Connect 7 Teacher's Book/Web

CONNECT 7

Teacher’s Book

Tone Madsen og Siri Mohammad-Roe

Velkommen til Connect 7

Systemet består af:

Student’s Book

Teacher’s Book

Website med ressourcer og opgaver.

Student’s Book

Connect 7 Student’s Book består af fem kapitler og en opslagsdel, Grammar Section. Hvert kapitel indeholder et antal tekster i forskellige genrer med tilhørende opgaver. Teksterne varierer i længde og sværhedsgrad, men er alle understøttet af indlæste gloser og ordforrådsopgaver på det tilhørende website connect.alinea.dk. Her ligger også ekstra læse- eller lyttetekster til de elever, der måtte have brug for en ekstra udfordring.

Arbejdet med fokusord prioriteres i begyndelsen af hvert kapitel, for at understøtte forståelsen af indholdet og ordforrådstilegnelsen.

Én tekst i hvert kapitel er markeret som Model Text. Den fungerer som et genretypisk eksempel til brug for elevernes egen tekstproduktion. Gennem bogen møder eleven fem forskellige teksttyper, som de selv skal arbejde i dybden med at producere. På websitet ligger der skriverammer til alle teksttyper under afsnittet Til læreren, ligesom der ligger guidelines til eleverne.

Arbejdet med sprog og grammatik er integreret i hvert kapitel og hænger sammen med tekster og opgaver i forhold til tekst- og opgaveindhold. Grammatikken suppleres af træningsopgaver på websitet, samt af opslagsdelen bagerst i bogen.

Opgavetyperne i Student’s Book varierer mellem Understanding, Talking, Grammar og Writing. Derudover er der en række opgaver, markeret med forskellige symboler. Instruktionerne hertil ndes under afsnittet Til læreren på websitet.

Teacher’s Book

Connect 7 Teacher’s Book er en udvidet version af Student’s Book. Denne bog er den eneste bog, du behøver som lærer.

I margenerne på alle opslag nder du vejledninger og forslag til bogens opgaver. De fordeler sig således:

• Suggestion – forslag til opgavens udførelse, ekstra opgaver og aktiviteter

• Sca olding – forslag til understøttelse af elevernes forståelse

• Before, During og After reading – spørgsmål og ideer til tekstlæsning i klassen

• Background – information eller fakta om indholdet

• Did you know? – ekstra interessant viden om indholdet

• Discussing images – forslag til inddragelse af billeder

• connect.alinea.dk – henvisninger til opgaver eller vejledning på websitet

Vi håber, at Connect 7 vil give dig og dine elever inspirerende og udviklende læringsoplevelser i engelskundervisningen.

På connect.alinea.dk nder du:

•indtalt lyd til alle læsetekster

•indtalte gloser til alle læsetekster

•intro lm til hvert kapitel

•supplerende træningsopgaver og aktiviteter

• skriverammer til elevernes tekstproduktion

•kopiark

•ekstra lyttetekster

•ekstra læsetekster

•perspektiverende opgaver til FN’s Verdensmål

•supplerende vejledning til aktiviteter og opgaver i afsnittet: Til læreren

•forslag til årsplan

•Fælles mål for det enkelte kapitel Engelsk som klasserumssprog

Systemet Connect lægger op til, at der praktiseres engelsk som klasserumssprog.

I Teacher’s book er det derfor kun introduktionen, der er på dansk. Alle vejledninger og forslag til arbejdet med bogens tekster og opgaver er på engelsk.

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

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

Main targets

• to talk about what it means to be a teenager

• to describe challenges and responsibilities you face when growing up

• to argue your opinion

• to give advice

Language and grammar

• verbs in the past simple tense

• re exive pronouns

Main targets

• to explore di erent types of encounters

• to understand the social and cultural context of an encounter

• to share your opinion in a speech

Language and grammar

• linking words

Main targets

• to recognise di erent ways of telling stories

• to talk about and interpret stories

• to know important elements of how to write a story

• to dramatise a story

Language and grammar

• synonyms

• adjectives

EXTENDED READING RESOURCES

You can nd extended reading/audio resources connected to some of the chapters on connect.alinea.dk

Background

The quote in the photo is from the lm adaptation (2013) of the short story “The Secret Life of Walter Mitty”, by

James Thurber.

A world of English 1

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 intro lm

Suggestion

Talk about the main targets of this chapter and write them on the board. Have the students share their thoughts. Make sure the students understand what a portrait is.

Suggestion Task 1

Allow the students to turn and talk about the picture and the questions for two minutes. Share in class.

Task 2

Go to connect.alinea.dk and watch the intro lm together in class.

Allow a little time to explore the website with the students and nd the chapter and it’s content. Take a look at the di erent tasks connected to the intro lm, and let the students work in pairs or individually.

Suggestion

Read the focus words aloud with the students. Write them on the board or on a chart that you can hang in the classroom.

Suggestion

Tell the students that working attentively with the focus words in the beginning of each chapter will help them gain a better understanding of the texts and strengthen their vocabulary.

Sca olding

The students can nd more practice working with the focus words on connect.alinea.dk

FOCUS WORDS

UNDERSTANDING

1 Explain the words

Read the text:

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 …

Suggestion

Find creative ways to expose the words, either in sentence strips or on laminated colored cardboard. Another way is to let the students create small signs with symbols or illustrations supporting the meaning of each word.

Let the students work in groups and invite them to share any creative ideas.

Create a word wall in the classroom and allow some space for continuously adding words to it.

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 …

2 Make a mind map

Work in groups of four.

Suggestion

Task 2

When?

The last time we spoke English

About what?

Where? 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?

Let the students pair up with another group to discuss their mind maps. Invite a few groups to share in class.

Suggestion Task 3

Let the students read their freewriting to each other. Now, invite someone to share in class.

A WORLD OF ENGLISH

Discussing images:

▼ Ask:

• What is Greta Thunberg’s mother tongue?

• If she didn’t speak English, how far do you think her message would have reached?

Background

In countries such as Bangladesh, English is a de facto co-o cial language. Although English isn’t legally an o cial language, it is still widely accepted for legal purposes. In countries such as Sri Lanka, English is widely used for o cial and commercial purposes. There are no o cial languages at the federal level in the USA. There, English dominates, but Spanish is widely used in some areas.

Suggestion

Task 5

You can nd a blank map of the world in the teacher section ’Til Læreren’ connected to the chapter on connect.alinea.dk.

Print in A3 or A4.

Task 5

Now, let the students pick one of the countries from the list in task 5. Let them search for facts that tell them why English is a primary or an o cial language. The students can present their work in expert groups or taking turns around the table.

BEFORE READING 

‹ English – a world language

What’s the di erence between a primary and an o cial language?

TALKING

5 English around the world

Work with a partner. Study the map and write the names of the countries where English is an o cial 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. CHAPTER

primary language første- ‹ sprog Countries where English is the primary language

Countries where English is one of the o cial languages

Go to connect.alinea.dk and listen to the text. If you prefer, you can listen to the glossary.

Before reading

▼ Ask: Think about the following:

• Where do you learn English?

• When do you use English?

• How will you use English in the future?

During reading

▼ Ask:

• What do you learn about Isak and his family?

• What does it mean to be bilingual?

• Why do you think people who speak Urdu use some English words when they speak ?

• Do you often use English words in your daily life?

Urdu o cial language of Pakistan while mens siblings søskende subject fag in addition to ud over

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 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 maths. My new English teacher speaks mostly English in Åboulevarden in Århus

Did you know?

Both Urdu and English are o cial languages in Pakistan. Pakistan became an independent state in 1947 after separating from India after 200 years of British rule.

when what how

TO BE – AT VÆRE

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 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?

During reading

▼ Ask:

•What does his teacher say about learning English?

•What does Isak say about speaking English outside of class?

•Why has he chosen Spanish as his second foreign language?

Sca olding

There are many contractions in the second paragraph. Take some time to point them out and talk about when it’s common to use contractions and when we don’t use them. Make sure the students understand that the apostrophe is placed where a letter is omitted.

After reading

▼ Ask:

• What does Isak like to do in his spare time?

•What do you do in your spare time that might help you get better at English?

Sca olding

Task 9a

Make sure all students know how to form a question with to do by writing a few examples on the board.

Example:

He likes to sleep late on Sundays.

Possible questions:

•When does he like to sleep late?

•Does he like to sleep late every day?

Suggestion Task 9c

The students can share their presentations in smaller groups, in class, or they can choose to make a digital recording of their presentation.

Suggestion Task 10

You can nd writing templates and support in the the teacher section ’Til Læreren’ on connect.alinea.dk.

Sca olding

The students can practice using the correct form of to be on connect.alinea.dk.

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:

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 …

WRITING

10 Write your own portrait

You can structure your text like this:

• title

• rst paragraph: hometown, family, language

• second paragraph: school

• third paragraph: spare time, activities, use of English in daily life

when what how TO BE – AT VÆRE ental/singular 1. person I am 2. person you are 3. person he/she/it is ertal/plural 1. person we are 2. person you are 3. person they are

WRITING 11 Study the photo

Study the photo and write at least ve 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.

Suggestion Task 11

Remind the students to use the present continuous in this task. After completing the task, they can read their sentences to each other in pairs.

Sca olding

The students can practice writing verbs in the present simple and the present continuous on connect.alinea.dk

Go to connect.alinea.dk and listen to the text.

If you prefer, you can listen to the glossary. Sca olding

You might want to listen to the vocabulary after listening to the entire text, in order for the students to hear the words separately and practice the pronunciation.

Before reading ▼ Ask:

• What facts can we connect to Roald Dahl?

Before reading

After discussing what the letters BFG stand for (The Big Friendly Giant), the students can look at the illustrations and make predictions about the text.

Remind the students that this is an excerpt from a novel. Make sure they understand the word novel.

famous berømt dictionary ordbog repeating tilbagevendende struggle en kamp

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 nd 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.

BEFORE READING

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 foul-tasting som smager forfærdeligt funny mærkeligt nibble bid splutter sprutte roar brøle

Perhaps your students have seen the Disney movie from 2016. Invite them to share their opinion on it. CHAPTER

The BFG

In Roald Dahl’s novel, The BFG, a giant snatches young Sophie away one night from the orphanage where she lives. Back in his cave in Giant Country, she finds out 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.

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

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

‘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 what words I am wanting to say, but somehow or other theyis always getting squiff-squiddled around.’

‘That happens to everyone,’ Sophie said.

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

winsome charmerende patient tålmodig brighten lyse op beam stråle cauli ower blomkål proudly stolt honourable hæderlig gently sødt

Before reading ▼ Ask:

• What do you think this story is about?

•Where do you think this story is set?

•What kind of a relationship do you think they have?

•What type of text do you think this is?

Did you know?

Quentin Saxby Blake (born 1932) is a British illustratior, cartoonist and author of children’s books. He is perhaps best known for his illustrations in Roal Dahl’s books, but he has illustrated more than 300 books by several authors including his own.

Sca olding Task 13

Some students may need help identifying the BFG’s made-up words. The words are underlined in Teacher’s Book.

Suggestion Task 13a

The students can share these expressions with their partner.

Sca olding Task 13b

Help students focus on how they can understand di cult words through context.

Sca olding Task 13c

Giving some examples from Task b can help the students complete this task.

Sca olding Task 13d

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

UNDERSTANDING

12 Summarise

Use the following questions to write your notes about The BFG.

• 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 ve 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 t. 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 di cult to understand? Write at least one sentence to explain.

Refer to Task b to help the students get started. CHAPTER

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.

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

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.

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

1. person I am ental

2. person you are singular

3. person he/she/it is

1. person we are ertal

2. person you are plural

3. person they 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.

plural ertal conjugate bøje

Sca olding

The students can concord and practice conjugating verbs in the present simple on connect.alinea.dk.

Suggestion

’20 questions’

Work in groups. One student thinks of either a person, an animal or an object and states the category (’I am thinking of an object’). The other students ask questions in turn that can only be answered by a simple ’yes’ or ’no’, to try to nd out what the rst student is thinking of.

Example: Is it smaller than a book?

Sca olding

The students can nd more practice on asking yes/no questions on connect.alinea.dk.

Task 15

Go to connect.alinea.dk

Find the copy sheet and and prepare a set of ashcards for each group of students. Give them instructions on how to play the game. Here you can also nd instructions for the activity in the teacher section ’Til læreren’.

Before they start, remind them of the identical sentence structure in English and Danish, to help them see the similarities between the languages. For an example, refer the students to the grammar explanation on this page.

CHAPTER

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.

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

Suggestion Task 16

The students can choose between the three tasks: a, b and c.

• working individually or in pairs (task a)

• working in pairs or groups (task b)

• working in groups or ??? (task c)

If some students want to do all the tasks – encourage them to do so.

Before reading

Start talking about the use of idiomatic expressions, and share some Danish examples:

•At tabe ansigt.

•At gøre nogen en bjørnetjeneste.

•At kaste håndklædet i ringen.

Ask the students if they know other idiomatic expressions in Danish and / or English.

Suggestion

Write an idiomatic expression on the board and let the students guess what it means. Ask them to re ect on the equivalent Danish translation or idiomatic expression. You can use one of the expressions below or nd your own suggestion.

To drive someone up the wall – to really annoy someone.

At drive nogen til vanvid.

To have a bone to pick with someone – you have something you need to discuss – often negative. At have en høne at plukke med nogen.

Don’t cry over spilt milk

– usually used in the negative to express the idea that once a mistake has occured there is no point in getting upset about it. Let it go.

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 di erent 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.

Du skal ikke græde over spildt mælk. CHAPTER

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 di erent 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!

to be broke to

Sca olding Task 17

The students can go online to check what the idiomatic expressions mean before they complete the task.

Suggestion Task 17

to be

to t t

to hold your horses

and

to buy the cat in the sack to let the cat out of the bag to lay your cards on the table

TO FEEL UNDER THE WEATHER

The students can share their texts or dialogues in class. This is a good way to nd out if they have a di erent understanding of what the expressions could mean.

Suggestion Task 18

The students can explain the meaning of the idiomatic expressions after they have performed the dialogues. Alternatively, the other students can try to explain the meaning of the idiomatic expressions after the performance.

cost an arm

a leg

Go to connect.alinea.dk and listen to the text.

If you prefer, you can listen to the glossary.

Sca olding

British English: primary school

– grundskole

lower secondary school

– mellemtrin

American English: elementary school

– grundskole

junior high school

– udskoling

Before reading

▼ Ask:

• By looking at the title, what do you think might happen in this text?

Use your imagination and write what you think might happen.

Students can write using keywords or sentences.

During reading

After the introduction:

▼ Ask:

• Name the characters you have just read/heard about.

Have the students add the information they have about the characters, for example ’Mrs Blaizely – head teacher – asks Boris to interpret for Ivan.’

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.

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 lm. She has won numerous prizes, and her work has been translated into more than forty languages.

Ivan the Terrible

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 type

lower secondary school

udskolingen

wimpy vattet

sick opkast

spoof spøg

vanish forsvinde

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. (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.)

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 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.

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

During reading

▼ Ask:

• Where is the story set?

You may use this opportunity to discuss what an assembly is. It is quite common to have school assemblies in Britain.

During reading

▼ Ask:

• What do you think it is like to be new and not speak the language? Let the students talk to a partner for a couple of minutes.

Discussing images

▼ Ask:

• Who do you think the di erent characters are?

Did you know?

Ivan the Terrible – or Ivan Vasiljevitsj (1530-1584) –was the rst ruler of Russia to be crowned tsar. Ivan the Terrible was both a clever diplomat and a cruel tyrant, and in his paranoia, he persecuted and executed thousands of people.

Sca olding

The words and expressions underlined are typically British. Take some time to point them out and discuss them.

‹ sweep forward skride frem lowly lavtstående heap of trouble masse

ballade

argue (with somebody)

skændes (med nogen) whether or not hvorvidt stare stirre

rude uhø ig

troop o marchere ned fra tick someone o sætte nogen på plads

half-witted åndssvag

tiny småbitte

dim-bulb indskrænkede

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

‘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 me amongst you,’ he said (in Russian). ‘Your tiny, dim-

TEACHER’S BOOK

CHAPTER 1

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 was a pause. Then Mrs Blaizely glanced at me enquiringly. ‘Boris?’ I took a deep breath.

‘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 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.

‹ intend agte glance kigge enquiringly spørgende delighted henrykt, glad pretend lade som om barrage bombardement insult fornærmelse bash banke

soggy fugtig grin smile bredt wally idiot

Discussing images Let the students discuss what is happening in this illustration.

Suggestion

Task 19

List the question words on the board as a guideline that the students can always use when summarising a text. Let them share their notes by interviewing a partner.

• Who?

• What?

• Where?

• When?

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.

to tick someone o to settle in to vanish

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.

Suggestion Task 21

The students can write their explanations or explain the words verbally. They can also share their explanations in class after working with a partner.

Sca olding

Help the students recognise direct speech in written text.

Suggestion Task 22 og 23

You can use these tasks to give feedback on the students’ creativity, choice of words, pronunciaton and how dependent they are on a script.

Suggestion

On connect.alinea.dk, you can nd more writing tasks connected to the text.

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 ve lines each. Perform the dialogue.

context sammenhæng, kontekst line replik

Suggestion

Allocate time for your students to re ect on their learning in the chapter. Read the main targets together in class or write them on the board. The students can write in their notebooks or go to connect.alinea.dk and do it online.

Some students can pro t from discussing in pairs, others will prefer doing the re ection individually.

PAUSE – AND REFLECT

MAIN TARGETS

a)What have you learnt from comparing English with Danish or a di erent 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 di cult 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?

Did you know?

In Douglas Adams’ novel, The Hitchhiker’s Guide to the Galaxy, a Babel sh was an actual sh; one that you could put in your ear to understand all languages.

Illustration: A Babel sh CHAPTER

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 di erences or similarities?

▼ Note about feedforward

It is very important for the students to re ect on how to move forward. Help them get started by asking them in smaller groups or have some students share their thoughts in class.

FORWARD

•What was di cult?

•What did you do well?

•What would you like to improve?

•What do you take with you?

EXTENDED READING RESOURCES

You can nd extended reading/audio resources connected to this chapter on connect.alinea.dk.

UN GOALS

You can nd suggestions on how to add perspective to the content of this chapter with suggestions for connecting with the UN Goals on connect.alinea.dk.

Background Street art in Georgetown in Penang, Malaysia. We nd street art in public spaces, such as on buildings, pavements, etc. In this example, the image of the boy is spray painted on the wall while parts of the chair are real and placed in front of the painting.

Explore

Suggestion

Talk about the main targets of this chapter and note them on the board. Have the students share their thoughts.

Make sure the students connect their understanding to the term ’blog post’.

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?

2 Watch the intro lm

Suggestion Task 1

Allow the students to turn and talk about the picture and the questions for two minutes. Share in class. Task 2 Go to connect.alinea.dk and watch the intro lm together in class.