CHRISTER LUNDFALL RALF NYSTRÖM
BLUEPRINT
NIVÅ 1
Christer Lundfall
Ralf Nyström
isbn 978-91-47-15562-0
© 2025 Christer Lundfall, Ralf Nyström och Liber AB. Text- och datautvinning ej tillåten.
Redaktion Maria Jones, Anna Lindstam
Formgivning Eva Jerkeman
Bildredaktion Susanna och Martina Mälarstedt /Sanna Bilder
Produktion Helene Ågren
Första upplagan 1
Repro Repro 8, Stockholm
Tryck Graphycems, Spanien 2025
Vi vill tacka våra lärargranskare för många värdefulla synpunkter. Tack till Robbie Stevens för språkgranskning. Stort tack även till eleverna på Franska skolan, Stockholm, för mönstertexterna till Writer’s Workshop.
KOPIERINGSFÖRBUD
Detta verk är skyddat av upphovsrättslagen. Kopiering, utöver lärares och elevers begränsade rätt att kopiera för undervisningsbruk enligt BONUS-avtal, är förbjuden. BONUS-avtal tecknas mellan upphovsrättsorganisationer och huvudman för utbildningsanordnare, t.ex. kommuner och universitet.
Intrång i upphovsrättshavarens rättigheter enligt upphovsrättslagen kan medföra straff (böter eller fängelse), skadestånd och beslag/förstöring av olovligt framställt material. Såväl analog som digital kopiering regleras i BONUSavtalet. Läs mer på www.bonuscopyright.se.
Liber AB, 113 98 Stockholm www.liber.se/kundservice www.liber.se
Omslagsbild: Shutterstock
Jacoblund/Getty Images
Everett Collection/TT
Thurtell/Getty Images
Johan Wanloo
Drepicter/Getty Images
Mitch Diamond/Getty Images
Mark Newman/Getty Images 28 Liber arkiv
29:1 Smiley N. Pool/Houston Chronicle/Getty Images
29:2 MediaNews Group/East Bay Times/Getty Images
30 Chansey Augustine/AP/TT 33 Magnus Lundgren/Wild Wonders of China /Nature PL
Justedcv/Getty Images 35 Alistair Berg/Getty Images 38 Shutterstock 43:1 Tony Quinn/Shutterstock
43:2 The Washington Post/Getty Images
EschCollection/Getty Images
Shutterstock
Shutterstock
Kevin Mazur/Getty Images
Dimitrios Kambouris/Getty Images
Liquid Death
Shutterstock 69 Matthew Horwood/Getty Images 73 Mint Images/Getty Images
Ekaterina Goncharova/Getty Images 76 Sang Tan/TT 86 Adrijan Mosesku/Getty Images 88 Carol Yepes/Getty Images 93 Leonardi De La Cuesta/Getty Images
Jonas Gunnarsson/Johnér
Amos Gumulira/NY Times/TT 100 genetmalawi.org
Liber arkiv 108 Paolo Bona/Shutterstock 111 Jason Yeomans/Getty Images
113 Nick David/Stone/Getty Images 115 TopFoto/TT
120 Andriy Onufriyenko/Getty Images 122 Pijitra Phomkham/Getty Images
141:1 Jan Collsiöö/TT 141:2 Polisen/TT 142 TopFoto/TT 144 Vitapix/Getty Images
146 Science Photo Library/TT
148 Science Photo Library/TT
158 Petekarici/Getty Images
161 Yiy Yu Hoi/Getty Images
162 Anadolu/Getty Images
165 Carroll/Speak: The Graphic Novel/cover 166 Shutterstock
170 © Netflix/Courtesy Everett Collection/TT
174 Charley Gallay/Getty Images
177 Russell Watkins/Department for International Development/Wikimedia
179 Scandinav/Johnér
186 Shutterstock
192 Urbazon/Getty Images
194:1 Corbis Historical/Getty Images
194:2 Bettmann/Getty Images
195:1 Bettmann/Getty Images
195:2 Bettmann/Getty Images
195:3 Donaldson Collection/Getty Images
196:1 AP/TT
196:2 Bettmann/Getty Images
197:1 James Keyser/Getty Images
197:2 Andy Cross/Denver Post/Getty Images
197:3 Rolls Press/Popperfoto/Getty Images
198 Universal Images Group/Getty Images
199 Kristin Little
200 Julia Fletcher/AP/TT
203 Bloomberg/Getty Images
207 Cavan Images/Getty Images
208 The Washington Post/Getty Images
212 NEW LINE CINEMA/Album/TT
215 NEW LINE CINEMA/Album/TT
221 Langston Hughes (ca 1925) av Winold Reiss/Wikimedia
222:1 Stephane de Sakutine/TT
222:2 Yellow Sun Ltd/AP/TT
Förord
I Blueprint Nivå 1 för kursen Engelska Nivå 1 har vi behållit det som Sveriges lärare uppskattat genom åren: Blue Pages, den ”blueprint” för textproduktion där varje texttyp utvecklas med guidelines, kommenterade mönstertexter och revision checkpoints. Dessa mönstertexter och mallar hjälper eleverna att upptäcka, utveckla och förbättra både sina texter och sitt tal. I lärarhandledningen finns dessutom bedömningsmallar för text- och talproduktion som ger ytterligare stöd i arbetet för både elever och lärare.
Precis som tidigare arbetar eleverna med autentiska hörövningar i Blueprint Nivå 1. Focus on Listening i varje kapitel tränar elevernas hörförståelse av autentiska möten, reportage eller föredrag som sänts på BBC, NPR, TED Talk med mera.
Varje kapitel i boken utvecklar successivt elevernas förmåga att utföra de skriftliga och muntliga framställningar som ämnesplanens centrala innehåll anger för engelska nivå 1: att berätta, sammanfatta, förklara, kommentera, värdera, motivera sina åsikter, diskutera och argumentera.
Kapitlen innehåller texter och hörövningar som sätter teman i relation till elevernas egna erfarenheter – och utmanar dem. Blueprint Nivå 1 anknyter till händelser, åsikter, idéer, känslor, relationer och etiska frågor. Innehållsfrågor i Reading/Listening for Meaning och diskussionsuppgifter i Reflect and Share bygger upp och fördjupar förståelsen av texterna respektive hörövningarna. Ordövningar i Word Work betonar strukturer och utvecklar det mest frekventa och användbara ordförrådet. Gloslistorna är frekvensmarkerade enligt Oxford English Corpus och deras relevans för engelskstuderande.
I Blueprint Nivå 1 tillämpar vi ett tydligt lexikaliskt synsätt. I ordövningar och de nya gloslistorna övas kollokationer, alltså ordpar eller grupper av ord som ofta används tillsammans och bör läras in som enheter. Att förstå orden i sina sammanhang är viktigt för att kunna tolka deras exakta betydelser och använda dem korrekt i produktion. Focus on Language återintroduceras för att ge eleverna ytterligare stöd att utveckla sin språkriktighet och sina grammatiska kunskaper. Intill vissa texter finns konkreta förslag på företeelser du kan arbeta med funktionellt i en kontext.
I digitalt övningsmaterial får eleverna extra övning och möjlighet att testa sig själva.
MEETING NEW FRIENDS
“The secret of getting ahead is getting started,” Mark Twain said. This course book gives you a head start in English. Together with new classmates and teachers, you will be exploring unknown territories.
Talking about Yourself and Introducing a Classmate
1. Work in pairs. Take turns interviewing each other. Ask your classmate about the following topics. Remember to take notes on your classmate’s answers.
■ why he/she chose this study programme
■ her/his favourite free-time activity
■ something he/she really hates doing
■ something he/she loves doing
■ something unusual he/she would like to do
2. Form groups of 2–3 pairs. Introduce your classmate to the other students in the group. Try to speak for half a minute. Use some of these conversation linkers to give your talk more fluency:
It might surprise/interest you to hear that X …
Another very interesting side to X is …
In addition to …, X (is) also …
Moving on to another side of X, …
On the other hand, X …
Finally, X’s ambition is to …
One more thing that needs to be said about X is …
Last but not least, X …
Meeting My New Roommate
In their junior year Miles and Chip meet at the Creek – a boarding school in Alabama, USA. The two boys become best friends.
When I opened the bathroom door, after my shower, a towel wrapped around my waist, I saw a short, muscular guy with a shock of brown hair. He was hauling a gigantic army-green duffel bag through the door of my room. He stood five feet and nothing, but was well built, like a scale model of Adonis, and with him arrived the stink of stale cigarette smoke. Great, I thought, I’m meeting my roommate naked. He heaved° the duffel into the room, closed the door and walked over to me.
“I am Chip Martin,” he announced° in a deep voice, the voice of a radio DJ. Before I could respond, he added, “I’d shake your hand, but I think you should hold on damn tight to that towel till you can get some clothes on.”
I laughed, and nodded my head at him (that’s cool, right? the nod?) and said, “I’m Miles Halter. Nice to meet you.”
“Miles as in ‘to go before I sleep’?” he asked me.
“Huh?”
“It’s a Robert Frost poem. You’ve never read him?”
I shook my head, no.
“Consider yourself lucky.” He smiled.
I grabbed some clean underwear, a pair of blue Adidas soccer shorts and a white T-shirt, mumbled that I’d be back in a second and ducked back into the bathroom. So much for a good first impression.
“So where are your parents?” I asked from the bathroom.
“My parents? The father is in California right now. Maybe sitting in his La-Z-Boy. Maybe driving his truck. Either way, he’s drinking. My mother is probably just now turning off campus.”
“Oh,” I said, dressed now, not sure how to respond to such personal information. I shouldn’t have asked, I guess, if I didn’t want to know.
Chip grabbed some sheets and tossed them onto the top bunk.
“I am a top bunk man. Hope that doesn’t bother you.”
“Uh, no. Whatever is fine.”
The following excerpt is from Looking for Alaska by John Green. The title and the introduction are not part of the excerpt. heave lift or throw with effort announce say
in a monotone a uniform pitch without variation incredulous unwilling or unable to believe something indulgence allowing oneself to enjoy pleasures or luxuries on the contrary quite the opposite
“I see you’ve decorated the place,” he said gesturing towards the world map. “I like it.”
And then he started naming countries. He spoke in a monotone°, as if he’d done it a thousand times before. Afghanistan. Albania. Algeria. American Samoa. Andorra.
And so on. He got through the A’s before looking up and noticing my incredulous° stare.
“I could do the rest, but it’d probably bore you. Something I learned over the summer. God, you can’t imagine how boring New Hope, Alabama, is in the summertime. Like watching soybeans grow. Where are you from, by the way?”
“Florida,” I said.
“Never been.”
“That’s pretty amazing, the countries thing,” I said.
“Yeah, everybody’s got a talent. I can memorise things. And you can…?”
“Um, I know a lot of people’s last words.” It was an indulgence°, learning last words. Other people had chocolate; I had dying declarations.
“Example?”
“I like Henrik Ibsen’s. He was a playwright.” I knew a lot about Ibsen, but I’d never read any of his plays. I didn’t like reading plays. I liked reading biographies.
“Yeah, I know who he was,” said Chip.
“Right, well, he’d been sick for a while, and his nurse said to him, ‘You seem to be feeling better this morning,’ and Ibsen looked at her and said, ‘On the contrary°,’ and then he died.
Chip laughed. “That’s morbid. But I like it.”
He told me he was in his third year at Culver Creek. He had started in ninth grade, the first year at the school, and was now a junior like me. A scholarship kid, he said. Got a full ride. He’d heard it was the best school in Alabama, so he wrote his application essay about how he wanted to go to a school where he could read long books. The problem, he said in the essay, was that his dad would always hit him with the
books in his house, so Chip kept his books short and paperback for his own safety. His parents got divorced his sophomore year. He liked “the Creek”, as he called it, but, “You have to be careful here, with students and with teachers. And I do hate being careful,” he smirked. I hated being careful, too – or wanted to, at least.
He told me this while ripping through his duffel bag, throwing clothes into drawers with reckless abandon. Chip did not believe in having a sock drawer or a T-shirt drawer. He believed that all drawers were created equal and filled each with whatever fit. My mother would have died.
As soon as he finished unpacking, Chip hit me roughly on the shoulder, said, “I hope you’re stronger than you look,” and walked out the door, leaving it open behind him. He peeked his head back in a few seconds later and saw me standing still. “Well, come on, Miles To Go Halter. We got shit to do.”
p. 304
Action in Time
READING FOR MEANING
1. Chip has had a boring time during the summer. How can we tell?
2. Why does Chip prefer books to be short and in paperback format?
3. “My mother would have died,” Miles thinks. Why this exaggerated reaction?
REFLECT AND SHARE
This extract from Green’s novel introduces two clearly different characters: Chip and Miles. How would you characterize their personalities? Support your suggestions with lines from the text.
FOCUS ON LANGUAGE
The present continuous form indicates that something is happening right now – not a habit or something that happens repeatedly. The main verb then takes an -ing form: . “I’m meeting my roommate naked” is an example of the present continuous tense.
FOCUS ON LISTENING
Getting Out
Are you travelling across the world or typing away at your keyboard? Either way you are getting out on your own. When Radio Blueprint meets Sophie Chapman, she is just finishing her first year in college – thousands of miles from her home town. Having left her native country behind her, she is now sharing her experience as an exchange student on her blog. RadioBlueprint meets her at her dorm in Sydney, Australia, and she talks about her first year in college and her decision to go public as a blogger.
Look at the words and read through questions 1–4 before you listen.
cultural clash kulturkrock unedited gossip oredigerat skvaller compete tävla academics studier substitute teacher vikarie finals slutexamen dorm studenthem field house idrottshall events idrottsgrenar
p. 309
3rd Person -s
LISTENING FOR MEANING
1. What activities did Sophie do herself? Write down the appropriate letters.
a) blogging
b) going to a concert
c) going to a party
d) climbing a wall
e) skateboarding
f) jumping on a trampoline
g) dressing up
h) playing basketball
i) looking at fireworks
j) seeing a film
k) working as a substitute teacher
l) studying hard for tests
m) hiking
n) diving
o) kite surfing
p) playing in a band
2. Sophie wants to go to a concert, but doesn’t want to spend the money to pay for the ticket. What happens?
3. What makes Sophie want to become a teacher?
4. A few years have passed since Sophie started her blog. Which pieces of her advice are still valid today?
5. If blogging was hot 10 years ago – what is the best or most frequent social media today, available for the young generation who wants to reach out?
REFLECT AND SHARE
Prepare individually, then form groups to share and discuss.
1. Describe Sophie’s character supporting your description with details from the interview.
2. Sophie writes about cultural clashes in her blog. Have you ever experienced any clashes or funny situations when travelling or meeting people from other countries?
FOCUS ON LANGUAGE
Verbs in the present tense – 3rd person singular, i.e. he, she, and it, receive a final -s in English:
In the sentence “Radio Blueprint meets Sophie at her dorm, and she talks about her first year in college,” we can see that the verbs meet and talk end with an -s because Radio Blueprint = it, i.e. 3rd person singular. .
WRITING SHORT AND SWEET
LETTER ABOUT YOURSELF
When applying for a year at a high school, in the USA for example, you are often asked to write a personal letter to your host family explaining why you want to study and live abroad. Included, there will also be a short introduction about yourself. Use the template below.
u p. 274
Letter and E-mail
u p. 276
Revision Checkpoints
u p. 236
Peer Feedback
Date
To Mr and Mrs Johnson
15 Union Street Dayton, Ohio 20041 USA
Dear Mr and Mrs Johnson,
My name is … . I am so thankful for ... . I have long wanted to …
I hope the year in the US will … Some of my expectations/dreams/ambitions are …
What I very much look forward to is …
I am now studying at … …
Explain why you want to spend a school year in the USA.
Present your school, the program you’re on, why you chose it, and what is special about your school and program.
Write briefly about yourself: family, interests, free-time activities, pets etc.
I am looking forward to meeting and staying with you.
Kind regards/Best wishes
Your name/signature
VIEWPOINT
There are many different reasons for studying abroad. Which one or which ones do you think would be the most important to you?
1. Get to know a new culture:
“A fish out of water” describes being thrown into an unfamiliar environment, a common theme in stories. Studying abroad often feels this way – you adapt to new customs while gaining fresh insight into your own culture and life.
2. Personal development:
The personal growth gained from studying in a new context is invaluable. Adapting habits like what or how to eat, understanding daily principles, and even learning new ways to socialize can be the greatest reward of studying abroad.
3. Discover yourself:
Making it on your own is what studying is much about. The usual comfort zone will not be there anymore. Here is where responsibility comes in. You are on your own and while trying to understand your new environment, you start understanding yourself.
4. Make lifelong friends:
Before the Internet, exchange students often lost touch because they had to rely on letters or costly phone calls. Today, you can easily stay connected and build lifelong friendships from your studies and the vibrant leisure life you’ll experience. Thank the Internet for that!
5. Learn a language:
Though you might have covered some courses at high school or college, the opportunity to be more or less fluent in a second language is a golden opportunity.
6. An asset on your CV:
Your future employers will appreciate your courage and your curiosity for new circumstances. Job applications including studies abroad is one factor that will rank you higher than your competitors.
SPEAKING LOUD AND CLEAR
WHAT IS HAPPENING?
Look at the cartoon strip. Decide on a possible order for the pictures and make up a story to go with them. Then work in pairs and share your suggestions. p. 252 Useful Phrases
NEW OUTLOOK ON LIFE
Summer vacation generally means outdoor activities and challenging adventures. New experiences make our lives richer – some of them good, some maybe not so good. A few of them will stay as memories and broaden our outlook on life.
PRE-READING
■ What do you know about summer camps in the USA?
■ What do you do at a summer camp?
Struck by Lightning
Sometimes dramatic incidents change your whole outlook on life. That is what happened to the American author Paul Auster when as a teenager he was at a summer camp in New York State.
There were sixteen or eighteen boys in my group. Most of us had been together for several years, but a couple of newcomers had also joined us that summer. One was named Ralph. He was a quiet kid without much enthusiasm for dribbling basketballs or hitting the cut-off man°, and while no one gave him a particularly hard time, he had trouble blending in. He had flunked a couple of subjects that year, and most of his free periods were spent being tutored° by one of the counselors°. It was a little sad, and I felt sorry for him – but not too sorry, not sorry enough to lose any sleep over it.
Our counselors were all New York college students from Brooklyn and Queens. Wise-cracking° basketball players, future dentists, accountants, and teachers, city kids to their very bones. Like most true New Yorkers they persisted in calling the ground the ‘floor’, even when all that was under their feet was grass, pebbles, and dirt. /…/
Imagine our surprise, then, when one afternoon our counselor announced that we were going for a hike in the woods. He had been seized by an inspiration and wasn’t going to let anyone talk him out of it. Enough basketball, he said. We’re surrounded by nature, and it’s time we took advantage of it and started acting like real campers – or words to that effect. And so, after the rest period that followed lunch, the whole gang of sixteen or eighteen boys along with two or three counselors set off into the woods.
It was late July, 1961. Everyone was in a fairly buoyant mood, I remember, and half an hour or so into the trek most people agreed that the outing had been a good idea. No one had a compass, of course, or the slightest clue as to where we were going, but we were all enjoying ourselves, and if we happened to get lost, what difference would that make? Sooner or later, we’d find our way back.
1. What do we learn about Ralph?
2. What are we told about the counselors?
3. What do you think is going to happen – and to whom?
The following excerpt is from The Red Notebook by Paul Auster. The title and the introduction are not part of the excerpt. Neither are the questions between paragraphs. hitting the cut-off man hitting a counterpart (in baseball) tutor teach counselor someone who takes care of younger people at a summer camp wise-cracking funny
smolder burn slowly without a flame helter-skelter stampede disorganised rush
Then it began to rain. At first it was barely noticeable, a few light drops falling between the leaves and branches, nothing to worry about. We walked on, unwilling to let a little water spoil our fun, but a couple of minutes later it started coming down in earnest. Everyone got soaked, and the counselors decided we should turn around and head back. The only problem was that no one knew where the camp was. The woods were thick, dense with clusters of trees and thorn-studded bushes, and we had woven our way this way and that, abruptly shifting directions in order to move on. To add to the confusion, it was becoming hard to see. The woods were dark to begin with, but with the rain falling and the sky turning black, it felt more like night than three or four in the afternoon.
Then the thunder started. And after the thunder, the lightning started. The storm was directly on top of us, and it turned out to be the summer storm to end all summer storms. I have never seen weather like that before or since. The rain poured down on us so hard that it actually hurt; each time the thunder exploded, you could feel the noise vibrating inside your body. Immediately after that, the lightning would come, dancing around us like spears. It was as if weapons had materialized out of thin air: a sudden flash that turned everything a bright, ghostly white. Trees were struck, and the branches would begin to smolder°. Then it would go dark again for a moment, there would be another crash in the sky, and the lightning would return in a different spot.
The lightning was what scared us, of course. It would have been stupid not to be scared, and in our panic we tried to run away from it. But the storm was too big, and everywhere we went we were met by more lightning. It was a helter-skelter stampede°, a headlong rush in circles. Then, suddenly, someone spotted a clearing in the woods. A brief dispute broke out over whether it was safer to go into the open or continue to stand under the trees. The voice arguing for the open won, and we all ran in the direction of the clearing.
4. In what ways are the counselors unfit to cope with the situation?
5. What do the boys decide to do to be safe?
It was a small meadow, most likely a pasture° that belonged to a local farm, and to get to it we had to crawl under a barbed wire° fence. One by one, we got down on our bellies and inched our way through. I was in the middle of the line, directly behind Ralph. Just as he went under the barbed wire, there was another flash of lightning. I was two or three feet away, but because of the rain pounding against my eyelids, I had trouble making out what happened. All I knew was that Ralph had stopped moving. I figured that he had been stunned°, so I crawled past him under the fence. Once I was on the other side, I took hold of his arm and dragged him through.
I don’t know how long we stayed in that field. An hour, I would guess, and the whole time we were there the rain and thunder and lightning continued to crash down upon us. It was a storm ripped from the pages of the Bible, and it went on and on and on, as if it would never end.
Two or three boys were hit by something – perhaps by lightning, perhaps by the shock of lightning as it struck the ground near them –and the meadow began to fill with their moans. Other boys wept and prayed. Still others, fear in their voices, tried to give sensible advice. Get rid of everything metal, they said, metal attracts the lightning. We all took off our belts and threw them away from us.
I don’t remember saying anything. I don’t remember crying. Another boy and I kept ourselves busy trying to take care of Ralph. He was still unconscious. We rubbed his hands and arms, we held down his tongue so he wouldn’t swallow it, we told him to hang in there. After a while, his skin began to take on a bluish tinge°. His body seemed colder to my touch, but in spite of the mounting evidence, it never once occurred to me that he wasn’t going to come around. /…/ I had never seen a dead person before.
It was the barbed wire that did it, I suppose. The other boys hit by the lightning went numb, felt pain in their limbs for an hour or so, and then recovered. But Ralph had been under the fence when the lightning struck, and he had been electrocuted° on the spot.
Later on, when they told me he was dead, I learned that there was an eight-inch burn across his back. I remember trying to absorb this news and telling myself that life would never feel the same to me again. Strangely enough, I didn’t think about how I had been right next to him when it happened. I didn’t think. One or two seconds later, and it
pasture a field used for cattle to eat barbed wire strong wire with sharp pointed parts stunned unconscious tinge color electrocute kill someone with electricity
would have been me. What I thought about was holding his tongue and looking down at his teeth. His mouth had been set in a slight grimace, and with his lips partly open, I had spent an hour looking down at the tips of his teeth. Thirty-four years later, I still remember them. And his half-closed, half-open eyes. I remember those, too.
6. Why does the narrator have problems understanding what happened?
7. How is the narrator trying to bring Ralph back to life?
8. How close is the narrator himself to being killed?
9. In what way has the accident stayed with the author? Look at the last paragraph.
REFLECT AND SHARE
Prepare individually, then form groups to share and discuss. What steps should be taken to improve safety at the camp in Paul Auster’s story?
SPEAKING LOUD AND CLEAR
TELLING A STORY
1. What coincidences or encounters have you experienced? Individually, prepare to tell a group about an occasion that you remember where chance/coincidence had a strong effect on you in some way. It can also be a positive experience that changed you somehow, like doing something for the first time, winning a prize in a competition or meeting someone special.
2. Form groups of 4–6 students. Tell the group about your experience. Try to speak for 30 seconds.
WORD WORK
A. Synonyms
Part 1 – What words are used in the text?
In the story the author uses other words that give a similar meaning to those in italics. Choose from the box below.
clusters dense enjoying themselves head back persisted in seized set off spoil unwilling
1. The councelors kept calling the ground the ‘floor’.
2. One of the counselors had been caught by an inspiration.
3. Along with two or three counselors the whole group started to walk into the woods.
4. They were all happy.
5. They walked on, reluctant to let a little rain destroy their fun.
6. Everyone got soaked, and they decided to turn around and return.
7. The woods were thick, compact with groups of trees and thornstudded bushes.
Collocations are combinations of words often used together.
Part 2 – The story goes on arguing for bellies dispute prayed recovered return sensible spot spotted unconscious
1. It would go dark, and then the lightning would come back in a different place.
2. Suddenly someone caught sightof a clearing in the woods.
3. A short quarrel broke out over whether it was safer to go into the open.
4. The voice supporting the open won.
5. One by one, they got down on their stomachs and inched through the barbed wire.
6. The boys wept and called uponGod.
7. Some tried to give goodpractical advice.
8. Ralph was still knocked out.
9. The other boys felt pain for an hour, and then got well again.
FOLLOW UP
Read the sentences in part 1 and 2 again to yourself or to a classmate. Cover the boxes, and don’t look at what you have written. Practise until you remember all the synonyms.
B. Collocations
1. To help you, study the boxes below and the wordlist on pages 316–317 closely.
2. Combine the words in the box on the left with a word from the box on the right. There are two combinations for each word. Write on a separate piece of paper.
VERBS NOUNS
absorb a pony your balance mount power your eyes pound sweat the drums recover the chance new facts rub consciousness a rescue operation seize your cheek the door
FOLLOW UP
Work with a classmate. Take it in turns to cover either the verbs or the nouns and say the collocations to each other.
C. Complete the sentences
Study the marked words in the wordlist, particularly the information on alternative meanings, on pages 316–317 closely. Then read the gapped sentences below and fill in the appropriate words from the wordlist. You may have to change the form of the word to fit the sentence.
1. The students have … a campaign for better school lunches.
2. We must immediately … the opportunity to create a good class spirit.
3. It was a spectacular … to see the swimming elephants.
4. It took some time for her to … the new ideas about learning new words more efficiently.
5. At yesterday’s football match there was a nasty … which could have ended terribly badly.
6. My camera has a … that comes on automatically when it’s too dark.
7. Following the violent protests, the police tried to … control of the neighbourhood.
8. An uneasy feeling is … among the spectators that something is terribly wrong.
9. What is your … immigration?
10. She tried to remember the best and most important … of the year.
11. Dioxin is a poisonous … that we must avoid at all costs.
FOLLOW UP
Read the sentences again to yourself or a classmate, without looking at what you have written in the gaps.
PRE-LISTENING
■ Read the text about Louisiana and study the wordlist on page 30. What do you expect to hear?
Louisiana in Focus
Situated in southern Louisiana, the Mississippi River Delta is one of the largest coastal regions in the world. These wetlands serve as an important habitat for birds and fish. And the delta is, by nature, flat.
One August morning in 2005, Hurricane Katrina struck its biggest city, New Orleans. The aftermath was catastrophic; the levee system broke and caused massive flooding. The most significant number of deaths in the state of Louisiana occurred in New Orleans, and hundreds of thousands of people along the coast had to flee their homes.
Apart from the human suffering, it is estimated that Katrina caused more than $100 billion worth of damage. Is it possible to recover from such a catastrophe?
What Happened to the Children?
In his documentary Katrina Babies, filmmaker Edward Buckles asks questions never asked to those who suffered from Hurricane Katrina.
attic vind human toll mänskligt lidande displace (för)flytta devastated förkrossad ingrained genomfärgad
aftermaths efterdyningar resilience återhämtningsförmåga thrive blomstra Louisianans personer från Louisiana
LISTENING FOR MEANING
1. Filmmaker Edward Buckles tells us that many Louisianans who survived Hurricane Katrina in 2005 are still dealing with trust issues when it comes to America. Why?
2. Buckles claims that there is an important difference between Katrina and most other tragedies. What difference?
3. Buckles suggests that there is a certain resilience in Black people – and he proposes this power is a “double-edged sword”. What does he mean by that?
4. According to the filmmaker, what was the real New Orleans like before Katrina hit the city?
5. Nowadays, Buckles says, when people go to New Orleans to admire its great culture, there is one thing he wants them to know. What is it?
REFLECT AND SHARE
Buckles says “... we are not just healing from Hurricane Katrina, but we are healing from everything else that we have experienced before the storm and after the storm.” How might his documentary help people begin to heal?
WRITING SHORT AND SWEET
EXPRESS REACTION
Write a short text for 10–20 minutes. Express your reaction or reflections after listening to the interview with Edward Buckles. Start by completing one of the prompts below. Then explain why.
What I find interesting is …
What I find moving is …
What I find admirable is …
What I find encouraging is …
discard into throw into disgorged forcefully thrown out dispersed by spread around by disposable bags bags you only use once scrutinize carefully examine
PRE-READING
There are certain conventions for how science articles or reports are organized. They start by defining a problem, and then move on to describe different aspects of the issue more closely, including findings of recent research. They normally end with a summary or proposals for possible solutions. Being familiar with these conventions will help you understand a science article that you are about to read, since you know what to expect.
1. First, skim this text quickly to find ■ the problem ■ some of the research findings.
2. Then, read the article closely and answer the questions in Reading for Meaning.
How Plastics Are Taking over Our Oceans
Every year there is so much plastic that contaminates the sea, that some species are now seriously threatened with extinction. How will animals survive? How will humans?
The oceans are drowning in plastic. Millions of tonnes are discarded into° the seas every year, disgorged° into rivers, left along coastlines or come from abandoned fishing gear. Plastic even pollutes ocean air, where particles are dispersed by° spray and then whirl about the planet on strong winds. All around our planet it’s literally raining plastic. What we see on the ocean’s surface, however, does not tell the whole truth, but shows us a mere fraction of the totality of plastic
pollution. Because it is not what bobs on the waves that constitutes the real environmental hazard: bottles, straws, and bags. Or even worse: images of plastic enveloping a seabird, straws being yanked from turtles’ noses or albatrosses unknowingly feeding disposable bags° to their chicks. No, the truth is only complete if we include microplastics. In order to do that we need scuba divers equipped with microscopes to scrutinize° pollution in the sea – and the air!
All because we humans like a
convenient lifestyle, plastic pollution is in the air we breathe and – here is the news – in marine life, too. It is often said that humans consume a credit card’s worth of plastics in all shapes and forms every week. Is this true? According to investigating journalist Chris Michael (The Guardian, July 25, 2022), yes it is. Every week we drink or breathe the equivalent
of° such a card. Considering the amount of plastic waste everywhere, it is not unlikely that we do. Actually, plastic litter has proliferated° in all environments, from the seafloor to the shoreline to the very air we breathe. Bags and food wrappings dominate the shores, the sea contains fishing nets and plastic pots and lids. Even cigarette butts and sachets, (those small packages
the equivalent of the same amount as proliferate multiply or spread rapidly
B U L E PRINT NIVÅ 1
Den omtyckta serien Blueprint är ett engelskläromedel för gymnasiet och vuxenutbildningen. Denna välbeprövade resurs inom engelskundervisningen är uppdaterad utifrån Gy25.
BLUEPRINT NIVÅ 1 har ett varierat innehåll med skönlitterära texter, dikter, reportage och populärvetenskapliga artiklar. Varje kapitel kopplar teman till elevernas erfarenheter och utmanar deras perspektiv. Ordövningar betonar kollokationer och frekvent ordförråd, med gloslistor baserade på Oxford English Corpus. Språkriktighet stärks med Focus on Language, och digitala övningar ger ytterligare stöd. Boken innehåller även uppskattade inslag som Blue Pages, där textproduktion utvecklas med guidelines, mönstertexter och revision checkpoints som stödjer både elever och lärare. Eleverna tränar hörförståelse med autentiska material från BBC, NPR och TED Talks, samtidigt som de utvecklar förmågan att berätta, förklara, argumentera och diskutera – precis enligt kursens centrala innehåll. För samtliga delar i serien se liber.se.
ETT KOMPLETT
LÄROMEDEL FÖR
SPRÅK UTVECKLING
OCH KUNSKAPSBYGGANDE!
