FAR BEYOND 9 and
MATERIALPAKET SANDRA BACKMAN ALISTAIR LOGAN NEA METSÄVUORI
SCHILDTS & SÖDERSTRÖMS
GET READY
Schildts & Söderströms www.sets.fi
Det här verket är en lärarhandledning med kopieringsunderlag. Verket är skyddat av upphovsrättslagen (404/61). Det är förbjudet att kopiera, skanna eller på annat sätt digital kopiera det här verket eller delar av det utan tillstånd. Kontrollera om läroanstalten har gällande licenser för fotokopiering och digitala licenser. Mer information om licenser lämnas av Kopiosto r.f., www.kopiosto.fi. Det är förbjudet att ändra verket eller delar av det. Grafisk planering: Heidi Hjerpe/Ab Kustmedia Oy Ombrytning: Jaana Järvinen / Eija Högman Redaktör: Roland Juthman © Sandra Backman, Alistair Logan, Nea Metsävuori och Schildts & Söderströms 2016 ISBN 9789515239051
Förord Välkommen att jobba med Far and Beyond 9 och dess materialpaket! Om du har jobbat med Far and Beyond 7 och 8 så kommer du att känna igen en hel del. Precis som tidigare finns här facit till boken och kopieringsunderlag med uppgifter. Facit till uppgifterna finns i slutet av varje Part. Materialet är indelat enligt boken, dvs. i PART ONE, TWO, THREE och FOUR. Det finns extra övningar till samtliga delar i varje PART: Get ready, Read on, More than words, Get smart och Fact finder. I den mån facit kan ges finns dessa i slutet av varje del (t.ex. i slutet av More than words). Facit till bokens uppgifter (såväl styckena som Grammar) finns i en separat fil. Facit är inskrivet i bokens övningar – det är alltså lätt att hitta rätt uppgift och rätt facit, och du kan visa filen med facit till eleverna på smartboard eller med dataprojektor. Vi hoppas du och dina elever kommer att få både nytta och nöje av Far and Beyond 9! Sandra Backman Alistair Logan Nea Metsävuori
Table of contents Part ONE Intro
The online gang
Audio script ..................................................................................................................................................
9
Get ready
Globally local
Explain and guess ................................................................................................................ 10 Talking crossword – Student A. ....................................................................................................... 11 Talking crossword – Student B ......................................................................................................... 12
Explore the WORDS and the TEXT
Which go together? ................................................................................................................................ 13 What is said about ................................................................................................................................... 13 Your turn ........................................................................................................................................................ 13 Go beyond: Finland vs the world ................................................................................................... 13 Key ..................................................................................................................................................................... 14
Read on: GMOS
Talking crossword – Student A ........................................................................................................ 15 Talking crossword – Student B ......................................................................................................... 16 Speak up and act it out! Dramatise and verbalise ............................................................... 17 Go beyond: Make a difference .................................................................................................... 17 Vocabulary cards ...................................................................................................................................... 18 More than words
Home – from immigrant to citizen
Listening comprehension, audio script ...................................................................................... 23 Gap fill A ......................................................................................................................................................... 24 Gap fill B ......................................................................................................................................................... 25 Talking crossword – Student A ........................................................................................................ 26 Talking crossword – Student B ......................................................................................................... 27 Speak up and act it out! Dramatise and verbalise ............................................................... 28 Interview ........................................................................................................................................................ 28 Write a news report of make a film ............................................................................................... 28 Explain and guess .................................................................................................................................... 28 Key ..................................................................................................................................................................... 29 Get smart Go beyond: Speak, discuss, debate ....................................................................................... 30 Fact finder
North America
Across and down ...................................................................................................................................... 31 True or false? ................................................................................................................................................ 31
Profile: James Naismith
Listening comprehension, audio script ...................................................................................... 32 Gap fill A ......................................................................................................................................................... 33 Gap fill B ......................................................................................................................................................... 34 Be creative .................................................................................................................................................... 35 Ballgames ...................................................................................................................................................... 36
Read more! The Commonwealth: Common language – Common heritage .................................................................................... 37
Quiz time ....................................................................................................................................................... 38 Find out more! ............................................................................................................................................ 38 Key ..................................................................................................................................................................... 39
Part TWO Get ready
Globally local
Explain and guess ................................................................................................................
10
Get ready
The tech impact
Talking crossword – Student A ........................................................................................................ 41 Talking crossword – Student B ......................................................................................................... 42
Explore the WORDS and the TEXT
Retell ................................................................................................................................................................. 43 Explain and guess .................................................................................................................................... 43 Key ..................................................................................................................................................................... 44
Read on: Science, technology, South Africa
Talking crossword – Student A ........................................................................................................ 45 Talking crossword – Student B ......................................................................................................... 46 Speak up and act it out! Dramatise and verbalise. .............................................................. 47 Speak up and act it out! Talk in groups – teacher notes .................................................. 48 More than words
Tech & science the future
Listening comprehension, audio script ...................................................................................... 49 Gap fill A ......................................................................................................................................................... 50 Gap fill B ......................................................................................................................................................... 51 Talking crossword – Student A ........................................................................................................ 52 Talking crossword – Student B ......................................................................................................... 53 Vocabulary cards ...................................................................................................................................... 54 Speak up and act it out! Dramatise and verbalise. .............................................................. 61 Go beyond: Space agencies .......................................................................................................... 61 Key ..................................................................................................................................................................... 62 GET SMART
Analytical writing
Go beyond: Initial focus language .......................................................................................... 63 Fact finder
English-speaking Africa Explore NELSON MANDELA Profile: Nelson Mandela – Political activist, president and Nobel Peace Prize winner
Listening comprehension, audio script ...................................................................................... 65 Gap fill A ......................................................................................................................................................... 66 Gap fill B ......................................................................................................................................................... 67 True or false? ................................................................................................................................................ 68 Synonyms ...................................................................................................................................................... 68
Read more! Profile: Nelson Mandela – Childhood, education and family ............................................................................................................................................. 69
Who? What? When .................................................................................................................................. 70 Key ..................................................................................................................................................................... 71
Part THREE Get ready
Environmental issues
Talking crossword – Student A ........................................................................................................ 75 Talking crossword – Student B ......................................................................................................... 76
Explore the WORDS and the TEXT
Retell the story ........................................................................................................................................... Explain and guess .................................................................................................................................... Key ....................................................................................................................................................................
77 77 78
Talking crossword – Student A ........................................................................................................ Talking crossword – Student B ......................................................................................................... Explore the WORDS and the TEXT Match ............................................................................................................................................................... Write ................................................................................................................................................................. Speak up and act it out! Dramatise and verbalise ............................................................... Go beyond: Taking a stand – Protect and conserve .......................................................... Key ....................................................................................................................................................................
79 80
Read on: Protect and conserve
81 81 82 82 83
More than words
Go green – corporate greenwash…
Listening comprehension, audio script ...................................................................................... Gap fill A ....................................................................................................................................................... Gap fill B ......................................................................................................................................................... Talking crossword – Student A ........................................................................................................ Talking crossword – Student B ......................................................................................................... Speak up and act it out! Dramatise and verbalise ............................................................... Dicuss! ............................................................................................................................................................ Explain and guess ................................................................................................................................... Key ....................................................................................................................................................................
84 85 86 87 88 89 89 89 90
GET SMART
Presentations
Questions, answers, questions ........................................................................................................ I’m an expert .............................................................................................................................................. Clear? ..............................................................................................................................................................
91 92 92
Fact finder
Australia and New Zealand
Across and down ...................................................................................................................................... Quiz ................................................................................................................................................................... Find out more ............................................................................................................................................
93 93 93
Listening comprehension, audio script .................................................................................... Gap fill A ....................................................................................................................................................... Gap fill B ........................................................................................................................................................ Word search ................................................................................................................................................ What! When? Who ................................................................................................................................... Go beyond: Conquering stage fright ................................................................................... Key ....................................................................................................................................................................
94 95 96 97 97 98 99
Profile: Kiri Te Kanawa – Born to sing
Part FOUR Get ready
Express yourself
Talking crossword – Student A ........................................................................................................ Talking crossword – Student B ......................................................................................................... Explore the WORDS and the TEXT Retell the story ........................................................................................................................................... Explain or act out and guess ............................................................................................................. Go beyond: Make a pose/draw .................................................................................................. Key ....................................................................................................................................................................
100 101
Talking crossword – Student A ........................................................................................................ Talking crossword – Student B ......................................................................................................... Speak up and act it out! Dramatise and verbalise ............................................................... Talk! Chat! Converse ................................................................................................................................
104 105 106 106
Read on: Lucy’s speech
102 102 102 103
MORE THAN WORDS
Cyberbullying is out of the question
Listening comprehension, audio script ...................................................................................... Gap fill A ......................................................................................................................................................... Gap fill B ......................................................................................................................................................... Talking crossword – Student A ........................................................................................................ Talking crossword – Student B ......................................................................................................... Speak up and act it out! Dramatise and verbalise ............................................................... Dialogue ....................................................................................................................................................... Vocabulary cards ......................................................................................................................................
107 108 109 110 111 112 112 112
Get smart Go beyond: Presentations ............................................................................................................ 117 Fact finder
English-speaking Asia
True or false .................................................................................................................................................. 118 Find out more ............................................................................................................................................ 118
Profile: Malala Yousafzai – Teenage educational activist
Listening comprehension, audio script .................................................................................... Gap fill A ....................................................................................................................................................... Gap fill B ........................................................................................................................................................ Across and down .................................................................................................................................... What? Where? Who ................................................................................................................................. Key ....................................................................................................................................................................
119 120 121 122 122 123
FAR AND BEYOND 9
Part ONE
Intro / Audio script
PART ONE
FAR AND BEYOND 9
The online gang Lucy:
Hi, everyone! It’s Lucy here. Thank you all for being part of this project. As you guys know I am preparing an installation piece of art for the G summit in Singapore next year. I want the installation to be covered with your opinions on global issues. The questions may be hard, but it really doesn’t matter the point is the answers come from you and are truthful to you. Don’t try and put down what you think I want to hear. Answer them the best way you can. So first I want you all to introduce yourselves. I don’t need your life story, just give us an outline of who you are. Then give me a quote about you country. I’ll start. Hello, my name is Lucy and I’m 16 and am from Ireland. I am an artist. I really like to use objects and shapes in my art. My goal is to make people think about the world we live in. I think that is what art should maybe do. I have a quote by Fiona Shaw: “Even when they have nothing, the Irish emit a kind of happiness, a joy.” Okay, Wallace, how about you? Wallace: Hi, I am Wallace Smith and I live on a farm in Canada. It is a typical 200 hundred acre plot. It is hard work to work on the farm and go to high school. My Dad gave me the old truck so I could get to school. I am 16 and I got my driver’s license in the summer. It was pretty hard but I am so happy I don’t have to take the school bus anymore. Here is my quote, by Bob Rae: “We have it all. We have great diversity of people, we have a wonderful land, and we have great possibilities. So all those things combined there’s nowhere else I’d rather be.” Lucy:
Thanks, Wallace. Okay, Freedom, your turn.
Freedom: Hi! My name is Freedom and I’m from South Africa. I live in Cape Town. My mother is black and my father is white. I am very proud of both of them. They have been together since Apartheid. Which was a time when black and white people were not even allowed to walk down the street holding hands. Times have changed and apartheid has ended that’s why my name is Freedom. There are still many problems here in South Africa but at least we live in relative freedom. Here is my quote: “When Nelson Mandela walked free, the world sang with joy. Ever since, South Africa has stood as a beacon of hope for Africa.” Lucy:
That’s great, Freedom! Now Bruce.
Bruce:
Hey, my name is Bruce and I am from Australia. I actually live on the island of Tasmania. We call it Tas or Tassie if you like. I love it here there are great mountain bike trails and there is nothing I enjoy more than just getting on my bike and getting out there. Here is my quote: “Australia is the only island continent on the planet, which means that changes caused by planet-warming pollution – warmer seas, which can drive stronger storms, and more acidic oceans, which wreak havoc on the food chain - are even more deadly here.” Lucy:
Thank! Now over to you, Robert.
Robert: My name is Robert and I am from the beautiful island of Jamaica. I like nothing more than chilling out with my friends and talking Patois. Which is like English but different we make the words a little shorter and they sound a little better. My dad runs a hotel here and I work there all the time. I really like it because my dad’s hotel is always very busy because people love my beautiful island. My Jamaica quote: “Technology has changed things, same as everywhere. But the economy has changed drastically. When Jamaica first won independence, our dollar was stronger than the U.S. dollar. Now ours is about 90 to one. That’s had a big impact on crime and poverty.” 9
GET READY / GLOBALLY LOCAL
PART ONE
FAR AND BEYOND 9
EXPLAIN AND GUESS Play in pairs or in a small group/teams. Choose a word from the list below. You explain the word without using the word, the others guess. The one who guesses the word correctly in English wins a point. You can also draw or act out. carbon footprint disaster famine indigenous hectic misunderstanding thousands of disease come to mind species proud
10
PART ONE
GET READY / globally local
FAR AND BEYOND 9
TALKING CROSSWORD – STUDENT A Your partner has the same crossword but half of the words are missing. Explain the words in your crossword in English so that he/she can fill them in. But first, give your partner the coordinates where to write the word (Across/Down and a number) and then explain the word. Across 2) particularly 10) in fact 11) wipe out
1
C
O 2
3
M
P A R T I C U L A R L Y
E
N
Down 1) come to mind 3) announce 9) shoreline
N 4
5
O U
T O
N 6
7
8
C E
M 9
S
I
H
N
O
D
R E L I
10
I N F A C T
N E 11
W I P E O U T
11
PART ONE
GET READY / globally local
FAR AND BEYOND 9
TALKING CROSSWORD – STUDENT B Your partner has the same crossword but half of the words are missing. Explain the words in your crossword in English so that he/she can fill them in. But first, give your partner the coordinates where to write the word (Across/Down and a number) and then explain the word. Across 4) break out 8) misunderstanding
1
2
Down 5) globalisation 6) disaster 7) environment
3
4
B R E A K O U T
5
G L
O 6
D
7
B
E
8
9
A N D I N G M N D E R S T I S U
11
12
S
V
L
A
I
I
S
R
S
T
O
A
E
N
T
R
M
10
E
O
N
N
T
I
PART onE
GET READY / GLoBALLY LocAL
FAR AnD BEYonD 9
Explore the WORDS and the TEXT EXERcIsE 1
whIch Go ToGEThER?
Match the words and phrases. 1) 2) 3) 4) 5) 6) 7) 8) 9) 10)
thousands of ___ carbon footprint ___ disaster ___ famine ___ environment ___ announce ___ break out ___ wipe out ___ proud ___ influential ___
EXERcIsE 2
A) B) C) D) E) F) G) H) I) J)
svält bryta ut meddela miljö katastrof koldioxidavtryck, klimatpåverkan inflytelserik utplåna tusentals stolt
whAT Is sAID ABouT…
work in pairs. Retell the story in the text using the given keywords. wallace: influential proud Canadian
Freedom: broke out flight from Africa thousands of misunderstanding
Bruce: indigenous wildlife disaster indigenous people wipe out
Robert: Jamaica hectic carbon footprint
EXERcIsE 3
YouR TuRn
If you were to talk to Lucy about globalisation, what would you say? Talk in pairs or in a small group.
✁
Go beyond: Finland vs the world On your own/in pairs/in a group. Search the Internet and learn more about: – Canada – outh Africa – Australia and Tasmania – Jamaica and Kingston Did you know where these places are? Find out a few interesting things about these countries. Then make a quiz with your friends to see who knows the most or just share your findings with your classmates. 13
GET READY / globally local
PART ONE
KEY EXPLORE THE WORDS AND THE TEXT / EXERCISE 1: WHICH GO TOGETHER? 1) I) 2) F) 3) E) 4) A) 5) D) 6) C) 7) B) 8) H) 9) J) 10) G)
14
FAR AND BEYOND 9
PART ONE
GET READY / READ ON: Gmos
FAR AND BEYOND 9
TALKING CROSSWORD – STUDENT a Your partner has the same crossword but half of the words are missing. Explain the words in your crossword in English so that he/she can fill them in. But first, give your partner the coordinates where to write the word (Across/Down and a number) and then explain the word. 1
2
P
R 3
B
O 4
S T A N D F O R I
E 5
T
A D A P T K 6
D 9
10
7
8
I
O
M
S
W
M
S
N
I
11
E
U
D
12
I
E X C E P T
A T 13
E L Y
Across 4) stand for 5) adapt 12) except Down 2) profit 3) break down 8) immediately 9) issue
15
PART ONE
GET READY / READ ON: Gmos
FAR AND BEYOND 9
TALKING CROSSWORD – STUDENT B Your partner has the same crossword but half of the words are missing. Explain the words in your crossword in English so that he/she can fill them in. But first, give your partner the coordinates where to write the word (Across/Down and a number) and then explain the word. 1
P
O 2
I S
3
O 4
S
N
O
O
Y
U
5
S 6
Y
7
R
9
I
8
10
H O W E V E R S
L
I
11
D I V E R S I T Y
S 12
T A N 13
T I C I D E P E S
16
Across 10) however 11) diversity 13) pesticide Down 1) poisonous 4) soy 6) yield 7) resistant
GET READY / READ ON: GMOS
PART ONE
FAR AND BEYOND 9
SPEAK UP and ACT IT OUT! DRAMATISE AND VERBALISE Choose either A) or B). A) Work in pairs. Create a dialogue including the given words. Act it out. Words to work with when creating the dialogue: farmer global issue GMO pesticide resistant downsides diversity adapt B) Work in pairs, act out the dialogue from the book.
✁
Go beyond: Make a difference Choose a subject you think is important and make a step by step plan on what to do, who to contact, where to go, what to know in order to make that difference…
17
GET READY / READ ON: GMOS
PART ONE
FAR AND BEYOND 9
Vocabulary cards Use the vocabulary cards in various ways. Here are two examples. Explain and guess: Use either only the cards in English or both the English and Swedish cards. If you use both language versions, do not separate the English and Swedish equivalents – that way the students get bilingual cards. Divide the class into pairs or groups. Have the students take turns lifting 1 card at a time. The student explains the English word to the other student(s) in English who guess which words it is. Memory game: Divide the class into groups of four or five. Spread the cards on a desk face down. Take turns lifting 2 cards at a time to find pairs, English word – Swedish word. If you find a pair, you can keep it. If the two cards you turn aren’t a pair put them back and try to keep in mind where they were. Once all the cards are turned and pairs found, ask each student to tell a little story using the words he/she got.
18
announce
meddela
break out
bryta ut
carbon footprint
koldioxidavtryck, klimatpåverkan
GET READY / READ ON: gmos
PART ONE
FAR AND BEYOND 9
come to mind
komma att tänka på
concern
oro, bekymmer
disaster
katastrof
disease
sjukdom
environment
miljö
19
GET READY / READ ON: gmos
20
PART ONE
FAR AND BEYOND 9
famine
svält
globalisation
globalisering
hectic
hektisk
in fact
faktiskt
indigenous
naturlig, infödd
GET READY / READ ON: gmos
PART ONE
FAR AND BEYOND 9
influential
inflytelserik
misunderstanding
missfรถrstรฅnd
outbreak
utbrott
particularly
speciellt
proud
stolt
21
GET READY / READ ON: gmos
22
PART ONE
FAR AND BEYOND 9
shoreline
kustlinje
species
art, djurart
thousands of
tusentals
wipe out
utplåna
MORE THAN WORDS
PART ONE
FAR AND BEYOND 9
Listening Comprehension: Home – from immigrant to citizen On page 28 in the book, there is a listening comprehension exercise. Below is the audio script for the exercise. On the following pages are two gap-fill handouts for the same text. You can use either or both. If you use one handout, have the student listen to the text and fill in the missing words. You can use the two handouts for pair work, however, as the handouts have different words missing; working in pairs the students read out loud and fill in the missing blanks. The audio script below acts as the key to the gap-fill exercises.
Audio script Home – from immigrant to citizen I remember, we were having dinner with my family one evening. I was eleven years old. That year the bombings had been heavy that year around the country, but we had been safe living near the border. I had noticed restlessness in my parents. Their faces had grown more serious over time, and though we still laughed and had fun as a family, I felt that the joy we shared had changed into something very different from what it was before the war had started years ago. Sitting at the table, my parents suddenly became very quiet, and then my dad announced that we are leaving. My brothers and I didn’t understand what he meant by leaving, but it soon became clear. The following week my mother stayed home from work and started to pack everything that was of any importance. She told us that we should only take a few things to take with us. A few things that we couldn’t live without and things we could fit in our backpacks. I remember thinking how I could fit my entire life into my backpack – all my things, my clothes, my friends, my room, my home, my life. I didn’t want to leave anything behind. We were leaving behind our life as we knew it. We were leaving and going somewhere to start a new life. The thought of leaving made us all sad, and even though my parents tried to cheer us up, I knew they were sad and worried, too. I often cried in bed in the evenings. We weren’t allowed to tell our neighbours, our friends, our teachers or anybody that we were leaving. I started having nightmares, but I didn’t tell my parents because I didn’t want to worry them even more. I started going to my brother’s room in the evenings and we would sit next to each other in his bed and talk about how life used to be when we were kids and what would happen to us in the future. We were both scared, but we tried not to show it to each other. During the days I often felt like screaming. I wanted to be a superman who could just come and force the politicians and soldiers to stop the war. It felt so unfair that someone so far away just decided whom to hate, whom to dislike and whom to bomb and destroy, just because it was possible. Packing our young lives away into boxes, my brother and I kept asking questions our parents couldn’t answer. Where would we go? Where would we live? Would we go to school again and where? Would we ever come back and see our home and friends again? Would we ever have the same kind of life we were now leaving behind? I am fourteen years old now. The tired and worn out faces of my parents have aged greatly during these past three years that we have travelled through endless cities and countries with our refugee status, trying to find a warm welcome and a new home. Of the few things I then packed, I only have one thing left. It is a doll my grandma gave me when I was five. It is all worn out and dirty, but I do not want to wash it because it smells like my old room. Every time I see it, it reminds me of the life we had to leave behind. A life that I miss but want to believe that I can still have one day. Maybe this country will grant us asylum and then we can sleep in beds again, and in a home that we can call our own.
23
MORE THAN WORDS
PART ONE
FAR AND BEYOND 9
GAP FILL A Fill in the missing words. Home – from immigrant to citizen I remember, we were having dinner with my family one evening. I was eleven years old. That year the (1) ___________________________ had been heavy around the country, but we had been safe living near the (2) _________________________. I had noticed restlessness in my parents. Their faces had grown more (3) _________________________ over time, and though we still laughed and had fun as a family, I felt that the joy we shared had changed into something very different from what it was before the war had started years ago. Sitting at the table, my parents suddenly became very quiet, and then my dad announced that we are leaving. My brothers and I didn’t understand what he meant by leaving, but it soon became clear. The following week my mother stayed home from work and started to pack everything that was of any (4) _______________________. She told us that we should only take a few things to take with us. A few things that we couldn’t live without and things we could fit in our backpacks. I remember thinking how I could fit my entire life into my backpack – all my things, my clothes, my friends, my room, my home, my life. I didn’t want to leave anything behind. We were leaving behind our life as we knew it. We were leaving and going somewhere to start a new life. The thought of leaving made us all sad, and even though my parents tried to cheer us up, I knew they were sad and worried, too. I often cried in bed in the evenings. We weren’t allowed to tell our neighbours, our friends, our teachers or anybody that we were leaving. I started having (5) _________________________, but I didn’t tell my parents because I didn’t want to worry them even more. I started going to my brother’s room in the evenings and we would sit next to each other in his bed and talk about how life used to be when we were kids and what would happen to us in the future. We were both scared, but we tried not to show it to each other. During the days I often felt like screaming. I wanted to be a superman who could just come and force the (6) _________________________ and soldiers to stop the war. It felt so unfair that someone so far away just decided whom to hate, whom to dislike and whom to bomb and destroy, just because it was possible. Packing our young lives away into boxes, my brother and I kept asking questions our parents couldn’t answer. Where would we go? Where would we live? Would we go to school again and where? Would we ever come back and see our home and friends again? Would we ever have the same kind of life we were now leaving behind? I am fourteen years old now. The tired and (7) _________________________ faces of my parents have aged greatly during these past three years that we have travelled through endless cities and countries with our (8) _________________________ status, trying to find a warm welcome and a new home. Of the few things I then packed, I only have one thing left. It is a doll my grandma gave me when I was five. It is all worn out and dirty, but I do not want to wash it because it smells like my old room. Every time I see it, it (9) _________________________ me of the life we had to leave behind. A life that I miss but want to believe that I can still have one day. Maybe this country will grant us (10) _________________________ and then we can sleep in beds again, and in a home that we can call our own. 24
MORE THAN WORDS
PART ONE
FAR AND BEYOND 9
GAP FILL B Fill in the missing words. Home – from immigrant to citizen I remember, we were having dinner with my family one evening. I was eleven years old. That year the bombings had been heavy around the country, but we had been (1) _________________________ living near the border. I had noticed (2) _________________________ in my parents. Their faces had grown more serious over time, and though we still laughed and had fun as a family, I felt that the joy we shared had changed into something very different from what it was before the war had started years ago. Sitting at the table, my parents suddenly became very quiet, and then my dad (3) ______________________ that we are leaving. My brothers and I didn’t understand what he meant by leaving, but it soon became clear. The following week my mother stayed home from work and started to pack everything that was of any importance. She told us that we should only take a few things to take with us. A few things that we couldn’t live without and things we could fit in our backpacks. I remember thinking how I could (4) _________________________ my entire life into my backpack – all my things, my clothes, my friends, my room, my home, my life. I didn’t want to leave anything behind. We were leaving behind our life as we knew it. We were leaving and going somewhere to start a new life. The thought of leaving made us all sad, and even though my parents tried to cheer us up, I knew they were sad and worried, too. I often cried in bed in the evenings. We weren’t (5) _________________________ to tell our neighbours, our friends, our teachers or anybody that we were leaving. I started having nightmares, but I didn’t tell my parents because I didn’t want to worry them even more. I started going to my brother’s room in the evenings and we would sit next to each other in his bed and talk about how life used to be when we were kids and what would happen to us in the future. We were both scared, but we tried not to show it to each other. During the days I often felt like screaming. I wanted to be a superman who could just come and (6) _________________________ the politicians and soldiers to stop the war. It felt so unfair that someone so far away just decided whom to hate, whom to dislike and whom to bomb and (7) _________________________, just because it was possible. Packing our young lives away into boxes, my brother and I kept asking questions our parents couldn’t answer. Where would we go? Where would we live? Would we go to school again and where? Would we ever come back and see our home and friends again? Would we ever have the same kind of life we were now leaving behind? I am fourteen years old now. The tired and worn out faces of my parents have (8) _______________________ greatly during these past three years that we have travelled through endless cities and countries with our refugee (9) ________________________, trying to find a warm welcome and a new home. Of the few things I then packed, I only have one thing left. It is a doll my grandma gave me when I was five. It is all worn out and dirty, but I do not want to wash it because it smells like my old room. Every time I see it, it reminds me of the life we had to leave behind. A life that I miss but want to believe that I can still have one day. Maybe this country will (10) ________________________ us asylum and then we can sleep in beds again, and in a home that we can call our own. 25
PART ONE
MORE THAN WORDS
FAR AND BEYOND 9
TALKING CROSSWORD – STUDENT A Your partner has the same crossword but half of the words are missing. Explain the words in your crossword in English so that he/she can fill them in. But first, give your partner the coordinates where to write the word (Across/Down and a number) and then explain the word. Across 3) restlessness 4) safe 10) border Down 1) grant 3) refugee status 6) destroy
1
2
G R A
N 3
R E S T L E S S N E S S E 4 F S A
5
E
U G
6
D
E
E
7
E
S
8
T S
R
T
O
A
Y
9
T U S
26
10 B O R D E R
PART ONE
MORE THAN WORDS
FAR AND BEYOND 9
TALKING CROSSWORD – STUDENT B Your partner has the same crossword but half of the words are missing. Explain the words in your crossword in English so that he/she can fill them in. But first, give your partner the coordinates where to write the word (Across/Down and a number) and then explain the word. Across 8) importance 9) asylum
1
2
R E
M
Down 2) remind 5) politicians 7) nightmares
I 3
N D
4
5
P
O 6
L 7
N
I
8
I M P O R T A N C E
9
A S
Y 10
L
G
I
H
C
T
I
U M
A
A
N
R
S
E S
27
PART ONE
MORE THAN WORDS
FAR AND BEYOND 9
SPEAK UP and ACT IT OUT! DRAMATISE AND VERBALISE EXERCISE 1 interview Create an interview using the given words. One of you could be interviewing for the news, on the radio‌ the other is an asylum seeker. home friends
bombings worn out faces
life in one backpack refugee status
nightmares grant an asylum
EXERCISE 2 write a news report or make a film You can make a summary of the listening comprehension and write it in your own words in a newspaper/news format. Or you could choose roles and shoot a short film of the events for fiction or for a the news.
EXERCISE 3 EXPLAIN AND GUESS Explain the words to your friends and let them guess which word you mean. Each right answer gives a point. Who has the most points at the end? 1) restlessness 2) politicians 3) serious 4) refugee status 5) asylum 6) aged 7) importance 8) bombing 9) grant 10) worn out 11) nightmares 12) remind 28
MORE THAN WORDS
PART ONE
FAR AND BEYOND 9
KEY MORE THAN WORDS / EXERCISE 3: EXPLAIN AND GUESS 1) anxiety 2) people working in politics 3) honest, genuine 4) a status for a refugee 5) a safe place for a refugee 6) old 7) the quality of being important 8) an attack on a place using bombs 9) give 10) old and used 11) bad dreams 12) to make someone remember
29
Get smart
PART ONE
FAR AND BEYOND 9
Go beyond: Speak, discuss, debate 1) In small groups discuss curfew. Do you have a curfew (a time when you have to be home or a time when you have to be in bed)? Do your parents enforce that curfew? Is it a good thing or a bad thing? Give your opinion on curfews. Be brave try and think of it from your parents perspective as well.
2) When was the last time you were sick? Did you take the day off school? In small groups discuss about taking a day off school if you are sick. Are you ever tempted to pretend you are sick to get out of school? Should you try and go to school even if you are sick? Be brave and give your opinions.
3) Play devil’s advocate. What is a rule in the classroom that you hate? Perhaps no phones. Or having to put you hand up to ask a question. Only having a fifteen minute break between classes. Think about that rule and then defend it. Explain to the class why you shouldn’t have phones, or why you should put up your hand before you ask a question etc... Then defend that opinion to the other students. Part of having and giving opinions is also understanding.
4) Has something happened to you that was unfair? What was it and why was it unfair. Discuss why it was unfair in small groups.
5) Travelling can be stressful and time-consuming. Do you have any tips you can give about how you can make travelling less stressful. Give those tips and give your opinions on other people’s tips in small groups. Then present the best stress relieving tip with the class.
30
PART ONE
fact finder
FAR AND BEYOND 9
NORTH AMERICA (see pages 46-49 in the book) EXERCISE 1 across and down Solve the crossword puzzle.
1
Across 4) djurliv 6) grotta 7) valuta 8) samfund 9) upptäcksresande 10) sevärdhet
2
3
Down 1) bebodd 2) motsats 3) regering 5) självständig
4
5
6 7
8
9
10
EXERCISE 2 TRUE OR FALSE? Decide if the statement is true or false. Correct false statements, please! 1) 2) 3) 4) 5) 6) 7) 8)
All Commonwealth nations were once members of the British Empire. The indigenous people of Canada are called First Nations. Canada comprises six time zones. The biggest city in Canada is Ottawa. The Caribbean consists of islands, islets, reefs and cays. 98 % of the Caribbean islands is uninhabited. Sidney Poitier is a legendary NHL player from Canada. Bridgetown is the capital of the Bahamas. 31
fact finder
PART ONE
FAR AND BEYOND 9
Listening comprehension: Profile: James Naismith On page 52 in the book, there is a listening comprehension exercise. Below is the audio script for the exercise. On the following pages are two gap-fill handouts for the same text. Gap Fill A checks words outside the wordlist and Gap Fill B checks words from the wordlist. You can use either or both. If you use one handout, have the student listen to the text and fill in the missing words. You can use the two handouts for pair work, however, as the handouts have different words missing; working in pairs the students read out loud and fill in the missing blanks.
Audio script Profile: James Naismith Dr James Naismith (1861–1939) was born in Ontario, Canada, and studied physical education in Montreal before he moved to the United States. While teaching PE at Springfield College in Massachusetts he struggled with a restless class, which had to stay indoors due to the brutal winter weather. Naismith was given 14 days to invent a creative and healthy indoor game that would provide “athletic distraction” for these students. The game would not take up much room; it would help athletes to keep in shape; and it would be fair and not too rough. Inventing a new game was not an easy task, and Naismith started out by analysing the most popular games of the time: rugby, lacrosse, soccer, football, hockey, and baseball. He came up with three main conclusions and safety was prioritised. Firstly, a big soft ball would be the safest. Secondly, by only allowing passes he would minimise physical contact. Thirdly, by placing the goal high above the players’ heads he would further reduce body contact. Naismith named the game “Basket Ball” and put his thoughts together in 13 basic rules. These rules were quite different from today’s as there was no dribbling, dunking, three-pointers, and goaltending was allowed. The first game of “Basket Ball” was played on 21 December 1891. The players played nine versus nine, handled a soccer ball, not a basketball, and instead of shooting at two hoops, the goals were peach baskets that had bottoms intact and could only be reached by a ladder. By 1893, basketball had grown very popular and was introduced internationally. Six years later, the University of Kansas was the first college to officially start a men’s basketball programme with, of course, Dr James Naismith as instructor and coach.
32
fact finder
PART ONE
FAR AND BEYOND 9
GAP FILL A Fill in the missing words.
Profile: James Naismith Dr James Naismith (1861–1939) was born in Ontario, Canada, and studied physical education in Montreal before he moved to the United States. While teaching PE at Springfield College in Massachusetts he struggled with a restless class, which had to stay (1) _________________________ due to the brutal winter weather. Naismith was given 14 days to invent a creative and (2) _________________________ indoor game that would provide “athletic distraction” for these students. The game would not take up much room; it would help (3) _________________________ to keep in shape; and it would be fair and not too rough. Inventing a new game was not an easy task, and Naismith started out by analysing the most popular games of the time: rugby, (4) _________________________, soccer, football, hockey, and baseball. He came up with three main conclusions and safety was prioritised. Firstly, a big soft ball would be the safest. Secondly, by only allowing passes he would minimise physical contact. Thirdly, by placing the goal high above the players’ heads he would further reduce (5) _________________________. Naismith named the game “Basket Ball” and put his thoughts together in 13 basic rules. These rules were quite different from today’s as there was no dribbling, dunking, three-pointers, and (6) _________________________ was allowed. The first game of “Basket Ball” was played on 21 December 1891. The players played nine versus nine, handled a soccer ball, not a basketball, and instead of shooting at two hoops, the goals were peach (7) _________________________ that had bottoms intact and could only be reached by a ladder. By 1893, basketball had grown very popular and was introduced (8) _________________________. Six years later, the University of Kansas was the first college to officially start a men’s basketball programme with, of course, Dr James Naismith as (9) _________________________ and coach.
33
fact finder
PART ONE
FAR AND BEYOND 9
GAP FILL B Fill in the missing words.
Profile: James Naismith Dr James Naismith (1861–1939) was born in Ontario, Canada, and studied (1) _________________________ _________________________ in Montreal before he moved to the United States. While teaching PE at Springfield College in Massachusetts he (2) _________________________ with a (3) _________________________ class, which had to stay indoors due to the brutal winter weather. Naismith was given 14 days to invent a creative and healthy indoor game that would provide “athletic (4) _________________________” for these students. The game would not take up much room; it would help athletes to (5) _________________________; and it would be fair and not too rough. Inventing a new game was not an easy task, and Naismith started out by analysing the most popular games of the time: rugby, lacrosse, soccer, football, hockey, and baseball. He came up with three main (6) _________________________ and safety was (7) _________________________. Firstly, a big soft ball would be the safest. Secondly, by only allowing passes he would minimise physical contact. Thirdly, by placing the goal high above the players’ heads he would further (8) _________________________ body contact. Naismith named the game “Basket Ball” and put his thoughts together in 13 basic rules. These rules were quite different from today’s as there was no dribbling, (9) _________________________, three-pointers, and goaltending was allowed. The first game of “Basket Ball” was played on 21 December 1891. The players played nine versus nine, handled a soccer ball, not a basketball, and instead of shooting at two hoops, the goals were peach baskets that had bottoms intact and could only be reached by a (10) _________________________. By 1893, basketball had grown very popular and was introduced internationally. Six years later, the University of Kansas was the first college to officially start a men’s basketball programme with, of course, Dr James Naismith as instructor and (11) _________________________.
34
PART ONE
fact finder
FAR AND BEYOND 9
Teacher note! You can use either this exercise or the exercise on the following page.
EXERCISE 1 be creative! Invent your own game. Making up a new game is not easy. Do as Naismith and analyse existing games and combine different elements from different games to make up a new game. Think about equipment, playing area, number of players, etc. Use the chart below as help. Also come up with a name for the game. Game
Equipment
Playing area
Number of players
football/soccer
ball, goals
field/pitch
11 vs 11
ice hockey
puck, stick, goals
ice rink
5 vs 5
floorball
plastic ball with holes, stick, goals
rink
6 vs 6
handball
ball, goals
court
7 vs 7
basketball
ball, hoops / baskets
court
5 vs 5
volleyball
ball, net
court
6 vs 6
baseball
ball, bat
field
9 vs 9
golf
ball, club
course
1
tennis
ball, tennis racket, net
court
1 vs 1 (Singles) / 2 vs 2 (Doubles)
table tennis / ping pong
ball, paddle / racket, net
table
1 vs 1 / 2 vs 2
35
PART ONE
fact finder
FAR AND BEYOND 9
EXERCISE 1 ballgames A) Fill in the missing information in the chart. Search the Web for information. Game
Equipment
Playing area
Number of players
football/soccer
ball, goals
field pitch
11 vs 11
ice hockey floorball handball basketball volleyball baseball golf tennis table tennis / ping pong B) Explain! In pairs, take turns and explain to each other how the different games are being played; how you score goals/ points; and how you win. What is allowed and what is not allowed? Use the Internet for information, if needed.
36
fact finder / READ MORE!
PART ONE
FAR AND BEYOND 9
THE COMMONWEALTH: COMMON LANGUAGE – COMMON HERITAGE What is the Commonwealth? Commonwealth is a traditional English term for a political community founded for the common good. The Commonwealth (of Nations) comprises 53 independent countries, most of which once were part of the British Empire. It was founded in 1949 and the head of the Commonwealth is Queen Elizabeth II. She is Head of State for 16 member countries, known as Commonwealth realms: the United Kingdom, Canada, Australia, New Zealand, Jamaica, Barbados, the Bahamas, Grenada, Papua New Guinea, the Solomon Islands, Tuvalu, Saint Lucia, Saint Vincent and the Grenadines, Belize, Antigua and Barbuda, Saint Kitts and Nevis. The Commonwealth citizens are people of many races and traditions, and from very different economic backgrounds. They share English as a common language, but have their own governments. They work together towards shared goals in democracy, human rights and sustainable development. Its headquarters, the Commonwealth Secretariat, is in London. Every four years, the international multi-sport event, the Commonwealth games, is arranged. It is the third largest multi-sport event in the world, after the Olympic Games and the Asian Games. In 2014 Great Britain hosted the games in Glasgow, Scotland.
Words citizen [ˈsɪtɪz(ə)n] Commonwealth, The [ðə ˈkɒmənwɛlθ] community [kəˈmjuːnəti] comprise [kəmˈpraɪz] democracy [dɪˈmɒkrəsi] found [faʊnd] government [ˈɡʌv(ə)nˌm(ə)nt] head of state [ˌhɛd əv ˈsteɪt] heritage [ˈhɛrɪtɪdʒ] host [həʊst] human rights [ˌhjuːmən ˈraɪts] independent [ɪndɪˈpɛnd(ə)nt] member [ˈmɛmbə(r)] realm [rɛlm] sustainable development [səˈsteɪnəb(ə)l dɪˈvɛləpm(ə)nt]
medborgare Brittiska samväldet samfund omfatta, bestå av demokrati grunda regering statsöverhuvud arv vara värd mänskliga rättigheter självständig medlem rike, välde hållbar utveckling
37
fact finder / READ MORE!
PART ONE
FAR AND BEYOND 9
EXERCISE 1 quiz time Answer the questions. 1) How many countries make up the Commonwealth? 2) What are the Commonwealth realms? 3) Mention three things that most of the Commonwealth countries have in common. 4) What common goals do all Commonwealth countries work towards? 5) What are the Commonwealth games and how often are they arranged? EXERCISE 2 FIND OUT MORE! The commonwealth realms Choose a Commonwealth realm – see list below – and create a fact sheet on it. You can choose to concentrate on the small island-nations. Include the following things: ●● Location ●● Main language(s) ●● Population ●● Capital ●● Main industries ●● Famous people ●● Interesting facts → Also include three important dates / years in the history of the nation. Present your fact sheet to the class and point out the country on the world map. The Commonwealth realms Australia Canada New Zealand The United Kingdom Antigua & Barbuda The Bahamas Barbados Belize Grenada Jamaica Papua New Guinea Solomon Islands St Kitts & Nevis St Lucia St Vincent & the Grenadines Tuvalu 38
fact finder
PART ONE
FAR AND BEYOND 9
KEY PROFILE: JAMES NAISMITH / GAP FILL A (1) indoors (6) goaltending (2) healthy (7) baskets (3) athletes (8) internationally (4) lacrosse (9) instructor (5) physical contact PROFILE: JAMES NAISMITH / GAP FILL B (1) physical education (7) prioritised (2) struggled (8) reduce (3) restless (9) dunking (4) distraction (10) ladder (5) keep in shape (11) coach (6) conclusions NORTH AMERICA/EXERCISE 1: ACROSS AND DOWN Across Down 4) wildlife 1) inhabited 6) cave 2) opposite 7) currency 3) government 8) community 5) independent 9) explorer 10) sight NORTH AMERICA/EXERCISE 2: TRUE OR FALSE 1) F – Most of the Commonwealth countries are former members of the British Empire. 2) T 3) T 4) F – The biggest city in Canada is Toronto. 5) T 6) T 7) F – Sidney Poitier was an actor/director/producer from the Bahamas. 8) F – Bridgetown is the capital of Barbados. READ MORE!/ THE COMMONWEALTH/EXERCISE 1: QUIZ TIME 1) It is made up of 53 countries. 2) The Commonwealth realms are the 16 member countries that that have Queen Elizabeth as their head of state. Many of them are islands or island-nations. 3) They were once part of the British Empire; their head of state is Queen Elizabeth; they share English as a common language. 4) They work towards democracy, human rights and sustainable development. 5) They are a multi-sport event arranged every fourth year. 39