FOCUS WORDS

Understanding

1 Work with the focus words a) Write down the focus words you nd. b) Which of the focus words are missing? Write them down. c) Choose three focus words and explain in your own words what they mean to you. Use the three focus words in one sentence each.

Read the text.

This year is your last year in lower secondary school. In the months ahead, it is important to stay focused, even if certain topics don’t appeal to you. Your teachers’ purpose is to lead you and support you in the best way they can, but in the end, your education, your learning, is in your hands. You might already be convinced about which line of study you want to choose for next year, while your family or friends may try to persuade you to choose di erently. Remember that it is perfectly okay to have an opinion of your own. You don’t have to follow in the footsteps of others.

Talking

2 Work with words

Get a worksheet from your teacher.

Cut out all the words, four instructions and the ten focus words, along the lines on the worksheet. Place the paper slips with the instructions face down in one pile and the paper slips with the focus words face down in another pile.

Take turns picking one paper slip from each pile and follow the instruction for the focus word.

3 Work with verbs

Work with a partner.

Cut a sheet of paper into six pieces. Write each of the following six verbs on the paper slips, one on each.

To Persuade To Lead To Speak To Convince To Support To Appeal

Put the paper slips face down on the desk in front of you. Take turns to draw a paper slip and conjugate the verb on the slip in the past simple and the present perfect. Then use the verb in a sentence. You can use any of the three forms in your sentence.

Suggestion Task 3

Write the six verbs on the board and assign each verb a number from one to six. Let the students work in groups of three or four and provide each group with a dice. Ask the students to take turns rolling the dice, conjugating the corresponding verb, and using it in a sentence.

Suggestion Task 3

For physical activity, let the students work in groups of ve or six. Provide each group with a small ball and ask the group members to stand in a circle. Write the six verbs on the board. Have the students take turns to throw the ball to each other. The thrower calls out one of the verbs on the board, and the receiver conjugates the verb.

Grammar

4 Tell the di erence a) The word appeal can be both a verb and a noun. Write two sentences, one using appeal as a verb and one using appeal as a noun. b) Why do we use the article an in front of the noun appeal? Write a short explanation.

Go to connect.alinea.dk to nd a link to an online version of the original song You’ll never walk alone in the teacher’s section Til læreren.

Before reading

▼ Ask:

• Some songs live longer than others do. Can you think of songs that have been used repeatedly for a long time?

Examples: Imagine, We Are the Champions, etc.

▼ Ask:

• In what ways can songs a ect us?

Talk about how melody, rhythm and imagery together might a ect us more than words alone.

Background

You’ll Never Walk Alone was originally written for the Broadway musical Carousel (1945). Today, the song is known as the anthem for the Liverpool Football Club. When the Liverpool band Gerry and the Pacemakers recorded a version in 1963, it instantly became a major hit, and Liverpool FC took it as their anthem.

Suggestion

Let the students listen to the song after having read the lyrics.

BEFORE READING 

Look at the photo. Why do you think the song title is used on a gate? CHAPTER