Connect 7 Student's Book/Web

Tone Madsen og Siri Mohammad-Roe

7 CONNECT · Elevbog

Connect 7 til 7. klasse består af Student’s Book/Web Teacher’s Book/Web connect.alinea.dk

CONNECT 7

Har du bog, har du web!

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alinea.dk

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Engelsk · 7. klasse · Elevbog · Web

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Tone Madsen og Siri Mohammad-Roe

CONNECT 7

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Dear Reader, Welcome to Connect 7 CONNECT 7 is the first book in the Connect series. In this book, we have put together five chapters for you about different topics.

Each chapter consists of various texts including a Model text.

The Connect website offers more texts to extend your reading.

FOCUS WORDS



BEFORE READING 

Every chapter introduces important words into your vocabulary.

These words will be a focus throughout the chapter, so you can learn to use them with confidence.

These tasks help you to prepare your reading.

By reading the model text and working with the tasks, you will be guided in writing a certain type of text yourself. The book will introduce you to an autobiographical text, a blog post, an opinion piece, an informal letter and a story.

MODEL TEXT



PAUSE

end of each chapter offers reflection on both your learning  The process and what you have learnt by working with each chapter.

SYMBOLS

 you work with the tasks:

Throughout the book you will find these different symbols when

!

Tip to help you complete or understand the task.

Get ready for an activity or a game.

Find a copy sheet on the Connect website to solve the task.

Find writing guidelines and a workspace on the Connect website to do the task.

Watch a film connected to the chapter.

At the end of the book, you will find a Grammar section offering you a brief overview of the word classes and grammar topics related to your learning in the different chapters. You will find more grammar practice and training on the Connect website: connect.alinea.dk We hope you will enjoy learning more English with Connect!

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Contents CHAPTER 1 A WORLD OF ENGLISH

model text

model text

model text

Focus words

vocabulary

English – a world language

map

10

Hei, Hello, assalamu alaikum, hola!

autobiography

12

The BFG (Roald Dahl)

novel excerpt

16

’It’s all Greek to me!’

idiomatic expressions

22

Ivan the Terrible (Anne Fine)

novel excerpt

24

8

Pause and reflect

30

CHAPTER 2 EXPLORE

32

Focus words

vocabulary

34

Young inventors

informative article

36

What’s it for?

photographs

41

Ex Poser (Paul Jennings)

short story

42

Hannah’s blog

blog post

48

One girl one dream

informative article

52

The Ocean Cleanup

informative article

56

Pause and reflect

60

CHAPTER 3 GROWING UP

62

Focus words

vocabulary

64

Q&A

advice column

66

Dear Diary

diary

70

Social gaming

informative article

74

Food for thought

opinion piece

76

Are you under influence

photographs

80

The Halloween Party (R.J. Palacio)

novel excerpt

82

Pause and reflect

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CHAPTER 4 ENCOUNTERS

model text

90

Focus words

vocabulary

92

Greetings around the world

informative article

94

My London adventure

informal letter

98

The Curious Incident… (Mark Haddon)

novel excerpt

104

The Weight of Water (Sarah Crossan)

novel excerpt

110

Pause and reflect

116

CHAPTER 5 LET ME TELL YOU A STORY ...

118

Focus words

vocabulary

Six-word stories (L. Smith and R. Fershleiser) six-word stories

model text

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120 122

How to write a story

instructions

126

Where children sleep (James Mollison)

photographs

132

Way to meet a girl (Emily Haegi)

short story

134

No Exit (Aoife Cahill)

short story

142

Pause and reflect

148

GRAMMAR SECTION

150

Udsagnsord (Verbs)

152

Navneord (Nouns)

154

Tillægsord (Adjectives)

156

Stedord (Pronouns)

157

Forholdsord (Prepositions)

159

Forbindere (Linking words)

161

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‹

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1

A world of English English has become a global language. It is the language we use to connect with people across the world. Your world is already “a world of English”.

The English language is all around you. In this chapter, you will get the chance to expand your skills and learn more about English – a language that connects us.

Main targets: • to compare the English language with other languages you know • to explore where English is spoken • to understand what a world language is Language and grammar: • verbs in the present tense • how to ask questions in English Model text: • Portrait

1 Talk about the picture Where do you think this photo was taken?

What do the words on the stairs say?

What does the ’purpose of life’ mean?

‹ ‹ ‹

2 Watch the introfilm

A WORLD OF ENGLISH

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‹

UNDERSTANDING 1 Explain the words Read the text:

FOCUS WORDS ngue o t r e h t o m language bilingual speak e communicat understand l e v a tr interpreter transla te

Danish is my mother tongue, but I learn other languages in school. I have a friend who is bilingual. Her mother is from Poland, so they speak both Danish and Polish at home. When we grow up, we will need to communicate with people who don’t speak our language. If you can’t understand a language, for example when you travel abroad, you need an interpreter who can translate for you. a) The focus words are marked in the text. Work with a partner and explain the meaning of these focus words to each other. b) Write a short explanation in English for each word.

If you like, use the sentence starters:

A language is …

A mother tongue is …

You are bilingual when you …

To translate is to …

To communicate is to …

An interpreter is a person who …

To understand is to …

To speak means to …

To travel is to …

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2 Make a mind map Work in groups of four.

Where?

When?

The last time we spoke English About what?

With whom?

3 Freewrite Freewriting er det samme som hurtigskrivning. Når du freewriter, skriver du alt det, du kommer i tanke om – uden at tænke på retskrivning, ordvalg eller struktur.

How do we communicate with each other? Freewrite for one minute.

TALKING 4 Guess the word Work with a partner. Cut a sheet of paper into eight pieces, and write one focus word on each. Turn these notes face down.

Student A picks one note and explains the word to student B without using the actual focus word. Student B tries to guess the focus word.

What if Greta Thunberg did not speak English?

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BEFORE READING

‹

 English – a world language

What’s the difference between a primary and an official language?

primary language førstesprog

‹

Countries where English is the primary language

Countries where English is one of the official languages

TALKING 5 English around the world Work with a partner. Study the map and write the names of the countries where English is an official language or widely spoken.

6 Discuss Why do you think English is spoken in the USA, India and many African countries?

Discuss with your partner and write down your thoughts in keywords.

7 A chosen destination Look at the countries from task 5. If you could travel to one of these countries, which one would you choose? First, freewrite for a couple of minutes. Then, explain to a partner why you would like to go there.

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A WORLD OF ENGLISH

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MODEL TEXT

‹

 Hej, hello, assalamu alaikum, hola!

My name is Isak. Sometimes people ask me where I come from, as if I’m not from here. But I have lived in Århus all my life. My father is from Pakistan. He came here to study

Urdu official language of Pakistan

‹

while mens siblings søskende subject fag in addition to ud over

and fell in love with my mother. At my house, we speak Danish, Urdu and English. My parents still speak English with each other – maybe because it was the only language they both could speak. While my mother speaks Danish with me and my siblings, my dad always speaks Urdu. I understand everything he says, but I always answer him in Danish. I guess you can call me bilingual. When we visit family in Pakistan, we mostly communicate in English.

People who speak Urdu mix English words into their language, for example, bus, window and table.

English is my favourite subject in school, in addition to

Åboulevarden in Århus

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maths. My new English teacher speaks mostly English in

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class. She says that we don’t get any better if we don’t try. Some of my classmates think it’s embarrassing to speak English in class. It’s a bit funny, because we never think about it outside of class.

We use many English words when we talk, text

‹

embarrassing flovt funny mærkeligt sound lyde spare time fritid

or play games. This year I have chosen to learn Spanish as well. I think it’s a good choice, because Spanish is spoken all over the world too. Besides, I like the way it sounds.

In my spare time, I love to play online games. I play and chat with people all over the world, in English, of course.

I also love football. My favourite team is Manchester City.

I watch all the matches with my friends on one of the sport channels. My parents let me because I tell them I learn more English when I watch English football. I’m happy that I know more than one language – it makes communication so much easier for me.

So, what’s my language? What’s yours?

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UNDERSTANDING 8 Q&A Write two or three questions about each paragraph of the text.

In pairs, take it in turns to answer each other’s questions.

TALKING 9 Interview a partner a) Write down all the questions you need to ask to get the following information.

Name: Age: Mother tongue: Languages spoken at home: Spare time activities: Use of English in daily life: Use of English in the future:

who when where what why how

b) Use the questions to interview a partner.

Write their answers in keywords. c) Use your keywords from task b) to give a short presentation about your partner to your classmates.

Example: This is Emma. She is …

TO BE – AT VÆRE

ental/singular 1. person I am 2. person you are 3. person he/she/it is flertal/plural 1. person we 2. person you 3. person they

are are are

WRITING 10 Write your own portrait You can structure your text like this: • • • •

14

title first paragraph: hometown, family, language second paragraph: school third paragraph: spare time, activities, use of English in daily life

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WRITING 11 Study the photo Study the photo and write at least five sentences in the present continuous to describe what the couple are doing.

Example: She is relaxing.

PRESENT CONTINUOUS OR PRESENT SIMPLE? Brug udvidet nutid (present continuous) til det, der sker lige nu.

Udvidet nutid = nutid af to be + ing-form.

Brug simpel tid (present simple) til det, der sker regelmæssigt, og om tilstande, som ikke ændrer sig.

Example: They are leaving right now. They leave early every morning.

She is travelling the world. She often travels by train.

WHAT’S YOUR STORY

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famous berømt dictionary ordbog

‹

Roald Dahl (1916–1990) is famous for writing short stories and novels for children. Charlie and the Chocolate Factory, The Witches and Matilda are some of his well-known novels.

Roald Dahl was a master of words, and when he couldn’t find the right words, he invented new ones. Some of the words in his stories cannot be found in English dictionaries.

Roald Dahl understood the child’s perspective and told his stories through the eyes of the children. A repeating theme in these stories is the struggle between good and evil. And the good always wins.

repeating tilbagevendende struggle en kamp

The BFG Roald Dahl’s novel, The BFG, a giant snatches young  InSophie away one night from the orphanage where she

BEFORE READING

lives. Back in his cave in Giant Country, she finds out

Read the introduction about Roald Dahl.

Write down at least two facts that you remember from the text without checking.

snatch snuppe, stjæle orphanage børnehjem

that not only is he friendly, but he is not even planning to eat her. Unlike the other giants in Giant Country, the BFG eats a foul-tasting vegetable he calls ‘a snozzcumber’ instead of humans, and he speaks a funny language of his own.

‹

[…]

foul-tasting som smager

Sophie took a small nibble. ‘Uggggggggh!’ she spluttered.

forfærdeligt

‘Oh no! Oh gosh! Oh help!’ She spat it out quickly. ‘It

funny mærkeligt nibble bid splutter sprutte roar brøle

tastes of frogskins!’ she gasped. ‘And rotten fish!’

‘Worse than that!’ cried the BFG, roaring with laughter.

‘To me it is tasting of clockcoaches and slime-wanglers!’

‘Do we really have to eat it?’ Sophie said.

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‘You do unless you is wanting to become so thin you will be disappearing into a thick ear.’

‘Into thin air,’ Sophie said. ‘A thick ear is something quite different.’

Once again that sad winsome look came into the BFG’s eyes. ‘Words,’ he said, ‘is oh such a twitch-tickling problem to me all my life. So you must simply try to be patient and stop squibbling. As I am telling you before, I know exactly

‹

winsome charmerende patient tålmodig brighten lyse op beam stråle

what words I am wanting to say, but somehow or other

cauliflower blomkål

theyis always getting squiff-squiddled around.’

proudly stolt

‘That happens to everyone,’ Sophie said.

‘Not like it happens to me,’ the BFG said. ‘I is speaking

honourable hæderlig gently sødt

the most terrible wigglish.’

‘I think you speak beautifully,’ Sophie said.

‘You do?’ cried the BFG, suddenly brightening. ‘You really do?’

‘Simply beautifully,’ Sophie repeated.

‘Well, that is the nicest present anybody is ever giving me in my whole life!’ cried the BFG. ‘Are you sure you is not twiddling my leg?’

‘Of course not,’ Sophie said. ‘I just love the way you talk.’

‘How wondercrump!’ cried the BFG, still beaming. ‘How whoopsey-splunkers! How absolutely squiffling! I is all of a stutter.’

‘Listen,’ Sophie said. ‘We don’t have to eat snozzcumbers.

In the fields around our village there are all sorts of lovely vegetables like cauliflowers and carrots. Why don’t you get some of those next time you go visiting?’

The BFG raised his great head proudly in the air. ‘I is a very honourable giant,’ he said. ‘I would rather be chewing up rotsome snozzcumbers than snitching things from other people.’

‘You stole me,’ Sophie said.

‘I did not steal you very much,’ said the BFG, smiling gently. ‘After all, you is only a tiny little girl.’ […]

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UNDERSTANDING 12 Summarise Use the following questions to write your notes about The BFG. • • • • • • •

A setting is where and when a story takes place.

Example: The story is set in Giant Country.

summarise sammenfatte author forfatter main character hovedperson replace erstatte context sammenhæng

›

Who is the author?

What is the title?

What is the setting?

Who are the main characters?

What do you learn about Sophie?

What do you learn about the BFG? What happens in the text?

13 Work with words The BFG uses many strange words when he speaks. Some are not real English words. a) Find five sentences in the text where the BFG uses his made-up words. b) Replace the BFG’s words with real English words.

Example: ‘How wondercrump!’ cried the BFG, still beaming.

‘How wonderful!’ cried the BFG, still beaming.

Reading the sentence in context can help you think of a word that will fit. Read both the sentence that comes before the one you have found and the sentence after.

c) How does the text change when you replace the BFG’s words with real English words? Is the text easier or more difficult to understand? Write at least one sentence to explain. d) It is easy to understand what the BFG means to say, even though he makes up his own words. Why is that? Write at least one sentence to explain.

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If you like, you can start like this: I understand what the BFG means to say because …

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‹

GRAMMAR 14 Work with verbs a) Find the verbs in the introduction to The BFG, and write them down. If you don’t know the meaning of the verbs, make sure you look them up. b) Use the verbs in the third-person plural (they) to write your own sentences.

‹

plural flertal conjugate bøje

Example: A giant snatches young Sophie away one night from the orphanage where she lives.

The giants snatch children. They live in Giant Country. c)

Have a look at the sentences below. Write your own sentence to explain how you conjugate a verb in the present simple.

I like the Giant a lot.

You speak beautifully.

She tastes the snozzcumber.

They listen to each other.

TO CONJUGATE VERBS IN THE PRESENT SIMPLE ental singular

1. person 2. person 3. person

I you he/she/it

am are is

flertal plural

1. person 2. person 3. person

we you they

are are are

Tilføj -s til verbets grundform for at danne præsens i 3. person ental.

Tilføj -es, hvis verbet slutter på en hvislelyd.

Eksempel: He snatches Sophie one night.

Eksempler på hvislelyde er -x, -s, -z, -sh: mixes, misses, wizzes, hushes.

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YES/NO-QUESTIONS Vi kan danne spørgsmål uden at bruge et spørgeord. I sætninger med verbet to be, bytter subjekt og verballed plads. Vi gør det samme på dansk. Den type spørgsmål kalder vi ofte ja/nej spørgsmål eller lukkede spørgsmål.

Eksempel: The BFG is a scary giant.

Is the BFG a scary giant?

Yes, he is a scary giant.

No, he is not a scary giant.

15 Flashcards © Work with a partner.

Transform the questions.

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WRITING 16 Write a description a) Look at the picture of Sophie and the BFG. Describe what the BFG and Sophie look like, and what they are wearing. Write at least six sentences.

!

When you describe something, you use adjectives.

big tough brown scary funny long

Example: The BFG has a big nose. Sophie wears a long nightgown.

b) What kind of qualities do the BFG and Sophie have?

Think about what they say, how they act and what they do in the story. Write at least four sentences in the present tense and remember to use adjectives.

Example: The BFG is kind. Sophie is a tough girl.

‹

an opposite det modsatte

c) What are the opposites of the adjectives you have used in task b)?

Write down the word pairs.

Example: kind – mean, tough – weak

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BEFORE READING Read the title of the text.

What do you think it means?

 ’It’s all Greek to me!’

This title is what we call an idiomatic expression. It does not necessarily mean exactly what it says. Idiomatic expressions are different from country to country. They do not always make sense when you translate them, but some of them are the same.

Do you know these idiomatic expressions?

When I see a merry-go-round, I always get cold feet.

It took two weeks before I received the letter, but better late than never.

Stop complaining, we are all in the same boat!

I lied about where I was last night. Now I am on thin ice.

TALKING 17 Find the meaning Work with a partner. Choose four idiomatic expressions from page 23. What do you think these expressions could mean? Discuss with your partner. Agree on an explanation and write it down.

18 Perform a dialogue Work with a partner. Choose two of the idiomatic expressions from task 17. Use the expressions in two different dialogues. Perform it in class.

Example: Student A: Wow, look at that snake. Do you want to try to hold it?

Student B: No way! I freak out just looking at it.

Student A: Come on, don’t be a chicken!

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to be

broke

to buy the cat in the sack to let the cat out of to be the bag bag

to

t t

to hold

your horses

to cost an

‹

arm and a leg to lay your cards TO FEEL on the table UNDER THE WEATHER A WORLD OF ENGLISH

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Anne Fine (1947– ) was born in England. She is best known for writing children’s books, although she also writes for adults. Several of her books have been adapted for television or film. She has won numerous prizes, and her work has been translated into more than forty languages.

 Ivan the Terrible

BEFORE READING You have just started lower secondary school.

How do you feel about being a student at your new school?

Freewrite for a couple of minutes.

In Anne Fine’s novel, Ivan the Terrible, we meet Ivan, a Russian boy who is new at school. Ivan’s mother tongue is Russian, and he does not speak English yet.

The head teacher, Mrs Blaizely, turns to Boris, a bilingual student, for help. Since Boris speaks both English and Russian, he is in Mrs Blaizely’s eyes perfect for the job as Ivan’s interpreter.

Mrs Blaizely tells Boris to bring Ivan to Assembly, where she can introduce him to the other students.

Boris’ job as an interpreter turns out to be quite a challenge, and Ivan turns out to be quite a character. […]

although selvom adapted bearbejdet

‹

head teacher rektor assembly fællessamling (på skolen) quite a character en speciel

Mrs Blaizely’s got a thing about running what she calls ‘a civilized school’. She says she wants everyone at St Edmund’s to have good manners and a positive attitude.

So we began Assembly by singing that wimpy little song about remembering to be grateful for everything round us.

type

(Lulu once wrote a joke version of it about not being

lower secondary school

grateful for empty beer cans, or sick on the pavements,

udskolingen

or homework or dog poo. Mrs Shah said it was ‘a brilliant

wimpy vattet sick opkast spoof spøg vanish forsvinde

24

spoof’ and pinned it on the display board. She kept it up right through till Parents’ Evening. Then she lost her nerve and suddenly it vanished.)

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After we’d finished singing ‘In Our Wonderful World’, some of the children in the nursery put on a little show about being kind to animals and taking care of your pets.

It wasn’t up to much, but we all clapped to show our good manners and positive attitude. Then Mrs Blaizely begged us all to make less noise in the corridors and not drop so much litter. (We hear that so often it’s practically our

‹

nursery børnehave litter skrald huge kæmpestort beckon give tegn til considerate hensynsfuld settle in finde sig til rette shuffle one’s feet trippe

morning prayer.)

And then we came to our bit. Mrs Blaizely changed to her really bright and enthusiastic voice. ‘I have someone to introduce to you,’ she said to everyone. ‘His name is Ivan and he comes from a huge country called Russia.

Russia’s so big that some snowy parts in the north are way up in the Arctic Circle while some parts in the south are so dry that they’re desert.’

She beckoned to Ivan. ‘Don’t be shy. Come up here on stage so everyone can see you and know that they’ve got to be especially thoughtful and considerate until you’ve settled in.’

I gave Ivan a little push and he walked up the steps.

I thought he’d just blush and stay at the side of the stage, shuffling his feet in an embarrassed fashion like everyone else who’s ever been new to the school.

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sweep forward skride frem lowly lavtstående heap of trouble masse ballade argue (with somebody) skændes (med nogen) whether or not hvorvidt stare stirre rude uhøflig

‹

But no. He swept forward right to the middle, almost next to Mrs Blaizely, turned to face us all and did a sort of smart military bow from the waist.

Then he straightened up, threw his arms out wide, and said in the loudest, clearest Russian: ‘Greetings to all you lowly shivering worms.’

I was still staring when Mrs Blaizely beckoned. She

troop off marchere ned fra

wanted me up the steps and standing next to Ivan. I didn’t

tick someone off sætte

have a choice.

nogen på plads half-witted åndssvag tiny småbitte dim-bulb indskrænkede

‘Now,’ she said. ‘Boris is going to tell us, in English, exactly what Ivan just said to us in Russian.’

She turned to me. ‘Well, go on.’

I tell you frankly, this was my big mistake. If I’d just done it, just gone ahead and told her straight off: ‘He said, “Greetings to all you lowly shivering worms”,’ I could have saved myself a heap of trouble.

But I couldn’t do it. Look at it this way. There he was, on his first day in a new school. For all I knew, it could have been his very first week in a new country, his first day in his new house, almost his first words in his brand-new life (apart from arguing with his mother about whether or not to come through the school gates in the first place).

And he’d been called up to stand on stage with everyone staring. I thought he must have panicked, and said something silly as a sort of joke, not realising that in our civilized school where everyone’s supposed to have good manners and a positive attitude, it wasn’t going to work, and everyone was going to end up staring at him even more.

Lowly shivering worms?

It’s pretty rude. I couldn’t let him get himself into everyone’s bad books so quickly.

So I just told them: ‘Ivan said, “Good morning, everyone”.’ I thought we’d get away then. I thought Mrs Blaizely would nod at us, and we’d troop off the stage. I’d tick him off (in Russian) and we’d start the day again.

But no such luck, because Ivan hadn’t finished. He stepped forward again.

‘No doubt you’ll all be half-witted enough to welcome

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me amongst you,’ he said (in Russian). ‘Your tiny, dimCHAPTER 1

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bulb brains are simply not capable of seeing that I have secret powers which I intend to use to turn the whole pack of you into my slaves.’

He beamed and gave another of his smart bows. There

‹

intend agte glance kigge enquiringly spørgende delighted henrykt, glad pretend lade som om

was a pause. Then Mrs Blaizely glanced at me enquiringly.

barrage bombardement

‘Boris?’ I took a deep breath.

insult fornærmelse

‘I am delighted to be here,’ I pretended to translate for Ivan. ‘I think this school looks very nice. And everyone looks very kind and friendly. I really hope I’ll settle in soon

bash banke soggy fugtig grin smile bredt wally idiot

and make a whole load of new friends.’

‘That’s lovely,’ said Mrs Blaizely. She turned to Ivan. ‘And I’m sure everyone in this hall wants to join me in wishing you well and hoping you feel at home as soon as possible.’

Ivan turned to me. ‘What did she say?’

I wasn’t going to risk him coming out with another barrage of insults. So I looked Ivan in the eye and told him, ‘She said, “Watch your fat tongue, New Boy, or I’ll break off your arm and bash you with the soggy end.”’

I really hoped he’d look at Mrs Blaizely with a new respect. But he just grinned and walked down the steps from the stage.

Feeling a bit of a wally, I followed him.

End of Assembly. And thank heaven for that. […]

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UNDERSTANDING 19 Summarise Use the following keywords to write your notes about the excerpt from Ivan the Terrible.

Author: Title: Setting: Main characters: What I learn about Boris: What I learn about Ivan: What I learn about Mrs Blaizely: This happens in the text:

20 Vocabulary These are some of the verbs from Ivan the Terrible. Write a sentence with each verb in present simple.

Example: to stare ďƒ He stares at the computer screen. to stare to glance to pretend

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to tick someone off to settle in to vanish

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TALKING 21 Explain in English In this paragraph the marked words might be new to you. Find out what they mean. Choose at least three of the words and explain what they mean in English to a partner.

Mrs Blaizely’s got a thing about running what she calls ‘a civilized school’. She says she wants everyone at St Edmund’s to have good manners and a positive attitude. So we began Assembly by singing that wimpy little song about remembering to be grateful for everything around us. (Lulu once wrote a joke version of it about not being grateful for empty beer cans, or sick on the pavements, or homework, or dog poo. Mrs Shah said it was ‘a brilliant spoof’ and pinned it on the display board. She kept it up right through till Parents’ Evening. Then she lost her nerve, and suddenly it vanished.)

22 Act out the scene The main part of the text is when Boris translates for Ivan at Assembly. Act out this scene with Boris, Ivan and Mrs Blaizely in groups of three. Write down the lines that your character says. Practise with your group and act out the scene.

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context sammenhæng, kontekst line replik

WRITING 23 Continue the story Work with a partner. What do you think Boris and Ivan would say to each other after Assembly? Write the dialogue together.

At least five lines each. Perform the dialogue.

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PAUSE – AND REFLECT MAIN TARGETS a) What have you learnt from comparing English with Danish or a different mother tongue? Give at least one example of how knowing one language can help you learn another. b) Why has English become a world language? Use keywords and write sentences. c) How is English part of your daily life? Give at least three examples. Write using full sentences. d) Which of the texts did you like the most? And which was the most difficult to work with? Write short answers to explain and remember to give reasons for your answers. e) What do the texts have in common? And how do they connect with the topic?

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w

LANGUAGE AND GRAMMAR – CAN YOU EXPLAIN? a) Study these sentences: I am baking a cake for my uncle. We are learning a new language.

What do we call this verb tense? And how do you form this tense? Write a short explanation. b) In English and in Danish, we can ask questions without using question words. Write down one or two examples.

Are there any differences or similarities?

FORWARD • • • •

What was difficult?

What did you do well?

What would you like to improve?

What do you take with you?

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Explore

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We come into this world naturally curious. Children ask questions all the time. It is their way of exploring the world around them. Our curiosity, our creativity and our ability to ask questions all lead to new inventions and discoveries. These qualities make us seek challenges or explore places and cultures that are new to us. In turn, this can help us understand the world better. So, open your mind and keep asking questions.

Main targets: • to learn about and explore new ideas and inventions • to recognise a short story • to describe a chosen destination and write a blog entry • to research and present a global organisation

Language and grammar: • adjectives Model text: • blog post

1 Talk about the picture What is painted, and what is real in this artwork?

Describe to a partner.

How does this picture connect with the topic of this chapter?

If you could give this artwork a title, what would you call it?

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2 Watch the introfilm

EXPLORE

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Tone Madsen og Siri Mohammad-Roe

7 CONNECT · Elevbog

Connect 7 til 7. klasse består af Student’s Book/Web Teacher’s Book/Web connect.alinea.dk

CONNECT 7

Har du bog, har du web!

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Engelsk · 7. klasse · Elevbog · Web

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