Crossroads 9b bm

BM

• Spennende temaer

• Virkelige møter med mennesker i den engelsktalende verden

Halvor Heger Nina Wroldsen

Dette er Crossroads:

• Leseglede og fengende tekster • Avvæpnende grammatikk • Lyd tatt på alvor

Crossroads er et læreverk i engelsk for 8.–10. trinn med følgende komponenter: Elevbok A og B, lydmateriell (CD-er), lærerveiledning og nettressurs.

Elevbok A finnes også i digital og lettlest utgave.

Crossroads er utviklet etter Læreplanverket for Kunnskapsløftet 2006 og etter justert fagplan i engelsk 2013.

Møt menneskene, opplev kulturen og lær språket!

Crossroads

• Et mylder av oppgaver

9|B |B www.fagbokforlaget.no ISBN 978-82-11-01555-6

,!7II2B1-abfffg!

Halvor Heger Nina Wroldsen

Crossroads 9|B Engelsk for ungdomstrinnet

Halvor Heger Nina Wroldsen

Crossroads 9|B Engelsk for ungdomstrinnet Elevbok • Bokmül

Copyright © 2007 by Fagbokforlaget Vigmostad & Bjørke AS All Rights Reserved 2. utgave / 1. opplag 2014 ISBN 978-82-11-01555-6 Grafisk produksjon: John Grieg AS, Bergen Grafisk design: Sandvik Design Tegninger: Breakfast Design/Jens Grönberg Foto og andre illustrasjoner: Se side 201 Omslagsfoto: © Joseph McNally/Getty Images (øverst), © Sam Edwards/Getty Images (nederst) Omslagsdesign: Sandvik Design Crossroads 9B er utviklet etter Læreplanverket for Kunnskapsløftet 2006 og etter justert fagplan i engelsk 2013.

Forfatterne har mottatt støtte fra Det faglitterære fond.

Spørsmål om denne boken kan rettes til: Fagbokforlaget Kanalveien 51 5068 Bergen Tlf.: 55 38 88 00 Faks: 55 38 88 01 e-post: fagbokforlaget@fagbokforlaget.no www.fagbokforlaget.no Materialet er vernet etter åndsverkloven.

Uten uttrykkelig samtykke er eksemplarframstilling bare tillatt når det er heimlet i lov eller avtale med Kopinor.

Contents

Enjoy Reading 7 Prose 8

Setting 8 Character 8 Plot 8 Narrator 8 Point of view 9

Reading Poetry 10

Rhyming poems 10 Poems without rhyme 11 Rhythm 12 Rhythm in poetry 12 Limericks 13

Poetry 14

A My Doggie Ate My Homework 14 B The Red Wheelbarrow 16 C The Tiger and the Zebra 16 D He and the Angel 19

Short Stories 21

A At the Zoo 21 B Lamb to the Slaughter 24 C Crazy Loco 35 D Confession 43 E The Good Girls 53 F First Crossing 67

Extract from a Novel 82 Touching Spirit Bear 82

News 90

5-year-old Found on Inner Tube 90

Cartoons 95

A Nemi 95 B Manga 96 Battle Angel Alita 97

Word Quest 98

Grammatikk 107 Å lære engelsk 108 Å lære å lære 108 Å skrive en tekst 109 Å snakke engelsk 114 Å lese engelsk 115 Formelt og uformelt språk 116 Ordbok 120 Fonetikk og intonasjon 124

Substantiv – Nouns 127

Flertall 127 Utellelige substantiv 130 Uttale 131 Eieform (genitiv) 131

Pronomen – Pronouns 133 Personlige pronomen 133 Refleksive pronomen 134 It is, There is, There are 135

Spørsmål – Questions 137

Ved hjelp av spørrepronomen 137 Ved hjelp av be og have 137 Ved hjelp av hjelperverbet do 137

Adjektiv – Adjectives 138

Gradbøying av adjektiver 138 Adjektiver med to stavelser 139 Uregelrett gradbøying 139 Nasjonalitetsord 141

Verb – Verbs 142

Hovedverb 142 Regelrette og uregelrette verb 143 Hjelpeverb 144 Slik bruker vi hjelpeverbene 146 Samtidsformer 147 Halespørsmål 149 Aktiv og passiv 150 Infinitiv og ing-formen 151 Ing-form etter preposisjon 151 Modale hjelpeverb 151 Å uttrykke framtid 153 Presens og samtidsform 154 Samsvar mellom subjekt og verbal 155 Uregelrette verb 157

Adverb – Adverbs 162

Adverb som er dannet av adjektiv 162 Andre adverb 162 Gradbøying 163 Uregelrett gradbøying 163

Å binde en tekst sammen 181 Argumenterende tekster 183 Noen skriveregler 184

Konjunksjoner – Conjunctions 165

Å stave engelsk 185

Subjunksjoner – Subordinating conjunctions 165

Målenheter 186

Determinativer – Determiners 168 Any, some og andre tilsvarende ord 170 Tallord – Numerals 172 Eiendomsord – Possessives 173 Pekeord – Demonstratives 174 Preposisjoner – Prepositions 175

Noen vanlige tidspreposisjoner 176 Andre vanlige tidspreposisjoner 177 Stedspreposisjoner 178 Andre vanlige stedspreposisjoner 179

Answer Key 189 Wordlist 200 Photos and Illustrations 201 Acknowledgements 202

Enjoy Reading

Dear student!

You will need a few standard words and expressions to be able to discuss and write well about works of fiction. Maybe you have learnt some of them already. If not, we suggest you spend some time studying the next few pages before you start reading the poems and stories in Crossroads 9B. This will make it easier for you to do the literary tasks.

7

Prose Setting Crossroads 9B 8

The setting means the time and the place described in the story.

• Where does the story take place? In Australia? In the countryside? In an urban environment?

• When does the story take place? In the past? In the 1960s? In the future?

• In what kind of environment does the action take place? A typical working class environment? A religious environment? A political environment?

Character

Enjoy Reading

A character is a person we read about, for example in a novel or a short story.

All stories have at least one character. Sometimes there are a number of characters, but most often there are one or two main characters.

When you are asked to describe a character, you should let the reader know as much as possible about him or her: their personality, age, sex, if they are rich or poor, black or white, Christian or Muslim, etc.

Plot The plot is what happens in the story, what the story is about. For example: • A young man is facing considerable difficulties and is on the verge of giving up his studies. His mother then dies in a car accident. After meeting a young woman who becomes his girlfriend, he gradually recovers and finds success.

• A family sets off on a long journey around the world. While meeting other cultures and people, they realize that they do not actually know each other very well.

Narrator The narrator is the one who tells the story. It is not the writer, who is a real person, of course. He or she creates a fictional person or a voice to tell the story.

Sometimes the narrator is an alien or maybe a rabbit. They obviously have not written the book themselves. They are just storytellers made up by the writer. Sometimes the narrator is the main character in the story, sometimes he or she is a minor character and sometimes the narrator does not take part in the story at all.

Point of view

n a r r a t o r

Crossroads 9B

When the narrator is part of the story, he or she uses pronouns like “I” and “we”. These stories have a 1st person point of view. They are 1st person narratives.

If the narrator is not part of the story, he or she describes what happens to other characters and uses pronouns like “he”, “she”, “it” and “they”.

These stories have a 3rd person point of view.

I

we

9

us

1st person point of view / 1st person narrative.

it

narrator

they

3rd person point of view / 3rd person narrative.

Text A I will never forget the summer I met Jessica. My parents had rented a cottage by the coast for the whole summer. I felt quite alone to start with. There were not really any kids my age in the neighbourhood. There was a small marina close by, and I had hung out with a couple of younger kids the first week, but, to be honest, I thought they were real jerks. Then one morning I went down to the beach to have my regular swim before breakfast. After a quick dip in the water I waded slowly ashore again. It was then I noticed the blonde who sat quietly on a big rock smiling at me …

Text B She was not afraid of anything. Not even of her husband. Mr Successful, the well-respected lawyer who was always very careful when it came to keeping up appearances and making sure he hit her in a way that hardly left any bruises. He was never going to do that again. She felt confident she had done

Enjoy Reading

he

she

hypocritical (adj.) – falsk

Crossroads 9B 10

the right thing when she signed the two papers at the legal aid office. She had applied for a divorce and reported him to the police at the same time. A good friend of hers had offered to have her and the kids to stay for a few weeks until a new apartment could be arranged. She felt tremendous relief when she realised she would never have to look at his hypocritical face again.

His petitions and his threats made no impression on her. It was over, and a new life was about to begin.

Enjoy Reading

1 2 3 4 5 6

Is text A a 1st or a 3rd person narrative?

Describe the main character(s).

What do we know about the setting?

Is text B a 1st or a 3rd person narrative?

Describe the main character(s).

What do we know about the setting?

Reading Poetry You have probably read and written a lot of poetry by now. Did you enjoy it?

We hope so. Let’s have another look at how poems work.

Rhyming poems A princess was out in the fog (a) And looking around for a prince (b) She picked up a green little frog (a) Then kissed it and started to wince (b) He didn’t turn into a spouse (c) Instead the young princess turned green (d) And froggy took her home to his house (c) The prettiest frog he had seen (d)

My uncle has a little boat (a) That can no longer keep afloat (a) It has now merely one more wish (b) To be the home of crabs and fish (b)

Poems without rhyme

I see a silvery sea slender waves and white soft foam sparkling in the summer sun

1 Find two or three poems in Crossroads 9A or 9B. At least one should rhyme. Write down the rhyme pattern and compare your work with your partner’s. Ask your teacher if you have got it right.

2 Write a poem about summer with the rhyme pattern abab or aa bb.

3 Write a non-rhyming poem about school. Try jotting some ideas down on a sheet of paper first to help you get started.

11

Enjoy Reading

Poems do not have to rhyme. There are many wonderful poems with no rhyme in them at all.

Crossroads 9B

As you can see, there is a rhyme pattern in this poem. The first and the third verse (fog + frog) rhyme, so do the second and the fourth verse (prince + wince), the fifth and the seventh (spouse + house) and the sixth and the eighth (green +seen). The rhyme pattern is therefore abab cdcd.

There are all kinds of rhyme patterns. In the poem below it is aabb:

Rhythm Do you remember what a syllable is? It is a part of a word. A word consists of one or more syllables.

Crossroads 9B

Examples:

• • • • • One syllable: rain, sun, smoke, watch, milk

• • • • • • • • Two syllables: dinner, summer, water, never

12

• • • • • • • • • Three syllables: exercise, favourite, family

• • • • • • • • • • • • Four syllables: available, information, explanation

Enjoy Reading

Rhythm in poetry • • • •

•

• •

•

•

• •

•

•

•

•

•

A little girl from Nottingham was walking in the wood

•

•

• • •

•

•

• •

• •

•

• •

• •

•

When suddenly between the trees she spotted Robin Hood

•

• •

• • • •

•

•

But when she looked again she saw that he was just a tree

•• • •

• •

•

•

• •

• • • •

The arrow and the bow were just a lively fantasy The poem above rhymes and has a fixed rhythm. All the four lines in this poem have the same number of syllables and therefore have the same rhythm.

1 Read the poem above and count the syllables. How many are there?

Discuss with your partner. Recite the poem to each other. Try to find a pleasing rhythm. recite (v) – lese opp, si fram

A poem consists of a number of lines that make up a stanza or verse.

line

vers stanza/verse

Wilbur likes to paraglide And sometimes kiss the sky But his brother likes to stride Me too I must confide

Crossroads 9B

Norwegian: verselinje English: line

stanza/verse

Some poems consist of stanzas with lines that do not have the same number of syllables, for example limericks: A hard working gardener from Spain (a) Was tired of mowing in vain (a) The grass grew too quick (b) The lawn was too thick (b) The misery drove him insane (a) The first and second line have eight syllables, the fifth line has nine syllables, whereas the third and fourth lines have five. We can also see that there is a fixed rhyme scheme in a limerick, (aa bb a).

1 Count the syllables in each of the lines of the limerick above together with a partner.

2 Write a limerick together with a classmate or two. Brainstorm first and then discuss what you could write about. Read it to the class or to a group.

Enjoy Reading

Limericks

13

Crossroads 9B 14

tale (s) – fortelling toss (v) – kaste lett pot (s) – gryte simmer(v) – surre, småkoke succotash (s) – matrett av mais og bønner scramble (s) – her: røre sauté (v) – steke lett arithmetic (s) – regning gently (adj.) – forsiktig apron (s) – forkle object (s) – protestere

Enjoy Reading

Next year you will learn how to analyse a poem more fully. A number of useful literary terms will be introduced in Crossroads 10B. When you read a poem you should ask yourself: • What is the poem about? What is the poet trying to express?

• Is there a rhyme pattern or a rhythm pattern? What is it?

• Does the poem appeal to your senses? For example, does it make you almost see, hear or smell things?

• Do you like or dislike the poem? Why? • Is the language complicated or easy?

• Can you learn anything from the poem?

If you try to find answers to these questions while studying a poem, you are in fact analysing it. You are already on your way to becoming an advanced reader of poetry.

Poetry A

My Doggie Ate My Homework Dave Crawley is a television reporter who also writes poetry. Like Bruce Lansky he enjoys teaching youngsters that it is easy and fun to read and write poetry. Why not have a look at his “Cat Poems”?

“My doggy ate my homework.

He chewed it up,” I said.

But when I offered my excuse My teacher shook her head.

“He scrambled up my science notes With eggs and bacon strips, Along with sautéed spelling words And baked potato chips.”

I saw this wasn’t going well.

I didn’t want to fail.

Before she had a chance to talk, I added to the tale:

“He then took my arithmetic And had it gently fried.

He broiled both my book reports With pickles on the side.”

Before he ate, he took my work And tossed it in a pot.

He simmered it with succotash Till it was piping hot.”

“He wore a doggy apron As he cooked a notebook stew.

He barked when I objected.

There was nothing I could do.”

“A talking dog who likes to cook?”

My teacher had a fit.

She sent me to the office, And that is where I sit.

My teacher frowned, but then I said As quickly as I could, “He covered it with ketchup, And he said it tasted good.”

I guess I made a big mistake In telling her all that.

‘Cause I don’t have a doggy.

It was eaten by my cat.

Dave Crawley

4 We all make excuses for things we have or have not done. What is the worst excuse you have ever heard? Write down some excuses, then pick the worst one and present it to your classmates.

5 List all the main verbs in “My Doggie Ate My Homework”. Compare the verbs on your list with those of a classmate. Ask him or her to explain the meaning of these verbs.

6 Write a poem about excuses. You may want to use the poem above as a model.

7 In groups of four. Two of you are mum and dad and two are teenagers.

Mum and dad are not very happy at the moment. Their children have done something wrong, and they are in serious trouble. They manage to come up with some good excuses, however. Brainstorm some ideas, plan the role play and then perform it to the rest of the class. Enjoy yourselves!

15

Enjoy Reading

1 Find the rhyme pattern in the poem together with your partner.

2 In your opinion, which is the most stupid excuse in this poem?

Tell your partner.

3 Which is your favourite stanza? Why? Tell your partner.

chef (s) – kokk, kjøkkensjef scowl (v) – skule, se sint på growl (v) – knurre frown (v) – rynke pannen she had a fit – hun ble rasende

Crossroads 9B

“Did he wear a doggy chef hat?”

My teacher gave a scowl.

“He did,” I said. “And taking it Would only make him growl.”

B Crossroads 9B 16

The Red Wheelbarrow William Carlos Williams’s poetry has had a tremendous influence on modern American poetry. His poems are usually quite easy to read.

depend upon – være avhengig av glazed (adj.) – blank

So much depends upon a red wheel barrow glazed with rain water

Enjoy Reading

beside the white chickens.

William Carlos Williams

1 Many people think the image in this poem is powerful and visual, almost like a painting or a photograph. Do you agree? Jot down some ideas and discuss.

2 Together with your partner, write a poem that contains a strong image with lots of colours.

3 Write a short poem starting: So much depends upon

C

The Tiger and the Zebra Kenn Nesbitt is a children’s poet who lives in Spokane, Washington. He is the author of several poetry books such as When the Teacher Isn’t Looking and The Aliens Have Landed!

Crossroads 9B 17

Enjoy Reading

The tiger phoned the zebra and invited him to dine.

He said “If you could join me that would simply be divine.”

The zebra said “I thank you, but respectfully decline.

I heard you ate the antelope; he was a friend of mine.”

“You see I have a secret I’m embarrassed to confide: I look on you with envy and a modicum of pride.

Of all the creatures ever known,” the tiger gently sighed, “It seems we are the only two with such a stripy hide.

On hearing this the tiger cried “I must admit it’s true!

I also ate the buffalo, the llama and the gnu.

And yes I ate the warthog, the gazelle and kangaroo, but I could never eat a creature beautiful as you.”

“Now seeing how we share this strong resemblance of the skin, I only can conclude that we are just as close as kin.

This means you are my brother and, though fearsome I have been, I could not eat my brother, that would surely be a sin.”

llama (s) – lama (dyr i kamelfamilien) gnu (s) – gnu (stor antilope) warthog (s) – villsvin gazelle (s) – gaselle embarrassed (adj.) – flau confide (v) – betro (seg til) envy (s) – misunnelse modicum of – en smule pride (s) – stolthet sigh (v) – sukke hide (s) – skinn resemblance (s) – likhet kin (s) – slekt fearsome (adj.) – skrekkelig, gruelig

Crossroads 9B 18

possess (v) – eie, besitte reconsider (v) – revurdere dine (v) – spise middag outraged (adj.) – sint, oppbrakt abide (v) – stå ved, holde faste ved unwarily (adj.) – uforsiktig comply (v) – føye seg, gi etter

Enjoy Reading

The zebra thought, and then replied “I’m certain you are right.

The stripy coats we both possess are such a handsome sight!

My brother, will you let me reconsider if I might?

My calendar is empty so please let us dine tonight.”

“But please, you cannot dine on me!” the outraged zebra cried.

“To cook me up and eat me is a thing I can’t abide.

You asked me for your trust and I unwarily complied.

You said you could not eat me now you plan to have me fried?”

The tiger met the zebra in his brand-new fancy car and drove him to a restaurant which wasn’t very far.

And when they both were seated at a table near the bar, the zebra asked “What’s on the grill?”

The tiger said “You are.”

“And what about the envy and the modicum of pride?

And what of us as brothers since we share a stripy hide?”

“I’m sorry,” said the tiger and he smiled as he replied, “but I love the taste of zebra so, in other words, I lied.”

Kenn Nesbitt

1 Why did the zebra accept the dinner invitation?

2 What do the zebra and the tiger have in common?

3 Read the poem aloud in a group. Take turns in reading. Is there a fixed a) rhyme pattern? b) rhythm pattern?

4 Which stanza did you like best? Tell the other members of your group.

5 Imagine things did not go according to the tiger’s plan. Change the last two stanzas or write completely new ones to give the poem a new and surprising ending.

6 Write a short text in which you use at least five of the following words: divine, decline, admit, embarrassed, envy, pride, resemblance, kin

D He and the Angel

He walks along the courtyard every day, Wide-eyed, yet he sees nothing.

Blank faces, lips move, he won’t hear what they say, He won’t even allow the birds to sing.

I’m standing in the corner, screaming.

To him, I’m only a faded photo, Shot from a place where no life is now teeming, A place he dare not go.

Even though the Angel shines, she falls all the time.

She can’t seem to earn her wings at all, But he thinks that it is just fine, As long as she comes when he calls.

Their days are intertwining, but they don’t care, Because all he sees is her face.

My life I wish I could share, But my movement has no grace.

Now the Angel’s light is starting to dim, As they’re dying in the street; Long ago I tried to warn him, But I guess he wanted a “sweeter” treat.

Brandy Stewart

19

Enjoy Reading

Glowing Angel, basking in her light; She’s the only one he will see.

I try to listen with all of my might, But the language they speak is unknown to me.

courtyard (s) – gårdsplass, borggård bask (v) – nyte fade (v) – falme teem (v) – myldre, yre intertwine (v) – flette sammen, tvinne grace (s) – eleganse, sjarm treat (s) – her: nytelse, godbit

Crossroads 9B

Brandy Stewart is a high school student in Pennsylvania, USA. In her spare time she writes poetry.

Crossroads 9B 20

1 2 3 4 5

What is this poem about?

Who is the angel?

Discuss the meaning of the fourth stanza.

What is the meaning of the last line of the poem?

Is there a fixed rhythm pattern in this poem? Count the syllables in each line (see page 12).

Enjoy Reading

6 Write a story based on the poem. Read it to your partner and ask him or her for comments.

7 Write a poem about something terrible. Try to make the reader wonder what the poem is about. Read it to your group and ask them to try to analyse it. Do you think they will understand your poem, or will you have to help them?

8 Write a poem with the rhyme pattern abc abc.

BM

• Spennende temaer

• Virkelige møter med mennesker i den engelsktalende verden

Halvor Heger Nina Wroldsen

Dette er Crossroads:

• Leseglede og fengende tekster • Avvæpnende grammatikk • Lyd tatt på alvor

Crossroads er et læreverk i engelsk for 8.–10. trinn med følgende komponenter: Elevbok A og B, lydmateriell (CD-er), lærerveiledning og nettressurs.

Elevbok A finnes også i digital og lettlest utgave.

Crossroads er utviklet etter Læreplanverket for Kunnskapsløftet 2006 og etter justert fagplan i engelsk 2013.

Møt menneskene, opplev kulturen og lær språket!

Crossroads

• Et mylder av oppgaver

9|B |B www.fagbokforlaget.no ISBN 978-82-11-01555-6

,!7II2B1-abfffg!

Halvor Heger Nina Wroldsen

Crossroads 9|B Engelsk for ungdomstrinnet