Use the letters in THE BFG as line-starters.

Present the poem on a poster – or recite it in a poetry session.

T he BFG H ad taken Sophie E… B… F… G…

T he author Roald Dahl H as created a giant E… B… F… G…

A4. After reading: Act it Out Choose a scene in the story and act it out: In a pair: one is the BFG, one is Sophie.

Alone: be the BFG or Sophie – or switch between both roles.

A5. After reading: Give Advice Write a letter to the BFG. Give him some advice on how to write better English.

Remember the 6 Language Rules.

A6. After reading: Read for Pleasure Read more in The BFG or listen to The BFG audio book. You can... ...ask some friends if they have The BFG. ...search for The BFG at a library. ...read an excerpt at an Internet bookstore.

Dear BFG, If you would like to write better, I think you should …………

Best wishes, ………………

Text 2 - The BFG

B

Basic

B2. After reading: Be an Illustrator Read the first paragraph on p. 12 in your Textbook. a) Who eats snozzcumbers? b) What do you think it is? Discuss it with other pupils and make a drawing of a snozzcumber.

B1. After reading: Be a Researcher a) Read the first paragraph on p. 12 in your Textbook. b) Write some of the funny words in a Mind Map [Tool 1].

Funny words

human beans

B3. After reading: Be Roald Dahl Create your own story about a giant: Include some of Roald Dahl’s funny words.

Check the 6 Language Rules.

Write exactly 50 words.

C

Challenging C1. After reading: Be a Linguist Roald Dahl invents words to create humour. a) Look for words that you like and place them in a Mind Map [Tool 1]. b) What do you like about the words?

Discuss with other pupils.

C2. After reading: Be an Art Designer a) What do you think a snozzcumber is? b) Make a commercial for snozzcumbers that will persuade people or giants to buy them.

My favourite Roald Dahl words

C3. After reading: Be Roald Dahl Create a story where someone else is taken by the BFG: Include some of Roald Dahl’s invented words.

Make a draft and check it against the 6 Language Rules.

Write exactly 150 words.

37

D

D1. After reading: Be a Linguist Roald Dahl plays with language. a) Search the text for his nonsense words and wordplay.

Take notes in a Mind Map [Tool 1] and guess the meaning. b) Why do you think Roald Dahl invented such words?

Charles Discuss with other pupils.

Demanding

Dickens

Dahl´s Chickens

My favourite Roald Dahl words

D2. After reading: Be a Chef a) Divide the word “snozzcumber” in two – what do you think it is? b) Make a recipe based on snozzcumbers where you list the ingredients, write the instructions and illustrate it.

Swallomp

Swallow

RECIPE Ingredients: What to do: First…

Then…

D3. After reading: Be Roald Dahl Create a story about a giant and a teenager: Invent a new word and use it in the story.

Make a draft and check it against the 6 Language Rules.

Write exactly 250 words.

Live Language - Appetizers

A1. Symbols Look at the six symbols. Which do you like the best?

In pairs: Describe your symbol to each other – without showing it. Can you guess each other’s symbol?

A2. Genre Music a) Which symbol is for music? b) What do you expect to read about in a track about music?

Take notes in a Mind Map [Tool 1].

A3. Genre Fiction a) How many of the texts are about fiction? b) What does “fiction” mean – check in the Vocabulary.

A4. Setting a) In which track can you read about a sailing medal favourite? b) Where does the story take place (setting)?

A5. Choose Texts a) How do you choose a text – what do you look at?

E.g. the symbol, the title, the content, etc.

b) Which text do you want to read the most?

Are you going to read a track just for pleasure?

Choose your tracks and enjoy your reading!

A All

A

Track - All Texts

All

39

A1. Before reading:Vocabulary When you write, it is nice to use some special words – funny, strange or gruesome ones. If you make a Collection of Phrases you can save words you enjoy and use them later.

Look through the vocabulary words and the track text.

Search for words, phrases and sentences that you enjoy.

Write them in your Collection of Phrases.

Collection of Phrases

A2. After reading: Main Idea a) Write a 50-word summary of your track. b) Form a group of pupils who have read different tracks.

Present your summaries to each other. c) Discuss which track you liked the best and make a Mind Map of it together [Tool 1].

A3. After reading: Language Rules a) Choose five sentences in your track. Find examples on how the Language Rules are used in the sentences and which punctuation marks that are used. b) Use the examples to make exercises for other pupils.

A4. After reading: Character Choose a person or a character in your track.

Present the character in a drawing or a role play – using voice or mime.

A5. After reading: Creative Writing Spend 10 minutes speed-writing a text about English. Use five or more of these phrases: English words, English in the world, new words, strange words, nonsense words, funny words, contact language, first language, second language, wrong spelling, nice to know, out travelling, films and sports, being an author, singing in English, listening to music, the Internet, interactive games.

Track - Matilda B1. After reading: Be a Lingugist Standing behind Eric, the Trunchbull reached out and took hold of the boy’s two ears, one with each hand, pinching them between forefinger and thumb.

“Ow!” Eric cried. “Ow! You’re hurting me!” “I haven’t started yet,” the Trunchbull said briskly.

Which words tell us that Miss Trunchbull treats children badly?

Make a list or discuss with other pupils [Handout 1.5].

B2. After reading: Be a Researcher Read the text in B1. Place the events in a Timeline [Tool 2]: - Miss Trunchbull pinched Eric’s ears.

- Miss Trunchbull stood behind Eric.

- Eric cried out.

C

Challenging

B

Bacic

1

2

3

Miss Trunchbull...

C1. After reading: Be a Linguist Do you think Roald Dahl made the Trunchbull sound nice or nasty?

Find words or phrases to back up your view and discuss it with other pupils [Handout 1.5].

C2. After reading: Be a Researcher Place the events in the correct order in a Timeline [Tool 2]: - Miss Trunchbull puts Eric down.

- Miss Trunchbull lifts Eric by his ears.

- Miss Trunchbull throws a boy across the classroom.

D

Demanding

D1. After reading: Be a Linguist Roald Dahl is praised for the nonsense words in his books.

Pop artists are criticized for their nonsense words in lyrics.

Do you think it is better to use nonsense words in books than in lyrics? Discuss it with somebody who has read Pop Lyrics.

D2. After reading: Be Roald Dahl a) Which events in the story do you think are important? Show them in a timeline [Tool 2]. b) Change some of the events and show your version of the story in a new timeline.

Track - Wicked Words

41

B C D B1. After reading: Be a Linguist Gary isn’t very good at spelling. Read p. 19 in your Textbook.

Do you think it will help him to write words over and over again?

Discuss with other pupils.

B2. After reading: Be a Biographer Search for information about Terry Deary.

Take notes in a Mind Map or a Timeline [Tools 1, 2].

Basic

Challenging

C1. After reading: Be an Advisor Look at Gary’s spelling mistakes.

What can he do to become better in written English?

Discuss with other pupils.

C2. After reading: Be a Literary Critic Do you think Terry Deary made Gary sound nice or nasty?

Find examples in the text (words and phrases) and discuss it with other pupils [Handout 1.5].

Demanding

D1. After reading: Be an Advisor Look at Gary’s spelling mistakes and the way he speaks.

How can he become better in oral and written English?

Give your advice in a Minitalk [Tool 7].

D2. After reading: Be a Literary Critic Do you think Terry Deary uses humour in his descriptions of Gary and the inspector? Find words or phrases to back up your view and discuss it with other pupils [Handout 1.5].

Track - Pop Lyrics B1. After reading: Be a Designer Read the paragraph called “Sondre Lerche” on p. 21 in your Textbook.

Make a new CD-cover for Sondre Lerche. Put it on a wall poster.

B2. After reading: Be a Journalist Copy the second verse of “Wet Ground” on p. 21 in your Textbook.

- Who do you think the people in the song are?

- What kind of relationship do you think they have?

C

Challenging

B Basic

C1. After reading: Be a Songwriter Read the second verse of “Wet Ground” on p. 21 in your Textbook. Write one more verse about the two persons.

Check the Language Rules.

C2. After reading: Be a Journalist You are a journalist from Rolling Stone music magazine.

You want to ask Sondre Lerche about the language in his lyrics.

Write the dialogue and act out the interview – alone or in a pair.

D

D1. After reading: Be an Athlete or an Artist Find somebody who has read the track Disqualified. Let Siren Sundby and Sondre Lerche meet and talk about how easy or difficult it is to use English. Write the dialogue and act out the meeting – alone or in a pair.

Demanding

D2. After reading: Be a Journalist Roald Dahl is praised for the nonsense words in his books.

Pop artists are criticized for their nonsense words in lyrics.

Do you think it is better to use nonsense words in books than in lyrics? Discuss it with somebody who has read The BFG and Matilda and write a text about it.

Track - Disqualißed

43

B

B1. After reading: Be a Researcher Read the first paragraph on p. 22 in your Textbook and search for more information about the Summer Olympics. Show it in a Timeline [Tool 2]: 1896

2004

Athens

Athens

B2. After reading: Be a Word Collector Which sports words do you know in English?

Write them in a Mind Map [Tool 1].

C

Challenging

Basic

C1. After reading: Be an Advisor Which technical terms would Siren Sundby have needed at the hearing? Search for words in a dictionary and write them in a Mind Map [Tool 1].

C2. After reading: Be an Actor What do you think happened at the hearing?

Write the dialogue and act it out – alone or in a group.

D1. After reading: Be an Advisor How can Siren Sundby prepare herself in English for the next international competition? Discuss with other pupils or take notes in a Mind Map [Tool 1].

D

Demanding

D2. After reading: Be an Actor Find somebody who has read the track Pop Lyrics. Let Siren Sundby and Sondre Lerche meet and talk about how easy or difficult it is to use English.

Write the dialogue and act out the meeting – alone or in a pair.

Track - Holes

B

B1. After reading: Be a Math Whiz Zero cannot read but he is really good at math. He can calculate numbers in his head quickly. Zero and Stanley talk about the alphabet: “So there are fifty-two,” said Zero. Stanley didn’t know what he was talking about. “Instead of twenty-six letters. There are really fifty-two.”

In pairs: What do the numbers mean? Write them in letters and say them aloud: 26 B2. After reading: Be a Biographer Search for information about Louis Sachar.

Take notes in a Mind Map or a Timeline [Tools 1, 2].

C

Challenging

Basic twenty-six

52

C1. After reading: Be a Math Whiz Zero cannot read but he can calculate quickly in his head.

In pairs: Use some of Zero’s numbers to add, multiply or divide and say your calculations aloud.

C2. After reading: Be a Literary Critic Do you think Louis Sachar describes Zero as being smart or stupid?

Find words or phrases to back up your view and discuss it with other pupils [Handout 1.5].

D

Demanding

D1. After reading: Be a Math Whiz 52 6 26 5 10 12 Zero cannot read but he is a math whiz!

He can calculate quickly in his head.

In pairs: Why did Zero say a lot of numbers?

Use them to add, multiply or divide and say your calculations aloud.

D2. After reading: Be a Literary Critic “I’m not stupid,” Zero said. “I know everybody thinks I am. I just don’t like answering their questions.”

What do you think Louis Sachar means to tell us about the characters at Camp Green Lake? Discuss with other pupils [Handout 1.5].

45

Track - English Timeline

B Basic

B1. After reading: Be an Illustrator Romans, Angles, Vikings and Normans have invaded England.

Read one of the Paragraphs on p. 26 in your Textbook.

Take notes in a Mind Map and illustrate [Tool 1].

B2. After reading: Be a Historian a) Read the headings on p. 27 in the Textbook.

Choose one of the countries and read about it. b) How and when did English come to the country?

Fill in Handout 1.6 about the country you have chosen.

C1. After reading: Be an Illustrator a) Find somebody who has also read the track English Timeline.

Discuss why English is an official language in countries across the world. b) Fill in Handout 1.6 and use it to present a Timeline on a wall poster – including key words and illustrations.

C

Challenging

E.g. pictures, maps, etc.

C2. After reading: Be a Historian Choose one of the persons in the text on p. 26 - 27 in your Textbook.

How and when did this person influence English?

Take notes in a Mind Map and illustrate [Tool 1].

D

Demanding

D1. After reading: Be William Shakespeare Why do you think Shakespeare is pictured in his 15th-century clothes together with electronic equipment and a modernday skyline in the background? Be William Shakespeare and give an explanation in a discussion with another pupil or in a Minitalk [Tool 7].

D2. After reading: Be a Historian How and when did the English language spread across the world? Fill in Handout 1.6.