New Profiles1 blädderex by Schildts & Söderströms

New

Engelska som A1-språk för gymnasiet

New

COURSE

New

1 COURSE

Mika Elovaara Jaana Ikonen Jane Myles Anna-Mari Mäkelä Lynn Nikkanen Markku Perälä Olli-Pekka Salo Tuula Sutela Camilla Hannuksela Harriet Lindroth Martina Andtfolk

ISBN 978-951-52-3908-2

9 7 8 9 5 1 5 2 3 9 0 82

SCHILDTS & SÖDERSTRÖMS

Studietips för gymnasisten Förberedelse av ny text hemma 1

Läs texten noggrant. Strecka under nya ord och uttryck. Försök av sammanhanget gissa vad de betyder!

Gör upp en lista över nya ord och uttryck. På så sätt lär du dig stava orden och minns dem bättre när du läser till provet.

Din förståelse av texten utvecklas bäst om du gör ett sammandrag av den, t.ex. i form av en tankekarta eller som punktuppställning.

Repetition av text 4

Försök återkalla textens huvudpunkter i minnet t.ex. med hjälp av mellanrubrikerna eller bilderna.

Läs texten högt. Kolla vid behov uttalet i ordlistan.

Gör läxorna noggrant. Läs igenom de nya orden. Försök använda dem i egna satser.

Key to the phonetic transcript cut

/kt/

father

/fA:ð@/

lie

/laI/

bit

/bIt/

happy

/h{pi/

sheep

/Si:p/

about

/@baut/

bird

/b:d/

cat

/k{t/

dog

/dɒg/

four

/fO:/

boy

/bOI/

thing

/TIŋ/

then

/ðen/

Fler tips för hur du kan förbättra dina språkkunskaper 7

Prata engelska under lektionerna och lyssna aktivt på kompisarna.

Se på filmer och TV utan textning. Lyssna också noga på orden i engelska sånger.

soon

/su:n/

Läs så många engelska böcker och tidningar som möjligt.

zero

/zI@r@u/

ship

/SIp/

pleasure

/pleZ@/

cheer

/tSI@/

jump

/dZmp/

sun

/sn/

sung

/sŋ/

/:/ //

långt vokalljud dance /dA:ns/ betoning på följande stavelse police /p@li:s/

New COURSE

Mika Elovaara Jaana Ikonen Jane Myles Anna-Mari Mäkelä Lynn Nikkanen Markku Perälä Olli-Pekka Salo Tuula Sutela Camilla Hannuksela Harriet Lindroth Martina Andtfolk

Schildts & Söderströms

Schildts & Söderströms www.sets.fi

Illustrationer Teckningar Anne-Mari Lindholm 8, 39, 43, 92, 94, 120, 141, 146, 155, 158, 164 Tarja Petrell 15

Denna bok är en ny reviderad utgåva som baserar sig på originalet Profiles 1. Redaktör (New Profiles 1): Lari Assmuth Layout (Profiles 1): Tarja Petrell Ombrytning: Tarja Petrell/Jukka Iivarinen Omslag: Tarja Petrell/Jukka Iivarinen Bildredaktör: Suvi Hämäläinen/Lari Assmuth

Foton Omslagsfoto: Hugo Michiels/LNP/REX/

65 Shannon Stapleton/Reuters/Lehtikuva

All Over Press

66 iStockphoto.com/2005 Getty Images 67 (vänstra) Mary Evans Picture Library/

iStockphoto.com/Christopher Futcher

Wikimedia Commons/Smallbones

iStockphoto.com/Suprijono Suharjoto

Global Warming Images/REX/All Over

68 Chris Pizzello/AP/Lehtikuva

Press

70 ©Warner Bros/Courtesy Everett

12 & 13 (alla) ©Columbia Pictures/Courtesy

© Mika Elovaara, Jaana Ikonen, Jane Myles, Anna-Mari Mäkelä, Lynn Nikkanen, Markku Perälä, Olli-Pekka Salo, Tuula Sutela och Sanoma Pro Oy 2008 © Martina Andtfolk, Camilla Hannuksela, Harriet Lindroth och Schildts & Söderströms 2016

Everett Collection/All Over Press

Det är absolut förbjudet att på digital väg kopiera eller modifiera verket eller delar av detta

78 (överst) SNAP/REX/All Over Press 78 (andra uppifrån) ©Paramount/Courtesy

21 iStockphoto.com/Rawpixel Ltd

78 (nederst) SNAP/REX/All Over Press

29 Astrakan Images/Lehtikuva

83 Martti Kainulainen/Lehtikuva

30 iStockphoto.com/Slawomir Fajer

85 iStockphoto.com/Lasse_Hendriks

31 (översta) Geoffrey Wilkinson

90 Sari Gustafsson/Lehtikuva

Photography/REX/All Over Press

91 Alamy Stock Photo/All Over Press

31 (andra uppifrån) Pixhill

92 iStockphoto.com/Qvasimodo

31 (tredje uppifrån) iStockphoto.com/

93 Timo Viitanen/Lehtikuva 99 (vänstra) iStockphoto.com/MSHaughwout

31 (nederst) Pixhill

99 (mitten) iStockphoto.com/kat-co

38 ©Samuel Goldwyn Films/Courtesy

99 (högra) iStockphoto.com/rtiom

Everett Collection/All Over Press 40 Stockfood/Lehtikuva 41 (övre) All Over Press/Martin Tanggaard

102 York College ISLGP/Wikimedia Commons 104 World History Archive/Alamy Stock Photo/ All Over Press

41 (nedre) iStockphoto.com/&#169 zts

118 (vänstra) Sari Gustafsson/Lehtikuva

44 iStockphoto.com/dukeyman

118 (högra) All Over Press

46 iStockphoto.com/Frank Peters

130 Mary Evans Picture Library/Lehtikuva

48 iStockphoto.com/skynesher

133 Octagon/Wikimedia Commons

50 Javier Soriano/AFP Creative/Lehtikuva

135 iStockphoto.com/Meinzahn

53 (överst) iStockphoto.com/3DMAVR

136 R. Cammauf/Everglades NPS/Wikimedia

53 (andra uppifrån) Jean-Christophe Bott/

Alphan 55 Peter Travers / Future Publishing/REX/ All Over Press 56 (övre) iStockphoto.com/guppyimages

Commons 139 Jussi Nukari/Lehtikuva 141 Daniel Schwen/Wikimedia Commons 144 Manitoba Provincial Archives/Wikimedia Commons 149 (vänstra) Melissa Moseley/Universal/ Everett/Lehtikuva

56 (nedre) iStockphoto.com/mikeinlondon

149 (högra) Chuck Hodes/Everett/Lehtikuva

57 (övre) iStockphoto.com/guppyimages

150 Bohemian Baltimore/Wikimedia Commons

57 (nedre) iStockphoto.com/Arsty

170 Mavrix Photo/Lehtikuva

58 imago/Jürgen Schwarz/All Over Press

175 FBI

59 iStockphoto.com/BrianAJackson

182 iStockphoto.com/tassapon

64 iStockphoto.com/gpointstudio

Everett Collection/All Over Press

23 Mint images/Lehtikuva

53 (nederst) iStockphoto.com/Aslan

1 upplagan, 1 tryckningen 2016

Collection/All Over Press 74 imago/David Heerde/All Over Press

20 Mustafa Ozer/AFP/Lehtikuva

EPA/All Over Press

ISBN 978-951-52-3908-2

Lehtikuva

18 Jussi Nukari/Lehtikuva

pgaborphotos

Detta verk är en lärobok. Verket är skyddat med stöd av upphovsrättslagen (404/61). Det är förbjudet att ta kopior av detta verkom inte fotokopieringstillstånd anskaffats. Vänligen kontrollera om Er läroinrättning har ett gällande fotokopieringstillstånd. Närmare uppgifter om tillstånden och vad de innefattar ges av upphovsrättsföreningen Kopiosto ry. www.kopiosto.fi

Lehtikuva 67 (högra) Mary Evans Picture Library/

How to make the most out of this book Welcome to the New Profiles series! Here is a short presentation of how the book works so that you can use it to your best advantage. The first part of the book consists of four units with texts on different subject areas. The following icons are used to show you what skills are focused on in each activity:

Icons A text or an exercise with recorded material that accompanies the book

Introducing a theme Kick Start

Making your English sound more natural and varied

Word Power

Exercises in pronunciation Hear Say

Polishing your intonation and pronunciation

Sound Bite

Strengthening and broadening your command of words Short listening comprehensions Helping you to make sure you understand spoken texts

LEARNING TIP

Strategies to make it easier for you to learn English

Comprehension exercises Checking that you have understood a written text Speaking up

Vocabulary

Idioms Phrase Bank

Getting you started with the topic at hand

Text Wise

Chat Room

Practicing your speaking skills

Exercises in writing Note Pad

Improving the way you express yourself in writing

HOW COME?

Presenting the origin of words and expressions

In addition to these exercises, you will find the following sections towards the back of the book:

In addition, you will find a vocabulary section in three parts:

Think Tank Helping you organize your writing and giving you ideas on what to write about

List of irregular verbs English irregular verbs listed in one place with their Swedish translations

Know How Presentation of grammatical rules and exercises to help you put them to use.

Text-based vocabulary New or more challenging vocabulary listed for each text separately

Back Track Exercises for independent revision of what you have been working on. The correct answers to these exercises are found in the Back Track key at the end of this section.

Alphabetical vocabulary: Englishâ&#x20AC;&#x201C;Swedish A list of the vocabulary in alphabetical order

Best of luck to you!

Course intro Short cuts My language profile

CONTENTS

Page

Text

page 6 6 8 Topic

KickStart Kick Start

TextWise Text Wise

PhraseBank Phrase Bank

WordPower

ChatRoom

Chat Room

Word Power

Unit 1 First impressions

1 Just the beginning

Meeting people

1C 1E 1 F fun – funny

2 Body talk

Nonverbal communication

2B 2J

2D 2G 2H

3G 3H 3 I Food and drink idioms

Unit 2 Private lives

3 Mixed messages

Wellbeing

3C 3D 3J

4 Vibes

Listening comprehension: Family conflict

5 Fair play?

Friendship issues

5D 5 E do – make

Unit 3 Inside stories

6 Season’s greetings

Houses and homes

6D 6 F House and home idioms 6 G Prepositions

6I 6J

7 Johnny Depp: bad boy,

Profile

7B 7C

7D 7F 7 G Expressions of time

7I 7J

8 What’s Eating Gilbert

Literary extract by Peter Hedges

8B 8C

actor, perfect dad

Grape

Unit 4 Home pages

9 The unofficial Finnish

Questionnaire

10 Finland upfront

Listening comprehension: A Brit in Finland

10 A

10 D 10 F

10 E

11 Northbound

On life in Finland

11 A

11 B 11 C

11 D

100

12 What life has taught me

PostScript by Maya Angelou

103

Hearts and Hands

ThinkTank: Composition ThinkTank: Portfolio KnowHow: Grammar section BackTrack: Revision section

citizenship test

10 B

11 E 11 F 11 G Body idioms 11H

11 I

A short story by O. Henry 106 109 111 163

Keys to some exercises List of irregular verbs Text-based vocabulary Alphabetical vocabulary: English–Swedish

190 191 195 207

Hear Say

SoundBite Sound Bite

NotePad

Listening for the main ideas Making words your own

3 B Blog entry

Activating prior knowledge Skimming a text

5 F Strong and

Listening actively p 117 Question intonation p 120 Question tags p 121 Hear Say

Hear Say

The present tense p 123 Third person -s endings p 125 The past tense p 130 Hear Say

Working out the meaning of words

5 H Email or dialogue

weak forms

sounds

Word order p 112 Interrogative sentences p 115

2 I Sentence endings

4 B Song: I’ll Stand by You 4D

6 K Vowel

Small talk Features of spoken English Learning words that go together Keeping a conversation going

2 F How to spot a liar… how to spot a flirt

sounding words

Grammar Suggested place for study

Note Pad

1 H Email message

3 K Similar

Learning tip

CONTENTS

HearSay

6 H Quiz night

6 E Translation

Talking around a word

7 K Song: Who Says You

7 H Description of

Grouping words Giving your opinion

8 G Note to your family

Paraphrasing – using other words

Can’t Go Home

an actor

-ed endings p 132 The perfect tense p 139 The past perfect p 144 Hear Say

The future p 150

10 C

Hesitating in style

11 J Thank-you note

Blending new words with familiar ones

The conditional p 153 Conditional clauses p 155

COURSE INTRO

Short cuts English is a truly global language, with millions of native and non-native speakers worldwide. You can find it everywhere – on TV, in text messages, in the street, on menus, in the supermarket, on the net, in songs, at the airport, in advertisements… The list goes on. How good are you at recognizing the English you see and hear around you? Part A Look at the following extracts. Work with a partner and decide who could be speaking or in what kind of situation they might be.

7 To be, or not to be – that is the question.

And Pierce passes to Philips. Oh yes, Philips is onto it now. There’s no stopping him. He dribbles past the defence and, and… yes, yes, goooooooooal!

Say cheese!

3 Single or return, love?

Please make sure your seat is in the upright position.

9 There are so many people I want to thank. Martin, for his excellent direction, the best cast anyone could wish for and, most of all, my wonderful wife and children. Without their love and support, I wouldn’t be standing here today holding this.

5 To have and to hold from this day forward, for better, for worse, for richer, for poorer, in sickness and in health.

You can close your mouth for a moment. I’ve almost finished.

In just three minutes a day, you can have that six-pack you’ve always wanted!

So, you would have us believe that on the night of the 24th you were home alone and heard nothing, Mr Phibbs?

COURSE INTRO

Part B Read the following extracts. Work with a partner and decide where each piece of writing could be seen.

1 Freeze banana. Remove from freezer and break into pieces. Put in blender. Add one cup of milk and blend. Serve in two medium-sized glasses.

8 OK M8 CU L8R

3 Once you go Mac, you’ll never go back.

Pooh was sitting in his house one day, counting his pots of honey, when there came a knock on the door. “Fourteen,” said Pooh. “Come in. Fourteen. Or was it fifteen? Bother. That’s muddled me.” 9

Yes, I’ve been broken-hearted. Blue since the day we parted. Why, why, did I ever let you go?

Male, early twenties, non-smoker, animal lover. Seeks similar. 5 10 During the day you can experience an exciting range of snow-based activities, such as a reindeer safari, cross-country skiing, snow-shoeing or snowmobiling.

There are some unwelcome guests at Joshua’s party. Penny is in tears after Mark dumps her. Molly shows Dean who really wears the trousers in their relationship. 11

Take on an empty stomach before bedtime.

If you’re reading this, you’re driving too close!

7 Your personal life has been in chaos lately, but don’t let it get you down. Your luck is going to change in the near future.

12 BEAR ATTACKS FARMER WITH GUN

COURSE INTRO

My Language Profile Your first task in upper secondary school English will be to think about your own English language skills and write a language profile about them. This language profile is your opportunity to think about your English language, where, when and how you use it, and what your strengths and weaknesses are. It is also an opportunity for your teacher to get to know you better.

In your language profile, think about the following: Reading – What are your strengths and weaknesses? Do you read for pleasure? What types of texts are your favorite? Listening – What are your strengths and weaknesses when it comes to listening? Do you listen to podcasts, radio or music? Do you watch films or TV shows in English? Writing – What are your strengths and weaknesses in writing? Do you often write in English? What do you write? Do you like writing? Speaking – What are your strengths and weaknesses in speaking? Do you enjoy speaking English or do you feel insecure about it? For what purposes do you use your English skills outside the classroom? When do you read, write, speak or listen? With whom? Do you, for example, use your English when you: • read books or newspapers • watch TV • watch movies • listen to music • play computer or video games • talk to friends • study or look up information online?

First impressions Unit 1 â&#x20AC;&#x201C; FIRST IMPRESSIONS

Text 1 Just the beginning LEARNING TIP

Small talk

Unit 1 – FIRST IMPRESSIONS

Text 1

Small talk matters big time. A friendly comment or polite question can start the ball rolling in the getting-to-know-you game, and make people feel more comfortable in each other’s company. But remember that any conversation is like a game of ping-pong – both sides have to play to make it work.

Kick Start

Here are the opening lines of some brief exchanges between people who have never met before. Match each of the comments 1–10 with a suitable reply.

Could you tell me the way to the railway station, please?

Do you mind if I sit here?

We’ve met before, haven’t we?

Hey, that’s Johnny Depp over there, isn’t it?

What do you think of the band?

I’m terribly sorry but I just spilled some coffee on your bag.

Nice weather for ducks, huh?

Can I give you a hand with that tray?

This seems to be the last taxi.

What a friendly dog!

I’ve heard better, to be honest.

Down, Wolfgang!

Erm, I don’t think we have.

Not to worry. Accidents happen.

Not at all. Go ahead.

Can’t be, can it?

Which way are you going? Shall we share?

Sorry, I’m a stranger here myself.

Yeah, I’ve never seen so much rain.

Thanks, I was just about to drop it.

Listen to check your answers.

Now think of a way to react to comments 11–20.

Is this seat taken? .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Do you come here often? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Wonderful view, isn’t it? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

I wonder if you could keep an eye on my suitcase for a second? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Is everything okay? You look a bit lost. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Just the beginning Text 1

Did you catch what that announcement was about? .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Would you happen to have change for this 20-euro note? .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

This queue isn’t moving at all, is it? .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Excuse me, do you speak English? .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

First time in Austria? .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Now work with a partner and take turns saying the openers and reacting to them. Which ones do you think might lead into longer conversations?

Unit 1 – FIRST IMPRESSIONS

Text Wise

The following dialogue is from a movie script. Read it once to get a general idea about the characters and the situation. Make brief notes in Swedish under each of the following headings.

Vem? .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Var? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Pojkens förslag .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Flickans svar .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Unit 1 – FIRST IMPRESSIONS

Text 1 Just the beginning

Text 1

Just the beginning

Jesse, an American guy, and Céline, a French girl, have struck up a conversation while traveling on a train through Central Europe. Jesse is getting off at Vienna, while Céline is continuing her journey back to Paris where she lives… Céline: You get off here, no? Jesse: Yeah, what a drag. I wish I had met you earlier, you know, I really like talking to you. Céline: Yeah, me too. It was really nice to meet you.

(Céline sitting alone on the train looking out of the window. Jesse comes back, carrying his bag.) Jesse: Alright, I have an admittedly insane idea, but if I don’t ask you this, it’s just, uh, you know, it’s gonna haunt me for the rest of my life.

Céline: What? Jesse: Um… (thinks) I want to keep talking to you, you know. I have no idea what your situation is, but, uh, but I feel like we have some kind of, uh, connection. Right?

Céline: Yeah, me too. Jesse: Yeah, right, well, great. So listen, so here’s the deal. This is what we should do. You should get off the train with me here in Vienna, and come check out the town.

Céline: What? Jesse: Come on. It’ll be fun. Come on. Céline: What would we do?

Ethan Hawke and Julie Delpy do some speed dating in Before Sunrise.

Jesse: Umm, I don’t know. All I know is I have to catch an Austrian Airlines flight tomorrow morning at 9:30, and I don’t really have enough money for a hotel, so I was just going to walk around, and it would be a lot more fun if you came with me. And if I turn out to be some kind of psycho, you know, you just get on the next train.

Unit 1 – FIRST IMPRESSIONS

Just the beginning Text 1

(Céline smiles, still unsure.) Jesse: Alright, alright. Think of it like this. Um, uh, jump ahead, ten, twenty years, okay, and you’re married. Only your marriage doesn’t have that same energy that it used to have, you know. You start to blame your husband. You start to think about all those guys you’ve met in your life, and what might have happened if you’d picked up with one of them, right? (Céline starts laughing a bit.) Well, I’m one of those guys. That’s me, you know. So think of this as time travel, from then, to now, uh, to find out what you’re missing out on. See, what this really could be is a gigantic favor to both you and your future husband, to find out that you’re not missing out on anything. I’m just as big a loser as he is, totally unmotivated, totally boring, and, uh, you made the right choice, and you’re really happy (motions towards the door). Céline: (thinks) Let me get my bag. © Richard Linklater and Kim Krizan

Unit 1 – FIRST IMPRESSIONS

Text 1 Just the beginning

Word Power

Jesse uses all the phrases below while he is talking with Céline. Choose the alternative which is closest in meaning to each one.

Yeah, what a drag. (line 7)

come check out the town (line 23)

a It’s quite a show.

a we can take a sightseeing tour

b It’s not at all nice.

b let’s see what this town has to offer

c It’s tiring.

c look for a suitable hotel

it’s gonna haunt me (line 13)

some kind of psycho (line 33)

a I’ll keep thinking about it.

a a boring person

b I’ll see a ghost.

b the silent type

c The idea will frighten me.

c dangerous company

what your situation is (line 17)

if you’d picked up with one of them (line 42)

a if you are in a relationship

a if an ex-boyfriend had shown up

b whether you can afford it

b if you had chosen someone else

c how old you are

c if life had been different

some kind of connection (line 18)

time travel (line 45)

a another train to catch

a the trip of a lifetime

b friends in common

b a journey into the past or the future

c a liking for each other

c a short journey

here’s the deal (line 21)

I’m just as big a loser as he is (line 49)

a take my hand

a I would have lost anyway.

b here’s some money

b I never win at cards.

c this is the plan

c I’m unsuccessful too.

LEARNING TIP

Features of spoken English

HOW COME?

Window (page 12, line 11) The word window has Scandinavian roots. It comes from the Old Icelandic word vindauga, which meant wind's eye.

Jesse and Céline’s conversation has many features that are typical of spoken English. It contains lots of ums and uhs which give the speaker time to think, informal expressions like gonna, fillers like you know and you see, phrasal verbs such as find out, half sentences, repeated words, and tags like right?, which the speaker uses to check that the other person is listening.

Just the beginning Text 1

Unit 1 – FIRST IMPRESSIONS

Phrase Bank

Find the following items in the text. Note that the verbs appear in the infinitive in the list.

att inleda ett samtal

Så slött då!

Det var faktiskt trevligt att träffas

att förfölja

att fortsätta prata

jag har ingen aning

jag med

att stiga av tåget

att ta ett flyg

att visa sig vara

av något slag

att välja rätt

Keep LEARNING TIP

Learning words that go together Learning whole phrases or chunks of language rather than single words is one of the best ways to become more fluent. This is because words, like people, are very sociable. They work better with partners, close friends and in small groups. Underlining these words and expressions, highlighting them in a different colour, or writing them out will help you to remember them. If you interact like this with a text when you first meet it, it will speak to you again next time you see it.

Text 1 Just the beginning

Unit 1 – FIRST IMPRESSIONS

Word Power

Fill in the gaps with phrases from the text. Change the forms of the verbs where necessary. WHAT IF?

Céline You know that American guy I met on the train coming back from Budapest last summer? (inledde ett samtal med)?

Marie You mean the one you 1

Céline Yes. We arranged to meet exactly six months later in the same place. (Jag hade ingen aning) you were so keen on him.

Marie Really? 2

(visade sig vara) the nicest guy I’ve ever met.

Céline Yeah, he 3   Marie So, did you hook up again after six months?

(valde rätt), though.

Céline No, I didn’t go. I wonder if I 4   Marie He must have made a really big impression on you. Céline How come?

(något slags) movie star.

Marie Well, you talk about him like he was 5   Céline I know. I’ll probably regret not going back to see him. It’s going to 6

(förfölja mig).

Word Power

HAVE FUN!

Take a look at the following sentences. Pay attention to how the words fun and funny are used in English. fun

Jesse: “It would be a lot more fun if you came with me.”

fun (nice)

He seems like a fun guy.

funny (amusing, ie makes you laugh)

She told me a funny joke.

funny (strange)

I’ve had a funny pain in my leg all day.

Now fill in either fun or funny in each of the sentences below.

It’s no

He’s so

She heard a

It was a really

She felt a bit

This was a

sitting at home with your parents on a Friday night.

; I can’t help laughing whenever I see him on TV. noise in the middle of the night and decided to call the police. party. Everyone had a great time. after the long train journey. exercise, wasn’t it?

Just the beginning Text 1

Keeping a conversation going English speakers are not very comfortable with silence when they are in other people’s company! You can avoid killing a conversation by listening actively (maintaining eye contact, nodding, using short phrases to show that you are listening) and by expressing interest in what the other person is saying by encouraging them to say more.

Take a look at the box below to get the idea.

Chat Room

ask a question

reply and return the question

How was your weekend?

Fine, thanks. I was in the country. How was yours?

Do you have any brothers and sisters?

No, I’m an only child. How about you?

make a comment

show interest and follow up with a question

I’m looking forward to Friday evening.

Are you? How come?

My sister is going out with an American.

Really? How did they meet?

invite agreement with a tag question

agree using a synonym and continue

Good film, wasn’t it?

Yes, great. I think there’s a sequel, isn’t there?

It isn’t very warm in here, is it?

No, it’s freezing. Is it always this cold in Finland?

Unit 1 – FIRST IMPRESSIONS

LEARNING TIP

Work with your partner. Take turns starting a conversation with the opening lines below (or some of your own). React appropriately each time and then keep the conversation going for as long as it holds your interest.

Do you know many people at this school?

My hobbies take up a lot of my free time.

Do you have any pets? This book looks pretty interesting, doesn’t it?

Have you travelled abroad much?

I use English quite a lot outside the classroom. Have you seen any good films lately?

Check question tags on p. 121. 17

Unit 1 – FIRST IMPRESSIONS

Text 1 Just the beginning

Note Pad

You’re at a café in Vienna with access to free wi-fi. Write a message to a friend. Choose either of these roles:

You are Céline writing to your friend. Explain why you won’t be able to meet him or her at the railway station in Paris the following day as arranged. You are Jesse writing to a friend in Vienna. Explain why you won’t need to spend the night at his or her place before your flight to the US. Now write a short, polite reply to your partner’s message.

Ways to begin…

Dear Marie, Hi Greg, Matt, Hi! Hi there!

…and end informal messages

Best wishes, All the best (ATB), Best, Take care, Bye for now (BFN), Ciao for now! Love, CU xxx

Just the beginning Body talk Text 2 1

Kick Start

Work with a partner. One of you takes list A and covers up list B. The other takes list B and covers up list A. Take turns communicating all the phrases in your list to your partner with gestures, but without saying a word.

I don’t know.

What a relief!

It’s getting late.

He’s crazy!

Good luck!

I don’t want to hear any more!

It succeeded!

I’m warning you!

It failed!

Calm down!

Be quiet; don’t say a word.

18 Excellent!

She talks too much.

He’s fast asleep.

I feel cold.

It costs money.

Come here.

Go away!

Phone me!

Oh no! How awful!

I don’t understand.

That sounds boring.

It makes me sick.

24 Victory!

Unit 1 – FIRST IMPRESSIONS

Text 2

Unit 1 – FIRST IMPRESSIONS

Text 2

Body talk 5

Body language speaks louder than words. One study showed that our words account for only seven per cent of what we communicate to other people. A massive ninety-three per cent is nonverbal. Fifty-five per cent of communication is based on what people see, while the other thirtyeight is transmitted through the tone of your voice. The eyes have it

Eye contact is the most obvious way we communicate. We spend most of our face-to-face interactions looking at the other person’s face, so eye contact is an important part of being able to read a person’s attitude and feelings. You only have to think of all the expressions that refer to the eyes to realize how significant they are: ‘She’s the apple of my eye’, ‘If looks could kill, I’d be dead!’, ‘We don’t see eye to eye’. In fact, it is only when you see ‘eye to eye’ with another person that a real basis for communication can be established. However, you should look the other person in the eye only about sixty per cent of the time, by maintaining eye contact, looking away briefly, and then looking back again. Staring at the other person could come across as aggressive or, quite the opposite, send out signals that you are ‘making eyes’ at them and fancy them. But if you do fancy someone like mad, you probably won’t be able to stop yourself looking at them anyway.

arrange your facial features so that you look cheerful and approachable, and not as if you are about to have a wisdom tooth pulled out without anaesthetic. Another way to come across as friendly and open is to tilt your head slightly to one side. Just take a look at a dog to see the truth in this.

We spend most of our face-to-face interactions looking at the other person’s face. Body of evidence

Let’s face it Facial expression is another form of non-verbal communication. A smile sends the same message to people almost everywhere. Other people will be more receptive towards you if you remember to

The angle of your body gives an indication to others about what’s going through your head. Leaning in says, ‘Tell me more’. Leaning away shows you’ve heard enough. If you want to establish good relations with someone, ‘mirror’ their body language; in other words, adopt the same position that they adopt. This will have the effect of relaxing them and give them a non-verbal sign that your ideas are in harmony. Where you place your arms suggests how receptive you are. It depends what kind of situation you are in, but generally speaking, arms crossed or folded over your chest indicate that you have shut other people

Unit 1 – FIRST IMPRESSIONS

Body talk Text 2

out and have little interest in them or what they are saying. This position can also say, ‘I don’t agree with you’. In effect, you are putting up a barrier between you and the other person. Handy information

Control your hands by paying attention to where they are. Your hands need to be visible, particularly when you are dealing with people from other cultures. This means keeping them out of your pockets and avoiding putting them under the table or behind your back. Having your hands anywhere above the neck, playing with your hair or with a piece of jewellery such as a chain or earrings, can come across as unprofessional in a job interview, for example. Leaning back in your chair with your hands behind your head can seem arrogant. Sitting with your chin in your hand and your elbow on the table can indicate boredom, while the opposite effect – interest – can be achieved by

resting your chin on your forefinger instead. Hands and feet are also the body parts which are most likely to reveal whether you are nervous, anxious or impatient. Tapping a foot on the floor or drumming your fingers on the table both indicate that you would rather be anywhere else than you are right now.

HOW COME?

The apple of my eye (lines 16–17) This biblical saying means that someone is precious to you and you love them dearly. Ancient people thought that the black part in the centre of the eye was shaped like an apple. It was precious because without it, you couldn’t see.

Unit 1 – FIRST IMPRESSIONS

Text 2 Body talk

Text Wise

Answer the following questions in Swedish. The eyes have it

Body of evidence

Varför är ögonkontakt viktig vid dialog?

Hurdant kroppsspråk tyder på intresse?

Hurdan är en bra ögonkontakt?

Hur stöter man bort andra?

På vilka sätt kan man uppfatta att någon stirrar på en?

Hur håller man händerna för att ge ett gott intryck?

Let’s face it

Handy information

Ge ett annat exempel på ordlös kommunikation.

Hur ger du ett vänligt intryck? (3 sätt)

Vilka fem sätt att hålla händerna kan tolkas negativt?

Phrase Bank

Find the following items in the text.

”säger mer än tusen ord”

hänvisa till

”om blickar kunde döda”

vara överens

se ngn i ögonen

upprätthålla ögonkontakt

.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

ge ett aggressivt intryck

.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

helt tvärtom

vara galen i ngn

mottaglig

med andra ord

allmänt taget

armarna i kors

”Jag är inte av samma åsikt.”

fästa uppmärksamhet vid

ett smycke

otålig

.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..............................................................................................................

.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..............................................................................................................

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Word Power

Translate into Swedish

Obviously, only seven per cent of face-to-face interaction is verbal. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

In fact, significant contacts can be established through the expression of your eyes. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

However, be careful to look only briefly at strangers passing you in the street. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Translate into English

Hur vet du att folk inte är intresserade av vad du säger? .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Unit 1 – FIRST IMPRESSIONS

Body talk Text 2

De ser dig inte i ögonen. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Andra leker med sina örhängen. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Deras kroppsspråk visar att de inte fäster uppmärksamhet vid vad du säger. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Om de trummar med fingrarna på bordet visar det att de hellre skulle vara någon annanstans. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Om du vill bygga upp goda relationer till någon måste du komma ihåg att ordlös kommunikation är mycket viktig. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Unit 1 – FIRST IMPRESSIONS

Text 2 Body talk

Chat Room

Bev and Carla are sitting in a café. Bev has met a nice guy at a party and wants to talk about him with Carla. Carla is a first-year psychology student at university. She’s very keen to apply her new knowledge and to show her expertise. Choose one of the roles and cover the other side of the page. Then interpret the Swedish parts into English checking each other´s choice of words.

Bev

Carla

Jag träffade en verkligt trevlig typ på en fest igår. Jag är bara inte säker på vad han tycker om mig.

I met a really nice guy at a party last night. I’m just not sure what he thinks of me.

How did he act/behave? Studies show that ninety-three per cent of communication is non-verbal.

Hur betedde han sig? Undersökningar visar att 93 procent av kommunikationen är ordlös.

Är det riktigt sant? Nå, han verkade intresserad av vad jag sade. Han såg mig i ögonen för det mesta.

Really? Well, he seemed interested in what I was saying. He was looking me in the eye most of the time.

Did he maintain eye contact all the time? That may come across as aggressive.

Höll han ögonkontakt hela tiden? Det kan kanske verka aggressivt.

Han stirrade på mig hela kvällen men verkade faktiskt inte alls aggressiv. Kanske han är förtjust i mig.

He was staring at me the whole evening but really didn’t seem aggressive at all. Maybe he fancies me.

What about his head? Did he tilt his head slightly to one side?

Hur var det med hans huvud? Lutade han det en aning åt ena sidan?

Vilken konstig fråga! Jag vet inte, men han lutade sig framåt i stolen.

What a question! I don’t know, but he was leaning forward in his chair.

Generally speaking that’s a very good sign. It shows that he’s interested. What does he look like?

Allmänt taget är det ett mycket gott tecken. Det visar att han är intresserad. Hur ser han ut?

Han har långt brunt hår och vackra bruna ögon … I själva verket lekte han med sitt hår.

He has long brown hair and beautiful brown eyes… In fact, he was playing with his hair.

That shows that he was nervous. In a job interview that would be very unprofessional. Another thing you should never do…

Det visar att han var nervös. På en arbetsintervju skulle det vara mycket oproffsigt. En annan sak du aldrig borde göra …

Min telefon ringer. Det är han!

My phone is ringing. It’s him!

Did you know that the tone of your voice accounts for thirty-eight per cent of communication? Studies show…

Tonen i din röst svarar för 38 procent av kommunikation. Undersökningar visar …

Body talk Text 2

Sound Bite

LEARNING TIP

Listening for the main ideas

HOW TO SPOT A LIAR... HOW TO SPOT A FLIRT

You’re going to hear a body-language consultant talking about some of the typical gestures people make when they are, firstly, lying and secondly, flirting. As you listen, make notes in Swedish on at least three typical gestures that people make when they are lying. Then write down what men and women tend to do differently when they are flirting.

Lying

You can listen out for the main ideas in a talk or lecture by noting certain language signals which tell you that something important is about to be said. The following phrases, for example, often signal that useful information will follow. Words to introduce a point: First… Second… Third… There are a number of… Research shows that… The fact is that… I should stress that… Words to clarify a point: In other words, … For instance, … What this means is that…

Unit 1 – FIRST IMPRESSIONS

Questions the speaker answers herself: What do I mean by…? How can you tell that…?

How do women flirt?

How do men flirt?

Now work with a partner. Use your notes and take turns explaining in English the gestures people make. Feel free to demonstrate the gestures if you have difficulty explaining them.

Unit 1 – FIRST IMPRESSIONS

Text 2 Body talk

Word Power

Have a look at the list of adjectives and check that you understand what they mean. Then fill in each gap with an adjective that suits the context. There are two adjectives too many in the list.

aggressive

brief

receptive

anxious

cheerful

significant

approachable

impatient

unprofessional

arrogant

obvious

visible

The sky was blue and the mountains were clearly in the distance.

We had to wait for the results for a long time and Greg was growing

Sandra is always so

People respect his experience and they seemed

. I wonder if she is ever in a bad mood.

to his ideas. . What makes him think he’s

He’s always so   so much better than the rest of us?

Didn’t you notice the cold tone of her voice? It’s    that she can’t stand her boyfriend’s ex. . It must be nice to

Your boss seems very   work for someone like her.

I asked for a    pages!

It’s very important that eye witnesses get in touch with the police. What they

description. You’ve written ten

have seen may be   10

Are you nervous before a test? If you study properly, there is no reason to be   .

Studietips för gymnasisten Förberedelse av ny text hemma 1

Läs texten noggrant. Strecka under nya ord och uttryck. Försök av sammanhanget gissa vad de betyder!

Gör upp en lista över nya ord och uttryck. På så sätt lär du dig stava orden och minns dem bättre när du läser till provet.

Din förståelse av texten utvecklas bäst om du gör ett sammandrag av den, t.ex. i form av en tankekarta eller som punktuppställning.

Repetition av text 4

Försök återkalla textens huvudpunkter i minnet t.ex. med hjälp av mellanrubrikerna eller bilderna.

Läs texten högt. Kolla vid behov uttalet i ordlistan.

Gör läxorna noggrant. Läs igenom de nya orden. Försök använda dem i egna satser.

Key to the phonetic transcript cut

/kt/

father

/fA:ð@/

lie

/laI/

bit

/bIt/

happy

/h{pi/

sheep

/Si:p/

about

/@baut/

bird

/b:d/

cat

/k{t/

dog

/dɒg/

four

/fO:/

boy

/bOI/

thing

/TIŋ/

then

/ðen/

Fler tips för hur du kan förbättra dina språkkunskaper 7

Prata engelska under lektionerna och lyssna aktivt på kompisarna.

Se på filmer och TV utan textning. Lyssna också noga på orden i engelska sånger.

soon

/su:n/

Läs så många engelska böcker och tidningar som möjligt.

zero

/zI@r@u/

ship

/SIp/

pleasure

/pleZ@/

cheer

/tSI@/

jump

/dZmp/

sun

/sn/

sung

/sŋ/

/:/ //

långt vokalljud dance /dA:ns/ betoning på följande stavelse police /p@li:s/

New

Engelska som A1-språk för gymnasiet

New

COURSE

New

1 COURSE

Mika Elovaara Jaana Ikonen Jane Myles Anna-Mari Mäkelä Lynn Nikkanen Markku Perälä Olli-Pekka Salo Tuula Sutela Camilla Hannuksela Harriet Lindroth Martina Andtfolk

ISBN 978-951-52-3908-2

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SCHILDTS & SÖDERSTRÖMS