link 6 Textbook NYN (9788211038692) by Fagbokforlaget

link er eit læreverk i engelsk for heile barnetrinnet. Verket er eit friskt pust i engelskundervisninga og legg vekt på felles, fleirfaglege aktivitetar og djupnelæring. I link har vi fokus på interkulturell kompetanse, og vi følgjer fem gjennomgangsfigurar, frå 1. til 7. klasse. link byggjer på oppdaterte læreplanar og tek elevane på alvor i ein ny kvardag.

6 Textbook

Engelsk for barnetrinnet Nynorsk

• Arbeid med interkulturell kompetanse set engelskfaget i ein global samanheng. • Engelskspråklege tekstar gir bakteppe for nye perspektiv. • Lese- og skrivestrategiar lèt elevane jobbe aktivt med innhald. • Oppgåver med vekt på utforsking utviklar refleksjonsevna hos elevane. • Elevane jobbar med kommunikasjon gjennom samhandling og fellesskap. • Oversikt og djupnelæring gir samanheng i lærestoffet. • Systematisk språklæring gir eit godt grunnlag for vidare arbeid med faget.

Textbook

Komponentar på 6. trinn • link 6 Textbook • link 6 Workbook • link 6 Teacher’s Guide Digitale ressursar for elev og lærar. Alle bøkene er tilgjengelege i digital utgåve, som d-bok. Les meir om verket på www.fagbokforlaget.no

Nynorsk

ISBN 978-82-11-03869-2

Kitty Mezzetti, Nina Oddvik, Rebecca Anne Charboneau Stuvland og Helene Szikszay

6 Textbook Engelsk for barnetrinnet Nynorsk

Copyright © 2022 by Vigmostad & Bjørke AS All Rights Reserved 1. utgåva / 1. opplaget 2022 ISBN: 978-82-11-03869-2 Grafisk produksjon: John Grieg, Bergen Layout og omslagsdesign: Mari Oshaug Omslagsillustrasjon: Cecilie Ellefsen Hovudillustratør: Cecilie Ellefsen Illustrasjonar på s. 12, 28–29, 98, 100–102, 186–189: Akin Duzakin Illustrasjonar på s. 16–21, 54–57, 82, 90–91: Elisabeth Moseng Illustrasjonar på s. 66–67, 96, 132–133, 144–147: Rune Markhus Illustrasjonar på s. 52–53, 137, 198, 200, 206–208, 210–211: Paulina Mingiacch Illustrasjon på s. 197: Victoria Sandøy Forfattarane har mottatt støtte frå Det faglitterære fond. Spørsmål om denne boka kan rettast til: Fagbokforlaget Kanalveien 51 5068 Bergen Tlf.: 55 38 88 00 e-post: fagbokforlaget@fagbokforlaget.no www.fagbokforlaget.no Materialet er verna etter åndsverklova. Utan uttrykkjeleg samtykke er eksemplarframstilling berre tillate når det er heimla i lov eller avtale med Kopinor.

Engelsk knyter oss saman! Vi lærer språk gjennom aktivitet. I link høyrer, les og snakkar elevane engelsk saman med dei fem gjennomgangsfigurane Jonathan, Mercy, Thea, James og Aryan. I samarbeid byggjer dei opp omgrepsstrukturar og kognitive mønster frå begynnaropplæringa til mellomtrinnet. Med eit vell av munnlege og skriftlege aktivitetar samlar dei kunnskap og øver opp evna til å lytte, forstå og kommunisere med andre. Engelskfaget heng saman med dei andre faga i skulen, med lese- og skriveopplæring i norsk, logisk tenking og utforsking i matematikk. link trekkjer fram samanhengar, byggjer på det som er kjent, og legg til rette for oversikt og grundig innlæring. link tilbyr digitale verktøy der det gir meirverdi, og utnyttar til fulle den knappe tida som engelskfaget har til rådvelde. I link er vi opptekne av interkulturell kompetanse og det å vere nyfiken på verda rundt oss. Vi øver evna til å ta ulike perspektiv. Det begynner med kvar enkelt, med det kjende og nære. I ei verd i endring legg vi vekt på det som er felles. Det som knyter oss saman. Det engelske språket er eit nødvendig verktøy, til utforsking, forståing og samhandling, i fellesskap og medborgarskap. Velkomne innanfor! Helsing forfattarane

Contents The learning steps �� 4 1 Music �� 6 2 Amazing nature �� 26 3 How do you know? �� 50 4 Language links �� 70 5 New Year �� 88 6 A changing world �� 104 7 Our global village �� 124 8 Spies and codes �� 142 9 Speak up, take part! �� 170 Building Language �� 196 Word list �� 220

The learning steps Which step did you reach today?

1 Music

I can choose and use a strategy when speaking.

I can find keywords in a text.

I can use a graphic organiser to structure my ideas.

I can reflect on how I express my own identity and cultural background through words, visuals, and performances.

So long, summer… we’ll miss you!

Read and interact.

8 Did you visit anyone this summer? If yes, who, and where? Mercy: Aryan:

It’s so nice to see you all again. I love summer holidays, but I’ve missed you a lot. I’ve missed you too. It was sad to leave India and my family there, but it’s also good to be back with you guys. Jonathan: I love the song that you’re playing, Mercy. Which song is that? Mercy: This is Mercy Myra from Kenya, with Tie Dero. My aunt played this song all the time in Kenya this summer. Jonathan: Cool! I like it. Mercy: My cousin’s dog danced to this song. You should have seen it. It was so funny. I wish I had a dog too. Thea: Can we play “We Will Rock You” by Queen when that song is finished? Mercy: Why not? I’ll add it to the playlist. Jonathan: Good idea, Thea! I like that song too. James: My dad played a catchy song when I was in Canada this summer. Could we play that too? summer holidays

summer vacation

Mercy: Aryan:

Sure, what’s the song called? No, I don’t want to listen to any of James’s music. He has such bad taste in music. Jonathan: Haha, I agree with you, Aryan. He listens to the same music as my grandfather. Thea: Hey, why did you say that, Aryan and Jonathan? That’s rude. Mercy: I agree, Thea. I think everyone should be able to listen to the music they like without receiving negative comments. Aryan: You’re right. I’m sorry, James. That was rude. Thea: What’s the song called, James? James: “Sweet Home Alabama” by Lynyrd Skynyrd. Jonathan: Lynyrd Skynyrd? What kind of name is that? James: The band was named after their gym teacher, Leonard Skinner. He was very strict and wouldn’t let the boys have long hair. My dad told me the whole story this summer. Aryan: Wow, I’m glad that our teachers don’t won’t = will not make rules about our hair. let’s = let us Thea: Interesting story. Let’s play the song! that’s = that is “Sweet home Alabama I’ll = I will Where the skies are so blue it’s = it is Sweet home Alabama I’ve = I have Lord I’m comin’ home to you” what’s = what is don’t = do not Jonathan: Wow, that was cool! I’m sorry, James. I won’t you’re = you are mock your taste in music again. Mercy is right. I’m = I am Everyone should listen to the music they like wouldn’t = would not and be open to listening to something new.

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What do you think about Jonathan and Aryan’s comments about James’s taste in music? What do you think about how Thea and Mercy stood up for James? Do you think schools should make rules about their pupils’ hair and clothing? Why / Why not? pupil

student

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Did you listen to music this summer? If yes, what kind of music did you listen to? What does music mean to you? Do you listen mostly to the words or the melody? Why? What is your opinion about your parents’ and grandparents’ taste in music?

What kind of music do you like best? One day a reporter from the school paper interviewed the pupils in year 6. He wanted to find out more about pupils’ listening habits and the music genres they liked best.

Read to scan for information.

Genre is another word for type. Rock and pop are different music genres.

Look at the graph and table. Which kind of music is most popular? Which kind of music is least popular? Make your own questions about the information in the graph.

Pop Rock Folk rock Hip hop and rap All kinds All kinds

5 3 1 6 5 Pop

25 %

Hip hop and rap

15 %

30 %

Rock Folk rock 5%

Mercy: I like pop, like Mercy Myra. Thea: My favourite is rock! Queen! Jonathan: I actually like all kinds of music and mixed genres. That’s why I like to listen to the radio. James: Lynyrd Skynyrd is a new favourite of mine. I love folk rock! Aryan: Hip hop and rap are genres I like a lot.

When and where do you listen to music most often? Look at the graph. When and where is it most common to listen to music? When and where is it least common to listen to music? Make your own questions about the information in the graph. When I am active 15 %

While doing chores

In the bathroom 30 %

15 %

On the go 15 %

Mercy: In the bathroom in the morning. Thea: When doing my homework (or making art). Jonathan: When I’m going places, I always bring my head phones and stream my favourite radio stations. James: When I do my chores or tidy my room. Aryan: When I need to get rid of some energy! • • • • •

While doing homework 25 %

If you listen to music on your headphones or earbuds, be sure to pay attention to the traffic as well.

What images come to mind when you hear the word “music”? What kind of music do you like? Share it with your learning partner. Name other types of music that you know. In your opinion, what’s the best time and place to listen to music? Make a survey of your own, and ask some of your classmates. Make a chart. Which genre is the most popular?

Let’s sing! Nature Anthem By Jason Lytle, from the band Grandaddy

12 I wanna walk up the side of a mountain I wanna walk down the other side of the mountain I wanna swim in the river and lie in the sun I wanna try to be nice to everyone

wanna = want to

Read to enjoy! Can you make movements or a dance to this song?

What does music look like? Did you know that we can turn music into pictures and graphs? There are different ways to visualise (or see) sounds. Here are some of them. Talk to your learning partner about what you see and how you think it might sound. rhythm (smooth, staccato) volume (loud, medium, soft) tempo (fast, moderate, slow)

Freddie Mercury: artist, singer, and icon

Read to get the main idea.

The life of Frederick Bulsara began on the East African island of Zanzibar on September 5, 1946. He moved to London 25 years later and took the name Freddie Mercury. He joined the rock group Queen. This group became legendary.

Freddie spent most of his childhood in India near Mumbai. He began taking piano lessons at the age of seven. No one could foresee where his love of music would take him. The Bulsara family moved to Middlesex in 1964. Freddie played in several bands, including a blues band. Later he started a band called “Queen”, and the rest is rock history. In 1973, their debut album Queen was released. It was very successful. Queen became popular outside the UK as their music spread around the world. In 1979 they topped the US charts with Freddie’s song “Crazy Little Thing Called Love”. Freddie Mercury has been an icon for music lovers ever since.

Look up the keywords you don’t understand.

The main content in this text is… The difference between… and… is… The differences between… and… are…

<Foto: Queen, de 4 står ved siden av hverandre (album-cover?) + på scenen foran fyllt stadium, http:// www.freddiemercury.com/en/biography + regnbueﬂagg? >

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Summarise the main points of the text together. What is the main content?

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Why is Freddy Mercury called an icon? Explain. Can you give examples of other icons? What is the difference between an icon and a hero?

Annie

Read to enjoy!

In 1936, Annie is living in the Hudson Street Orphanage in New York City. It is run by Miss Hannigan, a cruel alcoholic who forces the orphans to clean the building daily. Clean harder, you filthy kids!

It’s the hardknock life for us. It’s the hardknock life for us. ’Stead of treated, we get tricked.

’Stead of kisses, we get kicked.

It’s the hardknock life!

My name is Grace Farrell. I work for a very rich man, Mr. Warbucks. He would like to host an orphan child over Christmas.

Grace chooses Annie to live with Mr. Warbucks for Christmas. He lives in a huge manor and has many servants. Here’s something grand for you to play.

Wait! I couldn’t do that yesterday! I think I’m gonna like it here.

It’s very hard not to, my dear.

gonna = going to

Yes! Yes! I think I’m gonna like it here!

Who is this? And why is it dancing in my house?

This is Annie. She is the orphan who’ll stay here for Christmas.

Hmpf!!

18 The days go by and they get to know each other better, and Mr. Warbucks starts to like Annie more and more. My dear Annie. You have melted my heart. I would like to adopt you, to be your father. Would you like that? Oh! I’d like that very much, but I believe that my real parents are still alive. I want to find them and live with them. Will you help me?

Back at the orphanage.

Mr. Warbucks wants to find Annie’s parents, and give them money so Annie can live a good life.

19 The little brat! It ain’t fair this here life Is drivin’ me nuts! While we get peanuts She’s livin’ fat!

Maybe she holds the key, that little lady. Easy street. Annie is the key.

Good morning. We are Annie’s parents. We have been looking all over for her.

We are really poor but we love our little Anna… eh… Annie!

So, Annie goes with her parents. Or so she believes…

20 Back at Warbucks Manor. Mr. Warbucks, we have found out that Annie’s real parents died many years ago. You have been tricked. We have sent police out to arrest the frauds now.

Annie is back with Mr. Warbucks. This time she wants him to adopt her.

Together at last! Together forever! We’re tying a knot, They never can sever!

I don’t need sunshine now, To turn my skies at blue I don’t need anything but you!

Joik

Skim read to get the overall idea.

Joik is a traditional Sámi form of song and is one of Europe’s oldest music forms. Joiking is used to express relationships to people, animals, or nature. Most joiks have few or no lyrics. Joiks can be performed for entertainment. In some Sámi areas, people are given their own joik when they are born. It is a great honour to be given a joik. The joik develops with the person and often reflects the personality of the person. Animals and places can also have their own joiks. In the 1700s, joiking was forbidden because some thought it was sinful and magical. It is not forbidden anymore, but many generations of Sámi people never learned how to joik. In recent years, Sámi artists have often combined joik with other music genres.

Both Elle Márjá Eira and Marja Mortensson combine the joik tradition with genres like pop, electronica, and jazz.

Forbidden means that something is not allowed.

ISÁK is a music band that combines joik and electropop.

There are many joik dialects: luohti, livde, leudd, vuelie. In Northern Sámi it is called luohti.

Use a mind map Let’s write a song. First, let’s pick a topic. How will we do that?

Read to learn! A mind map is a good strategy to use to get your ideas going! Take a look at my mind map.

We wrote a song using a mindmap. Look at the rhymes we used. Can you make some rhymes? Try using this melody or ﬁnd another one, and write a catchy chorus and verses. Good luck!

Our song: Mighty Nature

Read to enjoy!

Melody: Hallelujah, Leonard Cohen Text: Mercy and Thea

I love to hike and sleep in tents, To take in nature’s earthy scents To paddle my own kayak down the river. To walk upon a mighty hill, To see the view and just be still. The feeling’s just amazing, you should try it. Mighty nature, peaceful nature. Mighty nature, peaceful nature. Nature comes in many forms; The rainforest has many storms The forest and the grassland’s good for hiking. The marshland can be soft and wet. A desert hike can make you sweat. The tundra is a treeless Arctic region. Mighty nature, peaceful nature. Mighty nature, peaceful nature.

This song can also be read as a poem.