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Searching 9 - Learner's book (s. 2-327) - Engelsk for ungdomssteget - nynorsk - Anne-Brit Fenner og Geir Nordal-Pedersen - 861365Gyldendal Norsk Forlag AS 2007 - 1. utg?ve - ISBN: 978-82-05-34189-0Innhald: TOC \o "1-2" \n \h \z \u xxx1 Merknad:xxx1 Dear readerxxx1 Chapter 1: It's My Lifexxx2 A. It's My Lifexxx2 B. Children's Bill of Rightsxxx2 C. A Bedtime Storyxxx2 D. Young Talkxxx2 E. Mum Should Stay at Homexxx2 F. She Is Leaving Homexxx2 G. Youth Rightsxxx2 H. A Letter to My Teacherxxx2 I. Friendsxxx2 J. Choicesxxx2 K. Have You Heard?xxx2 L. Socratesxxx2 M. Free Timexxx2 N. Thames Doesn't Rhyme With Jamesxxx2 Focus on Languagexxx2 Focus on writingxxx1 Chapter 2: England - Past and Presentxxx2 A. This Is Englandxxx2 B. St Georgexxx2 C. Young Talkxxx2 D. Famous English Peoplexxx2 E. King Arthurxxx2 F. Royal Scandalsxxx2 G. The Greatest Briton of All Timexxx2 H. The Poundxxx2 I. International Englishxxx2 J. Jokes about the Englishxxx2 K. Ghostsxxx2 L. Harry Potterxxx2 Focus on Languagexxx2 Focus on Writingxxx1 Chapter 3: Is Reading Good for You?xxx2 A. What Is Reading?xxx2 B. Young Talkxxx2 C. What Can a Title Tell Us?xxx2 D. Beginningsxxx2 E. Charactersxxx2 F. Settingxxx2 G. Narrative Voicexxx2 H. Dialoguexxx2 I. Plot and Turning Pointxxx2 J. Hurricanexxx2 Focus on Languagexxx2 Focus on Writingxxx1 Chapter 4: The Wild Westxxx2 A. Young Talkxxx2 B. The Arrival of Strangersxxx2 C. Native American Viewsxxx2 D. The Fabulous Spotted Egg - a Cheyenne Mythxxx2 E. What Happened to Native American Culture?xxx2 F. The Wild Westxxx2 Focus on Languagexxx2 Focus on Writingxxx1 Chapter 5: Being Differentxxx2 A. Poems about Differencexxx2 B. Letter to the Editorxxx2 C. Young Talkxxx2 D. A Newspaper Reportxxx2 E. Glenisxxx2 F. The Diary without a Keyxxx2 G. The Reader of Booksxxx2 H. Witch Childxxx2 Focus on Languagexxx2 Focus on Writingxxx1 Chapter 6: From The Sixtiesxxx2 A. Historic Events 1960-69xxx2 B. Growing up in the 1960sxxx2 C. Fashionxxx2 D. The First Supermodelxxx2 E. Young Talkxxx2 F. Pop Musicxxx2 G. My Name's Bond, James Bondxxx2 H. John F. Kennedy (1917-1963)xxx2 I. Eagle Has Landedxxx2 J. Protestsxxx2 K. Martin Luther King, Jr.xxx2 L. The Vietnam Warxxx2 M. Flower Powerxxx2 N. Peace, Music and Hairxxx2 Focus on Languagexxx2 Focus on Writingxxx1 Chapter 7: The Emerald Islexxx2 A. Young Talkxxx2 B. An Impression of Irelandxxx2 C. An Ghaeilge - The Irish Languagexxx2 D. Tri-Coloured Ribbonxxx2 E. Saint Patrick, the Patron Saint of Irelandxxx2 F. The Selfish Giantxxx2 G. Leprechaunsxxx2 H. The Leprechaun's Goldxxx2 I. Limericksxxx2 J. The Empty Stepsxxx2 Focus on Languagexxx2 Focus on Writingxxx1 Chapter 8: The Mediaxxx2 A. Media Multitaskingxxx2 B. Young Talkxxx2 C. Newspapers and Magazinesxxx2 D. Teen Cinemaxxx2 E. Radio and Televisionxxx2 F. Soapwatchxxx2 G. From Charlie and the Chocolate Factoryxxx2 H. Reality TVxxx2 I. TV Violencexxx2 J. Ditching Traditional Mediaxxx2 K. Truth, Lies, and the Internetxxx2 L. Advertising - Who Needs It?xxx2 M. The Outside Chancexxx2 Focus on Languagexxx2 Focus on Writingxxx1 Chapter 9: The Jewel in the crownxxx2 A. What Do You Know about India?xxx2 B. Impressions of Indiaxxx2 C. Young Talkxxx2 D. Three Poemsxxx2 E. Indian Foodxxx2 F. Mohandas "Mahatma" Gandhixxx2 G. India Is Dividedxxx2 H. Wildlifexxx2 I. Earthquakexxx2 J. The Spirit of Diwalixxx2 Focus on Languagexxx2 Focus on Writingxxx1 Individual Readingxxx2 Contentsxxx2 Chapter 1xxx2 Chapter 2xxx2 Chapter 4xxx2 Chapter 5xxx2 Chapter 6xxx2 Chapter 7xxx2 Chapter 8xxx2 Chapter 9xxx2 Reading to Enjoyxxx1 Focus on Languagexxx2 Innhaldxxx2 Substantiv (Nouns)xxx2 Bestemmarord/determinativ (Determiners)xxx2 Pronomen (Pronouns)xxx2 Verb (Verbs)xxx2 Sp?rsm?l (Questions)xxx2 Adjektiv (Adjectives)xxx2 Adverb (Adverbs)xxx2 Preposisjonar (Prepositions)xxx2 Konjunksjonar og subjunksjonar (Conjunctions and Subjunctions)xxx2 Tekstbinding (Sentence Connection)xxx2 Dei fire rekneartanexxx2 Uregelrette verb (Irregular Verbs)xxx2 Lydskrift (Pronunciation Symbols)xxx1 Wordlistxxx1 Merknad: Fila har eit klikkbar innhald. Innhaldet fr? s. 4-5 i originalboka er ikkje teke med. I innhaldet i originalboka er det ei oversikt over kva du skal l?re i kvart kapittel. Denne finn du i byrjinga av kvart kapittel. xxx innleiar overskrifter. Overskriftsniv?et vises med tal: xxx1, xxx2 osv. --- innleiar sidetalet. Uthevingsteiknet er slik: _. Eksempel: _Denne setninga er utheva._ Gloser (Word Power) finn du etter hovudteksten og eventuelle bilete. Nokre f? av bileta i boka er ikkje skildra i leselistutg?va. "Acknowledgements" p? s. 326 er utelatne. Kolofonen og baksideteksten finn du til slutt i denne fila. Lydskrifta i lista over uregelrette verb (s. 307-310) og i "Wordlist" (s. 311-325) er utelatne. Men lydskrifta elles i boka er teke med. P? s. 310 finn du ei oversikt over lydskriftteikn som er brukte. Ved bruk av skiljeteikn og desimalteikn i tal f?lgjer leselistboka originalboka og engelsk rettskrivingsreglar for vanleg skrift. Det vil seie at komma er brukte som skiljeteikn og punktum som desimalteikn. Fila er spr?kmerka med norsk og engelsk, slik at du kan dra nytte av engelsk talesyntese, viss du har installert den. I enkelte tekstar p? engelsk brukast enkle hermeteikn. I leselistboka er desse teikna brukte:-- Enkel hermeteikn byrjar: ‘ (367). Skrivast: Alt+0145-- Enkel hermeteikn sluttar: ’ (368). Skrivast: Alt+0146_Andre spesielle teikn:_é e med akutt-teikn (123456). Skriv ALT+0223 eller Alt Gr+\eê e med cirkumfleks (126). Skriv ALT+0234 eller SHIFT+¨e--- 2 til 327Kolofon: flytta til slutten av fila.--- 3 til 327xxx1 Dear reader-- Here is your new English book. We have called it _Searching,_ hoping that you will use it to search for different ways to learn as much English as possible.-- Before you read the book in detail, browse through it, reading a text or two here and there to get the "feel" of the book. You will then get a better idea of what the book can offer you.-- Remember, you don't have to work with all the chapters, and you don't have to read all the texts or do all the tasks.-- Learning a language is not something you can do on your own. It is, therefore, important that you work with other students in your group. Besides, it is more fun working with others. _Good luck!_ Anne-Brit Fenner and Geir Nordal-PedersenTabell: 4 kolonnar, 8 rader:ComponentsGrade 8Grade 9Grade 10Learner's BookxxxTeacher's Resource FilexxxRead and Write---Teacher's CDsxxxLearner's CDxxxRead and Write CDxxxWebsitexxx--- 4 og 5 til 327Contents: utelatne.--- 6 til 327xxx1 Chapter 1: It's My Life Being young is not easy and it never was. You may feel that your parents don't understand you, that you can't cope at school and that friends come and go. But there are usually some good moments, too. Days when you sing and laugh; evenings when you go to bed happy and fall asleep with a smile on your face. Make a list of what is good about your own age and one about what is not so good. Compare the lists with a classmate.--- 7 til 327In this chapter we will focus on learning:-- words and expressions about friends and friendship-- how to talk about your free time activities-- how to express views in family situations-- about young people's and children's rights-- about nouns and articles-- to write a short autobiographyBilete (s. 6):Forklaring: fotoEin smilande gut p? ei strand med bar overkropp. --- 8 til 327xxx2 A. It's My LifeFunny how I find myselfIn love with youIf I could buy my reasoningI would pay to loseOne half won't doI've asked myselfHow much do youCommit yourself?It's my lifeDon't you forgetIt's my lifeIt never endsFunny how I blind myselfI never knewIf I was sometimes playeduponAfraid to loseI'd tell myselfWhat good you doConvince myselfIt's my life ...I've asked myselfHow much do youCommit yourself?It's my life ... Sung by _No Doubt_Bilete:Forklaring: fotoEi jente som sit mot ein vegg med grafitti p?. Ho et is. Word PowerPage 8:reasoning: tankegangcommit oneself: forplikte segblind oneself: sj? gjennom fingraneconvince: overtydexxx3 Task 1A. Translate the song into Norwegian.B. Answer the following questions: -- What is the "message" of the song? -- Do you like the song? Why/why not?C. Use the Internet to try to find the video of the song.--- 9 til 327xxx2 B. Children's Bill of Rights You have the right to:-- learn and ask questions-- laugh and be happy-- take care of yourself-- do things for yourself-- receive and give affection-- be the best you can be-- seek help-- express your feelings-- follow your dreams-- protect your mind and body-- be proud of your work-- love yourself, love others and be lovedWord PowerPage 9:Bill of Rights: a statement of the rights of a group of peopletake care of: ta vare p?receive: mottaaffection: ?mheitexpress: uttaleprotect: vernemind: sinn, sjelproud: stoltxxx3 Task 2Worksheet, ListenA. Read the "Children's Bill of Rights". Are there any "rights" which are unnecessary? Do you think the bill is missing any "rights"? Do you know any other bills of rights?B. Here is another "Children's Bill of Rights" written by an American pupil. Listen carefully and take notes while you listen. What differences do you notice between the two bills? Which one do you prefer? Why?You have the right to:1. go to school2. ...--- 10 til 327xxx3 Task 3 Choose one of the following tasks. Give reasons for your choice.A. Try to remember something which happened when you were six or seven years old. Imagine that somebody took a photo of you. Describe the photo: where is the picture taken? Who are the people in the picture? What are you wearing? What has just happened? ...B. Read text C. Do you remember any bedtime stories told to you when you were little? Try to retell one.xxx3 Task 4 You're in charge! It's Wednesday evening at 7 pm. Your parents have gone to the cinema. They will be away for 3 hours and have left you in charge of the house and your little brother. Your mother has asked you to order some pizza for when they get home. During the evening a lot of things happen. What do you do when ...-- at 7.20 your brother spills a can of coke on the new carpet?-- at 7.45 somebody knocks at the door and says he is delivering a pizza?-- at 8.30 a friend calls and says that he has rented a new film and invites you over? "You can bring your brother", he says. (Write a short dialogue.)-- at 9.00 you get an SMS from some of your classmates asking if they can come over?-- at 9.25 a thunderstorm breaks out? Discuss your answers in a group or as a class.Bilete:Forklaring: fotoEin mann som ber ei stor bunke med pizzaesker som veltar. Word PowerPage 10:imagine: f?restellebedtime story: godnatthistorieretell: forteljein charge: ha ansvaretorder: tingespill: s?lecan: bokscarpet: teppedeliver: leverethunderstorm: torevêr--- 11 til 327xxx2 C. A Bedtime StoryTeikneserie:Calvin and Hobbes by WattersonP? norsk: Tommy og Tigern. 8 ruter.1: Tommy seier til Tigern: Here's a box of crayons. I need some illustrations for a story I'm writing.2: Tommy seier: You can draw something besides tigers, can't you? Tigern svarar: Sure. Leopards, pumas, ocelots ... You name it.3: Tommy og Tigern ligg i senga. Faren kjem inn og Tommy seier: Here, dad, read _this_ story tonight. I wrote it and Hobbes illustrated it. Faren svarar: ... Um ... ok.4: Faren les p? senga: "The dad who lived to regret being mean to his kid." Tommy seier: What are you pausing for? keep reading.5: Teikning av Barney fr? fortellinga. Han vil ikkje ete ertar og spring vekk medan tallerken veltar: Barney's dad was really bad, So Barney hatched a plan. When his dad said, "Eat your peas!" Barney Shouted, "No!" and ran.6: Barney framfor ei d?r og han held ein nykkel i handa: Barney tricked his mean ol' dad, and locked him in the cellar. His mom never found out where he'd gone, cause Barney didn't tell her.7: Faren til Barney sit nederst i kjellartrappa med ein bolle p? fanget. Framfor han er det 3 mus (mice). There his dad spent his life, eating mice and gruel. With every bite for fifty years he was sorry he'd been cruel. The end.8: Tommy seier til far sin: You know how a lot of stories have morals to them ...? Faren ropar: I _get_ it, I _get_ it!--- 12 til 327xxx2 D. Young TalkBilete:Forklaring: fotoEi mor inne p? eit barnerom. xxx3 Task 5Worksheet, Listen Listen to what some young people tell you about their "family rules". Your teacher will give you a worksheet.xxx3 Tasks6. Do you think your parents are strict? Work in groups and discuss the rules in your family about: -- watching TV -- using the computer (MSN, the Internet, etc.) -- doing housework -- when you have to do your homework -- when you have to go to bed -- pocket money Do a survey in your class and find out how many hours a week your classmates watch TV or do housework, when they do their homework or when they go to bed. Draw charts or graphs (for example pie charts, line graphs or bar charts) to show the results.7. Choose one of the following tasks. Give reasons for your choice. A. When do you argue with your parents? What do you argue about? Describe one of your "fights" or write the dialogue. B. Work together in groups. Make a role play where parent(s) and son and/or daughter argue about one of the topics in task 6.8. Choose one of the following tasks: A. Describe your "dream parents". B. When do you think it is Ok for your parents to decide the rules, and when is it not? Write two lists.Word PowerPage 12:strict: strengsurvey: rundsp?rjingargue: krangledecide: bestemme--- 13 til 327xxx2 E. Mum Should Stay at HomeLonger version on page 227 Peter swift is 15 years old and lives near Leeds. His mother has worked for the last three years. "I hate it; I've always hated it. Mum leaves at 7.30 am and doesn't get home until about 7.30 pm. My sister Elizabeth and I come home to an empty house. She's a year older than me and thinks it's ok because she sits upstairs with her homework. I'm left on my own. When mum went back to work, she said that it was only for a trial period. If we weren't happy with it, she would give it up. But it wasn't a fair test because in the beginning it was rather fun being on our own. I didn't realise what it would be like long-term. She started her new job two days before I started at comprehensive school and I had to go by myself. All the other boys had their mothers with them. Elizabeth and I both have our own chores. I load the dishwasher and I sometimes wash the car or mow the grass. Elizabeth does the ironing. We get extra pocket money because we help out, so I suppose it's fair. There is a good side to it. Mum has lots of interesting things to tell us. We also get more freedom. We wouldn't have as much money if she didn't work, but I'd rather she'd be at home like she used to be." From _Living Magazine_Bilete:Forklaring: fotoEi kvinne framfor ein vegg med permar og b?ker. Ho pratar i ein fasttelefonen med leidning samstundes som ho strekk seg etter ei bok. Word PowerPage 13:empty: tomupstairs: ovanp?on my own: aleinetrial: pr?ve-fair: rettferdigrealise: innsj?long term: i lengdacomprehensive school: skole (11-18 ?r) etter barneskolenchore: arbeidsoppg?veload: her: setje idishwasher: oppvaskmaskinmow: klippe (plen)do ironing: strykerather: hellerxxx3 Task 9A. Write a list of bullet points with Peter's arguments for why his mother should stay at home. You can start like this: -- Mum disappears at 7.30.B. In pairs, discuss Peter's view that one parent should always stay at home with the children. One of you agrees with him, the other disagrees. Each of you must give reasons for your opinion. The winner is the one who comes up with the most reasons.--- 14 til 327xxx2 F. She Is Leaving HomeWednesday morning at five o'clock as the day beginssilently closing her bedroom doorleaving the note that she hoped would say moreshe goes downstairs to the kitchenclutching her handkerchiefquietly turning the backdoor keystepping outside she is free.She (We gave her most of our lives)is leaving (Sacrificed most of our lives)home (We gave her everything money could buy)she's leaving home after living alonefor so many years. Bye, bye.Father snores as his wife gets into her dressing gownpicks up the letter that's lying therestanding alone at the top of the stairsshe breaks down and cries to her husbanddaddy our baby's gone.Why should she treat us so thoughtlesslyhow could she do this to me.She (We never thought of ourselves)is leaving (Never a thought for ourselves)home (We struggled hard all our lives to get by)she's leaving home after living alonefor so many years. Bye, bye.Friday morning at nine o'clock she is far awaywaiting to keep the appointment she mademeeting a man from the motor trade.She (What did we do that was wrong)is leaving (We didn't know it was wrong)home (Fun is the one thing that money can't buy)something inside that was always deniedfor so many years. Bye, bye.She's leaving home bye bye. _The Beatles_--- 15 til 327Bilete:Forklaring: fotoEi jente som sit p? golvet inntil ein vegg i eit tomt rom. Framfor ho ligg ein koffert. Me ser ikkje andletet hennar. Word PowerPage 14:silently: stillenote: beskjedclutch: gripe (hardt) fast ihandkerchief: lommet?rklesacrifice: ofresnore: snorkedressing gown: morgonk?pebreak down: bryte samantreat: behandlethoughtlessly: tankelauststruggle: kjempeappointment: avtalemotor trade: her: motorsykkelgjengdeny: nektexxx3 Task 10 Choose one of the following tasks:A. Write the letter which the girl left for her parents.B. Write one or more of her diary entries for the days before she left.C. Write a dialogue between the girl and a friend in which she tells her friend about her decision. How does her friend react?--- 16 til 327xxx2 G. Youth Rights Growing up means that you slowly become an adult. The older you get, the more you are treated like a grown-up, and your rights increase. But at the same time you have more duties, and people therefore expect you to be more responsible. The rights young people have at a specific age vary from one country to another. On the next page you will find what the law says about these rights in Britain.Bilete:Forklaring: teikningEin hund som har ei n?l tredd gjennom rett over nasen. Bilettekst: When you are 12, you can buy a pet without a parent being present.Word PowerPage 16:adult: vaksenincrease: aukeduty: pliktexpect: forventeresponsible: ansvarlegspecific: spesielllaw: lovcelebrate: feireafterwards: etterp?xxx3 TasksListen11. Read the list on the next page. Is there anything that surprises you? What rights do you think are missing? What rights do you think young people should have had earlier? Discuss with a partner.12. A. Use the list on the next page and try to find out the situation in Norway. B. Write a list with ages and rights the way you think it should be. Work together and discuss your lists.13. When does a child stop being a child? Steven Hamilton lives in Manchester. Next week he is going to celebrate his 18th birthday, but it is not as easy as he thought. Listen to Steven's story and discuss it afterwards in class or with a partner.14. Which do you think is the best age? 10? 14? 18? 30? or ...? Discuss in a group or as a class. Give reasons for your answer.--- 17 til 327xxx3 In Britain, when you are ...-- 0: You can have your own bank account-- 5: You have to go to school You have to pay child's fare on trains, and on buses and tubes in London-- 7: You can withdraw money from your own bank account-- 10: You can be convicted of a criminal offence (in Scotland at 8)-- 12: You can buy a pet without a parent being present-- 13: You can have a part-time job for up to 2 hours a day (for example a newspaper round)-- 15: You can be fingerprinted If you are a boy, under certain circumstances you can be sent to prison-- 16: You can leave school You can buy cigarettes and tobacco You can hold a motorbike licence You can drive a moped You can marry with parents' permission A boy can join the armed forces with parents' permission You can have beer, cider or wine with a meal in a restaurant-- 18: You can hold a motor car licence You can be sent to prison You reach the age of majority - you are an adult in the eyes of the law You can marry without parents' consent You can vote at elections You can sit on a jury You can place a bet in a betting shop You can buy and drink alcohol in a bar or a pub You can open a bank account without a parent's signature-- 21: You can become an MP You can hold a licence to drive a large passenger vehicle or heavy goods vehicle You can supervise a learner driver You can adopt a childBilete:Forklaring: teikningEi forenkla teikning av ein kar med hjelm som masjerar og ropar. Bilettekst: When he is 16 a boy can join the armed forces with parents' permission.Word PowerPage 17:bank account: bankkontofare: billettpriswithdraw money: ta ut pengarconvict: bli d?md foroffence: lovbrotpresent: til stadespart-time: deltids-fingerprint: ta fingeravtrykkcircumstance: forholdlicence: f?rarkortpermission: l?yvejoin: slutte seg tilarmed forces: milit?rebeer: ?lcider: (eple)sidermeal: m?ltidage of majority: myndigheitsalderconsent: samtykkevote: r?ysteelections: valbet: veddeMP = Member of Parliament: parlamentsmedlemvehicle: k?yret?yheavy goods: tungtransportsupervise: rettleie--- 18 til 327xxx2 H. A Letter to My Teacher Do you sometimes think that your teacher is unfair to you? Do you feel that you get lower marks than you deserve? Perhaps you think that your teacher hates you. Well, your teacher can also be on your side. Here is a letter from a 14-year-old Norwegian girl to her teacher.--- 19 til 327 Dear Teacher, The last two years have passed very quickly and it has been difficult to keep up with myself and my feelings, in a way. I realise that, in a very short period of time, I have changed as a person, I've changed the way I dress, and my self-confidence has taken a bit of a beating. I thought I was really strong, but I was wrong. Learning from my mistakes has slowly become a very familiar concept to me. I have been a disappointment to my friends, my family and my teachers. It hasn't exactly increased my self-confidence. But the fact is that I am the only one who can change things. I will have to learn to fit in with my classmates, I'll have to respect my parents' demands and the agreements that we've made, and I'll have to be honest with and loyal to my friends. Our school trip was in many ways a test of my personality and again I managed to disappoint people around me. I am not particularly proud of what I did. As far as homework is concerned, I do a bit now and then, but nothing is done regularly or thoroughly - everything at the last minute. I have postponed things, spent too much time with friends or browsed the Internet, and gradually things have got worse. My parents thought I was doing my homework properly. But next year I will ask them for help with my homework and revising for tests. The worst thing I know is the feeling of disappointing someone. I have felt that all too often recently - not good. There have been problems with friends, too. Misunderstandings and bad blood between my best friends and me - it hurts. I started thinking: "Why doesn't she smile at me?" "Does she think I'm ugly?" "Doesn't she like my clothes?" I never used to bother about what other people said about me. The incident with Sandra was really painful because I was caught off guard. Then I realised that the problem was mine, not hers. I thought I was stronger, but sometimes I surprise myself - and not always in a good way. I just hope that I can discover who I am and who else is important in my life. I want to surprise people and make my parents and my teachers proud of me. But I cannot do it on my own. I want to work, but I need support. Please, help me. Make demands on me. I'll show you that these are not just empty words. I know it is a lot to ask, but if you and I cooperate things will be all right. Have a nice summer, sir. By the end of the holidays I will be back with my batteries charged and looking forward to learning a lot. No more empty words from me. AliceBilete (s. 18):Forklaring: fotoEi jente som smiler. Word PowerPage 18:unfair: urettferdigmark: karakterdeserve: fortenePage 19:pass: g? (om tid)keep up with: halde tritt medrealise: innsj?way: m?teself-confidence: sj?lvtillittake a beating: bli skaddfamiliar: vanleg, velkjendconcept: omgrepfit in with: passe saman meddemand: kravagreement: avtalemanage: klareparticularly: s?rlegproud: stoltconcern: gjelderegularly: regelmessigthoroughly: grundigpostpone: utsetjegradually: gradvisproperly: ordentlegrevise: repeterehurt: s?rebother about: bry seg medincident: hendingpainful: smertefullcatch off guard: overrumplesupport: st?ttecooperate: samarbeidecharge: ladexxx3 Task 15 Work together and choose one of the following tasks:A. You have a problem at home, at school or with one of your friends. Decide first what kind of problem it is. Then discuss how you can solve it. Is there a special person you would ask for help?B. What do you think "the incident with Sandra" was about? Discuss the possibilities.--- 20 til 327xxx2 I. Friends When you are a child, friends are other children you play games with and invite to your birthday parties. When you grow up, friends become more important, perhaps even more than your own family. But friendship is a very active thing where you take the time to care and to understand, to listen and to share, to laugh and to cry. Good friends are always there for each other._A friend is ..._A friend is someonewho accepts youthe way you are ...Bilete:Forklaring: teikningSnoopy som ligg p? ryggen med ein gul fugl opp? snuten sin. Fuglen st?r p? hovudet p? snuten. Word PowerPage 20:friendship: venskapcare: bry seg omshare: delechat: chattetext: sende tekstmeldingoutcome: resultatxxx3 Task 16A. What is a friend to you? Draw a mind map.B. Work together in groups. Use your mind maps and write a list of the five most important words that you want to use to describe a friend.xxx3 Tasks17. Work together in groups. Write two or three positive sentences about the person sitting on your right. Read aloud (in the group) what you have written.18. Young people enjoy chatting to and texting friends on their mobiles. This is often a very positive social activity. Sometimes, however, the chat room or the mobile can be used in negative ways. Work in groups and role play two situations, one in which the outcome is positive and one in which it is negative.--- 21 til 327xxx2 J. Choices Every day you have to make choices. "Should I do this or should I do that?" "What will they think if I ... " In some cases the decision you make can have serious consequences. Would you for instance:-- smoke a cigarette at a party?-- travel by bus or train without a ticket?-- hitchhike home from town or to see a friend?-- make personal contact with people you meet in a chat room on the Internet?-- shoplift?-- play truant?-- drink beer or wine at a Saturday night party?-- use drugs?-- tell lies about why you were late for school?-- use your bike at night without a light?-- cheat at school?Bilete:Forklaring: teikningForenkla teikning av andletet til ei jente som tenker p? valga ho har. Bilete:Forklaring: teikningJente p? sykkel med eit stort h?r og glis. "If you choose not to decide, you have still made a choice."Word PowerPage 21:choice: valcase: tilfelle, sakdecision: avgjerdserious: alvorlegconsequence: f?lgjefor instance: til d?meshitchhike: haikeshoplift: naske, steleplay truant: skulkedrugs: narkotikacheat: fuske, lureillegal: ulovlegallow: tillatehealthy: suntnecessary: n?dvendigxxx3 Tasks19. Why would you / would you not do these things? 1) It is illegal. 2) My parents do not allow it. 3) It is not healthy. 4) It is cool. 5) My friends expect me to do it. 6) It is easy. 7) It is necessary.20. Work together. Choose one of the following tasks: A. Discuss your views in class. B. Make a list of choices you have to face.--- 22 til 327xxx2 K. Have You Heard? Imagine that you hear very interesting news from a friend who heard it from another friend last night. What would you do? Rush to the computer to chat with your best friends? Gossip and rumours are normal. Practically everybody gossips: children, young people, parents, teachers, neighbours, etc. Sometimes it is harmless, but at other times it can be really hurtful to other people.xxx3 I Had a SecretI had a secret and told itto my best friend.She told her second best friendwho told her best friendand no one else.No one elsetold somebody elsewho told anyonewho told her best friend.Now everyone knowsmy secretso it's not a secretany more. Nowit's news. Sue StewartBilete:Forklaring: fotoTo jenter. Ho eine smiler og pratar i telefonen. Ho andre kviskrar noko inn i ?yret hennar. Word PowerPage 22:gossip: sladder, sladrerumour: rykteharmless: uskuldig, ufarleghurtful: s?randesecret: l?yndomnews: nyheit--- 23 til 327xxx2 L. Socrates In ancient Greece, the great philosopher Socrates (470-399 BC) was well known for his wisdom. One day he met a man who ran up to him excitedly and said, "Socrates, do you know what I just heard about one of your students?" "Wait a moment," Socrates replied. "Before you tell me I'd like you to pass a little test. It's called the Triple Filter Test." "Triple filter?" asked the man. "That's right," Socrates continued. "Before you tell me about my student, let's take a moment to filter what you're going to say. The first filter is Truth. Have you made absolutely sure that what you are going to tell me is true?" "No," the man said, "actually I just heard about it." "All right," said Socrates. "So you don't really know if it's true or not. Now let's try the second filter, the filter of Goodness. Is what you are about to tell me about my student something good?" "No, on the contrary ..." "So," Socrates continued, "you want to tell me something bad about him, even though you're not certain it's true?" The man shrugged, a little embarrassed. Socrates continued, "You may still pass the test though, because there is a third filter - the filter of Usefulness. Is what you want to tell me about my student going to be useful to me?" "Not really ..." "Well," concluded Socrates, "if what you want to tell me is neither true nor good nor even useful, why tell it to me at all?" Perhaps you should keep in mind the three filters the next time you hear or are about to repeat a rumour? Source unknownBilete:Forklaring: skulptur: Socrates. Word PowerPage 23:ancient: gammal, oldtids-excitedly: opphissareply: svarepass: best?triple: tredobbel, trippel-continue: halde framtruth: sanningactually: faktiskgoodness: godheiton the contrary: tvert imoteven though: sj?lv omshrug: trekkje p? skuldreneembarrassed: flauusefulness: nytterepeat: gjentabully: mobbexxx3 Tasks21. Discuss with a partner or as a class. A. Many people think that spreading rumours about somebody is a form of bullying. Do you agree? B. Is spreading rumours mainly a "girl thing" or do boys also gossip?22. A. Read text L. Do you agree with Socrates? B. Use the text to write three "rules" for passing on news and information.--- 24 til 327xxx2 M. Free Time British teenagers spend their free time in much the same way as Norwegian teenagers. First of all, they listen to music all the time. Many young people have MP3 players and CD players. So music is an important part of their lives. Many of them also have computers, or there is one in the family home, so they can go on the Internet and download music and films. They text their friends about everything, watch TV and play computer games. Some of them also watch or do sports or belong to a club.Bilete:Forklaring: fotoGut som kviler p? sofaen. xxx3 Tasks23. Try to imagine a normal week. How much time do you spend on each of these activities per week? -- Using the computer (chatting, downloading, playing games, etc.) -- Watching TV or videos -- Sports -- Indoor hobbies (reading, drawing, etc.) -- Outdoor hobbies (walking, swimming, etc.) -- Doing nothing - alone -- Doing nothing - with friends -- Jobs in and around the house24. Time management. There are things you have to do, and things you want to do. Sleep, going to school, homework, taking a shower, eating, spare time activities, and chores have one thing in common: they take time. Write a daily schedule to help you plan your day or week.--- 25 til 327xxx3 Dancing is My Life! I wonder what my life would be without dancing. I am 15 years old and have been dancing for ten years, almost all my life. Moving to music gives me a feeling which is hard to explain. I cannot imagine my life without dancing. I have done freestyle and hip-hop and now I do ballroom dancing in the champion class for young people. My partner Fredrik is 17 and great fun. We practise 10 hours a week and more. I will never stop dancing! Maybe I'll audition for "So you think you can dance" on TV when I'm sixteen. I'll try to get far and maybe one day I will be one of the world's best dancers. That's my goal. Dancing is my life! CharlotteBilete:Forklaring: fotoJente og gut i konkurransedans. --- 26 til 327xxx3 We Can't Live without Football! Our whole life is football. What would we do if we didn't play football? We practise four times a week and play matches almost every weekend, except in the winter. We both play for Gneist Girls' Elite 1992 and also for the women's team. If there is time left (but that's very rare), we love to watch football matches on TV and think we can learn from that. Our favourite English team is Manchester United. When we get older, we want to be pro football players and play for the national team. But it is hard to get that far and women can't make a living from playing football. Malin and FridaBilete:Forklaring: fotoJentefotball. xxx3 My Sport is Rugby I like rugby because it is a sport that anyone can play and you are always involved. I also like it because it is a team sport where you use an oval ball which you can kick or pass. You score points by scoring a ‘try’ and you do this by placing the ball over the opposition's try-line. The other team must stop you scoring by tackling you with their arms. I play rugby 3-4 times a week. I practise at school during Games lessons and rugby club but I also play for Tynedale Rugby Club on Sunday mornings. Tynedale are the second-best team in the county and I have scored most of their tries. TheoBilete:Forklaring: fotoGut som spelar rugby. Han er i eit svev med ballen med ein fotograf p? slep. --- 27 til 327xxx3 I Play Hockey My favourite sport is hockey. I like hockey because it is quite a fast game and we all work together in the team. When you play hockey you need a hockey stick and a ball. It is also quite a rough game so you need to have a mouth-guard and shin-pads. We usually have games with 7 players in a team and some reserves. The aim is to pass to people in your team and score goals in the opposition's net. When you haven't got the ball you must try and win it back by tackling. I play hockey once a week with my friends in the school hockey club. I have had some success because I got into the Dame Allan's Junior Department hockey team but I mainly play for fun. HarrietBilete:Forklaring: fotoFr? ein hockeykamp. Ein spelar med k?lla og ballen. Me ser ikkje andletet hans. Word PowerPage 24:free time: fritidimportant: viktigdownload: laste nedtime management: tidsplanleggingspare time: fritiddaily: daglegschedule: tidsplanPage 25:move: bevegeexplain: forklarechampion: elite, meisterpractise: treneaudition: her: pr?vedansegoal: m?lPage 26:match: kampexcept: bortsett fr?team: lagrare: sjeldanpro: profesjonellinvolved: med, innblandapass: sentre, avleverepoint: poeng‘try’: "3-poengar"opposition: motstandarentackle: taklePage 27:fast: raskhockey stick: hockeyk?llerough: r?ff, hardmouth-guard: tannvernshin-pad: leggvernaim: m?lmartial art: kampsportxxx3 Task 25Listen Listen as Catharine and Paul tell you about the sports they do. What four sports are they talking about?xxx3 Task 26 Find someone in your class who:1. likes watching sports on TV, but doesn't do any sports himself/herself.2. doesn't like watching sports on TV and doesn't do any sports.3. belongs to a sports club.4. does an individual sport.5. does a team sport.6. does karate or another martial art.--- 28 til 327xxx2 N. Thames Doesn't Rhyme With James _Kendra Kay lives in New York. She has great plans for Christmas. She is going to London and looks forward to meeting Frank again, visiting museums, doing absolutely everything without her younger brother or parents around, spending Christmas in a foreign country, and ... But what if something happens? What if ..._ My life is filled with ‘What-ifs’. What if I flunk my geometry test? I have enough trouble spelling geometry, let alone doing it. What if Barton Bertelski asks me out again? For the last two months he has been asking me out. He's the most disgusting boy in the entire school. He's the one who started the Pimple Wall, which is just too disgusting to discuss. What if the teachers give us so much homework over the winter vacation that I won't be able to go to England with my family and Frank and his family for Christmas, or I have to spend my entire time there studying school stuff and never be with Frank? What if there are no letters from Frank for more than three days? Since he went back to Wisconsin, we've been writing to each other practically every day. What if letters from him just stop? What if Frank has found another girlfriend now that he's back in Wisconsin? What if his old girlfriend wants him back? What if he goes back with her even though she dumped him last summer? Those are just the present ‘What-ifs’. There are a lot of future ‘What-ifs’. What if something happens and my family can't go to London? What if something happens and Frank and his parents can't go to London, like they get run over by a tractor or one of the cows on their farm gives them cowpox? What if Frank's father gets cancer again? What if his remission ends and he dies? What if Frank gets here and I find out or he finds out, or both of us find out that he no longer cares for me? What if he still does care, but we never have a chance to be alone because my father will act like Attila the Chaperone when we are in London?--- 29 til 327 Or what if we care so much when we see each other in London that our hearts will break when we have to separate and go back to our own states? I will be in a very sorry state if that happens. What if my genius little brother, O.K. (real name - Oscar), has to spend the whole time with Frank and me once we all finally get to London? What if no one but me wants to go to all of the art museums? Since I want to major in art history someday, it's really important for me to go. What if no one else realizes how important this is to me? What if Barton Bertelski follows me to London to ask me out and to start an English Pimple Wall? What if scientists prove that worrying is genetic? Since I have a mother who is a worrier and a grandmother who was an even bigger worrier, does that mean I'm doomed to early membership in the Worriers' Hall of Fame? What if people discover how much time I worry about ‘What-if’? What if they say that I stopped being such a worrier? What if I stopped thinking about ‘What-ifs’? What would I do with all that extra time? I'd sure like to find out. Paula DanzigerBilete:Forklaring: fotoOmslaget av boka "Thames Doesn't Rhyme With James" av Paula Danziger. Word PowerPage 28:foreign: utanlandskflunk: strykedisgusting: avskyelegentire: heilpimple: kvisevacation: feriedump: dumpe, sl? oppcowpox: kukopparcancer: kreftremission: betringchaperone: anstandPage 29:art: kunstmajor: ta eksamen p? universitetetscientist: vitskapsmannprove: bevisegenetic: arvelegworrier: ein som bekymrar segdoom: d?mmexxx3 Task 27A. Are you a worrier like Kendra? Write down your worries.B. Talk about your worries with a partner.--- 30 til 327xxx2 Focus on Languagexxx3 Nouns and articlesxxx4 Task L1 If you look at page 6 you will find a short introduction to this chapter. Pick out the nouns in the text. Try to explain what a noun is. If you need help, you can look at page 278.xxx4 Task L2A. These nouns have been taken from the texts in chapter 1. They are all in the singular (eintal). Write down their plural forms (fleirtal). If you need help, look at pages 278-279 or use your dictionary.schoolfriendfacenotechapterclassbusmatchpotatophotodayhobbyfamilypartyboylifewifeknifethiefhalfmanchildwomanmousefootB. How do you change most nouns from the singular into the plural in English?C. Make a list of the nouns in A that have an irregular plural ending. Look at page 279.D. Look at page 279 and write down the rest of the nouns that have an irregular plural ending.xxx4 Task L3 Choose one of the groups of nouns below and write a brief story where you use each noun in the group. You can use them in the singular or in the plural.-- book, ghost, country, knife, cloud, glass, cap, radio, match, child-- mouse, house, tree, boy, fox, class, woman, aunt, mountain, foot-- fairy, people, watch, life, wall, tooth, sea, hobby, sheep, shelf--- 31 til 327xxx4 Task L4 Here are some sentences from the texts in chapter 1. Fill in the gaps with _a, an_ or _the_.a) In .... beginning it was all rather thrilling.b) His mother has worked as .... graphic designer.c) It's called .... Triple Filter Test.d) We come home to .... empty house.e) She's .... year older than me.f) There is .... good side to it.g) You do this by placing .... ball over your opposition's try-line.h) Growing up means that you slowly become .... adult.i) It is .... team sport where you use .... oval ball.j) When you play hockey you need .... hockey stick and .... ball.k) I play hockey once .... week with my friends in .... school hockey club.l) You can become .... MP.xxx4 Task L5A. Write five sentences where you use the definite article _the_. It should be used in front of both plural and singular nouns.B. Write five sentences where you use the indefinite article _a_ or _an_. Make sure some of the sentences have _an_.xxx4 Task L6 Write a short rule for when to use _a_ and when to use _an_.--- 32 til 327xxx2 Focus on writingxxx3 This is My Life! At the age of 13 or 14 it is time to begin writing your autobiography. You probably still remember your first day at school, birthday celebrations, special summer holidays, exciting events with friends and relatives, etc. Write the book of your life. Write about:-- the day you were born (what the weather was like, what was going on in the world, etc.)-- the places you have lived-- your family-- your best friend-- other friends-- your best holiday-- sports-- special memories-- pets-- ... Here are some ideas of how you can collect material:-- Ask you parents or grandparents if they have kept a newspaper from the day you were born.-- Visit one of the local newspapers and ask them if you can read the paper from the day you were born.-- Ask your grandparents, parents, relatives, teachers and neighbours if they remember something from your early years.-- Visit the kindergarten and the primary school you went to. Perhaps your teachers remember some special events in which you were involved.-- Ask relatives and friends for photos or films of you at home or on holiday.-- ... Remember, all kinds of experience can be included. All memories are important.Bilete:Forklaring: fotoEi jente som sit og skriv. Ein liten katt bit i pennen hennar. --- 33 til 327xxx4 Writing tasksxxx5 Task L7 Work in groups and make posters with your own "Bill of Rights". Remember that your bill must be for all children and not just for Norwegians. Put the posters on the wall so that you can compare the results.xxx5 Task L8 Read the cartoon on page 11. What kind of bedtime stories would you like to hear? Write a story and try to illustrate it like Hobbes has done.xxx5 Task L9 What is a friend to you? Choose one of the following tasks:A. Write a story about friendship.B. Write a letter to a friend, telling him or her how important your friendship is to you.C. Write a text in which you describe what a good friend should be like (and/or not be like).xxx5 Task L10 Write a "Letter to the Editor" of _Living Magazine_ expressing your opinion about the article on Peter Swift on page 13.xxx5 Task L11 Read "A Letter to My Teacher" on page 18. Choose one of the tasks.A. You are the teacher who receives the letter. Write your answer.B. You have a serious problem. Write a letter to a person (relative, friend, teacher, health visitor, etc.) that you think can help you.xxx5 Task L12 Many people worry about what might happen to them or to their family or friends. Others seem not to care at all about the future. What about you? Are you a worrier like Kendra? Write a text about yourself or about a person who worries. What are the problems? _Questions to ask yourself:_1. How do I learn new words?2. Which text(s) and task(s) did I enjoy the most? Why?3. How well can I describe what I do in my free time?4. Can I express my opinion about young people's rights?5. Can I use the singular and plural of nouns correctly?--- 34 til 327xxx1 Chapter 2: England - Past and Present Of course you know England by now. You have learnt about people and places through what you have read, visited some parts of the country, and tried to catch the atmosphere of its capital, London. Is there anything left? Yes - most of it! It goes without saying that it is impossible to put England into a few chapters in a book. Here we offer you a mixture of everything. We hope it will give you an appetite to go searching for more. Good luck!--- 35 til 327 In this chapter we will focus on learning:-- about England, the largest country in the United Kingdom-- English history-- some English legends, jokes and ghost stories-- about famous English people-- International English-- British money-- about spelling-- how to write to informBilete (s. 34):Forklaring: fotoBilete fr? England. Ei klynge med hus med mange tre rundt. I bakgrunnen er eit kyrkjet?rn. --- 36 til 327xxx2 A. This Is England The largest and most populated country in the United Kingdom is England. There are about 50 million people living in the country, of whom almost 80 per cent live in cities. The greatest concentrations of population are in the London area and in the Midlands area around Birmingham. Greater London has a population of nearly eight million and Birmingham, England's second largest city, has more than one million inhabitants. Many people live along the south coast too. The Flag of England is the St George's Cross, a red cross on a white background. It is a part of the flag of the UK, called the Union Jack. Did you know that when people say England, they usually mean Britain or the UK? So what is the difference? Look at the small maps below.Bilete:Forklaring: flaggDet britiske og engelske flagget. Kart. 3:1: Kart over England. Bilettekst: This is England. It is part of Great Britain.2: Kart over Storbritannia. Bilettekst: This is Great Britain. We usually just say Britain. Britain is made up of three countries, England, Wales and Scotland, and is a part of the UK.3: Kart over Det foreinte kongeriket Storbritannia og Nord-Irland. Bilettekst: This is the UK. As you can see, Northern Ireland is a part of the UK. The UK stands for the United Kingdom of Great Britain and Northern Ireland.Word PowerPage 36:populated: befolkaconcentration: konsentrasjonpopulation: befolkningdifference: skilnadxxx3 Task 1 Work in pairs or groups. Write a mind map for England.Bilete:Forklaring: Mindmap England:-- London-- football-- Beatles: -- Music:--- 37 til 327Word PowerPage 37:encyclopaedia: leksikonpatron saint: skytshelgencompare: samanliknexxx3 Tasks2. Work in groups. Look at the map. Plan a summer holiday in England. Where would you like to go? How would you get there? Where are you going to stay? Is there anything special you want to do or are there places or events you want to go to? Merknad: Kartet er etter oppg?veteksten. Sp?r l?raren din om hjelp til denne oppg?va.3. Use the Internet or an encyclopaedia to find out facts about the four UK countries: England, Scotland, Wales, and Northern Ireland: population, area, capital, flag, largest city, patron saint, etc. Make a classroom poster on which you compare the countries with each other.Bilete:Forklaring: kartKart over Det foreinte kongeriket Storbritannia og Nord-Irland. I tillegg finn du Irland. Nokre av byane p? kartet:-- Nord-England: Newcastle, Blackpool, Leeds, Middlesbrough, Scarborough, Manchester, Liverpool.-- Midt-England: Birmingham, Stratford-on-Avon.-- Vest-England: Bristol.-- S?rvest-England: Plymouth.-- Aust-England: Norwich.-- S?r-England: Southampton.-- S?raust-England: London.--- 38 til 327xxx2 B. St GeorgeLonger version on page 228 St George is the Patron Saint of England. It is not quite certain who the real St George was, but he was probably a Christian Roman soldier. The most famous legend of Saint George is when he kills a dragon. Here is the story.xxx3 The Legend of St George and the Dragon St George was going through Libya to join the Roman army. When he passed a city, he saw a pale young woman standing outside the walls. He stopped to ask her why she was standing there. She told him to leave at once because there was a dragon which threatened the city. "In the beginning," she said, "he wanted two sheep a day. But when there were no sheep left, he said that he wanted a young girl every day instead. Now all the young girls have been killed. Only I, the king's daughter, am left." When St George heard the story, he said that he would try to save the princess. Suddenly the dragon appeared, roaring. "It's too late," cried the princess. St George was not afraid. The dragon was a large, green monster with two black wings and a long tail. From its mouth came a hot, red flame. The dragon attacked St George. He struck it with his spear, but the scales of the monster were too hard. St George fell from his horse and rolled under the dragon. Then he saw that under its wings, there were no scales. St George therefore thrust his spear into a soft spot. The dragon fell dead at the feet of the princess.Word Powercertain: sikkertprobably: truleglegend: legendedragon: dragejoin: slutte seg tilpass: reise forbipale: bleikwall: murroar: br?letail: haleattack: g? til ?takstrike: her: stikkespear: spydscale: skjelthrust: stikke, st?ytespot: stadxxx3 Task 4A. Have you heard or read about dragons before? If you have, tell your classmates about it.B. Use the Internet or an encyclopaedia to find out more about St George.--- 39 til 327Bilete:Forklaring: teikningEi teikning av ein stor svart og raud drake med skarpe tenner som sprutar bl? eld. Nedanfor er ein mann til hest med heva sverd. --- 40 til 327xxx2 C. Young Talkxxx3 Task 5Worksheet, Listen Listen to some young people talking about famous and infamous English people. Your teacher will give you a worksheet.xxx2 D. Famous English Peoplexxx3 1. King Arthur King Arthur is an important figure in English legends. In the romantic stories that have grown up around him, he appears as the ideal king both in war and peace. Historians disagree about whether Arthur has ever lived or whether he is only a legendary figure. He is said to have been born around the year 500 and died possibly in 537. Read more on page 42.Bilete:Forklaring: m?leriKong Arthur. xxx3 2. King Henry VIII Henry Viii Was born in 1491 and became king in 1509. In his youth he was athletic and highly intelligent. Henry's interests included writing both books and music. Henry is most famous, however, for his six wives and for his break with the Catholic Church, which led to the English Reformation. He died in 1547. Read more on page 45.Bilete:Forklaring: m?leriKong Henrik den 8. xxx3 3. Winston Churchill Winston Leonard Spencer-Churchill was an English soldier, politician and author. He was the Prime Minister who led Britain to victory in World War II and is one of Britain's greatest heroes. Churchill was born in 1874 and had a military education. In 1900 he was elected a Member of Parliament, and the rest of his life was dominated by politics. He also wrote several books, and was awarded the Nobel Prize for Literature in 1953. He died in 1965. Read more on page 48.Bilete:Forklaring: fotoWinston Churchill. --- 41 til 327xxx3 4. Paul McCartney James Paul McCartney was born in 1942 in Liverpool. He was a member of The Beatles and is one of Britain's most famous singers and songwriters. When he left The Beatles, McCartney formed the band Wings with his wife Linda. Paul McCartney has sold about 100 million singles and has 60 gold discs. His most popular song, _Yesterday_, has been played more than 7,000,000 times on American TV and radio. McCartney was knighted by Queen Elizabeth in 1997. You will find one of the songs by the Beatles on page 14.Bilete:Forklaring: fotoPaul McCartney. xxx3 5. Diana, Princess of Wales Diana Frances Spencer was born in 1961. She came from a royal and aristocratic family. In 1981 she married the British Crown Prince, Charles, and became the Princess of Wales. They had two sons, William and Harry. The marriage did not last long. Diana and Charles separated in 1992 and were divorced 4 years later. On August 31, 1997, Diana was killed in a car crash in Paris.Bilete:Forklaring: fotoPrinsesse Diana. xxx3 6. J. K. Rowling Joanne Kathleen Rowling (1965-) is a British fiction writer. She is famous for the Harry Potter fantasy series. In February 2004, _Forbes Magazine_ estimated her fortune at ?576 million, making her the first person to become a US dollar billionaire by writing books. Rowling is also the wealthiest woman in the United Kingdom. Read an extract from _Harry Potter and the Prisoner of Azkaban_ on page 54.Bilete:Forklaring: fotoJ.K. Rowling. Word PowerPage 41:appear: framtredisagree: vere usamdlegendary: legendariskform: danneknight: sl? til riddarfiction: her: skj?nnlitter?rfortune: formueextract: utdragxxx3 Task 6 _Who are they?_ Here are some other famous English people. Choose four of them and try to find out who he or she is/was. Write a few lines about each one.-- Lily Allen-- Florence Nightingale-- Charles Darwin-- Sting-- Queen Elizabeth II-- William Shakespeare-- Jack the Ripper-- Emma Watson-- Captain James Cook-- J.R.R. Tolkien-- David Beckham-- Sir Isaac Newton-- John Lennon-- Charles Dickens-- Queen Victoria--- 42 til 327xxx2 E. King ArthurLonger version on page 229 You have probably heard of King Arthur and his Knights of the Round Table. We do not know if Arthur is a real historical person or not. But he is a very important legendary figure. This is the beginning of the story about Arthur. King Uther Pendragon has been poisoned and there is much fighting between the Saxons and the English. Then Merlin, the magician, comes to London.xxx3 The Two Swords Merlin spoke with the Archbishop and all the knights gathered outside the church on Christmas Day. Suddenly a large stone appeared in the churchyard. On the stone there was an anvil of iron and in the anvil, a shining sword. It was the most beautiful sword they had ever seen. Around the sword these words were written: The one who pulls out this sword from the anvil is the true king of England. Many men tried to pull out the sword but they could not do it. "He is not here," said the Archbishop, "but God will send us our King. Send out a message that on New Year's Day we will hold a competition where everybody can try." On New Year's Day a large group of knights met. Among them were Sir Ector, his son Kay, and Arthur, Sir Kay's young brother, who was only sixteen years old. Suddenly Sir Kay found that he had left his own sword at home and he asked Arthur to ride back and fetch it for him. "Certainly I will," said Arthur, who was always ready to do anything for other people, and he rode back to the town. But his mother had locked the door so that Arthur could not get into the house at all. "My brother Kay must have a sword," he thought as he rode slowly back. "But where can I find one? ... I know! I saw one sticking in an anvil in the churchyard, I'll fetch that." So Arthur rode to the churchyard. He tied his horse up and ran to the anvil. Without stopping to read what was written on the stone, he pulled out the sword. Then he rode to Kay and gave him the sword. Arthur knew nothing of what sword it was, but Kay had already tried to pull it from the anvil, and saw that it was the same one. He went to his father Sir Ector, and said: "Sir! Look, here is the sword out of the stone! I must be the true King of all England!" --- 43 til 327 Biletside: Bilete er flytta til s. 44.--- 44 til 327But Sir Ector did not believe him, and Kay admitted that it was Arthur who had brought him the sword. "And how did you get it?" Sir Ector asked Arthur. "Sir, I will tell you," said Arthur. "Kay sent me to fetch his sword, but I could not get in. Then I remembered seeing this sword in the churchyard, so I fetched it." "Well, put the sword back, and let us see you draw it out," commanded Sir Ector. "That's easily done," said Arthur, puzzled by all this trouble over a sword, and he set it back easily into the anvil. Then Sir Kay tried his hardest to pull it out, but he could not move it. Sir Ector tried also, but with no better success. "Pull it out!" he said to Arthur. And Arthur, more and more puzzled, put his hand around it and pulled it out easily. "Now," said Sir Ector, kneeling before Arthur and bowing his head, "I understand that you are the true King of this land." "Why? Oh why is it? Why do you kneel to me, my father?" cried Arthur. "It is God's will that whoever might draw the sword out of the stone and out of the anvil is the true King of England," said Sir Ector. After this they went to the Archbishop and told him everything. But the knights were angry and refused to believe that Arthur was the true King. Many of them tried their strength at the sword, but only Arthur could pull it out of the stone. Then all the people cried: "Arthur! We will have Arthur! By God's will he is our King! God save King Arthur!" And they knelt down before him. Then everybody came to Arthur and swore to serve and obey him. Arthur gathered all the knights and set out to fight the Saxons. Before long he had brought peace and safety to the southern parts of England, making his capital at Camelot.Bilete (s. 43):Forklaring: teikningTeikning av handa til kong Arthur som skal til ? trekkje ut det magiske sverdet i ambolten. Word PowerPage 42:knight: riddarpoison: giftgather: samleanvil: ambolttrue: rettArchbishop: erkebiskopcompetition: konkurransePage 44:believe: truadmit: vedg?, tilst?puzzled: forundrakneel: knelerefuse: nektestrength: styrkeserve: teneobey: lydecompare: samanliknexxx3 Task 7 Choose one of the following tasks and give reasons for your choice:A. Describe King Arthur as you see him presented in this text. How does your description compare with a fairy tale king? What parts of this story seem real and what parts seem to be like a fairy tale?B. Make a list of the events in the story.C. Try to find out more about King Arthur and his Knights of the Round Table.--- 45 til 327xxx2 F. Royal Scandals We May Think that there are many royal scandals today, at least if we are to believe everything written in magazines and newspapers. But royal scandals are nothing new. What do you think of the following?Divorced, beheaded, died, divorced, beheaded, survived. This rhyme tells us about what happened to the six wives of Henry VIII who was King of England and who lived from 1491 until 1547. Here are their stories.xxx3 Divorced - Catherine of AragonHenry VIII Married his Spanish sister-in-law when he was 18 after they had been engaged for seven years. Although she was pregnant several times, only one child survived, Mary. It was important for the king to have a son who could take over the throne. Henry, who was fond of many of the women at his court, fell madly in love with one of them and wanted to marry her. However, as England was then a Catholic country, there was a serious problem: he could not divorce Catherine because the Pope refused.Bilete:Forklaring: m?leriKatarina av Aragon. xxx3 Beheaded - Anne Boleyn The Woman Henry had fallen in love with was Anne Boleyn. In 1533 she became pregnant and he married her - although he was still married to Catherine. In order to get a divorce, he had to make a break with the Catholic Church. This was a long and difficult political process. Unfortunately for Anne Boleyn, she only gave birth to a baby girl, Elizabeth, and the King soon got tired of her. He wanted a new wife who could give him a son. Three years after their marriage, Anne was put in the Tower and beheaded.Bilete:Forklaring: m?leriAnne Boleyn. xxx3 Died - Jane Seymour Less Than 24 hours after Anne Boleyn's death, Henry was allowed by the Church to marry Jane Seymour. They had a son, Edward, the following year, and the King was delighted. Jane, however, did not recover after the birth and died shortly afterwards.Bilete:Forklaring: m?leriJane Seymour. --- 46 til 327xxx3 Divorced - Anne of Cleves Henry VIII Then married Anne of Cleves, a German princess. The marriage was arranged because the King needed the friendship of Germany and the Protestants, although he hated Martin Luther. He had only seen a painting of Anne, and when they met he was very disappointed. The marriage was unhappy and when Henry found out that he did not need Germany any longer, he wanted to divorce her and she agreed.Bilete:Forklaring: m?leriAnna av Kleve. xxx3 Beheaded - Catherine Howard Catherine was only 18 when she married King Henry, who was now over fifty. Powerful people at Henry's Court disliked her relationship with the Catholics and wanted to get rid of her. When she did not become pregnant, they started a campaign against her. She was accused of seeing another man and was beheaded in 1542.Bilete:Forklaring: m?leriCatherine Howard. xxx3 Survived - Catherine Parr Henry married Catherine a year after his previous wife had been killed. She was an intelligent woman who had been married before. When Henry was fighting in France, she ruled the country. She also made sure that all three of the King's children were educated. In 1547 Henry VIII became ill and died. Catherine continued to look after Elizabeth.Bilete:Forklaring: m?leriCatherine Howard. Word PowerPage 45:royal: kongelegdivorced: skildbeheaded: halshogdsurvived: overlevdengaged: forlovapregnant: gravidPope: pavebreak: brotunfortunately: uheldigvisallow: tillatedelighted: glad, lykkelegrecover: komme segPage 46:painting: m?leridisappoint: skufferelationship: forholdaccuse of: klage forprevious: f?rrecourt: hoffxxx3 Task 8 Choose one of the following tasks:A. Look for more information about one of Henry's queens. Write a short text and find pictures to illustrate it.B. Write newspaper headlines about the scandals at King Henry's Court.--- 47 til 327Bilete:Forklaring: m?leriKong Henrik VIII. Bilettekst: Hans Holbein the Younger: Henry VIII (c. 1536).--- 48 til 327xxx2 G. The Greatest Briton of All Time In November 2002, the British public voted to decide on the Greatest Briton of all time. Over a million people voted. Out of a list of 100 people including sport and pop stars, writers, scientists, explorers, religious leaders, royalty and politicians, Sir Winston Churchill was number one. There are many reasons why Churchill was a well-known person. He was a British soldier in India and Sudan; a journalist in South Africa during the Boer War; a Member of the British Parliament for 64 years; and a writer of histories, biographies and memoirs, for which he was awarded the Nobel Prize for Literature in 1953, the same year as he was knighted by Queen Elizabeth. He is, however, particularly remembered as the Prime Minister who led Great Britain to victory in World War II. He stood up against Germany and Nazism, and he became a symbol of democracy and of the determination never to give in. He was the British bulldog that refused to make peace with Adolf Hitler. Maybe you have seen pictures of a small man with a cigar giving the V-sign for victory.Bilete:Forklaring: m?leriHovudet til Churchill p? ein bulldogkropp. Han st?r p? det britiske flagget. Nedst i biletet st?r det: Holding the Line. xxx3 Some Churchill Quotations "We shall fight on the beaches. We shall fight on the landing grounds. We shall fight in the fields, and in the streets, we shall fight in the hills. We shall never surrender!" June 4, 1940 "We shall not fail or falter; we shall not weaken or tire... Give us the tools and we will finish the job." February 9, 1941 "I would say to the House, as I said to those who have joined this Government: I have nothing to offer but blood, toil, tears, and sweat." May 13, 1940 "From Stettin in the Baltic to Trieste in the Adriatic an iron curtain has descended across the Continent" March 1946Word PowerBriton: britescientist: vitskapsmannexplorer: oppdagingsreisandeaward: tildelestand up against: st? (opp) motdetermination: viljestyrkegive in: gi opprefuse: nektequotation: sitatsurrender: overgi segfail: sviktefaulter: n?leweaken: bli svaktool: reiskaptoil: hardt arbeiddescend: senke segxxx3 Task 9 Discuss as a class:A. It has been said that the political history of the 20th century can be written as the biographies of six men. One of them is Churchill. Who do you think the others might be?B. In 1946 Churchill said that "an iron curtain has descended across the continent". What did he mean?--- 49 til 327xxx2 H. The Pound The British Currency unit is called _the pound_. The sign for the pound is ?. Often you will hear people using the slang term a _quid_. Ten quid is the same as ten pounds. One pound is divided into 100 _pence_ (p). The singular of pence is _penny_. In shops you will often hear people saying 20p ("twenty pee") instead of 20 pence. As in Norway, you will find coins as well as banknotes. Here are some examples:Bilete. 2 fotografiar:1: Forklaring: Tre britiske myntar.: 2 pence, 1 pund og 20 pence. Bilettekst: Coins2: Forklaring: Britisk 10-pundseddel. Bilettekst: BanknoteWord Powerunit of currency: valutaeiningcoin: myntbanknote: setelexchange rate: vekslingskursxxx3 Task 10 Currency exchange rates change every day. Try to find out how much an English pound is worth in Norwegian money today? You can use the Internet.xxx3 Task 11 Look at the coins below. How much is each sum?Bilete. 2 fotografiar: Forklaring: A. 10 pence, 2 pence, 20 pence og 1 pund. B. 2 pund, 1 penny, 5 pence og 50 pence. --- 50 til 327xxx2 I. International EnglishKart:Forklaring: Verdskart. Land som har engelsk som morsm?l er merkt av med raudbrun farge. Land som har engelsk som andrespr?k er merkt av med gr?n farge. Kartet vil ikkje bli n?rare skildra. Sp?r l?rar viss du treng hjelp. xxx3 Tasks12. A. Look at the map and make one list of countries where English is the mother tongue and a separate list of countries where it is the official or second language.Why do you think English is spoken in so many countries? Write down your reasons. B. Write down the different languages which are spoken in Norway.13. A. What are these English words in Norwegian?_man, ox, glass, house, go, grass, sing, ship_ B. Do you know any of these words in other languages? Why are the words similar or different? The English Language is a mixture of words from many different countries. The language tells us something about British history.xxx3 Roman The Romans occupied Britain for nearly 500 years, and of course left quite a bit of their language, Latin, behind. From this period English has words like _mile, street_ and _cheese_, plus a lot of place names.--- 51 til 327xxx3 Anglo-Saxons and Vikings Then came the Anglo-Saxons and the Vikings who left their mark on the language. Words like _husband_ and _wife, ill, die, they_ and many others are Scandinavian words.xxx3 French In 1066 the French king, William the Conqueror, invaded Britain and French words came into the language. This is why English often has two sets of words for similar things. Look at these words: _ox - beef, pig - pork, sheep - mutton, deer - venison_ The first word in each pair is the name of the live animal; the second word is the same animal when it is on the dinner table.Bilete:Forklaring: fotoTo sebraer p? ei steppe. Bilettekst: Zebraxxx3 Native American Columbus's travels brought new words to Europe. These are words for things that Europe did not have, but which are common today. Words like _tobacco, cocoa, potato_ and _moccasin_ all go back to Columbus's travels to America.Bilete:Forklaring: fotoEi metallb?tte med poteter. Bilettekst: Potatoxxx3 Australia, Africa and Asia Captain Cook brought back words like _kangaroo_ and _tattoo_ from his travels to the Pacific. When England took colonies in Africa and Asia, another set of words were introduced into the language. From Africa came _zebra_ and _safari_, from India _shampoo, jungle, bungalow_ and _pepper_.Bilete. 2 fotografiar:1: Forklaring: Peparplante. Bilettekst: Pepper2:Forklaring: Tatovering p? ein mage. Bilettekst: TattooWord PowerPage 50:mother tongue: morsm?lmixture: blandingRomans: romaraneoccupy: okkuperePage 51:mark: preg, merkeinvade: invaderesimilar: liknandecommon: vanleg--- 52 til 327xxx2 J. Jokes about the EnglishHow Good Are you at telling jokes? Are you a success every time you tell one, or are you the sort of person who makes a mess of the punch line? Here are two jokes about the English:xxx3 A Letter An Englishman wrote to a country hotel in Wales to ask if his dog would be allowed to stay there. He received the following answer: "Dear Sir, I have been in the hotel business for over 30 years. Never yet have I had to call in the police to throw out a disorderly dog in the small hours of the morning. No dog has ever attempted to pass off a bad cheque on me. Never has a dog set the bedclothes alight through smoking. I have never found a hotel towel in a dog's suitcase. Your dog is welcome. P.S. If he can vouch for you, you can come too."Bilete:Forklaring: teikningEin hund utand?rs. xxx3 Sherlock Holmes Sherlock Holmes, the famous detective, and Dr. Watson went on a camping trip. As they lay down for the night, Holmes asked: "Watson, look up into the sky and tell me what you see". Watson said: "I see millions and millions of stars". Holmes: "And what does that tell you?" Watson: "Well, it tells me that God is great and that we are small and insignificant. It also tells me that we will have a beautiful day tomorrow. What does it tell you?" Holmes: "Elementary, my dear Watson. Somebody stole our tent."Bilete:Forklaring: teikningSherlock Holms med forst?rringsglas. Word Powermess: rotpunch line: poengreceive: ta imotdisorderly: br?kete, rotetepass off: her: gibad cheque: falsk sjekkset alight: setje fyr p?towel: handklevouch: garantereinsignificant: ubetydelegtent: teltxxx3 Task 14 Sit together in small groups. What is your favourite joke? Tell it to the others in English.xxx3 Task 15 Find a joke about the English in a book or on the Internet and tell it to the class.--- 53 til 327xxx2 K. GhostsBilete:Forklaring: teikningEit stort hus i dunkelt lys med m?rke tre rundt. Eit vindauge er knust. We all know that English manor houses and castles are haunted. There are ghosts everywhere, frightening ghosts and friendly ghosts, ghosts with their heads under their arms and ghosts with heavy chains around their ankles. Here are two traditional English ghost stories:xxx3 The Shortest Ghost Story Ever Told He was sleeping in the big, dark castle. Suddenly he woke up frightened and reached for the matches. The matches were put into his hand.xxx3 The Second Shortest Ghost Story Ever Told She was alone in the large old manor house. Before she went to bed she made sure all the doors were locked. She latched the windows and drew the curtains. She peered inside the wardrobe and under the bed to make quite sure. She undressed and put on her nightdress. She got into bed. Then she switched off the light. "Oh good," said a voice. "Now there are just the two of us."Word Powermanor house: herregardcastle: slotthaunted: heims?kt av sp?kjelsechain: lenkjematch: fyrstikklatch: l?se, stengjecurtain: gardinpeer: kikkewardrobe: garderobeskapxxx3 Task 16 Work together in groups.A. If any of you know a ghost story, tell it to the others.B. Make a "Ghost story" mind map. Include as many words and expressions as possible. It is important that each group member writes down the word map in his or her rough book.--- 54 til 327xxx2 L. Harry Potter The Harry Potter books are written by the British writer J. K. Rowling. The first novel was published in 1997, and since then the books have been extremely popular all over the world. They have been sold in hundreds of millions of copies and have been translated into 65 languages. Most of the story takes place in Hogwarts School of Witchcraft and Wizardry, but many books often start in the house of an ordinary family in England. Here Harry Potter lives with the Dursleys, Aunt Petunia, Uncle Vernon and Cousin Dudley, because his own parents were killed by the evil wizard Voldemort. The Dursleys are not happy about Harry's connections with the magic world and tell everybody that he is a problem child who attends St Brutus's Secure Centre for Incurably Criminal Boys. On Harry's thirteenth birthday, which the Dursleys of course have chosen to overlook, Uncle Vernon's sister, Aunt Marge, and her dog, Ripper, come to stay. They are not very fond of Harry. For three days Harry has to listen to Aunt Marge talking about all his faults and criticising his parents. On the final evening of her stay he has had enough and starts talking back. To avoid trouble Uncle Vernon tells Harry to go to bed but Aunt Marge doesn't agree. "No, Vernon," hiccuped Aunt Marge, holding up a hand, her tiny bloodshot eyes fixed on Harry's. "Go on, boy, go on. Proud of your parents, are you? They go and get themselves killed in a car crash (drunk, I expect) -" "They didn't die in a car crash!" said Harry, who found himself on his feet. "They died in a car crash, you nasty little liar, and left you to be a burden on their decent, hardworking relatives!" screamed Aunt Marge, swelling with fury. "You are an insolent, ungrateful little -" But Aunt Marge suddenly stopped speaking. For a moment, it looked as though words had failed her. She seemed to be swelling with inexpressible anger - but the swelling didn't stop. Her great red face started to expand, her tiny eyes bulged, and her mouth stretched too tightly for speech - next second, several buttons had just burst from her tweed jacket and pinged off the walls - she was inflating like a monstrous balloon, her stomach bursting free of her tweed waistband, each of her fingers lowing up like a salami ...--- 55 til 327 "Marge!" yelled Uncle Vernon and Aunt Petunia together as Aunt Marge's whole body began to rise off her chair toward the ceiling. She was entirely round, now, like a vast life buoy with piggy eyes, and her hands and feet stuck out weirdly as she drifted up into the air, making apoplectic popping noises. Ripper came skidding into the room, barking madly. "Nooooooo!" Uncle Vernon seized one of Marge's feet and tried to pull her down again, but was almost lifted from the floor himself. A second later, Ripper leapt forward and sank his teeth into Uncle Vernon's leg. Harry tore from the dining room before anyone could stop him, heading for the cupboard under the stairs. The cupboard door burst magically open as he reached it. In seconds, he had heaved his trunk to the front door. He sprinted upstairs and threw himself under the bed, wrenching up the loose floorboard, and grabbed the pillowcase full of his books and birthday presents. He wriggled out, seized Hedwig's empty cage, and dashed back downstairs to his trunk, just as Uncle Vernon burst out of the dining room, his trouser leg in bloody tatters. "Come back in here!" he bellowed. "Come back and put her right!" But a reckless rage had come over Harry. He kicked his trunk open, pulled out his wand, and pointed it at Uncle Vernon. "She deserved it," Harry said, breathing very fast. "She deserved what she got. You keep away from me." He fumbled behind him for the latch on the door. "I'm going," Harry said. "I've had enough." And in the next moment, he was out in the dark, quiet street, heaving his heavy trunk behind him, Hedwig's cage under his arm.From _Harry Potter and the Prisoner of Azkaban_Bilete:Forklaring: fotoOmslaget til boka "Harry Potter and the Prisoner of Azkaban" av J.K. Rowling Word PowerPage 54:witchcraft: trolldomskunstwizardry: magiwizard: trollmannconnection: samband, kontaktincurably: ul?kjandeoverlook: oversj?hiccup: hikkeproud: stoltcar crash: bilulykkeburden: byrdedecent: anstendigswell: svulme (opp)fury: raseriinsolent: uforskammaungrateful: utakknemleginexpressible: ubeskriveleganger: sinneexpand: utvide segbulge: bule utping: plingeinflate: bl?se seg oppwaistband: linningPage 55:entirely: heiltlife buoy: livb?yeweirdly: underlegapoplectic: hissigskid: styrteleap: hoppetear: stikke avcupboard: skaptrunk: stor koffertwrench: rive lausfloorboard: golvbordpillowcase: putevarwriggle: vricage: burtatter: fillebellow: br?lereckless: likegladrage: sinnewand: tryllestavdeserve: fortenelatch: l?sxxx3 Tasks17. _Harry Potter and the Prisoner of Azkaban_ is the third book in the Harry Potter series. Have a storytelling session in class. Those who have read the first two books start telling the rest of the class about what has happened before the incident with Aunt Marge. Then somebody can tell the class what happened afterwards.18. Discuss in groups or in class: Why do you think that the books about Harry Potter have become such a success?--- 56 til 327xxx2 Focus on LanguageBilete:Forklaring: teikningEin gut med briller, forst?rringsglas og ei bok. xxx3 Spelling Most of us make spelling mistakes now and then. However, writing good English also means writing correct English - or as correct as possible. Spelling is an important part of this. Some pupils just accept the "fact" that they are poor spellers, and that there is nothing they can do about it. This is wrong. There are systematic ways of working to improve your spelling. Here are some suggestions:1. Use a dictionary You should make it a habit to use a dictionary every time you write English. This is of course obvious, but there are pupils who think it takes too long to look up the words.2. Use a spell-checker If you use your computer, a spell-checker is very useful. It is a computer program which makes certain that words have the correct letters in the correct order. However, spell-checkers will not catch all errors. For example, they tend to miss words that sound the same, but have different meanings (their / there, too / two), and often they will not pick up mistakes if the mistake you have made is itself a word. Another problem is that a spell-checker will not always suggest the correct alternative, or it will suggest so many alternatives that you do not know which to use. The best thing is therefore to keep a dictionary at hand, and check the meaning of the word you choose.3. American English As most of the soaps and many of the films they watch are American, Norwegian pupils tend to use British spelling for some words and American spelling for others. It is important to remember to try to be consistent in use. Don't mix _color_ (Am.) with _colour_ (Br.). When you use a spell-checker, you should mark the text and then choose the language you want to use.--- 57 til 327_Here are some other tips:_1. Learn the rules for spelling plural nouns (see pages 278-279). Some pupils often make mistakes when they write plural forms like _babies_ (plural of baby), _thieves_ (plural of thief), etc.2. Long words are often made up of smaller words put together. Break them up. It makes them easier to spell.3. Syllables: Breaking words down into sounds can also improve your spelling, for example: Val-en-tine4. Have fun. There are lots of fun and interesting spelling quizzes and spelling games on the Internet. Use a search engine and type in "EFL spelling" and you will find lots of ways to improve your spelling. (EFL means _English as a Foreign Language_.)xxx4 Task L1 Write a story (about half a page). Swap stories with a classmate and correct each other's spelling. Use a dictionary. Do you make the same mistakes? Discuss.xxx4 Task L2 Look at the poem below. If you write it on your computer, the spell-checker will not find any mistakes at all. Nevertheless, there are quite a lot. Work in pairs and correct the misspelled words.Eye halve a spelling chequer,It came with my pea sea,It plainly marques four my revueMiss steaks eye kin knot sea.Eye strike a key and type a wordAnd weight four it two sayWeather eye am wrong oar writeIt shows me strait a weigh.As soon as a mist ache is maidIt nose bee fore two longAnd eye can put the error riteIts rarely ever wrong.Eye have run this poem threw itI'm shore your pleased two noIts letter perfect in it's weigh,My chequer tolled me sew._The best tip of all:_ Keep a spelling book. When you get your tests or corrected work back, write down words that you have misspelled. Look at it regularly when you write.--- 58 til 327xxx2 Focus on Writingxxx3 Writing to inform Information texts give details, facts and information. The purpose of such texts is to give the reader information as clearly and effectively as possible. You should therefore use simple and straightforward language. Information texts are used in schoolbooks, leaflets, brochures and encyclopaedias. The texts:-- are normally in the third person.-- often use the present tense to describe how things are.-- tend to use short sentences to keep things clear.-- often use bold print or colour for headings to catch the reader's eye.-- use subheadings to organise the text.-- use short paragraphs to make the meaning clear.-- may use bullet points to make it easier to tell what the main points are.-- use pictures, charts and tables.-- may use questions to interest the reader.xxx4 Task L3A. Which word in the following sentence shows that it is written in the present tense? "Greater London has a population of nearly eight million."B. Which sentence would you prefer to use when writing to inform? Why? a) If you visit England, you should start with London. b) People who visit England should start with London.xxx4 Task L4A. Look through the chapter once more. Choose one information text and write down in your rough book why you think it is such a text. Merknad: Sj? biletet p? s. 59.B. Work together in pairs or small groups. Show your text to the others and tell them why this is an information text. Do they agree?xxx4 Task L5 Write an information text about the place you live, your school or your hobby.--- 59 til 327Bilete:Forklaring: Ein informasjonstekst fr? s. 36 i Searching 9 med ei liste p? korleis teksten skapar interesse:-- often use bold print or colour for headings to catch the reader's eye (From the text on page 36. Heading: A. This is England)-- written in the present tense (The largest and the most populated country in the United Kingdom is ...)-- written in the third person (Many people live along the south coast too.)-- may use questions to interest the reader (Did you know that when people say England, they usually mean Britain or the UK?)-- use pictures (e.g. maps)xxx4 Task L6 Write a text to inform your classmates of a topic which you feel strongly about.xxx4 Task L7 Read the ghost stories on page 53 once more. Write your own ghost story. You may want to use your mind maps from page 36._Questions to ask yourself:_1. Can I write ten facts about England and English history?2. How many famous English people can I write or talk about?3. Can I tell a joke or a (funny) story in English?4. What do I know about International English?5. Do I know how I can improve my spelling?6. Can I write an information text?--- 60 til 327xxx1 Chapter 3: Is Reading Good for You? Do you like to read? This chapter is about reading stories and novels and how it is possible to become a better reader. How important is the title of a book when you choose what to read? How does a novel start? How does the author get you interested in the action? Knowing more about literature will also make you a better writer.--- 61 til 327 In this chapter we will focus on learning:-- about different aspects of the novel: title, beginning, characters, setting, narrative voice, turning point and plot-- how to become a better reader of novels-- how to analyse novels-- about concord in the simple present tense of the verb-- how to write reviewsBilete (s. 60):Forklaring: m?leri?vre del av svart dressjakke, kvit skjorte og slips. Ovanfor kragen som eit hovud svevar eit gr?nt eple. Bilettekst: René Magritte: The Idea (1966).--- 62 til 327xxx2 A. What Is Reading? Here Are Some definitions of what reading can be, written by young people. Reading is looking at words and understanding their meaning. Tobias Reading is when you read a sentence and get confused. Elin Reading is funny, scary, exciting and educational. Charlotte H Reading is a way of collecting information. Martin S Reading is to live in another world. Elise Reading is something you do to make your life more interesting. Leif Reading is to endure a bunch of words set in a specific order to give meaning. Lars Reading is something you do every day. What is life without letters and words? You have to learn to read and you have to read to learn. Charlotte SWord Powerconfused: forvirrascary: nifs, skremmandeeducational: l?rerikcollect: samleendure: tolea bunch of: ein haugspecific: spesiell, bestemt--- 63 til 327xxx2 B. Young TalkBilete:Forklaring: fotoEin gut som st?r og les i ei bok. xxx3 Task 1 What is reading to you? Write a definition. Put all the definitions in your class on a poster and discuss them.xxx3 Task 2Worksheet, Listen Listen to what some young people think about reading literature. Your teacher will give you a worksheet.--- 64 til 327xxx2 C. What Can a Title Tell Us? When we pick up a book to read, the front cover and the title are important. They often determine whether we want to read the book or not. However, it is usually the last thing the author writes, and the last thing the reader really understands.Word Powerfront cover: framsidedetermine: bestemmeauthor: forfattarwhether: ombreadwinner: fors?rgjarcloudy: her: uklar, t?ketbright: klar, skinandexxx3 Tasks3. Look at the following front covers and titles and then write down what you think each book is about. Remember that the picture can be as informative as the title. Use your imagination.4. Invent two titles that you think are interesting. What type of novels do you have in mind? Tell your class.5. Write down the titles of some books you have read in Norwegian._Here are some more titles:_-- Nat Hentoff: _This School Is Driving Me Crazy_-- John Steinbeck: _The Red Pony_-- Anthony Horowitz: _The phone goes Dead_-- Betsy Byers: _The Not-Just-Anybody Family_-- John Rowe Townsend: _Cloudy/Bright_Bilete. 6 bokomslag:Forklaring: 1: Deborah Ellis: "The Breadwinner Starvation". Tekst: Starvation or survival - a girl's life under Taliban rule. A story by Deborah Ellis. Foto: Ei jente med hijab klemt mellom fleire kvinner i burka.2: "The Runaways" av Ruth Thomas. Teikning: ein gut og ei jente. Guten skjuler halve andletet under genseren.3: "Witch Child" av Celia Rees. Foto: ei alvorleg jente.4: "Private Peaceful" av Michael Morpurgo. Tekst: Innocence and love. Courage and cowardice. Bilettekst: To soldatar med gev?r. R?yk i bakgrunnen.5: "Anasiasia Krupnik" av Lois Lowry. Teikning: ei jente som tenkjer, held ei bok og som har ein blyant i munnen.6: "How I Live Now" av Meg Rosoff. --- 65 til 327xxx2 D. Beginnings All stories have a beginning, a middle and an end. It is often the beginning that helps you to decide whether or not you want to continue reading the book. It is, therefore, very important. There are many different ways of beginning a story. Sometimes the introduction describes a person or a place, but a story can also start in the middle of the action (in medias res). Here are some examples. Helen came into school today in the worst mood. She looked peculiar, and her eyes were red and puffy. She wouldn't speak to anyone, and if anyone spoke to her, she simply shrugged and turned away. She buried her head in her arms on her desk lid, and waited for the first bell. _Goggle-Eyes_ by Anne Fine In a hole in the ground there lived a hobbit. Not a nasty, dirty, wet hole, filled with the ends of worms and an oozy smell, nor yet a dry, bare, sandy hole with nothing in it to sit down on or to eat: it was a hobbit-hole, and that means comfort. _The Hobbit_ by J.R.R. Tolkien It is the morning of the funeral and I am tearing my room apart, trying to find the right kind of shoes to wear. But all I come up with are my Adidas, which have holes in the toes, and a pair of flip-flops. I can't find my clogs anywhere. I think I packed them away with my winter clothes in a box in the attic. My mother is growing more and more impatient by the second and tells me to borrow a pair of her shoes. I look in her closet and choose a pair with three-inch heels and ankle straps. _Tiger Eyes_ by Judy Blume "I can read that letter as well as father can," Parvana whispered into the fold of her chador. "Well, almost." She didn't dare say those words out loud. The man sitting beside her father would not want to hear her voice. Nor would anyone else in the Kabul market. Parvana was only there to help her father walk to the market and back home again after work. She sat well back on the blanket, her head and most of her face covered by her chador. She wasn't really supposed to be outside at all.--- 66 til 327The Taliban had ordered all girls and women in Afghanistan to stay inside their homes. They even forbade girls to go to school. _The Breadwinner_ by Deborah Ellis The Herdmans were absolutely the worst kids in the history of the world. They lied and stole and smoked cigars (even the girls) and talked dirty and hit little kids and cussed their teachers and took the name of the Lord in vain and set fire to Fred Shoemaker's old broken-down toolhouse. _The Best Christmas Pageant Ever_ by Barbara Robinson "Where's Papa going with that axe?" said Fern to her mother as they were setting the table for breakfast. "Out to the hoghouse," replied Mrs. Arable. "Some pigs were born last night." "I don't see why he needs an axe," continued Fern, who was only eight. "Well," said her mother, "One of the pigs is a runt. It's very small and weak, and it will never amount to anything. So your father has decided to do away with it." _Charlotte's Web_ by E. B. WhiteWord PowerPage 65:chador: large shawl covering the whole body worn by Muslim womenmood: hum?rpeculiar: rar, underlegpuffy: hovenshrug: trekkje p? skuldrenedesk lid: pultlokknasty: ekkelworm: meitemarkoozy: slimetfuneral: gravferdtear apart: rive fr? kvarandretoe: t?clog: kloggeattic: loftimpatient: utolmodigby the second: sekund for sekundcloset: skapinch: tomme (ca. 2#1/2 centimeter)strap: reim, stroppPage 66:forbid: forbycuss: forbannetake in vain: misbrukethe Lord: Herrentoolhouse: reiskapsskjulpageant: opptoghoghouse: grisehusrunt: spj?lingamount to: bli noko avdo away with: kvitte seg med, avlive--- 67 til 327xxx3 Tasks6. As you have seen, there are several ways to begin a novel or a story. Which of the beginnings above start: A. with a dialogue? B. with a description of a place? C. with a description of one or more characters? D. with action? E. in medias res?7. A. Pick out two beginnings that you particularly like and explain why. B. Pick out one that you do not like and explain why.8. Write two beginnings that you would like to use when starting two of your own stories. In groups discuss what makes them interesting, boring, good, etc.?9. Find the last story you wrote. Now try to improve the beginning of your story. Afterwards, tell a partner what you did to improve it and how it changed. Give each other feedback.10. Read the beginning of _Anastasia Krupnik_ on page 257. What do you think about it? Does it make you want to go on reading? Write down your opinion.11. Look at the paintings below and on page 60. Imagine these are front covers of books, and write the first paragraph of each book. Try to make titles for your books as well.Bilete:Forklaring: m?leriTo personar sit p? kvar sin stol med ryggen til oss i ein park. Det er ein tom stol attmed dei. I parken er det to stiar med tre p? kvar side som nesten lagar eit tak over stiane. Bilettekst: David Hockney: Le Parc des Sources, Vichy (1970).--- 68 til 327xxx2 E. Characters When we read a novel or a short story, it is often the characters, what they do and what happens to them, which concern us most. We tend to identify with them in one way or another, especially when we like them. How does the author describe the people he or she writes about? How do the characters develop?xxx3 Tasks12. A. Find descriptions of characters in the chapter from _Anastasia Krupnik_ (page 257). You will find descriptions of Anastasia, her parents and her teacher. Which one do you like the most? Read it to the class and tell the others what you like about it. B. Make a list of the adjectives the author uses to describe each person in _Anastasia Krupnik_. Can you think of more adjectives that would suit each character?13. Below are some character descriptions from other novels. Read them and make a list of the characters you like and those that you dislike. Discuss with a partner. My father was the big one. Big in body and big in spirit. As a kid, I never had any bother about believing in giants. I had my own giant. He seems pretty big to me even now; six feet two and as broad as a house. But then ... _Gulf_ by Robert Westall Cora had guessed that Angelica would be horrible, and she was horrible. She had guessed that she would be pretty, and she was pretty. Angelica had soft, yellow hair, and soft, pink, pouting lips, and teeth that shone like pearls when she smiled. She was pretty, and strange-looking, too. Her eyes were different colors. One was pale, pebbly brown with yellow flecks in it, the other was sharp and glittering green, like a piece of green glass, or emerald. _Humbug_ by Nina Bawden Her name was Mrs Pratchett. She was a small skinny old hag with a moustache on her upper lip and a mouth as sour as a green gooseberry. She never smiled. She never welcomed us when we went in, and the only times she spoke were when she was saying things like, "I'm watchin' you so keep yer thievin' fingers off them chocolates!" _Boy_ by Roald Dahl--- 69 til 327 From the moment we saw him most of us lived in dread of him. He was not a big man, but he had eyes of steel that bore into us, and a lashing snarl in his voice that terrified us. We just buckled under and did what he wanted us to. It was the only way to survive. _private peaceful_ by Michael MorpurgoBilete. 5 fotografiar:Forklaring:1: Ei smilande jente som heng opp ned i eit klatrestativ. 2: Ein gut som ser p? seg sj?lv i ein handspegel. 3: Ein mann som g?r tur med ein hund. 4: Ei kvinne i fargerike kjole og vifte i handa. Det kan sj? ut som ho syng opera. 5: Ei kvinne med fuglar rundt seg p? vinterstid. Det ser ut som ho tek bilete av nokre av fuglane. Word PowerPage 68:character: karakter, personconcern: vedkommetend: ha tendens tilidentify: identifisere segdevelop: utvikle segdescription: skildringsuit: passespirit: ?ndbother: problemhorrible: forferdelegpouting lips: trutmunnpale: bleikpebbly: sm?steins-emerald: smaragdskinny: magerhag: hurpegooseberry: stikkelsb?rPage 69:dread: fryktbore into: bore seg inn ilashing: sviandesnarl: snerrbuckle: klappe samanxxx3 Tasks14. Pick one of the character descriptions above. Write down why you chose that particular one and tell the class.15. Look at the photographs of different characters above. Write a description of at least three of these characters.--- 70 til 327xxx2 F. Setting Every story has a setting, somewhere the action takes place. To help the reader imagine what a place looks and feels like, the writer has to be able to describe it in words. How can we make a place attractive or unattractive, scary or comfortable when we describe it? Look at the examples. It was very hot. You could feel the heat of the pavement through the soles of your shoes and the sun seemed to soak deep into the streets and the houses, so that they did not cool even at night. _When Hitler Stole Pink Rabbit_ by Judith Kerr The clouds over the land now rose like mountains and the coast was only a long green line with the grey-blue hills behind it. The water was a dark blue now, so dark that it was almost purple. _The Old Man and the Sea_ by Ernest Hemingway He inspected the room, as though seeing it for the first time. Most of the plaster had fallen off the walls, leaving the wooden boards exposed. The window shades had been pulled from their rollers and lay crumpled on the floor. The grey morning hulked outside the windows as though dreading to enter the room. _The Disappearance_ by Rosa Guy It was a beautiful river. They travelled between small islands where clumps of white egrets roosted, or clouds of tiny pearl-grey bats flew up from fallen logs. What amazed Maia was how varied the landscape was. Sometimes they sailed through dark, silent jungle where all the animals were out of sight in the topmost branches; sometimes the river wound through gentle countryside, almost like England, where swamp deer grazed in grassy clearings. _Journey to the River Sea_ by Eva Ibbotson--- 71 til 327Word PowerPage 70:setting: omgivnader, stadscary: skremmandepavement: fortausole: solesoak: trengje inn ipurple: fiolettinspect: inspisereplaster: murpussboard: plankeexpose: her: synlegshade: her: rullegardinroller: rullcrumpled: kr?llahulk: hengje tungtdread: frykteclump: her: flokkegret: hegreroost: hekkebat: flaggermuslog: t?mmerstokkamaze: forundretopmost: ?vstwind: sno seggentle: rolegswamp: sumpdeer: hjortedyrgraze: beiteclearing: opning i skogenxxx3 Task 16A. Pick out the two descriptions that you like best and explain why.B. Try to imagine some characters in one of the settings. What are they like? Tell a partner.xxx3 Tasks17. Read _The Selfish Giant_ on page 158 or 247. Pick out a description of a setting that you like. Read it aloud to a partner and explain why you like it.18. Look at the photographs on this page and write a description of two of the scenes.Bilete. 3 fotografiar:Forklaring:1: Ei bygate. Ein forst?rringsspegel i gata viser ei trapp. 2: Eit fyrt?rn. 3: Eit ope vindauge ut til eit frodig omr?de. Det st?r ein stol under vindauget. Sola skin. --- 72 til 327xxx2 G. Narrative Voice All novels and short stories have a specific narrative voice, someone who tells the story. It could be first-person narration where the person who tells the story is _I_ or _we_. This creates an effect which is personal. It is, however, important to remember that the I-person in a story is not the author, but an invented first person. Often writers use third-person narration: _he, she_ or _they_. This can give the reader an insight into what the characters are thinking and why they act as they do. Here are two examples of third-person narration and then two examples of first-person narration.--- 73 til 327 Carrie thought she would never be able to sleep, but she did - perhaps because she was pretending so hard - and slept deeply. So deeply and dreamlessly that when she woke she couldn't think at first where she was; nor place the strange noise at the back of her head. _Carrie's War_ by Nina Bawden It was Rush-hour when they got on the train to Soweto and the children clung on tightly to Grace. There was no sitting space and it felt as if all their breath was being squeezed out of them. Grown-up bodies pressed in from above and all around them. Some people laughed, some people swore and others kept silent, as the train shook and lurched on its way. _Journey to Jo'burg_ by Beverley Naidoo I hate my father. I hate school. I hate being fat. I hate the principal because he wanted to fire Ms Finney, my English teacher. _The Cat Ate My Gymsuit_ by Paula Danziger We lit fires. We were always lighting fires. I took off my jumper so there wouldn't be a smell of smoke off it. It was cold now but that didn't matter as much. I looked for somewhere clean to put the jumper. We were at the building site. _Paddy Clarke Ha Ha Ha_ by Roddy DoyleBilete (s. 72):Forklaring: fotoFr? Afrika. Eit fullt tog. Nokre personar m? st? delvis utanfor vogna. Word PowerPage 72:narrative voice: forteljarstemmenarration: forteljinginvented: oppdiktaPage 73:pretend: late somcling: klamre segtightly: tettbreath: pustsqueeze: presselurch: krengjeprincipal: rektorlight: tennefire: b?lbuilding site: byggjeplassxxx3 Task 19 Look at _Individual Reading_ (pages 227-276). Pick out examples of texts with first-person narration and texts with third-person narration. Make two lists and write down the titles.--- 74 til 327xxx2 H. Dialogue Dialogue is important in many stories, especially in novels. It is a way of giving information about the characters, about what they say and do. We can learn a lot about a situation and about the characters themselves from what they say, but also from what other characters say about them. The following text is a dialogue from the novel _The Kite Runner_ by Khaled Hosseini. Amir has won an important kite-running competition where the point is to cut the rope of all the other kites while flying. Amir's friend Hassan's job is to look for and bring back the last kite that has been cut down. In this scene Amir sees his friend attacked by a group of boys as soon as he has found the kite. Even from where I was standing, I could see the fear creeping into Hassan's eyes, but he shook his head. "Amir agha won the tournament and I ran the kite for him. I ran it fairly. This is his kite." "A loyal Hazara. Loyal as a dog," Assef said. Kamal's laugh was a shrill, nervous sound. "But before you sacrifice yourself for him, think about this: Would he do the same for you? Have you ever wondered why he never includes you in games when he has guests? Why he only plays with you when no one else is around? I'll tell you why, Hazara. Because to him, you're nothing but an ugly pet. Something he can play with when he's bored, something he can kick when he's angry. Don't ever fool yourself and think you're something more." "Amir agha and I are friends," Hassan said. He looked flushed. "Friends?" Assef said, laughing. "You pathetic fool! Someday you'll wake up from your little fantasy and learn just how good a friend he really is. Now, Bas! Enough of this. Give us that kite." Hassan stooped and picked up a rock. Assaf flinched. He began to take a step back, stopped. "Last chance, Hazara." Hassan's answer was to cock the arm that held the rock.--- 75 til 327 "Whatever you wish." Assef unbuttoned his winter coat, took it off, folded it slowly and deliberately. He placed it against the wall. I opened my mouth, almost said something. Almost. The rest of my life might have turned out differently if I had. But I didn't. I just watched. Paralyzed. Assef motioned with his hand, and the other two boys separated, forming a half circle, trapping Hassan in the alley. From the kite runner by Khaled HosseiniBilete 2 fotografiar:Forklaring: 1: Ein gut med ein drake i eit ope og karrig omr?de. 2: Omslaget til boka "The Kite Runner" av Khaled Hosseini. Word PowerPage 74:agha: title of respectHazara: ethnic group which has been badly discriminated against in AfghanistanBas: bosskite: drakepoint: poengrope: tau, reiptournament: konkurransefairly: rettferdigshrill: skingrandesacrifice oneself: ofre segwonder: lure p?flushed: oppr?mtpathetic: ynkelegrock: steinflinch: vegre segcock: lyftePage 75:unbutton: knappe oppdeliberately: vel gjennomtenktturn out: bliparalyzed: lammamotion: gi teikntrap: sperre innealley: bakgatexxx3 Tasks20. A. What information about the characters is revealed through the dialogue? B. What do you think about this dialogue?21. A. Make up a dialogue. Read it to a partner and tell him or her about the situation in which the dialogue takes place. B. Role-play the dialogue from _The Kite Runner_ or your own dialogue in front of the class.--- 76 til 327xxx2 I. Plot and Turning Point The plot is the plan and development of events in a story. Each event in a novel is related to the other events. The plot makes the reader understand why something happens and how one event leads to another. Stories, short stories and novels have at least one turning point. This is where the action or the plot "thickens" or changes direction.Word PowerPage 76:plot: handling, intrigedevelopment: utviklingevent: hendingrelate: henge saman medturning point: vendepunktthicken: fortette segxxx3 Task 22 Find the turning point in _Anastasia Krupnik_ (page 257), _The Selfish Giant_ (page 158 or 247) or _Hurricane_ (below). Write down what you think the turning point is.xxx2 J. Hurricane _Hurricane_ By Bob Dylan is a ballad. A ballad is a story told in verse. Like other stories this one has character description, different settings, action and plot. When you read a piece of literature you do not always need to understand every word, but the more you understand, the better you get the meaning of the text. Use your dictionary to look up important words when you read _Hurricane_.xxx3 Task 23Worksheet, Listen Fill in the missing words while listening to the ballad.Pistol shots ring out in the bar-room nightEnter Patty Valentine from the upper hall.She sees the bartender in a pool of blood,Cries out, "My God, they killed them all!"Here comes the story of the Hurricane,The man the authorities came to blameFor somethin' that he never done.Put in a prison cell, but one time he could-a beenThe champion of the world.Three bodies lyin' there does Patty seeAnd another man named Bello, movin' around mysteriously."I didn't do it," he says, and he throws up his hands"I was only robbin' the register, I hope you understand.--- 77 til 327I saw them leavin'," he says, and he stops"One of us had better call up the cops."And so Patty calls the copsAnd they arrive on the scene with their red lights flashin'In the hot New Jersey night.Meanwhile, far away in another part of townRubin Carter and a couple of friends are drivin' around.Number one contender for the middleweight crownHad no idea what kinda shit was about to go downWhen a cop pulled him over to the side of the roadJust like the time before and the time before that.In Paterson that's just the way things go.If you're black you might as well not show up on the street'Less you wanna draw the heat.Alfred Bello had a partner and he had a rap for the cops.Him and Arthur Dexter Bradley were just out prowlin' aroundHe said, "I saw two men runnin' out, they looked like middleweightsThey jumped into a white car with out-of-state plates."And Miss Patty Valentine just nodded her head.Cop said, "Wait a minute, boys, this one's not dead."So they took him to the infirmaryAnd though this man could hardly seeThey told him that he could identify the guilty men.Four in the mornin' and they haul Rubin in,Take him to the hospital and they bring him upstairs.The wounded man looks up through his one dyin' eyeSays, "Wha'd you bring him in here for? He ain't the guy!"Yes, here's the story of the Hurricane,The man the authorities came to blameFor somethin' that he never done.Put in a prison cell, but one time he could-a beenThe champion of the world.Four months later, the ghettos are in flame,Rubin's in South America, fightin' for his nameWhile Arthur Dexter Bradley's still in the robbery gameAnd the cops are puttin' the screws to him,lookin' for somebody to blame.--- 78 til 327"Remember that murder which happened in a bar?""Remember you said you saw the getaway car?""You think you'd like to play ball with the law?""Think it might-a been that fighter that you saw runnin' that night?""Don't forget that you are white."Arthur Dexter Bradley said, "I'm really not sure."Cops said, "A poor boy like you could use a breakWe got you for the motel job and we're talkin' to your friend BelloNow you don't wanta have to go back to jail, be a nice fellow.You'll be doin' society a favor.That sonofabitch is brave and gettin' braver.We want to put his ass in stirWe want to pin this triple murder on himHe ain't no Gentleman Jim."Rubin could take a man out with just one punchBut he never did like to talk about it all that much.It's my work, he'd say, and I do it for payAnd when it's over I'd just as soon go on my wayUp to some paradiseWhere the trout streams flow and the air is niceAnd ride a horse along a trail.But then they took him to the jail houseWhere they try to turn a man into a mouse.All of Rubin's cards were marked in advanceThe trial was a pig-circus, he never had a chance.The judge made Rubin's witnesses drunkards from the slumsTo the white folks who watched he was a revolutionary bumAnd to the black folks he was just a crazy nigger.No one doubted that he pulled the trigger.And though they could not produce the gun,The D.A. said he was the one who did the deedAnd the all-white jury agreed.Rubin Carter was falsely tried.The crime was murder "one", guess who testified?Bello and Bradley and they both baldly liedAnd the newspapers, they all went along for the ride.How can the life of such a man--- 79 til 327Be in the palm of some fool's hand?To see him obviously framedCouldn't help but make me feel ashamed to live in a landWhere justice is a game.Now all the criminals in their coats and their tiesAre free to drink martinis and watch the sun riseWhile Rubin sits like Buddha in a ten-foot cellAn innocent man in a living hell.That's the story of the Hurricane,But it won't be over till they clear his nameAnd give him back the time he's done.Put in a prison cell, but one time he could-a beenThe champion of the world. By Dylan/LevyBilete. 3 fotografiar:1. (77): Forklaring: Boksaren Rubin Carter. 2. (78): Forklaring: Skodespelaren Denzel Washington med eit ark i handa. Bilettekst: Denzel Washington played Rubin Carter in the movie _The Hurricane_ (1999).3: Forklaring: Songaren Bob Dylan p? scena. Bilettekst: Bob Dylan wrote the song _Hurricane_ in 1976 as a protest against the imprisonment of Rubin "Hurricane" Carter.xxx3 Task 24 Answer these questions about _Hurricane_.a) How many people are shot in the bar?b) Who is Hurricane?c) What does Alfred Bello say he is doing in the bar?d) What is Rubin Carter doing while the men are shot?e) What does the surviving man say when he is asked if he recognises Rubin?f) Why do the police put pressure on Arthur Bradley?g) What happens at the trial Rubin Carter?h) What is he found guilty of?i) What happens to Rubin in the end?j) Why do you believe he is convicted?k) What do you think of this ballad?xxx3 Task 25A. Which settings are described in the ballad?B. What do you learn about the following characters? -- Patty Valentine -- Rubin Carter -- Alfred Bello -- Arthur Dexter Bradley--- 80 til 327xxx2 Focus on Languagexxx3 Concord (Samsvarsb?ying) In English there are two forms of the verb in the present simple tense:I read.They read.She reads.Kim reads. This is important to remember when you write.Bilete:Forklaring: fotoEin gut som les i ei bok. xxx4 Task L1 Write down the verbs in the present simple tense in these sentences: It is the morning of the funeral and I am tearing my room apart, trying to find the right kind of shoes to wear. But all I come up with are my Adidas, which have holes in the toes, and a pair of flip-flops. I can't find my clogs anywhere. I think I packed them away with my winter clothes in a box in the attic. My mother is growing more and more impatient by the second and tells me to borrow a pair of her shoes. I look in her closet and choose a pair with three-inch heels and ankle straps.--- 81 til 327xxx4 Task L2 Fill in the correct present simple form of the verb in these sentences:A. She .... (like) to read every night.B. It .... (be) interesting and scary.C. How ..... (do) the novel start?D. Reading a lot .... (make) you a better writer.E. All novels ..... (have) a beginning, a middle and an end.F. This story .... (do) not have a turning point.G. What .... (be) the introduction like?H. My friends .... (read) a lot.I. He .... (enjoy) reading horror stories.J. In my class, everybody .... (like) writing stories.xxx4 Task L3 Rewrite this passage in the present tense: It was Rush-Hour when they got on the train to Soweto and the children clung on tightly to Grace. There was no sitting space and it felt as if all their breath was being squeezed out of them. Grown-up bodies pressed in from above and all around them. Some people laughed, some people swore and others kept silent, as the train shook and lurched on its way.xxx4 Task L4 Fill in the present simple form of the verb in these sentences. Remember correct spelling.A. He .... (try) hard to impress his teacher.B. She .... (hurry) home after school every day.C. Martin always .... (reply) quickly when he is asked a question.D. I don't like fish when my mother .... (fry) it.E. Mona .... (cry) a lot.F. Sheila .... (spy) on her classmates.G. He never .... (dry) his hands when he has washed them.xxx4 Task L5 Try to write a rule for the use of verb forms in the simple present tense.--- 82 til 327xxx2 Focus on Writingxxx3 Writing reviews When you write a review of something you are giving your own opinion. But yours might not be the only opinion. Other people might have a very different view of the same book or film. You can write a review about:-- a book-- a film-- a television programme-- a play-- a computer game-- a music CD Before you write your review you need to analyse the book you have read or the film you have seen. When you give your opinion you should focus on some examples of specific details. In a book review you may, for instance, give evidence by using one or two quotations from the book. It is, however, not enough to write your own opinion in a review. You also need to give the reader some facts and information, such as:-- the title and author (of the book) or the director of the film or play-- a summary of the story-- where you can buy the book or see the film or play The readers of a review will want to know if they would enjoy the book, film or play. You should, therefore, include your opinion on:-- its strengths-- its weaknesses-- who it is suitable for If the book, film or play has an exciting ending, you might not want to reveal this to your readers. This might spoil the experience for them.--- 83 til 327Bilete:Forklaring: fotoEi jente som sit utand?rs og noterer. xxx4 Task L6 Write a review of one of the following:-- a book you have read-- a film or a play you have seen-- your favourite computer game or CDxxx4 Task L7 Write a review of Bob Dylan's _Hurricane_ on pages 76-79 or Oscar Wilde's _The Selfish Giant_ on pages 158 or 247.xxx4 Task L8 Write a story or a short story. Try to remember what you have learnt about:-- titles-- beginnings-- characters-- setting-- narrative voice-- dialogue-- turning point-- plot_Questions to ask yourself:_1. What do I find difficult when I read stories?2. Which aspects of short stories and novels can I recognise?3. Is reading good for me? Why? Why not?4. How well can I use the present simple tense in English?5. What have I learnt about writing reviews?--- 84 til 327xxx1 Chapter 4: The Wild West You might have read books or seen television programmes or films about the Wild West. The Native Americans did not look upon their land as "wild", but the White Man did. What is your idea of the Wild West? Try to describe it. What do you know about the Native Americans? Write a list.--- 85 til 327 In this chapter we will focus on learning:-- facts about the Native Americans-- about the conflict between European settlers and Native Americans-- about the "Wild West"-- about sentence connection-- how to plan mini-talks, role plays and Power Point presentationsBilete (s. 84):Forklaring: fotoEin mann med kvit andletsm?ling med raude strekar i kinna og svarte lepper. Pelslue med andletet til eit dyr. Han har p? seg skinn og fj?rpynt. --- 86 til 327xxx2 A. Young Talkxxx3 Task 1Worksheet, Listen What do young British and Americans know about the Wild West and Native Americans today? Listen to some young people talking about the topic. Ask your teacher for a worksheet.xxx2 B. The Arrival of Strangers After Columbus had discovered America in 1492, he inspired adventurous Europeans from the "Old World" to sail to the "New World". People from all over Europe came to look for land, minerals and furs. From the "New World", Europe got new foods, such as chocolate, sunflowers, corn and peanuts; Native Americans traded guns, horses, metal tools and whisky. The Old and the New World did not mix well. White settlers often took land by force and shot thousands of buffalo for sport. Native Americans, who shared most things and wasted little, could not understand this behaviour.--- 87 til 327One old man despaired, "When the buffalo went away, the hearts of my people fell to the ground, and they could not lift them up again." In the beginning the immigrants were on friendly terms with the Native Americans. But as the Europeans moved west, they fought hard with the Native Americans over land and drove them out of the areas where they had lived for hundreds of years. In 1830, President Jackson passed a law saying that the government could set up areas in the west, called reservations, where the Native Americans should live. These were exchanged for large areas of land, which the new settlers wanted. The reservations often had poor soil and a bad climate. Native Americans were expected to grow their own food on the reservations, and this caused great hardship because many tribes had never farmed before. They were unable to hunt or to move around freely, and their new life often made them feel like prisoners. In the struggle to drive Native American families and whole tribes from their homes to the new reservations, many people, including United States soldiers, died. The tribes of the South-East were forced to walk to the west along what became known as the "Trail of Tears", among them 16,000 Cherokees. Two thousand died along the way and another 2,000 died soon after the long journey.Bilete. 2 teikninger (s. 86):Forklaring: 1: Menn med hestar og vogner og ein mann ?leine p? hest. 2: Menn fr? det amerikanske urfolk rir saman. Framfor dei er ein okse. Word PowerPage 86:arrival: det ? komme, her: da dei framande kominspire: inspirereadventurous: eventyrlystnefur: pelsverksunflower: solsikkecorn: maistrade: handle medtool: verkt?ysettler: nybyggjarby force: med maktbuffalo: amerikansk b?ffel, bisonokseshare: delewaste: sl?sePage 87:despair: fortvilebe on friendly terms: vere vennerlaw: lovreservation: reservatexchange: bytepoor: d?rlegsoil: jordcause: vere ?rsak tilhardship: vanskartribe: stammeprisoner: fangestruggle: kamptrail: stig, vegxxx3 Tasks2. Explain the following words in English: -- discover -- fur -- adventurous -- native -- trade -- colonise -- settler -- tribe -- struggle3. Answer the questions. a) Why is Europe called the "Old World" and America the "New World"? b) What did the Europeans bring back from America? c) What did the Native Americans get from the Europeans? d) What are reservations? e) Why was life on the reservations so hard? f) Why do you think the long walk was called the "Trail of Tears"?4. Find more information about the "Trail of Tears" on the Internet. Write a short text about it.--- 88 til 327xxx3 Task 5 Look at the map and pick out a Native American tribe. Write a short text about the people of the tribe. Here are some ideas:-- What type of housing did they use?-- How did they live?-- What language did they speak?-- What did they believe in?-- What occasions did they celebrate and how?Bilete:Kart:Forklaring: Kart over Nord Amerika og oversikt over dei ulike amerikanske urfolkstammene. Kartet vil ikkje bli n?rmare skildra. Viss du treng hjelp, sp?r l?raren. --- 89 til 327xxx2 C. Native American Views The following texts are speeches given by famous chiefs of Native American tribes, expressing what they feel about losing their land, their living and their traditions. We did not ask you white men to come here. The Great Spirit gave us this country as a home. You had yours. We did not interfere with you. The Great Spirit gave us plenty of land to live on, and buffalo, deer, antelope and other game. But you have come here; you are taking my land from me; you are killing off our game, so it is hard for us to live. Now you tell us to work for a living, but the Great Spirit did not make us to work, but to live by hunting. You white men can work if you want to. We do not interfere with you, and again you say, why do you not become civilized? We do not want your civilization! We would live as our fathers did, and their fathers before them. Chief Crazy Horse of the Oglala band of Sioux We did not think of the great open plains, the beautiful rolling hills and winding streams as "wild". Only to the white man was nature a "wilderness" and only to him was the land "infested" with "wild" animals and "savage" people. To us it was tame. Earth was bountiful and we were surrounded with the blessings of the Great Mystery. Not until the hairy man from the east came and with brutality heaped injustices upon us and the families we loved was it "wild" for us. When the very animals of the forest began fleeing from his approach, then it was that for us the "Wild West" began. Chief Luther Standing Bear of the Oglala band of Sioux--- 90 til 327 Tell General Howard I know his heart. What he told me before I have in my heart. I am tired of fighting. Our chiefs are killed. Looking Glass is dead. The old men are all dead. It is the young men who say yes or no. He who led the young men is dead. It is cold and we have no blankets. The little children are freezing to death. My people, some of them, have run away to the hills, and have no blankets, no food; no one knows where they are - perhaps freezing to death. I want to have time to look for my children and see how many I can find. Maybe I shall find them among the dead. Hear me, my chiefs. I am tired; my heart is sick and sad. From where the sun now stands, I will fight no more forever. Chief Joseph of the Nez PercesBilete (s. 89):Forklaring: fotoEin fargerik totemp?le av tre med andleta til ulike skapningar. Bilete. 3 fotografiar:Bilettekst: 1: Geronimo. 2: Chief Joseph. 3: Sitting Bell. Word PowerPage 89:view: synspunktspeech: taleexpress: uttrykkjespirit: ?ndinterfere with: blande seg ideer: hjortgame: viltplain: slettehill: ?swinding: buktandestream: elvinfested: smittasavage: villbountiful: fruktberandesurround: omgiblessing: velsigningheap: dyngjeinjustice: urettflee: flyktehis approach: her: da han n?rma segPage 90:looking glass: spegelblanket: ullteppexxx3 Tasks6. Work in groups of three. Choose one speech each and write down key words. Retell it to the others in your group. Why did you choose this particular speech?7. A. Who does Chief Crazy Horse blame for the troubles between European settlers and the Native Americans? Why? B. Why did the European settlers call it the "Wild West"? C. Why do you think Chief Luther Standing Bear called the Europeans "hairy"? D. Why do you think Chief Crazy Horse made his speech? E. Describe the feelings expressed in Chief Joseph's speech. Why do you think he feels like this?8. Make a list of reasons why there were conflicts between the two cultures.--- 91 til 327xxx2 D. The Fabulous Spotted Egg - a Cheyenne MythLonger version on page 232 The Cheyenne Indians had a strange custom. When they came to a lake or a river they would throw some food or tobacco in before they rode across. Nobody asked the Cheyennes why they did this, but then nobody asked the Cheyennes anything. If you met a Cheyenne, it was safer to run away. Well, there was a reason. A tale was told by the Cheyenne storytellers about a great river monster and two brothers who found a spotted egg. The two brothers, Elder and Younger, had got themselves lost on the prairie. The brothers had a little water, but they had no food. They got hungrier and hungrier. Then suddenly they saw an egg just lying on the ground with no bird or a nest anywhere near. "Well, that's lucky," Younger said. "Look at that egg. It'll last the two of us a whole week." "I'm not so sure," Elder said. "It don't look too healthy to me." "What do you mean?" Younger cried. "It's just an egg."--- 92 til 327 But if it was just an egg, it was just a very strange egg. For a start it was green with red spots. Also it was enormous. And how had it got there? It was, after all, in the middle of the prairie. "It looks magic to me," Elder said. "I say we don't touch it." "Come on!" Younger replied. "It was probably laid by a bird or a turtle or something. OK, so it's a funny colour. But I'm so hungry, I'd eat a green and red spotted horse!" So while Elder watched, Younger made a bonfire and roasted the egg. Then he began to eat. "You sure you don't want some?" he asked. "No, thanks," Elder said. "It's really good." Younger was lying when he said that. The egg was hard and rubbery. The yolk was green and the white was a sort of pink. And it didn't taste like an egg. It tasted of fish. Now as Younger ate he began to feel sick, but he couldn't stop eating. Faster and faster he ate, until only the shell was left. "I hope you know what you're doing," Elder muttered. The next morning Younger was feeling really ill. His stomach was strange and his eyes were as big as ping-pong balls. Worst of all, he was really thirsty. He drank all the water in his bottle. Elder looked at him and sighed. "You look terrible," he said. "I feel terrible," Younger agreed. "You're green!" "Green?" "And you've got red spots." Younger stood up. "Let's go!" he said. "The sooner we find water the better. I need a drink." By sunset Younger's skin had gone greener and his spots had got redder. Also all his hair had fallen out and he had trouble talking. "Sssssay," he hissed. "Do you think I made a missssstake eating that egg?" "I guess so," Elder replied. "I guesssss it was ssssstupid. But I'll feel better when I get to water. I really want a ssssswim." The next morning he was worse. His arms were somehow glued to his sides and his nose had dropped off. He was bright green and red and slimy. Like a snake. "I feel worssssse," he moaned. "You look worse," Elder said.--- 93 til 327 "Water!" They reached water at sunset. Younger decided that he would rather sleep in the river while Elder slept on land beside a bonfire. Elder hadn't eaten for five days now and he was weak and tired and soon fell asleep. He was woken up by the sound of singing. He opened his eyes and saw a lot of fish on the bank, waiting to be cooked. Then he looked in the water and saw his brother. Except that it wasn't really his brother any more. The boy had become an enormous sea-monster with large teeth, scales and a tail. He was swimming to and fro, stopping now and then to flip another fish onto the bank. "Hey, kid!" Elder called out. "How are you feeling today?" "Fine!" Younger replied. "It'sssss not ssssso bad being a sssssea-ssssserpent. And I've caught a lot of fisssssh!" "Thanks," Elder said. "Hey - lisssssten," Younger continued. "Don't you forget about me. I got you food, ssssso you get me food. I don't want to eat hsssssh all my life." "I'll do that," Elder promised. "And tobacco too. Just because I'm a monssssster, it don't mean I can't sssssmoke!" And that is why the Cheyennes always stopped and threw food and tobacco into the water before they crossed it. It was to keep the sea-serpent singing. (Adapted)Word PowerPage 91:fabulous: fantastiskspotted: flekketcustom: skikklake: innsj?get oneself lost: g? seg villnest: reirhealthy: sunnPage 92:turtle: skjelpaddebonfire: b?lroast: steikjelie: lygerubbery: gummiliknandeyolk: (egge)plommeshell: skalmutter: mumlethirsty: t?rstsigh: sukkeagree: vere samdsunset: solnedgangskin: hudhiss: visleglue: limeslimy: slimetsnake: slangePage 93:scale: skjelflip: slengjeserpent: slangexxx3 Task 9 Choose one of the following tasks:A. Role-play the story. Perform it in front of the class.B. Make a story in four or six drawings. Write a short text for each drawing.xxx3 Task 10Worksheet, Listen Listen to the Kiowa myth _The Seven Sisters_. On the worksheet there are statements which are either true or false. As you listen, tick the correct answers.--- 94 til 327xxx2 E. What Happened to Native American Culture? The following three texts are all about the relationship between the white Americans and the Native Americans. They describe how life changed when the Europeans took over land and forced a new culture upon the Native Americans.Bilete:Forklaring: teikningFleire personar fr? det amerikanske urfolket st?r rundt eit b?l. Fremst st?r to hestar. xxx3 My History LessonAs a little girl I asked my grandfather what the red man had done to make the white man hate him so.my grandfather replied it was because the red mandid everything backwards.like eating buffalo instead of enjoying them for sport.like looking at the sun instead of using a clock.like thinking that a man is rich according to what he gives awayrather than what he possesses.like thinking that a person becomes very wise in old agerather than feeble and useless.like the way even the men wear their hair long and decoratedinstead of clean-cut as a gentleman should.the red man held back progress my grandfather said.that is why it was necessary to kill him even whenhe did not have a gun and to re-educate the leftoverson government reservations.after all, the red man had no rights here.we all know columbus discovered america,don't we darling ... Bonni Jean SilvaWord PowerPage 94:relationship: forholdforce: tvingebackwards: baklengsaccording to: i tr?d medpossess: eigefeeble: svakclean-cut: kortkliptprogress: framstegleftover: restgovernment: her: statlegxxx3 Task 11 Use the text to explain the two very different ways of life of the white and the Native Americans.--- 95 til 327xxx3 Alienation of the Children Our children, even our small children, were ordered to go away to boarding school. Fort Simcoe served as the local school. Children who tried to run away were sent to school far away. Our children were dressed in uniforms and drilled like soldiers. They were taught to obey a culture foreign to them. If they showed their native culture, if they spoke their language, they were punished, made to stand in a corner, sent to bed hungry, and even whipped. The purpose of these schools was: To break down our family ties. To steal our children's hearts and minds. To train our children to a life of servitude and trade. AnonymousBilete:Forklaring: fotoEin mann fr? urfolket pratar med gutar og jenter som sit p? golvet i ring. Bak dei er ein vegg med fargerike teikningar. Word PowerPage 95:alienation: framandgjeringboarding school: kostskoleserve as: her: fungere somobey: lydemake: her: tvingewhip: piskepurpose: form?lfamily tie: familiebandservitude: som tenarartrade: handelxxx3 Task 12A. What do you think about this way of integrating Native American children into society?B. In what way do you think we can best integrate immigrants into Norwegian society today?C. Why do you think it is important that people are allowed to keep their own culture and language as well as learning about the new culture?--- 96 til 327xxx3 Buffalo DuskThe buffaloes are gone.And those who saw the buffaloes are gone.Those who saw the buffaloes by thousands and how they pawed the prairie sod into dust with their hoofs, their great heads down pawing on in a great pageant of dusk,Those who saw the buffaloes are gone.And the buffaloes are gone. Carl SandburgBilete:Forklaring: m?leriEin mann fr? det amerikanske urfolket p? hest blant ein flokk med b?flar. Han er p? b?ffeljakt med pil og boge. Bilettekst: William Robinson Leigh: The Great Buffalo Hunt (1947).Word Powerdusk: skumringpaw: trampesod: jorddust: st?vhoof: hovpageant: opptogxxx3 Task 13 These three texts are all concerned with how the white Americans wanted to get rid of Native American culture. Use two of the texts to show how this was done. Why do you think they did this?--- 97 til 327xxx2 F. The Wild WestLonger version on page 235 What did people who settled on the American prairie do? Some of them became farmers. But large areas were too dry to farm. Still, it was possible to raise cattle. Men were needed to drive cattle from the South to the railway farther north. These men became known as cowboys. Gold and silver were discovered and many men hoped to become rich. Small towns grew up where people stopped. These are the towns which later became so well known through Western movies. One such town was Tombstone in Arizona, not far from Mexico.Bilete:Forklaring: teikningSilhuettar til fire cowboyar. xxx3 Wyatt Earp in Tombstone"Long may he live, in fame and glory, And long may his story be told." The big, strong guy stood outside Brennan's Saloon in Ellsworth, Kansas. He was 25 years old, and his name was Wyatt Earp. He was not famous then - but he would be. Ellsworth was a wild town, and a cowboy had just shot the sheriff. "It's none of my business," said Earp to the mayor, "but if it was me I'd get a gun and arrest the guy or kill him." "I'll make it your business," the mayor told the stranger. "Here's your badge. Get some guns. I order you to arrest that killer." The new sheriff kept the jail full. But soon Wyatt Earp got bored. Silver had been discovered in Arizona, and Earp decided there was more money in Tombstone. So he left with his brothers Virgil, Morgan and Jim. Doc Holiday and his girlfriend, Big Nose Kate, followed.--- 98 til 327Tombstone was a violent town. Few days passed without a shooting or a killing. Wyatt Earp was soon given the job as deputy sheriff. His troubles began on the night of March 15, 1881, when a stagecoach left Tombstone with eight passengers and a load of gold. On the way, bandits tried to stop the coach and killed the driver and one passenger. There were whispers that the Earp brothers were behind the hold-up. Behan, the sheriff, who was Earp's enemy, arrested Doc Holiday. One day the Earps heard that their enemies, the Clantons, a gang of cowboys, were at the OK Corral in the centre of Tombstone. Wyatt, Morgan and Virgil Earp with Doc Holiday walked down the main street. When Behan saw them, he asked them to leave their guns behind and not fight. Virgil gave Holiday a gun and walked past Behan. Then the gang of cowboys appeared. Virgil Earp called out to them, "You men are under arrest. Throw up your hands!" Then someone shouted, but the words were lost in the noise of shots. It took less than a minute before it was all over. Three of the cowboys lay dead. Morgan Earp was hit in the shoulder, Virgil in the leg, Holiday in the hip. Wyatt Earp was not injured. He did not stay long in Tombstone but settled in California, where he opened some gambling halls. He lived until he was 80 - very unusual for a gunfighter.Bilete. 2:1: Forklaring: foto Galge kor personar vert hengde. I bakgrunnen er eit murbygg. 2: Forklaring: foto Portrettfotografi av Wyatt Earp. Word PowerPage 97:raise: ale oppcattle: kvegfame: heiderglory: ?reguy: fyrmayor: borgarmeisterbadge: skiltjail: fengselPage 98:violent: valdelegdeputy: vara-, vise-stagecoach: diligence, postvognload: lastwhisper: kviskring, ryktehold-up: overfallcorral: kveginnhegninghip: hofteinjured: skaddgambling: spele-xxx3 Task 14 Choose one of the following tasks:A. Pretend that you were an eye-witness to the OK Corral fight. You are interviewed by the sheriff about it. Write the interview.B. You have just watched the fight and go home to report it to your family. Tell your story.--- 99 til 327xxx3 Task 15 The legend of Wyatt Earp is still very much alive. Read the adverts from _The Tombstone Maverick_. Choose one of the following tasks:A. Write to the newspaper asking for more information about one of the events advertised.B. Make your own advert for the paper.Bilete:Forklaring: annonsar1: _The Tombstone Maverick._ Print the truth and raise hell.2: _Cowboys & Engines._ Over 100 years ago, original cowboy heroes like Doc Holiday and Wyatt Earp rode the wild Southwest, doing battle and claiming the territory. Today, you can retrace their footsteps on the San Pedro & Southwestern Railroad. Ride the rails through their ole stompin' grounds as you hear about the lore of the land. -- Expert narration -- Beverage & snack service -- Handicap accessible -- Walking Tour of Fairbank ghost town -- Delicious Western BBQ avilable -- Live Western Music and Entertainment3: Western Adventure and Frontier Excitement _every week_ when you read the Tombstone Tumbleweed & Tombstone Maverick. Return to those days of yesteryear! with the words of Wyatt S. Earp, George Parsons and other Pioneers!--- 100 til 327xxx3 Task 16 Read the inscriptions on these graves which can be seen in Tombstone Graveyard.A. What do these inscriptions tell us about life in Tombstone in the 1880s?B. Make up some more inscriptions like these.C. Write the story behind one of the inscriptions.Bilete:Forklaring: teikningarInskripsjonar p? gravsteinar:1: Here lies George Johnson hanged by mistake.1882. He was right we was wrong but we strung him up and now he's gone2: John Blair died of smallpox. Cowboy threw rope over feet and dragged him to his grave.3: Billy Clanton, Tom Mclaury, Frank Mclaury murdered on the streets of tombstone 1881.4: Dan Dowd, Red Sample, Tex Howard, Bill DeLaney, Dan Kelly legally hanged mar. 8th 1884.5: John Heath taken from county jail & lynched by Bisbee Mob in tombstone feb 22, 1884.--- 101 til 327xxx3 Task 17 Posters like this one were common in the days of the Wild West, but they were usually about criminals, not dogs. Make a poster, serious or funny, offering a reward.Bilete:Forklaring: teikningPlakat: $50 Reward. Lost dog. Police dog. 3 Legs, blind in right eye, missing left ear, tail broken, accidently neutered ... Answers to the name of "lucky". Contact Wyatt Earp, Marshal's office, Tombstone, Arizona. October 26, 1881--- 102 til 327xxx2 Focus on Languagexxx3 Sentence connection When you write stories, letters, and articles, or when you write to explain or to inform it is very important to connect or link sentences and paragraphs properly. The words you use for this are called _connectives_. They work as signposts in your text, but you need to know what they signpost. Some connectives are used to show that something happens because of something else, some that one event follows another. Knowing and using a number of connectives is an easy way to improve your writing. The following connective words signpost _cause and effect:_-- because-- so-- as a result of-- due to-- therefore The following connective words signpost _sequence_, that one event happens after another:-- then-- when-- before-- at last-- first-- eventually-- next-- gradually-- finally-- little by little The following connective words signpost _comparison_:-- but-- however-- whereas-- on the other hand-- although-- by contrast-- even thoughxxx4 Task L1 Here are some sentences from texts B and C. Pick out what you think are the connecting words and write them down. In class, discuss what kind of connective words they are.A. After Columbus had discovered America in 1492, he inspired adventurous Europeans from the "Old World" to sail to America, the "New World".B. "When the buffalo went away, the hearts of my people fell to the ground, and they could not lift them up again."C. In the beginning the immigrants were on friendly terms with the Native Americans.D. But as the Europeans moved west, they fought hard with the Native Americans over land and drove them out of the areas where they had lived for hundreds of years.E. But you have come here; you are taking my land from me; you are killing off our game, so it is hard for us to live.--- 103 til 327xxx4 Task L2 Here is a passage from _The Wild West_ on page 236 (longer version). Write down the connecting words. Remember they do not have to be at the beginning of the sentences. Different kinds of words can work as connectives, not only the ones listed above. Wyatt Earp did not stay long in Ellsworth, but moved on to Wichita where he was made deputy marshal as soon as he arrived. Then he found Wichita too tame and moved on to Dodge City. "Queen of the Cowtowns ... Wickedest Little City in America". It was a paradise for gamblers and gunmen. Earp was paid $250 a month plus $2.50 for each arrest. He kept the jail full. But slowly Dodge City became a quiet prairie town, and Wyatt Earp got bored. Silver had been discovered in Arizona, and Earp decided there was more money in Tombstone. So he packed his bags and was joined by his brothers Virgil, Morgan and Jim. Doc Holiday and his girlfriend, Big Nose Kate, followed. Tombstone was a violent town. Few days passed without a shooting or a killing. Wyatt Earp was soon appointed deputy sheriff. His troubles began on the night of March 15, 1881, when a stagecoach left Tombstone with eight passengers and a load of gold. On the way, bandits tried to stop the coach and killed the driver.xxx4 Task L3 Read the following text. The sentences are badly connected. Make the text better by using connecting words. The pattern was always the same. The Europeans and the Indians would meet as friends. They would trade with each other. Something would happen. An Indian was killed or sold as a slave. The Indians would strike back. Sometimes they were very patient. Sometimes they were just waiting for the right moment. The Native Americans were much like the New Americans. They were good. They were bad. They were violent. They were peaceful. Warriors on both sides went too far. There were horrible battles.--- 104 til 327xxx2 Focus on Writingxxx3 Mini-talks, role plays and Power Point presentations Mini-talks, role plays and Power Point presentations are all oral presentations that you might be asked to give or perform in front of your class. Although the presentations are oral, each of them also requires writing. All three presentation forms need to be planned carefully. You need to decide on:-- what topic-- why this topic-- important facts or scenes to include-- what to leave out-- how to structure the presentation-- timing-- use of voicexxx4 Mini-talks-- decide what you can include in the time you have been given-- write down key words and/or sentences-- learn the content properly, but not by heart-- talk about, rather than read, your facts-- look at the audience-- speak clearly and slowlyxxx4 Role plays-- decide on the situation-- decide on the characters-- write down key words for the dialogue-- practise with, and then without, your ‘manuscript’-- speak clearly, but naturally-- look at the character who is speaking-- be aware of your audience--- 105 til 327xxx4 Power Point presentations-- decide what you can include in the time you have been given-- write short statements-- use bullet points-- use pictures and diagrams to underline your points-- use sound effects-- do not use too many fancy animation effects-- do not read each slide, but talk about your written statementsxxx4 Task L4 Prepare a mini-talk or Power Point presentation about one of the topics presented in this chapter. It could be a period of American history, a Native American tribe, Native American traditions, a character from the "Wild West" or any other topic related to this chapter.xxx4 Task L5 In a small group, plan and perform a role play of _The Spotted Egg_ or text F, _The Wild West_. It could be the whole story or parts of it. Perform it in front of your class.xxx4 Task L6 Plan and perform an interview with a famous Native American, a famous character from the "Wild West" or with any of the characters in this chapter.xxx4 Task L7 Write an article in the local newspaper, _The Tombstone Maverick_, about the gunfight.xxx4 Task L8 Write an information text about Native Americans in the USA or about another indigenous group, like Aboriginals in Australia, Inuits in Greenland, Kurds in Iraq, or Sami people in Norway._Questions to ask yourself:_1. What have I learnt about Native Americans?2. Can I explain why there were conflicts between the Native Americans and the European settlers?3. What do I know about the "Wild West"?4. How well can I connect sentences?5. What do I need to remember when I plan mini-talks, role plays and Power Point presentations?--- 106 til 327xxx1 Chapter 5: Being Different Most young people want to be "normal" and not stick out from the rest. But everybody also wants to be noticed by others. What do young people do to get noticed at school, in a group of friends, or even at home? How tolerant are you and your friends to people who are different in some way? How can you develop positive attitudes towards difference?--- 107 til 327 In this chapter we will focus on learning:-- how to talk about and discuss difference-- about prejudice-- how to write about being different-- the present simple and the present continuous-- to write Letters to the Editor and magazine articlesBilete (s. 106):Forklaring: fotoTre smilande jenter. --- 108 til 327xxx2 A. Poems about Differencexxx3 Being DifferentI don't know how to be any differentFrom the way that I am.I could try to be like what other peopleWould prefer me to be.But I just don't think I can. Pamelaxxx3 2 Poems about 4 EyesThey call me Specky Four Eyes.I wear glasses, so it's true,I can see quite well why you're teasing me,I've got two more eyes than you.My spectacles are magicalfor when you taunt and jeer,I only have to take them offto make you disappear. Lindsay MacRaexxx3 Sergeant Brown's ParrotMany policemen wear upon their shouldersCunning little radios. To pass away the time.They talk about the traffic to them, listen to the news,And it helps them to Keep Down Crime.But Sergeant Brown, he wears upon his shoulderA tall green parrot as he's walking up and downAnd all the parrot says is "Who's-a-pretty-boy-then?""I am," says Sergeant Brown. Kit Wright--- 109 til 327xxx3 Billy Doesn't Like School ReallyBilly doesn't like school really.It's not because he can't do the workBut because some of the other kidsDon't seem to like him that much.They call him namesAnd make up jokes about his mum.Everyone laughs ... except Billy.Everyone laughs ... except Billy.They all think it's OKBecause it's only a laugh and a jokeAnd they don't really mean it anywayBut Billy doesn't know that.Billy doesn't know thatAnd because of thatBilly doesn't like school really. Paul CooksonWord PowerPage 108:prefer: heller viljeglasses: brillertease: ertespectacles: brillertaunt: h?nejeer: flireparrot: papeg?yecunning: smartcrime: kriminalitetxxx3 Tasks1. All these poems are about being different in some way. A. In what way does Specky Four Eyes feel different from others? B. In what way is Sergeant Brown different? C. In what way is Billy different?2. Choose one of the following tasks. Give reasons for your choice. A. What is Pamela's problem in the poem _Being Different_? B. Do you feel that there is pressure on young people to be different from what they really are? Give a few examples. C. What can you do to make a friend or a classmate feel better about her/himself? D. Make a list of things which you think could be considered ‘being different’ in your school environment.3. Draw a mind map of words that you think of in connection with being different. Discuss your mind map with a partner or as a class.--- 110 til 327xxx2 B. Letter to the EditorWhy am I not allowed to be a punk? I think it is outrageous the way police treat punks! I have had some terrible experiences with the police. I know I look very different from other so-called ordinary people but I always behave in an orderly manner. The other day a friend of mine, also a punk, and I were standing quietly in front of a shop in Regent's Street waiting to be picked up by my mother. Then two policemen and two policewomen approached us and asked why we were "hanging around". They asked where we lived and told us to empty our pockets. We had nothing "interesting". Nevertheless we were taken to the police station for a full body search because they were not satisfied with our answers. They thought we "looked the type" to take drugs. They thought that because we were punks, we must be doing something wrong. That's what they said! They didn't even say that they were sorry afterwards. Why do the police always assume that if young people stand around for no apparent reason they are doing something wrong? Wendy, a disillusioned punkBilete:Forklaring: fotoEi jente med bl? punkarsveis og piercingar i andletet. Word PowerPage 110:be allowed: f? lovoutrageous: sjokkerandetreat: behandleexperience: erfaringordinary: vanlegorderly: ordentlegmanner: m?te: pick up: her: henteempty: t?mmebody search: kroppsvisitasjonassume: g? ut fr?apparent: tydeleg--- 111 til 327xxx3 Tasks4. Answer the questions. A. What were Wendy and her friend doing in Regent's Street? B. What did the police ask them to do? C. Why were they taken to the police station? D. Why do you think the police thought they were doing something wrong? E. Do you agree with Wendy's last comment that if young people stand around for no apparent reason the police think they must be doing something wrong? Why / why not? F. Why do people write Letters to the Editor?5. A. When we have strong opinions about groups of people without knowing them individually, it is called a stereotyped view. This letter to the editor is an example of how the police think in stereotypes. Give other examples of stereotyped views about groups of people. B. What do you think we can do to get rid of stereotyped views of other people?6. Role-play the situation which Wendy describes.7. Have you ever been accused of doing something you did not do? Write about the situation or tell the class about it.xxx2 C. Young TalkBilete:Forklaring: fotoEit svartkvitt bilete av ein gut med punkarsveis. Me ser han bakfr?. xxx3 Task 8Worksheet, Listen Listen to what some young people say about being different and about bullying. Your teacher will give you a worksheet.--- 112 til 327xxx2 D. A Newspaper ReportLonger version on page 237 Bullying is a big problem in many schools. Often bullying happens because some children and young people are seen as being different.Ramme:_Britain tops bully league says report_ Bullying is worse in Britain than any other country in Europe, according to the author of a new book. It attacks the people who run schools for not doing enough about the problem. There are three times more bullies here than in some other countries. The book says victims suffer alone, because nobody will talk about it. British children do not tell their teachers when they're being badly teased because they do not think that they will do anything, and they think it will get worse afterwards. But it doesn't have to be like that, says David Lane, who wrote ‘Bullying - an International Perspective’. He found that the northern countries of Scandinavia have cut bullying by half. "We have a big problem," said David Lane. "Other countries are doing something. We are not." "The figures show that in European countries around 10 per cent are bullied. But here the number is twice or sometimes three times as high." Bullies make life very difficult for some pupils. In a few cases, the victims have died. Girls are just as bad as boys, but they are more likely to use cruel words than actions. David Lane has found three main causes of bullying:-- Teachers who believe that fear in the classroom helps them to stay in control;-- Too much competitive sport, which gives advantage to children just because they are strong;-- The problem is worse when boys and girls are in separate schools.Bilete:Forklaring: fotoTo gutar i noko som ser ut som baseballklede. Hen eine heng med hovudet. Word PowerPage 112:bullying: mobbingleague: ligaaccording to: if?lgjeattack: g? til ?takbully: mobbarvictim: offersuffer: lidetease: erteperspective: perspektivfigure: talcruel: stygg, f?lcause: grunncompetitive: konkurranseadvantage: fordelseparate: ulik--- 113 til 327xxx3 Task 9A. Why do you think a person who is being bullied does not want to talk about it?B. Would you report a case of bullying which you saw? Why / Why not?C. What do you think are the most common causes of bullying in Norwegian schools?D. What do you think can be done about bullying at your school -- by pupils? -- by teachers? -- by parents?xxx2 E. Glenis_The Teacher says:_Why is it, Glenis,Please answer me this,The only timeYou ever stop talking in classIs if I ask youWhere's the Khyber Pass?Or when was the Battle of Waterloo?Or what is nine times three?Or how do you spellMississippi?Why is it, Glenis,The only time you are silentIs when I ask you a question?_And Glenis says:_ _Allan Ahlberg_Bilete:Forklaring: fotoEi jente som ser tankefull ut. Ho ser oppover, og ho bles opp ei rosa tyggjegummiboble. xxx3 Task 10A. Why do you think there is an empty space at the end of this poem?B. What do you think about this situation? Is Glenis' behaviour different from others' or typical? Give reasons for your answers.C. Why do some pupils rarely answer questions in class? List some reasons.D. What can be done to make pupils more willing to take part in classroom dialogues?E. Write Glenis's version of the situation.--- 114 til 327xxx2 F. The Diary without a Keyby Julie FrederikseLonger version Page 238 Tarryn is a white South African girl. Like any other young girl, she uses her diary to write about the ups and downs of her life. She writes about the problems of growing up, and of having a sister with Down's syndrome, and about the changes that happened in South Africa in the 1990s.January 9 WednesdayDear Diary, I thought it would be different in Standard 4, but I don't feel different. The only thing is that there are some new kids. Black kids. We have 2 in our class. A boy named Voosee and an Indian boy. I already forgot his name. The other class has 2 black girls, but I haven't met them. Our parents voted to say if black kids could come to our school. My mom was afraid that too many people would vote No and say Keep Our School White. Or that our school would be like a private school. My mom doesn't like private schools because they're expensive. But it turned out OK. Yes won. So far not many black kids have come, just a few in each class. It must be hard for them. That's why they put two boys in our class and not a boy and a girl. Then the two boys can talk to each other and not feel like the only new kid. I think it is wrong to make anyone the only one in their class. Of anything. I think it's difficult being the only one I know who has a sister like Katie. But people can't see that when they look at me, not like they can if you are the only black person and everyone else is white. TarrynBilete (s. 114 og 115):Forklaring: fotoUngdomar som skal springe om kapp p? eit grasdekt omr?de. Word PowerPage 114:Standard: her: klassevote: stemmeexpensive: dyr--- 115 til 327xxx3 Task 11 _Answer the questions:_A. What things does Tarryn write about in her diary?B. What did the parents have to vote about?C. What was the outcome of the voting?D. Why doesn't Tarryn's mother like private schools?E. Why are there two black boys in her class?F. What does Tarryn's sister suffer from?G. What do you think Tarryn means when she writes: "I think it would be wrong to make anyone the only one in their class. Of anything."?xxx3 Task 12 What can you do in your class to welcome a new pupil? Write a short text.--- 116 til 327xxx2 G. The Reader of BooksLonger version on page 240Forfattaromtale (s. 117):_Roald Dahl_ (1916-1990), was born in Wales. Both his parents were Norwegian, but his father died when he was very young. Dahl was sent to boarding school in England and has written about this experience in _Boy - Tales of Childhood_. During World War II he was in the Royal Air Force. Although he has written several short stories for adults, he is more famous for his popular books for children, such as _George's Marvellous Medicine_, _James and the Giant Peach_, _The BFG_, _Matilda_ and _Charlie and the Chocolate Factory_. Many of his books have been made into films.Bilete:Forklaring: fotoForfattaren Roald Dahl. By the time she was _three_, Matilda had taught herself to read by studying newspapers and magazines that lay around the house. At the age of_four_, she could read fast and well and she naturally began hankering after books. The only book in the whole of this enlightened household was something called _Easy Cooking_ belonging to her mother, and when she had read this from cover to cover and had learnt all the recipes by heart, she decided she wanted something more interesting. "Daddy," she said, "do you think you could buy me a book?" "A _book_?" he said. "What do you want a flaming book for?" "To read, Daddy." "What's wrong with the telly, for heaven's sake? We've got a lovely telly with a twelve-inch screen and now you come asking for a book! You're getting spoiled, my girl!" Nearly every weekday afternoon Matilda was left alone in the house. Her brother (five years older than her) went to school. Her father went to work and her mother went out playing bingo in a town eight miles away. Mrs Wormwood was hooked on bingo and played it five afternoons a week. On the afternoon of the day when her father had refused to buy her a book, Matilda set out all by herself to walk to the public library in the village. When she arrived, she introduced herself to the librarian, Mrs Phelps. She asked if she might sit awhile and read a book. Mrs Phelps, slightly taken aback at the arrival of such a tiny girl unaccompanied by a parent, nevertheless told her she was very welcome.--- 117 til 327 "Where are the children's books please?" Matilda asked. "They're over there on those lower shelves," Mrs Phelps told her. "Would you like me to help you find a nice one with lots of pictures in it?" "No, thank you," Matilda said. "I'm sure I can manage." From then on, every afternoon, as soon as her mother had left for bingo, Matilda would toddle down to the library. The walk took only ten minutes and this allowed her two glorious hours sitting quietly by herself in a cosy corner devouring one book after another. When she had read every single children's book in the place, she started wandering round in search of something else. From _Matilda_ by Roald DahlBilete (s. 116):Forklaring: teikningMathilda i biblioteket saman med Mrs Phelps. Mathilda held i ei bok. Word PowerPage 116:hanker: lengte etterenlightened: opplysthousehold: her: heimrecipe: oppskriftby heart: utan?tflaming: ford?mdspoiled: bortskjemdbe hooked on: vere besett avlibrary: biblioteklibrarian: bibliotekarbe taken aback: bli forbausaPage 117:unaccompanied: utan f?lgjetoddle: stabbeglorious: str?landecorner: hj?rnedevour: slukewander: vandrein search of: p? jakt etterxxx3 Tasks13. A. Group the following words into four categories. You will find all of them in the longer version of the text on pages 240-242.sensitivelibrarywonderfuldaughterfatherrevoltinglibrarianextraordinaryreadsonbrilliantbookdisgustingbadmothersilly B. Explain the following words in English: adoration, sensitive, chatterbox, librarian, hanker after, recipe14. Choose one of the following tasks: A. Write a short summary or work with a partner and retell what happens in this story about Matilda. B. Write a short summary of another book by Roald Dahl which you have read.15. Answer the questions: A. Who are the characters in this story? Write down their names and a short description of each of them. B. In what way is Matilda different from other four-year olds?Bilete:Forklaring: fotoOmslaget til boka "Matilda" av Roald Dahl. --- 118 til 327xxx2 H. Witch Child _Witch Child_ is a story presented as a diary from the 17th century, written by Mary, the granddaughter of a woman accused of being a witch. Mary is herself called a witch or a witch child. At that time, hundreds of women were seen as witches by the Church. They were tortured into confessing their relationship with the Devil. One of the tests was to see if they floated in water. If they sank they were innocent, but then, of course, they were already dead by drowning; if they floated they were found guilty and burnt. The following passage is the first entry in Mary's journal._Entry 1 (early March? 1659)_ I am Mary. I am a witch. Or so some would call me. ‘Spawn of the Devil’, ‘Witch child’, they hiss in the street, although I know neither father nor mother. I know only my grandmother, Eliza Nuttall; Mother Nuttall to her neighbours. She brought me up from a baby. If she knew who my parents are, she has not told me. "Daughter of the Erl King and the Elfen Queen, that's who you are." We live in a small cottage on the very edge of the forest, Grandmother, me and her cat and my rabbit. Lived. Live there no more. Men came and dragged her away. Men in black coats and hats as tall as steeples. They skewered the cat on a pike, they smashed the rabbit's skull by hitting him against the wall. They said that these were not God's creatures but familiars, the Devil himself in disguise. They threw the mess of fur and flesh on to the midden and threatened to do the same to me, to her, if she did not confess her sins to them. They took her away then. She was locked in the keep for more than a week. First they ‘walked’ her, marching her up and down, up and down between them, for a day and a night until she could no longer hobble, her feet all bloody and swollen. She would not confess. So they set about to prove that she was a witch. They called a woman, a Witch Pricker, who stabbed her all over with long pins, probing for the spot that was numb, where no blood ran, the place where the familiars fed.--- 119 til 327The men watched as the woman did this and my grandmother was forced to stand before their gloating eyes, a naked old lady, deprived of modesty, dignity, the blood streaming down her withered body, and still she would not confess. They decided to float her. They had plenty of evidence against her, you see. Plenty. All week folk had been coming to them with accusations. How she had overlooked them, bringing sickness to their livestock and families; how she had used magic, sticking pins in wax figures to bring affliction; how she transformed herself and roamed the country for miles around as a great hare, how she did this by the use of ointment made from melted corpse fat. They questioned me. Demanding, "Is this so?" She slept in the bed next to me every night. How do I know where she went when sleep took her? It was all lies. Nonsense and lies. These people accusing her, they were our friends, our neighbours. They had gone to her for help with beasts and children, sick or injured, a wife nearing her time.--- 120 til 327For she had the skill, in herbs, potions, in her hands, but the power came from in her, not from the Devil. The people trusted her, or they had until now, they had wanted her presence. Birth or death, my grandmother was asked to be there to assist in the passage from one world to the next. They were all there for the swimming, standing both sides of the river, lining the bridge, staring down at the place, a wide pool where the water shows black and deep. The men in tall hats dragged my grandmother from the stinking hole where they had been keeping her. They cross bound her, tying her right toe to her left thumb, and vice versa, making sure the cords were thin and taut. Then they threw her in. The crowd watched in silence, the only sound the shuffle of many feet edging forwards to see what she would do. "She floats!" The chant started with just one person remarking, in a quiet voice almost of wonder, then it spread from one to another, until all were shouting with one voice, like some monstrous howling thing. The float was a sure proof of guilt. They hooked her, pulling her back to shore like a bundle of old washing. They did not want her drowning, because that would deprive the people of hanging. Celia ReesBilete. 2:1. (s. 119): Forklaring: m?leri. Eit rom med ei gruppe menneske. Ei kvinne som er mistenkt for ? vere heks vert unders?kt. Dei har byrja ? kle av ho p? overkroppen. Til h?gre i biletet ligg ein medvitslaus mann i fanget til ei kvinne som ser ut til ? svime av. Bilettekst: Thompkins Harrison Matteson: Examination of a Witch (1853).2. (s. 120): Forklaring: teikning. Ei naken kvinne med hender og f?ter bundne saman som flyt p? vatnet. Nede til h?gre har ei kvinne sokke og me ser berre dei samanbundne hendene og f?tene. Word PowerPage 118:confess: tilst?float: flyteinnocent: uskuldigjournal: dagbokspawn: yngelhiss: freseErl King: alvekongeElfen Queen: alvedronningedge: utkantrabbit: kaninsteeple: kyrkjet?rnskewer: spiddepike: her: spiss stongskull: hovudskallecreature: skapningfamiliar: her: tenande vond ?nddisguise: forkledningmess: s?lfur: skinnflesh: kj?ttmidden: s?ppelhaugsin: syndkeep: borgt?rnhobble: halte, stavre segswollen: hovenWitch Pricker: person som stakk n?ler i hekser: pin: n?lprobe: unders?kjenumb: nomenPage 119:gloating: triumferandedeprive: fr? r?vemodesty: beskjedenheitdignity: verdigheitwithered: vissenaccusation: skuldinglivestock: buskapaffliction: plagetransform: forvandleroam: streife omkringointment: salvecorpse: likbeast: husdyrherb: urtPage 120:potion: styrkjedrykkpresence: n?rv?rpassage: reiseline: stille oppcross bind: binde diagonaltcord: tautaut: stramtshuffle: subbingchant: tilropmonstrous: uhyrleghowling: hylandeguilt: skuldbundle: bylt--- 121 til 327xxx3 Task 16 Join the different halves of these sentences. Merknad: Skriv eit tal fr? den andre lista mellom hakeparentesane etter kvar halvsetning i den f?rste lista.A. If she knew who my parents are, []B. She was locked in the keep []C. So they set about to prove []D. All week folk had been coming []E. How do I know []F. These people accusing her, []G. The men in tall hats dragged my grandmother from the stinking hole []H. The float was []1. that she was a witch.2. they were our friends, our neighbours.3. to them with accusations.4. for more than a week.5. where they had been keeping her.6. she has not told me.7. a sure proof of guilt.8. where she went when sleep took her?xxx3 Tasks17. A. Pick out from the text ten words that have to do with witchcraft and translate them. B. Write five sentences describing what they did to Mary's grandmother. C. Write down two sentences that you particularly like. Tell a partner why you liked them.18. Find information on the Internet about witch hunting in the 17th century. Write a short information text and read it to your class. Here are some questions to help you. A. Why were women accused of being witches? B. Who accused them? C. How did they try to prove they were witches? D. How long did witch hunting go on? E. Were women in Norway accused of being witches? F. How many women were burnt?Bilete:Forklaring: fotoOmslaget til boka "Witch Child" av Celia Rees. --- 122 til 327xxx2 Focus on Languagexxx3 The present simple and the present continuous Here are three extracts from texts in this chapter - all written in _the present simple tense_ (vanleg presens). I think it is outrageous the way police treat punks! I know I look very different from other so-called ordinary people but I always behave in an orderly manner. Tarryn is a white South African girl. Like any other young girl, she uses her diary to write about the ups and downs of her life. She writes about the problems of growing up, and of having a sister with Down's syndrome. I am a witch. Or so some would call me. ‘Spawn of the Devil’, ‘Witch child’, they hiss in the street, although I know neither father nor mother. I know only my grandmother, Eliza Nuttall; Mother Nuttall to her neighbours. She brought me up from a baby. If she knew who my parents are, she has not told me. "Daughter of the Erl King and the Elfen Queen, that's who you are." Here are some sentences written in _the present continuous_ (presens samtidsform). "Listen! I am talking to you." "While I am talking, I want you to be quiet." "How are you getting on?" "I am doing fine, thank you." He is still waiting for the bus.--- 123 til 327xxx4 Task L1 Choose two of the above extracts from this chapter and write down the verbs in the text that occur in the present simple tense.xxx4 Task L2 When do we use the present simple tense in English? If you need help you may look at pages 290-291.xxx4 Task L3 Read the sentences written in the present continuous. Try to work out a rule about when this form of the verb is used. If you need help you may look at pages 290-291.xxx4 Task L4 Translate these sentences into English. Remember to use the correct form (present simple or present continuous).A. Mor mi bruker sjeldan briller, men no n?r ho les, bruker ho dei.B. Eg tek vanlegvis bussen heim, men i dag g?r eg.C. Ho held p? ? skrive eit brev.D. Eg snakkar til deg. H?yrer du etter?E. Dei speler fotball kvar torsdag.F. Han er ikkje heime; han speler fotball.G. Matilda er berre tre ?r, men ho g?r p? biblioteket for ? lese kvar dag.H. Mora speler bingo heile tida.I. Akkurat no les ho ein bok for vaksne.xxx4 Task L5 Fill in the correct present forms of the verbs.A. They .... (work) hard to get good marks at school.B. Harry .... (be) in his room. He .... (do) his homework for tomorrow.C. Judy .... (travel) a lot. At the moment she .... (travel) in Europe.D. What .... you .... (do)? I .... (wait) for you.E. It .... (rain) a lot in Bergen, but it .... (not - rain) at the moment.F. What .... you .... (do) on Wednesdays? I .... (play) tennis.G. I .... (live) in London, but at the moment I .... (stay) in Portsmouth.H. She .... (love) Christmas. She .... (look) forward to it this year too.xxx4 Task L6 Look at some of the texts in this book and try to find examples of the present continuous. Write them down and try to explain why this form is used.--- 124 til 327xxx2 Focus on Writingxxx3 Articles and Letters to the EditorBilete:Forklaring: teikningEi karikert teikning av ein smilande gut med med store briller som held ein fyllepenn i handa. Attmed han er ein stor svart flekk som ser ut som blekk. Articles in magazines and Letters to the Editor often try to persuade people of a point of view. This type of writing needs to be carefully thought through._Planning your writing:_ Think about what you are going to write.-- Make a list of points.-- Write down some rough notes for each point.-- Work out what order you are going to put your points in.-- Start a new paragraph for each point.-- One paragraph should lead into the next.-- Use connectors to link the paragraphs together (e.g. although, even though, instead, however, nevertheless, on the other hand, etc.).--- 125 til 327 When you write a magazine article or Letter to the Editor, you want to "sell" your point of view. Here are some ideas to help you persuade the reader:-- Use exaggeration.-- Make your point seem to be a fact that everyone knows.-- Do not attack your readers.-- Make your writing personal by using _we, us_ and _our_; that way your readers feel you are including them.-- Repeat your main point at the end.xxx4 Task L7 Write a story about a person who is different in a nice, eccentric way. Maybe _Matilda_ or the poem _Sergeant Brown's Parrot_ can give you some ideas.xxx4 Task L8 Write a Letter to the Editor or a magazine article about bullying at your school. Try to base your opinion on facts.xxx4 Task L9 Write a Letter to the Editor or a magazine article about a group of people who you think are not treated as they should be. This could be about a group of people at your school, at the place where you live, or it could be in Norway in general.xxx4 Task L10 Write a factual text about witches and witch-hunting in the 17th century. You will find material on the Internet or in books on the topic. Use the points listed in Task 18 to help your search for information._Questions to ask yourself:_1. Have I gained a better understanding of what it might be like to be different?2. Am I prejudiced against other people? Why?3. In what ways can I see difference as something positive?4. How well can I cope with the use of the present simple and the present continuous when I write?5. What do I know about writing Letters to the Editor or magazine articles?--- 126 til 327xxx1 Chapter 6: From The Sixties The sixties were an amazing time. It was a decade when young people wanted to change everything: politics, fashion, music and, most of all, attitudes. Here are six events. Which of them do you think took place in the 1960s?-- The first electric toothbrush is marketed.-- Tights go on sale for the first time.-- The end of World War II.-- The 18th Summer Olympics are held in Tokyo.-- The Cuban missile crisis.-- The first Barbie doll was produced.--- 127 til 327 In this chapter we will focus on learning:-- about events and famous people in the 1960s-- about fashion, music and films of the sixties-- why the hippie movement was born-- to discuss specific topics-- the use of _who, which_ and _that_ (relative pronouns)-- about project workBilete (s. 126):Forklaring: foto60-tals bandet Buffalo Springfield med fem medlemer. Dei st?r intil ein murvegg med bandnamnet p?. --- 128 til 327xxx2 A. Historic Events 1960-69Word Powercaption: bilettekstaward: tildele (ein pris)drill: borexxx3 Task 1 Work together in groups. Write down in your rough book the sentences explaining the pictures (the captions) from these two pages. Match the years listed in the box with the events. You will find most of the information in this chapter, but you might also need an encyclopaedia, use the Internet - or be good at guessing.Years:1964196519611966196919621968Bilete. 7 fotografiar:1: Forklaring: Berlinmuren. Bilettekst: The Berlin Wall is built2: Bilettekst: Dr. Martin Luther King, Jr. is awarded the Nobel Peace Prize.3: Forklaring: Skodespelaren Julie Andrews Bilettekst: The Sound of Music.4: Forklaring: Marilyn Monroe. Luft fr? eit ventilasjonsuttak bl?s i skj?rtet hennar. Bilettekst: Marilyn Monroe is found dead--- 129 til 3275: Forklaring: Mann p? m?nen. Bilettekst: The first man on the Moon.6: Forklaring: Oljeplattform. Bilettekst: The first oil well was drilled in the North Sea.7: Bilettekst: Student demonstrations across Europe.--- 130 til 327xxx2 B. Growing up in the 1960sLonger version on page 242 In the sixties, Pip Hardy was a teenager in San Francisco. When she looks back, there is a lot to remember. 1963 was the year that John F. Kennedy was killed. I was just ten, but I remember my teacher coming into the classroom and we could see that she had been crying. She told us that the president had been shot. It was an event which changed the world. In 1965 I was twelve years old. To celebrate my birthday that year my family and I went to see _The Sound of Music_, with Julie Andrews. She became my heroine. The Vietnam War was important in the sixties. Some of my friends and relatives were sent to fight. Others were objecting. The hippies spoke of free love as an end to war. The place where the hippies gathered was not far from where I lived.--- 131 til 327 I loved to drive through the area and see the Flower Children, a mixture of people with high ideals, protesting against the Vietnam War, and other people who just wanted to drop out. The generation gap widened as young people demanded to "do their own thing". Fashions changed. Carnaby Street and Kings Road in London were the centres of fashion. Young people let their hair grow and wore clothes their grandparents might have worn. We wore skirts above the knee or dresses down to the ground. Laura Ashley started printing fabric on her kitchen table and got rich. Bob Dylan and Joan Baez (and many others) sang songs of protest and of hope. "The Times They are A-Changing ..." sang Bob - and they certainly were. We thought the older generation had screwed up and that we could do it better, by ending war, saying that there was more to life than money, growing our own food and loving one another. In 1969, the Americans landed a man on the moon. It was the end of a period with enormous changes in ideals and lifestyles. It would be good to think that some of the hopes we had were still alive.Bilete (s. 130):Forklaring: fotoEin hippie med stort raudt h?r. Han sit p? bakken i skreddarstilling. Word PowerPage 130:heroine: heltinneobject: protestere, nektegather: samle (seg)Page 131:drop out: hoppe avgeneration gap: generasjonskl?ftwiden: utvide segfabric: t?y, stoffa-changing: i endringscrew up: rote til, ?ydeleggjeland: her: plassere, landsetjepollution: ureiningxxx3 Task 2 Choose one of the following tasks:A. Interview someone who was a teenager in the sixties. What did they do in their spare time? Did they do anything that shocked their parents? Does he or she remember any special event from the 1960s? What happened?B. Interview an adult, for example one of your parents or grandparents, about his/her childhood. Ask him or her what games they played, what clothes they wore, what they listened to on the radio or watched on TV. You may also want to add questions about traffic, pollution or crime at that time.xxx3 Task 3 Choose one of the following tasks:A. Compare this version with the longer version on page 242. What are the main differences?B. Write down five words from the longer version that you do not find in the shorter one. Use each word in a sentence.--- 132 til 327xxx2 C. Fashion What does "fashion" mean to you? Clothes presented in Paris or London by famous designers? Jeans, shirts and jackets that you find in glossy magazines? The type of clothes worn by the pupils at your school? "Teenage fashion" became an expression in the 1950s. For the first time teenagers had money of their own - and they wanted to spend it. The designers started to create clothes for the young generation. In the sixties, Carnaby Street in London became the fashion centre of Europe and the world. One of the most popular designers was Mary Quant. She designed inexpensive, brightly-coloured, simple clothes which were hits with British youth. The girls wore mini-dresses or skinny rib jumpers and miniskirts. They had coloured tights and clothes and shoes made of plastic. The boys bought cheap, colourful clothes or more expensive suede jackets and tweed trousers in the new boutiques. New cosmetics were made especially for teenage girls who started to use pale pink or white lipstick and heavy eye make-up.Bilete:Forklaring: fotoSvartkvitt bilete av eit ungt par som kjem ut av ein kledebutikk. Jenta har p? seg miniskj?rt. Bilettekst: "Fashion is for the time you're living in, not for your age. You should wear clothes that are right for your day." Mary Quant, the inventor of the miniskirt.Word Powerinventor: oppfinnarglossy: skinande, blank, kul?rtexpression: uttrykkcreate: skape, lageinexpensive: billigskinny: smal, trongrib jumper: ribbestrikka gensertights: str?mpebuksesuede: semska skinnpale: bleikxxx3 Task 4 Work in groups. Choose one of the following tasks:A. Discuss the latest fashion at your school. Hairstyle? Clothes?B. Discuss what is "in" and what is "out" in clothing. Write a list and compare with the other group members.--- 133 til 327xxx2 D. The First Supermodel Twiggy was the first of what we today call "supermodels". Her real name was Leslie Hornby, but she was called Twiggy because of her slim, boyish figure. In 1966, when she was only 17, the English newspaper _The Daily Express_ named her "The face of '66". She travelled to Paris, New York, Tokyo, and for the next four years she was one of the most famous women in the world. You could see her picture everywhere, and young girls tried to copy her in every way: haircut, figure and clothes.Bilete:Forklaring: fotoSvartkvitt bilete av den f?rste supermodellen Twiggy. Word Powertwig: kvistslim: tynn, slankboyish: guteaktigxxx3 Task 5 Discuss the following questions as a class or in groups: How do you prefer to dress? What clothes do you wear to feel good? What is most important to you in choosing clothes? Cost? Colour? Comfort? Design? Material?xxx2 E. Young Talkxxx3 Task 6Worksheet, Listen Listen to some young people talking about the 1960s. Your teacher will give you a worksheet.Bilete:Forklaring: fotoEi gruppe hippier utand?rs. Fremst sit ei kvinne med ein mann i armane lent inntil eit tre. Mannen spelar fl?yte. --- 134 til 327xxx2 F. Pop Music In the 1950s there was "rock 'n' roll". Singers like Bill Haley, Fats Domino, Little Richard and above all Elvis Presley created for the first time in history a style of music that was just for the young generation. In the 1960s pop music changed. In Britain, the singer Cliff Richard and groups like The Who, The Rolling Stones and The Beatles dominated the charts. The Beatles were the most popular group. They played a mixture of rock and pop and the newspapers called them "The Fab' Four". The Beatles' first single _Love Me Do_ in 1962 became a minor hit in the UK but reached the top of the singles chart in the USA 18 months later. In January 1963 they had their national debut on TV and in March their first LP _Please Please Me_ was released. Beatlemania had started. The music of The Rolling Stones and The Beatles travelled to America and all over the world. For the first time British pop music was important abroad. In America the producer Berry Gordy started a new record label - Motown. Some of the stars on the Motown label were Diana Ross and The Supremes, Stevie Wonder and The Jackson Five (including the youngest of the Jackson brothers, Michael). During the late sixties another group of singers and songwriters who mixed pop and folk music became popular in America. Bob Dylan was the most famous, but there were lots of others too - like Joan Baez and Simon and Garfunkel.Bilete:Forklaring: fotoBandet The Jackson Five. Word Powerchart: hitlistefab' = fabulous: fantastiskminor: litenrelease: gi ut ei plateproducer: produsentrecord label: platemerkexxx3 Tasks7. Work in groups. Choose one of the following tasks: A. Each group member describes the music he/she usually listens to. B. Discuss one of the following questions: -- Why do many Norwegians sing in English? -- What makes you buy a new CD? Advertising? Trends? A TV programme? The music chart?8. Choose one of the singers or groups mentioned in the text above. Use the Internet or an encyclopaedia to find out more about the person or the group. Give a mini-talk in class.--- 135 til 327xxx2 G. My Name's Bond, James Bond After World War II an Iron Curtain divided Europe in two. The Cold War began. In the sixties this war was at its height: in August 1961 the East German Government built the Berlin Wall. A year later there was a crisis between the USA and the Soviet Union about Cuba. The world needed someone who could put things right. In comes James Bond, British Secret Service agent with the code name 007 and with a licence to kill. Almost alone he fights communism and international terror organisations, and over and over again he saves the world. The first James Bond movie, _Dr No_, was one of the first spy films. These films became part of the Cold War. The British and American spies were the good guys and Russian, Cuban and Chinese communists were the bad guys. That is probably one of the reasons why the films became so popular. Since 1962 fans have flocked to see more than 20 James Bond films. No other series of movies comes close to this number.Bilete:Forklaring: fotoSean Connery som James Bond. _The James Bond movies of the sixties:_1962: Dr No1963: From Russia with Love1964: Goldfinger1965: Thunderball1967: You only live twice1969: On Her Majesty's Secret ServiceWord PowerIron Curtain: jernteppeheight: h?gdepunktput things right: ordne opplicence: l?yvegood guy: heltprobably: trulegpopulation: befolkningtopic: emnefancy: fiksgadget: p?funn, teknisk hjelpemiddelxxx3 Tasks9. A famous producer once said that about half the world's population has seen a James Bond movie or read a James Bond book - or probably both. A. Have you ever seen a James Bond film? Why / Why not? B. If you have seen one, what did you think of it?10. Work in groups and discuss one of the following topics: A. Why are the 007 films so popular? Are they more popular among girls or boys? Why? B. What kind of films do you usually watch? Tell the group about one of your favourite films.11. Work in groups and discuss one or more of these statements. -- There is too much violence in the Bond films. -- The women in the films are beautiful - but rather stupid. -- The films are unrealistic. There are too many fancy gadgets.--- 136 til 327xxx3 Task 12 It has been said that the American President is the most powerful man in the world, and that his office, the Oval Office in the White House, is where the fate of the world is decided. Read the text about President Kennedy and write a biography about him or another American president.xxx2 H. John F. Kennedy (1917-1963) In 1960 A young senator from Massachusetts was elected President of the US. His name was John Fitzgerald Kennedy. When he moved into the White House in January 1961, he made a memorable speech: "My fellow Americans: ask not what your country can do for you - ask what you can do for your country. My fellow citizens of the world: ask not what America will do for you, but what together we can do for the freedom of man." "Let's get this country moving again", Kennedy said and put hope and enthusiasm into the life of the younger generation. He called for new civil rights, sent Peace Corps to the aid of developing countries and wanted to put an end to the Cold War. But it was also Kennedy who in 1961 sent 100 "special forces" troops to Vietnam. In November 1963 President John F. Kennedy was killed in Dallas, Texas. He was the youngest man elected President; he was the youngest to die in office.Bilete:Forklaring: fotoJohn F. Kennedy. Word Powerpowerful: mektigthe Oval Office: det ovale kontoretfate: lagnadelect: veljememorable: minneverdigcivil right: borgarrettPeace Corps: fredskorpsaid: hjelpspecial force: spesialstyrketroop: troppin office: i embetetliving being: levande vesenspace: verdsromxxx2 I. Eagle Has Landed The moon is "only" 384,400 kilometres from the Earth. Probably because it shines at night, it has been given mysterious powers. It has been the symbol of romantic meetings in the moonlight - but it has also been said that there are more murders when there is a full moon than at other times. For years man could study the Moon from the Earth only, but then, in the late 1950s, the Russians and the Americans started to build satellites that could travel around the Earth. In 1957 the Russians sent the first living being into space. It was a dog called Laika. They wanted to see what happened to animals in space. The USSR was also the first nation to send a man into space. On April 12, 1961 Yury Gagarin travelled around the Earth once. The flight lasted 1 hour 48 minutes.--- 137 til 327 In the same year an American astronaut entered space, but his flight lasted only 15 minutes. During the 1960s the Americans and the Russians built bigger and faster rockets, and on July 20, 1969 a part of Apollo 11 "Eagle" landed on the Moon. Neil Armstrong was the first astronaut to go down the ladder. Before he took the last step he said the words which are now famous: "That's one small step for man, one giant leap for mankind." Then he stepped onto the Moon. The three astronauts all returned safely to the Earth and were received by the US President. When they came to New York some days later, there was a big parade and most New Yorkers came into the streets to welcome them home. By 1970 the American space programme had cost 24,000,000,000 dollars.Bilete:Forklaring: fotoNeil Armstrong p? m?nen. Word PowerPage 137:astronaut: a person who travels in a space shipladder: stigeleap: hopp, sprangmankind: menneskeslekta, menneskareceive: mottaexplore: utforskeexploration: utforskingxxx3 Tasks13. Work in groups. Discuss one or two of these questions: A. Why do you think the Soviet Union and the USA wanted to explore space? B. Why was it important for the two superpowers to be the first to land a man on the Moon? C. Do you think a nation should spend so much money on a space programme? Why / why not?14. Try to find out more about space exploration. Write a text or give a mini-talk in class about an astronaut, a special space flight or about space in general.--- 138 til 327xxx2 J. Protests In the USA racial injustice and the war in Vietnam were the two great reasons for protest in the 1960s. There were numerous marches, strikes, and violent confrontations with the police. The most well-known of the black leaders was Dr. Martin Luther King, Jr. He believed in a non-violent confrontation with the authorities and convinced President Kennedy to push for laws to end discrimination.Bilete:Forklaring: fotoMartin Luther King Jr. xxx2 K. Martin Luther King, Jr. On Thursday, April 4, 1968, just after six o'clock in the evening, Dr. Martin Luther King, Jr., stepped out onto the balcony in front of his room on the second floor of a hotel in Memphis, Tennessee. He was late for a dinner. The evening before, he had delivered an unusual speech at the Mason Street Temple in Memphis. The meeting was to prepare black workers on strike, and their supporters, for a march the following day. Dr. King talked of threats on his life. Then he paused. He seemed to realize that he was making the crowd nervous. He started again: "But it really doesn't matter to me now," he said. "Because I've been to the mountain top! Like anybody I would like to live ... a long life... But I'm not concerned about that now ... I've seen the Promised Land! I may not get there with you, but I want you to know, tonight, that we as a people will get to the Promised Land." The next night, as he was moving along the balcony, a crack split the air, and Dr. King fell to the floor of the balcony. The bullet had hit him with such force that it had knocked him flat on his back. All around the courtyard people stood screaming and moaning. Someone called for an ambulance. Someone else called the police. A local radio station cut into its programme with a special bulletin, "Dr. Martin Luther King, Jr. has been shot." A few hours later Martin Luther King died in hospital. Martin Luther King became famous for his non-violent struggle for African American rights and in the 1960s this struggle was at its height. He was a minister in the Baptist Church and knew how to make people listen.--- 139 til 327 The most important way Dr. King fought for what he believed to be right, was by giving speeches. Here is a part of Martin Luther King's most famous speech _I have a Dream_ delivered on August 28, 1963.xxx3 I have a dream I say to you today, my friends, that in spite of the difficulties and frustrations of the moment I still have a dream. It is a dream deeply rooted in the American dream. I have a dream that one day this nation will rise up and live out the true meaning of its creed: ‘We hold these truths to be self-evident, that all men are created equal.’ I have a dream that one day on the red hills of Georgia, the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood. I have a dream that one day even the state of Mississippi, a desert state sweltering in the heat of injustice and oppression, will be transformed into an oasis of freedom and justice. I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character. I have a dream today. I have a dream that one day in the state of Alabama ... little black boys and black girls will be able to join hands with little white boys and white girls and walk together as sisters and brothers. I have a dream today.Word PowerPage 138:injustice: urettferdnumerous: tallausconfrontation: samanst?ytnon-violent: ikkjevaldelegauthority: myndigheitconvince: overtydedeliver a speech: halde talethreat: trugsm?lcrowd: menneskemengdbe concerned about: vere oppteken avthe Promised Land: det lova landetcrack: smellsplit: splitte, delecourtyard: (gards)plassmoan: klage, jamrebulletin: meldingstruggle: kampminister: prestPage 139:in spite of: trass ifrustration: frustrasjonrooted: med r?ter icreed: tru, overtydningself-evident: sj?lvsagtequal: likformer: tidlegarebrotherhood: brorskapdesert: ?rkenswelter: lide i varmenoppression:undertrykkingtransform: endrejudge: d?mmeskin: hudcontent: innhaldxxx3 Task 15 Choose one of the following tasks:A. What do you think about this speech? What makes it a speech and not a story? Explain.B. Translate the last part of the speech, from "I have a dream that my four little children", into Norwegian. What do you think about the Norwegian text compared to the English one?C. Find out more about Martin Luther King.--- 140 til 327xxx2 L. The Vietnam War When the Vietnam War started, there had not been a war on the North American continent since the battles between the federal soldiers and the Native Americans. The Americans had fought in Europe, in Asia and in the Pacific, but at home no houses had been bombed, no tanks had fired shots and no one had been killed. The average age of the US soldiers who fought in Vietnam was 19 (in World War II it had been 26). The soldiers were boys when they left. They returned as veterans - with memories of death and violence. But it was difficult to adapt to normal life. Many of them did not return._Vietnam War Statistics_-- 2,600,000 American soldiers served in the war-- 58,135 soldiers were killed-- 35,000 US civilians killed in Vietnam (non-combat deaths)-- 2,500 missing in action-- 303,616 wounded-- 33,000 paralyzed as a result of injuries-- 111,000 veterans have died from "war-related" problems since returning to the US (at least 60,000 are suicides)Bilete:Forklaring: fotoFr? Vietnamkrigen 1968: Helikopter i lufta i S?r-Vietnam. U.S. Marines CH-46 helikopter f?rebur landing for ? plukke opp last med forsyningar. --- 141 til 327xxx3 Welcome Home, Soldier(18 Hours and we were home)by Ed BlancoLonger version on page 244 We landed in California on November 3, 1968. As we landed every soldier on the plane cheered. We had been traveling together since leaving Vietnam eighteen hours earlier. Then we shook hands, wished each other luck, and walked off in different directions. I went looking for a bar to have a beer and call home. I became aware of the way some civilians were looking at me. It must be the uniform. Their stares made me uncomfortable. A beer would help. But first I had to call Brooklyn and let my family know I was back. I found a bar. The place was empty except for a middle-aged man. I glanced at the bartender. He was watching me. It's the uniform again, I thought. I phoned home. My eighteen-year-old sister answered. When I told her it was me she was happy to hear I was safe in California. She wanted to know when I would get to New York so she could invite family and friends over to the house, and give me a homecoming party. I told her I didn't want that, at least not for a few days. She sounded disappointed but said she understood. After the call, I looked forward to a cold beer. I picked up my bag and walked over to the bar where the bartender was waiting for me as if he expected trouble. I ordered a beer. "I'm sorry soldier," the bartender said, "I need to see some ID. You have to be 21 to drink in California. I'm sorry, but it's the law." I was smaller than the bartender and no threat to him, but he was nervous asking me for ID. I remember thinking that he was joking and thought he might start laughing at any moment and offer me a cold beer on the house. I waited for him to laugh, to tell me he was joking. The place was empty except for the middle-aged man who sat a few seats away. This man and I looked at each other. "He's kidding, right?" I asked. I turned to the bartender and repeated my question, "You're kidding, right?" "It's the law in California," he said. "I'm sorry. I don't like it, but it's the law. Soldiers come in here all the time and I have to ask for IDs.--- 142 til 327I don't like it, but if you're under twenty-one and I serve you alcohol I can lose my job." He was very serious. He wasn't going to sell me a beer unless I could prove I was twenty-one, which I wasn't. I wasn't sure how to take this. Couldn't he see I just came from Nam? At first I was more embarrassed than angry. Then I thought that this was very funny. I began to laugh. The bartender started shaking his head, worried perhaps that I was about to do something crazy. It was embarrassing, sad, absurd and funny all at the same time. There I stood in my uniform, a veteran just back from the war, wearing medals on my chest, boots on my feet, an enemy shell fragment in my jaw, a cap on my head. I looked like a war hero if ever there was one, but to the State of California and this bartender I was too young to buy a beer. This meant only one thing: I was back in the real world. The war was back there somewhere, with its own terrible rules. Good-bye to all that. The war was over for me. I now had to live by another set of rules. In the real world they had rules about who could drink beer. I wasn't quite ready for these new rules. It was too soon, too sudden. Eighteen hours was not enough time. I was thirsty. I wanted my beer.--- 143 til 327 My laughter died. The bartender was much bigger than me but I didn't give a damn. My uniform was my ID. I wanted my beer. The bartender was still talking about the laws of California as he took a beer bottle from the fridge behind the bar and brought it to the other man. I decided I would go back there and take a beer from the fridge myself. I would tell the bartender so he wouldn't think I was coming after him. I didn't want any trouble with him. I would tell him that I was going behind the bar to get a beer and since he wasn't serving me he shouldn't worry about losing his job. But he shouldn't try and stop me. All I wanted was a beer. I thought about how the bartender might react. My first day back and I was already getting into a fight. Before I said a word, the other man took the beer bottle the bartender had just given him and pushed it across the bar top toward me. "Welcome home, soldier," said the stranger. "The beer's on me." (Adapted)Bilete (s. 142):Forklaring: fotoSvartkvitt bilete av ei gruppe menneske som held opp eit banner med p?skrifta Welcome home. Fleire har med seg det amerikanske flagget. Word PowerPage 140:continent: kontinent, verdsdelfederal: regjerings-memory: minneadapt: tilpasse segserve: tenestegjerenon-combat: ikkje i kampmissing in action: forsvinne under kampwound: s?reparalyze: lammeinjury: skadewar-related: knytte til krigsuicide: sj?lvmordPage 141:cheer: rope hurraaware of: merksam p?stare: blikkuncomfortable: ubehagelegsafe: trygghomecoming: velkommen-heim-disappointed: skuffaexpect: venteID: identitetskortthreat: trugsm?lon the house: der huset betalerkid: tulle, vere morosamrepeat: ta oppattPage 142:embarrassed: ille vedchest: brystkasseshell fragment: granatsplintjaw: kjevesudden: fortPage 143:give a damn: gi blaffenfridge: kj?leskapworry: bekymre segon me: p? mi rekning, eg betalerinvolved in: innblanda iself-appointed: sj?lvutnemndxxx3 Tasks16. Answer the questions. A. Why do you think the soldiers on the plane cheered when they landed? B. Why do you think the I-person did not want a homecoming party? C. Why was the bartender nervous about asking the soldier for his ID? D. Why does the I-person see the situation in the bar as "embarrassing, sad, absurd and funny"? E. Why does he think he has the right to be served a beer even if he is under age? F. How is the difficult situation solved?17. Choose one of the following tasks: A. Use an encyclopaedia or the Internet and try to answer these questions: Why did the Vietnam War start? Why did the USA get involved in a war in Asia? How did the war end? B. Use the Internet and write a timeline of the Vietnam War.18. Since the end of the Vietnam War in 1973, the USA has been involved in many wars all over the world. Some people say that Americans behave as the "Self-appointed policemen of the world". Discuss this statement in groups or as a class.--- 144 til 327xxx2 M. Flower Power In the middle of the sixties a new group of young people appeared, the hippies. The idea started in California as a protest against the materialism of modern society and also against the Vietnam War. The hippies talked about peace and love, wore necklaces of coloured beads, decorated cars and houses in lots of colours and gave flowers to the police and to surprised strangers on the street. Through his song _San Francisco_ Scott McKenzie told the whole world what was going on:_San Francisco_If you're going to San FranciscoBe sure to wear some flowers in your hairIf you're going to San FranciscoYou're gonna meet some gentle people thereFor those who come to San FranciscoSummertime will be a love-in thereIn the streets of San FranciscoGentle people with flowers in their hairAll across the nation such a strange vibrationPeople in motionThere's a whole generation with a new explanationPeople in motion people in motionFor those who come to San FranciscoBe sure to wear some flowers in your hairIf you come to San FranciscoSummertime will be a love-in thereIf you come to San FranciscoSummertime will be a love-in thereIt was, however, the great folk singers Bob Dylan and Joan Baez who touched millions of people with their protest songs against war and violence. In 1962 Bob Dylan wrote the song _Flowin' in the wind_, which has become one of the most popular anti-war songs in the world._Did you know that_The name _Hippie_ comes from the fact that drug-takers in Asia and the Far East used to lie on one hip while smoking opium?Word PowerPage 144:society: samfunnnecklace: halsbandbead: glas-/treperlegentle: blid, mildvibration: vibrasjonmotion: r?rsletouch: r?redrug: narkotikaxxx3 Task 19 The hippies smoked marijuana and took powerful drugs like LSD.A. Make a list of the drugs you know about.B. Two of the most widely-used drugs are alcohol and nicotine. Work in groups and discuss whether alcohol and cigarettes should be banned.--- 145 til 327xxx2 N. Peace, Music and Hair The late sixties was the time when rock festivals became popular. Young Americans who protested against the war in Vietnam and violence in the world, often expressed themselves through their music. In August 1969, the largest rock festival ever held took place on a farm in New York State. It was called "The Woodstock Music and Art Fair". More than 450,000 young people, most of them hippies, gathered for a weekend of peace, music and love. Three days - not three hours - of music with the most popular singers and groups in America. Today Woodstock is seen as one of the most important events in modern music history. The hippies wore simple clothes and they grew their hair very long. This was all part of their protest. It also became the background for Gerome Ragni and James Rado's rock musical _Hair_. In one of the songs the singer describes the hair he wants:Hair, hair, hair, hair, hair, hair, hairFlow it, show itLong as God can grow itMy hairLet it fly in the breezeAnd get caught in the treesGive a home to the fleas in my hairA home for fleasA hive for beesA nest for birdsThere ain't no wordsFor the beauty, the splendor,The wonder of my ...Hair, hair, hair, hair, hair, hair, hairBilete:Forklaring: fotoFr? Woodstockfestivalen. Eit band p? scena og eit stort folkehav av publikum. Word Powerflow: la flyteflea: loppehive: bikubesplendor: prakt, glanswonder: underxxx3 Tasks20. The hippies' long hair was part of their protest against government, parents and all kinds of authorities. How do young people today show their protest? Write a short text or discuss as a class or in groups.21. Rent or borrow the movie version of _Hair_. Write a review.--- 146 til 327xxx2 Focus on Languagexxx3 Relative pronounsxxx4 Task L1 Here are some sentences from chapter 3. How many different relative pronouns can you find? If you need help, look at pages 304-305A. Is "fashion" jeans, shirts and jackets that you find in glossy magazines?B. She designed simple clothes which were hits with British youth.C. He wasn't going to sell me a beer unless I could prove I was twenty-one, which I wasn't.D. Did they do anything that shocked their parents?E. The world needed someone who could put things right.F. "You should wear clothes that are right for your day."G. Interview someone who was a teenager in the sixties.H. Bob Dylan wrote the song _Blowin' in the wind_, which has become one of the most popular anti-war songs in the world.xxx4 Task L2A. When do we use the relative pronoun _who_?B. When do we use the relative pronoun _which_?C. When do we use the relative pronoun _that?_xxx4 Task L3 Fill in the correct relative pronoun.A. Teenagers .... had money wanted to spend it.B. She designed simple clothes .... were hits with British youth.C. They wrote a song .... was called _Love Me Do_.D. James Bond is a British agent .... fights international terror.E. The Russians and the Americans started to build satellites .... could travel around the Earth.F. The Beatles, .... played a mixture of pop and rock, were the most popular group.G. Neil Armstrong said some words .... are now famous.H. The hippies, .... wore simple clothes, grew their hair very long.--- 147 til 327xxx4 Task L4 Write the sentences (L3) and underline the verb in each relative clause. Which word determines the form of the verb?xxx4 Task L5A. Fill in the relative pronoun and the correct present tense form of the verb in brackets in these sentences. 1. I have seen a James Bond film .... (describe) the Cold War. 2. Today my dad, .... usually (drive) his car to work, took the bus. 3. I prefer music .... (be) modern and good for dancing. 4. _Hair_ is a musical about the hippies .... (protest) against the Vietnam War. 5. Carnaby Street, .... (be) in London, became the fashion centre of Europe.B. In which of the sentences is it possible to use two different relative pronouns?xxx4 Task L6 Connect the two sentences with a relative pronoun. Here are two examples:-- Mary Quant is a designer. She invented the miniskirt. - Mary Quant is the designer who invented the miniskirt.-- Mary Quant lives in London. She invented the miniskirt. - Mary Quant, who lives in London, invented the miniskirt.A. Martin Luther King's most famous speech is _I had a dream_. It was delivered in 1963.B. Pip Hardy is an American. She now lives in England.C. Twiggy lives in England. She was a supermodel in the sixties.D. Neil Armstrong was the first man on the Moon. He is an AmericanE. Bob Dylan is an American folk singer. He wrote _Blowin' in the wind_.F. The Berlin Wall divided Berlin in two parts. It was built in 1961.--- 148 til 327xxx2 Focus on Writingxxx3 Project Work At school - and later at work - you will often be asked to do projects. Very often that means that you work in groups, but you can also do a project on your own. Here we will be dealing with group work at school._Planning the project_-- Plan your project carefully. Freedom to do your own project is not the same as freedom to do nothing.-- Very often you have a general topic, for example "The 1960s". The first thing you have to do, is to decide what you want to do a project on (for example music, fashion, hippies, the Vietnam War, etc.).-- All proposals from the group members are important and should be discussed.-- Time is important. How many lessons or weeks have you got?-- Where are you going to work? Do you have to stay at school or can you work at home, take a trip to a library, etc.?-- What are you going to do at school, and what are you going to do at home?-- How are you going to present your project? See below.-- What material or resources do you need, and where do you find them?-- How will you keep track of your progress? Writing a diary?-- If it has not been said, ask your teacher about how the project will be evaluated._Doing a project_-- You must agree in the group about who will be responsible for what.-- Make a timetable for how you are going to work. How many lessons should be used to get materials, for individual tasks, etc.? When are you going to get together the next time? Etc.-- Remember that your teacher has a supporting function. Ask him or her for help if necessary.--- 149 til 327_Presenting a project_ You will normally have many possibilities when it comes to presentation. Which is the best way to present the outcome of your work? Here are some ideas: Some ideas for presenting your work:-- posters for the classroom-- a Power Point presentation-- a dramatic performance-- a fashion show-- a mini musical-- a talk-- an interview-- a song contest-- a (music) magazine Here are some topics for project work from this chapter:-- Famous People in the Sixties-- Space Exploration-- The Vietnam War-- Fashion in the Sixties and/or Today-- Pop Music in the Sixties and/or Today-- The Hippies Some other writing tasks:xxx4 Task L7 Write a text about fashion. Choose one of the following tasks or decide for yourself what you want to write about.A. Do you follow fashion? Why / why not? Describe someone who is a "slave of fashion".B. Have you ever been to a fashion show? Describe it.xxx4 Task L8 Write a text about music. Choose one of the following tasks or decide for yourself what you want to write about.A. Write about what music you enjoy listening to and what music you really dislike. Give examples.B. Write about how important music is in your life and how much time you spend listening to music._Questions to ask yourself:_1. What new things have I learnt about the Sixties?2. What do I know about space exploration?3. What is a musical?4. Which version of the text _Growing Up in the 1960s_ did I read? Why?5. Do I know how to use relative pronouns?6. What have I learnt about project work?--- 150 til 327xxx1 Chapter 7: The Emerald Isle _The Emerald Isle_ means _The Green Island_ and is a nickname for Ireland. An emerald is a green precious stone and the Irish are of course proud of the nickname. What do you know about this island? Do you know that Ireland is the third largest island (after Greenland and Great Britain) in Europe? Do you know that Ireland is divided into two parts?--- 151 til 327 In this chapter we will focus on learning:-- about Irish history-- about the Irish language-- about Irish legends and myths-- about a special type of poetry-- how to use prepositions and adverbs-- how to write summaries and reportsBilete (s. 150):Forklaring: fotoIrland: Omr?det med gr?ne jorde, vekstar og nokre hus. Fremst beitar sauer. --- 152 til 327xxx2 A. Young Talkxxx3 Task 1Worksheet, Listen Listen to some young people talking about Ireland. Your teacher will give you a worksheet.xxx2 B. An Impression of Irelandxxx3 Task 2Listen Look at the photographs. The texts you will hear are numbered from 1 to 6. Write the letters in your rough book and put the correct number beside each letter.Bilete. 7 fotografiar:Forklaring: A: Murbygning med veggm?leri i Shankill Road i Belfast. Protestantisk graffiti som viser lojalitet til unionen. --- 153 til 327B: Bilete av mange stadskilt p? ei stong. P? skilta st?r nokre stadsnamn p? irsk og engelsk. Det st?r m.a.: Glencar 15 Carrauntoohil 6 Youth Hostel Gap of Dunloe 4 Kate kearney's cottage 3C: Skulptur med Jesus p? krossen. Andre menneske st?r under krossen. D: Ein mann med langt h?r og krullar. Teikning fr? 1700-?ra.E: B?lgjer som sl?r inn mot nokre h?ge klipper. F: Ei d?r med fine detaljar som er ramma inn i ei boge. I glaset over d?ra st?r det 46. --- 154 til 327xxx2 C. An Ghaeilge - The Irish Language Ireland has two official languages: Irish and English. Irish is a Celtic language. In the 19th century it was spoken by about 4 million people, mainly in the countryside. These were the people who suffered most during the famine in the 1840s. Thousands died or emigrated to the United States, and the language almost disappeared. Ireland also introduced a national school system where English was to be used. Children who spoke Irish were beaten or gagged. In the 20th century there was a movement to reestablish Irish. One of the slogans in this campaign was: ‘Gan teanga, gan tír’, which means ‘No language, no country’. This shows how important it is for people to be allowed to speak their own language in their own country. Today, all children in the Republic of Ireland have to learn Irish at school, but less than 75,000 people speak it every day. In 2005 Irish was officially recognised as a working language by the European Union. The following dialogue between two Irish children in the 1840s shows how strongly people feel when they are forced to speak a language which is not their own. ‘Talk’ here means language. "Con," said she. "Coming Sheila," said he. "I have no talk now," said she. "Why, what else have you, Sheila?" said he. "I have English," said she. "And sure English is talk Sheila," said he. "English, talk?" said she, amazed. "Sure if it was, people would understand it." Father Peter O'LearyBilete:Forklaring: fotoEit gamalt skriv med overskrifta Learn Irish Speak Irish Revive Irish. Nedst st?r det: Classes from 1952-3 session will shortly commence. Word Powercentury: hundre?rcountryside: landsbygdsuffer: lidefamine: hungersn?dgag: kneble, stoppe munnen p?reestablish: gjenoppretteslogan: slagordrecognise: godkjenneamazed: forbausaxxx3 Task 3A. How do you feel when you speak English compared with when you speak your own language? Write down your thoughts about this, then discuss how you feel, in class.B. Which minority languages are spoken in Norway?--- 155 til 327xxx2 D. Tri-Coloured Ribbon Music is a very important part of Irish life, and when people get together, they usually end up making music and singing. A fantastic number of folk songs have been written, many about battles against the English invaders. This ballad is about the Easter Rising in Dublin in 1916. The rebellion resulted in a certain freedom for Ireland. The tri-coloured ribbon represents the green, white and orange colours of the Irish flag.I had a true love if ever a girl had one,I had a true love, a brave lad was he.One fine Easter Monday with his gallant comrades,He started away for to make Ireland free.Chorus:For all around my hat I wear a tri-coloured ribbon,All around my hat until death comes to me.And if anybody is asking me why do I wear it,It's all for my own true love I never more will see.He whispered, "Good-Bye, love, Old Ireland is calling.High over Dublin our Tricolour fliesIn the streets of the city the foe man is fallingAnd wee birds are whistling: Old Ireland arise!"(Chorus)In praying and watching the dark hours passed overThe roar of the guns brought no message to me.I prayed for old Ireland, I prayed for my lover,That he may be safe and old Ireland be free.(Chorus)The struggle was ended, they brought me the story,The last whispered message he sent unto me,"I was true to my land, love; I fought for her glory,And gave up my life for to make Ireland free."(Chorus)Bilete:Forklaring: fotoSvartkvitt bilete av ei gruppe menneske som har t?rkle rundt munn og nase. Word Powerribbon: bandbattle: slaginvader: erobrarrebellion: oppr?rbrave: tapperlad: gutfoe man: fiendewee: litenwhistle: plystrepray: bestruggle: kampglory: ?rexxx3 Task 4A. What happens in the ballad? Retell the story in your own words.B. Present the story in 4-6 drawings.--- 156 til 327xxx2 E. Saint Patrick, the Patron Saint of Irelandxxx3 Task 5 What is a saint? If you do not know, look up the word in an encyclopaedia. Magonus sucatus patricius was born on a small farm on the west coast of Britain around the year 390. When he was sixteen he was captured and sold as a slave to Ireland. For many years he worked hard looking after animals in the mountains in County Antrim. In his loneliness he turned to God for help. All the time he wanted to go home to Britain, and after several years he managed to escape on a ship. But he could not settle, and thought God had called him to return to Ireland. He travelled to the Continent to educate himself. In 432 the Church decided to send Patrick to Ireland as a bishop. Here he was given a small plot of land to start a church. Ireland was not a Christian country at this time, and Patrick's task was to convert the Irish to Christianity. Saint Patrick baptised thousands of people during his lifetime. He travelled throughout Ireland teaching people about Christianity and spreading the gospel. There are many stories about Saint Patrick. One is that he drove out all types of snakes from the island. Serpents, or snakes, represented evil, and today there are no snakes of any kind in Ireland. Another story about Patrick concerns the shamrock plant. Today the three-leaved plant is the symbol of the Irish nation. Patrick is said to have used this to explain the idea of the Holy Trinity. The Irish celebrate St. Patrick's Day on March 17.Saint Patrick held the shamrockAloft for all to seeAnd said ‘Behold this symbolOf the Holy TrinityOf Father, Son and Holy GhostOne, yet one in three.’Bilete:Forklaring: fotoEi hand som vel ut ein trekl?ver som det st?r Happy St. Patrick's Day p?. Word PowerPatron Saint: vernehelgencapture: ta til fangeescape: unnsleppesettle: sl? seg til roeducate: utdanneplot of land: jordstykkeconvert: omvendebaptise: d?ypegospel: evangeliumserpent: slangeevil: vondskapconcern: gjeldeshamrock: trekl?verthe Holy Trinity: Den Heilage Treeiningaaloft: h?gt oppbehold: sj?the Holy Ghost: Den Heilage Ande--- 157 til 327Bilete:Forklaring: teikningEin helgen med lys kjortel, m?rk kappe, stor hovudpynt og ein h?g stav. I kvart hj?rne er ein trekl?ver. Til venstre st?r det St. Patrick's Day Greetings. Til h?gre st?r det Erin Go Bragh. xxx3 Task 6A. Find out the names of other famous saints and why they became saints. Write a short text about one of them.B. Does the Norwegian Church have saints? Why / why not?--- 158 til 327xxx2 F. The Selfish Giantby Oscar WildeForfattaromtale (s. 159): Oscar (Fingal O'Flahertie Wills) Wilde was born in Dublin in 1854. He studied in Dublin and Oxford and soon became widely known as a writer. In the early 1880s Wilde produced several essays, some unsuccessful historical plays and some successful fairy stories. From 1891 till 1895 he wrote some very popular comedies. In 1895 Wilde was arrested for homosexuality and sentenced to two years in prison with hard labour. After his release he spent the rest of his life in France and Italy. Oscar Wilde died in Paris in 1900.Bilete:Forklaring: fotoSvartkvitt portrettfotografi av Oscar Wilde. Longer version on page 247 Every afternoon the children used to play in the Giant's garden. It was a large garden, with soft green grass. Over the grass were beautiful flowers, and there were peach-trees that in the spring had pink blossoms, and in the autumn rich fruit. The birds sang so sweetly that the children used to stop their games to listen to them. "How happy we are here!" they cried to each other. One day the Giant came back. He had stayed with a friend for seven years. When he arrived he saw the children playing in the garden. "What are you doing here?" he cried in a gruff voice, and the children ran away. "My own garden is my own garden," said the Giant; "I will allow nobody to play in it but myself." So he built a high wall round it and put up a notice-board._Trespassers will be prosecuted_ He was a very selfish Giant. The children had nowhere to play. They used to wander round the walls, and talk about the beautiful garden inside. "How happy we were there!" they said to each other. Then the Spring came, and everywhere there were blossoms and little birds. Only in the garden of the Selfish Giant it was still winter. The birds did not sing in it as there were no children, and the trees forgot to blossom. The only people who were pleased were the Snow and the Frost. "Spring has forgotten this garden," they cried, "so we will live here all the year round." The Snow covered the grass with her white cloak, and the Frost painted all the trees silver. Then they invited the North Wind to stay. He roared all day about the garden. "This is a delightful spot," he said, "we must ask the Hail on a visit." So the Hail came. Every day he ran round the garden. He was dressed in grey, and his breath was like ice. "I cannot understand why the Spring is so late," said the Selfish Giant, as he sat and looked out at his cold, white garden; "I hope there will be a change in the weather."--- 159 til 327 But the Spring never came, nor the Summer. The Autumn gave fruit to every garden, but to the Giant's garden she gave none. "He is too selfish," she said. So it was always winter there, and the North Wind and the Hail, and the Frost, and the Snow danced through the trees. One morning the Giant was lying awake in bed when he heard some lovely music. It was only a little bird singing, but it was so long since he had heard a bird sing in his garden that it seemed to be the most beautiful music in the world. Then the Hail stopped dancing, and the North Wind stopped roaring. "I believe the Spring has come at last," said the Giant; and he jumped out of bed and looked out. What did he see? He saw a most wonderful sight. Through a hole in the wall the children had crept in, and they were sitting in the trees. And the trees were so glad to have the children back that they had covered themselves with blossoms. The birds were flying about singing, and the flowers were looking up through the green grass and laughing. It was a lovely scene, only in one corner it was still winter. In it was standing a little boy. He was so small that he could not reach up to the branches of the tree, and he was wandering round it, crying. The poor tree was still covered with frost and snow, and the North Wind was blowing above it. "Climb up! little boy," said the Tree, and it bent its branches down as low as it could; but the boy was too small.--- 160 til 327 The Giant's heart melted as he looked out. "How selfish I have been!" he said: "now I know why the Spring would not come here. I will put that poor little boy on the top of the tree, and then I will knock down the wall, and my garden shall be the children's playground for ever and ever." He was really sorry for what he had done. So he went out into the garden. But when the children saw him they were so frightened that they all ran away, and the garden became winter again. Only the little boy did not run for his eyes were so full of tears that he did not see the Giant. And the Giant took him in his hand, and put him into the tree. And the tree blossomed, and the birds sang, and the little boy flung his arms round the Giant's neck, and kissed him. And the other children came running back, and with them came the Spring. "It is your garden now, little children," said the Giant, and he knocked down the wall. And when the people were going to market they saw the Giant playing with the children in the beautiful garden. All day they played, and in the evening they came to the Giant to say good-bye. "But where is your little friend?" he said: "The boy I put into the tree." The Giant loved him the best because he had kissed him. "We don't know," answered the children: "he has gone away." "You must tell him to come tomorrow," said the Giant. But the children said that they had never seen him before; and the Giant felt very sad. Every afternoon the children played with the Giant. But the little boy was never seen again. The Giant was very kind to all the children, but he longed for his first little friend. "How I would like to see him!" he used to say. Years went by, and the Giant grew very old. He could not play, so he watched the children. "I have many beautiful flowers," he said; "but the children are the most beautiful flowers of all." One winter morning he looked out of his window. He did not hate the Winter now, for he knew that it was only the Spring asleep, and that the flowers were resting. Suddenly he rubbed his eyes in wonder and looked. In the farthest corner of the garden was a tree covered with lovely white blossoms. Its branches were golden, and silver fruit hung from them, and underneath it stood the little boy he had loved. Out into the garden ran the Giant. When he came quite close to the boy, his face grew red with anger, and he said, "Who hath dared to wound thee?" For on the palms of the child's hands were the prints of two nails, and the prints of two nails were on the little feet.--- 161 til 327"Who hath dared to wound thee?" cried the Giant, "tell me, that I may take my big sword and slay him." "Nay," answered the child: "but these are the wounds of Love." "Who art thou?" said the Giant, and he knelt before the little child. And the child smiled on the Giant, and said to him, "You let me play once in your garden, today you shall come with me to my garden, which is Paradise." And when the children ran in that afternoon, they found the Giant lying dead under the tree, all covered with white blossoms. (Adapted)Bilete:Forklaring: IllustrasjonP? gr?n bakgrunn er det noko som kan sj? ut som to hjarnhender med tornar der tomlane kryssast. Det sit ein fugl p? kvar hand. Fr? hendene gjeng det greiner med blader og blomar. Word PowerPage 158:selfish: egoistiskgiant: kjempepeach: ferskenblossom: blomstsweet: s?tgruff: barskwall: mur, gjerdenotice-board: skilttrespasser: inntrengjarprosecute: straffebe pleased: vere n?gdcover: dekkjecloak: kapperoar: br?ledelightful: herleghail: haglbreath: pustPage 159:unsuccessful: mislykkaplay: skodespelcomedy: komediesentence: d?mmehard labour: straffarbeidrelease: lauslatingbranch: greinPage 160:melt: smelteknock down: rive nedplayground: leikeplasstear: t?refling: slengjeneck: hals, nakkerest: kvilerub: gnigolden: av gullhath: hasdare: torePage 161:thee: younay: noart: arethou: youwound: s?repalm: handflateprint: avtrykknail: nagle, spikarslay: drepewound: s?rkneel: knelexxx3 Tasks7. Write the answers to the questions. A. What type of (genre) text is _The Selfish Giant?_ Explain your answer. B. Is there anything in this text that surprises you? C. What do you like / not like about the text? Give reasons. D. Who do you think the little boy is? E. When the Giant talks to the little boy, the language changes. Write the passage in ordinary English and compare the two texts. What are the differences? F. Translate both passages and try to make similar differences in Norwegian. G. Why do you think the author changes the language here? H. What does the little boy mean by saying that "these are the wounds of Love"? I. Choose a passage that you particularly like in the story. Read it aloud and tell the others why you like it.8. Choose one of the following tasks. Give reasons for your choice. A. Write an interview with one of the characters in _The Selfish Giant_. B. Write a different ending to the story. C. Role-play parts of the story.--- 162 til 327xxx2 G. LeprechaunsNear a misty stream in Ireland in the hollow of a tree Live mystical, magical leprechauns who are clever as can be With their pointed ears, and turned-up toes and little coats of green The leprechauns busily make their shoes and try hard not to be seen. Only those who really believe have seen these little elves And if we are all believers, we can surely see for ourselves. Irish Blessing "Nisser" are very special "little people" that you find in Norway, especially in the forests close to farms. Ireland also has its "little people". The most famous of these is the leprechaun. He is an Irish fairy who looks like a small, old man (about 2 feet tall), often dressed in green clothes, a pointed hat, and buckled shoes. According to legend, the leprechaun owns a hidden pot of gold, and if you catch a leprechaun you may force him to tell you where his treasure is, or to give you three wishes. Because everybody wants his gold, the leprechaun is often unfriendly and tries to hide from ordinary people. But he can also be kind and helpful.Leprechauns, castles, good luck and laughterLullabies, dreams and love ever after.Poems and songs with pipes and drumsA thousand welcomes when anyone comes ...That's the Irish for you! Irish BlessingBilete:Forklaring: teikningEin glad nisse. Word PowerPage 162:misty: t?ketstream: straumhollow: holrompointed: spisself: alvbeliever: truandebuckled: med spenne p?pot: krukkelullaby: godnattsongpipe: fl?ytedrum: trommexxx3 Task 9Worksheet, ListenA. Listen to the story about the leprechauns and the shoemaker. The teacher will give you a worksheet.B. Retell the story in a group or in class. Write down key words to help you.--- 163 til 327xxx2 H. The Leprechaun's Gold 'Twas a fine sunny day at harvest time when young Seamus O'Donnell, walking along the road, heard a tapping sound. Peering over the hedge, he saw a tiny man in a little leather apron, mending a little shoe. "Well, well, well!" said Seamus to himself. "I truly never expected to meet a leprechaun. Now that I have, I must not let this chance slip away. For everyone knows that leprechauns keep a pot of gold hidden nearby. All I have to do is to find it, and I am set for the rest of my life." Greeting the leprechaun politely, Seamus asked about his health. However, after a few minutes of idle conversation, Seamus became impatient. He grabbed the leprechaun and demanded to know where the gold was hidden. "All right! All right!" cried the little man. "It is near here. I'll show you." Together they set off across the fields as Seamus was careful never to take his eyes off the little man who was guiding him. At last they came to a field of golden ragwort. The leprechaun pointed to a large plant. "The gold is under here," he said. "All you have to do is to dig down and find it." Now Seamus didn't have anything with him to use for digging, but he was not entirely stupid. He pulled off his red neckerchief and tied it to the plant so that he would recognise it again. "Promise me," he said to the leprechaun, "that you will not untie that scarf." The little man promised faithfully. Seamus dropped the leprechaun and ran home as fast as he could to fetch a shovel. Within five minutes, he was back at the field. But what a sight met his eyes! Every single ragwort plant in the whole field - and there were hundreds of them - had a red neckerchief tied around it. Slowly, young Seamus walked home with his shovel. He didn't have his gold. He didn't have the leprechaun. And now, he didn't even have his neckerchief.Bilete:Forklaring: teikningLepracaunen sit p? ei stor krukke med gyllmyntar og reparerer ein sko. Word Powerharvest: innhaustingpeer: kikkehedge: hekktiny: veldig litenapron: forklemend: reparereexpect: ventebe set: her: ha pengargreet: helseidle conversation: tomt pratgrab: gripe fatt iragwort: svineblom (plante)entirely: heiltneckerchief: halst?rklerecognise: kjenne attuntie: l?ysefaithfully: trufast, lojalfetch: henteshovel: spade--- 164 til 327xxx2 I. Limericks A Limerick is a short poem, usually about something funny or unlikely. It always has five lines with a special rhyme scheme and lines 3 and 4 are shorter than the others. In the traditional limerick the first line often introduces a person and the name of a place. Here is an example:There was an old man from Peru (a)Who dreamt he was eating his shoe. (a)He awoke in the night (b)With a terrible fright (b)And found it was perfectly true! (a) Long before the limerick had got a name it was used in books for children, so we do not know who "invented" it. We do not even know if it is Irish or not. This type of poem was, however, named after Limerick, the fourth largest city in Ireland. The most famous of all limerick writers was the English painter and humorist Edward Lear (1812-1888). In his first published work, _A Book of Nonsense_ (1846), he used the form for every poem. Here is an example:--- 165 til 327There was an old man who said, "Hush!I perceive a young bird in the bush."When they said, "Is it small?"He replied, "Not at all.It is four times as big as the bush!" Today the limerick is the most popular type of short, humorouspoetry. Here is an example of a modern limerick:There was a young person named JakeWho made the most dreadful mistake:He walked barefoot aroundOn a grass-covered mound,And was bitten to death by a snake.Bilete:Forklaring: teikningKona skal til ? f?re mannen inn i omnen. Han ligg i ei stor panne. Bilettekst: There was an Old Man of Peru, who watched his wife making a stew; But once, by mistake, in a stove she did bake That unfortunate Man of Peru.Word PowerPage 164:unlikely: usannsynlegawake: vakneinvent: finne opppublish: gi utPage 165:perceive: leggje merke tildreadful: fryktelegmound: haugdawn: daggrykitten: kattungexxx3 Task 10 Try to find rhymes to complete these limericks:There was a young man who was .... By twenty-two cats and a kitten.Cried he, "It is clearMy end is quite .....No matter! I'll die like a Briton!"There was a young girl from Devizeswhose eyes were of two different .....One of them ....,Hardly nothing at all;But the other was big and won .....xxx3 Task 11Worksheet, ListenA. Listen to the recorded limericks. Which are the words that rhyme?B. Rewrite the limerick below with the lines in the right order."And wave it about,Found a rather large mouse in his stew.Or the rest will be wanting one too."Said the waiter, "Don't shout"A diner while dining at Crewexxx3 Task 12 Limericks are fun to write and to read. Work in pairs or by yourself and write your own limericks - the more fanciful and silly the topic, the better.--- 166 til 327xxx2 J. The Empty Stepsby Gerard whelan The setting of this short story is Ireland in 1920. The events take place during the period which the Irish call ‘a war of independence’, which ended in 1921 when Ireland became an independent country. I was standing in the kitchen when there was a knock at the back door, and when I opened it Mattie Foley stuck a pistol in my face. "Hands up, Nancy!" she growled in a let-on tough man's voice. I suppose I let a squeal out of me. My Ma, who was kneading dough at the kitchen table, looked up and gasped at what she saw. "Matilda Foley!" she said, in a tough voice that wasn't a bit let-on. "You put that thing down now!" Mattie giggled and, holding the gun high, wafted past me into the kitchen. I stood looking after her, with my hand still on the handle of the door. Ma held her flour-covered hand out to Mattie. "Give me that," she said. "Is it real? Where did you get it?" Mattie hesitated. For a second she looked like she was going to refuse, then she handed Ma the gun. "I found it in the yard by the back wall," she said. It's real enough. I bet some gunman got caught in the street search this morning and thrun it in over the wall so it wouldn't be found on him." The soldiers and Auxies had blocked both entrances to the court and searched everyone and everywhere. They hadn't bothered saying who or what they were looking for, but then they never did. At any rate they'd arrested nobody, just terrified everyone and made the usual nuisance of themselves. Still, no-one had been hurt, and not much broken. That was something. Ma handled the gun like she might catch something off of it. She put it down very carefully on the table and stood with her hands on her hips looking down at it. --- 167 til 327Mattie stood beside her, wriggling her whole body the way she did whenever she was excited. She rubbed each bare, dirty foot in turn along the ankle of the other, like she always did too. It made people laugh the way she could never stand still. Her nickname was ‘Dancer’ because of it - and to rhyme with her Da's nickname, which was ‘Chancer’, because that's what he was, a complete chancer. [...] The next morning, just after eight o'clock, the Auxies and the soldiers came back. They blocked the entrances to the court as they'd done two mornings before, and they got off their lorries and stood around with bayonets fixed on their rifles. [...] When they were all in place that day a last police tender drove in. In the back were more Auxies and a forlorn-looking figure who was obviously a prisoner. He was dressed in a white shirt that was torn and bloody, and his face was puffed and bruised and bloody too from being beaten. When they threw him off the back of the lorry he landed on his back and cried out in pain, clutching one shoulder with a bloody hand. My heart went out to him, the way your heart would go out to any hurt thing. But at the same time a part of me wished that he'd drop stone dead where he stood. Because even under the bruising and the swelling I recognised the man: it was the stranger who'd been staying in Nolans', the one we'd thought must own the gun. [...] People stood around, frozen, watching. I was frozen too. I think in my heart I knew what was coming next, but I didn't want to know. A half-dozen doors down from Nolan's was a high wall, and behind that wall was the back yard we shared with the Foleys. The bloodied man was walking down the street towards the wall. He staggered like a drunken man, hardly able to stand upright, holding his maimed shoulder, leaving drops of blood on the cobbles as he went. A half-dozen Auxies walked around him, grim and silent now, watching him, prodding him on with bayonets. When the man reached the wall he stopped and put his back to it. He slid slowly down till he was sitting in the street. He wept. We all stood looking. You could feel the people's pity. Most of us had no truck with rebels and rebelling, but this was only a hurted man crying. The Auxies had had him; and you wouldn't wish that on your worst enemy. One of the Auxies barked at the man.--- 168 til 327 "Well?" he said. "Was it here?" The weeping man nodded his head. "It was," he said, and the two words were a sob. The Auxie who'd spoken turned to his men. "Get that damned gun," he said. "And I don't care if you have to tear down every house in the place." At once the Auxies were running round both ends of the wall, heading for the houses that backed onto the yard. My house. Mattie's house. My heart was in my mouth. I knew they'd destroy everything in our house, but there wasn't so much to destroy. It wasn't things I was worried about: it was Mattie. [...] Then there was shouting, and a small figure came flying around the corner of the high wall. It was Mattie, with her dancing feet running and her hair flying behind her. Dark figures of Auxies ran after her, but I had no eyes for them at all because I'd seen what Mattie was carrying, holding it by its butt with her two little hands: the cursed gun. One of the waiting Auxies made a grab at her and missed. She screamed at him to leave her alone. More of them tried to pen her in, but she wrong-footed them with those dancing feet, dodging around them and in and out of bystanders, leading her pursuers a merry dance. People shied away from her as she neared them - shied away not from her but from that ugly black thing she was holding in her hands. The Auxies and soldiers were shouting and cursing, a dozen of them or more pushing towards her and getting mixed up with locals and shoving them out of the way. I don't know what Mattie thought she was doing. She must have known the entrances to the court would be blocked. There was never a way out for her, and the place was crawling with British. An Auxie caught Mattie's shoulder. She smashed his hand away with the pistol and he cursed. Mattie danced off again. She reached the Empty Steps and she danced up them to the top. Then she just stood there, breathing hard. She looked up and out around the broken-backed roofs of the court, peered at all the faces turned towards her as though looking for someone in particular. No-one said a word; people just backed away and watched this mad girl. The British too had quietened, knowing they had her now, a big circle of khaki and black surrounding the ragged creature on the Empty Steps - my best friend, none of them taking their eyes off her, none of them taking their eyes off the death in her hands.--- 169 til 327Biletside: Biletet er flytta.--- 170 til 327 She should never have raised the gun. All the rest she might have got away with. If she'd got a beating itself, sure, it wouldn't have been the first she'd had. They mightn't have believed she knew nothing, but they wouldn't have tortured a child. Maybe they would if they'd been let, I don't know; but surely they wouldn't have been let torture a young girl. But she did raise the gun, and she pointed it at a soldier, and she squeezed the trigger. There was a very loud click as the hammer fell. No bang, just a very loud click sounding in the total silence. Maybe it was a misfire. Maybe the pistol was empty. But it didn't fire. The British guns did. Three, four, maybe half a dozen of them. All I heard was a ragged volley, swollen by the echoes from the crowded houses in that mean square, and Mattie Foley was raised up off the Empty Steps with the force of the bullets. It seemed to happen very slowly. The Dancer Foley's feet did a last little flurry in the air, and her skinny body wriggled with the force of bullets. She spun around completely. Then she fell in a little bundle of nothing and tumbled down to lie in the dirt at the foot of the steps. (From _War Children_)Bilete. 2 fotografiar:Forklaring: 1. (s. 166): Svartkvitt bilete av ei hand som held i ein pistol. Nedanfor ligg det fleire pistolar. 2. (s. 169): Svartkvitt bilete av fleire menneske i ei gate. Word PowerPage 166:Auxiliaries (Auxies): a type of police force consisting mainly of officers from the First World War, helping the British soldiers in Ireland.growl: knurrelet-on: late somsqueal: hylknead: kna, eltedough: deiggasp: gispegiggle: fnisewaft: sveveflour: mj?lhesitate: n?leyard: gardsromthrun: threwentrance: inngangcourt: gardsplassbother: bry seg medat any rate: i alle fallterrify: skremme vettet avnuisance: plagePage 167:hip: hoftewriggle: vrikkeexcited: spentchancer: ein som tek sjansarlorry: lastebilfix: festetender: her: lastebilforlorn: fortapttorn: rivenpuffed: hovenbruised: forsl?ttclutch: halde fastswelling: hevingfrozen: heilt stillestagger: sjangleupright: oppreistmaimed: skaddcobble: brusteingrim: morskprod: pirkeslide: glipity: medkjenslehave no truck: ikkje ha noko ? gjere medrebel: oppr?rarPage 168:sob: hulkdamned: forbannahead for: med kurs motbutt: kolbecursed: forbannamiss: bommepen in: stengje innewrong-foot: fintedodge: smette unnabystander: tilskodarpursuer: forf?lgjarshy away: vike unnacurse: bannelocals: her: bebuarshove: skyvecrawl with: kry avsmash: sl?broken-backed: nedslitenquieten: bli stillekhaki: kakifargacreature: vesenPage 170:get away with: sleppe unnabe let: f? lovpoint: siktesqueeze: trykkje p?trigger: avtrekkjarhammer: hane (pistol)misfire: klikkfire: skyteragged: ujamnvolley: skotsalveswollen: forsterkacrowded: overfyldemean: fattigslegflurry: ballettstegskinny: magerspin: spinnebundle: bylttumble: ramlexxx3 Tasks13. Choose a passage from this text which you like. Read it aloud to the class and explain why you like it.14. Write down ten new words from _Word Power_ and explain them in English.15. Choose two of the following tasks. Give reasons for your choice. A. Describe the two main characters of this story: Mattie and Nancy. B. Who are the other characters? What are they like? C. Who is the narrator? D. The events take place in Ireland in 1920. What is the political situation in Ireland at this time? E. There are two main settings in this story. Describe each setting and the contrast between them. F. There are two main events in _The Empty Steps_. What are they? How is the first event linked to the second? G. Do you think there is a ‘message’ in this short story? What do you think it is?--- 171 til 327xxx2 Focus on Languagexxx3 Prepositions and adverbs If you need help, look at pages 302-303 and 300-301.xxx4 Task L1 Fill in the correct prepositions.A. Saint Patrick looked .... animals .... the mountains.B. He turned .... God .... help.C. He was given a small plot.... land .... Ireland.D. Saint Patrick baptised thousands .... people .... his lifetime.E. He travelled .... Ireland teaching people .... Christianity.F. There are many stories .... him.G. One .... the stories is .... how he drove all snakes out .... Ireland.H. St Patrick's Day is celebrated .... March 17.xxx4 Task L2 Write sentences about Ireland using all these prepositions and adverbs: at, behind, between, near, by, down, for, out, from, on, over, to, underxxx4 Task L3 Fill in the gaps with the following words: across, down, nearby, away, near, along, within, around, homeA. Seamus O'Donnell was walking .... the road.B. I must not let this chance slip .....C. Leprechauns keep a pot of gold hidden .....D. It is .... here.E. They set off.... the fields.F. Seamus ran .....G. .... five minutes, he was back at the field.H. Every plant had a neckerchief tied .... it.xxx4 Task L4 Write a short story using the following words: ago, next to, in front of, against, across, downstairs, outside, by, since, in, until--- 172 til 327xxx2 Focus on Writingxxx3 Writing summaries and reports You may be asked to write a summary of a text or a report of something that has happened. Summaries are used, for instance, in reviews and articles. It may be a summary of a factual text, a film you have seen or a summary of a short story or novel you have read. A report is usually written about an event and is, for instance, used in magazines and newspapers. When you write summaries you:-- write down key words of important events-- decide which events and characters you want to include (what, who, where, when)-- plan and structure your writing-- use the third person (he, she, it, they)-- use expressive adjectives and adverbs When you write a report you:-- write down key words of important information (what, who, where, when)-- plan and structure your writing-- use the third person (he, she, it, they)-- stick to the facts-- use a concise style that is to the point-- usually use the past tense-- write in an impersonal stylexxx4 Task L5A. Write a summary of one of the factual texts in this chapter.B. Write a summary of _The Empty Steps_ or _The Selfish Giant_.xxx4 Task L6 Imagine you are an eyewitness of what happens to Mattie. Write a report of what you have seen.--- 173 til 327xxx4 Task L7 Write an information text about an event in Irish history or about a famous Irish person. You will find information on the Internet. Before you start writing you will need to summarise the information you have found. Do not copy anything from the texts you have found unless you use quotation marks.xxx4 Task L8 Find information about the conflict in Northern Ireland on the Internet and write a report about it.xxx4 Task L9 Try to get hold of _Bloody Sunday_ by U2 and listen to it. Choose one of the following tasks:A. Write a summary of the song, include why you think U2 has written it.B. Translate the song into Norwegian.xxx4 Task L10 Write more limericks and collect them in a booklet or put them on posters so that everybody in your class can read them.xxx4 Task L11 Write a story / fairy tale about one or more of the Little People (for example leprechauns, "nisser", elves, fairies)._Questions to ask yourself:_1. What have I learnt about Ireland?2. Can I write a limerick?3. Which text did I like the best in this chapter? Why?4. How well can I use prepositions and adverbs in English?5. How well can I write summaries and reports?6. What would I include in a chapter about Norway?--- 174 til 327xxx1 Chapter 8: The Media When we talk about newspapers, magazines, radio, television, and the Internet we use the term _the media_. People use media to "get the message across", whether facts or opinions. We know that a British teenager on average spends 2.3 hours a day in front of the TV and only 5 minutes reading a newspaper. What about you and your classmates? Do a survey of the class: How many read a newspaper every day? What do they read in the paper? The news? Articles? Comics and cartoons? The sports section? TV programmes?--- 175 til 327 In this chapter we will focus on learning:-- about newspapers and magazines-- about the cinema, radio and television-- about censorship of the media-- the use of some determiners (the articles)-- about advertisingBilete (s. 174):Forklaring: fotoEi jente som st?r p? ein togperrong og les avisa. --- 176 til 327xxx2 A. Media Multitasking Many teenagers are stars at multitasking. Their rooms have been turned into multimedia centres and when they do their homework, they often talk on the phone, surf the Web, do instant messaging, watch TV or listen to music at the same time. This is a practice that adults - especially parents and teachers - often cannot understand and very seldom accept. Some people say that multitasking cannot be good because children's attention is split into many segments. Others argue that teenagers today are more efficient than they were earlier. Is it true? Do they learn better this way? However, multitasking may be a teenage phenomenon. A survey of 18-24 year-old Americans shows that nearly 50% say that they prefer to focus on one thing at a time and to do things in sequence.Bilete:Forklaring: fotoEin gut med hovudtelefon med mikrofon og laptop p? fanget. Word Powermultitasking: gjere mange ting samstundesdo instant messaging: chatteattention: merksemdsplit: splitte, delesegment: del, bitsurvey: unders?kingfocus on: konsentrere seg omsequence: rekkjef?lgjexxx3 Task 1A. Work together in groups and tell each other how you do your homework. Do you concentrate on just the homework or do you also listen to music or watch TV?B. Do a survey of your class. Are there differences between boys and girls in multitasking?xxx2 B. Young Talkxxx3 Task 2Worksheet, Listen Listen to what some young people tell you about how they use the media. Your teacher will give you a worksheet.--- 177 til 327xxx2 C. Newspapers and MagazinesLonger version on page 251 Newspapers are a more important medium in Britain than in most Western countries. There are 11 daily papers, 11 Sunday papers, and more than 1,300 local newspapers. On an average day, 75% of people over the age of 15 read a national or local paper. It has also been said that the British read so many papers because they love sport and betting. Do you think this is true? Newspapers keep us up-to-date with the news, TV programmes and films, and they also present opinions on almost every topic. Some of the newspapers, especially the tabloids, have become more and more sensational. They publish details of the Royal Family's private lives, write gossip about well-known people, and present scandals, crime and sex with large headlines and lots of pictures. Sometimes just part of a story is true. Many people therefore want new laws that control what the papers publish. In Britain, there are more than 7000 weekly or monthly magazines but the number of popular teen magazines is just around ten.Bilete:Forklaring: fotoTo blader: Cosmo Girl og Kick! Word PowerPage 177:tabloid: a newspaper with small pages, a lot of pictures and short, simple articlesdaily: daglegaverage: gjennomsnittlegbetting: veddem?l, spelingtopic: emnepublish: her: trykkjegossip: sladdercensor: sensurerexxx3 Tasks3. Discuss in groups or as a class. Should newspapers be controlled or censored? Why? Why not? Are there any kinds of reports or stories that a paper should _not_ publish? Why? Why not?4. What do you know about Norwegian newspapers and magazines? Work in groups and write down in your rough books -- a list of Norwegian national papers -- the most widely read Norwegian magazines--- 178 til 327xxx3 Task 5 Imagine these are headlines from today's newspapers. Work together in groups of three or four. Each group member chooses one of the headlines and tells the others the story he or she thinks is behind it.-- A New Life for Michael-- Too Tall for the Bus-- Mum gets 4 yrs-- School bus hijacked-- Teen Soldier-- Worst sound in the world-- Teenager Robbed at Gunpoint-- Teacher JailedBilete:Forklaring: fotoFramsida p? ei utg?ve av tabloidavisa The Sun. Hovudoverskriftene p? framsida er: Burger Queen, 4-page special backstage pass to the Oscars, Jade says sari. Til overskrifta "Burger Queen": eit bilete av skodepelaren Helen Mirren som et ein stor burger. Oscar-statuetten st?r ved sida av tallerkenen.Word Poweryrs: yearshijack: kapreat gunpoint: med v?pen mot segjail: setje i fengselxxx3 Task 6 Look at the front page of the newspaper above. Do we have the same type of newspapers in Norway? What do you think about this one? Is there anything you find interesting, fun or do not like? Discuss as a class or in groups. Give reasons for your opinions.--- 179 til 327xxx3 Task 7A. What have been the most important news stories in Norway over the last 3-4 weeks? Make a list of three stories.B. Compare your list with a classmate's. Have you chosen the same stories?C. Tell one of the stories to your group or class.Ramme:_Man shot dead in city centre pub_By Des Burkinshaw A man having a lunchtime drink in a Birmingham public house yesterday was murdered by a gunman in front of other customers. Another man in his thirties was seriously injured and underwent surgery after the attack at a pub known as PJ's or the Moon and Sixpence in Hurst Street, near the Hippodrome Theatre in the city centre. His condition in the City Hospital last night was said to be serious but not life-threatening. West Midlands Police said they were looking for one man who was not thought to be a threat to the general public. Neither of the victims was named and no weapon was recovered. Passers-by spoke of a lone gunman who opened fire after a dispute with two other men after the three had been sitting drinking together. Andrew Titman, who owns the Green Room café bar next door to the pub where the shooting took place, said customers could not believe what had happened. "One man was brought out on a stretcher and they were doing resuscitation on him as they brought him out. The first we knew of it was when there were ambulances and police everywhere." Mr Titman said it was the last day of rehearsals for the Pantomime _Goldilocks and the Three Bears_ at the Hippodrome. Today the area would have been full of children attending the matinée performance. _The Times_Word PowerPage 179:customer: kundeserious: alvorleginjured: skaddsurgery: operasjonlife-threatening: livstrugandethreat: trugsm?lgeneral public: allmentavictim: offerrecover: her: finnepasser-by: forbipasserandedispute: krangelstretcher: b?reresuscitation: gjenopplivingrehearsal: pr?veGoldilocks: Gullh?rattend: vere til stadesmatinée: ettermiddags-performance: framsyningxxx3 Task 8 A news item usually gives answers to the questions "What? Where? When? Who? How? Why?"A. Which of the questions are answered in the report above?B. In which order are they answered?C. Which questions are only answered partly, or not answered at all?D. Discuss your answers with a classmate or in a group.--- 180 til 327xxx2 D. Teen CinemaLonger version on page 252 In Britain there are five kinds of film certificates (for cinemas):-- U: Universal. Anybody can see the film.-- PG: Parental Guidance. All ages admitted, but parents are advised that certain scenes may be unsuitable for children under 8.-- 12+: Suitable for those aged 12 and over; under 12s are only admitted if accompanied by an adult.-- 15: Nobody under 15 is allowed in.-- 18: Nobody under 18 is allowed in. The "Movies" are more than a 100 years old. The first film show was in Paris on December 28, 1895. It lasted twenty minutes. Just 20 years later, the cinema had become an industry. Its capital was Hollywood. Millions of people all over the world went to the movies every week. After World War II, television became popular. Then video appeared. Today, many people only go to the movies two or three times a year. Most movie fans are under 20. That's why there are so many films for teenagers. An American film researcher has found that about 700 youth movies of the last decades can be put into five groups: "Youth in School", "Delinquent Youth", "The Youth Horror Film", "Youth and Science", and "Youth in Love and Having Sex". The film _Not Another Teen Movie_ (2001) presented a parody of the teen movies. The setting is an American high school, and you can find typical characters like "The Pretty Ugly Girl", "The Popular Jock", "The Desperate Virgin", "The Obsessed Best Friend", "The Stupid Fat Guy", "The Foreign Exchange Student", etc. Another comedy, the British film _Bend It Like Beckham_, is, however, more thought-provoking.Bilete:Forklaring: fotoScene fr? filmen Rocky Balboa. Rocky st?r med ryggen til oss og ser utover byen. Han har strekt den eine armen opp i veret med knytt neve. Word PowerPage 180:film certificate: filmgodkjenninguniversal: vanleg, allmennparental: foreldre-guidance: rettleiingadmit: sleppe innunsuitable: upassandesuitable: passandeaccompany: f?lgje, g? saman medallow: gi lovlast: varePage 181:crappy: elendig, drit-waste of time: bortkasta tidxxx3 Task 9 The text above tells the story of teen cinema. Discuss in groups or as a class.A. Do teenagers go to the cinema or do they prefer to watch DVDs at home?B. What kinds of films do teenagers watch today? Give some examples.--- 181 til 327 Why do I hate teen movies so much? Because of their uninteresting, crappy love story and their unbelievable, typical characters (you know that the supposed ugly girl is a perfect super babe when she takes off her glasses). Also because I can't support all the clichés that these kinds of movies like to use so much. It's just not funny to me anymore. I just find them a complete waste of time. Jane SommerBilete:Forklaring: fotoDavid Beckham med ein ball over hovudet. Bak p? ein vegg st?r det: Really Bend it like Beckham. Becham Soccer. xxx3 Tasks10. A. What kind of teen movies do you think Jane Sommer is referring to? B. Do you know any titles of such movies?11. Do you know the films that are mentioned in text D? Tell the class about them. A. What recent film has impressed you? Why? B. Give a summary of the story (plot) and describe the setting and the characters.xxx3 Task 13 Work together in small groups. Imagine it is the winter holidays, and you are going to spend a week in the mountains all by yourself. The weather might be bad, so you take with you some of your favourite books and DVDs. The total number should be ten - just ten. Discuss how many books and how many DVDs you will take. Which books/DVDs? Why these?--- 182 til 327xxx2 E. Radio and Television Before world war II there was just the radio for home entertainment. Many of the programmes we watch on television today were already there: the news, music programmes, detective stories, sport, game shows and other entertainment, but people had to listen and use their imagination to "see" what was happening. In Britain _The British Broadcasting Corporation_ (BBC) started the world's first television service in 1936 and continued normal service after the War. Having a television aerial on the roof soon became a status symbol. In the 1950s TV became more important than the radio for entertainment, and the more people watched, the more TV changed their lives. Today British people can watch national programmes and cable and satellite TV as you can here in Norway. The British refer to television also as "the box" or "the telly". But even though there are lots of channels to choose from, many people think that the quality of the programmes is getting worse.xxx3 ChannelsChannel 1's no fun.Channel 2's just news.Channel 3's hard to see.Channel 4 is just a bore.Channel 5 is all jive.Channel 6 needs to be fixed.Channel 7 and Channel 8 -Just old movies, not so great.Channel 9's a waste of time.Channel 10 is off, my child.Wouldn't you like to talk awhile? Shel SilversteinWord Powerentertainment: underhaldningimagination: fantasiaerial: antennexxx3 Tasks14. A. What programmes do you listen to on the radio? B. What programmes do you watch on TV? C. What programmes do you find better on the radio, and what programmes do you find better on TV? Discuss as a class or in groups.15. Read the poem "Channels". A. What does the father/mother want the child to do? What argument does he/she use? B. Write a poem or short text about (watching) TV.--- 183 til 327xxx2 F. Soapwatch "Soaps" are TV drama series about ordinary people and their lives. Very often they are about families or small groups of people. The dramas are shown regularly, and are like continuing plays. In 1955 ITV showed Britain's first 15-minute daily soap opera, _Sixpenny Corner_. Only five years later, TV history was made with _Coronation Street_. It began as a 13-week try-out in December 1960 and turned into a TV phenomenon. The series is still running. One of Britain's most popular soap operas is about Cockneys. It is called _EastEnders_. More than 20 million people, about 30% of the population, watch it every week. The series was also shown here in Norway, but could not compete with American and Australian soaps like _Baywatch_, _Paradise Beach_, _Home and Away_, _Friends_ and _Sunset Beach_. Some of the more recent soaps are _Days of our lives_, _The Bold and the Beautiful_ and _Hannah Montana_. The most popular Norwegian soap is _Hotel Caesar_.Bilete:Forklaring: fotoMiley Cyrus som Miley Stewart, og faren hennar, Billy Ray Cyrus, Robby Stewart.Bilettekst: From Hannah Montana._Did you know that_ in the 1950s afternoon drama programmes were popular on American radio? Many of them were sponsored by soap-powder companies because millions of housewives were regular listeners. That is why the programmes became known as "soap operas" or just "soaps".Word Powerregularly: regelmessigcompete: konkurrerexxx3 Tasks16. Choose one of these tasks. A. Write a short text about what you think of soaps. B. What soaps do you usually watch or have you watched in the past? Write a list. C. Write a list of soaps you have heard about. If you only know the Norwegian title, try to find the English one.17. Interview two of your classmates about soaps. Ask them if they have a favourite soap and what it is about. If they never watch soaps, ask them if they have heard of any and what they think about soaps generally.18. Write a letter to one of the characters in a soap opera or a film. What do you want to tell him or her? What would you want to ask?--- 184 til 327xxx2 G. From Charlie and the Chocolate FactoryThe most important thing we've learned,So far as children are concerned,Is never, NEVER, NEVER letThem near your television set -Or better still, just don't installThe idiotic thing at all.In almost every house we've been,We've watched them gaping at the screen.They loll and slop and lounge about,And stare until their eyes pop out.(Last week in someone's place we sawA dozen eyeballs on the floor.)They sit and stare and stare and sitUntil they're hypnotized by it,Until they're absolutely drunkWith all that shocking ghastly junk.Oh yes, we know it keeps them still,They don't climb out the window sill,They never fight or kick or punch,They leave you free to cook the lunchAnd wash the dishes in the sink -But did you ever stop to think,To wonder just exactly whatThis does to your beloved tot?IT ROTS THE SENSES IN THE HEAD!IT KILLS IMAGINATION DEAD!IT CLOGS AND CLUTTERS UP THE MIND!IT MAKES A CHILD SO DULL AND BLINDHE CAN NO LONGER UNDERSTANDA FANTASY, A FAIRYLAND!HIS BRAIN BECOMES AS SOFT AS CHEESE!HIS POWERS OF THINKING RUST AND FREEZE!HE CANNOT THINK - HE ONLY SEES!"All right!" you'll cry, "All right!" you'll say,"But if we take the set away,What shall we do to entertainOur darling children! Please explain!"--- 185 til 327We'll answer this by asking you,"What used the darling ones to do?How used they keep themselves contentedBefore this monster was invented?"Have you forgotten? Don't you know?We'll say it very loud and slow:THEY ... USED ... TO ... READ! They'd READ and READ,AND READ and READ, and then proceedTO READ some more. Great Scott! Gadzooks!One half their lives was reading books!The nursery shelves held books galore!Books cluttered up the nursery floor!And in the bedroom, by the bed,More books were waiting to be read! Roald DahlBilete:Forklaring: fotoScene fr? filmen Charlie og sjokoladefabrikken. Charlie og bestefaren er i sjokoladefabrikken. Ovanfor dei st?r ein mann og ein gut. I midten sit Willy Wonka p? huk og pratar med ein Umpa-Lumpa. Word PowerPage 184:concern: gjelde, vedkommeinstall: installere, setje oppgape: m?pe, gloscreen: skjermloll: sitje/st? og hengeslop: subbelounge: ruslestare: stireeyeball: augeepleghastly: uhyggeleg, f?ljunk: skrotsill: vindaugspostkick: sparkepunch: sl?, dra tilsink: kj?kkenvaskbeloved: kj?retot: sm?rollingrot: rotnesense: fornuft, sansclog: hemmeclutter: fylle opp, rotebrain: hjerneentertain: underhaldeexplain: forklarePage 185:contented: tilfredsinvent: finne oppproceed: halde framGreat Scott!: Du store all verda!Gadzooks!: Milde himmel!nursery: barneromgalore: i mengderxxx3 Task 19 In this poem the Oompa-Loompas say something about watching television and reading books. Write a short text about what the "message" is.--- 186 til 327xxx2 H. Reality TV During the past few years there has been an increase in the number of ‘reality’ TV programmes shown in the United Kingdom. These include ‘fly-on-the-wall’ documentaries and ‘constructed documentaries’ where ordinary people are filmed in artificial environments. Some of the most successful reality TV shows in Britain have been _Pop Idol_, _Big Brother_ and _Fame Academy_, where young people are filmed while being coached to become singers and musicians. _Do you wanna dance?_ was as popular in Norway as it was in the States. Then there are all the programmes where people are given the chance to change their looks, like _Extreme Makeover_. Other reality shows are about bringing up difficult children or choosing a new husband for your mother - or a new wife for your son! A more recent series in Britain is _The Sorcerer's Apprentice_ in which a group of children do magic at a Harry Potter-style boarding school. The children learn card tricks, illusions and Latin spells, and each week the "magic mentors" judge their performances and decide who must leave.Bilete:Forklaring: fotoEin gjeng med blide ungdomar som poserer framfor kamera. Word PowerPage 186:increase: aukefly-on-the-wall: fluge p? veggenartificial: kunstigenvironment: omgivnadcoach: trene, f? undervisningrecent: ferskapprentice: l?rlingboarding school: internatskoleillusion: illusjon, sansebedragspell: trylleformularmentor: rettleiarjudge: vurderexxx3 Task 20Work in groups.A. Make a list of reality shows that are shown in Norway.B. Each group member tells the rest of the group whether he/she watches reality shows and why/why not.C. Why do you think people want to take part in reality shows? Discuss.--- 187 til 327xxx2 I. TV Violence In Britain there are some newspapers just for young people. One of them had an article about violence on TV. First they did a survey at three schools. The result showed that about 50% of the teenagers thought there was "too much violence on the box", and 50% thought it was OK. More than 70% of the pupils said that they were not affected by the violence they watched on TV. The newspaper asked pupils from two schools, Carleton C.E. in Poulton-Le-Fylde, and Kirkbie Kendal in Cumbria, for some views. One girl was heard to say: "I loved the part when the killer chopped the person into 100 pieces." This is a scene from one of the films you can find in British video shops. Here are some more views: Violent films are exciting. Most films without any violence are boring. K. Lowther Violent films should be on when younger children can't watch them. But - even _EastEnders_ sometimes has violence in it, and that's on at 7.30. D. O'Donnell I enjoy action films because you know it is for example impossible for one man to be an army. But I don't like violence on the news because the blood and pain are real. A. Hind Violence in a war film is there for a reason, but many modern films have it for NO reason. J. Howarth Even when my little brother and his friends watch some cartoons they come out afterwards and hit me with their toy swords!! P. Kitchen Horror films are good but it doesn't make people scared of walking in the street or anything because people know they are not real. C. DixonWord Poweraffect: ber?review: synchop: hogge, hakke (opp)pain: smertescare: skremmeinfluence: p?verkexxx3 Task 21 What do you think about violence on TV? Does it influence children and young people? Discuss as a class or in a group.--- 188 til 327xxx2 J. Ditching Traditional Media Today it seems as if teens are moving from magazines and television to online forms of communication and expression. In a survey of the media use of 42,000 teenagers in 22 countries, 89% of the them said that the Internet is their most widely used media. For teens aged 14-18 the most important Internet service is instant messaging. They generally see the Internet as most important for keeping in touch with friends. Traditional media, on the other hand, has not the same popularity. Only 66 per cent of the teenagers thought that television was an important media, and less than half of them considered radio as such. It will come as no surprise that mobile phone use is vitally important to teens worldwide. In some European countries, the USA and Japan about 85 per cent of teens said they owned a mobile phone. Almost all teenagers used SMS messaging as well as making phone calls; half also used their phones for taking pictures while a third said they listened to MP3 music on their mobiles.Ramme: A survey shows that American teens more and more tune in to news on the Internet:-- 66% of high school students get their news and information from the news pages of Internet portals such as Google and Yahoo!,-- 45% from national TV news websites,-- 34% from local TV or newspaper web sites,-- 32% from blogs, and-- 21% from national newspaper sites.-- 45% of high school students say TV provides the most accurate news;-- 23% say newspapers, and-- 10% say blogs Only 10% of teens say they are not at all interested in the news, mostly because they feel it isn't presented in an interesting way.Word Powerditch: kvitte seg med, leggje vekkexpression: uttrykkkeep in touch: halde kontaktvitally: livsviktigworldwide: i heile verdatune in to: lytte til, lesewebsite: nettstadprovide: levere, giaccurate: n?yaktig, presisxxx3 Task 22 Where do you get the news? From newspapers, radio, TV or from the Internet? Or are you not interested in news at all? Discuss as a class or in groups.--- 189 til 327xxx3 A social networking site is an online place where a user can create a profile and build a personal network that connects him or her to other users. According to a new national survey of teenagers more than half (55%) of all online American youths, aged 12-17, use online social networking sites. The survey also found that older teens, particularly girls, are more likely to use these sites. For girls, social networking sites are places to communicate with friends; for boys, the networks also give opportunities to flirt and make new friends.Bilete:Forklaring: teikningEi omfangsrik jente st?r p? ei dumpe. P? motsatt side er ei sky med ei snakkeboble over: I'm 17 years old, have green eyes and long blond hair. I'm very sporty and like walking and jogging ... Jenta veg tyngst p? dumpa. Word Powersocial networking site: nettsamfunnuser: brukarcreate: skape, lageconnect: knyteaccording to: if?lgjeopportunity: h?veflirt: fl?rtexxx4 Task 23 Discuss in groups or as a class.A. Why do you think some people lie on the Internet?B. What dangers may be involved in chatting with unknown people?C. Give 3-5 pieces of advice on a "Be Careful" poster for contacting strangers you meet on the Internet?--- 190 til 327xxx2 K. Truth, Lies, and the Internet People should not believe everything they read - especially, it seems, on the Internet. There are many stories about so-called facts that have circulated from their point of origin to all corners of the world and back. Do you believe everything you read? How gullible are you? Remember that there are people who believe that we never walked on the Moon and that the Holocaust never happened, so be careful when you read a web page. The truth is out there, but so are the lies. What is the solution? Should we just ignore all information on the Internet? Of course not, there is lots of good information on the Internet, but we have to take responsibility for what we accept as true. We must also take care before forwarding an email, quoting from a special website, or using "facts" as facts. Keep in mind that anyone can put together a website, but whether it is a site that can be trusted or not is another story. If you read something that makes you suspicious, find another source. A good thing about the Internet is that it is full of information and finding another website is easy. So, how do you evaluate the quality of websites? Here are some questions you should think about:1. Who has created this website and why? Do you know the author? Look for a link to an author biography. Is he or she writing fact or opinion?2. Is the information objective or subjective? Could the information be meant as humorous, a parody, or satire?3. Is this a primary or secondary source of information? If it is a secondary source, where does the information come from? Are original sources clear and documented? Are the sources trustworthy? How do you know?4. Does the information come from a school or business site? Who is sponsoring this site? Does the site give sources?5. What is the purpose of the website: to inform, instruct, persuade, sell? Does this matter? When was the page created and/or updated? Is the information helpful? Think about whether you need this information. Do the facts add to your knowledge of the subject?Word Powercirculate: sirkulere, g? rundtorigin: opphavgullible: godtruandethe Holocaust: masseutryddinga av j?darsolution: l?ysingignore: sj? bort fr?responsibility: ansvarforward: sende vidaresuspicious: mistenksamevaluate: vurderehumorous: humoristiskprimary: prim?rsource: kjeldetrustworthy: til ? stole p?purpose: form?lupdate: oppdatere--- 191 til 327xxx3 An Intentionally Misleading Website You are doing a project on Martin Luther King, Jr. (see page 138). You go to _Google_ and type "Martin Luther King, Jr.". One of the first sites listed is "Martin Luther King, Jr.: A True Historical Examination" (). Sounds good? "True", "Historical" and "Examination" are positive words for a project. The opening page seems interesting. Here is lots of information. Then go down to the bottom of the page and see who has hosted the site. It says "Stormfront". Click on that link. What do you find? Do you still think this is a "true, historical examination"? Why / why not?Bilete:Forklaring: fotoEin gut som sit framfor ein datamaskin. Word Powerintentional: med viljemisleading: villeiandeexamination: unders?kingxxx4 Task 24 You are going to do a project on World War II. Choose a title for your project. Go to _Google_ and type your title. Pick one of the first sites listed. Analyse it according to the questions above. Is this a website you will use? Why / why not?--- 192 til 327xxx4 Tasks25. Write a list of where you can find adverts (for example on T-shirts, on the radio, etc.). Compare your list with a partner's.26. Lord Thomson, the owner of many British newspapers, once said: "News? That's just the stuff that fills the space between the ads." What is your opinion about advertisements in the media? Are they necessary or can we do without them? Discuss as a class.xxx2 L. Advertising - Who Needs It? You find them everywhere in the media: in the newspapers and magazines, on the radio, on television, at the cinema and on the Internet. Wherever you go, wherever you look, they are there. And you can't escape them even if you go to a football match because they are all over the stadium and on the players, too. We are of course talking about adverts - the means they use to make us buy things we do not need and often cannot afford. But of course advertising also informs us about new products that may be useful to us and sometimes help us save money. A marketing director once said: "50% of all advertising is a waste of time and money. The trouble is, nobody knows which 50%." That is probably one of the reasons why many people read and watch adverts. You never know when there is something useful coming up. And of course, many commercials are really funny or clever.Ramme: _Advert_ and _ad_ are short forms of "advertisement". An advertisement on the radio or on TV is also called a commercial.Word Poweradvert: reklameannonsecompare: samanliknespace: plass, romescape: unnsleppeafford: ha r?d tila waste of time: bortkasta tidcommercial: reklamesendingclever: dyktigbrand: merkexxx3 Task 27 Discuss as a class or in groups: Advertising is paid communication and the advertisers are mostly people or companies that want to sell you something. The press is the largest advertising media in the United Kingdom. Which medium do you think is the most successful in advertising products for boys and girls aged 14-16? Why?--- 193 til 327xxx3 Task 28 Imagine you want to sell one of these items. Work with a partner, choose an item and write an advertisement for it. Try to make it sound attractive.Bilete:Forklaring: fotoBassgitar og forsterkar, glassbolle med to gullfiskar og eit par finsko for herrar. xxx3 Task 29 Look at this advert. What product do you think it advertises? Write your own advert for the product.Bilete:Forklaring: fotoEin mann i singlet med veldig store musklar held ei lita tesk?l i den eine handa og ein liten kopp i andre handa. xxx3 Task 30 Discuss in groups or as a class:A. If you are shy, will the wearing of a special brand of jeans help you?B. Will a particular brand of jeans make you more popular?--- 194 til 327xxx3 Task 31 Work in small groups: Think of a new teenage product (for example a pair of jeans, a special pizza or an MP3 player) and design an advert (one page) for a newspaper or a magazine.Bilete:Forklaring: fotoEin gut som gjer eit hopp. Fokuset er p? olabuksa hans. xxx3 Task 32 Look at these pictures: How might the photos be used in advertisements? For which products? Make a short slogan for a product using one or more of the pictures.Bilete:Forklaring: fotoTre bilete: Ein hund i typen engelsk setter med gul lue. Ein bikini som heng p? ei snor p? ei strand med havet i bakgrunnen. Ein mann i boksar utand?rs med paraply. Han g?r p? gras. xxx3 Task 33 Design an advertising campaign targeting boys or girls aged 14-16. Find or draw an illustration and write the text.Word Powerslogan: slagordcampaign: kampanjetarget: ha som m?lgruppe--- 195 til 327xxx2 M. The Outside Chance It's a funny thing about money. If you haven't got it, you think it's the most important thing in the world. That's what I used to think, too. I don't any more, though, and I learned the hard way. When I was at school, we had this English master. He was always quoting to us from famous writers. I wasn't very interested, and I don't remember much about it now. But it's funny how things come back to you. He used to say: "When the gods wish to punish us, they answer our prayers." Sounds a bit daft, doesn't it? Well, I didn't understand it then, either, but I can tell you what it means now. It means that if you want something really badly, you'll probably get it. But you'll probably get it in a way you don't expect. I mean, you might have to pay a price you didn't bargain for. It started one rainy day, when I was coming home from work. I'm a motor mechanic, and I liked working in the garage. But, I was restless. I'd always had this dream of owning my own business. Nothing big - just something I could build up. I don't mind hard work, you see, if I'm working for myself. That's why I'd left my mum and dad in the North, and come to London. I thought I'd make more money that way. We'd had arguments about it. My Dad and me. He didn't see why I should want to leave home when I had enough to live on. Enough! Enough for what? I used to ask him. To live as he had in a council house all his life, with nothing to look forward to but a gold watch and a pension? Oh, I was fond of him, you see, and it annoyed me to see him so content. He had nothing to show for all those years of work in that noisy factory. Anyway, all this was on my mind, as I walked home that night. The rain didn't help, either. I remember thinking, if only I could get out of the rut, if only I could get a thousand quid - just that, just a thousand. I stopped and bought a newspaper outside the Tube. I thought it would take my mind off things on the way home. I could read about other people's troubles for a change. See what films were on. I don't know when I first realised there was something wrong with the paper. It looked ordinary enough. But there was something about it that didn't seem quite right.--- 196 til 327As if there was a gap in the news. As if it was a jump ahead. So, in the end, I looked at the front page, and instead of Tuesday 22nd November, it said Wednesday 23rd November. "My God," I thought, "it's tomorrow's paper!" I didn't believe it to start with. But it did explain why all the news was different. There couldn't be any other explanation. Somehow, I had bought tomorrow's paper - today! And that was the moment I realised it. The moment I realised that all my prayers could be answered. My hands were shaking so much that I could hardly turn the pages. But they were there. The results of tomorrow's races! I looked at the winners, and chose from them carefully. I picked only the outsiders that had won at prices like 30-1. There was even one at 50-1! A horse I would never have thought of betting on. Next morning, I went to the bank, and drew out just about all I had - ?150. I laid my bets during my lunch hour. I went to several shops. I didn't want anyone to become suspicious.--- 197 til 327 It's a funny thing, but I just knew they'd come up. And - God forgive me - I never stopped to think why I had been given this chance to see into the future. They did come up - every one of them. All I had to do was to go round and collect, and I couldn't wait to get home and count my money. A cool ?4,000!! Well, nothing could stop me now! I'd give in my notice at work the next day, and look for a place of my own. Wait till I told Mum and Dad! They'd hardly be able to believe it. I switched on the television, but I couldn't concentrate on it. I kept thinking what I'd do with the money. I hardly heard a word of the programme. Then the news came on. The announcer mentioned Selby. That was where my parents lived. I began to listen. There had been an explosion up there, that afternoon, followed by a fire in a factory. Twenty-two people had been killed, and many more were in hospital. I don't remember the rest - something about a government enquiry. I stopped listening, but I couldn't move out of the chair. I think I must've known then that my Dad was dead - even before the telegram came. The newspaper had fallen on the floor. I picked it up, not realising what I was doing. Then, I saw it - in "Stop Press". Factory disaster on selby. Many Feared Dead. I hadn't seen it before. I'd been too busy picking winners. I could've saved my dad's life, but I'd been too busy picking bloody winners. I don't often cry, but the words swam in front of me then. There isn't much more to tell. I got my own business, and I'm doing well. As for my Mum, she was paid insurance by the firm that owned the factory, so she's better off than she ever was. The only thing is, she doesn't care if she's alive or dead now my Dad's gone. When the gods wish to punish us, they make a damn good job of it. Jan CarewBilete (s. 196):Forklaring: fotoDelar av andletet til ein gut som gr?t. Han har ei avis framfor seg. Word PowerPage 195:outside chance: sv?rt liten sjansemaster: l?rarquote: siterepunish: straffedaft: spr?, dumbargain for: rekne medgarage: verkstadrestless: urolegargument: krangelcouncil house: kommunal bustadannoy: irriterecontent: n?gdrut: fast traltquid: poundrealise: innsj?, bli klar overPage 196:gap: holraces: travl?pprice: her: oddsbet: veddem?lPage 197:notice: oppseiingenquiry: unders?kingdisaster: katastrofebloody: forbanna, ford?mdxxx3 Tasks34. Now that you have read the story, how do you understand the quotation "When the gods wish to punish us, they answer our prayers."?35. Did you like the story? Why / why not?--- 198 til 327xxx2 Focus on Languagexxx3 Determiners: Articles If you need help, look at pages 281-283xxx4 Task L1A. Here is a text from chapter 8. Write down in your rough book the indefinite and definite articles and the nouns which follow. ... One of them decided some years ago to write an article about violence on TV. First they did a survey at three schools. The result showed that about 50% of the teenagers thought there was "too much violence on the box", and 50% thought it was OK. More than 70% of the pupils said that they were not affected by the violence they watched on TV.B. How do we pronounce the definite article _the_ in these sentences? Write down the phonetic symbols. 1. The audience paid one franc per person. 2. Newspapers keep us up-to-date with the news. 3. The owners of newspapers have enormous power.xxx4 Task L2A. Here are some sentences taken from this chapter. Fill in the gaps with _a_ or _an._ 1. Violence has played .... important part in many teen movies. 2. .... politician has proposed .... new law. 3. Make .... advert for .... newspaper. 4. Use .... English encyclopaedia.B. When do we use _a_ and when do we use _an_ as the indefinite article? Explain the rules and write some more examples.xxx4 Task L3 Fill in the gaps with the indefinite article _a_ or _an_ but only where it is necessary. In some of these sentences English does not have an article.1. Sometimes just part of .... story is true.2. Imagine you are .... journalist in a newspaper.3. James Dean had .... enormous success with _East of Eden_.4. Britain has .... long tradition of freedom of the press.--- 199 til 3275. You cannot even escape them if you go to .... football match.6. We had .... lovely weather.7. You are .... eye-witness to .... crime or .... accident.8. It began as .... 13-week try-out in December 1960.xxx4 Task L4 Here are some sentences from texts in this chapter. Fill in the gaps with the definite article _the_ but only where it is necessary. In some of these sentences English does not have an article.1. Do we have .... same type of newspapers in Norway?2. Discuss in .... class.3. You find them everywhere in .... media: in .... newspapers and magazines, on .... radio, on .... television, at .... cinema and even on .... Internet.4. There was just .... radio for home entertainment.5. What time does it finish at .... night?6. .... BBC has two channels.xxx4 Task L5A. Translate these sentences into Norwegian. 1. He has to stay in bed for two weeks. 2. They are no more interested in the news than other people.B. Translate these sentences into English. 1. Ho g?r p? kino to gonger i veka. 2. Kva synest du om vald p? fjernsynet?xxx4 Task L6A. Write three sentences in which English has the indefinite article and Norwegian does not have any article.B. Write three sentences in which English has the definite article and Norwegian does not have any article.--- 200 til 327xxx2 Focus on Writingxxx3 Advertisements We see and hear advertisements every day. They come from many sources: TV, newspapers, fliers in our letterboxes, posters on the bus, from the radio, magazines and of course from the Internet and emails. The messages are designed to promote or sell a product, a service, or an idea and they all have one purpose: they want to persuade us to think or behave in a particular way. When you analyse an advertisement, you should ask questions like these:1. What is the target audience (age, gender, culture)?2. What is the main purpose of the advert?3. To what is the advert trying to appeal: emotions, fashion sense, status, health concern, conscience?4. How does the advert use slogans?5. What effect do photos, drawings, symbols and logos create?6. What kind of language is used? -- exaggeration: the fastest, the most comfortable, the ultimate -- comparison: smooth as silk, warm as a puppy -- appealing vocabulary: beautiful, elegant, great -- taste appeal: delicious, sweet, tasty -- claims that cannot be proved: cannot be matched, will save you money Remember that many companies spend lots of money to sell you their products or service. There is good reason to be sceptical.xxx4 Task L7 Use some of the questions above and analyse the advert. Merknad: Sp?r l?raren din om hjelp til denne oppg?va.Bilete:Forklaring: fotoReklame for Skechers (S) med bilete av Ashlee Simpson. --- 201 til 327xxx4 Task L8 Choose one of the following tasks:A. Write a text describing a commercial you have seen on TV. Give reasons why you liked it or did not like it.B. Write a short text explaining why we have banned TV advertising for alcohol and tobacco in Norway. Do you agree with this policy? Why / Why not?Some other writing tasksxxx4 Task L9 Should newspapers be controlled or censored? Why? Why not? Are there any kinds of reports or stories that a paper should _not_ publish? Why? Why not? Write a "Letter to the Editor" expressing your opinion.xxx4 Task L10 Work together in groups. You are going to plan a youth programme for TV (55 minutes). Write a brief description of the programme you want to make. List each part of the programme and make a time schedule. Each group makes a poster for the classroom with the heading "Our favourite programme". Compare your posters.xxx4 Task L11 Imagine you are a newspaper journalist. One Saturday, walking home from the cinema, you are an eyewitness of a crime or an accident. Write a report of what you have seen. Make up your own headline. Remember to answer the questions "What? Where? When? Who? How? Why?".xxx4 Task L12 You have got a wonderful chance to write the script of a new soap opera for teenagers. Work in groups and write a summary of the first three episodes. Remember that most soap episodes end as cliffhangers. Tell the class about your soap._Questions to ask yourself:_1. Which media do I know?2. Why do some people want to control or censor the media?3. What do I know about "soaps"?4. Can I analyse an advert? How?5. Do I know how to use the definite and the indefinite articles in English?--- 202 til 327xxx1 Chapter 9: The Jewel in the crown India was called _The Jewel in the Crown_ when Queen Victoria ruled because it was the biggest and most important of all the British colonies. What was then India is now divided into three countries: India, Pakistan and Bangladesh. What do you know about these countries? Write down 2-3 facts.--- 203 til 327 In this chapter we will focus on learning:-- about the history of India, Pakistan and Bangladesh-- about Indian culture-- to make Indian food-- about pronunciation and phonetic symbols-- to write brochures and leafletsBilete (s. 202):Forklaring: teikningFleire menn freistar ? fange ein elefant. Bilettekst: Elephant hunt. Indian miniature from the 18th century.--- 204 til 327xxx2 A. What Do You Know about India?Did You Know That:-- India is the seventh largest country in the world?-- it is the second most populated country in the world after China?-- India is the largest democracy in the world?-- it was the largest and most important British colony?-- more than 80% of Indians are Hindus?-- India has the second largest Muslim population in the world?-- there are 23 official languages in India?-- English and Hindi are the languages used for official purposes?-- the most popular sports are land hockey, cricket and football?xxx3 Task 1 Find similar facts about Pakistan and Bangladesh on the Internet and write down bullet points.Word Powerpopulated: befolkademocracy: demokratiofficial: offentlegpurpose: form?lxxx2 B. Impressions of Indiaxxx3 Task 2Listen Look at the photographs. The texts you will hear are numbered from 1 to 6. Write the letters in your rough book and put the correct number beside each letter.Bilete. 6 fotografiar:Forklaring: A: Masse indiske folk som skal reinse seg i ei elv. B: Ulike krydder p? ein kryddermarknad. --- 205 til 327C: Fargerike b?tar p? ei strand med palmar. D: Mausoleet Taj Mahal i marmor i Agra. E: Nokre hus oppe i fjellet. F: Bybilete fr? India av ei travel gate. Det er mange taxiar av typen autorickshaw og mange syklistar. xxx2 C. Young Talkxxx3 Task 3Worksheet, Listen Listen to some young people talking about India. Your teacher will give you a worksheet.--- 206 til 327xxx2 D. Three Poemsxxx3 Imagining IndiaWide sandy roads with palm trees on either sideAnd bullocks, buffaloes and peacocks on them.Some big brick housesAnd other little mud ones.At bazaarsPeople are buyingAnd sellingSaris, kurtasHerbs and spices.The setting sun reflectingOn the cool water. Geetanjali Mohini Guptara (age 9)xxx3 India is not just a placeIndia is not just a placeIndia is not just a people.India is the celestial music,And inside that musicAnybody from any corner of the globeCan find the real significance of life. Sri ChinmoyBilete:Forklaring: fotoEi kvinne i sari. Sarien er bl? med gull. Word PowerPage 206:sari: silk or cotton draped round the body, worn by Hindu womenkurta: long, loose shirt without a collar, worn by Hindu meneither side: begge siderbullock: stutbuffalo: b?ffelpeacock: p?fuglbrick: mursteinmud: jord-herb: urteplantespice: kryddersetting sun: sola som g?r nedreflect: spegle seg icool: kj?ligcelestial: himmelskglobe: klodesignificance: meiningxxx3 Tasks4. In _Imagining India_ a young Indian, who has grown up in Britain, is imagining India. How do you imagine India? Write a short text about what you associate with the country and/or what you know about it.5. A. The poem _Imagining India_ has several nouns which give an impression of India. List all the nouns. B. Write a list of nouns that you feel give an impression of Norway.6. How do you understand the poem _India is not just a place_?--- 207 til 327xxx3 VocationWhen the gong sounds ten in the morningand I walk to school by our lane,every day I meet the hawker crying,‘Bangles, crystal bangles?’There is nothing to hurry him on,there is no road he must take, no place he must go to,no time when he must come home.I wish I were a hawker, spending my day in the road,crying ‘Bangles, crystal bangles!’When at four in the afternoon I come back from the school,I can see through the gate of that housethe gardener digging the ground.He does what he likes with his spade,he soils his clothes with dust,nobody takes him to task if he gets baked in the sun or gets wet.I wish I were a gardener digging away at the gardenwith nobody to stop me from digging.Just as it gets dark in the eveningand my mother sends me to bed,I can see through the open window the watchmanwalking up and down.The lane is dark and lonely, and the street-lamp standslike a giant with one red eye in its head.The watchman swings his lanternand walks with his shadow at his side,and never once goes to bed in his life.I wish I were a watchman walking the streets all night,chasing the shadows with my lantern. Rabindranath TagoreForfattaromtale: _Rabindranath Tagore_ (1861-1941) was an Indian poet and philosopher. He was born in Calcutta and published his first poems when he was 17. Tagore studied law in England, but returned to India where he continued writing novels, short stories and poetry. Tagore wrote mainly in his native language, Bengali, but translated most of his writing into English himself. In 1913 he won the Nobel Prize for literature.Bilete:Forklaring: fotoEit svartkvitt portrettfotografi av Rabindranath Tagore. Word Powerlaw: juscontinue: halde frammainly: for det mestenative language: morsm?lvocation: yrkegong: klokkelane: veghawker: gateseljarbangle: armringcrystal: glasgate: portgardener: gartnardig: gravesoil: skitne tildust: st?vtake to task: skjenne p?bake: her: svi segwatchman: vektarlantern: lyktchase: jakte p?xxx3 Task 7 Choose task A or B.A. What is special about the jobs these people do in Tagore's poem _Vocation?_ -- the hawker -- the gardner -- the watchman Why do you think the I-person in Tagore's poem wants to be each of the three people he describes?B. Write a poem describing your own country or a country you would like to visit.--- 208 til 327xxx2 E. Indian Foodxxx3 Task 8 Before you start cooking, work out the measurements in the recipe. The following information will help you.lb (pound) = 0,4 litertbsp (tablespoon) = matskeifl oz (fluid ounce) = 0,3 dlinch = 2,5 cm Indian food, together with French and Chinese, is one of the most widely enjoyed in the world. There are Indian restaurants in most cities and big towns in every country, most of them run by immigrants from India and Pakistan. The food reflects many different Indian cultures. Each region has its own specialties influenced by race, religion, history and geography. Indian food can be everything from very simple vegetarian dishes to advanced meat, chicken and fish dishes made with dozens of ingredients. The secret of Indian cooking is the use of spices. Most dishes are served with some kind of rice and with one or more of the many different types of bread.--- 209 til 327xxx3 Chicken Tikka MasalaServes 41#1/2 lb chicken breasts, skinned6 tbsp tikka paste*4 fl oz yogurt or cream1 tbsp oil1 onion, chopped1 garlic clove, crushed1 green chilli, seeded and chopped1 inch piece root ginger, grated1 tbsp tomato purée8 fl oz watera little melted butter1 tbsp lemon juicefresh coriander, yogurt, and toasted cumin seeds, to garnish naan bread, to serve*Tikka paste, cumin seeds and naan bread you will get at a good supermarket or a shop run by immigrants.1. Cut the meat into 1 inch cubes. Put 3 tbsp of the tikka paste and 4 tbsp of the yogurt into a bowl. Add the chicken and marinate for 20 minutes.2. For the tikka sauce, heat the oil in a pan and fry the onion, garlic, chilli and ginger for 5 minutes. Add the tomato purée and water, bring to the boil and simmer for 15 minutes.3. Grill or fry the chicken in melted butter.4. Put the tikka sauce into a food processor until smooth. Return to the pan.5. Add the rest of the yogurt, lemon juice and fried chicken, then cook for 5 minutes.6. Serve on naan bread. Garnish with coriander, yogurt and toasted cumin seeds.Bilete:Forklaring: fotoKylling tikka masala med nanbr?d. Word PowerPage 208:measurement: m?lrecipe: oppskriftrun: her: drivereflect: speglesimple: enkeldish: matrettadvanced: avansertmeat: kj?ttdozens: dusinvisingredient: ingredienssecret: l?yndomcooking: matlagingspice: krydderPage 209:chicken breast: kyllingbrystskinned: utan skinnpaste: purécream: kremfl?yteonion: laukchopped: hakkagarlic clove: kvitlaukfeddcrushed: knustseeded: med fr?a fjernapiece: stykkeroot ginger: fersk ingef?rgrated: raspatmelted: smeltalemon juice: pressa sitronsafttoasted: steiktcumin: spisskarvegarnish: pynteserve: serverecube: terningmarinate: marinerefry: steikjebring to the boil: koke oppsimmer: sm?kokesmooth: jamnxxx3 Task 9 Choose one of the following tasks. Give reasons for your choice.A. Translate the recipe into Norwegian.B. Which ingredients are very different from what we use in Norwegian cooking?C. Write down a recipe for your favourite dish and translate it into English with English measurements.--- 210 til 327xxx2 F. Mohandas "Mahatma" Gandhi "I see myself as a soldier, but a soldier of peace." This was how one of the most important people in India, Mohandas "Mahatma" Gandhi saw himself. Gandhi had studied in England and went to South Africa as a lawyer. Here he experienced discrimination as a coloured person. In 1915 he returned to India. He travelled all over the country, often on foot. Workers and women were badly treated everywhere, not only by the British, but also by rich Indians. Gandhi's way of protesting was to break unjust laws and then go to prison. He stopped eating for weeks. Other leaders followed his example, then lots of ordinary people did the same. Gandhi demanded that all protest must be peaceful. The British did not know what to do about this protesting. They put people in prison until the prisons were full. In Punjab in 1919 they shot peaceful demonstrators and killed unarmed men, women and children. In the 1920s Muslims and Hindus protested together and would not cooperate with the British. In January 1930, Congress, led by Jawaharlal Nehru, demanded independence for India. --- 211 til 327Gandhi was followed by thousands of people on his walks. He was now 60 years old. During World War II both Gandhi and Nehru were put in prison. When the war was over, India again demanded independence and on August 15, 1947 the colony became an independent democracy. At the same time it was divided into two countries, Pakistan and India. In 1948 Mahatma Gandhi was shot by a Hindu fanatic.Bilete. 2 fotografiar:Forklaring: 1. (s. 210): Mohandes "Mahatma" Gandhi st?r saman med to kvinner. 2. (s. 211): Svartkvitt bilete fr? India av ei stor samling med menneske i ei gate. Word PowerPage 210:Mahatma: Sanskrit word for "great soul"lawyer: advokatexperience: oppleveon foot: til fotsworker: arbeidartreat: behandlebreak: bryteunjust: urettferdiglaw: lovunarmed: uv?pnacooperate: samarbeidePage 211:independence: sj?lvstendedemocracy: demokratidivide: delexxx3 Task 10A. Explain the following words in English: -- lawyer -- unarmed -- democracy -- discrimination -- cooperate -- fanatic -- colony -- independenceB. Make a heading for each paragraph of the text.C. Make one question for each paragraph of the text. Work with a partner and answer each other's questions.--- 212 til 327xxx2 G. India Is Divided In 1947 India gained independence from Britain and was divided into two countries, India and Pakistan. This was done to create a "home for Muslims" in a separate state. Although many Muslims stayed on in India and some Hindus in Pakistan, it meant that a lot of people had to leave the place where they had lived all their lives. Immediately before and after the Partition, about half a million people were murdered on both sides. The following is the story of Mohinder Singh, a Sikh who was forced to move from West Pakistan to India. For Mohinder Singh, 1947 was a dramatic year. He was 15 and lived in Quetta in West-Pakistan. Ten years earlier, he had lost both his parents in an earthquake. --- 213 til 327Now his whole life changed again and he lost all his friends. "More than 90 per cent of the population in Quetta were Muslims. I think we were about 5,000 Sikhs, the rest Hindus. When the Partition was announced, we decided to stay at first. But it became impossible, the situation was too tense." Mohinder Singh and his brother went with their uncle on one of the many refugee trains to India. There was little room for luggage. They had to leave their property behind. "The train was crowded. People were sitting on the roof, crushed together everywhere. The journey lasted four or five days. I can't understand how we survived, and I was scared all the time. When we finally arrived in Dehli, we saw Muslims and Hindus fighting in the streets. I remember the body of a Muslim lying there by the side of the road, stabbed to death." The sight frightened him. He had grown up among Muslims. "Why did religious hatred suddenly grow so strong? All human beings are equal, but when hatred grows, anything can happen, anything can be done in the name of God." Mohinder Singh remembers a terrible day in 1984 when Prime Minister Indira Gandhi was killed by her own bodyguard, a Sikh like himself. When people got to know who the murderer was, Hindus in Dehli and other cities went crazy, killing thousands of Sikhs. "I used to think that Hindus were more tolerant than Muslims, but 1984 put a stop to that." Mohinder Singh is worried about India's unity. Fifty years ago he settled in Naini Tal, a mountain town where the Hindu and Sikh temples and the Muslim mosque are next to each other and people live in peace. Adapted from ‘X’Bilete (s. 212):Forklaring: fotoDronning Elizabeth p? bes?k til det Gylne tempel i Punjab.Bilettekst: The Golden Temple in Amritsar. Word PowerPage 212:The Partition: the division of India into two countries, India and Pakistan, in 1947.Sikh: a member of a religion that developed from Hinduism in the 16th century to become a separate religionseparate: skild, eigenPage 213:earthquake: jordskjelvpopulation: befolkningannounce: annonseretense: spentrefugee: flyktningproperty: eigedelarcrowded: overfyltcrush: trengjesurvive: overlevescared: reddstabbed: stukkenequal: likego crazy: g? amokmosque: moskéxxx3 Task 11 Choose one of the tasks. Give reasons for your choice.A. Write a short summary of the text.B. Carry out an interview with Mohinder Singh either in writing or orally with a partner.C. Find out more about the Sikhs in India. Tell the class what you learn.D. Find out more about the Muslims in India. Tell the class what you learn.--- 214 til 327xxx2 H. Wildlife In the forests, plains, hills, and mountains of India there are a large number of different animals. Camels and elephants are used as domestic animals. Lions, tigers and bears can be found in the north, although hunting has made them scarce. The same is the case with other "cattle-lifters" like leopards and panthers. The tiger is now a threatened species. Small pandas and the one-horned rhinoceros live in the north-east of the country. You also find several species of apes and monkeys all over India. The Asian elephant is found on the slopes of the Himalaya and in the forests of the Deccan. There are about 9,000 wild elephants in India. India has many different kinds of snakes, including the cobra and the python. Another reptile is the crocodile. There are both river crocodiles, which can become up to 5 metres long, and saltwater crocodiles along parts of the Indian coast. Birdlife includes exotic birds like parrots, parakeets and peacocks.xxx3 The Tiger The Tiger is the largest of the "big cats". The most common type of tiger is the Royal Bengal Tiger which lives in India in forests or grassland where it is easy for it to hunt. It is also a good swimmer. Tigers hunt alone and eat deer, wild pigs and water buffalo. Old tigers sometimes take cattle and, very rarely, humans. The only true enemy of the tiger is man. It is illegal to hunt tigers, but people do, and there are now less than 2,500 tigers left in the world.Bilete:Forklaring: fotoEin tiger. xxx3 The Asian Elephant The Asian or Indian Elephant is one of the three types of elephants in the world and is mainly found in India. It is smaller than the African elephant. The easiest way to see the difference is the smaller ears of the Indian elephant. The animal grows to around 4 metres in height and can weigh up to 5,000 kilos. The female Asian Elephant does not have tusks. Some males also lack them. The elephant in India is used as a domestic animal, mainly to work with timber and for religious ceremonies.Bilete:Forklaring: fotoIndisk elefant. Word PowerPage 214:forest: skogplain: slettedomestic: hus-hunting: jaktcattle: kvegspecies: dyreartrhinoceros: nashornslope: fjellskr?ningsnake: slangereptile: krypdyrparrot: papeg?yepeacock: p?fuglfemale: ho-tusk: st?yttannmale: hann-timber: t?mmer--- 215 til 327xxx3 Task 12A. What are the main differences between the African and the Asian elephant? Write a short description of each of them.B. Choose two of the animals in the photos and write a short description of them, similar to the descriptions of the Asian elephant and the tiger.Bilete. 6 fotografiar:Forklaring: 1: Ein p?fugl. Bilettekst: Peacock2: To svartbj?rnar Bilettekst: Black Bear3: Ei lita ape. Bilettekst: Monkey4: Ei krokodille. Bilettekst: Crocodile5: Ein pytonslange. Bilettekst: Python6: Eit nasehorn. Bilettekst: Rhinoceros--- 216 til 327xxx2 I. Earthquake Pakistan, Like India and Bangladesh, is on "the Indian Plate", which is part of the earth's thin crust. The Indian Plate drifts towards and collides with the Asian Plate. Where the two plates meet, the Himalayas are formed, and earthquakes happen quite often. Last time there was a large quake, I lived in Islamabad, the capital of Pakistan, together with my husband and our two sons, aged 2 and 5. The quake struck around 9 in the morning. It was Saturday, a day off work, and we were still in bed, the boys jumping on my husband's tummy. What fun! Suddenly the joyful activities stopped. The house started shaking vigorously, and there was a deep and loud sound, like the rumbling of a train driving through your ground floor. I had never felt so scared in my life before. My husband shouted "earthquake", and at the same time I heard my mother rushing down the stairs, shouting: "It's an earthquake!" We all ran down the stairs and then outside. Safe! Later that day we learnt that a large 11-floor building just a five minutes' drive from us, had fallen down. A friend of my husband's lived there. He was up early and had been out shopping. Others were not that lucky. A Norwegian girl visiting some friends died in the collapsed building. A Swedish family, mother and three kids, died, too. It took weeks to find all the dead bodies. We soon learnt that the quake had been huge. Up-country the tragedies were enormous. Whole towns were wiped out. About 80,000 people died, almost half of them children. Pakistani children go to school also on Saturdays, and many were trapped inside school buildings. Around 3 million people became homeless. And the winter coming soon! During the previous winter there had been up to 2-3 metres of snow in some of the valleys. Luckily, the winter turned out to be rather mild. Snow and sleet - yes, but not as much as the year before. Most tents where the homeless stayed would not have taken such a load. There were so many tragedies. There were tens of thousands of seriously wounded people: young boys and girls with broken spines who would never walk again, crushed arms and legs. The international community provided a lot of help. But many roads were blocked by landslides. Many aftershocks, some of which were really scary ones, were destroying more roads and bridges. For us, this was an experience which was tough enough. Knowing what was going on just outside your doorstep.--- 217 til 327I was part of a group providing some voluntary help. At the same time the afterquakes got on our nerves: our house shaking, rumbling like a train driving somewhere under you, or lying in bed, feeling smaller quakes. Will this be a strong one or is there a larger one coming now? Many times up from the bed, or from the chair, or out from the building. But most times it was over before you managed to react. Be happy you don't live in an earthquake area! Moushumi AspenesBilete:Forklaring: fotoKatastrofeomr?de etter eit jordskjelv. Word PowerPage 216:plate: platecrust: skorpedrift: drivecapital: hovudstadtummy: mageshake: ristevigorously: kraftigrumbling: rumlingground floor: f?rste etasjerush: springecollapsed: samanrasahuge: enormup-country: inne i landetwipe out: utslettetrap: innestengdprevious: f?rresleet: sluddtake the load: tole vektaspine: ryggradcommunity: samfunnprovide: skaffeblocked: blokkertlandslide: jordrasaftershock: etterskjelvPage 217:voluntary: frivilligreact: reagerexxx3 Tasks13. Why do earthquakes occur in this area? Explain14. Answer the questions. A. What happened before the earthquake? B. What happened during the quake? C. What happened afterwards? D. What do you think it is like to live in an area where there are earthquakes?--- 218 til 327xxx2 J. The Spirit of Diwaliby Ramendra KumarForfattaromtale (s. 221): _Ramendra Kumar_ is a well-known Indian writer. He has written poems, sketches and stories for adults and children in English. His books have been translated into several Indian languages. Kumar is the editor of a children's Internet portal, __, where you can find more of his stories and also poems and stories by other Indian writers. _The Spirit of Diwali_ was written in 2001.Bilete:Forklaring: fotoRamendra Kumar. Longer version on page 253 Chandan put his hands on his ears trying to shut off the sounds. It was Diwali night. The whole city was lit up. Firecrackers were exploding everywhere. Chandan was lying on a dirty bench in one corner of a dhaba in which he worked, trying to shut off the world and sleep. Diwali brought joy and happiness for everyone. Everyone - except him. He remembered that day three years ago ... "Chandan, get up. Have you forgotten? Today is Diwali. You have to go with Babuji to the market and get all the stuff we need and, most important of all, your firecrackers," Chandan's mother said. At the mention of crackers Chandan jumped off the bed and hugged his mother. He had already made a long list - rockets, Vishnu bombs, Hydrogen bombs and those special ones which made the loudest noise - Knock-Out bombs. Of course he was sure to have a fight with his younger sister Anjali. She hated bombs. They scared her. She only liked sparklers. And Babuji would always support her. When they returned from the market it was two o'clock. Ma had made his favourite food. He had two helpings. In the evening they got a message. Ratan Shah, the owner of the store where Babuji worked, had suffered a stroke. "I'll just go see him and come back," Babuji told Chandan's mother. "I'll go with you. Let's take Anjali along too." "Okay then, Chandan, you stay here. We'll try to come back as quickly as possible." Those were his Babuji's last words. While returning from the hospital Babuji's moped collided with a truck. All three were killed on the spot.On that fateful evening of the Festival of Lights, Chandan's little world had gone completely dark. Two weeks later Chandan's Uncle Birju Chacha had come with his wife and four kids and settled in Chandan's house. "As soon as I came to know of the terrible tragedy I decided I'll leave everything I have in the village and come to the city to take care of Chandan.--- 219 til 327Poor boy, he has no one else," Birju Chacha went around telling everyone who cared to listen. Chandan could stand neither Birju Chacha nor his wife and their children. Chacha had always been the black sheep of the family. He was a rogue. But Chandan had no choice. Birju Chacha and his family simply took over the house. Within six months Chandan was their servant. The whole family loved torturing him. His father's savings as well as his mother's jewelry were all sold. Chandan had to do most of the work in the house as well as run errands for everyone. Unable to bear it Chandan ran away and, getting on the first train, he left Ahmedabad and came to Baroda. After wandering the streets for three months he managed to get a job in Bakshi's dhaba. He would work hard the whole day, serving water, food and cleaning tables. At night he slept in the dhaba. It had become his work place as well as his home. After that fateful Diwali Chandan suffered two more Diwalis. This was the third. While everyone celebrated the Festival of Lights, Chandan mourned for his family and his little world of happiness which had been destroyed. "Aah!"--- 220 til 327 Chandan got up quickly. Did he hear someone crying out in pain or was he imagining things? "Aah!" he heard the sound again. He went outside. An old man was lying on the ground. He must have been around seventy. He had white hair and a white beard. He was wearing a white kurta and pajama. Chandan helped him up and made him sit on a bench. "Th ... thanks," the old man said. He had a soft, gentle voice. Chandan noticed that he was blind. "Baba, what are you doing all alone at this time of the night?" "I am alone." "Why? What about your wife, children?" "I have no one. My two sons kicked me out of the house after my wife's death two years ago." "Where do you stay?" "You know the Jain temple near the main market?" "Yes." "I stay there with many others like me who have nowhere to go." "But what are you doing here?" "Today is Diwali - the festival of joy and happiness. How can I sit inside? I have come out to enjoy it." "But Baba, you can't even see. What can you enjoy?" "Who says I can't enjoy? I can't see with my eyes, but I can hear, I can smell, I can breathe and above all I can feel the festive spirit. The sound of the crackers, the smell of the sweets, the screaming and shouting of the children, the millions of lamps reflecting the light of love, of knowledge, of happiness ... You want me to miss all this?--- 221 til 327Diwali is the festival of festivals. It tells us about sharing love and spreading happiness. That is why I go out in the streets. See, my pockets are full of sweets. The whole year I try to save and on Diwali I buy sweets. I go around in the streets and give these sweets to people who are less fortunate than I am." Chandan stared at the old man in amazement. For three years he had been full of self pity, cursing Diwali and cursing God. He was young, healthy and he had his whole life ahead of him. He had so much to look forward to. Yet he had made his present miserable by weeping over the past. In stark contrast to him was this old man. He was blind and almost at the end of his long and sad life. He had nothing. But he was out there doing his little bit to spread happiness. The old man got up. "Thanks for your help. Take this," he gave Chandan a sweet packet. "May Goddess Lakshmi bless you." The old man hobbled off. His words kept echoing in Chandan's mind ... Since that lonely Diwali night, whenever Chandan felt down, he would think of the old man. His kind face would appear in front of Chandan's eyes, his voice would ring in his ears and Chandan would be filled with hope.Bilete. 2 fotografiar:Forklaring: 1. (s. 219): Fr? lysfesten Diwali. Masse tende lys i ei trapp som f?rer ned til eit vatn. 2. (s. 220): Ein heimlaus gut. Word PowerPage 218:diwali: Hindu festival of lightdhaba: small local restaurantbabuji: title of respectpajama: loose trousers tied around the waistbaba: title like "Sir"Goddess Lakshmi: the goddess of wealth, celebrated at Diwalispirit: ?ndfirecracker: fyrverkerishut off: stengje uteat the mention of: bli nemndhug: klemmesparkler: stjerneskotcase: sakhelping: porsjonmessage: beskjedstore: butikksuffer a stroke: f? slagtruck: lastebilfateful: lagnadstungsettle: sl? seg nedPage 219:black sheep of the family: problembarnet i familienrogue: kjeltringservant: tenartorture: plagesavings: sparepengarjewelry: smykkeunable: ute av standbear: toleclean: vaskesuffer: lide seg igjennommourn: s?rgjedestroy: ?ydeleggjePage 220:pain: smertebeard: skjeggtemple: tempelfestive: feststemtsweets: godteriPage 221:editor: redakt?rshare: delespread: spreiefortunate: heldigamazement: forundringself pity: det ? synast synd i seg sj?lvcurse: forbannemiserable: ulykkeleghobble: halteecho: gjenlydexxx3 Tasks15. Answer the questions. A. What do you understand about Diwali from this story? B. Make a list, in chronological order, of the events in the story. C. Over how many years do the events take place? D. What does Chandan learn from the old man? E. What do you think the moral of the story is? F. What do you feel makes this story specifically Indian? G. What do you like/dislike about the story? Give reasons for your answer.16. Find more information about Diwali or another Indian festival. Write a short text or tell your class about it.17. Look at the pictures in this chapter. Choose two and write a short text for each.--- 222 til 327xxx2 Focus on Languagexxx3 Pronunciation and phonetic spellingDikt:Cork and Work and Card and WardI take it you already knowOf tough and bough and cough and dough?Others may stumble, but not youOn hiccough, thorough, laugh, and through?I write in case you wish perhapsTo learn of less familiar traps:Beware of heard, a dreadful wordThat looks like beard, and sounds like bird.And dead: it's said like bed, not bead;For goodness' sake, don't call it "deed"!Watch out for meat and great and threat(They rhyme with suite and straight and debt).A moth is not a moth in mother,Nor both in bother, broth in brother.And here is not a match for there,Nor dear for bear, or fear for pear.There's dose and rose, there's also lose(Just look them up), and goose, and choose,And cork and work, and card and ward,And font and front, and word and sword;And do and go and thwart and cart -Come come, I've barely made a start!A dreadful language? Man alive,I'd mastered it when I was five! Anonymousxxx4 Task L1 Read the poem about English pronunciation to yourself. Use a dictionary to help you with pronunciation. Then practise reading it aloud with a partner.--- 223 til 327xxx4 Task L2 Here are some of the words from the poem written in phonetic transcript. Write the words in ordinary letters.|=t&f|= |=k!?f|= |=h!?:d|= |=w!?:d|= |=b!?:d|= |=bi:d|= |=di:d|= |=mi:t|= |=gre/t|=|=stre/t|=|=se/k|=|=?ret|=|=det|=|=bed|=|=ded|=|=b?à?|=xxx4 Task L3 Here are some more words from the poem. Try to write them in phonetic symbols. Use a dictionary or the phonetic symbols on page 310 if you need help.cork work card ward moth mother both bother brother there dearbearfearpearroselosechoosedogocartxxx4 Task L4 Here are some sounds from the phonetic alphabet. Find as many words as you can with the same sound.i: as in been |=bi:n|=?à as in go |=g?à|=& as in cut |=k&t|=/? as in here |=h/?|=e/ as in make |=me/k|=? as in bad |=b?d|=à as in put |=pàt|=--- 224 til 327xxx2 Focus on Writingxxx3 Writing a brochure or leaflet When writing a brochure or leaflet you want to present something in an interesting way to the reader. A brochure consists of more than just written information and you need to think about layout. You can use different devices like:-- columns-- pictures-- bullet points-- different font sizes-- style You should sort out the most important information about your topic. Remember that the written text and pictures need to go well together. The purpose of a brochure is to give information and persuade the reader. Here are some points to think about when it comes to language:-- vary the beginning of your sentences-- use a variety of short and long sentences-- use plenty of adjectives to describe things effectively-- use the present tense-- address the reader (you)-- compare things-- use rhetorical questions-- exaggerate to make an effect When you compare you can use the following expressions:-- less than-- more than-- the least-- the most-- one thing is like/similar to another-- as ... as--- 225 til 327xxx4 Task L5 Write a leaflet about Indian food. You will find recipes and photos on the Internet.xxx4 Task L6 Write a travel brochure about India, Bangladesh or Pakistan or any region of one of these countries. Remember that a travel brochure should tempt people to travel.xxx4 Task L7A. Write a leaflet about Indian wildlife or wildlife in a sanctuary.B. Write a leaflet about threatened species of animals.xxx4 Task L8A. Create a Power Point presentation on one of the topics in this chapter. It could for instance be about Indian history, geography, religion, culture, wildlife, sports, politics or a topic of your own choice.B. Write an information text about one of these topics._Questions to ask yourself:_1. What do I know about Indian history?2. What do I know about Indian culture?3. What have I learnt about India that I did not know before?4. What did I find interesting in this chapter?5. What problems do I have with pronunciation?6. What is important when I create a brochure or leaflet?--- 226 til 327xxx1 Individual Readingxxx2 ContentsSecond versions of texts: Mum Should Stay at Home 227 The Legend of St George and the Dragon 228 King Arthur 229 The Fabulous Spotted Egg 232 The Wild West 235 Britain Tops Bully League Says Report 237 The Diary without a Key 239 The Reader of Books 240 Growing up in the 1960s 242 Welcome Home, Soldier 244 The Selfish Giant 247 Newspapers and Magazines 251 The Story of "Teen" Cinema 252 The Spirit of Diwali 253Reading to enjoy: Anastasia Krupnik 257 In the Beginning 268 An Indian View 271 The Eyes Have It 273--- 227 til 327xxx2 Chapter 1xxx3 Mum Should Stay at Home Peter Swift, aged 15, lives near Leeds. His mother has worked as a graphic designer for the last three years. "I hate it; I've always hated it. Mum disappears at 7.30 am and doesn't get home until about 7.30 pm, so we come home to an empty house. It doesn't worry my sister Elizabeth. She's a year older than me and has loads of homework, so she sits upstairs working and I'm left on my own. When mum first had the chance of going back to work, we all talked about it and she said that it was only a trial period and if we weren't happy with it she would give it up. But it wasn't a fair test because in the beginning it was all rather thrilling being on our own; like a big adventure. I didn't realise what it would be like long term. She started her new job two days before I started at comprehensive school and I had to go by myself, when all the other boys had their mothers with them. Of course, everybody was much more interested in what had happened at the new job than what had happened at the new school. Elizabeth and I both have our own chores. I load the dishwasher and I sometimes wash the car or mow the grass. Elizabeth does the ironing - well, she says she does, but she never seems to get round to ironing my shirts. We get extra pocket money because we help out, so I suppose it's fair, but all my friends do absolutely nothing around the house. There is a good side to it. Mum has lots of interesting things to tell us and I like to hear her talk about the people she meets. We probably get more freedom, too - I can make my models on the table without getting told off. We wouldn't have as much money for trips to France or hobbies like photography if she didn't work, but I'd swap all that if it meant she'd be at home like she used to be. I don't think a woman's place is in the home or anything like that, but I do think a career should be fitted round the children, not the other way round, and in my opinion what the children think should come first." From _Living Magazine_Bilete:Forklaring: fotoEi kvinne framfor ein vegg med permar og b?ker. Ho pratar i ein fasttelefonen med leidning samstundes som ho strekk seg etter ei bok. Word PowerPage 227:graphic designer: grafisk designardisappear: forsvinneempty: tomworry: bekymreloads of: mengder medupstairs: ovanp?, etasjen overon my own: aleinetrial: pr?ve-fair: rettferdigrather: heller, ganskethrilling: spennanderealise: innsj?long term: i lengdacomprehensive school: skole (11-18 ?r) etter barneskolenchore: arbeidsoppg?ve (i heimen)load: her: setje inn idishwasher: oppvaskmaskinmow: klippe (plen)do ironing: strykeswap: bytefit round: tilpasse--- 228 til 327xxx2 Chapter 2xxx3 The Legend of St George and the Dragon The most famous legend of Saint George is of him slaying a dragon. There are many versions of this story. Here is one of them: St George was passing through Libya to join the Roman army. When he passed the city of Selene, he saw a young woman standing pale and trembling outside the walls of the city. He paused to ask why she was standing there. She asked him to leave at once and told him that everyone in the city was in sorrow, for a dragon had long ravaged the city. "In the beginning," she said, "he demanded a meal of two sheep a day. But after some months there were no sheep left. Then he said that he wanted a maiden every day. Now all the young girls have been killed. Only I, the king's daughter, remain. Hurry, leave me, or you will get killed." When St George heard the story, he decided to try to save the princess. Suddenly the dragon appeared, roaring. "It's too late," cried the princess. St George, however, was not afraid and turned against the dragon. It was a large, green monster with two black wings and a tail which was more than fifty feet. From its mouth came a hot red flame. The dragon attacked St George. He struck the dragon with his spear, but the scales of the monster were so hard that the spear glanced aside. St George fell from his horse. He rolled under the dragon. Then he saw that under its wings, there were no scales. St George therefore thrust his spear into a soft spot. The dragon fell dead at the feet of the princess.Bilete:Forklaring: teikningEi teikning av ein stor svart og raud drake med skarpe tenner som sprutar bl? eld. Word PowerPage 228:legend: legendedragon: drakeslay: drepejoin: slutte seg tilpale: bleiktrembling: skjelvandewall: mursorrow: sorgravage: heims?kje, ?ydeleggjedemand: krevjemeal: m?ltidmaiden: jomfruremain: vere tilbakedecide: bestemme (seg for)roar: br?letail: haleattack: g? til ?takstrike: her: stikkespear: spydscale: skjelglance aside: gli avthrust: stikke, st?ytespot: punkt--- 229 til 327xxx3 King Arthur You have probably heard of King Arthur and his Knights of the Round Table. We do not know if Arthur is a real historical person or not. But he is a very important legendary figure. This is the beginning of the story about Arthur. King Uther Pendragon has been poisoned and there is much fighting between the Saxons and the English. Then Merlin, the magician, comes to London.xxx4 The Two Swords Merlin Spoke with the Archbishop and all the knights gathered in and outside the church on Christmas Day. In the middle of the service Merlin made a large stone appear in the churchyard. On the stone there was an anvil of iron and in the anvil, a shining sword. It was the most beautiful sword they had ever seen. Around the sword these words were written:Whosoever pulls out this sword from the anvil is the true King of Britain.--- 230 til 327 Many men tried to pull out the sword but they could not do it. "He is not here," said the Archbishop. "But doubt not that God will send us our King. Send out a message that on New Year's Day we will hold a competition where everybody can try." On New Year's Day a large group of knights met together. Among them were Sir Ector, his son Kay, and Arthur, Sir Kay's young brother, who was only sixteen years old. Suddenly Sir Kay found that he had left his sword behind and he asked Arthur to ride back and fetch it for him. "Certainly I will," said Arthur, who was always ready to do anything for other people, and back he rode to the town. But his mother had locked the door so that Arthur could not get into the house at all. "My brother Kay must have a sword," he thought as he rode slowly back. "It will be a shame if so young a knight comes to the competition without his sword. But where can I find one? ... I know! I saw one sticking in an anvil in the churchyard, I'll fetch that." So Arthur rode to the churchyard. He tied his horse and ran to the anvil. Without stopping to read what was written on the stone, he pulled out the sword. In a few minutes he had caught up with Kay and gave him the sword. Arthur knew nothing of what sword it was, but Kay had already tried to pull it from the anvil, and saw at a glance that it was the same one. He rode to his father, Sir Ector, and said: "Sir! Look, here is the sword out of the stone! I must be the true King of all Britain!" But Sir Ector did not believe him and made them ride back to the church. Here Kay admitted that it was Arthur who had brought him the sword. "And how did you get it?" asked Sir Ector. "Sir, I will tell you," said Arthur. "Kay sent me to fetch his sword, but I could not get in. Then I remembered seeing this sword in the churchyard, so I fetched it." "Well, put the sword back, and let us see you draw it out," commanded Sir Ector. "That's easily done," said Arthur, puzzled by all this trouble over a sword, and he set it back easily into the anvil. Then Sir Kay tried his hardest to pull it out, but he could not move it. Sir Ector tried also, but with no better success. "Pull it out!" he said to Arthur. And Arthur, more and more puzzled, put his hand around it and pulled it out easily. "Now," said Sir Ector, kneeling before Arthur and bowing his head, "I understand that you are the true King of this land."--- 231 til 327 "Why? Oh why is it? Why do you kneel to me, my father?" cried Arthur. "It is God's will that whosoever might draw the sword out of the stone and out of the anvil is the true King of Britain," said Sir Ector. "Also, though I love you well, you are no son of mine. For Merlin brought you to me when you were a small child, and told me to bring you up as my own son!" "Then if I am indeed King," said Arthur, bowing his head, "I hereby pledge myself to the service of God and of my people, to the righting of wrongs, to the driving out of evil, to the bringing of peace and plenty to my land ... Good sir, you have been as a father to me since ever I can remember, be still near me with a father's love and a father's advice ... Kay, my foster-brother, be you a true knight of my court." After this they went to the Archbishop and told him all. But the barons and knights were filled with rage and refused to believe that Arthur was the true King. So the choice was put off for a long time. Many tried their strength at the sword, but only Arthur could pull it out of the stone. Then all the people cried: "Arthur! We will have Arthur! By God's will he is our King! God save King Arthur!" And they knelt down before him and asked him to forgive them for delaying him so long. Arthur forgave them readily, and kneeling down himself he gave the sword to the Archbishop and received of him the holy order of Knighthood. And then everybody came to Arthur and swore to serve and obey him. Arthur gathered all the knights who had served his father, and the younger knights who wanted to show their courage and loyalty, and set out to fight the Saxons. Before long he had brought peace and safety to the southern parts of Britain, making his capital at Camelot.Bilete. 2:1. (s. 229): Forklaring: Teikning av handa til kong Arthur som skal til ? trekkje ut det magiske sverdet i ambolten. 2. (s. 231): Forklaring: foto. Mann til hest med heva sverd. Word PowerPage 229:knight: riddarlegendary: legendariskpoison: forgiftemagician: trollmannsword: sverdArchbishop: erkebiskopgather: samleservice: gudstenesteappear: komme til synechurchyard: kyrkjegardanvil: amboltiron: jernwhosoever: den sompull: dra, trekkjetrue: rettPage 230:doubt: tvilcompetition: konkurransefetch: hentelock: l?seglance: blikkadmit: vedg?puzzled: forundrakneel: knelebow: b?ye, bukkePage 231:indeed: verkeleghereby: med dettepledge (oneself to): forplikte (seg til)service: tenesterighting: gjere godt igjenwrong: urett, urettferdevil: vondskappeace: fredplenty: rikdomcourt: hoffrage: raserirefuse: nektechoice: valput off: utsetjestrength: styrkedelay: seinkereceive: ta imotholy order: heilage ordenknighthood: riddarskapserve: teneobey: lydecourage: motloyalty: lojalitetCapital: hovudstad--- 232 til 327xxx2 Chapter 4xxx3 The Fabulous Spotted Egg - a Cheyenne Myth The Cheyenne Indians, who rode the plains of North America in the seventeenth and eighteenth centuries, had a strange custom. Whenever they came to a wide stretch of water - a lake or a river, perhaps - they would throw some food or tobacco in before they rode across. Nobody asked the Cheyennes why they did this, but then, of course, nobody asked the Cheyennes anything. If you met a Cheyenne, it was safer to run away. Well, there was a reason. It was contained in a tale told by the Cheyenne storytellers, a tale about a great river monster and two brothers who discovered a fabulous spotted egg. The two brothers - their names aren't known, but we'll call them Elder and Younger - had managed to get themselves lost on the prairie. The horizon made a great big circle all around them and there was nothing to see except the grass, waving in the wind. The brothers had a little water, but they had no food. They walked a few miles and they got hungrier and hungrier and soon the rumble of their stomachs was accompanying the rustle of the wind. Then all of a sudden they came upon an egg just lying on the ground with no sign of a bird or a nest anywhere near. "Well, that's a stroke of luck," Younger said. "Look at that egg. I reckon it'll last the two of us a whole week." "I'm not so sure," Elder growled. "It don't look too healthy to me." "What do you mean?" Younger cried. "It's just an egg."--- 233 til 327 But if it was just an egg, it was just a very peculiar egg. For a start it was bright green with red spots. Also it was enormous - much bigger than a chicken egg. Much bigger, in fact, than a chicken. And how had it got there? It was, after all, in the middle of the prairie. "It looks magic to me," Elder said. "I say we don't touch it." "Come on!" Younger replied. "It was probably laid by a bird or a turtle or something. OK, so it's a funny colour. But I'm so hungry, I'd eat a green and red spotted horse!" So while Elder watched, Younger lit a bonfire and roasted the egg. Then he cracked the shell and began to eat. "You sure you don't want some?" he asked. "No, thanks," Elder said. "It's really good. You don't know what you're missing." In fact, Younger was lying when he said that. The egg was hard and rubbery. The yolk was green, the same colour as the shell, and the white wasn't white but a sort of pink. And it didn't taste like an egg should. It tasted of fish. Now even as Younger ate he began to feel sick, but something made him go on eating. He couldn't stop. Faster and faster he spooned the egg down until it had all gone and only the shell was left. "I hope you know what you're doing," Elder muttered. The next morning, when they woke up, Younger was feeling really ill. His stomach was like a funfair merry-go-round and his eyes were as big as ping-pong balls. Worst of all, he was really thirsty. He drank all the water in his bottle but it could have been a thimbleful for all the good it did him. Elder looked at him and sighed. "You look terrible," he said. "I feel terrible," Younger agreed. "You're green!" "Green?" "And you've got red spots." Younger stood up. "Let's go!" he said. "The sooner we find water the better. I need a drink." They walked until sunset by which time Younger's skin had gone greener and his spots had got redder. Also all his hair had fallen out and he seemed to be having trouble talking. "Sssssay," he hissed. "Do you reckon I made a missssstake eating that egg?" "I guess so, kid," Elder replied. "I guesssss it was kind of ssssstupid. But I'll feel better when I get to water. I really want a ssssswim."--- 234 til 327 The next morning he was worse. His arms had somehow glued themselves to his sides and his nose had dropped off. He was a vivid green and red and his skin was slimy. Like a snake's. "I feel worssssse," he moaned. "You look worse," Elder said. "Water!" They reached water at sunset. Younger, whose legs had almost melted into one another, decided that he would rather sleep in the river while Elder curled up on land beside a bonfire. Elder hadn't eaten for five days now and he was weak and tired. It didn't take him long to fall asleep. He was woken up by the sound of singing. He opened his eyes and the first thing he saw was a great heap of fish lying on the bank, waiting to be cooked. Then he looked beyond, in the water, and saw his brother. Except that it wasn't really his brother any more. The boy had become an enormous sea-monster with huge teeth, scales and a forked tail. He was swimming to and fro, stopping now and then to fork another fish with the point of his tail and flip it onto the bank. "Hey, kid!" Elder called out. "How are you feeling today?" "Fine!" Younger replied. "If sssss not ssssso bad being a sssssea-ssssserpent. And I've caught a whole lot of fisssssh!" "Thanks," Elder said. "Hey - lisssssten," Younger continued. "Don't you forget about me. I got you food, ssssso you get me food. I don't want to eat fisssssh all my life." "I'll do that," Elder promised. "And tobacco too. Just because I'm a monssssster, it don't mean I can't sssssmoke!" And that is why the Cheyennes always stopped and threw food and tobacco into the water before they crossed it (even when they were being chased by the cavalry). It was to keep the sea-serpent singing.Bilete (s. 232):Forklaring: teikningTil venstre er dei to br?rne. Til h?gre er eit enormt gr?nt og kvitt egg, og den yngre broren som har vorte forvandla til eit slangeliknande monster. Word PowerPage 232:fabulous: fantastiskspotted: flekketplain: slettecentury: hundre?rcustom: skikklake: innsj?safe: tryggcontain in: her: ein del avget oneself lost: g? seg villprairie: pr?riehorizon: horisontwave: b?lgje segrumble: rumlingaccompany: sl? takt medrustle: raslingnest: reira stroke of luck: heldigreckon: tru, g? ut fr?growl: brummehealthy: sunnPage 233:peculiar: rarbright green: eirgr?nturtle: skjelpaddelight: tennebonfire: b?lroast: steikjecrack: knuseshell: skalmiss: g? glipp avlie: lygerubbery: gummiliknandeyolk: (egge) plommespoon down: gafle i segmutter: mumlefunfair: tivolimerry-go-round: karusellthimbleful: berre eit fingerb?l sighsukkeagree: vere samdsunset: solnedgangskin: hudhiss: vislePage 234:glue: limevivid: intensslimy: slimetsnake: slangemoan: klage segmelt: smeltecurl up: krype samanheap: haugbank: her: vasskantbeyond: her: lenger utscale: skjelforked: kl?yvdto and fro: fram og tilbakefork: spiddepoint: spissflip: slengeserpent: slangechase: jagecavalry: kavaleri--- 235 til 327xxx3 The Wild West What did people who settled on the American prairie do? Some of them became farmers. But there were large areas which were too dry to farm. Still, it was possible to raise cattle. Men were needed to drive large herds of cattle from the ranches in the South to the railway farther north. These men became known as cowboys. Gold and silver were discovered and many men hoped to become rich. Small towns grew up where people stopped. These are the towns which later became so well known through Western movies. One such town was Tombstone in Arizona, not far from the Mexican border._Wyatt Earp in Tombstone_Long may he live, in fame and glory And long may his story be told. (Theme song of an Earp TV series) The big guy, thin but strong, stood outside Brennan's Saloon in the Kansas town of Ellsworth. He wore no guns. He was 25 years old, and his name was Wyatt Earp. He was not then famous - but he would be. Ellsworth was a wild town, and a couple of hell-raisers had just fired a load of buckshot into the sheriff on this hot August day. "It's none of my business," said Earp to the mayor, "but if it was me I'd get me a gun and arrest the guy or kill him." The mayor quickly hung a badge on Earp's shirt. "I'll make it your business," he told the stranger.--- 236 til 327 "Here's your badge. Get some guns. I order you to arrest that killer." That was the start of Wyatt Earp's career. He did not stay long in Ellsworth, but moved on to Wichita where he was made deputy marshal as soon as he arrived. Then he found Wichita too tame and moved on to Dodge City. "Queen of the Cowtowns ... Wickedest Little City in America". It was a paradise for gamblers and gunmen. Earp was paid $250 a month plus $2.50 for each arrest. He kept the jail full. But slowly Dodge City became a quiet prairie town, and Wyatt Earp got bored. Silver had been discovered in Arizona, and Earp decided there was more money in Tombstone. So he packed his bags and was joined by his brothers Virgil, Morgan and Jim. Doc Holiday and his girlfriend, Big Nose Kate, followed. Tombstone was a violent town. Few days passed without a shooting or a killing. Wyatt Earp was soon appointed deputy sheriff. His troubles began on the night of March 15, 1881, when a stagecoach left Tombstone with eight passengers and a load of gold. On the way, bandits tried to stop the coach and killed the driver and one passenger. Doc Holiday was suspected and there were whispers that the Earp brothers, too, were behind the hold-up. The arrest was made by Behan, the sheriff who was Earp's enemy. One day the Earps heard that their enemies, the Clantons, a gang of cowboys, were at the OK Corral in the centre of Tombstone. Wyatt, Morgan and Virgil Earp set out with Doc Holiday. They walked in line down the main street, dressed in black hats and long black coats, as always. When Behan, the sheriff, saw them, he asked Virgil, who was marshal, to take the guns away from them and not fight. Virgil gave Holiday a gun and walked past Behan. Before they even reached the OK Corral, the gang of cowboys appeared. If the cowboys felt trapped, they did not show it. In the silence, a click, click could be heard as two men cocked their sixshooters. Virgil Earp called out, "You men are under arrest. Throw up your hands!" Then someone shouted, but the words were lost in the noise of shots. It took less than a minute before it was all over. Suddenly the shooting stopped, and gun smoke drifted over the silent scene. Three of the cowboys lay dead. Morgan Earp was hit in the left shoulder, Virgil in the leg, Holiday in the hip. Wyatt Earp was not injured. Wyatt Earp did not stay in Tombstone. He settled in San Diego, California, where he opened some gambling halls. He lived until he was 80 - very unusual for a gunfighter.Bilete:Forklaring: teikningSilhuettar til fire cowboyar. Word PowerPage 235:area: omr?deraise: ale oppcattle: kvegherd: flokkborder: grensefame: heiderglory: ?reguy: fyrhell-raiser: br?kmakarfire: skytebuckshot: haglmayor: borgarmeisterbadge: skiltPage 236:deputy: vara-, vise-marshal: politimeistertame: tamcowtown: kvegbywicked: syndiggambler: hasardspelarget bored: kjede segviolent: valdelegappoint: utnemnestagecoach: diligence, postvognload: lastsuspect: mistenkjewhisper: kviskring, ryktehold-up: overfallcorral: kveginnhegningmain street: hovudgatecoat: frakktrapped: innesperracock: spennehanen p?: six-shooter: seksl?pargun smoke: krutr?ykdrift: drivehip: hofteinjured: skaddsettle: sl? seg nedgambling hall: spelebule--- 237 til 327xxx2 Chapter 5xxx3 A Newspaper Report Bullying is a serious problem in many schools. It is often the result of some children and young people being regarded as different._Britain tops bully league says report_ _Bullying is worse in Britain than in any other country in Europe, according to the author of a new book._ It attacks the people who run schools for not doing enough to tackle the problem. There are three times more bullies here than in some other countries. The book claims victims suffer alone, because of what it calls ‘a conspiracy of silence’. British children tend not to tell when they're being badly teased because they have no confidence that teachers will step in, and they fear it will get worse afterwards. "Yet it doesn't need to be like that", says David Lane, who wrote ‘Bullying - an International Perspective’. He found that northern countries of Scandinavia have taken action - and managed to cut bullying by half. "We have a major problem," said David Lane. "We have more bullies than other countries and they pick on more victims." "Other countries are acting on it sensibly. We are failing to do so." "The figures show a level of bullying in European countries around 10 per cent. But data here shows rates twice or sometimes three times as high."--- 238 til 327 As this newspaper has reported before, bullies make life unbearable for some pupils. In a few cases, the victims have died. Researchers have found girls are just as likely to tease each other as boys. But they are more likely to use cruel words than actions. David Lane has identified three common causes of bullying:-- Unkind teachers who believe that fear in the classroom helps them to stay in control;-- Too much importance being given to competitive sport, which gives advantage to children just because they are strong;-- The problem is worse when boys and girls are split into different schools.Bilete. 2 fotografiar:1. (s. 237): To gutar i noko som ser ut som baseballklede. Hen eine heng med hovudet. 2. (s. 238): Ungdomar som skal springe om kapp p? eit grasdekt omr?de. Word PowerPage 236:bully: mobberegard: sj? p?league: serie, ligaaccording to: if?lgjeattack: g? til ?takrun: drivetackle: handterebully: mobbarclaim: hevdevictim: offersuffer: lideconspiracy: samansverjingtease: ertestep in: blande segperspective: perspektivtake action: handlemajor: storpick on: plageact on: handlesensibly: fornuftigfail: mislykkastfigure: tallevel: niv?Page 238:unbearable: uuthaldelegresearcher: forskercruel: stygg, f?lcommon: vanlegcause: grunnunkind: slemstay: behaldeimportance: her: vektcompetitive: konkurranseadvantage: fordelsplit into: fordele p?--- 239 til 327xxx3 The Diary without a Key_by Julie Frederikse_ Tarryn is a white South African girl. Like any other young girl, she uses her diary to write about the ups and downs of a year in her life. She writes about the problems of growing up, and of having a sister with Down's syndrome, and about the changes that happened in South Africa in the 1990s.January 9 WednesdayDear Diary, I thought being in Standard 4 was supposed to be so different, but so far I don't feel anything different at all. The only thing different is that there are some new kids at our school. Black kids. Most of them are in Junior Primary but we have 2 in our class. A boy named Voosee. And an Indian boy whose name I already forgot, it ends with Ish or Esh. The other Standard 4 class has 2 black girls in it but I haven't met them yet, I only saw them at Break. Our school had a vote for the parents to say if black kids could come to our school. My mom was worried that too many people would vote No and say Keep Our School White, Keep Standards High. Or that our school would change to be like a private school. My mom doesn't like private schools because they're expensive. But it turned out OK. Yes won and our school is Open now. So far not many black kids have come to our school, just a few in each class. Which I think must be really hard for them. Maybe that's why they put two boys in our class and not a boy and a girl. Because then the two boys can chat to each other and not feel like the only new kid. I think it would be wrong to make anyone the only one in their class. Of anything. Even myself, I think it's hard being the only one I know who has a sister like Katie. But that's not something that people know about right away when they look at me, like it is if you are the only black person and everyone else is white.Word PowerOpen: means that the school is open to both black and white pupils.Standard: her: klassebe supposed to: vil, skalJunior Primary: barnestegbreak: friminuttvote: stemmestandard: niv?expensive: dyrchat: prate--- 240 til 327xxx3 The Reader of Books It's a funny thing about mothers and fathers. Even when their own child is the most disgusting little blister you could ever imagine, they still think that he or she is wonderful. Some parents go further. They become so blinded by adoration they manage to convince themselves their child has qualities of genius. Well, there is nothing very wrong with all this. It's the way of the world. It is only when the parents begin telling _us_ about the brilliance of their own revolting offspring, that we start shouting, "Bring us a basin! We're going to be sick!" [...] Occasionally one comes upon parents who take the opposite line, who show no interest at all in their children, and these of course are far worse than the doting ones. Mr and Mrs Wormwood were two such parents. They had a son called Michael and a daughter called Matilda, and the parents looked upon Matilda in particular as nothing more than a scab. A scab is something you have to put up with until the time comes when you can pick it off and flick it away. Mr and Mrs Wormwood looked forward enormously to the time when they could pick their little daughter off and flick her away, preferably into the next county or even further than that.--- 241 til 327 It is bad enough when parents treat _ordinary_ children as though they were scabs and bunions, but it becomes somehow a lot worse when the child in question is _extra_-ordinary, and by that I mean sensitive and brilliant. Matilda was both of these things, but above all she was brilliant. Her mind was so nimble and she was so quick to learn that her ability should have been obvious even to the most half-witted of parents. But Mr and Mrs Wormwood were both so gormless and so wrapped up in their own silly little lives that they failed to notice anything unusual about their daughter. To tell the truth, I doubt they would have noticed had she crawled into the house with a broken leg. Matilda's brother Michael was a perfectly normal boy, but the sister, as I said, was something to make your eyes pop. By the age of _one and a half_ her speech was perfect and she knew as many words as most grown-ups. The parents, instead of applauding her, called her a noisy chatterbox and told her sharply that small girls should be seen and not heard. By the time she was _three_, Matilda had taught herself to read by studying newspapers and magazines that lay around the house. At the age of_four_, she could read fast and well and she naturally began hankering after books. The only book in the whole of this enlightened household was something called _Easy Cooking_ belonging to her mother, and when she had read this from cover to cover and had learnt all the recipes by heart, she decided she wanted something more interesting. "Daddy," she said, "do you think you could buy me a book?" "A _book_?" he said. "What do you want a flaming book for?" "To read, Daddy." "What's wrong with the telly, for heaven's sake? We've got a lovely telly with a twelve-inch screen and now you come asking for a book! You're getting spoiled, my girl!" Nearly every weekday afternoon Matilda was left alone in the house. Her brother (five years older than her) went to school. Her father went to work and her mother went out playing bingo in a town eight miles away. Mrs Wormwood was hooked on bingo and played it five afternoons a week. On the afternoon of the day when her father had refused to buy her a book, Matilda set out all by herself to walk to the public library in the village. When she arrived, she introduced herself to the librarian, Mrs Phelps. She asked if she might sit awhile and read a book. Mrs Phelps, slightly taken aback at the arrival of such a tiny girl unaccompanied by a parent, nevertheless told her she was very welcome.--- 242 til 327 "Where are the children's books please?" Matilda asked. "They're over there on those lower shelves," Mrs Phelps told her. "Would you like me to help you find a nice one with lots of pictures in it?" "No, thank you," Matilda said. "I'm sure I can manage." From then on, every afternoon, as soon as her mother had left for bingo, Matilda would toddle down to the library. The walk took only ten minutes and this allowed her two glorious hours sitting quietly by herself in a cosy corner devouring one book after another. When she had read every single children's book in the place, she started wandering round in search of something else. From _Matilda_ by Roald DahlBilete (s. 240):Forklaring: teikningMathilda i biblioteket saman med Mrs Phelps. Mathilda held i ei bok. Word PowerPage 240:disgusting: motbydelegblister: blemmeadoration: beundringconvince: overtydebrilliance: her: intelligensrevolting: motbydelegoffspring: avkombasin: vaskefatoccasionally: av og tildoting: tilbedandescab: (s?r)skorpeflick: slengjebunion: liktornPage 241:sensitive: f?lsamnimble: kvikkability: evneobvious: tydeleghalf-witted: t?peleggormless: dumwrapped up: oppsluktfail to: vere ute av stand tilcrawl: krypepop: st? p? stilkapplaud: rosechatterbox: masekopphanker: lengte etterenlightened: opplysthousehold: her: heimrecipe: oppskriftby heart: utan?tflaming: fordomdscreen: skjermspoiled: bortskjemdbe hooked: vere besett avrefuse: nektelibrary: bibliotekvillage: landsbylibrarian: bibliotekarbe taken aback: bli forbausaunaccompanied: utan f?lgjePage 242:shelf: hyllemanage: klare (det)toddle: stabbeglorious: str?landedevour: slukewander: vandrein search of: p? jakt etterxxx2 Chapter 6xxx3 Growing up in the 1960s In the sixties, Pip Hardy was a teenager in San Francisco. When she looks back today, there is quite a lot to remember from those days. 1963 was the year that John F. Kennedy was assassinated. I was just ten, but I remember my teacher coming into the classroom after a coffee break and we could see that she had been crying. She told us that the president had been shot.--- 243 til 327Although it didn't mean much to me at the time, it was an event which changed and shaped the world as we know it now. In 1965 I was twelve years old. To celebrate my birthday that year my family and I went to see _The Sound of Music_, with Julie Andrews. It was a memorable day and a memorable movie. Julie Andrews became my heroine. The Vietnam War was important in the sixties, even though there was no fighting in America. Friends and relatives of mine were drafted into the forces to go and fight. Others were objecting. The Hippies waved peace banners and proclaimed free love as an end to war. Haight-Ashbury, where the hippie movement was ‘born’, was not far from where I lived. I was fascinated to drive through the area and see the Flower Children, a mixture of people with impossibly high ideals, objecting to values and lifestyles which made the war in the East an acceptable part of American life, and other people who just wanted to drop in and drop out, without taking any responsibility. The generation gap widened as young people demanded to "do their own thing". Fashions changed in every respect. Carnaby Street and Kings Road in London were the centres of fashion, trends set by the Beatles and others who insisted on growing their hair and wearing clothes their grandparents might have worn. We alternated between wearing skirts daringly above the knee, and ‘granny’ dresses down to the ground. Laura Ashley started printing fabric on her kitchen table, and an international empire was born. Today as my teenage daughters go out wearing very short skirts and thigh-high boots with platform soles, I have to do a quick time check to make sure we have not suddenly gone back forty years. Bob Dylan and Joan Baez (and many others) sang songs of protest and of hope. "The Times They are A-Changing ..." sang Bob - and they certainly were. We thought the older generation had screwed up and that we could do it better, by ending war, insisting that there was more to life than money, living communally, growing our own food and loving one another. In 1969, the Americans landed a man on the moon after years of a "space race" between Russia and America. It was the end of a decade which had seen enormous changes in values, ideals and lifestyles. It would be good to think that some of the hopes we cherished were still alive.Bilete (s. 242):Forklaring: fotoEin hippie med stort raudt h?r. Han sit p? bakken i skreddarstilling. Word PowerPage 242:assassinate: myrdePage 243:event: hendingshape: forme, skapecelebrate: feirememorable: minnerikheroine: heltinnedraft: innkalle til milit?rtenesteforces: milit?retobject: protestere, nekteproclaim: kunngjeremovement: r?rslevalue: verdilifestyle: livsstilacceptable: godtekendrop out: hoppe avresponsibility: ansvarlegheitgeneration gap: generasjonskl?ftwiden: utvide segrespect: m?tetrend: motealternate: veksledaringly: v?galprint: trykkjefabric: stoffempire: imperiumthigh: l?ra-changing: i endringcertainly: ganske sikkertscrew up: rote til, ?ydeleggjecommunally: i kollektivland: her: plassere, landsetjespace race: romkappl?pdecade: ti?rcherish: setje h?gt--- 244 til 327xxx3 Welcome Home, Soldier(18 Hours and we were home)_by Ed Blanco_ My Freedom Bird touched down at an Air Force base somewhere in southern California on November 3, 1968. I don't remember the name of the base. I do recall that as the landing gear touched the runway every soldier, sailor, airmen and Marine on the plane cheered and howled. At the base, many of us headed for the bathrooms to change out of our summer uniforms. We shed our khakis and donned our dress winter greens. From the base we were bussed to the sprawling Los Angeles Airport to catch our flights home. When we got to the airport, the men on the bus, veterans who had been traveling together since leaving Nam eighteen hours earlier, shook hands, wished each other luck, and walked off in different directions. With the duffel bag slung over my shoulder, I went looking for an airport bar to have a cold beer and call home. During the long flight from Nam, I had become aware of a gnawing knot in the pit of my stomach. I couldn't figure it out. It wasn't just my fear of flying. It was something else. Unlike the other veterans on the plane, I hadn't cheered when our plane had landed in California. A beer would help relax me, I thought. As I walked through the terminal looking for a bar I became aware of the way some civilians were looking at me. I was sure it was the uniform. Their stares made me uncomfortable and self-conscious.--- 245 til 327A beer would help. But first I had to call Brooklyn and let my family know I was back in the States. I found a bar that had a phone booth in the back. The place was empty except for a single customer at the bar, a middle-aged man in a business suit. The bartender watched me walk toward the back of the bar. I dropped my duffel bag outside the phone booth, closed the door and made the long distance call. As I waited for someone to pick up the phone, I glanced at the bartender. He was still watching me. It's the uniform again, I thought. My eighteen-year-old kid sister came on the phone. It was good hearing her voice. It helped ease the tightness in my stomach. When I told her it was me, her voice filled with excitement. She was happy to hear I was safe in California. She wanted to know what time I would arrive in New York so she could invite family and friends over to the house, and give me a homecoming party. I told her I didn't want that, at least not for a few days. She sounded disappointed but said she understood. I gave her my arrival time in New York and asked her again not to invite people over to the house. That was my wish, I said. After the call, I looked forward to a cold beer. I picked up my duffel bag and walked over to the bar where the bartender was waiting for me as if he expected trouble. I ordered a beer. "I'm sorry soldier," the bartender said, "I need to see some ID. You have to be 21 to drink in California. I'm sorry, but it's the law." I was smaller than the bartender by half a foot and posed no physical threat to him, yet he was nervous and uncomfortable asking me for ID. I remember thinking that he was joking. This was a comedian who liked playing jokes on soldiers returning home from the war. I expected him to bust out laughing at any moment and offer me a tall cold beer on the house. I waited for him to laugh, to tell me he was joking. The place was empty except for the middle-aged man in the business suit who sat at the bar a few seats away. This man and I exchanged looks. "He's kidding, right?" I asked. I turned to the bartender and repeated my question, "You're kidding, right?" "It's the law in California," he said, raising his voice a notch. "I'm sorry. I don't like it, but it's the law. Soldiers come in here all the time and I have to ask for IDs. I don't like it, but if you're under twenty-one and I serve you alcohol I can lose my job." He was dead serious. He wasn't going to sell me a beer unless I could prove I was twenty-one, which I wasn't. As the King of Siam would say, It was a puzzlement. I wasn't sure how to take this.--- 246 til 327Couldn't he see I just flew in from Nam. At first I was more embarrassed than angry. Then I thought that what was happening to me was actually very funny, even hilarious. I began to laugh. I think the bartender misinterpreted my laughter for something more ominous and started shaking his head, worried perhaps that I was about to do something crazy. His look of concern made me laugh even harder. It was embarrassing, sad, absurd and funny all at the same time. There I stood in my dress greens, a combat veteran, a paratrooper just back from the war, wearing a salad of colorful war ribbons and medals on my chest, jump boots on my feet, an enemy shell fragment embedded in my jaw, an airborne cap cocked to the side of my head. I looked like a damn war hero if ever there was one, but as far as the State of California and this bartender were concerned, I was just a minor and prohibited from buying a beer. This meant only one thing: I was back in the real world. The war was back there somewhere, with its own terrible rules. Good-bye to all that. The war was over for me. I was now expected to live by another set of rules. In the real world they had rules about who could drink beer. The problem was that I didn't have a switch in my head that I could simply flip to make the needed adjustment. I wasn't quite ready for these new rules. It was too soon, too sudden. Eighteen hours was not enough time. I still had this knot in my stomach. I was thirsty. I wanted my beer. My laughter died. The bartender was much bigger than me but I didn't give a damn. My uniform was my ID. I wanted my beer. The bartender was still jabbering about the laws of California as he took a beer bottle from the refrigerator behind the bar and brought it to the man in the suit. I decided I would go back there and take a beer from the refrigerator myself. I would warn the bartender so he wouldn't think I was coming after him. I didn't want any trouble with him. I would tell him up front that I was going behind the bar to get a beer and since he wasn't serving me he shouldn't worry about losing his job. But he shouldn't try and stop me. All I wanted was a beer. I prepared myself for how the bartender might react. My first day back and I was already getting into a fight. Before I said a word, the stranger in the business suit took the beer bottle the bartender had just given him and pushed it across the bar top toward me. The bottle slid smoothly across the shiny bar and came to a stop in front of me. "Welcome home, soldier," said the stranger in the suit. "The beer's on me."Bilete (s. 244):Forklaring: fotoSvartkvitt bilete av ei gruppe menneske som held opp eit banner med p?skrifta Welcome home. Fleire har med seg det amerikanske flagget. Word PowerPage 244:Freedom Bird: any aircraft which took a soldier back to the United Statestouch down: landerecall: hugselanding gear: landingstellrunway: rullebanesailor: marinesoldatairman: flysoldatMarine: marinejegerhowl: hylehead for: setje kursen motshed: kaste av segkhaki: kakiuniformdon: ta p? segdress greens: gr?n uniformsprawl: breie seg utshake hands: ta kvarandre i handaduffel bag: skipssekkaware of: vere merksam p?gnaw: gnageknot: klumppit of my stomach: mageregionenfigure out: forst?relax: slappe avcivilian: siviliststare: (stirande) blikkself-conscious: forlegenPage 245:phone booth: telefonbokscustomer: kundesuit: dresslong distance call: fjernsamtaleglance: kikke p?tightness: her: klumpexcitement: begeistringhomecoming: velkommen-heim-disappointed: skuffaID: identitetskortpose: utgjerethreat: trugsm?lcomedian: komikarbust out: bryte uton the house: der huset betalerkid: tulle, vere morosamnotch: hakkprove: bevisepuzzlement: g?tePage 246:embarrassed: brydd, flauhilarious: kjempemorosammisinterpret: feiltolkeominous: illevarslandeconcern: bekymringcombat: kamp-paratrooper: fallskjermjegersalad: her: blandingribbon: stripechest: brystkasseshell fragment: granatsplintembed: setje fastjaw: kjeveairborne: fly-cocked: p? skr?damn: ford?mdconcern: gjeldeminor: mindre?rigprohibit: forbyexpect: forventeswitch: brytarflip: snuadjustment: tilpassingsudden: br?ttgive a damn: gi blaffenjabber: skravlerefrigerator: kj?leskapwarn: ?tvareup front: openprepare: f?rebuslide: glismoothly: glatton me: p? mi rekning--- 247 til 327xxx2 Chapter 7xxx3 The Selfish Giant Every afternoon, as they were coming from school, the children used to go and play in the Giant's garden. It was a large lovely garden, with soft green grass. Here and there over the grass stood beautiful flowers like stars, and there were twelve peach-trees that in the spring-time broke out into delicate blossoms of pink and pearl, and in the autumn bore rich fruit. The birds sat on the trees and sang so sweetly that the children used to stop their games in order to listen to them. "How happy we are here!" they cried to each other. One day the Giant came back. He had been to visit his friend the Cornish ogre, and had stayed with him for seven years. After the seven years were over he had said all that he had to say, for his conversation was limited, and he determined to return to his own castle. When he arrived he saw the children playing in the garden. "What are you doing here?" he cried in a very gruff voice, and the children ran away. "My own garden is my own garden," said the Giant; "anyone can understand that, and I will allow nobody to play in it but myself." So he built a high wall all round it, and put up a noticeboard.Trespassers will be prosecuted--- 248 til 327 He was a very selfish Giant. The poor children had now nowhere to play. They tried to play on the road, but the road was very dusty and full of hard stones, and they did not like it. They used to wander round the high walls when their lessons were over, and talk about the beautiful garden inside. "How happy we were there!" they said to each other. Then the Spring came, and all over the country there were little blossoms and little birds. Only in the garden of the Selfish Giant it was still winter. The birds did not care to sing in it as there were no children, and the trees forgot to blossom. Once a beautiful flower put its head out from the grass, but when it saw the notice board it was so sorry for the children that it slipped back into the ground again, and went off to sleep. The only people who were pleased were the Snow and the Frost. "Spring has forgotten this garden," they cried, "so we will live here all the year round." The Snow covered up the grass with her great white cloak, and the Frost painted all the trees silver. Then they invited the North Wind to stay with them, and he came. He was wrapped in furs, and he roared all day about the garden, and blew the chimney-pots down. "This is a delightful spot," he said, "we must ask the Hail on a visit." So the Hail came. Every day for three hours he rattled on the roof of the castle till he broke most of the slates, and then he ran round and round the garden as fast as he could go. He was dressed in grey, and his breath was like ice. "I cannot understand why the Spring is so late in coming," said the Selfish Giant, as he sat at the window and looked out at his cold, white garden; "I hope there will be a change in the weather." But the Spring never came, nor the Summer. The Autumn gave golden fruit to every garden, but to the Giant's garden she gave none. "He is too selfish," she said. So it was always winter there, and the North Wind and the Hail, and the Frost, and the Snow danced about through the trees. One morning the Giant was lying awake in bed when he heard some lovely music. It sounded so sweet to his ears that he thought it must be the King's musicians passing by. It was really only a little linnet singing outside his window, but it was so long since he had heard a bird sing in his garden that it seemed to him to be the most beautiful music in the world. Then the Hail stopped dancing over his head, and the North Wind ceased roaring, and a delicious perfume came to him through the open window. "I believe the Spring has come at last," said the Giant; and he jumped out of bed and looked out. What did he see?--- 249 til 327 He saw a most wonderful sight. Through a little hole in the wall the children had crept in, and they were sitting in the branches of the trees. In every tree that he could see there was a little child. And the trees were so glad to have the children back again that they had covered themselves with blossoms, and were waving their arms gently above the children's heads. The birds were flying about and twittering with delight, and the flowers were looking up through the green grass and laughing. It was a lovely scene, only in one corner it was still winter. It was the farthest corner of the garden, and in it was standing a little boy. He was so small that he could not reach up to the branches of the tree, and he was wandering all round it, crying bitterly. The poor tree was still covered with frost and snow, and the North Wind was blowing and roaring above it. "Climb up! little boy," said the Tree, and it bent its branches down as low as it could; but the boy was too tiny. And the Giant's heart melted as he looked out. "How selfish I have been!" he said: "now I know why the Spring would not come here. I will put that poor little boy on the top of the tree, and then I will knock down the wall, and my garden shall be the children's playground for ever and ever." He was really very sorry for what he had done. So he crept downstairs and opened the front door quite softly, and went out into the garden. But when the children saw him they were so frightened that they all ran away, and the garden became winter again. Only the little boy did not run for his eyes were so full of tears that he did not see the Giant coming. And the Giant stole up behind him and took him gently in his hand, and put him up into the tree. And the tree broke at once into blossom, and the birds came and sang on it, and the little boy stretched out his two arms and flung them round the Giant's neck, and kissed him. And the other children, when they saw that the Giant was not wicked any longer, came running back, and with them came the Spring. "It is your garden now, little children," said the Giant, and he took a great axe and knocked down the wall. And when the people were going to market at twelve o'clock they found the Giant playing with the children in the most beautiful garden they had ever seen. All day long they played, and in the evening they came to the Giant to bid him good-bye. "But where is your little companion?" he said: "The boy I put into the tree." The Giant loved him the best because he had kissed him. "We don't know," answered the children: "he has gone away."--- 250 til 327 "You must tell him to be sure and come tomorrow," said the Giant. But the children said that they did not know where he lived and had never seen him before; and the Giant felt very sad. Every afternoon, when school was over, the children came and played with the Giant. But the little boy whom the Giant loved was never seen again. The Giant was very kind to all the children, yet he longed for his first little friend, and often spoke of him. "How I would like to see him!" he used to say. Years went over, and the Giant grew very old and feeble. He could not play about any more, so he sat in a huge armchair, and watched the children at their games, and admired his garden. "I have many beautiful flowers," he said; "but the children are the most beautiful flowers of all." One winter morning he looked out of his window as he was dressing. He did not hate the Winter now, for he knew that it was merely the Spring asleep, and that the flowers were resting. Suddenly he rubbed his eyes in wonder and looked and looked. It certainly was a marvellous sight. In the farthest corner of the garden was a tree quite covered with lovely white blossoms. Its branches were golden, and silver fruit hung down from them, and underneath it stood the little boy he had loved. Downstairs ran the Giant in great joy, and out into the garden. He hastened across the grass, and came near to the child. And when he came quite close his face grew red with anger, and he said, "Who hath dared to wound thee?" For on the palms of the child's hands were the prints of two nails, and the prints of two nails were on the little feet. "Who hath dared to wound thee?" cried the Giant, "tell me, that I may take my big sword and slay him." "Nay," answered the child: "but these are the wounds of Love." "Who art thou?" said the Giant, and a strange awe fell on him, and he knelt before the little child. And the child smiled on the Giant, and said to him, "You let me play once in your garden, today you shall come with me to my garden, which is Paradise." And when the children ran in that afternoon, they found the Giant lying dead under the tree, all covered with white blossoms. Oscar WildeBilete (s. 247):Forklaring: teikningP? gr?n bakgrunn er det noko som kan sj? ut som to hjarnhender med tornar der tomlane kryssast. Det sit ein fugl p? kvar hand. Fr? hendene gjeng det greiner med blader og blomar. Word PowerPage 247:selfish: egoistiskgiant: kjempepeach: ferskenblossom: blomstCornish: fr? Cornwallogre: troll, uhyreconversation: samtalelimited: avgrensadetermine: bestemme (seg for)gruff: barskwall: mur, gjerdenoticeboard: skilttrespasser: inntrengjarprosecute: straffePage 248:dusty: st?vetcare: bry seg omslip: trekkje segcloak: kappewrap: pakke innfur: pelsroar: br?lechimney-pot: skorsteinhail: haglrattle: trommeslate: taksteinbreath: pustmusician: musikarlinnet: sisik, torniriskcease: stoppe, stansedelicious: herlegPage 249:branch: greinwave: bevegegently: forsiktig, vennlegtwitter: kvitredelight: gledetiny: litenmelt: smeltesteal up: liste seg innp?wicked: slem, vondcompanion: f?lgjesven, kameratPage 250:feeble: svakmerely: berrerub: gnihasten: skunde seghath: haswound: s?rethee: youpalm: handflateprint: merke, avtrykknail: nagleslay: drepenay: nowound: s?rart: arethou: youawe: ?refryktkneel: knele--- 251 til 327xxx2 Chapter 8xxx3 Newspapers and Magazines Newspapers are a much stronger medium in Britain than in most Western countries. The national press consists of 11 daily morning papers and 11 Sunday papers and there are more than 1,300 regional and local newspaper titles. Most towns and cities throughout the United Kingdom have their own regional or local paper. They mainly cover stories of regional or local interest. On an average day, 75% of people over the age of 15 read a national or regional paper. In addition, about 30% buy one or two local papers. They want to know what is going on in the neighbourhood as well as in the country. But it has also been said that the British read so many papers, not because they are more interested in the news or in politics than people in other countries, but because of their enthusiasm for sport and betting. Do you think this is true? Newspapers have many functions. They do not only keep us up-to-date with the news or inform us about TV programmes and films, they also present opinions on almost every subject. A journalist once said that "Newspapers may not determine what people think, but they do decide what people should think about." Because of this and because British newspapers are normally independent of political parties and political control, the owners of newspapers have enormous power. Britain has a long tradition of freedom of the press. But some of the papers, especially the tabloids, have become more and more sensational. They publish intimate details of the Royal Family's private lives, write gossip about well-known people, and present stories involving scandals, crime and sex with large headlines and lots of pictures. Sometimes just part of a story is true. Many people therefore want new laws that limit the freedom to publish. In Britain, there are more than 7000 weekly or monthly magazines, which are of general or special interest. However, the number of popular teen magazines is around ten.Bilete:Forklaring: fotoBlada Cosmo Girl og Kick! Word Powerdaily: daglegregional: regions-throughout: over heilecover: dekkjeaverage: gjennomsnittlegin addition: i tilleggneighbourhood: nabolagbetting: veddem?lsubject: emnedetermine: bestemmeindependent: uavhengigfreedom of the press: pressefridompublish: publisere, trykkjegossip: sladderheadline: overskrift--- 252 til 327xxx3 The Story of "Teen" Cinema The "Movies" Are more than a 100 years old. The first film show was in Paris on December 28th, 1895. It lasted twenty minutes and the audience paid one franc per person. Just 20 years later, the cinema had become an industry. Its capital was Hollywood. For the next thirty years, millions of people all over the world went to the movies every week. Then, after World War Two, that began to change. First, television became popular. Then video appeared. Today, most people only go to the movies two or three times a year. But the cinema isn't dying - it's changing. The audience for new films is changing, too. Now, most movie fans are under 20. That's why there are so many films for the teenage market. The idea of teen movies began in the '50s. That's when James Dean had enormous success with _Rebel Without A Cause_ and _East Of Eden_. Ten years later, pop stars began to appear in films. The Beatles made several films in the '60s, including _Help_ and _A Hard Day's Night_. Everyone's favourite spy, James Bond, also began his screen career in the '60s. Then in the '70s, two different kinds of movies became popular with young audiences - horror films (like _Poltergeist_ and _Carrie_) and martial arts films (like the successful Bruce Lee Kung-fu series). Ever since, violence, or ‘action’ as it's more commonly called, has played an important part in many teen movies. The list of action heroes is long. It includes Sylvester Stallone, Arnold Schwarzenegger, Clint Eastwood, Chuck Norris and Charles Bronson. But teenagers didn't just want to watch violence. Comedies were popular with young audiences as well. Two examples from the '80s are the _Police Academy_ series and Eddie Murphy's _Beverly Hills Cop_ films. Finally, of course, we mustn't forget the pop star actors. They've always been popular with young audiences. An American film researcher has found that about 700 youth movies of the last decades can be put into five groups: "Youth in School", "Delinquent Youth", "The Youth Horror Film", "Youth and Science", and "Youth in Love and Having Sex". The film _Not Another Teen Movie_ (2001) presented a parody of the teen movies. The setting is an American high school, and you can find typical characters like "The Pretty Ugly Girl", "The Popular Jock", "The Desperate Virgin", "The Obsessed Best Friend", "The Stupid Fat Guy", "The Foreign Exchange Student", etc. Another comedy, the British film _Bend It Like Beckham_, is, however, more thought-provoking. From Youth CultureRamme: In Britain there are five kinds of film certificates (for cinemas):-- U: Universal. Anybody can see the film.-- PG: Parental Guidance. All ages admitted, but parents are advised that certain scenes may be unsuitable for children under 8.-- 12+: Suitable for those aged 12 and over; under 12s are only admitted if accompanied by an adult.-- 15: Nobody under 15 is allowed in.-- 18: Nobody under 18 is allowed in.Word Powerfilm certificate: filmgodkjenningparental: foreldre-guidance: rettleiingadmit: sleppe innunsuitable: upassandesuitable: passandeaccompanied by: i f?lgje medlast: vareaudience: publikumappear: dukke opp, komme til syneseveral: mangescreen: (film)lerretmartial arts: kampsportarcommonly: vanlegvisviolence: vald--- 253 til 327xxx2 Chapter 9xxx3 The Spirit of Diwali_by Ramendra Kumar_ While the world celebrated Diwali, the Festival of Lights, Chandan mourned for his family and his little world of happiness which had been so cruelly destroyed ... Chandan put his hands on his ears trying to shut off the sounds. It was Diwali night. The entire city was lit up. Firecrackers were exploding everywhere. Chandan was lying on a dirty wooden bench in one corner of a dhaba in which he worked, trying to shut off the world and sleep. Diwali - the festival of lights - it brought joy and happiness for everyone. Everyone - except him. He remembered that day three years ago ... "Chandan, you lazy bones. Get up. Have you forgotten? Today is Diwali. You have to go with Babuji to the market and get all the stuff we need for the Puja and most important of all your precious firecrackers," Chandan's mother Sujata said yanking off the quilt. At the mention of crackers Chandan jumped off the bed and hugged his mother. He had already made a long list - rockets, Laxmi bombs, Vishnu bombs, Hydrogen bombs, ‘ladis’ and those special ones which made the loudest noise - Knock-Out bombs. Of course he was sure to have a fight with his younger sister Anjali. She hated bombs. They scared her. She only liked sparklers, pencils, wires, Vishnu chakkars, flower pots - all that sissy stuff. And Babuji would always support her. Invariably they would end up with Anjali getting a better deal. Anyway Chandan was determined to put up a spirited fight for his case.--- 254 til 327 By the time they returned from the market it was two in the afternoon and Chandan was famished. Ma had made his favourite halwa and kheer. He gobbled up two helpings of each much to the delight of Ma. In the evening, at around six, as they were about to sit for Laxmi Puja they got a message. Ratan Shah, the owner of the cloth store where Babuji worked had suffered a stroke. "I'll just go see him and come," Babuji told Chandan's mother. "I'll go with you. Let's take Anjali along too. She will keep Sudha company. Poor child must be going through hell." Sudha was Ratan Shah's youngest daughter. She and Anjali were classmates. "Okay then, Chandan you stay here. We'll try to come back as quickly as possible." Those were his Babuji's last words. While returning from the hospital Babuji's moped collided head on with a truck. All three were killed on the spot. On that fateful evening of the Festival of Lights, Chandan's little world had gone completely dark. Two weeks later Chandan's Uncle Birju Chacha had come, bag and baggage, wife and four kids in tow, and plunked himself in Chandan's house. "As soon as I came to know of the terrible tragedy I decided I'll leave everything I have in the village and come to the city to take care of Chandan. After all, poor orphan, he has no one else to call his own," Birju Chacha went around telling everyone who cared to listen. Chandan could stand neither Birju Chacha nor his wife and their brood. Chacha had always been the black sheep of the family. He was a good-for-nothing rogue and an incorrigible parasite. But Chandan had no choice. Birju Chacha and his family simply took over the entire house. Within six months Chandan's status was that of a servant. The entire family delighted in torturing him. Whatever savings his father had as well as his mother's jewelry were all siphoned off by his Chacha and Chachi. While his cousins lorded over him, Chandan had to do most of the work on the house as well as run errands for everyone. Unable to bear the torture Chandan ran away and, boarding the first train, he left Ahmedabad and came to Baroda. Here after roaming the streets for three months he managed to get a job in Bakshi's dhaba.--- 255 til 327 He would slog the whole day, serving water, food and cleaning tables. At night he was allowed to sleep in the dhaba. The dhaba had now become his work place as well as his home. After that fateful Diwali Chandan had had to bear the ordeal of two more Diwalis. This was the third. While the world celebrated the Festival of Lights, Chandan mourned for his family and his little world of happiness which had been so cruelly destroyed. "Aah!" Chandan got up with a start. Did he actually hear someone crying out in pain or was he imagining things? "Aah!" he heard the sound again. He scrambled up and went out. An old man was lying sprawled on the ground. He must have been around seventy. He had white unkempt hair and an equally white straggly beard. He was wearing a white kurta and pajama. Chandan helped him up and made him sit on a wooden bench. "Th ... thanks beta," the old man said. He had a soft, gentle voice. Right opposite the dhaba was Vimal cinema hall which was brightly lit up. As the lights fell on the old man's face Chandan noticed that he was blind. "Baba what are you doing all alone at this time of the night?" "Beta, I am alone." "Why? What about your wife, children?" "I have no one. My two sons kicked me out of the house after my wife's death two years ago." "Where do you stay?" "You know the Jain temple near the main market?" "Yes." "There is an ashram in its premises. I stay there with many others like me who have nowhere to go." "But what are you doing at this hour so far away from your ashram?" "Beta, today is Diwali - the festival of joy and happiness, of brightness and radiance. How can I sit cooped up inside a room? I have come out to enjoy it." "But Baba, you can't even see. What can you enjoy?" Chandan blurted out realising too late that he had probably been too brutal. "Beta, who says I can't enjoy it? I can't see with my eyes, but I can hear, I can smell, I can breathe and above all I can feel the festive spirit which is all pervasive. The sound of the bursting crackers, the smell of the mouth-watering sweets, screaming, shouting and merrymaking of the children, the brilliance of the millions of tiny lamps reflecting the light of love, of knowledge, of happiness ... You want me to miss all this?--- 256 til 327Diwali is the festival of festivals. It tells us about sharing love and spreading joy and happiness. That is why I go out in the streets. See my pockets are bulging with small packets. These contain sweets. The entire year I try to save every pie. And on Diwali, using whatever savings I have, I buy sweets. I go around in the streets and distribute these sweets to people who are less fortunate than I am." Chandan stared at the old man in amazement. For three years he had been wallowing in self pity, cursing Diwali, cursing God and cursing fate. He was young, healthy and he had his entire life ahead of him. He had so much to look forward to. Yet he had made his present wretched and miserable by weeping over the past. In stark contrast to him was this old and feeble man. He was blind, frail and almost at the end of his long and tortured life. He had nothing going for him. Yet he was out there doing his little bit to spread happiness and joy. The old man got up. "Achha beta, thanks for your help. Take this," he thrust a sweet packet in Chandan's hands. "May Goddess Lakshmi's blessings always be with you." The old man hobbled off on his mission. His words kept echoing in Chandan's mind ... Since that lonely Diwali night whenever Chandan felt down and out he would think of the old man. His kind face would flash in front of Chandan's eyes, his gentle voice would ring in his ears and Chandan would be filled with fresh hope and a new resolve to take on the world.Bilete. 2 fotografiar:Forklaring: 1. (s. 253): Fr? lysfesten Diwali. Masse tende lys i ei trapp som f?rer ned til eit vatn. 2. (s. 256): Ein heimlaus gut. xxx4 Indian words:Page 253:diwali: Hindu festival of lightdhaba: small local restaurantBabuji: title of honour, here the fatherPuja: religious ceremony in the homeVishnu: a Hindu godGoddess Lakshmi: the goddess of wealth, celebrated at Diwaliladis: type of crackerhalwa: a sweetkheer: rice puddingkurta: a loose, long shirt worn in northern India and Pakistanpajama: loose trousers worn by menbaba: title for a holy manbeta: sonashram: house of a wise manWord PowerPage 253:spirit: ?ndmourn : s?rgjecruelly: f?ltentire: heilefirecracker: fyrverkerishut off: stengje utelazy bones: dovenpelsprecious: dyrebaryank: trekkjequilt: teppeat the mention of: bli nemndhug: klemmesparkler: stjerneskotpencil: type fyrverkeriwire: type fyrverkerisissy: pysetesupport: st?tteinvariably: uvegerlegget a better deal: komme betre utspirited: livlegcase: sakPage 254:famished: utsvoltengobble up: slukehelping: porsjondelight: gledecloth: stoffstore: butikksuffer a stroke: f? slagcollide head on: frontkollidereon the spot: p? stadenfateful: lagnadstungin tow: p? slepplunk oneself: sl? seg nedorphan: foreldrelaust barnstand: her: ikkje tolebrood: avkomblack sheep of the family: problembarnet i familiengood-for-nothing: udugelegrogue: kjeltringincorrigible: h?plausparasite: parasittsimply: berreservant: tenarsavings: sparepengarjewelry: smykkesiphon off: her: stelelord over: herse mederrand: ?rendbear: toleboard: g? p?roam: vandre rundt iPage 255:slog: sliteordeal: styrkepr?vestart: rykkactually: verkelegpain: smerteimagine: innbille segscramble up: reise seg forsiktigsprawled: utstrektunkempt: ufliddequally: likestraggly: usteltgentle: vennlegtemple: tempelpremises: eigedomradiance: str?leglanscooped up : innestengdblurt out: plumpe ut medfestive: feststemtpervasive: gjennomtrengjandemouth-watering : som f?r tennene til ? l?pe i vatnsweets: godterimerrymaking : festtiny: litenPage 256:spread: spreiebulge: bule utdistribute: dele utfortunate: heldigstark: sterkfeeble: svakfrail: skr?pelegthrust: kasteblessing : velsigninghobble: haltemission: oppdragecho: gjenlydeflash: vise segresolve: beslutningamazement: forundringwallow: velte segself pity: det ? synast synd i sig sj?lvcurse: forbannefate: lagnadwretched: elendigmiserable : ulykkelegpast: fortid--- 257 til 327xxx2 Reading to Enjoyxxx3 Anastasia Krupnik_by Lois Lowry_ Anastasia Krupnik was ten. She had hair the color of Hubbard squash, fourteen freckles across her nose (and seven others in places that she preferred people not to know about), and glasses with large owl-eyed rims, which she had chosen herself at the optician's. Once she had thought that she might like to be a professional ice skater. But after two years of trying, she still skated on the insides of her ankles. Once she had thought that she might like to be a ballerina, but after a year of Saturday morning ballet lessons, she still couldn't get the fifth position exactly right. Her parents said, very kindly, that perhaps she should choose a profession that didn't involve her feet. She thought that probably they were right, and she was still trying to think of one. Anastasia had a small pink wart in the middle of her left thumb. She found her wart very pleasing. It had appeared quite by surprise, shortly after her tenth birthday, on a morning when nothing else interesting was happening, and it was the first wart she had ever had, or even seen. "It's the loveliest color I've ever seen in a wart," her mother, who had seen others, said with admiration. "Warts, you know," her father had told her, "have a kind of magic to them. They come and go without any reason at all, rather like elves." Anastasia's father, Dr. Myron Krupnik, was a professor of literature and had read just about every book in the world, which may have been why he knew so much about warts.--- 258 til 327He had a beard the color of Hubbard squash, though not much hair on his head, and he wore glasses for astigmatism, as Anastasia did, although his were not quite as owly. He was also a poet. Sometimes he read his poems to Anastasia by candlelight, and let her take an occasional (very small) sip of his wine. Katherine Krupnik, her mother, was a painter. Very often there was a smudge of purple on her cheek, or a daub of green on one wrist or elbow. Sometimes she smelled of turpentine, which painters use; sometimes she smelled of vanilla and brown sugar, which mothers use; and sometimes, not very often, she smelled of Je Reviens perfume. In the bookcases of their apartment were four volumes of poetry which had been written by Myron Krupnik. The first one was called _Laughter Behind the Mask_, and on the back of the book was a photograph of Myron Krupnik, much younger, when he had a lot of hair, holding his glasses in one hand and halfsmiling as if he knew a secret. Anastasia's father hated that book, or said that he did. Anastasia sometimes wondered why he kept it in the bookcase if he hated it so much. She thought it must be a little like the feeling she had had when she was eight, when she hated a boy named Michael McGuire so much that she walked past his house every day, just to stick out her tongue. The second book of poetry by her father had a photograph of him with slightly less hair and a mustache, it was called _Mystery of Myth_. Her father liked it. But her mother didn't like it at all. The reason her mother didn't like it at all was because on one of the inside front pages it said, "For Annie." Anastasia didn't know who Annie was. She suspected that her mother did. The third book was her mother's favorite, probably because it said, inside, "For Katherine." It was called _Come Morning, Come Night_ and was filled with love poems that Anastasia found very embarrassing. But the fourth book was her favorite. Her father's photograph showed him bald and bearded, the way she had always known him. The poems were soft sounding and quiet, when he read them to her. The book was called _Bittersweet;_ and it said, inside, "To someone special: Anastasia." Sometimes, when no one was in the room, Anastasia took _Bittersweet_ down from the shelf, just to look at that page. Looking at it made her feel awed, unique, and proud.--- 259 til 327 _Awed, unique_, and _proud_ were three words that she had written on page seven of her green notebook. She kept lists of her favorite words; she kept important private information; and she kept things that she thought might be the beginning of poems, in her green notebook. Noone had ever looked inside the green notebook except Anastasia. On page one, the green notebook said, "My name is Anastasia Krupnik. This is the year that I am ten." On page two, it said, "These are the most important things that happened the year that I was ten:" So far, there were only two things on the list. One was, "I got a small pink wart." And the other was, "My teacher's name is Mrs. Westvessel." Mrs. Westvessel wore stockings with seams up the back, and shoes that laced on the sides. Sometimes, while she sat at her desk, she unlaced her shoes when she thought no one was watching, and rubbed her feet against each other. Under the stockings, on the tops of her toes, were tiny round things like small doughnuts. Anastasia described the toe doughnuts to her mother, and her mother nodded and explained that those were called corn pads. Anastasia wrote "corn pads" on page twenty-seven of her notebook. Mrs. Westvessel also had interesting brown spots on the backs of her hands, very large and lop-sided bosoms, and a faint gray mustache. "I think Mrs. Westvessel is probably over one hundred years old," Anastasia told her parents at dinner. "Probably about one hundred and twenty." "Nobody lives to be one hundred and twenty," said her mother as she poured some mushroom gravy over Anastasia's meat loaf. "Unless they're in Tibet." Her father wrinkled his forehead. "Perhaps Mrs. Westvessel is a mutant," he said. "Yes," agreed Anastasia. "Mrs. Westvessel is a mutant, I believe." Later she wrote "mutant" on page twenty-seven, under "corn pads". Anastasia was a very good speller; she sounded out the syllables of "mutant" correctly on the first try. Anastasia didn't like Mrs. Westvessel very much. That made her feel funny, because she had always liked - sometimes even loved - her teachers before. So she wrote in her green notebook, "Why don't I like Mrs. Westvessel?" and began to make a list of reasons. Making lists of reasons was sometimes a good way to figure things out. _"Reason one."_ wrote Anastasia, "Because she isn't a good teacher."--- 260 til 327 But then she crossed out reason one, because it was a lie. Anastasia wasn't crazy about telling lies, even to herself; she did it, sometimes, but it always gave her a stomachache. Mrs. Westvessel, she knew, was really a pretty good teacher. At any rate, she had taught Anastasia to remember the difference between minuends and subtrahends, which was not a particularly interesting thing to know; and also how to say "I love you" in both French and German, which was not only very interesting but might come in handy someday. _"Reason two:"_ wrote Anastasia, after she had crossed out reason _one_, "Because she is so old." That wasn't a lie, so it didn't give her a stomachache; but it was a reason that Anastasia felt a little strange about. Anastasia felt a little strange about old people in general. Probably it was because of her grandmother, who was the oldest person she knew. Her grandmother was so old that she lived in a nursing home; and Anastasia didn't like to visit her there. The nursing home smelled of medicine and Polident, a bad combination of smells. But Mrs. Westvessel smelled of chalk dust and Elmer's Glue, which was not a bad combination at all. And Mrs. Westvessel, although she was old, never _acted_ old. When they were studying Ireland in geography, Mrs. Westvessel had done an Irish jig in her laced-up shoes, with her bosoms bouncing. _That_, thought Anastasia, wasn't an _old_ thing to do. So she slowly crossed out reason _two_. Then she couldn't think of any others. Finally she wrote, _"Reason three:_ Because I am dumb." Not dumb in school. Anastasia, particularly after she had finally mastered the difference between minuends and subtrahends, was actually a very good student. "I'm dumb," said Anastasia sadly to herself, "because sometimes - too many times - I don't feel the same way about things that everybody else feels." "I was the only one at Jennifer MacCauley's birthday party," she remembered gloomily, "who thought green ice cream was nauseating. Everybody even _said_ I was dumb, for that." "I'm the only person in the world," she reminded herself, "- the whole entire world - who likes cold spinach sandwiches. That's really dumb." "And now," she thought, "I'm the only kid in the fourth grade who doesn't like Mrs. Westvessel."--- 261 til 327 So reason _three_ seemed to be the reason. "Because I'm dumb." She left it there, frowned, and closed her green notebook. "Sometimes," she thought, "maybe it isn't a good idea after all to make a list and find out the answer to a question." But when Mrs. Westvessel announced one day in the fall that the class would begin writing poetry, Anastasia was the happiest she had ever been in school. Somewhere, off in a place beyond her own thoughts, Anastasia could hear Mrs. Westvessel's voice. She was reading some poems to the class; she was talking about poetry and how it was made. But Anastasia wasn't really listening. She was listening instead to the words that were appearing in her own head, floating there and arranging themselves into groups, into lines, into poems. There were so many poems being born in Anastasia's head that she ran all the way home from school to find a private place to write them down, the way her cat had once found a very private place - the pile of ironing in the pantry - in which to create kittens.--- 262 til 327 But she discovered that it wasn't easy. She hung the Do Not Disturb sign from the Parker House Hotel on the doorknob of her bedroom door. She thought that might make it easier. She got herself a glass of orange juice with ice in it, to sip on while she worked. She thought that might make it easier. She put on her Red Sox cap. She thought that might make it easier. But it still wasn't easy at all. Sometimes the words she wrote down were the wrong words, and didn't say what she wanted them to say, didn't make the sounds that she wanted them to make. Soon her Snoopy wastebasket was filled with crumpled pages, crumpled beginnings of poems. Her mother knocked on her bedroom door and called, "Anastasia? Are you all right?" "Yes," she called back, taking her pencil eraser out of her mouth for a minute. "I'm writing a poem." Her mother understood that, because very often Anastasia's father would close the door to his study when he was writing a poem, and wouldn't come out even for dinner. "Okay, love," her mother said, the way she said it to Anastasia's father. It took her eight evenings to write one poem. Even then, she was surprised when she realized that it was finished. She read it aloud, alone in her room, behind the Do Not Disturb sign from the Parker House Hotel; and then she read it aloud again, and smiled. Then she read it aloud one more time, put it into the top drawer of her desk, took out her green notebook, and added to the list on page two under "These are the most important things that happened the year that I was ten," as item three: "I wrote a wonderful poem." Then she flipped the Do Not Disturb sign on her doorknob to its opposite side, the side her mother didn't like. "Maid," said the opposite side, "please make up this room as soon as possible." Her poem was finished just in time for Creativity Week. Mrs. Westvessell was very, very fond of Weeks. In their class, already this year, they had had Be Kind to Animals Week, when the bulletin board had been filled with newspaper clippings about dogs who had found lost children in deep woods, cats that had traveled three hundred miles home after being left behind in strange cities, and a cow in New Hampshire that had been spray-painted red during hunting season so that she would not be mistaken for a deer. During My Neighborhood Week, one entire classroom wall had been covered with paper on which they had made a mural: each child had drawn a building to create My Neighborhood.--- 263 til 327There were three Luigi's Pizzas; two movie theaters, both showing Superman; one Red Sox Stadium; a split-level house with a horse tied to a tree in the yard; two Aquariums; two Science Museums; one Airport control tower; three State Prisons; and a condemned apartment building with a large rat on the front steps. Mrs. Westvessel said that it was not what she had had in mind, and that next time she would give better instructions. Creativity Week was the week that the fourth grade was to bring their poems to school. On Monday morning Mrs. Westvessel took them on a field trip to Longfellow's home on Brattle Street. On Tuesday afternoon, a lady poet - poetess, she should be called, according to Mrs. Westvessel; but the lady poet frowned and said she preferred poet, please - came to visit the class and read some of her poems. The lady poet wore dark glasses and had crimson fingernails. Anastasia didn't think that Longfellow would have liked the lady poet at all, or her poems. Wednesday was the day that the members of the class were to read their own poems, aloud. Robert Giannini stood in front of the class and read:I have a dog whose name is Spot.He likes to eat and drink a lot.When I put water in his dish,He laps it up just like a fish. Anastasia hated Robert Giannini's poem. Also, she thought it was a lie. Robert Giannini's dog was named Sputnik; everyone in the neighborhood knew that; and Sputnik had bitten two kids during the summer and if he bit one more person the police said the Gianninis would have to get rid of him. But Mrs. Westvessel cried, "Wonderful!" She gave Robert Giannini an A and hung his poem on the wall. Anastasia imagined that Longfellow was eyeing it with distaste. Traci Beckwith got up from her desk, straightened her tights carefully, and read:In autumn when the trees are brown,I like to walk all through the town.I like to see the birds fly south.Some have worms, still, in their mouths.--- 264 til 327 Traci Beckwith blushed, and said, "It doesn't rhyme exactly." "Well," said Mrs. Westvessel, in a kind voice, "your next one will be better, I'm sure." She gave Traci Beckwith a B plus, and hung the poem on the wall next to Robert's. Anastasia had begun to feel a little funny, as if she had ginger ale inside of her knees. But it was her turn. She stood up in front of the class and read her poem. Her voice was very small, because she was nervous. Merknad: I originalboka er det store mellomrom mellom nokre av orda. I leselistutg?va er orda som kjem etter eit stort mellomrom heller flytta til ei ny linje.hushhushthe sea-soft night is aswimwith wrinklesquirm creatureslisten (!)to themmovesmoothin the moistly darkhere in thewhisperwarm wetwet That was Anastasia's poem. "Read that again, please, Anastasia, in a bigger voice," said Mrs. Westvessel. So Anastasia took a deep breath and read her poem again. She used the same kind of voice that her father did when he read poetry to her, drawing some of the words out as long as licorice sticks, and making some others thumpingly short. The class laughed. Mrs. Westvessel looked puzzled. "Let me see that, Anastasia," she said. Anastasia gave her the poem. Mrs. Westvessel's ordinary, everyday face had about one hundred wrinkles in it. When she looked at Anastasia's poem, her forehead and nose folded up so that she had two hundred new wrinkles all of a sudden. "Where are your capital letters, Anastasia?" asked Mrs. Westvessel. Anastasia didn't say anything. "Where is the rhyme?" asked Mrs. Westvessel. "It doesn't rhyme at _all_." Anastasia didn't say anything. "What kind of poem is this, Anastasia?" asked Mrs Westvessel. "Can you explain it, please?" Anastasia's voice had become very small again, the way voices do, sometimes. "It's a poem of sounds," she said. "It's about little things that live in tidepools, after dark, when they move around. It doesn't have sentences or capital letters because I wanted it to look on the page like small creatures moving in the dark."--- 265 til 327 "I don't know why it doesn't rhyme," she said, miserable. "It didn't seem important." "Anastasia, weren't you _listening_ in class when we talked about writing poems?" Anastasia looked at the floor. "No," she whispered, finally. Mrs. Westvessel frowned, and rubbed her jiggly bosom thoughtfully. "Well," she said, at last. "Well. Anastasia, when we talked about poetry in this class we simply were not talking about worms and snails crawling on a piece of paper. I'm afraid I will have to give you an F." An F. Anastasia had never had an F in her entire life. She kept looking at the floor. Someone had stepped on a red crayon once; the color was smeared into the wood forever. "Iworkedvery hardonthatpoem," whispered Anastasia to the floor. "Speak up, Anastasia." Anastasia lifted her head and looked Mrs. Westvessel in the eye. "I worked very, very hard on that poem," she said, in a loud, clear voice. Mrs. Westvessel looked terribly sad. "I can tell that you did, Anastasia," she said. "But the trouble is that you didn't listen to the instructions. I gave very, very careful instructions to the class about the kind of poems you were to write. And you were here that day; I remember that you were. "Now if, in geography, I explained to the class just how to draw a map, and someone didn't listen, and drew his own kind of map" (everyone glanced at Robert Giannini, who blushed - he had drawn a beautiful map of Ireland, with cartoon figures of people throwing bombs all over it, and had gotten an F) "even though it was a very _beautiful_ map, I would have to give that person a failing grade because he didn't follow the instructions. So I'm afraid I will have to do the same in this case, Anastasia." "I'm sorry," said Mrs. Westvessel. "I just bet you are," thought Anastasia. "If you work hard on another, perhaps it will be better. I'm _sure_ it will be better," said Mrs. Westvessel. She wrote a large F on the page of poetry, gave it back to Anastasia, and called on the next student. At home, that evening, Anastasia got her green notebook out of her desk drawer. Solemnly, under "These are the most important things that happened the year that I was ten," in item three, she crossed out the word _wonderful_ and replaced it with the word _terrible_. "I wrote a terrible poem," she read sadly.--- 266 til 327Her goldfish, Frank, came to the side of his bowl and moved his mouth. Anastasia read his lips and said, "Blurp blurp blurp to you too, Frank." Then she turned the pages of her notebook until she came to a blank one, page fourteen, and printed carefully at the top of the right-hand side: Things I Hate. She thought very hard because she wanted it to be an honest list. Finally she wrote down: "Mr. Belden at the drugstore." Anastasia honestly hated Mr. Belden, because he called her "girlie", and because once, in front of a whole group of fifth grade boys who were buying baseball cards, he had said the rottenest, rudest thing she could imagine anyone saying ever, and especially in front of a whole group of fifth grade boys. Mr. Belden had said, "You want some Kover-up Kreme for those freckles, girlie?" And she had not been anywhere _near_ the Kover-up Freckle Kreme, which was $1.39 and right between the Cuticura Soap and the Absorbine Jr. Next, without any hesitation, Anastasia wrote down "Boys". She honestly hated boys. All of the fifth grade boys buying baseball cards that day had laughed. "Liver" was also an honest thing. Everybody in the world hated liver except her parents. And she wrote down "pumpkin pie", after some thought. She had _tried_ to like pumpkin pie, but she honestly hated it. And finally, Anastasia wrote, at the end of her Things I Hate list: "Mrs. Westvessel." That was the most honest thing of all. Then, to even off the page, she made a list on the left-hand side. Things I Love. For some reason it was an easier list to make. Her parents were having coffee in the living room. "They're going to find out about the F when they go for a parent-teacher conference," thought Anastasia. "So I might as well show them." She took her poem to the living room. She held it casually behind her back. "You guys know," she said, "how sometimes maybe someone is a great musician or something - well, maybe he plays the trumpet or something really well - and then maybe he has a kid, and it turns out the kid isn't any good at _all_ at playing the trumpet?" Her parents looked puzzled. "No," said her father. "What on earth are you talking about?" She tried again. "Well, suppose a guy is a terrific basketball player. Maybe he plays for the Celtics and he's almost seven feet tall. Then maybe he has a kid, a little boy, and maybe the little boy _wants_ to be a great basketball player. But he only grows to be five feet tall. So he can't be any good at basketball, right?"--- 267 til 327 "Is it a riddle, Anastasia?" her mother asked. "It seems very complicated." "What if a man is a really good poet and his daughter tries to write a poem - I mean tries _really hard_ - and the only poem she writes is a _terrible_ poem?" "Oh," said her father. "Let's see the poem, Anastasia." Anastasia handed the poem to her father. He read it once to himself. Then he read it aloud. He read it the way Anastasia had tried to, in class, so that some of the words sounded long and shuddery. When he came to the word "night" he said it in a voice as quiet as sleep. When he had finished, they were all silent for a moment. Her parents looked at each other. "You know, Anastasia," her father said, finally. "Some people - actually, a _lot_ of people - just don't understand poetry." "It doesn't make them bad people," said her mother hastily. "Just _dumb_?" suggested Anastasia. If she could change, under "Why don't I like Mrs Westvessel?" the answer "Because _she's_ dumb," maybe it wouldn't be such a discouraging question and answer after all. But her father disagreed. "Not dumb," he said. "Maybe they just haven't been educated to understand poetry." He took his red pen from his pocket. "I myself," he said grandly, "have been _very_ well educated to understand poetry." With his red pen he added some letters to the F, so that the word _Fabulous_ appeared across the top of the page. Anastasia decided that when she went back to her room she would get her green notebook out again, and change page two once more. "I wrote a fabulous poem," it would say. She smiled. "Daddy, do you think maybe someday I could be a poet?" she asked. "Don't know why not," he said. "If you work hard at it." "How long does it take to make a whole book of poems?" "Well, let's see. That last book of mine took me about nine months." Anastasia groaned. "That's a long time. You could get a _baby_ in nine months, for pete's sake." Her parents both laughed. Then they looked at each other and laughed harder. Suddenly Anastasia had a very strange feeling that she knew why they were laughing. She had a very strange feeling that her list of _Things I Hate_ was going to be getting even longer.Bilete (s. 261):Forklaring: fotoBilete av andletet til ei jente med fregner og halvlangt m?rkt h?r. --- 268 til 327xxx3 In the Beginning- A Native American Myth Different Indian tribes have different stories to tell about the beginning of the world. The stories about Raven belong to the tribes in the North-West. In the beginning there was nothing but soft darkness, and Raven beat and beat with his wings until the darkness packed itself down into solid earth. Then there was only the icy black ocean and a narrow strip of shoreline. But people came soon to live along the coast. And Raven felt sorry for them, poor, sickly things, who never had any sunshine. They lived by chewing on nuts and leaves, and crushed the roots of the alder trees for something to drink. "I must help them," thought Raven; and he flew down to earth, calling, "Ga, ga, ga!" and gathered the people together. Like ghosts, they were, shadowy and pale in the misty darkness. "Raven has come!" they told each other. "It is Raven-Who-Sets-Things-Right." The poor things were encouraged, and they gathered round to see what he would do.--- 269 til 327 Raven plucked a branch from an alder, and scattered the leaves on the surface of a pool. At once the leaves were sucked under, and the water started to bubble. After the pool had boiled for a moment, the surface cleared and fish began to jump there. So that was how Raven gave the people fish. But now that they had fish to eat, they were thirstier than ever. They called on Raven, and down he came, and the people said, "Here is Raven-Who-Sets-Things-Right." Raven knew that there was only one spring of fresh water in all the world. A man named Ganook had built his house around it, and refused to give any away. "Maybe," thought Raven, "I can drink enough to carry some back to the people." So he went to the house and asked to come in, and Ganook was very glad to have his company. Raven sat down and made polite conversation, and pretty soon he asked for a drink of water. "Very well," said Ganook grudgingly, and showed him the spring, a crystal pool welling up in a basin of rock. "Don't drink it all!" Ganook warned him. "You know that's the only fresh water in all the world." Raven knew it well; that was what he had come for. But he said, "Just a sip!" and drank until he staggered. "Hold on there, Raven!" cried Ganook. "Are you trying to drink the well dry?" That was just what Raven was trying to do, but he passed it off lightly. He made himself comfortable close to the fire and said, "Ganook, let me tell you a story." Then Raven started out on a long dull story about four dull brothers who went on a long dull journey. As he went along he made up dull things to add to it, and Ganook's eyelids drooped, and Raven spoke softly, and more and more slowly, and Ganook's chin dropped on his chest. "So then," said Raven gently, with his eyes on Ganook, "on and on through the long grey valley through the soft grey fog went the four tall grey brothers. And now, snore!" And Ganook began to snore. Quick as a thought, Raven darted to the spring and stuck his beak into the water. But no sooner had he lifted his head to swallow than Ganook started up with a terrible snort, and said, "Go on, go on, I'm listening! I'm not asleep." Then he shook his head and blinked his eyes and said, "Where are you, Raven? What are you doing?"--- 270 til 327 "Just walking around for exercise," Raven assured him, and back he went, and in a low, unchanging voice he went on with the dull story of the four brothers. No sooner had he started than Ganook began to nod, and his chin dropped down, and he jerked it back and opened his eyes and scowled at Raven, and nodded his head and said, "Go on! What next?" and his head dropped down upon his chest. "So on and on," said Raven slowly, "over the hills, went the four tall grey brothers. The air was thick and grey around them. Fog was stealing softly over the mountains. Fog before them, fog behind them, soft, cloudy fog. And now, snore!" And Ganook began to snore. Quietly Raven slipped to the spring, and, _grub, grub, grub_, he drank up the water until the pool was dry. But as he lifted his head for a last long gulp, Ganook leaped up and saw what he was doing. "So, Raven!" shouted Ganook. "You think you can lull me to sleep and steal my water!" He picked up his club and started to chase Raven round and round the fire. Raven would run a few steps and flap his big wings and rise a few inches off the floor. Then with a last tremendous flap he went sailing towards the open smoke hole. But he had swallowed so much water that he stuck fast in the opening, and there he struggled, while Ganook shouted, "You squint-eyed Raven, I've got you now, Raven! You miserable thief!" And Ganook threw green alder logs on the fire and made a great smoke which came billowing up and almost choked Raven to death. Raven hung there, strangling and struggling, until at last he pulled free with a mighty wrench and went wobbling heavily across the sky. He was so heavy he flew in a crooked line, and as he flew he spurted little streams of water from his bill. These became rivers, first the Nass and the Sitka, then the Taku and the Iskut and the Stikine. Since Raven flew in a crooked line, all the rivers are crooked as snakes. Here and there he scattered single drops, and these became narrow creeks and salmon pools. And so Raven brought fresh water to the people but he bore the mark of that smoke hole ever after. He had gone to Ganook as a great, white, snowy creature, but from that day on, Raven was black, as black as the endless sky of the endless night.Bilete (s. 268):Forklaring: teikningTo skapningar med armar og bein og hovud pryda med horn. Skapningane er bygd opp av geometriske former som om dei er ein mellomting mellom ein skapning og eit symbol. --- 271 til 327xxx3 An Indian View Marlene Sequeiras is Indian. She comes from Bangalore, the capital of Karnataka in the south of India. Some time ago she spent a year in Norway, and now she is back to visit Norwegian friends in Bergen. In this text she looks at some of the enormous differences between Norway and her own country. One of the things I find most striking in Norway is the empty streets. I stand on the balcony of a flat on the hillside overlooking the centre of Bergen, and I see all the roof-tops spread out before me. Roofs mean houses - but the streets are empty, and I wonder: where are all the people? In India, the streets are full of life. It isn't only a question of numbers, although that is also an important difference. For example, the population of Bangalore, where I live, is around four million - which is the population of the whole of Norway! So that is a lot of people concentrated in one place.--- 272 til 327 But, apart from that, I think in India much of our social life happens on the street: walking, talking, working, buying and selling. If I walk up the road towards the shops, I meet many people who greet me and ask after my mother or other members of my family. I pass a woman selling bananas from a hand-cart and perhaps I buy some. Further up, is a man who repairs bicycles at the side of the road. There is also, of course, noise. Hawkers calling out their wares, people greeting each other, motorists horning to get people to move out of their way. And the odd cow, looking in the garbage bin at the side of the road for some interesting bits to eat. Sometimes, if there is a festival, there will be film songs or bhajans played very loud, so that people all around can hear. Festivals! There are many of those in India. Most of them are Hindu festivals, but there are also feast days of other religions, like Islam and Christianity, to mention just two others. India is a society of many cultures and religions. So we have a lot of religious festivals and holidays. And often enough, the celebrations become common to all. Diwali - the Hindu feast of light - is a good example, where non-Hindus light fire-works and join in the fun. Holi is another North Indian spring festival, where others also participate in throwing coloured water or powder on each other. Christians have the custom of making special Christmas cake and sweets. These are offered to visitors, and a plate of sweets is sent to the relatives and neighbours. They, in turn, send their specialities - milk sweets from Hindus at Diwali, lamb biryani from Muslim neighbours for Id - the festival celebrating the end of the fasting period, Ramadan. As you walk along a road in my city, you may hear several languages being spoken. Bangalore is in the state of Karnataka, and the official language is called Kannada. But there are also many people who speak Tamil. The Muslims speak Urdu, which is close to Hindi. And then there is English - an important link language all over India. When there are more than 200 languages in a country, it helps to have one language that most people understand. Most languages have their own alphabet - each one completely different from the other. When I was in school, I studied in English, but also learned Hindi and Kannada. So that was three totally different alphabets to learn to read and write!Bilete (s. 271):Forklaring: fotoEi rekkje med syklar med gule og oransje blomar som er festa fremst p? syklane. Word PowerPage 272:bhajans: religious songbiryani: a dish made of lamb and rice--- 273 til 327xxx3 The Eyes Have Itby Ruskin Bond I Had The Train compartment to myself up to Rohana, then a girl got in. The couple who saw her off were probably her parents; they seemed very anxious about her comfort, and the woman gave the girl detailed instructions as to where to keep her things, when not to lean out of windows, and how to avoid speaking to strangers. They called their goodbyes and the train pulled out of the station. As I was totally blind at the time, my eyes sensitive only to light and darkness, I was unable to tell what the girl looked like; but I knew she wore slippers from the way they slapped against her heels. It would take me some time to discover something about her looks, and perhaps I never would. But I liked the sound of her voice, and even the sound of her slippers. "Are you going all the way to Dehra?" I asked. I must have been sitting in a dark corner, because my voice startled her. She gave a little exclamation and said, "I didn't know anyone else was here."--- 274 til 327 Well, it often happens that people with good eyesight fail to see what is right in front of them. They have too much to take in, I suppose. Whereas people who cannot see (or see very little) have to take in only the essentials, whatever registers most tellingly on their remaining senses. "I didn't see you either," I said. "But I heard you come in." I wondered if I would be able to prevent her from discovering that I was blind. Provided I keep to my seat, I thought, it shouldn't be too difficult. The girl said, "I'm getting off at Saharanpur. My aunt is meeting me there." "Then I had better not get too familiar," I replied. "Aunts are usually formidable creatures." "Where are you going?" she asked. "To Dehra, and then to Mussoorie." "Oh, how lucky you are. I wish I were going to Mussoorie. I love the hills. Especially in October." "Yes, this is the best time," I said, calling on my memories. "The hills are covered with wild dahlias, the sun is delicious, and at night you can sit in front of a logfire and drink a little brandy. Most of the tourists have gone, and the roads are quiet and almost deserted. Yes, October is the best time." She was silent. I wondered if my words had touched her, or whether she thought me a romantic fool. Then I made a mistake. "What is it like outside?" I asked. She seemed to find nothing strange in the question. Had she noticed already that I could not see? But her next question removed my doubts. "Why don't you look out of the window?" she asked. I moved easily along the berth and felt for the window ledge. The window was open, and I faced it, making a pretence of studying the landscape. I heard the panting of the engine, the rumble of the wheels, and, in my mind's eye, I could see telegraph posts flashing by. "Have you noticed," I ventured, "that the trees seem to be moving while we seem to be standing still?" "That always happens," she said. "Do you see any animals?" "No," I answered quite confidently. I knew that there were hardly any animals left in the forests near Dehra. I turned from the window and faced the girl, and for a while we sat in silence. "You have an interesting face," I remarked. I was becoming quite daring, but it was a safe remark.--- 275 til 327Few girls can resist flattery. She laughed pleasantly - a clear, ringing laugh. "It's nice to be told I have an interesting face. I'm tired of people telling me I have a pretty face." Oh, so you do have a pretty face, thought I; and aloud I said: "Well, an interesting face can also be pretty." "You are a very gallant young man," she said, "but why are you so serious?" I thought, then, I would try to laugh for her, but the thought of laughter only made me feel troubled and lonely. "We'll soon be at your station," I said. "Thank goodness it's a short journey. I can't bear to sit in a train for more than two or three hours." Yet I was prepared to sit there for almost any length of time, just to listen to her talking. Her voice had the sparkle of a mountain stream. As soon as she left the train, she would forget our brief encounter; but it would stay with me for the rest of the journey, and for some time after. The engine's whistle shrieked, the carriage wheels changed their sound and rhythm, the girl got up and began to collect her things. I wondered if she wore her hair in a bun, or if it was plaited; perhaps it was hanging loose over her shoulders, or was it cut very short?--- 276 til 327 The train drew slowly into the station. Outside, there was the shouting of porters and vendors and a high-pitched female voice near the carriage door; that voice must have belonged to the girl's aunt. "Goodbye," the girl said. She was standing very close to me, so close that the perfume from her hair was tantalizing. I wanted to raise my hand and touch her hair, but she moved away. Only the scent of perfume still lingered where she had stood. There was some confusion in the doorway. A man, getting into the compartment, stammered an apology. Then the door banged, and the world was shut out again. I returned to my berth. The guard blew his whistle and we moved off once again, I had a game to play and a new fellow-traveller. The train gathered speed, the wheels took up their song, the carriage groaned and shook. I found the window and sat in front of it, staring into the daylight that was darkness for me. So many things were happening outside the window; it could be a fascinating game, guessing what went on out there. The man who had entered the compartment broke into my reverie. "You must be disappointed," he said. "I'm not nearly as attractive a travelling companion as the one who just left." "She was an interesting girl," I said. "Can you tell me - did she keep her hair long or short?" "I don't remember," he said, sounding puzzled. "It was her eyes I noticed, not her hair. She had beautiful eyes - but they were of no use to her. She was completely blind. Didn't you notice?"Bilete. 2 fotografiar:Forklaring: 1. (s. 273): To indiske kvinner som gjeng ombord p? eit tog. 2. (s. 275): Eit oversynsbilete av tog som k?yrer gjennom eit omr?de med ?krar, skog og fjell. --- 277 til 327xxx1 Focus on Language I denne delen av boka skal vi sj? p? nokre sider ved spr?ket som kan vere til hjelp n?r du l?rer engelsk. Dersom du ikkje vil bli misforst?tt n?r du snakkar eit framandt spr?k, er det n?dvendig ? snakke og skrive mest mogleg korrekt. Det kan grammatikken hjelpe deg med. I _Focus on Language_ kan du sl? opp p? former som du er usikker p?. Her finn du dei ulike ordklassane slik at du kan l?re korleis ord blir b?ygde, og korleis ord fungerer i forhold til kvarandre. Kjennskap til ordklassane gjer det ogs? lettare for deg ? finne dei rette orda i ordboka.xxx2 InnhaldSubstantiv 278 Genitiv 280Bestemmarord 281 Mengdeord: Artiklar 281 Grunntal 284 Ubundne pronomen 284 Eigedomsord 286 Peikeord 286Pronomen 287 Personlege pronomen 287 "Det er" 288 Refleksive pronomen 288Verb 289 Verbformer og verbtider 290 Hjelpeverb 294 Passiv 296Sp?rsm?l 297Adjektiv 298 Rekkjetal 300Adverb 300Preposisjonar 302Konjunksjonar og subjunksjonar 304 Ordet "som" 304Tekstbinding 305Dei fire rekneartane 306Uregelrette verb 307Lydskrift 310--- 278 til 327xxx2 Substantiv (Nouns) Substantiv er namn vi gir menneske, ting eller stader. Vi deler dei i s?rnamn og fellesnamn. S?rnamn er namn p? personar eller p? stader, t.d. _Margaret, John, London, Norway_. Fellesnamn er namn p? ting eller personar, t.d. _woman, boy, city, country_.xxx3 Eintal og fleirtal (Singular and Plural)xxx4 Regelrett b?ying Vi lagar fleirtal ved at vi set: -s til dei fleste substantiv:-- cat - cats-- house - houses-- boy - boys -es til dei fleste substantiv som sluttar p? _s, x, ch, sh_ og _o_:-- glass - glasses-- fox - foxes-- watch - watches-- bush - bushes-- potato - potatoes -es til substantiv som endar p? _konsonant + y_.-- country - countries Nokre substantiv (framandord) som endar p? o, f?r berre -s i fleirtal:-- radio - radios-- photo - photos--- 279 til 327 Mange substantiv som endar p? -f eller -fe, f?r -ves i fleirtal:-- knife - knives-- leaf - leaves-- life - lives-- shelf - shelves-- wife - wivesxxx4 Uregelrett b?ying (Irregular Nouns) Nokre substantiv blir b?ygde uregelrett. Desse substantiva f?r ei anna form i fleirtal:-- man - men-- woman - women-- child - children-- goose - geese-- foot - feet-- louse - lice-- mouse - mice-- tooth - teeth Nokre substantiv har uendra fleirtal:-- deer - deer-- fish - fish-- salmon - salmon-- sheep - sheepxxx3 Teljelege og uteljelege substantiv (Countable and uncountable nouns) Dei fleste substantiv st?r for ting vi kan telje, og har ei eintalsform og ei fleirtalsform. F?re desse substantiva kan vi setje den ubundne artikkelen.-- a book - books-- a house - houses--- 280 til 327 Nokre substantiv er uteljelege. Dei kan ikkje b?yast i eintal og fleirtal. F?re desse substantiva kan vi ikkje bruke den ubundne artikkelen. Vi bruker i staden bestemmarord, til d?mes _some, much, a piece of_.-- There _is_ some _furniture_ missing.-- No _news is_ good news.-- _Water is_ good for you. Andre uteljelege ord er: _bread, homework, luck, music, rain, information_ Nokre substantiv finst berre i fleirtal.-- These _are_ my _scissors_.-- His _jeans are_ too tight.-- These _are_ good _binoculars_. Nokre substantiv ser ut som eintal, men er fleirtal.-- The _police are_ outside.-- There _were_ many _people_ at the concert.xxx3 Genitiv (The Genitive) Vi lagar genitiv (eigeform) p? engelsk ved at vi set apostrof + s ('s) til substantivet. Dersom substantivet endar p? -s i fleirtal, set vi berre apostrof (') etter fleirtals-s.-- the girl's book - boka til jenta-- the child's toy - leika til barnet-- James's car - bilen til James-- the girls' books - b?kene til jentene Ved uregelrett fleirtal som ikkje endar p? s, lagar vi genitiv som i eintal.-- the children's toys - leikene til barna-- the women's cars - bilane til kvinnene--- 281 til 327xxx4 Of-genitiv (The Of-Genitive) N?r vi skal uttrykkje eigeform i samband med gjenstandar, bruker vi preposisjonen _of_.-- the make of the car - bilmerket-- the name of the ship - namnet p? skipetxxx2 Bestemmarord/determinativ (Determiners) Bestemmarord viser kva substantiva refererer til: a house, two houses, some houses, that house, my house Til denne ordklassen h?yrer:-- Mengdeord: artiklar, grunntal, ubunde pronomen-- Eigedomsord (tidlegare eigedomspronomen)-- Peikeord (tidlegare peikande pronomen)xxx3 Mengdeord (Quantifiers)xxx4 Artiklar (Articles)_Den ubundne artikkelen (The Indefinite Article): a/an_ Vi bruker:-- _a_ n?r ordet som kjem etter artikkelen, byrjar med ein _konsonantlyd_: a fire, a cold day, a young man.-- _an_ n?r ordet som kjem etter artikkelen, byrjar med ein _vokallyd_: an apple, an old man, an hour._Den bundne artikkelen (The Definite Article): the_ Bunden form uttrykkjer vi med _the_ f?re substantivet.-- That is _the_ man I was talking about. _the_ uttaler vi |=??|= n?r substantivet byrjar med ein konsonantlyd: |=??|= the car, |=??|= the uniform _the_ uttaler vi |=?i:|= n?r substantivet byrjar med ein vokallyd: |=?i:|= the animal, |=?i:|= the hour Det er alts? _uttalen_ av det ordet som kjem etter, som er avgjerande for korleis _the_ blir uttalt - ikkje skrivem?ten.--- 282 til 327xxx4 Bruk av artiklane p? engelsk P? engelsk er bruken av artiklane mykje den same som p? norsk, men det er likevel ein del skilnader._Den ubundne artikkelen_ Engelsk bruker den ubundne artikkelen f?re ein del substantiv der vi p? norsk ikkje har artikkel. Dette gjeld:-- ord for eit yrke, ei religi?s gruppe eller ein nasjonalitet: -- He wants to be a journalist. - Han vil bli journalist. -- She is a Muslim. - Ho er muslim. -- My father is an Englishman. - Faren min er engelskmann.-- som oftast f?re teljelege substantiv: -- He has bought a new jacket. - Han har kj?pt ny jakke. -- Did you buy a ticket? - Kj?pte du billett? Den ubundne artikkelen bruker vi ogs? i enkelte tids- og m?luttrykk:-- She paid me ?40 a day. - Ho betalte meg ?40 om dagen.-- We did 120 km an hour. - Vi k?yrde i 120 km i timen._Den bundne artikkelen_ Engelsk bruker ikkje bunden artikkel f?re ein del substantiv n?r vi snakkar om dei reint generelt. P? norsk bruker vi her ofte artikkel. Dette gjeld:-- abstrakte substantiv som _love, life, death, society_ osv. n?r vi snakkar om desse tinga reint generelt. -- Life is hard. - Livet er vanskeleg. -- I am not afraid of death. - Eg er ikkje redd for d?den.--- 283 til 327 Men dersom vi snakkar om noko spesielt, s? bruker vi den bundne artikkelen ogs? p? engelsk:-- The life they led was very hard. - Livet dei levde ...-- The death of his mother was a shock. - Mora sin d?d ...-- Substantiv som _church, school, class, market, prison_ og _hospital_, p? ?rstider og h?gtider: -- Discuss in class. - Diskuter i klassen. -- When does school start? - N?r byrjar skolen? -- Dinner is ready. - Middagen er ferdig. -- She is in hospital. - Ho er p? sjukehuset. -- In summer we used to swim. - Vi brukte ? symje om sommaren. -- We spent Christmas at home. - Vi var heime i jula. Men dersom vi snakkar om noko spesielt, bruker vi den bundne artikkelen:-- The class is very big. - Klassen er veldig stor.-- He left the restaurant early. - Han gjekk tidleg fr? restauranten.-- The dinner last night was excellent. - Middagen i g?r kveld var sv?rt god.-- The summer of 1997 was very hot. - Sommaren i 1997 var sv?rt varm. Legg merke til at vi bruker den bundne artikkelen f?re ordet _cinema_ og f?re musikkinstrument:-- I would like to go to the cinema tonight. - Eg vil g? p? kino i kveld.-- She plays the piano. - Ho speler piano.--- 284 til 327xxx3 Grunntal (Cardinals)1 one2 two3 three4 four5 five6 six7 seven8 eight9 nine10 ten11 eleven12 twelve13 thirteen14 fourteen15 fifteen16 sixteen17 seventeen18 eighteen19 nineteen20 twenty21 twenty-one22 twenty-two23 twenty-three30 thirty40 forty50 fifty60 sixty70 seventy80 eighty90 ninety100 a/one hundred1000 a/one thousand10,000 ten thousand100,000 a/one hundred thousand1,000,000 a/one millionxxx3 Ubundne pronomen (Indefinite Pronouns) Dei ubundne pronomena er bestemmarord p? same m?ten som artiklane. Dei ubundne pronomena som vi skal sj? p? her, er _some, any, no, every_ og ord som sette saman med eitt av desse:-- some - any - no - every-- someone - anyone - no one - everyone-- somebody - anybody - nobody - everybody-- something - anything - nothing - everything B?de _some_ og _any_ tyder _nokon_ eller _noko_. Reglane som st?r nedanfor, gjeld ogs? for alle samansetjingar med _some_ og _any_ (somebody, anyone osv). _Some_ bruker vi i forteljande setningar:-- Here are some pictures of you.-- Somebody is coming down the street. Is it George?--- 285 til 327 Vi bruker _any_ i sp?rjande og nektande setningar:-- Do you have any pictures of me?-- No, I don't have any. I h?flege sp?rsm?l eller n?r sp?rsm?let er eit _tilbod_, bruker vi _some_:-- Can I have some more potatoes, please?-- Would you like something to drink? Vi bruker alltid _any_ i tydinga "kven / kva som helst":-- Anybody can do that.-- I would do anything for you. _No_ tyder _ingen_ eller _ikkje noko_. N?r vi skal seie at vi ikkje _har noko_, kan vi bruke _not any_ eller _no_ + substantivet:-- I haven't got any friends.-- I've got no friends. _Every_ tyder _kvar, kvar og ein_ eller _kvar einaste_:-- She comes here every day.-- Every marathoner hopes to reach the finish line. _Somebody, someone, anybody, anyone, nobody, no one, everybody_ og _everyone_ blir berre brukte om personar. Verbet er alltid i _eintal_:-- Somebody has taken my bicycle. Everybody seems to know who it is, but nobody wants to tell me. _Something/anything_ (= noko), _nothing_ (= ingenting) og _everything_ (= alt) blir brukte om ting. Verbet er ogs? her alltid i _eintal_. Everything was wrong yesterday. I came home from school and wanted something to eat. Anything would have been ok, but there was absolutely nothing in the fridge. Then ...--- 286 til 327xxx3 Eigedomsord [eigedomspronomen] (Possessive Pronouns) Eigedomsorda fortel oss kven som _eig noko_, eller kva som _h?yrer til_ nokon. Vi har to former. Den eine bruker vi n?r eigedomsordet st?r _f?re eit substantiv_. Den andre forma bruker vi n?r det st?r _aleine_.Forklaring: F?re substantiv - Aleine:This is my house. - This house is mine.This is your house. - This house is yours.This is his house. - This house is his.This is her house. - This house is hers.This is its house. - This house is its.This is our house. - This house is ours.This is your house. - This house is yours.This is their house. - This house is theirs._Bruk av eigedomsord p? engelsk_ P? engelsk bruker vi eigedomsorda i samband med personlege eigedelar, klede og kroppsdelar. Her vil vi p? norsk oftast bruke den bundne artikkelen utan eigedomsord.-- I showed him my car. - Eg viste han bilen (min).-- You should wear your new jacket. - Du burde ha p? deg den nye jakka.-- Anne has broken her leg. - Anne har brote beinet (sitt).-- He lost his life. - Han mista livet.xxx3 Peikeord [Peikande pronomen] (Demonstrative Pronouns) Peikeorda er _this_ (= denne/dette), _these_ (= desse), _that_ (= den/det) og _those_ (= dei). Vi bruker _this_ og _these_ om noko som er n?r oss.-- Eintal: This book here on the table is very expensive.-- Fleirtal: I have bought these books at the market. Vi bruker _that_ og _those_ om noko som er eit stykke borte.-- Eintal: That car has been following us for hours.-- Fleirtal: Those girls over there are my cousins.--- 287 til 327 _This_ og _these_ bruker vi ogs? i enkelte spesielle tidsuttrykk:-- This morning I had an accident. - I dag tidleg ...-- We are very busy these days. - Vi har det veldig travelt no for tida.xxx2 Pronomen (Pronouns) _Ubundne pronomen, eigedomsord_ (tidlegare eigedomspronomen) og _peikeord_ (tidlegare peikande pronomen) er klassifiserte under _bestemmarord_ (s. 281). Ordet "som" (tidlegare relativt pronomen) er klassifisert under _subjunksjonar_ (s. 304). Eit pronomen er eit ord som vi kan bruke _i staden for_ eit substantiv, eller som _peiker tilbake_ p? eit substantiv som vi har brukt f?r.-- Peter was happy because _he_ had seen Janet.-- Diana is a girl _who_ works hard.xxx3 Personlege pronomen (Personal Pronouns) Vi har to former av personlege pronomen: subjektsform og objektsform:subjektsform: I, you, he, she, it, we, you, they.objektsform: me, you, him, her, it, us, you, them. _Subjektsforma_ bruker vi n?r pronomenet er subjekt i setninga:-- Peter was late for school, so _he_ ran all the way.-- Sarah was happy. _She_ walked down the road singing. _Objektsforma_ bruker vi n?r pronomenet ikkje er subjekt i setninga, men til d?mes objekt, eller kjem etter ein preposisjon:-- Where is Tom? I haven't seen _him_.-- Jane is ill. I feel sorry for _her_.--- 288 til 327xxx3 Norsk "det er" (it is - there is/are) P? engelsk er det fleire ord som uttrykkjer "det" p? norsk. Hovudregelen er at der du p? norsk vil skrive _det er_, skal du p? engelsk bruke _there is_ eller _there are_. Ofte kan du her seie at noko _finst eller er til stades_. I nokre norske dialektar seier ein i desse tilfella _der er_.-- There is a famous church in London called St. Paul's.-- There are about 260,000 Aboriginals in Australia today. N?r ordet som _there_ viser til, er eintal, bruker vi _there is_:-- There is a dog in the garden. N?r ordet som _there_ viser til, er fleirtal, bruker vi _there are_:-- There are two dogs in the garden. Grammatisk forklarer vi dette med at _there_ er _f?rebels subjekt_, det vil seie at det verkelege subjektet kjem seinare i setninga. _It is_ bruker vi n?r vi snakkar om _vêr, temperatur, tid_ eller _avstand_:-- What is the weather like? - It is raining cats and dogs.-- What is the temperature in London today? - It is 19 degrees.-- What time is it? - It is ten o'clock.-- How far is it from Bergen to Larvik? - It is about 500 kilometres.xxx3 Refleksive pronomen (Reflexive Pronouns) Eit refleksivt pronomen peiker tilbake p? _subjektet_ i den same setninga, det vil seie at det er same person som subjektet. Samanlikn meininga i desse to setningane:-- He looked at himself. - Han s?g p? seg sj?lv. - He og himself er same person.-- He looked at him. - Han s?g p? ham. - He og him er to ulike personar.--- 289 til 327 Det refleksive pronomenet har desse formene:-- I enjoyed myself-- you enjoyed yourself-- he enjoyed himself-- she enjoyed herself-- it enjoyed itself-- we enjoyed ourselves-- you enjoyed yourselves-- they enjoyed themselves Vi bruker det refleksive pronomenet:-- for ? vise at handlinga er retta mot subjektet i setninga: -- She shot herself. - Ho skaut seg. -- We enjoyed ourselves at the party. - Vi mora oss i selskapet. Dette gjeld spesielt i samband med verb som _amuse, blame, cut, enjoy_ og _hurt_.-- for ? leggje spesiell vekt p? kven som gjer ei handling: -- He did it himself. - Han gjorde det sj?lv. -- The headmaster himself said so. - Rektor sj?lv sa det. Mange verb er refleksive p? norsk, men ikkje p? engelsk. Dette gjeld spesielt verba _behave, dress, feel, get married, lie down, move, retire, sit down_ og _turn_:-- Dei oppf?rte seg bra. - They behaved well.-- Ho kledde p? seg. - She got dressed.-- Dei gifta seg i g?r. - They got married yesterday.-- Set deg ned! - Sit down!xxx2 Verb (Verbs) Verb er ord som fortel oss kva nokon gjer (he _runs_), eller kva som hender (it _is raining_). Verbet kan ogs? seie oss om handlinga skjer i _fortida_, i _notida_ eller i _framtida_.-- I _visited_ my grandfather, (fortid)-- He _loves_ you. (notid)-- They _will buy_ a car. (framtid)--- 290 til 327xxx3 Regelrette og uregelrette verb (Regular and Irregular Verbs) Vi skil mellom to typar verb. _Regelrette verb_ f?r endinga -ed i preteritum og i perfektum partisipp, mens _uregelrette verb_ har eigne former. Samanlikn verba nedanfor:Forklaring: Infinitiv - preteritum - perfektum partisipp: regelrette:rain - rained - rainedvisit - visited - visitedsmile - smiled - smiled uregelrette:go - went - gonebuy - bought - boughtride - rode - ridden Du finn ei liste over dei uregelrette verba p? sidene 307-310.xxx3 Verbformer og verbtiderxxx4 Infinitiv (The Infinitive) Grunnforma til verbet kallar vi _infinitiv_. Det er den forma du vil finne i ordb?ker og ordlister: _run, rain, visit, love, buy, read, smile_ For ? kunne bruke verbet rett i ei setning m? du kunne b?ye det.xxx4 Presens (The Present Tense) Vi bruker presens om handlingar som skjer i notida. P? engelsk har vi to presensformer:_vanleg presens (present simple)_-- I play with the ball.-- You play with the ball.-- He plays with the ball.-- She plays with the ball.-- It plays with the ball.-- We play with the ball.-- You play with the ball.-- They play with the ball._presens samtidsform (present continuous)_-- I am playing with the ball.-- You are playing with the ball.-- He is playing with the ball.-- She is playing with the ball.-- It is playing with the ball.-- We are playing with the ball.-- You are playing with the ball.-- They are playing with the ball.--- 291 til 327 Vanleg presens er lik infinitiven, men vi legg til -s n?r subjektet i setninga er _he, she_ og _it_. Dersom infinitiven endar p? -s, -x, -ch, -sh, og -o, legg vi til -es: dress - he dresses. Dersom infinitiven endar p? -y, endrar vi y til i f?re es, og endinga blir -ies: I try - she tries Vi lagar presens samtidsform med _am, are, is_ + _-ing._ Sj? b?yinga av _to be_ p? side 294. Dersom infinitiven endar p? ie, endrar vi -ie til -y f?re endinga -ing: lie - she is lyingxxx4 Bruk av presens Den mest brukte presensforma er _vanleg presens_. Den bruker vi:-- om noko som skjer stadig: - She _walks_ to school every day.-- om fakta: - My brother _wears_ glasses. Vi bruker presens samtidsform:-- om noko som skjer akkurat no: - She _is walking_ to school. N?r vi bruker samtidsforma _munnleg_, trekkjer vi ofte saman pronomenet og _am/are/is:_-- I'm reading.-- You're working.-- She's walking.-- He's studying.-- We're leaving.-- They're coming. Vi kan ogs? bruke presensformene til ? uttrykkje noko som skal skje i framtida. Sj? side 293.xxx4 Preteritum (Past Tense) Vi bruker preteritum om handlingar som skjedde i fortida (i fjor, i g?r, tidlegare i dag). P? engelsk har vi to preteritumsformer:_vanleg preteritum (past simple)_-- I/You/He/She/It/We/You/They waited for the bus.-- I/You/He/She/It/We/You/They drank some water._preteritum samtidsform (past continuous)_-- I was / You were / He was / She was / It was / We were / You were / They were waiting for the bus.-- I was / You were / He was / She was / It was / We were / You were / They were drinking some water.--- 292 til 327 Regelrette verb f?r endinga -ed i preteritum. Uregelrette verb har heilt eigne former (sj? side 307-310). Dersom infinitiven endar p? konsonant + y, endrar vi y til i f?re -ed, og endinga blir -ied: carry - carried Vi lagar preteritum samtidsform med _was, were_ + _-ing_. Sj? b?yinga av _to be_ p? side 294._Uttale av endinga -ed_ Endinga _-ed_ uttaler vi:-- |=d|= etter ein stemd lyd: lived |=l/vd|=, played |=ple/d|=-- |=t|= etter ein ustemd lyd: asked |=?:skt|=, looked |=làkt|=-- |=/d|= etter d og t: started |='st?:t/d|=, handed |='h?nd/d|=xxx4 Bruk av preteritum Den mest brukte preteritumsforma er vanleg preteritum: We _played_ football yesterday. John _came_ into the living room. He _sat_ down at the table. Then he _started_ to eat. Vi bruker ofte _preteritum samtidsform_ om ei handling som alt var i gang da noko anna hende:-- When we _were playing_ football yesterday, it _started_ to snow.-- When John _came_ into the room, Susan _was reading_ a letter.xxx4 Presens perfektum (The Present Perfect) Vi lagar presens perfektum med _presens_ av _have_ og _perfektum partisipp_ av hovudverbet.-- I have walked-- you have walked-- he has walked-- she has walked-- it has walked-- we have walked-- you have walked-- they have walked--- 293 til 327 Vi bruker presens perfektum for ? fortelje om noko som _har hendt_:-- I _have been_ to London several times.-- John _has_ never _visited_ Australia.xxx4 Presens futurum (The Present Future) Vi kan uttrykkje framtid p? fleire m?tar. Her er nokre av alternativa. Vi kan bruke _will (shall) + infinitiv_:-- He will be back tomorrow.-- I will (shall) come on Monday.I will (shall) stayyou will stayhe will stayshe will stayit will staywe will (shall) stayyou will staythey will stay Legg merke til at _shall_ berre kan brukast saman med _I_ og _we._ Vi kan bruke _am/are/is + going to + infinitiv_:-- Look! He _is going to cross_ the river.-- I _am going to take_ a bath.I am going to stayyou are going to stayhe is going to stayshe is going to stayit is going to staywe are going to stayyou are going to staythey are going to stay Vi kan bruke _vanleg presens_:-- School _starts_ tomorrow.-- The train _leaves_ at 10 o'clock from platform 6. Vi kan bruke _presens samtidsform_:-- Pam and I _are travelling_ to Australia next summer.-- What _are_ you _doing_ at the weekend?--- 294 til 327xxx3 Hjelpeverba to be, to have, to do Desse hjelpeverba "hjelper" andre verb til ? lage verbtider. _To do_ bruker vi n?r vi lagar sp?rjande og nektande setningar. I _presens_ b?yer vi dei slik: to be:I amyou arehe isshe isit iswe areyou arethey are to have:I haveyou havehe hasshe hasit haswe haveyou havethey have to do:I doyou dohe doesshe doesit doeswe doyou dothey do I _preteritum_ b?yer vi: to be: I was you were he/she/it was we/you/they were to have: I/you/he/she/it/we/you/they had to do: I/you/he/she/it/we/you/they did I _presens perfektum_ er formene:-- I have / you have / he has / she has / it has / we have / you have / they have been -- I have / you have / he has / she has / it has / we have / you have / they have had-- I have / you have / he has / she has / it has / we have / you have / they have done _to be_ blir mest brukt som eit hjelpeverb, men det kan ogs? vere eit vanleg verb:-- I am a man. He is tall. _to have_ kan ogs? vere eit sj?lvstendig verb, men ofte bruker vi her _have got_:-- The girl has blue eyes.-- I have (got) a car.--- 295 til 327 _to do_ blir brukt som hjelpeverb i sp?rjande og nektande setningar (sj? side 297-298), men det er ogs? eit sj?lvstendig verb med tydinga _? gjere_:-- Who _does_ the housework?-- I _did_ the shopping yesterday.xxx3 Modale hjelpeverb (Modal Auxiliary Verbs) Dei modale hjelpeverba bruker vi til ? uttrykkje at vi til d?mes _kan_ noko, _m?_ noko eller _vil_ noko. Her er dei vanlegaste modale hjelpeverba: can/could, may/might, will/would, shall/should, must Felles for desse er at:-- vi bruker dei saman med infinitiv: I _can_ swim.-- dei ikkje f?r -s i presens etter _he/she/it_: She _can_ swim.-- vi lagar sp?rsm?l utan _to do_: _Can_ he swim?-- vi ikkje bruker _to do_ i nektande setningar: He _cannot/can't_ swim. Legg spesielt merke til at modalverbet _must_ (m?) berre kan brukast i presens. Her kan vi ogs? bruke _have/has to_. I preteritum m? vi bruke _had to_:-- I must (have to) go now.-- He must (has to) do it.-- I had to get up early this morning. _Have/has / had to_ er ikkje eit modalt hjelpeverb. Derfor bruker vi omskriving med _to do_ i sp?rjande og nektande setningar.-- _Does_ he _have to_ go now?-- _Did_ you _have to_ work last Sunday? (Sj? side 297 om korleis vi lagar sp?rsm?l med _to do_.)--- 296 til 327xxx3 Passiv (The Passive Voice) Dei fleste setningane vi skriv, er i _aktiv_ form. Da er det subjektet i setninga som gjer handlinga:-- _Peter_ burnt the dinner yesterday. - Peter brente middagen i g?r. I _passive_ setningar er handlinga retta mot subjektet:-- _The dinner_ was burnt yesterday. - Middagen ble brent i g?r. Vi lagar passiv med hjelpeverbet _be + perfektum partisipp_ av hovudverbet:Presens: She writes a letter. The letter _is written_.Preteritum: She wrote a letter. The letter _was written_.Presens perfektum: She has written a letter. The letter _has been written_.Modalverb: She may write a letter. The letter _may be written_. Vi bruker passive setningar n?r vi:-- ikkje vil ta ansvar: -- The letter _will be written_ soon. - Brevet vil snart bli skrive.-- ?nskjer ? leggje meir vekt p? _kva som hende_ i staden for _kven som gjorde det_: -- My car _was stolen_ this morning. - Bilen min vart stolen i dag tidleg. -- His father _was killed_ during the war. - Faren hans vart drepen under krigen.-- ikkje vil bruke upersonlege subjekt som "ein" eller "dei": -- Her snakkar _ein_ engelsk. - English _is spoken_ here. -- _Ein_ burde gjere noko med det. - Something _should be done_ about it. -- _Dei_ har trykt denne boka i London. - This book _has been printed_ in London-- i formelle skriftlege samanhengar Dersom vi synest det er n?dvendig ? fortelje kven som gjer handlinga, kan vi bruke preposisjonen _by_:-- This letter is written _by_ my father. - Dette brevet er skrive _av_ far min.--- 297 til 327xxx2 Sp?rsm?l (Questions)xxx3 Sp?rsm?l med sp?rjeord Eit sp?rsm?l kan byrje med eitt av desse sp?rjeorda:who = kven - Who is coming to dinner?what = kva - What are you doing?what = kva slags - What car do you drive?when = n?r - When does the match start?which = kva for ein - Which umbrella is yours?why = kvifor - Why is she afraid?where = kvar - Where do you live?whose = kven sin/si/sitt - Whose car is that?how = korleis, kor - How did you get here?xxx3 Sp?rsm?l utan sp?rjeord Vi kan ogs? lage sp?rsm?l utan sp?rjeord. Svaret p? dei er oftast ja eller nei. Vi kallar dei derfor _ja/nei-sp?rsm?l_.-- Are you coming? - Yes, I am. / No, I'm not.-- Is she afraid? - Yes, she is. / No, she isn't.-- Will the match start soon? - Yes, it will. / No, it won't.xxx4 Omskriving med to do P? engelsk m? dei fleste sp?rsm?la ha eit hjelpeverb. Dersom det ikkje finst noko anna hjelpeverb i setninga, bruker vi _to do_. I presens bruker vi _do_ eller _does_ og i preteritum _did_. Hovudverbet st?r alltid i _infinitiv_.Sp?rsm?l med _to do_:-- Do you play football? No, I do not (don't).-- Does your aunt like to swim? Yes, she does.-- Did John go to the cinema last night? Yes, he did.Sp?rsm?l med andre hjelpeverb:-- Are you enjoying yourself? No, I am not (I'm not).-- Can your aunt swim? Yes, she can.-- Has John been to the cinema? Yes, he has.--- 298 til 327 Dersom sp?rjeordet er subjekt i setninga, bruker vi ikkje _to do_:-- Who met you at the airport?-- What happened last night? P? engelsk m? setningar som inneheld ordet _not_, ogs? ha eit hjelpeverb. Dersom det ikkje er eit slikt hjelpeverb i setninga, m? vi p? same m?ten som i sp?rjande setninga bruke _to do_. I presens bruker vi _do not_ eller _does not_ og i preteritum _did not_. Hovudverbet st?r alltid i _infinitiv_:Nektande setningar med _to do_:-- I do not play football. -- She does not like to swim. -- John did not go to the cinema Nektande setningar med andre hjelpeverb:-- I am not enjoying myself.-- She cannot swim.-- John has not been to the cinema.xxx2 Adjektiv (Adjectives) Adjektivet skildrar ein person eller ein ting.-- She is _brave_.-- He is a _clever_ person.-- The house is _red_. P? engelsk har adjektivet same forma i eintal og fleirtal.-- The rose is _beautiful_.-- The roses are _beautiful_.xxx3 Gradb?ying av adjektiv (Comparison of Adjectives)Forklaring: positiv - komparativ - superlativ:clean - cleaner - cleanestnice - nicer - nicestbig - bigger - biggestnarrow - narrower - narrowest Adjektiv som ikkje har fleire enn to stavingar, har -er i komparativ og -est i superlativ. Somme adjektiv med to stavingar og dei med fleire stavingar b?yer vi med _more_ og _most_.--- 299 til 327Forklaring: positiv - komparativ - superlativ:interesting - more interesting - most interestingbeautiful - more beautiful - most beautifulxxx3 Uregelrette adjektiv (Irregular Adjectives)Forklaring: positiv - komparativ - superlativ:good - better - bestbad - worse - worstlittle - less - leastxxx3 Nasjonalitetsadjektiv (Adjectives of Nationality)Forklaring: land - adjektiv - substantiv (eint.) - substantiv (fl.):Australia - Australian - an Australian - the AustraliansBritain - British - a Briton - the BritishNorway - Norwegian - a Norwegian - the NorwegiansGermany - German - a German - the Germansthe USA - American - an American - the AmericansChina - Chinese - a Chinese - the ChineseJapan - Japanese - a Japanese - the JapaneseSwitzerland - Swiss - a Swiss - the SwissEngland - English - an Englishman/woman - the EnglishFrance - French - a Frenchman / woman - the FrenchHolland - Dutch - a Dutchman / woman - the DutchIreland - Irish - an Irishman / woman - the IrishDenmark - Danish - a Dane - the DanesSpain - Spanish - a Spaniard - the Spaniards--- 300 til 327xxx3 Rekkjetal (Ordinals) Rekkjetala blir rekna som adjektiv fordi dei _oppf?rer seg_ som adjektiv i samband med substantiv.-- the _big_ man - the _first_ man1st - first2nd - second3rd - third4th - fourth5th - fifth6th - sixth7th - seventh8th - eighth9th - ninth10th - tenth11th - eleventh12th - twelfth13th - thirteenth14th - fourteenth15th - fifteenth16th - sixteenth17th - seventeenth18th - eighteenth19th - nineteenth20th - twentieth21st - twenty-first22nd - twenty-second23rd - twenty-third30th - thirtieth40th - fortieth50th - fiftieth60th - sixtieth70th - seventieth80th - eightieth90th - ninetieth100th - a/one hundredth1000th - a/one thousandth10,000th - ten thousandth100,000th - a/one hundred thousandth1,000,000th a/one millionthxxx2 Adverb (Adverbs) Adverba gir meir informasjon om verbet i setninga ved at dei fortel oss _korleis, n?r_ eller _kvar_ noko blir gjort.-- He drives _badly_.-- They arrived _late_.-- She walked _home_.--- 301 til 327 Adverba som fortel oss _korleis_ noko blir gjort (m?tesadverb), lagar vi ved ? setje -ly til adjektivet:-- He is a bad driver. He drives badly.-- It was a slow train. It went slowly. _M?tesadverba_ gradb?yer vi som adjektiv med fleire stavingar:Forklaring: positiv - komparativ - superlativ:slowly - more slowly - most slowlycarefully - more carefully - most carefully Nokre adverb har same form som adjektivet: _fast, late, last, hard, near_ Det finst ogs? adverb som _lately, hardly, nearly_, men dei har ei anna tyding:lately - i det sistehardly - neppe, nesten ikkjenearly - nesten _Tidsadverba_ fortel om n?r noko hende:-- She came home _yesterday_.-- I am _still_ waiting.-- I _usually_ walk home.-- She has _already_ met him. Her er fleire tidsadverb: _today, tomorrow, always, never, often, sometimes, late_ _Stadadverba_ fortel oss om kvar noko hende:-- It happened _inside_. Her er fleire stadadverb: _outside, upstairs, downstairs, here, there, everywhere_--- 302 til 327xxx2 Preposisjonar (Prepositions) Preposisjonar er ei stor gruppe "sm?ord" som _at, by, for, over, to, up_. Dei kan st? f?re eit substantiv eller pronomen og lage ein del av ein preposisjonsfrase: _behind the wall, for her_, eller dei kan st? etter eit verb: _look after, walk across_.xxx3 Preposisjonar som er knytte til stad Preposisjonar som viser r?rsle: _to, from, into, out of_-- He has gone _to_ a party.-- She came _from_ Oslo.-- He walked _out of_ the building. Preposisjonar som ikkje viser r?rsle: _at, in, on_-- She was _at_ the party.-- She lives _in_ Paris.-- The book is _on_ the table. Vi bruker _at_ om:-- stader: at the station, at the airport, at school-- hendingar: at a concert, at the football match Vi bruker _in_ om:-- store stader, byar: in London-- land, statar: in Norway, in California-- uteomr?de: in the park, in the garden-- inneomr?de: in the bedroom Her er andre preposisjonar som blir brukte om stad: _above, across, behind, below, beside, between, far from, in front of, near, next to, opposite, over, through, under, up, with_--- 303 til 327xxx3 Preposisjonar knytte til tid Vi bruker desse preposisjonane for ? uttrykkje tid: _at, in, on_-- He arrives at 10 o'clock.-- She was born in May.-- We will arrive on Monday. Vi bruker _at_ om-- klokkeslett: at 10 o'clock-- m?ltid: at dinner-- h?gtider: at Christmas-- alder: at the age of five-- delar av d?gnet (utan den bundne artikkelen): at night, at midday, at noon Vi bruker _in_ om:-- delar av d?gnet (med den bundne artikkelen): in the morning, in the evening-- m?nader: in June, in October-- ?rstal: in 1996, in the year 2000-- hundre?r: in the 20th century-- ?rstider: in (the) Summer Vi bruker _on_ om:-- vekedagar: on Saturday, on weekdays-- datoar: on June 21, on May 17-- bestemte dagar: on Christmas Eve, on Easter Sunday, on your birthday Her er andre preposisjonar vi bruker om tid: about, after, ago, before, between, by, during, for, from, since, till/until--- 304 til 327xxx2 Konjunksjonar og subjunksjonar (Conjunctions and Subjunctions) Konjunksjonar og subjunksjonar bind saman setningar eller setningsledd til ei st?rre, samanhengande meining.-- Tom had tea _and_ Judy had coffee.-- She told me _that_ she was tired.xxx3 Konjunksjonar (Conjunctions) Konjunksjonane bind saman like typar setningsledd og setningar:-- Harry _and_ Sheila liked what they saw.-- He said that he was fine _but_ he wanted to leave.-- We can drive _or_ we can walk. Her er ei liste over dei mest brukte konjunksjonane: _and, but, or_xxx3 Subjunksjonar (Subjunctions) Subjunksjonane innleier leddsetningar:-- We wonder _if_ you can help us.-- The fact is _that_ they were scared. Her er ei liste over dei mest brukte subjunksjonane: _that, if, even if, like, whether, when, as, as if, as long as, once, while, because, in case, unless, although_.xxx3 Ordet "som" [relativt pronomen] (The Relative Pronoun) Ordet _som_ viser oftast til eit substantiv. Fordi det innleier ei leddsetning, h?yrer det til ordklassen subjunksjonar. P? engelsk har vi tre ord som tyder som: _who, which_ og _that_. Vi bruker _who_ n?r _som_ peiker tilbake p? ein _person_:-- The artist _who_ has painted that picture is German. Vi bruker _which_ n?r _som_ peiker tilbake p? eit _dyr_ eller ein _ting_:-- That is the table _which_ I bought three years ago.--- 305 til 327 Vi kan bruke _that_ i staden for _who_ og _which_ n?r som-setninga er _n?dvendig_ for at vi skal skj?ne kven eller kva vi snakkar om. Nokre _som-setningar_ gir ei tilleggsopplysning. Vi kallar dei for _un?dvendige som-setningar_. I desse setningane kan vi berre bruke _who_ og _which_.N?dvendig: -- The artist _who/that_ has painted that picture is German.-- That is the table _which/that_ I bought three years ago.Un?dvendig: -- Ann, _who_ has painted that picture, is a famous artist.-- I bought this table, _which_ is sixty years old, in Paris.xxx2 Tekstbinding (Sentence Connection) Ein tekst best?r vanlegvis av fleire setningar. Dei er bundne saman slik at den som skriv, f?r fram den meininga ho eller han vil. Det er mange m?tar ? skape samanheng mellom setningar p?. Vi bind saman teksten gjennom innhaldet, og vi bruker bestemte tekstbindingsord. Det er viktig at vi varierer orda, slik at setningane ikkje blir for like kvarandre og teksten kjedeleg. Her skal vi sj? p? ulike m?tar ? binde saman tekst p?.xxx3 Personlege pronomen (Personal Pronouns)-- The children were late. _They_ were very tired.-- Nicky closed the door. _He_ then walked down the garden path.xxx3 Peikeord (Demonstrative Pronouns)-- There are two houses up for sale. _This_ is one of them.-- Here are your books. _These_ are mine.xxx3 Samanlikning (Comparison)-- Six children competed, Jane was the _fastest_.xxx3 Konjunksjonar og adverb (Conjunctions and Adverbs)-- They all protested. _But_ I cannot do what they ask.-- I like them a lot. I cannot, _however_, call them my friends.-- She came home late. _Therefore_, she wanted to sleep in this morning.--- 306 til 327xxx3 Subjunksjonar (Subjunctions)-- He couldn't do it, _because_ he was ill.-- _Although_ you might be right, I won't do it.xxx3 Adverbial (Adverbials)-- We left at five o'clock. _Two hours later_, we arrived.-- _First_ of all, he had to sing. _Then_ he had to write something.-- _To start with_, I passed Eric. _Further on_, I caught up with Vera. Her er fleire tekstbindingsord og uttrykk som du kan bruke n?r du vil lage god samanheng i tekstane du skriv: actually, also, although, as well as, because, but, despite, either ... or, for example, for instance, however, indeed, in fact, in other words, in spite of, like, neither ... nor, on the other hand, or, therefore, unlikexxx2 Dei fire rekneartaneaddition |=??d/\?n|=: addisjon3 +2 =5 three and two is/are fivesubtraction |=s?b`tr?k\?n|=: subtraksjon5 -2 =3 two from five leaves threemultiplication |=@m&lt/pl/`ke/\?n|=: multiplikasjon3 *2 =6 three times two is sixdivision |=d/`v/è?n|=: divisjon6 :3 =2 six divided by three is twoTeikna (Symbols)+ plus- minus (I originalboka: ein strek med ein prikk over og under)* multiplied by (I originalboka: ein prikk eller x): divided byBr?k (Vulgar Fractions)1/3 = a/one third2/3 = two thirds5/6 = five sixths1/2 = a/one half3/4 = three quartersDesimalbr?k (Decimal Fractions)0.1 (nought/zero) point one0.25 (nought/zero) point two five0.5 (nought/zero) point five1.75 one point seven five P? engelsk bruker ein punktum, ikkje komma, i desimalbr?k. I store tal bruker ein komma: 100,000.--- 307 til 327xxx2 Uregelrette verb (Irregular Verbs)Forklaring:Infinitiv og presens - Preteritum - Perfektum partisipp: verbet p? norsk:awake - awoke - awoken/awaked: vekkje, vaknebe - was/were - been: verebear - bore - born(e): bere, f?debeat - beat - beat(en): sl?, piskebecome - became - become: blibegin - began - begun: byrjebend - bent - bent: b?yebet - bet/betted - bet/betted: veddebind - bound - bound: bindebite - bit - bitten: bitebleed - bled - bled: bl?bless - blessed/blest - blessed/blest: velsigneblow - blew - blown: bl?sebreak - broke - broken: brytebring - brought - brought: bringebuild - built - built: byggjeburn - burnt/burned - burnt/burned: brenneburst - burst - burst: breste, sprekkebuy - bought - bought: kj?pecatch - caught - caught: fange, gripechoose - chose - chosen: veljecling - clung - clung: klyngje segcome - came - come: kommecost - cost - cost: kostecreep - crept - crept: krypecut - cut - cut: hogge, skjere, klippedig - dug - dug: gravedo - did - done: gjeredraw - drew - drawn: dra, teiknedream - dreamt/dreamed - dreamt/dreamed: dr?ymedrink - drank - drunk: drikkedrive - drove - driven: k?yreeat - ate - eaten: etefall - fell - fallen: fallefeed - fed - fed: matefeel - felt - felt: f?le (seg)fight - fought - fought: kjempe---308 til 327find - found - found: finneflee - fled - fled: r?mme, flyktefly - flew - flown: flyforbid - forbade - forbidden: forbyforget - forgot - forgotten: gl?ymeforgive - forgave - forgiven: tilgifreeze - froze - frozen: fryse (til is)get - got - got: f?, komme, bligive - gave - given: gigo - went - gone: g?, reisegrow - grew - grown: vekse, dyrke, blihang - hung - hung: hengehave - had - had: ha, f?, etehear - heard - heard: h?yrehide - hid - hidden: g?yme (seg)hit - hit - hit: treffehold - held - held: haldehurt - hurt - hurt: skade, s?rekeep - kept - kept: halde, behaldeknit - knit/knitted - knit/knitted: strikkeknow - knew - known: kjenne, vite, kunnelay - laid - laid: leggje, dekkje (bord)lean - leant/leaned - leant/leaned: lene (seg)learn - learnt/learned - learnt/learned: l?releave - left - left: forlatelend - lent - lent: l?ne (ut)let - let - let: la, leige utlie - lay - lain: liggjelight - lit/lighted - lit/lighted: tennelose - lost - lost: tape, mistemake - made - made: gjere, lagemean - meant - meant: meine, tydemeet - met - met: m?tepay - paid - paid: betaleput - put - put: leggje, setjeread - read - read: leseride - rode - ridden: ri, k?yrering - rang - rung: ringjerise - rose - risen: reise seg, st? opprun - ran - run: springe---309 til 327saw - sawed - sawn: sagesay - said - said: seiesee - saw - seen: sj?sell - sold - sold: seljesend - sent - sent: sendesew - sewed - sewn: syshake - shook - shaken: risteshine - shone - shone: skineshoot - shot - shot: skyteshow - showed - shown: viseshrink - shrank/shrunk - shrunk: skrumpe, krympeshut - shut - shut: lukkesing - sang - sung: syngjesink - sank - sunk: synke, s?kkesit - sat - sat: sitjesleep - slept - slept: soveslide - slid - slid: glismell - smelt/smelled - smelt/smelled: luktespeak - spoke - spoken: snakkespell - spelt/spelled - spelt/spelled: stavespend - spent - spent: vere, brukespill - spilt/spilled - spilt/spilled: s?lespit - spat - spat - spyttespoil - spoilt/spoiled - spoilt/spoiled: ?ydeleggje, skjemmestand - stood - stood: st?, tolesteal - stole - stolen: stelestick - stuck - stuck: feste, sitje faststing - stung - stung: stikke (med brodd)strike - struck - struck: sl?, st?yte p?swear - swore - sworn: bannesweep - swept - swept: feie, sopeswim - swam - swum: symjeswing - swung - swung: svingetake - took - taken: tateach - taught - taught: l?re fr? seg, undervisetear - tore - torn: rive sundtell - told - told: fortelje, seiethink - thought - thought: tenkje, tru, synast, meinethrow - threw - thrown: kasteunderstand - understood - understood: forst?---310 til 327wake - woke/waked - woken/waked: vekkje, veknewear - wore - worn: bere, ha p? seg, sliteweave - wove - woven: veveweep - wept - wept: gr?tewin - won - won: vinnewind - wound - wound: sno, trekkje oppwrite - wrote - written: skrivexxx2 Lydskrift (Pronunciation Symbols) Der eit engelsk ord har to eller fleire stavingar, er trykk oppgitt f?re den trykksterke stavinga. Prim?rt trykk (hovudtrykk) er oppgitt med |=`|=, sekund?rt trykk (bitrykk) med |=@|=. |=:|= etter vokal viser lang vokal, t.d. sheep |=\i:p|=, Lydskriftteikn som er brukte:Vokalar:i: som i sheep |=\i:p|=/ som i ship |=\/p|=e som i bed |=bed|=? som i bad |=b?d|=?: som i calm |=k?:m|=!? som i pot |=p!?t|=ê: som i talk |=tê:k|=à som i put |=pàt|=u: som i moon |=mu:n|=& som i cup |=k&p|=!?: som i bird |=b!?:d|=? som i about |=?'baàt|=Diftongar:e/ som i make |=me/k|=?à som i note |=n?àt|=a/ som i bite |=ba/t|=aà som i house |=haàs|=ê/ som i boy |=bê/|=/? som i here|=h/?|=e? som i hair |=he?|=à? som i poor |=pà?|=Konsonantar:b som i back |=b?k|=d som i do |=du:|=? som i then |=?en|=dè som i jump |=dè&mp|=f som i fall |=fê:l|=g som i get |=get|=h som i how |=haà|=j som i yes |=jes|=k som i key |=ki:|=l som i leg |=leg|=m som i mouse |=maàs|=n som i not |=n!?t|=? som i sing |=si?|=p som i pen |=pen|=r som i red |=red|=s som i soon |=su:n|=\ som i she |=\i:|=t som i tea |=ti:|=t\ som i child |=t\a/ld|=? som i thing |=?/?|=v som i voice |=vê/s|=w som i wet |=wet|=z som i zero |='z/?r?à|=è som i pleasure |='pleè?|=--- 311 til 327xxx1 Wordlistgml: gammaldagss: substantiva: adjektivv: verbureg. v: uregelrett verbA:ability: evneacceptable: tilfredsstillandeaccident: ulykke, uhellaccompanied by: i f?lgje medaccompany: f?lgje, g? saman medaccording to: if?lgje, etteraccurate: n?yaktigaccusation: skuldingaccuse: skulde, klagea-changing: i endringact on: handleaction: handlingactually: faktiskadapt: tilpasse segadmit: vedg?, tilst?, sleppe innadoration: beundringadult: vaksenadvanced: avansertadvantage: fordeladventure: eventyr, opplevingadventurous: eventyrlystenadvert: (reklame)annonseadvertisement: reklame, annonseadvertising: reklameaerial: antenneaeroplane: flyaffect: p?verke, f? f?lgjer foraffection: kj?rleik, godhugaffliction: plageafford: ha r?d tilaftershock: etterskjelvafterwards: etterp?age of majority: myndigheitsalderagree: avtaleaid: hjelp, st?tteaim: m?lalas: (gml) dessverrealienation: framandgjeringalley: smal gate, smauallow: tillate, sleppe innallowed: ha lov tilaloft: (gml) h?gt oppalternate: veksleamaze: forbauseamazement: forundringamount to: bli noko avancient: gammal, oldtids-anger: sinneankle: okleannounce: annonsere, kunngjereannoy: irritereanvil: amboltapparent: tydelegappear: komme ut, vise segapplaud: rose, klappeappoint: utnemneappointment: avtale, m?teappreciate: setje pris p?apprentice: l?rlingapron: forklearchbishop: erkebiskoparea: omr?deargue: argument, diskusjon, krangelarmed forces: milit?retarrival: framkomst, det ? komme framart: kunstartificial: kunstigassassinate: myrdeassist: hjelpeassume: g? ut fr?at a go: p? ein gongat any rate: i alle fallat gunpoint: med v?pen mot segat the mention of: bli nemndattack: g? til ?takattempt: freistnadattend: vere til stadesattention: merksemdattic: loftattractive: tiltrekkjandeaudience: publikum, tilh?yrararaudition: pr?veauthor: forfattarauthority: autoritet, myndigheitaverage: gjennomsnittawake: vakneaward: (s) p?skj?ning, pris; (v) tildeleaware of: merksam p?awe: ?ksB:backwards: bakvendbad: d?rleg, falskbadge: skiltbake: bake, svi segbangle: armringbank: bank; breidd, vasskant--- 312 til 327bank account: bankkontobank note: setelbanker: bankmannbaptise: d?ypebargain for: rekne medbark: bjeffebarn: l?vebarricade: barrikadebasin: vaskefatbat: balltre, flaggermusbatter: den som sl?rbattle: slagbeach: strandbead: glas-/treperlebear: (ureg. v) bere, tolebeard: skjeggbeast: husdyrbedtime story: godnattforteljingbeer: ?lbeermat: ?lbrikkebehave: oppf?re segbehaviour: ?tferd, oppf?rselbeheaded: halshogdbehold: sj?believe: trubeliever: truandebell: klokkebellow: br?lebeloved: kj?re, den ein elskarbet: (s) veddem?l; (ureg. v) veddebetting: spel, veddem?lbeyond: bortanfor, lenger utBill of Rights: lova om rettanebirth: f?dselbirth rate: f?dselstalblame: gi skuldablanket: ullteppeblessing: velsigningblind oneself: sj? gjennom fingraneblister: blemmeblock: blokkerebloody: forbanna, ford?mdblossom: blomeblurt out: plumpe ut medboard: (s) planke; (v) g? p?boarding school: internatskolebody search: kroppsvisitasjonbodyguard: livvaktbonfire: b?lbony: beinetebook: (v) bestille, tingeborder: grensebore: kjede segboring: kjedelegbother: (s) problem; (v) plage, uroebountiful: gjevmild, fruktbarbow: b?ye, bukkeboycott: boikotteboyish: guteaktigbrain: hjernebranch: greinbrand: merkebrandy: konjakkbrave: tapper, modigbreadwinner: forsytarbreak: (s) brot, pause, friminutt; (v) brytebreak down: (v) bryte samanbreakdown: (s) samanbrotbreath: pustbrick: mursteinbright: klar, skinandebrighten: lyse oppbrilliant: lynande intelligentbring: (ureg. v) bringebring to the boil: (ureg. v) koke oppbring up: (ureg. v) oppdraBriton: britebroken-backed: nedslitenbrood: avkombroomstick: kosteskaftbrotherhood: brorskapbruised: forsl?ttbuckle: med spenner p?buckshot: (dyre)haglbuffalo: b?ffel, bisonoksebuilding site: byggjeplassbulge: bule utbullet: kulebulletin: meldingbullock: kastrert oksebully: (s) mobbar; (v) mobbebullying: mobbingbunch of: haugbundle: byltbunion: liktornburden: byrdeburp: rapebush: buskby heart: utan?tby the second: sekund for sekundbystander: tilskodarC:caber: t?mmerstokkcage: burcamp: sl? leircampaign: kampanjecan: bokscapital: hovudstadcaption: bilettekstcaptivity: fangenskapcapture: fangecar crash: bilulykkecare: bry seg omcareer: karrierecarpet: teppecarry: bere, ta med segcase: tilfelle, sakcastle: slottcatch off guard: overrumplecatch up with: (ureg. v) ta attCatholic: katolikk, katolskcattle: kvegcause: (s) sak, ?rsak; (v) vere ?rsak tilcavalry: kavallericease: ta slutt, slutteceasefire: v?penkvilecelebrate: feirecelestial: himmelskcensor: sensurerecensorship: sensurcentury: hundre?rcertain: sikkert, visstchain: lenkjechampion: meisterchancer: ein som tek sjansarchange: (s) endring; (v) veksle--- 313 til 327change one's mind: ombestemme segchant: heiaropchaperone: anstandcharacter: personlegdom, person i ei bokcharge: ladecharity: velgjerdcharm: trylleformular, sjarmechart: hitlistechase: jage, forf?lgjechat: chatte, pratechatterbox: masekoppcheat: lurecheer: jublecheque: sjekkcherish: setje h?gtchest: brystkassechicken breast: kyllingbrystchimney-pot: skorsteinspipechoice: valchop: hogge, hakke (opp)chore: klukkechurchyard: kyrkjegardcider: sider, eplevincircle: sirkulere, g? rundtcircumstance: forholdcivil right: borgarrettcivilized: sivilisertclaim: (s) krav; (v) hevde, p?st?clean: vaskeclean-cut: ordentlegcleaner: reinhaldarclearing: skogopningclench: knyte segclever: dyktigclimate: klimacling: klengjecloak: kappeclog: (s) klogge, tresko; (v) hemmecloset: skapcloth: stoffcloudy: uklar, t?keteclump: flokkclutch: ta fatt iclutter: fylle opp, rotecoach: (s) trenar; (v) trene, f? undervisningcoast: kystcoat: frakkcobble: brusteincock: spenne hanen p?coin: myntcollapse: rase samancollect: samlecollide head on: frontkolliderecomedy: komediecommercial: reklamesendingcommit: gjere (seg skuldig i)commit oneself: forplikte seg, binde segcommon: vanlegcommunal: felles, kollektivcommunity: samfunncompanion: venncompare: samanliknecompetition: konkurransecompetitive: konkurransepregacomplain: klagecomplaint: klageconcentration: konsentrasjonconcept: omgrepconcern: gjelde, vedkomme, uroeconcerned: uroa, bekymraconfess: tilst?confront: trasseconfrontation: samanst?ytconfuse: forvirreconnect: binde samanconnection: samband, tilknytingconquer: erobreconsent: samtykke, overeinskomstconsequence: f?lgje, konsekvensconsist of: best? avconspiracy: samansverjingcontempt: foraktcontent: (s) innhaldcontent: (a) n?gdcontented: tilfredscontinent: kontinent, verdsdelcontinue: motseieconvert: omvendeconvict: bli d?md forconvince: overtydecooking: matlagingcool: (a) kj?lig, t?ff; (v) bli kj?ligcooped up: innestengdcooperate: samarbeidecord: taucorn: maiscorner: hj?rneCornish: fr? Cornwallcorpse: likcorral: kveginnhegningcosy: koselegcottage: lite huscouncil house: kommunal bustadcount: telje, rekne medcountless: tallauscountryside: landsbygdcourage: motcourt: hoff, bane, feltcourtyard: gardsplasscousin: fetter, kusinecover: dekkjecowpox: kukopparcowtown: kvegbycrack: (s) smell; (v) smelle, knekkecrappy: elendig, drit-crave: be om, lengte ettercrawl: krypecrawl with: kry avcrayon: fargeblyantcream: krem, kremfl?ytecreate: vesen, skapningcreed: tru, truvedkjenningcreep: (ureg. v) krypecrescent: tiltakande, veksandecrime: kriminalitetcriticise: kritiserecrop: avlingcrowd: folkemengdcrowded: overfyltcruel: f?lsleg, stygg--- 314 til 327crumpled: samankr?lla, kr?lletecrush: trengje, knusecrust: skorpecrystal: (s) krystall, glas; (a) krystallklarcube: stykke, kubecultural: kulturellcumin: spisskarvecunning: smartcupboard: skapcure: l?kjecurl up: krype samancurrent: aktuellcurse: forbannecurtain: gardincuss: forbannecustom: skikkcustomer: kundeD:daft: spr?, dumdaily: daglegdainty: godbit, delikatessedamned: forbannadare: utfordredaringly: v?gal, dristigdawn: daggrydecade: ti?rdecent: anstendigdecide: bestemme, avgjeredecision: avgjerddeer: hjortdefeat: sl?, kjempe neddelay: forseinkedeliberately: med overlegg, bevisstdelicious: nydelegdelight: glede, lykkedelighted: oppgl?dd, begeistradelightful: herlegdeliver: levere, haldedemand: (s) krav; (v) krevjedemocracy: demokratideny: nektedeprive: ta fr?deputy: vikar, varaperson, vise-descend: senke segdescription: skildringdesert: ?rkendeserve: fortenedesire: ?nskjedesk: pult, diskdespair: fortviledestroy: ?ydeleggjedetermination: fastleik, handlekraftdetermine: avgjere, bestemmedevelop: utvikle (seg)development: utviklingdevour: slukedictatorship: diktaturdifference: skilnaddig: gravedignity: verdigheitdisabled: funksjonshemmadisagree: forsvinnedisappoint: skuffedisappointment: vonbrotdisaster: katastrofediscourteously: uh?flegdiscover: oppdagediscriminate: setje i eit d?rleg lysdiscrimination: diskrimineringdisguise: forkledningdisgusting: avskyeleg, motbydelegdish: matrettdishwasher: oppvaskmaskindislike: mislikedisorderly: br?kete, rotetedispute: usemje, strid, krangeldisrespect: manglande respektdistribute: dele utditch: kvitte seg med, leggje vekkdivide: deledivision: delingdivorced: skilddo away with: kvitte seg med, ta livet avdo ironing: strykedodge: smette unnadomestic: hus-doom: d?mmedoting: tilbedandedoubt: (s) tvildough: deigdownload: laste neddozens: dusinvisdraft: innkalle til milit?rtenestedrag: dradragon: drakedraw: fryktedreadful: fryktelegdressing-gown: morgonkjoledrift: drivedrill: drille, ekserseredroop: her: lukke segdrop out: hoppe av, sluttedrown: druknedrugs: narkotikadrum: trommedrunk: rusadump: kvitte seg meddusk: halvm?rkedust: (s) st?v; (v) st?vedusty: st?veteduty: plikt, tollE:earl: jarlearthquake: jordskjelvecho: ljome, gi gjenlydeconomic: ?konomiskedge: utkanteditor: redakt?reducate: utdanneeducational: l?rerikegret: hegreeither side: begge siderelect: veljeelection: valelf: alvembarrassed: flauemerald: smaragdemerging: kommandeempire: imperiumempty: (a) tom; (v) t?mmeencyclopedia: leksikonendure: toleenemy: fiendeengaged: forlovaengineer: ingeni?r--- 315 til 327enjoy: likeenlightened: opplystenquiry: unders?kingenrapture: fortrylleentertain: underhaldeentertainment: underhaldningentire: heilentrance: inngangentry: her: dagbokbladenvironment: milj?equal: likerrand: ?rendescape: r?mme, sleppe unnaestablish: oppretteevaluate: vurdereeven though: sj?lv omevent: hending, ?vingevidence: bevisevil: vondskapexamination: unders?kingexcept: bortsett fr?exchange: byteexchange rate: vekslingskursexcited: spent, opphissaexpand: utvide segexpect: vente, g? ut fr?expectation: forventningexpensive: dyrexperience: (s) erfaring; (v) oppleveexplain: forklareexploration: utforsking, unders?kingexplore: oppdagingsreisandeexposed: her: synlegexpress: uttale, uttrykkjeexpression: uttrykkextract: utdrageyeball: augeepleeye-witness: augevitneF:fabric: stofffabulous: fantastiskfail: mislykkast, sl? feilfail to: vere ute av stand tilfair: rettferdigfairy: alv, fefairy tale: eventyrfaithfully: trufast, inderleg glad ifalter: n?le, snublefame: ry, gjetordfamiliar: velkjend, vanlegfamine: hungersn?dfamished: utsvoltenfanatic: fanatikarfancy: dyr, finfantasy: fantasifare: billettprisfashion: motefast: fortfate: lagnadfateful: lagnadstungfault: feilfear: (s) frykt; (v) fryktefeast: festfeature: trekkfederal: regjerings-fee: svakfeed: f?, etefeeling: kjenslefemale: ho-festive: feststemdfetch: hentefiction: her: skj?nnlitter?rfigure: talfilm certificate: filmgodkjenningfingerprint: ta fingeravtrykkfire: (s) b?l, brann; (v) skytefirecracker: fyrverkerifireplace: peisfit in with: passe saman medfit round: tilpassefix: festeflaming: ford?mdflash: vise segflea: flekkflee: kj?ttflick: slengjeflinch: vegre segfling: (ureg. v) kaste, slengjeflip: knipse, snerteflip-flop: badesandalflirt: fl?rtefloat: flytefloorboard: golvbordflour: mj?lflow: la flyteflunk: strykeflushed: oppr?mtflutter: vibrerefly-on-the-wall: fluge p? veggenfocus on: konsentrere seg omfoe: fiendefor instance: til d?mesforbid: forbyforce: (s) styrke; (v) tvingeforces: milit?retforeign: utanlandsk, framandforest: skogfork: spiddeforked: kl?yvdforlorn: fortaptform: danne, formeformer: tidlegareformidable: imponerande, f?lslegfortunate: heldigfortune: formueforward: sende vidarefoster-brother: fosterbrorfound: grunnleggjefrail: skr?pelegfree time: fritidfreedom: fridomfreedom of the press]: pressefridomfridge: kj?leskapfriendship: vennskapfront cover: framsidefrozen: heilt stillefrustration: frustrasjonfry: steikjefry-up: oppvarmafuneral: gravferdfunfair: tivolifur: raseriG:gadget: p?funn, teknisk hjelpemiddel--- 316 til 327Gadzooks!: Milde himmel!gag: kneble, stoppe munnen p?gallant: galant, h?fleggalore: hasardspelargambling: spele-gambling hall: spelebulegame: viltgap: mellomromgape: m?pe, glogardener: gartnargarlic clove: kvitlauksfeddgarnish: pyntegasp: gispegate: port, grindgather: samle seggather speed: auke fartengeneral public: allmentageneration gap: generasjonskl?ftagenetic: arveleggenteel: fornem, snobbetegenteel: blid, mildgently: varsam, forsiktiggeometry: geometriGerman: tyskget a better deal: komme betre utget away: sleppe unnagetaway: fluktget by: klare segget rid of: bli kvittghastly: uhyggeleg, f?lghetto: gettogiant: kjempegift: g?vegiggle: fnisegive a damn: gi blaffengive in: gi oppglance: blikkglasses: brillerglazed: fr?verandegloating: triumferandeglobe: klodeglorious: str?landeglory: ?reglossy: blank, kul?rtglove: hanskeglue: g? amokgoal: m?lgobble up: slukegolden: gyllen, av gullGoldilocks: Gullh?rgone: forsvunnengong: klokkegood for nothing: udugeleg, ubrukandeGood Friday: langfredaggood guy: heltgoodness: godleikgoods: varergooseberry: stikkelsb?rgormless: dumgospel: evangeliumgossip: sladdergovernment: regjeringgovernor: guvern?rgrab: ta fatt igrace: n?degradually: gradvisgrant: gigraphic: grafiskgrateful: takksamgrave: alvorleggray: (am) gr?graze: beiteGreat Scott!: Du store all verda!greet: helsegrief: sorggrieved: sorgfullgrim: morskgroan: knake, stynjegross out: slite utground floor: f?rste etasjegrouse: fugl (rype, orrfugl osv.)grow: (ureg. v) veksegrowl: brummegrown-up: vaksengruel: havresuppe, vellinggruff: avvisande, bryskguard: vaktguest: gjestguidance: rettleiingguilt: skuldguilty: skuldigguitar: godtruandegulp: slurkgun: skytev?pengun smoke: krutr?ykgunpowder: krutgutter: rennesteinguy: fyrH:hag: hurpehail: haglhairdresser: fris?rhalf-witted: t?peleghammer: hane (pistol), hammarhandkerchief: lommet?rklehanker for: straffarbeidhardship: vanskehare: hareharmless: uskuldig, ufarlegharvest: (s) innhausting; (v) haustehasten: (gml) skunde seghatch: klekkje (ut)haunt: sp?kje, heims?kjehaunted: heims?kt av sp?kjelsehawker: gateseljarhead for: med kurs motheadline: overskrifthealthy: sunnheap: (s) dyngje, haug; (v) lasteheavy: tunghedge: hekkheel: h?lheight: h?gd, h?gdepunktheir: arvinghell-raiser: br?kmakarhelping: porsjonherb: urtherd: b?ling, buskaphereby: med detteheroine: heltinnehesitant: n?landehesitate: n?lehiccup: hikkehijack: kaprehill: ?ship: hoftehitch hike: haikehive: bikubehoard: hamstre--- 317 til 327hobble: haltehockey stick: hockeyk?llehoghouse: (am) grisehushoist: heisehold-up: ran, overfallhollow: utholing the Holocaust: masseutryddinga av j?darholy: heilag the Holy Ghost: Den Heilage Andeholy order: heilag ordenthe Holy Trinity: Den Heilage Treeiningahomecoming: ?rleghoof: hovhooked: besett avhorizon: horisonthorrible: forferdeleg, frykteleghospital: sjukehushousehold: heimhowling: hylandehug: klemmehuge: kjempestorhulk: henge tungthuman being: menneskehumorous: humoristiskhunting: jakthurricane: orkanhurt: (ureg. v) s?rehurtful: s?randehusband: ektemannI:icy: iskaldidentify: identifisereidle conversation: tomt pratignore: ulovlegillusion: illusjon, sansebedragimagination: fantasiimagine: f?restelle seg, tenkje segimmediately: med ein gongimmortal: ud?delegimpatient: utolmodigimportance: vekt, verdi, viktigheitimportant: viktigimprison: setje i fengselin addition: i tilleggin charge: ha ansvaretin fact: faktiskin office: i embetetin return: til gjengjeldin search of: p? jakt etterin spite of: trass iin the countryside: p? landetin tow: p? slepinch: tomme (om lag 2#1/2 cm)incident: hendingincome: inntektincorrigible: h?plaus, umoglegincrease: (s) auke; (v) aukeincurably: ul?kjandeindeed: verkelegindependence: sj?lvstendeindependent: uavhengiginequality: ulikskap, skilnadinexpensive: billiginexperienced: uerfareninexpressible: ubeskriveleginfested: infisertinflate: bl?se seg oppinfluence: p?verkeinformation: informasjoningredient: ingrediensinjured: s?ra, skaddinjury: skadeinjustice: urettinnocent: uskuldiginsignificant: ubetydeleginsist: insistereinsolence: frekkheitinsolent: uforskammainspire: inspirereinstall: installere, setje oppinstruction: instruksjonintentional: med viljeinterfere: blande seg inninterrupt: avbryteintroduce: introdusereinvade: invadereinvader: erobrarinvariably: uvegerleg, heilt visstinvent: finne opp, dikte oppinvention: oppfinninginventor: oppfinnarinvolve: innebereinvolved in: innblanda iiron: (s) jern; v stryke (t?y)iron curtain: jernteppeirony: ironiisolated: isolertJ:jail: (s) fengsel; (v) setje i fengseljailhouse: fengseljaw: flirejerk: rykkje, dytte, vende, snujewellery: smykkejive: (am) (tomt) snakkjoin: slutte seg tiljoke: vitsjot down: noterejournal: dagbok, journaljourney: reisejoy: gledejudge: (s) dommar; (v) d?mme, vurderejungle: jungeljunk: skrotjustice: rettferdK:keep: borgt?rnkeep in touch: halde kontaktkeep up with: halde tritt medkhaki: kakifargakick: sparke --- 318 til 327kid: tulle, vere morosamkindergarten: barnehagekite: drakekitten: kattungeknead: kna, eltekneel: (ureg. v) kneleknickers: dametruseknight: (s) riddar; (v) sl? til riddarknighthood: riddarskapknock down: rive nedL:labour: arbeidlad: gutladder: stigelake: innsj?land: plassere, landsetje, landelanding ground: landingsplasslandslide: jordraslane: veglantern: lyktlashing: sviandelast: varelatch: (s) l?s; (v) l?se, stengjelaunderer: ein som vaskar kledelaw: advokatlazy: latlazy bones: dovenpelsleague: serie, ligaleap: (s) hopp, sprang; (ureg. v) hoppelearner driver: k?yreelevleave behind: g? fr?leftovers: restarlegal: lovleglegend: legendelegendary: legendarisklemon juice: sitronsaftleprechaun: irsk "nisse"let-on: late somLetter to the Editor: lesarbrevlevel: niv?liar: l?gnarlibrarian: bibliotekarlibrary: biblioteklicence: l?yvelid: lokklie: lygelife buoy: livb?yelifestyle: livsstillife-threatening: livstrugandelight: (a) lett; (ureg. v) tennelilting: munterlimit: avgrenseline: stille opplingo: spr?klink: samband, lenkjelinnet: sisik, tornirisklivestock: buskapliving being: levande vesenload: (s) byrde, lass; (v) setje inn i, lasteloads of: mengder medlocal: (s) bebuar; (a) lokallock: l?selog: vedkubbe, t?mmerstokklog cabin: t?mmerhytteloll: st?/sitje og hengelong term: i lengdalooking glass: spegellord over: herse med the Lord: Herrenlorry: lastebilloser: taparlounge: (s) salong, vestibylelounge: (v) rusle rundtloyal: lojalloyalty: lojalitetluggage: bagasjelullaby: godnattsonglurch: krengjelynch: lynsjelyrics: songtekstM:magazine: blad, tidsskriftmagical: magiskmagician: trollmannmaiden: jomfrumaimed: skaddmain: her: den viktigastemain street: hovudgatemainly: for det mestemajor: (a) stor; ta eksamenmajority: fleirtalmake: tvinge, lage, gjeremake complaints: klagemake fun of: gjere narr avmake the grade: n? fram, klare detmale: hann-manage: klaremankind: menneskeslektamanner: m?temanners: oppf?rselmanor house: herregardmarch: marsjere, g? i togmarinate: marineremark: (s) karakter; (v) markere, prege, merkjemarket: marknadmarshal: am politimeistermartial art: kampsportmaster: l?rarmatch: (s) fyrstikk, kamp; (v) setje samanmaterial: utstyr, materiellmatinée: framsyning midt p? dagenmaybe: kanskjemayor: borgarmeistermeal: m?ltidmean: slem, vondsinna, fattigslegmeans: middelmeasurement: m?lmeat: kj?ttmelt: smeltememorable: minneverdigmemory: minnemend: repareremention: nemnementor: berremerry-go-round: karusellmerrymaking: rot, s?l--- 319 til 327message: s?ppelhaugmiddleweight: mellomvektmind: sinn, sjel, forstandminister: prestminor: litenminority: minoritetmiserable: elendigmisfire: klikkemisleading: villeiandemiss: sakne, bomme, g? glipp avmissing in action: forsvinne under kampmission: oppdragmistake: feilmistreat: mishandlemisty: doggete, t?ketemisunderstanding: mistydingmisunderstood: misforst?ttmisuse: misbrukemixture: blandingmoan: jamre, klage, stynjemodesty: beskjedenheitmom: mammamoment: augneblinkmonastery: klostermonster: uhyremonstrous: uhyrlegmood: hum?rmosque: moskémother tongue: morsm?lmotion: (s) r?rsle; (v) vinke, gjere teikn tilmotionless: ur?rlegmotorbike licence: f?rarkort for motorsykkelmould: formemound: haugmountaintop: fjelltoppmourn: s?rgjemourning: sorgmoustache: bartmouth-guard: tannvernmove: r?re, bevegemovement: r?rslemovie: am filmmow: (ureg. v) klippe (plen)MP: skit, m?kkmud: jord, s?lemulti-tasking: gjere mange ting samstundesmusician: musikarmutter: mumlemystical: mystiskmyth: legende, myteN:nail: spikar, naglenarration: forteljingnarrative voice: forteljarnasty: ekkelnational: nasjonalnative language: morsm?lneat: hyggelegnecessary: n?dvendigneck: halsneckerchief: halst?rklenecklace: halsbandneedle: n?lneighbourhood: nabolagnervous: nerv?snest: reirnestle: leggje seg godt inntilnews: nyheitniece: niesenight-watchman: nattevaktnimble: kvikkno-account: udugelegnoise: br?knon-combat: ikkje i kampnonsense: tullnon-violence: ikkjevalds-non-violent: ikkjevaldelegNorman: normannarnosh: lite m?ltid, matbitnote: beskjed, meldingnotice: oppseiingnoticeboard: skilt, oppslagstavlenovel: plagenumb: nomen, valennumerous: tallausnursery: barneromO:obey: lydeobject: nekteobscene: obsk?n, us?mmeleg, griseteobvious: tydeleg, klaroccasion: h?veoccasionally: av og tiloccupy: okkupereoccur to: falle innocelot: ozelot, panterkattoffence: lovbrotoffer advice: gi r?dofficial: offentlegofficially: offisieltoffspring: avkomogre: troll, uhyreointment: salveon friendly terms: vere venneron me: aleineon the contrary: tvert imoton the house: det er huset / verten som spandereronion: laukoozy: slimeteopinion: meiningopponent: motstandaropportunity: h?ve, sjanse, moglegheitopposite: motsettoppression: undertrykkingordeal: styrkepr?veorder: (s) orden; (v) tinge, bestilleorderly: ordentlegordinary: vanlegorganise: organisereorigin: opphavorphan: foreldrelaust barnoutbreak: utbrotoutcome: resultatoutrageous: sjokkerandeoutside chance: sv?rt liten sjanse theOval Office: det ovale rommet--- 320 til 327overlook: oversj?ox: okseP:pagan: heidenskpageant: opptogpain: smertepainful: vondpainting: bleikpalm (of the hand): handflateparalyze: lammeparasite: parasittpardon: tilgiparental: foreldre-parliament: parlamentparrot: papeg?yeparticular: spesiellparticularly: s?rlegpart-time: deltidspass: greie, g? (om tid), reise forbipass a law: arvepass off: gipassage: avsnitt, reisepasser-by: forbipasserandepast: fortidpaste: purépat: klappepathetic: ynkelegpatience: tolmodpatient: tolmodigpatron saint: vernehelgenpavement: fortaupaw: vise v?rdnadpea: fredPeace Corps: fredsavtalepeach: ferskenpeacock: p?fuglpebble: sm?steinpeculiar: rar, underlegpedal: syklepeer: kikke, stirepen in: stengje innepencil: blyantperceive: leggje merke tilperfectly: fullstendigperformance: framsyning, framf?ring, prestasjonpermission: l?yveperspective: perspektivpersuade: overtalepervasive: gjennomtrengjandepet: kj?ledegge, kj?ledyrphenomenon: fenomenphilosopher: filosofpick on: plagepick up: plukke opppickle: sylteagurkpiece: stykkepike: spiss stongpillowcase: putevarpimple: kvisepin: n?lping: plingepink: rosapipe: fl?ytepity: medkjensleplain: sletteplaster: murpussplate: tallerken; nummerskilt, plateplay: skodespelplay truant: skulkeplayground: leikeplasspleased: n?gdpledge oneself: forplikte seg tilplenty: overflod, rikdomplot: handling, intrigeplot of land: jordstykkeplunk oneself: sl? seg nedpocket: lommepoint: (s) poeng; (v) sikte, peikepointed: spisspoison: (s) gift; (v) forgiftepole: stokk, stavpolitical: politiskpolitician: politikarpollution: ureiningpool: kulp, dampoor: d?rlegpop: st? p? stilkpope: pavepopular: popul?rpopulated: befolkapopulation: befolkningporter: berarpossess: eigepostpone: utsetjepot: krukkepotion: styrkedrikkpound: pundpout: lage trutmunn, furtepoverty: fattigdompowder: pudderpowerful: mektigpractise: ?ve, treneprairie: pr?riepray: beprecious: verdifullprefer: gravidprejudice: fordompremises: eigedomprepare: f?rebu, lage tilpresence: n?rv?rpresent: notid, i dagpressure: presspretend: late som omprevent: hindreprevious: f?rre, f?reg?andeprice: pris, oddspride: stoltheitprimary: prim?rPrime Minister: statsministerprincipal: rektorprint: (s) avtrykk: (v) trykkjeprison: fengselprisoner: fangepro: profesjonellprobably: trulegprobe: unders?kjeproceed: halde framprocess: prosessproclaim: kunngjereprod: pirkeproducer: produsentprofessional: profesjonellprogress: framstegpromise: love thePromised Land: det lova landetproof: bevisproper: ordentlegproperty: eigedom--- 321 til 327propose: fri; f?resl?prosecute: straffeprotect: verneProtestant: protestant, protestantiskproud: stoltprove: beviseprovide: levere, giprovided: p? det vilk?ret (at)prowling: luskepublic: (a) offentleg, allmennpublic: (s) befolkning, publikumpublish: publisere, gi ut, skrive ompuffed: hovenpuffy: hovenpull: dra, trekkjepunch: sl?, dra tilpunch line: poengpunish: straffepunishment: straffpurple: fiolettpurpose: form?lpurse: pungpursuer: forf?lgjarput off: (ureg. v) utsetjeput right: ordne oppputting the screws to: pressepuzzled: forvirra, forundraQ:quarrel: krangelquieten: bli stillequilt: lappeteppequotation: sitatquote: sitereR:rabbit: kaninrace: travl?p, veddel?pradiance: str?leglansrage: sinneragged: fillete, ujamnragwort: svineblom (plante)railway: jernbaneraise: ale oppranch: kvegfarmrape: valdtarare: sjeldanrat: rotterather: heller, noks?rattle: riste, trommeravage: heims?kje, ?ydeleggjeraven: ramnrawness: r?heitreact: reagerereadily: lettreal: verkeleg, ekterealise: innsj?, bli klar overreason: grunnreasoning: tankegangrebel: (s) oppr?rarrebel: (v) gjere oppr?rrebellion: oppr?rreceive: ta imotrecent: nylegrecipe: oppskriftreckless: likegladreckon: tru, g? ut fr?recognise: godkjenne, kjenne attrecord: (v) spele inn ei plate / ein CDrecord label: platemerkerecover: bli frisk, komme seg, finne (att)refer to: omtale somreflect: speglerefugee: nekteregard: sj? p?regional: regions-register: (am) kasseregret: angreregularly: regelmessigrehearsal: pr?vereintroduce: innf?re attreject: forkasterelate: stille seg tilrelationship: forholdrelease: (s) lauslating; (v) frigi, komme p? marknadenreligious: religi?sreluctant: motvilligremain: bli veranderemission: betringremove: fjernerent: husleigerepeat: ta opp attrepetition: oppattakingreply: svarereporter: journalistrepresentative: representantreprisal: represalie, gjengjeldingreptile: krypdyrrequire: krevjeresearcher: forskarreservation: reservatresolve: avgjerdrespect: m?teresponsibility: ansvarresponsible: ansvarlegrest: kvilerestless: urolegresuscitation: gjenopplivingretell: fortelje opp attretire: pensjonere segreverser: bremsemekanismerevise: repetererevolting: motbydelegreward: l?nn, p?skj?ningrewrite: skrive om attrhinoceros: nashornrhyme: rimrhyme scheme: rimm?nsterrib jumper: ribbestrikka genserribbon: bandriddle: g?teride: (ureg. v) riridiculous: t?pelegright: rette p?righting: gjere godt attrise up: reise segroam: vandre rundtroar: steikjerock: steinrocket: rakettrogue: kjeltringroller: rullRoman: romarroof: hustakroost: hekkeroot: (s) rot; (v) ha r?ter iroot ginger: fersk ingef?rrope: tau, reiprot: rotnerough: ru, grov, r?ff theRound Table: det runde bordet--- 322 til 327row: radroyal: kongelegrub: gnirubbery: gummiliknanderubbish: s?ppelrude: us?mmeleg, uh?flegrule: styreruler: herskarrumble: rumlingrumbling: rumlingrumour: rykterun: springe, driverunny: rennanderunt: pusling, misfosterrupee: springerustle: raslingrut: fast traltS:sacrifice: ofresacrifice oneself: ofre segsafe: tryggsafety: tryggleik, sikkerheitsalmon: lakssalon: salongsatin: satengsatisfaction: tilfredsstillingsausage: p?lsesavage: villsavings: sparepengarscab: (s?r)skorpescale: skjelscandal: skandalescare: skremmescared: reddscary: skremmandeschedule: (tids)planscientist: vitskapsmannscramble up: reise seg forsiktigscreen: filmlerret, skjermscrew up: ?ydeleggje, rote tilscrounger: snyltarseason: sesong, ?rstidsecret: l?yndomsecurity: tryggleikseeded: med fr?a fjernasegment: del, stykkeseize: gripeselect: veljeself pity: medkjensle med seg sj?lvself-appointed: sj?lvutnemndself-confidence: sj?lvtillitself-evident: sj?lvinnlysandeselfish: egoistisksense: fornuft, sans, kjenslesense of humour: humoristisk sanssensible: fornuftigsensitive: f?lsamsentence: (v) d?mmeseparate: skild, eigen, uliksequence: rekkjef?lgjeserious: alvorlegserpent: slangeservant: tenarserve: tene, tenestegjere, servere, fungereservice: gudsteneste, tenesteservitude: slaveri, tr?ldomset alight: setje fyr p?setting: omgivnadersetting sun: sola som g?r nedsettle: busetje seg, sl? seg nedsettler: nybyggjarshade: (am) rullegardinshadow: skuggeshadowy: skuggeaktigshake: (ureg. v) risteshame: skamshamrock: trekl?vershape: formeshare: deleshed: skurshelf: hylleshell fragment: granatsplintshin-pad: leggvernshiny: skinandeshiver: skjelveshoemaker: skomakarshooting: skyteepisodeshoplift: naske, steleshoreline: kystlinjeshort story: novelleshorten: forkorteshove: skyveshovel: spadeshovel-like: spadeaktigshrill: skingrandeshrug: trekkje p? skuldreneshuffle: subbingshush: hysje p?shut off: stengje uteshy away: vike unnasick: oppkast, kvalmsigh: sukkesignificance: vekt, verdisignpost: vegskiltsilently: stillesill: vindaugspostsilly: dum, tulletesimilar: liknandesimmer: sm?kokesimple: enkelsimply: berresin: syndsink: kj?kkenvasksip: nippesissy: pysetesister-in-law: sitjeplasssitting-room: stovesix-shooter: seksl?parskate: st? p? sk?yterskewer: spiddeskid: styrteskilful: dyktigskill: ferdigheit, dugleikskin: hudskinned: utan skinnskinny: mager, trongskull: hovudskalleslab: helleslang: slengslap: sl?slate: taksteinslave: slaveslay: (ureg. v) sl? i helsledge: slede, kjelkesleet: sluddsleeve: ermeslice: skive, stykkeslide: glislight: lett, liteslim: tynn, slankslimy: slimeteslip: gli, trekkje segslipper: t?ffelslog: slite--- 323 til 327slogan: slagordslop: subbeslope: fjellskr?ning, bakkeslums: slumsmack: smekkesmash: knuse, sl?,smear: sm?rjesmooth: jamnsnake: slangesnarl: snerresnore: trekkje, suge oppsoap opera: s?peoperasob: (s) hulk; (v) hulkesobriety: m?tehaldsocial: sosialsocial networking site: nettsamfunnsociety: samfunnsod: jordsoil: (s) jord; (v) skitne tilsole: solesolution: l?ysingsorrow: sorgsource: kjeldespace: (tom)rom, plass; verdsromspace race: romkappl?pspare time: fritidsparkle: stjerneskotspawn: yngelspear: spydspecial force: spesialstyrkespeciality: spesialitetspecies: dyreartspecific: spesiell, bestemtspectacles: brillerspectator: tilskodarspeech: talespell: (s) trylleformular; (ureg. v) stavespice: krydderspiky: piggetespin: spinnespine: ryggradspirit: ?nd, sinnelagspirited: livlegsplendor: prakt, glanssplit: sprengje, splitte, delesplit into: fordele p?spoiled: bortskjemdspoon down: gafle i segspot: stad, flekkspotted: flekketesprawled: utstrektspread: (ureg. v) spreie, utbreiespy: spionsqueal: hylsqueeze: trykkje p?, pressestab: stikke ned (med kniv)stagecoach: diligence, postvognstagger: sjanglestand: ikkje tolestand up against: st? (opp) motstandard: niv?star: blikkstark: sterkstart: rykkstarve: sveltestate: stat, tilstandstate of mind: sinnstilstandstatement: utsegn, p?standstay: behalde, bli verandesteal: stele, krypesteal up: liste seg innp?steel: st?lsteeple: kyrkjet?rnstep: stige, tr?step in: blande segstore: usteltstrange: merkeleg, rarstrangle: strupe, kvelestrap: reim, stroppstream: elvstrength: styrkestretch: strekkje, rekkjestretcher: b?restrict: strengstrike: (s) streik; (v) sl?, stikkestroke of luck: heldig, hellstruggle: (s) kamp; (v) kjempesubject: emnesuccess: suksesssudden: fort, br?ttsuede: av ruskinnsuffer: lidesuffer a stroke: f? slagsuggest: f?resl?suicide: sj?lvmordsuit: passesuitable: passandesulk: surmule, furtesummary: samandragsunflower: solsikkesunset: solnedgangsuperpower: supermaktsupervise: overvake, rettleiesupport: st?ttesupporter: st?ttespelarsupposed to: vil, skalsurgery: operasjonsurprise: (s) overrasking; (v) overraskesurrender: overgi segsurround: omgi, liggje rundtsurvey: unders?king, rundsp?rjingsurvive: overlevesuspect: mistenktsuspend: stengje mellombelssuspicious: mistenksamswamp: sumpswap (swop): byte (ut)swear: (ureg. v) sverje, bannesweet: s?t, lystigsweets: godteriswell: svulme (opp)swelling: hevelseswelter: steikje, lide i varmenswollen: forsterka, hovensword: sverdsyllable: stavingT:tablecloth: bordduktackle: haletake a beating: bli skadd/sl?tttake action: handletake care of: ta vare p?take in vain: misbruketake part: vere med--- 324 til 327take to task: ta i skole, g? i rette medtaken aback: forbausatale: forteljingtame: tam, tamdtape: her: ta opp p? videotarget: ha som m?lgruppetatter: filletaunt: h?netaut: stramtteam: lagtear: (s) t?re; (ureg. v) stikke avtear apart: (ureg. v) rive sundtease: ertetemple: tempeltempt: freistetend: ha tendens tiltender: ?m, f?lsamtense: spenttent: telttepee: termin, semesterterrify: skremme vettet avtestify: vitnetext: sende tekstmeldingthicken: fortette segthick-lensed glasses: tjukke brilleglasthigh: l?rthimbleful: eit fullt fingerb?lthirsty: t?rstthoroughly: grundig, fullstendigthoughtless: tankelausthreat: trugsm?lthreaten: trugethrilling: spennandethrone: tronethrough: over/gjennom heilethrow: kastethrust: stikke, st?ytethunderstorm: torevêrtie: (s) band; (v) knytetight: tett inntiltights: str?mpebuksetimber: t?mmertime management: tidsplanleggingtiny: bitte litentire: bli lei avtitle: tittelto and fro: fram og tilbaketoasted: steikttoddle stabbetoe: t?toil: hardt arbeidtool: verkt?ytoolhouse: reiskapsskurtopic: tematopmost: ?vsttorch: fakkel, lommelykttorn: riventorture: plagetot: sm?rollingtotally: heilt, fullstendigtouch: r?retournament: konkurranse, turneringtowel: handkletrace back: spore attendetrade: (s) handel; (v) handle, drive handeltrail: stig, vegtransform: skape om, forvandletrap: sperre innetrapped: fanga i ei felletreasure: skatttreat: behandletremendous: enorm, veldigtrend: moteretningtrespasser: inntrengjartrial: (a) pr?ve-trial: (s) konkurransetribe: stammetrick: lure, narretrickle: rennetricolour: trefargatrigger: avtrekkjartriple: tredobbeltriumphant: triumferandetroop: tropptroubled: uroa, bekymratrout: auretruck: (am) lastebiltrue: stor kofferttrust: stole p?trustworthy: til ? stole p?truth sanningtube: undergrunnstogtumble: ramletummy: magetune in to: vere mottakeleg forturn: dreie, g? rundtturn out: bliturning point: vendepunktturtle: skjelpaddetusk: st?yttanntwitter: kvitretwizzled: skruddU:ugly: styggunable: ute av standunaccompanied: utan f?lgjeunarmed: uv?pnaunbearable: uuthaldelegunbutton: knappe oppuncertain: usikkeruncomfortable: ubehageleguncorked: opneunderbred: ikkje rasereinunemployed: arbeidsledigunfair: urettferdigunfortunately: utakksamunit of currency: valutaeiningunite: samleunited: sameint, samlauniversal: allmennunjust: urettferdigunkempt: ufliddunkind: slemunlikely: usannsynlegunnecessary: un?dvendigunpaid: ubetaltunsuccessful: mislykkaunsuitable: upassandeuntie: losneup-country: inne i landetupdate: oppdatereupright: oppreistuprising: oppr?r--- 325 til 327upstairs: ovanp?, etasjen overuseful: nyttigusefulness: nytteuser: brukarV:vacation: ferievalue: enorm, vidstrektvehicle: k?yret?yvibration: vibrasjonvictim: offervictory: sigerview: kraftigvillage: landsbyviolence: valdviolent: valdeleg, valdspregavitally: livsviktigvivid: intens, livligvolley: skotsalvevoluntary: frivilligvote: stemmevouch: garanterevow: lovnadW:waft: svevewager: vedde p?wages: l?nnwagon train: vogntogwaist: liv, livlinjewaistband: linningwalk out on: g? fr?, sviktewall: mur, gjerde, veggwalled: omgitt av murarwallow: velte segwallpaper: tapetwand: tryllestavwander: vandrewardrobe: garderobeskapwarlord: krigsherrewarn: ?tvarewar-related: som har samband med krigwarrior: krigarwaste: sl?sewaste of time: bortkasta tidwastrel: sl?sar, utskotwatchman: vektar, vaktmannwave: b?lgje/bevege segwax: voksway: m?teweaken: bli svakwealthy: rikwebsite: nettstadweirdly: underlegwell: (s) br?nnwhether: anten, omwhip: piskewhisper: (s) kviskring, rykte; (v) kviskrewhistle: (s) fl?yte; (v) plystrewhosoever: (gml) den somwicked: stygg, slem, vondwide: i breiddawiden: utvide segwilderness: villmarkwill: viljewind: sno segwinding: buktandewink: blunkewipe: t?rkewipe out: utslettewire: vaierwish: (s) ?nske; (v) ?nskjewit: vidd, vittigheitwitch: hekswitchcraft: trolldomskunstwithered: vissenwizard: trollmannwizardry: magiwonder: (s) under; (v) lure p?wood: skogwooden: av trewool: ullworker: arbeidarworldwide: i heile verdaworm: meitemarkworrier: ein som uroar/bekymrar segworry: uroe/bekymre segworship: tilbedingwound: (s) skade, s?r; (v) s?rewrap: pakke innwrapped up: oppsluktwrench: rykkwrestling: brytingwretched: elendigwriggle: vri segwrong: (s) urett, urettferd; (v) gjere urett motY:yank: trekkjeyard: gardsromyell: ropeyolk: (egge)plommeZ:zip: lukke glidel?sen--- 326 til 327Acknowledgements: utelatne--- 327 til 327Illustrations: utelatnexxx1 Informasjon fr? originalbokaxxx2 KolofonMerknad: Flytta fr? s. 2.? Gyldendal Norsk Forlag AS 20071. utg?ve, 2. opplag Denne boka er ein del av l?reverket _Searching 8-10_. L?reverket dekkjer m?la i engelsk etter l?replanane av 2006. Forfattarane har motteke st?lte fr? Det faglitter?re fond.ISBN: 978-82-05-34189-0Redakt?r: Camilla GlendeOmsett til nynorsk av Jan Gausemel Gyldendal Norsk Forlag ASA is grateful to the authors, publishers and others who have given their permission for the use of copyright material. As it has proved impossible to identify all the material used, the publishers would welcome information from the copyright owners. Det m? ikkje kopierast fr? denne boka i strid med ?ndsverklova eller avtalar om kopiering inng?tt med Kopinor, Interesseorgan for rettshavarar til ?ndsverk. Kopiering i strid med lov eller avtale kan f?re til erstatningsansvar og inndraging, og kan straffast med b?ter eller fengsel. Alle f?respurnader om utgjevingane til forlaget kan rettast til:Gyldendal UndervisningGrunnskoleredaksjonenPostboks 6860, St. Olavs plass0130 Oslogyldendal.no/undervisningE-post: undervisning@gyldendal.noxxx2 Baksidetekst: _Searching 9_ - Engelsk for ungdomssteget Searching gir elevane eit spennande m?te med den engelskspr?klege verda og tek vare p? dei ulike behov og individuelle f?resetnadene til elevane. Searching: er kjenneteikna ved:-- eit rikt utval av munnlege og skriftlege tekstar som gir elevane h?ve til ? utvikle brei tekst- og kulturkompetanse-- mange autentiske tekstar, nokre skrivne av ungdom-- autentiske lyttetekstar i kvart kapittel som gjer elevane kjende med daglegtale-- varierte arbeidsoppg?ver som legg vekt p? ? utvikle munnleg og skriftleg spr?kkompetanse-- tilpassa oppl?ring gjennom tekstar med fleire vanskegrader og oppg?ver der elevane kan velje ut fr? interesse, behov og eige spr?kniv?-- klare kompetansem?l og evalueringssp?rsm?l i kvart kapittel, slik at elevane kan f?lgje sin eigen progresjon og vurdere om m?la er n?dde Tilleggsheftet Read and Write m?ter behovet for end? enklare tekstar og oppg?ver p? ungdomssteget. Heftet er tilpassa elevar som treng ? betre leseforst?inga. Searching 9 best?r av:-- Learner's Book-- Teacher's Resource File-- Read and Write, aktivitetshefte-- CD-ar-- nettstadCopywrite:Denne boka er lagd til rette for synshemma. If?lgje lov om opphavsrett kan ho ikkje brukast av andre. Kopiering er berre tillate til eige bruk. Brot p? desse avtalevilk?ra, slik som ulovleg kopiering eller medverknad til ulovleg kopiering, kan medf?re ansvar etter ?ndsverklova. Statped.:::xxx::: 2020.07.09 ................
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