Searching 9 by Gyldendal Norsk Forlag

Searching 9

– engelsk for ungdomstrinnet

Searching kjennetegnes ved Ω et rikt utvalg av muntlige og skriftlige tekster som gir elevene mulighet til å utvikle bred tekst- og kulturkompetanse Ω mange autentiske tekster, noen skrevet av ungdom Ω autentiske lyttetekster i hvert kapittel som gjør elevene kjent med dagligtale Ω varierte arbeidsoppgaver som legger vekt på utvikling av muntlig og skriftlig språkkompetanse

Ω klare kompetansemål og evalueringsspørsmål i hvert kapittel, slik at elevene kan følge sin egen progresjon og vurdere om målene er nådd Tilleggsheftet Read and Write møter behovet for enda enklere tekster og oppgaver på ungdomstrinnet. Heftet er tilpasset elever som trenger å bedre sin leseforståelse. Searching 9 består av Ω Learner’s Book Ω Teacher’s Resource File Ω Read and Write, aktivitetshefte Ω CD-er Ω nettsted www.gyldendal.no/searching

BOKMÅL ISBN 978-82-05-34188-3

788205 341883

anne-brit fenner geir nordal-pedersen

Ω tilpasset opplæring gjennom tekster med ﬂere vanskegrader og oppgaver der elevene kan foreta valg ut fra interesse, behov og eget språknivå

Searching 9

Searching gir elevene et spennende møte med den engelskspråklige verden og ivaretar elevenes ulike behov og individuelle forutsetninger.

learner’s book

anne-brit fenner og geir nordal-pedersen learner’s book engelsk for ungdomstrinnet

Searching

Contents 1 It’s My Life 6 • words and expressions about friends and friendship • how to talk about your free time activities • how to express views in family situations • about young people’s and children’s rights • about nouns and articles • to write a short autobiography 2 England – Past and Present 34 • about England, the largest country in the United Kingdom • English history • some English legends, jokes and ghost stories • about famous English people • International English • British money • about spelling • how to write to inform 3 Is Reading Good for You? 60 • about different aspects of the novel: title, beginning, characters, setting, narrative voice, turning point and plot • how to become a better reader of novels • how to analyse novels • about concord in the simple present tense of the verb • how to write reviews 4 The Wild West 84 • facts about the Native Americans • about the conﬂict between European settlers and Native Americans • about the “Wild West” • about sentence connection • how to plan mini-talks, role plays and Power Point presentations 5 Being Diﬀerent 106 • how to talk about and discuss difference • about prejudice • how to write about being different • the present simple and the present continuous • to write Letters to the Editor and magazine articles

6 From The Sixties 126 • about events and famous people in the 1960s • about fashion, music and ﬁlms of the sixties • why the hippie movement was born • to discuss speciﬁc topics in groups or in class • the use of who, which and that (relative pronouns) • about project work 7 The Emerald Isle 150 • about Irish history • about the Irish language • about Irish legends and myths • about a special type of poetry • how to use prepositions and adverbials • how to write summaries and reports 8 The Media 174 • about newspapers and magazines • about the cinema, radio and television • about censorship of the media • the use of some determiners (the articles) • about advertising 9 The Jewel in the Crown 202 • about the history of India, Pakistan and Bangladesh • about Indian culture • to make Indian food • about pronunciation and the phonetic alphabet • to write brochures Individual Reading 226 Second versions of texts 227 Reading to enjoy 257 Focus on Language 277 Lydskrift (Pronunciation symbols) 310 Wordlist 311

Being young is not easy and it never was. You may feel that your parents donâ&#x20AC;&#x2122;t understand you, that you canâ&#x20AC;&#x2122;t cope at school and that friends come and go. But there are usually some good moments, too. Days when you sing and laugh; evenings when you go to bed happy and fall asleep with a smile on your face. Make a list of what is good about your own age and one about what is not so good. Compare the lists with a classmate.

it’s my life

In this chapter we will focus on learning ▶ words and expressions about friends and friendship ▶ how to talk about your free time activities ▶ how to express views in family situations ▶ about young people’s and children’s rights ▶ about nouns and articles ▶ to write a short autobiography

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A. It’s My Life Word Power reasoning – tankegang commit oneself – forplikte seg blind oneself – se gjennom ﬁngrene convince – overbevise

Funny how I ﬁnd myself In love with you If I could buy my reasoning I would pay to lose One half won’t do I’ve asked myself How much do you Commit yourself?

It’s my life Don’t you forget It’s my life It never ends Funny how I blind myself I never knew If I was sometimes played upon Afraid to lose I’d tell myself What good you do Convince myself It’s my life … I’ve asked myself How much do you Commit yourself? It’s my life … Sung by No Doubt

task 1 A

Translate the song into Norwegian.

Answer the following questions:

•

What is the “message” of the song? Do you like the song? Why/why not?

• A C

Use the Internet to try to ﬁnd the video of the song.

Music and text: Tim Friese-Greene/Mark Hollis © F-Sharp Productions Ltd/BMG Music Publishing Scandinavia AB (25%).

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B. Children’s Bill of Rights you have the right to ✭ learn and ask questions ✭ laugh and be happy ✭ take care of yourself ✭ do things for yourself ✭ receive and give aﬀection ✭ be the best you can be ✭ seek help ✭ express your feelings ✭ follow your dreams ✭ protect your mind and body ✭ be proud of your work ✭ love yourself, love others and be loved

task 2 A

Read the “Children’s Bill of Rights”. Are there any “rights” which are unnecessary? Do you think the bill is missing any “rights”? Do you know any other bills of rights? Here is another “Children’s Bill of Rights” written by an American pupil. Listen carefully and take notes while you listen. What diﬀerences do you notice between the two bills? Which one do you prefer? Why?

you have the right to 1 go to school 2 …

Word Power Bill of Rights – a statement of the rights of a group of people take care of – ta vare på receive – motta affection – ømhet express – uttale protect – beskytte mind – sinn, sjel proud – stolt

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task 3 Choose one of the following tasks. Give reasons for your choice. A

Try to remember something which happened when you were six or seven years old. Imagine that somebody took a photo of you. Describe the photo: where is the picture taken? Who are the people in the picture? What are you wearing? What has just happened? …

Read text C. Do you remember any bedtime stories told to you when you were little? Try to retell one.

task 4

Word Power imagine – forestille bedtime story – godnatthistorie retell – gjenfortelle in charge – ha ansvaret order – bestille spill – søle can – boks carpet – teppe deliver – levere thunderstorm – tordenvær

You’re in charge! It’s Wednesday evening at 7 pm. Your parents have gone to the cinema. They will be away for 3 hours and have left you in charge of the house and your little brother. Your mother has asked you to order some pizza for when they get home. During the evening a lot of things happen. What do you do when … – at 7.20 your brother spills a can of coke on the new carpet? – at 7.45 somebody knocks at the door and says he is delivering a pizza? – at 8.30 a friend calls and says that he has rented a new ﬁlm and invites you over? “You can bring your brother”, he says. (Write a short dialogue.) – at 9.00 you get an SMS from some of your classmates asking if they can come over? – at 9.25 a thunderstorm breaks out? Discuss your answers in a group or as a class.

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C. A Bedtime Story

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D. Young Talk task 5 Listen to what some young people tell you about their “family rules”. Your teacher will give you a worksheet.

tasks 6 Do you think your parents are strict? Work in groups and discuss the rules in your family about – watching TV – using the computer (msn, the Internet, etc.) – doing housework – when you have to do your homework – when you have to go to bed – pocket money Do a survey in your class and ﬁnd out how many hours a week your classmates watch TV or do housework, when they do their homework or when they go to bed. Draw charts or graphs (for example pie charts, line graphs or bar charts) to show the results. 7 Choose one of the following tasks. Give reasons for your choice.

Word Power strict – streng survey – rundspørring argue – krangle decide – bestemme

When do you argue with your parents? What do you argue about? Describe one of your “ﬁghts” or write the dialogue.

Work together in groups. Make a role play where parent(s) and son and/or daughter argue about one of the topics in task 6.

8 Choose one of the following tasks: A

Describe your “dream parents”.

When do you think it is OK for your parents to decide the rules, and when is it not? Write two lists.

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13 Longer version on page 227

E. Mum Should Stay at Home peter swift is 15 years old and lives near Leeds. His mother has worked for the last three years. “I hate it; I’ve always hated it. Mum leaves at 7.30 am and doesn’t get home until about 7.30 pm. My sister Elizabeth and I come home to an empty house. She’s a year older than me and thinks it’s OK because she sits upstairs with her homework. I’m left on my own. When mum went back to work, she said that it was only for a trial period. If we weren’t happy with it, she would give it up. But it wasn’t a fair test because in the beginning it was rather fun being on our own. I didn’t realise what it would be like long-term. She started her new job two days before I started at comprehensive school and I had to go by myself. All the other boys had their mothers with them. Elizabeth and I both have our own chores. I load the dishwasher and I sometimes wash the car or mow the grass. Elizabeth does the ironing. We get extra pocket money because we help out, so I suppose it’s fair. There is a good side to it. Mum has lots of interesting things to tell us. We also get more freedom. We wouldn’t have as much money if she didn’t work, but I’d rather she’d be at home like she used to be.” From Living Magazine

task 9 A

Write a list of bullet points with Peter’s arguments for why his mother should stay at home. You can start like this: – Mum disappears at 7.30.

In pairs, discuss Peter’s view that one parent should always stay at home with the children. One of you agrees with him, the other disagrees. Each of you must give reasons for your opinion. The winner is the one who comes up with the most reasons.

Word Power empty – tom upstairs – ovenpå on my own – alene trial – prøvefair – rettferdig realise – innse long term – i lengden comprehensive school – skole (11–18 år) etter barneskolen chore – arbeidsoppgave load – her: sette i dishwasher – oppvaskmaskin mow – klippe (plen) do ironing – stryke rather – heller

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F. She Is Leaving Home

Word Power silently – stille note – beskjed clutch – gripe (hardt) fast i handkerchief – lommetørkle sacriﬁce – ofre snore – snorke dressing gown – morgenkåpe break down – bryte sammen treat – behandle thoughtlessly – tankeløst struggle – kjempe appointment – avtale motor trade – her: motorsykkelgjeng deny – nekte

Wednesday morning at ﬁve o’clock as the day begins silently closing her bedroom door leaving the note that she hoped would say more she goes downstairs to the kitchen clutching her handkerchief quietly turning the backdoor key stepping outside she is free. She (We gave her most of our lives) is leaving (Sacriﬁced most of our lives) home (We gave her everything money could buy) she’s leaving home after living alone for so many years. Bye, bye. Father snores as his wife gets into her dressing gown picks up the letter that’s lying there standing alone at the top of the stairs she breaks down and cries to her husband daddy our baby’s gone. Why should she treat us so thoughtlessly how could she do this to me. She (We never thought of ourselves) is leaving (Never a thought for ourselves) home (We struggled hard all our lives to get by) she’s leaving home after living alone for so many years. Bye, bye. Friday morning at nine o’clock she is far away waiting to keep the appointment she made meeting a man from the motor trade. She (What did we do that was wrong) is leaving (We didn’t know it was wrong) home (Fun is the one thing that money can’t buy) something inside that was always denied for so many years. Bye, bye. She’s leaving home bye bye. The Beatles

By Lennon/McCartney © SONY/ATV TUNES LLC. Sony /ATV Music Publishing Scandinavia. Printed by permission.

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task 10 Choose one of the following tasks: A

Write the letter which the girl left for her parents.

Write one or more of her diary entries for the days before she left.

Write a dialogue between the girl and a friend in which she tells her friend about her decision. How does her friend react?

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G. Youth Rights growing up means that you slowly become an adult. The older you get, the more you are treated like a grown-up, and your rights increase. But at the same time you have more duties, and people therefore expect you to be more responsible. The rights young people have at a speciﬁc age vary from one country to another. On the next page you will ﬁnd what the law says about these rights in Britain.

When you are 12, you can buy a pet without a parent being present.

tasks 11 Read the list on the next page. Is there anything that surprises you? What rights do you think are missing? What rights do you think young people should have had earlier? Discuss with a partner.

Word Power adult – voksen increase – øke duty – plikt expect – forvente responsible – ansvarlig speciﬁc – spesiell law – lov celebrate – feire afterwards – etterpå

12 A

Use the list on the next page and try to ﬁnd out the situation in Norway.

Write a list with ages and rights the way you think it should be. Work together and discuss your lists.

13 When does a child stop being a child? Steven Hamilton lives in Manchester. Next week he is going to celebrate his 18th birthday, but it is not as easy as he thought. Listen to Steven’s story and discuss it afterwards in class or with a partner. 14 Which do you think is the best age? 10? 14? 18? 30? or …? Discuss in a group or as a class. Give reasons for your answer.

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In Britain, when you are … 0

You can have your own bank account

You have to go to school You have to pay child’s fare on trains, and on buses and tubes in London

You can withdraw money from your own bank account

10 You can be convicted of a criminal oﬀence (in Scotland at 8) Word Power

12 You can buy a pet without a parent being present 13 You can have a part-time job for up to 2 hours a day (for example a newspaper round) 15 You can be ﬁngerprinted If you are a boy, under certain circumstances you can be sent to prison 16 You can leave school You can buy cigarettes and tobacco You can hold a motorbike licence You can drive a moped You can marry with parents’ permission A boy can join the armed forces with parents’ permission You can have beer, cider or wine with a meal in a restaurant 18 You can hold a motor car licence You can be sent to prison You reach the age of majority – you are an adult in the eyes of the law You can marry without parents’ consent You can vote at elections You can sit on a jury You can place a bet in a betting shop You can buy and drink alcohol in a bar or a pub You can open a bank account without a parent’s signature 21 You can become an mp You can hold a licence to drive a large passenger vehicle or heavy goods vehicle You can supervise a learner driver You can adopt a child

“When he is 16 a boy can join the armed forces with parents’ permission.

bank account – bankkonto fare – billettpris withdraw money – ta ut penger convict – bli dømt for offence – lovbrudd present – tilstede part-time – deltidsﬁngerprint – ta ﬁngeravtrykk circumstance – forhold licence – førerkort permission – tillatelse join – slutte seg til armed forces – militære beer – øl cider – (eple)sider meal – måltid age of majority – myndighetsalder consent – samtykke vote – stemme elections – valg bet – vedde MP = Member of Parliament – parlamentsmedlem vehicle – kjøretøy heavy goods – tungtransport supervise – veilede

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H. A Letter to My Teacher Do you sometimes think that your teacher is unfair to you? Do you feel that you get lower marks than you deserve? Perhaps you think that your teacher hates you. Well, your teacher can also be on your side. Here is a letter from a 14-year-old Norwegian girl to her teacher.

task 15 Work together and choose one of the following tasks: A

You have a problem at home, at school or with one of your friends. Decide ﬁrst what kind of problem it is. Then discuss how you can solve it. Is there a special person you would ask for help?

What do you think “the incident with Sandra” was about? Discuss the possibilities.

Word Power unfair – urettferdig mark – karakter deserve – fortjene

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Dear Teacher, The last two years have passed very quickly and it has been difficult to keep up with myself and my feelings, in a way. I realise that, in a very short period of time, I have changed as a person, I’ve changed the way I dress, and my self-confidence has taken a bit of a beating. I thought I was really strong, but I was wrong. Learning from my mistakes has slowly become a very familiar concept to me. I have been a disappointment to my friends, my family and my teachers. It hasn’t exactly increased my self-confidence. But the fact is that I am the only one who can change things. I will have to learn to fit in with my classmates, I’ll have to respect my parents’ demands and the agreements that we’ve made, and I’ll have to be honest with and loyal to my friends. Our school trip was in many ways a test of my personality and again I managed to disappoint people around me. I am not particularly proud of what I did. As far as homework is concerned, I do a bit now and then, but nothing is done regularly or thoroughly – everything at the last minute. I have postponed things, spent too much time with friends or browsed the Internet, and gradually things have got worse. My parents thought I was doing my homework properly. But next year I will ask them for help with my homework and revising for tests. The worst thing I know is the feeling of disappointing someone. I have felt that all too often recently – not good. There have been problems with friends, too. Misunderstandings and bad blood between my best friends and me – it hurts. I started thinking: “Why doesn’t she smile at me?” “Does she think I’m ugly?” “Doesn’t she like my clothes?” I never used to bother about what other people said about me. The incident with Sandra was really painful because I was caught off guard. Then I realised that the problem was mine, not hers. I thought I was stronger, but sometimes I surprise myself – and not always in a good way. I just hope that I can discover who I am and who else is important in my life. I want to surprise people and make my parents and my teachers proud of me. But I cannot do it on my own. I want to work, but I need support. Please, help me. Make demands on me. I’ll show you that these are not just empty words. I know it is a lot to ask, but if you and I cooperate things will be all right. Have a nice summer, sir. By the end of the holidays I will be back with my batteries charged and looking forward to learning a lot. No more empty words from me. Alice

Word Power pass – gå (om tid) keep up with – holde tritt med realise – innse way – måte self-conﬁdence – selvtillit take a beating – bli skadet familiar – vanlig, velkjent concept – begrep ﬁt in with – passe sammen med demand – krav agreement – avtale manage – klare particularly – særlig proud – stolt concern – gjelde regularly – regelmessig thoroughly – grundig postpone – utsette gradually – gradvis properly – ordentlig revise – repetere hurt – såre bother about – bry seg med incident – hendelse painful – smertefull catch off guard – overrumple support – støtte cooperate – samarbeide charge – lade

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I. Friends when you are a child, friends are other children you play games with and invite to your birthday parties. When you grow up, friends become more important, perhaps even more than your own family. But friendship is a very active thing where you take the time to care and to understand, to listen and to share, to laugh and to cry. Good friends are always there for each other.

task 16 A

What is a friend to you? Draw a mind map.

Work together in groups. Use your mind maps and write a list of the ﬁve most important words that you want to use to describe a friend.

A friend is … A friend is someone who accepts you the way you are …

tasks Word Power friendship – vennskap care – bry seg om share – dele chat – chatte text – sende tekstmelding outcome – resultat

17 Work together in groups. Write two or three positive sentences about the person sitting on your right. Read aloud (in the group) what you have written. 18 Young people enjoy chatting to and texting friends on their mobiles. This is often a very positive social activity. Sometimes, however, the chat room or the mobile can be used in negative ways. Work in groups and role play two situations, one in which the outcome is positive and one in which it is negative.

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J. Choices Every day you have to make choices. “Should I do this or should I do that?” “What will they think if I … ” In some cases the decision you make can have serious consequences. Would you for instance ▶ ▶ ▶ ▶

▶ ▶ ▶ ▶ ▶ ▶ ▶

smoke a cigarette at a party? travel by bus or train without a ticket? hitchhike home from town or to see a friend? make personal contact with people you meet in a chat room on the Internet? shoplift? play truant? drink beer or wine at a Saturday night party? use drugs? tell lies about why you were late for school? use your bike at night without a light? cheat at school?

“If you choose not to decide, you have still made a choice.”

tasks 19

Why would you/would you not do these things? 1

It is illegal.

My parents do not allow it.

It is not healthy.

It is cool.

My friends expect me to do it.

It is easy.

It is necessary.

20 Work together. Choose one of the following tasks: A

Discuss your views in class.

Make a list of choices you have to face.

Word Power choice – valg case – tilfelle, sak decision – avgjørelse serious – alvorlig consequence – følge for instance – for eksempel hitchhike – haike shoplift – naske, stjele play truant – skulke drugs – narkotika cheat – fuske, lure illegal – ulovlig allow – tillate healthy – sunt necessary – nødvendig

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K. Have You Heard? Word Power gossip – sladder, sladre rumour – rykte harmless – uskyldig, ufarlig hurtful – sårende secret – hemmelighet news – nyhet

imagine that you hear very interesting news from a friend who heard it from another friend last night. What would you do? Rush to the computer to chat with your best friends? Gossip and rumours are normal. Practically everybody gossips: children, young people, parents, teachers, neighbours, etc. Sometimes it is harmless, but at other times it can be really hurtful to other people.

I Had a Secret I had a secret and told it to my best friend. She told her second best friend who told her best friend and no one else. No one else told somebody else who told anyone who told her best friend. Now everyone knows my secret so it’s not a secret any more. Now it’s news. Sue Stewart

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L. Socrates In ancient Greece, the great philosopher Socrates (470–399 BC) was well known for his wisdom. One day he met a man who ran up to him excitedly and said, “Socrates, do you know what I just heard about one of your students?” “Wait a moment,” Socrates replied. “Before you tell me I’d like you to pass a little test. It’s called the Triple Filter Test.” “Triple filter?” asked the man. “That’s right,” Socrates continued. “Before you tell me about my student, let’s take a moment to filter what you’re going to say. The first filter is Truth. Have you made absolutely sure that what you are going to tell me is true?” “No,” the man said, “actually I just heard about it.” “All right,” said Socrates. “So you don’t really know if it’s true or not. Now let’s try the second filter, the filter of Goodness. Is what you are about to tell me about my student something good?” “No, on the contrary … ” “So,” Socrates continued, “you want to tell me something bad about him, even though you’re not certain it’s true?” The man shrugged, a little embarrassed. Socrates continued, “You may still pass the test though, because there is a third filter – the filter of Usefulness. Is what you want to tell me about my student going to be useful to me?” “Not really … ” “Well,” concluded Socrates, “if what you want to tell me is neither true nor good nor even useful, why tell it to me at all?” Perhaps you should keep in mind the three filters the next time you Source unknown hear or are about to repeat a rumour?

tasks 21

Discuss with a partner or as a class. A

Many people think that spreading rumours about somebody is a form of bullying. Do you agree?

Is spreading rumours mainly a “girl thing” or do boys also gossip?

22 A B

Read text L. Do you agree with Socrates? Use the text to write three “rules” for passing on news and information.

Word Power ancient – gammel, oldtidsexcitedly – opphisset reply – svare pass – bestå triple – tredobbel, trippelcontinue – fortsette truth – sannhet actually – faktisk goodness – godhet on the contrary – tvert imot even though – selv om shrug – trekke på skuldrene embarrassed – ﬂau usefulness – nytte repeat – gjenta bully – mobbe

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M. Free Time

british teenagers spend their free time in much the same way as Norwegian teenagers. First of all, they listen to music all the time. Many young people have MP3 players and CD players. So music is an important part of their lives. Many of them also have computers, or there is one in the family home, so they can go on the Internet and download music and ﬁlms. They text their friends about everything, watch TV and play computer games. Some of them also watch or do sports or belong to a club.

tasks 23 Try to imagine a normal week. How much time do you spend on each of these activities per week?

Word Power free time – fritid important – viktig download – laste ned time management – tidsplanlegging spare time – fritid daily – daglig schedule – tidsplan

▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪

Using the computer (chatting, downloading, playing games, etc.) Watching TV or videos Sports Indoor hobbies (reading, drawing, etc.) Outdoor hobbies (walking, swimming, etc.) Doing nothing – alone Doing nothing – with friends Jobs in and around the house

24 Time management. There are things you have to do, and things you want to do. Sleep, going to school, homework, taking a shower, eating, spare time activities, and chores have one thing in common: they take time. Write a daily schedule to help you plan your day or week.

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Dancing is My Life! i wonder what my life would be without dancing. I am 15 years old and have been dancing for ten years, almost all my life. Moving to music gives me a feeling which is hard to explain. I cannot imagine my life without dancing. I have done freestyle and hip-hop and now I do ballroom dancing in the champion class for young people. My partner Fredrik is 17 and great fun. We practise 10 hours a week and more. I will never stop dancing! Maybe I’ll audition for “So you think you can dance” on TV when I’m sixteen. I’ll try to get far and maybe one day I will be one of the world’s best dancers. That’s my goal. Dancing is my life! Charlotte

Word Power move – bevege explain – forklare champion – elite, mester practise – trene audition – her: prøvedanse goal – mål

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We Can’t Live without Football! our whole life is football. What would we do if we didn’t play football? We practise four times a week and play matches almost every weekend, except in the winter. We both play for Gneist Girls’ Elite 1992 and also for the women’s team. If there is time left (but that’s very rare), we love to watch football matches on TV and think we can learn from that. Our favourite English team is Manchester United. When we get older, we want to be pro football players and play for the national team. But it is hard to get that far and women can’t make a living from playing football. Malin and Frida

Word Power match – kamp except – unntatt team – lag rare – sjelden pro – profesjonell involved – med, innblandet pass – sentre, avlevere point – poeng ‘try’ – “3-poenger” opposition – motstanderen tackle – takle

My Sport is Rugby i like rugby because it is a sport that anyone can play and you are always involved. I also like it because it is a team sport where you use an oval ball which you can kick or pass. You score points by scoring a ‘try’ and you do this by placing the ball over the opposition’s try-line. The other team must stop you scoring by tackling you with their arms. I play rugby 3–4 times a week. I practise at school during Games lessons and rugby club but I also play for Tynedale Rugby Club on Sunday mornings. Tynedale are the second-best team in the county and I have scored most of their tries. Theo

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I Play Hockey my favourite sport is hockey. I like hockey because it is quite a fast game and we all work together in the team. When you play hockey you need a hockey stick and a ball. It is also quite a rough game so you need to have a mouth-guard and shin-pads. We usually have games with 7 players in a team and some reserves. The aim is to pass to people in your team and score goals in the opposition’s net. When you haven’t got the ball you must try and win it back by tackling. I play hockey once a week with my friends in the school hockey club. I have had some success because I got into the Dame Allan’s Junior Department hockey team but I mainly play for fun.

task 25 Listen as Catharine and Paul tell you about the sports they do. What four sports are they talking about?

Harriet

task 26 Find someone in your class who 1

likes watching sports on TV, but doesn’t do any sports himself/herself.

doesn’t like watching sports on TV and doesn’t do any sports.

belongs to a sports club.

does an individual sport.

does a team sport.

does karate or another martial art.

Word Power fast – rask hockey stick – hockeykølle rough – røﬀ, hard mouth-guard – tannbeskytter shin-pad – leggbeskytter aim – mål martial art – kampsport

w w w. g y l de ndal . no /se a r c h ing

N. Thames Doesn’t Rhyme With James Kendra Kay lives in New York. She has great plans for Christmas. She is going to London and looks forward to meeting Frank again, visiting museums, doing absolutely everything without her younger brother or parents around, spending Christmas in a foreign country, and … But what if something happens? What if …

Word Power foreign – utenlandsk ﬂunk – stryke disgusting – avskyelig entire – hel pimple – kvise vacation – ferie dump – dumpe, slå opp cowpox – kukopper cancer – kreft remission – bedring chaperone – anstand

My life is filled with ‘What-ifs’. What if I flunk my geometry test? I have enough trouble spelling geometry, let alone doing it. What if Barton Bertelski asks me out again? For the last two months he has been asking me out. He’s the most disgusting boy in the entire school. He’s the one who started the Pimple Wall, which is just too disgusting to discuss. What if the teachers give us so much homework over the winter vacation that I won’t be able to go to England with my family and Frank and his family for Christmas, or I have to spend my entire time there studying school stuff and never be with Frank? What if there are no letters from Frank for more than three days? Since he went back to Wisconsin, we’ve been writing to each other practically every day. What if letters from him just stop? What if Frank has found another girlfriend now that he’s back in Wisconsin? What if his old girlfriend wants him back? What if he goes back with her even though she dumped him last summer? Those are just the present ‘What-ifs’. There are a lot of future ‘What-ifs’. What if something happens and my family can’t go to London? What if something happens and Frank and his parents can’t go to London, like they get run over by a tractor or one of the cows on their farm gives them cowpox? What if Frank’s father gets cancer again? What if his remission ends and he dies? What if Frank gets here and I find out or he finds out, or both of us find out that he no longer cares for me? What if he still does care, but we never have a chance to be alone because my father will act like Attila the Chaperone when we are in London?

c h a pt er 1 : i t ’ s m y l ife

Or what if we care so much when we see each other in London that our hearts will break when we have to separate and go back to our own states? I will be in a very sorry state if that happens. What if my genius little brother, O.K. (real name – Oscar), has to spend the whole time with Frank and me once we all ﬁnally get to London? What if no one but me wants to go to all of the art museums? Since I want to major in art history someday, it’s really important for me to go. What if no one else realizes how important this is to me? What if Barton Bertelski follows me to London to ask me out and to start an English Pimple Wall? What if scientists prove that worrying is genetic? Since I have a mother who is a worrier and a grandmother who was an even bigger worrier, does that mean I’m doomed to early membership in the Worriers’ Hall of Fame? What if people discover how much time I worry about ‘What-if’? What if they say that I stopped being such a worrier? What if I stopped thinking about ‘What-ifs’? What would I do with all that extra time? I’d sure like to ﬁnd out. Paula Danziger

task 27 A

Are you a worrier like Kendra? Write down your worries.

Talk about your worries with a partner.

Word Power art – kunst major – ta eksamen på universitetet scientist – vitenskapsmann prove – bevise genetic – arvelig worrier – en som bekymrer seg doom – dømme

w w w. g y l de ndal . no /se a r c h ing

Focus on Language Nouns and articles L1

If you look at page 6 you will ﬁnd a short introduction to this chapter. Pick out the nouns in the text. Try to explain what a noun is. If you need help, you can look at page 278. A

B C D

These nouns have been taken from the texts in chapter 1. They are all in the singular (entall). Write down their plural forms (ﬂertall). If you need help, look at pages 278–279 or use your dictionary.

school

class

day

life

man

friend

bus

hobby

wife

child

face

match

family

knife

woman

note

potato

party

thief

mouse

chapter

photo

boy

half

foot

How do you change most nouns from the singular into the plural in English? Make a list of the nouns in A that have an irregular plural ending. Look at page 279. Look at page 279 and write down the rest of the nouns that have an irregular plural ending.

Choose one of the groups of nouns below and write a brief story where you use each noun in the group. You can use them in the singular or in the plural. book / ghost / country / knife / cloud / glass / cap / radio / match / child mouse / house / tree / boy / fox / class / woman / aunt / mountain / foot fairy / people / watch / life / wall / tooth / sea / hobby / sheep / shelf

c h a pt er 1 : i t ’ s m y l ife

L4 Here are some sentences from the texts in chapter 1. Fill in the gaps with a, an or the. a In … beginning it was all rather thrilling. b His mother has worked as … graphic designer. c It’s called … Triple Filter Test. d We come home to … empty house. e She’s … year older than me. f There is … good side to it. g You do this by placing … ball over your opposition’s try-line. h Growing up means that you slowly become … adult. i It is … team sport where you use … oval ball. j When you play hockey you need … hockey stick and … ball. k I play hockey once … week with my friends in … school hockey club. l You can become … MP.

L5 A B

Write five sentences where you use the definite article the. It should be used in front of both plural and singular nouns. Write five sentences where you use the indefinite article a or an. Make sure some of the sentences have an.

L6 Write a short rule for when to use a and when to use an.

w w w. g y l de ndal . no /se a r c h ing

Focus on writing This is My Life! at the age of 13 or 14 it is time to begin writing your autobiography. You probably still remember your ﬁrst day at school, birthday celebrations, special summer holidays, exciting events with friends and relatives, etc. Write the book of your life. Write about – the day you were born (what the weather was like, what was going on in the world, etc.) – the places you have lived – your family – your best friend – other friends – your best holiday – sports – special memories – pets –… Here are some ideas of how you can collect material: – Ask you parents or grandparents if they have kept a newspaper from the day you were born. – Visit one of the local newspapers and ask them if you can read the paper from the day you were born. – Ask your grandparents, parents, relatives, teachers and neighbours if they remember something from your early years. – Visit the kindergarten and the primary school you went to. Perhaps your teachers remember some special events in which you were involved. – Ask relatives and friends for photos or ﬁlms of you at home or on holiday. –… Remember, all kinds of experience can be included. All memories are important.

c h a pt er 1 : i t ’ s m y l ife

Writing tasks

Work in groups and make posters with your own “Bill of Rights”. Remember that your bill must be for all children and not just for Norwegians. Put the posters on the wall so that you can compare the results. Read the cartoon on page 11. What kind of bedtime stories would you like to hear? Write a story and try to illustrate it like Hobbes has done. What is a friend to you? Choose one of the following tasks: A B C

Write a story about friendship. Write a letter to a friend, telling him or her how important your friendship is to you. Write a text in which you describe what a good friend should be like (and/or not be like).

L10

Write a “Letter to the Editor” of Living Magazine expressing your opinion about the article on Peter Swift on page 13.

L 11

Read “A Letter to My Teacher” on page 18. Choose one of the tasks.

Questions to ask yourself:

You are the teacher who receives the letter. Write your answer. You have a serious problem. Write a letter to a person (relative, friend, teacher, health visitor, etc) that you think can help you.

How do I learn new words?

Which text(s) and task(s) did I enjoy the most? Why?

How well can I describe what I do in my free time?

Many people worry about what might happen to them or to their family or friends. Others seem not to care at all about the future. What about you? Are you a worrier like Kendra? Write a text about yourself or about a person who worries. What are the problems?

Can I express my opinion about young people’s rights?

Can I use the singular and plural of nouns correctly?

A B

L 12

Searching 9

– engelsk for ungdomstrinnet

BOKMÅL ISBN 978-82-05-34188-3

788205 341883

anne-brit fenner geir nordal-pedersen

Ω tilpasset opplæring gjennom tekster med ﬂere vanskegrader og oppgaver der elevene kan foreta valg ut fra interesse, behov og eget språknivå

Searching 9

Searching gir elevene et spennende møte med den engelskspråklige verden og ivaretar elevenes ulike behov og individuelle forutsetninger.

learner’s book

anne-brit fenner og geir nordal-pedersen learner’s book engelsk for ungdomstrinnet

Searching