voices 8 workbook

VOICES

Lisbeth M Brevik

Engelsk for ungdomstrinnet

in Time 1

Engelsk for ungdomstrinnet

VO I C E S

Lisbeth M Brevik

in Time 1

Book_65938_voices.indb 1 8/7/07 9:45:22 AM

© 2006 N.W.DAMM & SØN AS

ISBN 978-82-04-11322-1

3. opplag 2008

Materialet i denne publikasjonen er omfattet av åndsverklovens bestemmelser.

Uten særskilt avtale med N.W. Damm & Søn AS er enhver eksemplarfremstilling og

tilgjengeliggjøring bare tillatt i den utstrekning det er hjemlet i lov eller tillatt gjennom

avtale med Kopinor, interesseorgan for rettighetshavere til åndsverk.

Redaktør: Toril Lindberg

Fagkonsulent: Nora Brox

Design: Tine Winsvold, Damm & Søn AS

Illustrasjoner:

Øyvind Sveen og Ivan Emberland; Sveen & Emberland Illustrasjon

Ikoner: Trond Topstad

Foto:

Scanpix Norge, www.scanpix.no

Trykk og innbinding: Narayana Press, Danmark 2006

www.cappelendamm.no

welcome.indd 2 25-02-08 11:58:51

MIND MAP TIMELINE 8 SQUARES

VENN DIAGRAM

SOCIOGRAM READING STRATEGIES

MINITALK PORTFOLIO

Gives you an overview

Shows you the order of events

Displays what happens in a story

Points out similarities and differences

Makes you aware of relation-ships

Helps you read faster & remember more

Makes you a confident speaker

Helps you evaluate your work

WELCOMEIn this book you will fi nd 4 parts:

Welcome to Voices in Time 1, Workbook!

THE ALPHABET NUMBERS & MONEY

WORDS, VOCABULARY

HOW TO USE TOOLS

READING

Check out the alphabet & how to pronounce the letters.

Explore how to pronounce and use numbers.

Speed up your search for words.

Discover different methods to work out tasks.

Find out how to read for different purposes.

LANGUAGE UNITS A TASKS B, C AND D TASKS

Certificates for All of you to become better at grammar, vocabulary and textwriting.

Elementary tasks for All of you – alone or in groups.

Tasks on different levels. Choose your path: Basic, Challenging or Demanding tasks

LIBRARY AUTHORS ARTISTS & BANDS FAMOUS PEOPLE INDEX

Books, audio books and films you can check out.

Authors and where to find them in the Textbook.

Artists & Bands and where to find them in the Textbook.

Famous persons and where to find them in the Textbook.

For the W orkbook.

Part 4: Look UpReference Lists

Part 3: Chapter Tasks & Language UnitsTasks to all the texts; Intro, Platform and Tracks.Language Units to improve your English.

Part 2: ToolsTools to help you work out the chapter tasks.

Part 1: Study SkillsSpecial tasks to develop your Study Skills.

gave order

of arrest

Crime

1 2 3 4 5Adjectives

big

HeroShrek

welcome.indd 3 13-08-07 14:16:13

WORKBOOKCONTENTS

PART 1: STUDY SKILLS

Alphabet p. 6

Numbers p. 8

Words, Vocabulary p. 11

How to use Tools p. 14

Reading Strategies p. 17

PART 2: TOOLS

Tool 1 Mind Map p. 20

Tool 2 Timeline p. 21

Tool 3 8 Squares p. 22

Tool 4 Venn Diagram p. 23

Tool 5 Sociogram p. 24

Tool 6 Reading Strategies p. 25

Tool 7 Minitalk p. 26

Tool 8 Portfolio p. 27

PART 3: CHAPTER TASKS & LANGUAGE UNITS

CHAPTER 1 LIVE LANGUAGE, P. 28

- Language Unit 1.1 – Sentences

- Language Unit 1.2 – Language Rules

- Texts: A, B, C, D-tasks

CHAPTER 2 COOL CHARACTERS, P. 46

- Language Unit 2.1 – Add Adjectives

- Language Unit 2.2 – People (Characterization)


CHAPTER 3 FABULOUS FANTASY, P. 64

- Language Unit 3.1 – Place (Setting)

- Language Unit 3.2 – Beginnings


CHAPTER 4 TIME PASSES, P. 82

- Language Unit 4.1 – Time Expressions

- Language Unit 4.2 – Verb Tenses



PART 4: LOOK UP

Library (books & films) p. 154

List of Authors p. 156

List of Artists & Bands p. 157

List of Famous Persons p. 158

Index p. 159

Language Unit overview p. 160

CHAPTER 5 MURDER MYSTERIES, P. 100

- Language Unit 5.1 – Question Words

- Language Unit 5.2 – Point of View


CHAPTER 6 BRILLIANT BRITS, P. 118

- Language Unit 6.1 – Spelling

- Language Unit 6.2 – Paragraphs


CHAPTER 7 AMAZING AMERICANS, P. 136

- Language Unit 7.1 – Frequent Words

- Language Unit 7.2 – Proofreading


We remember

20% of what we read

30 % of what we hear

40% of what we see

50% of what we say or write

60% of what we do

and

90% of what we read, hear, say and do!


AStudy Skills

a b c d e f g h i j k l m n o p q r s t u v w x y z

The English and the Norwegian alphabets are almost the same – the only difference is three letters in Norwegian (æ ø å). However, the letters do not sound the same in English and in Norwegian. Here are some exercises that will help you learn the English alphabet – and how to say it aloud.

The Alphabet

All

THE SOUNDS:a = / e I / , b = / b i : / , c = / s i : / , d = / d i : / , e = / i : / , f = / e f / , g = /F i : / , h = / e i t S / ,i = / a I / , j = /Fe I / , k = / k e i / , l = / e l / , m = / em / , n = / e n / , o = / E u / , p = / p i : / , q = / k j u : / , r = / a : / , s = / e s / , t = / t i : / , u = / j u : / , v = / v i : / , w = / d V b l j u : / , x = / e k s / , y = / w a I / , z = / z e d / .

A1. The Alphabet How many letters are there in the English alphabet? What is the difference between the English and the Norwegian alphabet? Which are the English vowels? Find one English word that begins with each of the letters in the English alphabet. Make a nice list in a book or on a poster and illustrate each of them.

a)b)

c)d)

A2. Alphabetical Order Place these letters in alphabetical order: v, d, r, s, e. Place these words in alphabetical order: live, cool, voices. Place these words in alphabetical order: cool, cooler, coolest, cold, cooperate, copy.

a)b)c)

A3. Which Letter is Missing? In groups: Each of you writes fi ve following letters, but skips one. The others guess and say the letter. Take turns.

�

c d ____ f g


Study Skills7

A4. Alphabet Cards Cut out paper cards – one for each letter in the English alphabet. Write one letter or an English word on each card. Mix the cards well. Time yourself – how long does it take you to place all the cards in alphabetical order? Choose ten of the cards – how long does it take you to place them in alphabetical order? In groups: Everyone chooses ten cards – it does not have to be the same ten cards for everyone. Who is the quickest one to place the cards in alphabetical order?

�

�

�

�

A5. The Sounds Say all the letters in the English alphabet aloud. Find out which word is pronounced here: /aI/, /si:/, /i:/. Learn how to spell your own name aloud; fi rst name and family name.

a)b)c)

A6. Spell Aloud Spell a word or a name aloud. Another pupil guesses the word. Swap roles: the other pupil spells a word or a name and you guess.

��

A7. Letter BingoHave fun doing LETTER BINGO in a group:

Each of you – except one – draws six squares. Choose one letter for each square – do not let the others in the group see your letters. The one who did not draw six squares chooses English letters to say aloud. The others cross out the letter if it is in one of their squares. The fi rst one to cross out all six letters shouts: BINGO. Make new squares and do the LETTER BINGO again. Take turns saying English letters aloud.

��

�

G J A

I B F


Study Skills1 2 3 4... 10 20 30 40 ... 100 200 300... 1000

ANumbers

THE SOUNDS:1 2 3 4 5 6 7 89 10 20 30 40 100200 300 1000 2000

AllA1. The Sounds

How do the numbers sound in English? Say these numbers aloud: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 20, 30, 40, 100, 200, 300, 1000 and 2000. Find out which numbers are pronounced here:

a)

b)

A2. Say Numbers Aloud Say fi ve numbers aloud. Ask another pupil to write the numbers. Swap roles.

�

A3. Number BingoHave fun doing NUMBER BINGO in a group:

Each of you – except one – draws six squares. Choose one number for each square – agree on the lowest and the highest possible numbers (i.e. between 30 and 70). The one who did not draw six squares chooses numbers and says them aloud in English. The others cross out the number if it is in one of their squares. The fi rst one to cross out all six numbers shouts: BINGO. Make new squares and do the NUMBER BINGO again. Take turns saying the numbers aloud.

��

�

�

46 53 62

30 44 38

Numbers look the same in English and Norwegian – but they do not sound the same. Here are some exercises that will help you learn how to say numbers in English.

Study Skills.indd 3 21-02-08 12:39:46

Study Skills9

A4. Currency

How do different currencies look and sound? Say the four currencies aloud. Say a currency aloud. Let another pupil write the symbol for the currency. Swap roles. In which countries are £, $, € and NOK used? Search in a newspaper or on the Internet.

a)b)c)

£ = POUNDS $ = DOLLARS = EURO NOK = NORWEGIAN KRONER / p a u nd s / / d A l E z / / j u E r E u / / now i : FEn k r E u n E /

to add (+) plus to subtract (-) minus

to divide (:) divided by

to multiply (X) multiplied by, times

3+1=4three plus oneequals four

7-3=4seven minus three

equals four

6:2=3six divided by two

equals three

5x5=25fi ve times fi ve

equals twenty-fi ve

OR

fi ve multiplied with fi ve

equals twenty-fi ve

Say these calculations aloud: 1+2=3, 5-4=1, 4:2=2. Say this calculation in two different ways: 3·3=9 Write this in numbers and symbols: twenty-six multiplied by two equals fi fty-two.

a)b)c)

A5. Calculate


Study SkillsA6. Length Measures

Numbers

[m]one metretwo metres

[yard]one yardtwo yards

[km]one kilometretwo kilometres

[mile]one miletwo miles

metres x 1,09 = yards

yards x 0,91 = metres

kilometre x 0,62 = miles

miles x 1,61 = kilometres

Which of these measures do we use in Norway? In which countries do they use yards and miles? If David Copperfi eld, in Dickens’s novel, walks for 80 miles – is that a long or a short walk? Where would you end up if you walked 80 miles from your home? If the kick-off in American football is made from the 30-yard-line – where on the fi eld is that? Where would you end up if you walked 30 yards from where you are right now?

a)b)c)

d)


AAll

Study Skills11

In the Textbook there is a Vocabulary. Here are some exercises that will help you getting to know the Vocabulary – and how to use it.

Words, Words, Words

e. � expressionn. � nounv. � verbadj. � adjectiveadv. � adverbprep. � prepositionconj. � conjunction/connective

A1. Content Find the Contents in the Textbook. Which pages is it on? Search in Contents to fi nd the Vocabulary. Which page is it on?

a)b)

A2. Word list Go to the fi rst page of the Vocabulary. Who said “Words, words, words”?

�

A3. Word ClassWhich is the fi rst…

… noun in the Vocabulary? … verb in the Vocabulary? … conjunction in the Vocabulary? … adverb in the Vocabulary? … preposition in the Vocabulary? … adjective in the Vocabulary?

a)b)c)d)e)f)

A4. Expressions Which are the fi rst and the last expressions in the Vocabulary? What do the two expressions mean? Explain in English. Choose one expression in the Vocabulary. Make a drawing of it.

a)b)c)

A5. WordsWhich word in the Vocabulary is...

… the fi rst to start with b…? What does it mean? Explain in English.… the fi rst to start with coo…? What does it mean? Explain in English.… the fi rst to start with fi …? What does it mean? Explain in English.… the fi rst to start with mur…? What does it mean? Explain in English.… the last to start with too…? What does it mean? Explain in English..… the second to start with vo…? What does it mean? Explain in English.… the last to start with y…? What does it mean? Explain in English.

a)b)c)d)e)f)g)


Study SkillsWords, Words, Words

A6. Plural Which word is a plural word starting with “c” in the Vocabulary? Make a drawing of it.

a)

b)

pl. � plural pl. means that there is “more than one” of the wordor that the word is always written in the plural.

A7. Alphabetical Order Place the words in alphabetical order: cool, character, female, feeling.Look them up in the Vocabulary. Did you place the words in the correct alphabetical order?

a)b)

A8. New WordsRoald Dahl created many fantasy words – and you will not fi nd them in the word list.

If snozzcumber were in the word list – between which two words would you have found it? If swallomp were in the word list – between which two words would you have found it?

a)b)

A9. Which Form?All verbs in the Vocabulary are written in the infi nitive.Most nouns in the Vocabulary are written in the singular form.

Change this verb into the infi nitive: passes. Change these nouns into the singular: voices, characters, mysteries, Americans. Place them in alphabetical order and look them up in the word list. Did you change the words into the right form?

a)b)c)d)

book � noun, singular formbooks � noun, plural form

run � verb, the infi nitive run/runs � verb, present tenseran � verb, past tense


Study Skills13

A10. Which Word? You can fi nd these expressions in the Vocabulary: be in love, come up with, for a second, global language, in front of, out of place.

Which word do you look up to fi nd the expressions? What do the expressions mean?

a)b)

A11. Indented Expressions Many expressions are indented (placed off the margin).

Look up the expression British Colonies. Which is the last word that is not indented (not close to the margin) before British Colonies?Why do you think the expression is indented?

a)b)c)

A12. Double Meaning Many words look the same but have different meanings or belong to different word classes.

Find the different meanings of these words: board, chat, fruitless, gay.Find the different word classes these words belong to: awake, bottle, fool, spread, toil.

a)b)


AAll

Study SkillsHow to use ToolsHere you can learn how to use Tools in English. The Tools are described on pages 20 - 27.

A1. Dictionary What does the word ‘tool’ mean? Check in the Vocabulary and write an explanation in English and Norwegian. What kind of tools do you think you can use in English? Match the tools to the correct meaning and check on p. 20 - 27: � Mind Map � Sociogram� Timeline � Reading Strategy� 8 squares � Minitalk� Venn Diagram � Portfolio

a)

b)c)

Two overlapping circles with key words inside. A tool that compares two topics.

A short talk about a topic with feedback from other pupils. A tool that helps you speak better English.

Different ways of reading a text. A tool that helps you read fast andin-depth.

A horizontal line with events in chronological order. A tool that shows a record of history.

A folder containing your best English work. A tool that shows your progress in English reading, writing, listening & speaking.

A story drawn in parts as a comic strip or a storyboard – with drawings and text. A tool that makes you “see” what happens in a story.

A circle with key words around. A tool that shows connections between ideas.

Circles for characters in a story. A tool that shows the relationship between characters.

A2. Skimming the ContentsSkim the Contents in the Workbook:

On which pages are Part 2: Tools?On which page can you fi nd Tool 1 Mind Map?On which page can you fi nd Tool 7 Minitalk?Does Timeline or Portfolio come fi rst?Which Tool can you fi nd on page 22?Which Tool can you fi nd on page 24?

a)b)c)d)e)f)


Study Skills15

A3. Tool 1 – Mind MapOpen the Workbook on page 20 – Mind Map:

What can you use a Mind Map for?What should you write in the circle?What can you write at the end of the lines?Copy the Mind Map – and add more lines and more information.

a)b)c)d)

A4. Tool 2 – TimelineOpen the Workbook on page 21 – Timeline:

What can you use a Timeline for?Which end of the Timeline is the beginning – the left or right?What kind of numbers can you write in a Timeline? Give examples.Make a Timeline of what you have done today – use numbers, key words or illustrations.Make a Timeline of your own life – use numbers, key words and illustrations.Use the Timelines in d) and e) to write a text about your day or your life.

a)b)c)d)e)f)

A5. Tool 3 – 8 SquaresOpen the Workbook on page 22 – 8 Squares:

What can you use 8 Squares for?Rewrite square 1 in words only.Rewrite square 2 as a storyboard. Draw your own 8 Squares and rewrite the story as a Storyboard or a Text Strip.

a)b)c)d)

A6. Tool 4 – Venn DiagramOpen the Workbook on page 23 – Venn Diagram:

What can you use a Venn Diagram for?Describe in key words two artists you like.Draw your own Venn Diagram – two overlapping circles. Compare the two artists in the Venn Diagram:� Start in the middle – the overlap: write the key words that describe both artists.� Describe one of them in the right outer circle – things the two do not have in common. � Describe the other artist in the left outer circle – things they do not have in common. Look at your Venn Diagram. Does it compare the artists in a good way? Use the Venn Diagram to write a text about the artists in three paragraphs: one about the fi rst artist, one about the second artist and one about what the two have in common.

a)b)c)d)

e)

Born got my fi rst bike

Started School

travelled to.......

MY LIFE

ect.


Study SkillsHow to use ToolsA7. Tool 5 – SociogramOpen the Workbook on page 24 – Sociogram:

What can you use a Sociogram for? Make a sociogram of your own family:� Draw a circle in the middle of the page – write your own name inside.� Draw circles around with a family member inside each.� Draw arrows between the circles.� Along the arrows, describe relationships between you and the family member in each circle.What does the Sociogram tell about the relations between you and your family?Use the Sociogram to write a text about your family.

a)b)

c)d)

A8. Tool 6 – Reading StrategiesOpen the Workbook on page 25 – Reading Strategies:

What can you learn if you use Reading Strategies? Which reading strategy are you using if you only read headings to fi nd out what the text is about?Which reading strategy are you using if you look quickly across the page?Which reading strategy are you using if you read every word? What do you do if you use SQ3R? Choose a text and use this reading strategy.

a)b)c)d)e)

A9. Tool 7 – MinitalkOpen the Workbook on page 26 – Minitalk:

What is a Minitalk?What will you do in a Minitalk?How can you prepare a Minitalk?What will you learn by giving a Minitalk?What will you do after someone has given a Minitalk?

a)b)c)d)e)

A10. Tool 8 – PortfolioOpen the Workbook on page 27 – Portfolio:

What is a Portfolio?What can you put into a Portfolio – and how much?How can you organize your Portfolio?

a)b)c)


AAll

Study Skills17

Reading Strategies – More Tasks

You can read in different ways – quickly to see what a text is about, to find specific information in a text or to understand the whole text. To do this you can use different reading strategies. They are described in this Workbook, Tool 6, page 25.

A1. Scanning a BookQuickly scan the Textbook cover. What do you think the Textbook is about? Explain.

a)b)

A2. Scanning a ChapterOpen the Textbook on page 48 – 49 Fabulous Fantasy. Quickly scan the pictures and the title – do not read anything else. What do you think the chapter is about? Explain.

a)b)

c)

A3. Scanning a TextOpen the Textbook on page 10 – 11 Global English.Quickly scan the pictures and the headings – do not read anything else. What do you think the text is about? Explain.

a)b)c)

A4. Scanning a PictureOpen the Textbook on page 68 – 69 Time Passes.Quickly scan the large picture – do not read anything else. What do you think the picture is about? Explain.

a)b)c)

A5. Skimming a PictureOpen your Textbook on page 88 – 89 Murder Mysteries. Skim the large picture to fi nd answers:

How many people can you see in the picture?What are they doing?Do you think any of them are frightened?

a)b)c)

Study Skills.indd Sec1:12 21-02-08 12:39:46

Study SkillsReading Strategies – More TasksA6. Skimming the ContentsSkim the Contents in the Textbook:

On which page is Chapter 6 – BRILLIANT BRITS?Which of the chapters MURDER MYSTERIES and COOL CHARACTERS comes fi rst?Which chapter title starts with the letter L in both words?Which chapter title starts with Am… in both words?Which chapter title includes a verb?What is Text 1 in Chapter 3 called?What is Text 2 in Chapter 2 called?On which page can you fi nd the Appetizers in Chapter 1?In which chapter can you fi nd the fact text Do You Speak Elf?On which page is the sports text Super Bowl? Which fi ction texts are written by J.R.R. Tolkien?Which music text is about Madonna?Which of the history texts The great Fire of London! and The Stars are Born comes fi rst?Which Time text comes last in the Textbook?

a)b)c)d)e)f)g)h)i)j)k)l)m)n)

A7. Skimming for AnswersOpen your Textbook on page 116. Skim the text to fi nd answers:

Who is the author of the text? What is the text called?When was the author born?When did the author die?Who are the characters in the text?Which country is mentioned in the text?

a)b)c)d)e)f)

A8. Skimming for InformationOpen your Textbook on page 14 – Appetizers. Skim the double page to get information:

How many appetizers are there? How many appetizers are fi ction texts?How many appetizers are sports texts?Which appetizer is about music?Which appetizer is about the English language?

a)b)c)d)e)


Study Skills19

A9. SQ3R – In-depth ReadingOpen your Textbook on page 68.

Survey the poem: look quickly at it (skimming) and fi nd out which months are mentioned (scanning). Questions about the poem – write questions you would like to know the answer to, i.e. Why are only fi ve months mentioned? Read the poem again – this time word by word. Highlight main points.Recall the poem – make notes of main points in a list or a Mind Map. Review the poem – check that your recall notes were correct - add any extra ones as you re-read the text.

a)

b)

c)d)e)

A10. Which Reading Strategy?Read about Tool 6 on page 25 in the Workbook:

What is the main difference between scanning and skimming?What is the main difference between skimming and SQ3R? Which Reading Strategy would you use if you…�… wanted to get an idea of what a text is about? �… wanted to learn a poem by heart?�… were asked to fi nd answers to some questions?�… wanted to know when an author was born?�… wanted to fi nd a certain text in the Textbook?�… wondered on which page you could fi nd chapter 5?�… wanted to remember a text well for a long time?�… were studying for a test?

a)b)c)


TTool 1Give an overview Show connections between ideas

WHAT TO DOPlace the topic in a circle in the middle [Handout 01].Draw lines from the circle to key words around.At the end of each line, put what you know about the topic – in key words, images and colours. Continue with new lines from the keywords. Add new key words at the end of the new lines, and so on.

��

WHEN TO USE IT Before reading: to brainstorm about a topic (to refresh what you already know + come up with ideas) While reading: to add ideas about the topic After reading: to summarize what you know about a topic, text, character, etc Any time: to plan a text or a presentation + to repeat and memorize the topic

��

Mind Map

American Indians

American dream

American football

famous places

MountRushmore

The Grand Canyon

The White House

The Statue of Liberty

The USA

Hollywood

9/11

hip hop

presidents

George Washingtonlike a king

like a semi-god

like a prime minister

fi rst US president

fast food

New Yorkcity


T21

Tool 2Make a record of history Show events in chronological orderPlace events in relation to other events

WHAT TO DO Draw a horizontal timeline – as an arrow from left to right. Choose which events you want to focus on and place them in the timeline. Describe each event with numbers/years & key words – in chronological order.

��

WHEN TO USE IT Before reading: to record what you already know – e.g. milestones in a person’s life While reading: to record what happens in a story – and in which order After reading: to retell a story – or write a summary and let each point in time be a paragraph Any time: to create your own story

��

The BFGkidnapsSophie

They goto GiantCountry

They becomefriends

The BFGmakes

dream bottles

The BFGlearns

to write

Timeline for “The BFG”

1 2 3 4 5

19 16 1982 1988 1990

Timeline for the author Roald Dahl

Born “The BFG”published

“Matilda”published

Died

Based on “The BFG”.See Chapter 1 Live Language; Text 2.

Timeline


TTool 3“See” what happens in a story

WHAT TO DODraw eight squares – and number them [Handout 03].You can draw the story as a comic strip – with drawings and speech bubbles.You can draw the story as a storyboard – with text under the drawings (below a dotted line).You can tell the story as a Text Strip – with a short text in each square.

��

WHEN TO USE IT Before reading: to record what you already know – e.g. the beginning or the end of a storyWhile reading: to record what happens in a story – and in which order After reading: to retell a story – or write a summary and let each square be a paragraph Any time: to create your own story

��

8 Squares

A comic strip based on “The Curious Incident of the Dog in the Night-Time” by Mark Haddon.See chapter 5 Murder Mysteries; Text 2 and Track Fiction.

The Curious Incident of the Dog in the Night-Time Mark Haddon


T23

Tool 4Compare and contrast any two topicsShow similarities & differences between characters, stories, poems, etc.

WHAT TO DODraw two overlapping circles [Handout 04].Write one topic in each of the outer circles.Make a list of similarities (things that are alike) in the overlap.Make a list of differences in each of the outer circles.

��

WHEN TO USE IT Before reading: to organize what you already know While reading : to add ideas about the two topics After reading: to organize thoughts – and then to write a comparison in three parts

��

Venn Diagram

Based on “The Hobbit” by J.R.R. Tolkien.See chapter 3 Fabulous Fantasy; Text 2 and Track Fiction.In 1881 The Venn Diagram was created by the British mathematician John Venn.

fantasy characters

created by JRR Tolkien

- slimy creature

- not nice

- wants the ring

- hairy hobbit

- nice

- has the ring

Bilbo Gollum


TTool 5WHAT TO DO

Place characters in circles – with the main character in the middle.Draw arrows between the characters.Along the arrows, describe the relationships between the characters. Use a broken circle and broken arrows to show minor characters (e.g. characters who are only mentioned briefly).

��

WHEN TO USE ITBefore reading: to guess relationships While reading: to add ideas about relationshipsAfter reading: to describe how the relationships really were

��

Captain

was surprised by

Shrek

Lord Farquaad

Show relationships between characters

Based on “Shrek”.See chapter 2 Cool Characters; Text 1 and Track Fiction.

Sociogram

obeyed

saved himselfand Donkeyfrom

tried to arrest

gave order of arrest

wanted to be friends with

Donkeytried to arrest


SQ3R = In-depth Reading

Survey: Skim & scan the text fi rst.Question: What do you want to fi nd out from the text? Make some questions before reading.Read: Read the whole text and highlight main points.Recall: Make notes of main points in a list or a Mind Map.Review: Check that your recall notes were correct - add any extra ones as you re-read the text.

T25

Tool 6Fast reading – Skimming & ScanningIn-depth reading – SQ3R

Reading Strategies


TTool 7Talk about a topic for 1-3 minutes.Get feedback from pupils & the teacher.Learn to speak better English

[See Handout 7-1 Feedback List & Handout 7-2 Feedback Cards]

Minitalk

Minitalk

Feedback after the Minitalk


T27

Handout 1.0Target ProfileHow well did you reach your targets this period? Time period: ________________________

Name: _________________

LU = Langauge Unit. Tools and Language Units are in the Workbook.

Time Period ____________________________________________________

Signature pupil _________________________________________________

Signature teacher _______________________________________________

Signature parent ________________________________________________

Tool 8A digital or physical folder A selection of your best English work – papers & audiosKeep samples of what you do over timeShow progress in reading, writing, listening & speaking

Portfolio

WHAT should I put in my portfolio?

HOW much should I put in my portfolio?

HOW do I organize my portfolio?

Enter samples of your best English work – oral and written: text, story, poem, Mind Map, Sociogram, Venn Diagram, drawings, audio and video recordings, etc.

Put in entries you worked hard on, work you are proud of and work that show your progress in English.

1. Target Profile (one)2. List of Contents (one)3. Your entries – each with a Reflection Sheet.4. Cover Letter (one each

time you hand it in).

ENTRIES AMOUNT ORGANIZATION

Target Profile EvaluationHow well did you reach your targets this period? Time period: ___________________________________

Name: _________________

Signature pupil _________________________________________________

Signature teacher _______________________________________________

Signature parent ________________________________________________

List of Contentsfor my Portfolio

Name: _________________

To be placed at the front of your Portfolio.

Reflection Sheet

Name: _________________

To be filled out for each entry in your Portfolio – and stapled to each text.

Example Text 4Cover Letter

Tu Nhi is a Norwegian girl. Her class used Portfolio in English. They were asked to include one or more entries each month. After three months they were asked to hand in their Portfolios and include a Cover Letter. This is Tu Nhi’s Cover Letter.

Handout 08-1Handout 1.0 Handout 08-2Example Text 4


1. LIVE LANGUAGE

Language Units1.1 Sentences p. 30A1 Sentence Certifi cate

1.2 Language Rules p. 34A1 Language Rules Certifi cate

Text 2 The BFGA Tasks p. 35A2 VocabularyA3 Main IdeaA4 Role PlayA5 Language RulesA6 Read for Pleasure

B C D Tasks p. 36 - 37B, C, D 1 LanguageB, C, D 2 IllustrationsB, C, D 3 Creative Writing

TRACKSA Tasks p. 39Matilda – B, C, D tasks p. 40Wicked Words – B, C, D tasks p. 41Pop Lyrics – B, C, D tasks p. 42Disqualifi ed – B, C, D tasks p. 43Holes – B, C, D tasks p. 44English Timeline – B, C, D tasks p. 45

APPETIZERS A Tasks p. 38

PLATFORMIntroduction A1 BrainstormA2 Use toolsA3 Play a gameA4 Find countriesA5 Discuss languages

Text 1 Global EnglishA Tasks p. 31A2 VocabularyA3 Main IdeaA4 ThemeA5 AuthorsA6 Music

B C D Tasks p. 32 - 33B, C, D 1 TechnologyB, C, D 2 GeographyB, C, D 3 Math

live language.indd 1 21-02-08 11:47:12

29

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A1. Before reading: Brainstorm What do you think about when you hear the title “Live Language”? Brainstorm in a Mind Map [Tool 1].

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A2. Before reading: Use Tools How can a Mind Map, a Timeline and a Minitalk be useful to you? Read about them [Tools 1, 2, 7]. How can you improve your English? Fill in a Target Profi le [Handout 1.0].

a)b)

A4. After reading: Find Countries Which English-speaking countries do you know? Brainstorm in a Mind Map [Tool 1]. Find some English-speaking countries and their fl ags [Handout 1.1].

a)b)

A5. After reading: Discuss Languages The text tells us: “When English spreads, many languages disappear.”

Do you think Norwegian will disappear? Discuss with other pupils. Will English “kill” other languages? Ask some pupils what they think [Handout 1.2].

a)b)

førstespråk, morsmål

WHAT IS

fi rst language

LiveLanguage

Introduction

A3. After reading: Play with Vocabulary Learn the vocabulary words on p. 9 in your Textbook. Write the words on cards and play a game:

Question: What is “fi rst language”? Answer: “førstespråk, morsmål”. Question: What is “førstespråk, morsmål”? Answer: “fi rst language”.

a)b)


A SENTENCE must have a capital letter at the start and a punctuation mark at the end. See how the punctuation marks change the meaning of a SENTENCE:

Some words start with a capital letter – even inside a sentence:

The personal pronoun ’I’

‘How else could I be fi nding the one I am wanting in a hurry?’

“The BFG” by Roald Dahl

TitlesPersons: Miss, Mrs, Mr, Sir, Madam, President Bush

Films: Star Trek, Books: Holes, Matilda Plays: Romeo & Juliet

NamesPersons: Roald Dahl, J.K. RowlingPlaces: Giant Country, Norway,

Boston, LondonNationalities: British, AmericanLanguages: English, Norwegian

Days: Monday, TuesdayMonths: January, February

A1. Get Your SENTENCE Certifi cate [Certifi cate 1.1]

STEP 1 Write four rules for when to use capital letters.Explain when we use full stop, question mark and exclamation mark.Write three sentences with full stop, question mark and exclamation mark. Play the CAPITAL GAME with other pupils.

STEP 2Find the capital letters and punctuation marks in a paragraph.Explain why the capital letters and punctuation marks are used.Tell your teacher how the meaning changes when the punctuation changes. Play the CAPITAL LOOP with other pupils.

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Full stop:When you stop a sentence.

Question mark: When you ask a question.

Exclamation mark: When yougive a command, show surpriseshock, humour or excitement.

Language UnitLanguage Unit 1.1 Sentences

You’ll find the Certificates at www.dammskolen.no under Task Collection


31

AAll

Question:

A2. Before reading: Vocabulary Copy the table and fi ll in two more countries or cities. Explain your choice. E.g. I chose Great Britain and the USA because they are English-speaking countries.

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A3. After reading: Main IdeaThe text tells us that “…our language is infl uenced by English words”.a) Which English words do you use when you speak Norwegian? Brainstorm in a Mind Map [Tool 1].b) Read the parking sign and discuss with other pupils:

Who do you think will read the sign?Why do you think it has a mix of English and Norwegian?

c) Make a presentation to show how English infl uences Norwegian. E.g. talk about the sign; make your own sign; give other examples; etc.

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Sign found inOslo, Norway, 2005

A4. After reading: ThemeBe a detective – fi nd evidence in the text to prove that …

… some of the capital letters are not at the start of sentences.… some of the words do not have capital letters in Norwegian.… full stop is the most used punctuation mark.

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A6. After reading: Authors Search for an English-speaking author [Handout 1.3]. Make quiz cards about the author – questions on one side and answers on the back. Invite pupils to play!

a)

b)

Answer:

A5. After reading: Music Search for an artist who sings in English [Handout 1.4]. Play one of the artist’s songs for 30 seconds and give a Minitalk [Tool 7]:Which country is the artist from? What kind of music is it – pop, rock, rap, etc.? What do you think about the music?

a)

b)

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Great Britain

The USA

Text 1 - Global English


BBasic

CChallenging

B1. After reading: Be a Researcer Read “English & The Media” on p. 10 in your Textbook. How do Norwegian teenagers learn English?

Take notes in a Mind Map [Tool 1].

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B2. After reading: Be a Quiz Master Which English-speaking country would you like to travel to – or not like to travel to? E.g. I would like to travel to Australia because... Find facts about the country and make quiz cards. Remember capital letters and punctuation.

a)

b)

B3. After reading: Be a Math WhizThe text tells us: “About 70% of all Internet content is in English.”

Which colour in the diagram shows 70%? What do you read in English on the Internet?

a)b)

Question:

Answer:

C1. After reading: Be a Scientist What kind of technology brings English into our lives? Take notes in a Mind Map [Tool 1].

�

C2. After reading: Be a Tourist Which English-speaking countries would you like to travel to – or not like to travel to? E.g. I would like to travel to India and the USA because …E.g. I would like to travel to India, but not the USA because … Search for information about the country and present it in a creative way. E.g. make a poster – using text and images, make a role play about travelling, etc.

a)

b)

C3. After reading: Be a Math Whiz Explain the diagram – what does it mean? How much do you read in English on the Internet? Show it in a new diagram.

a)b)

Text 1 - Global English

30%other languages70%

English on the Internet


33

DDemanding

30%other languages

70%English

Internet Language

D1. After reading: Be a Researcher Why do you think English is used more and more in Norway? Express your opinion in a paragraph or in a Mind Map [Tool 1].

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D2. After reading: Be a Tourist Which English-speaking cities would you like to visit – or not like to visit? E.g. I would like to visit New York, but not London because … Search for information and compare the cities in a creative way.E.g. compare them on a poster; disagree on where to go in a role play; etc.

a)

b)

D3. After reading: Be a Math Whiz Explain the diagram – what does it mean? Do you think there will be more or less English on the Internet in ten years? Make a new diagram to show what you think.

a)b)


You only have capitals at the beginning of a word, and only if it’s the start of a sentence, or if it’s a proper noun, like a name. From “Holes” by Louis Sachar.

Language UnitLanguage Unit 1.2 – 6 Language Rules

You’ll find the Certificates at www.dammskolen.no under Task Collection

Here are 6 useful LANGUAGE RULES:

A1. Get Your LANGUAGE RULES Certifi cate [Certifi cate 1.2]

STEP 1 Write fi ve sentences with words that start with capital letters.Use the right form of the verbs “to be”, “to have” and “to do”.Use the right form of the indefi nite article (a/an). Play the LANGUAGE GAME with other pupils.

STEP 2 Make the BFG’s text better by using the 6 Language Rules. Explain which of the Language Rules you used. Give the BFG advice on which Language Rule he needs to learn the most.Tell your teacher which of the 6 Language Rules will help you to write better.

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35

AAllTThe BFGHHad taken SophieEE…

BB…FF…GG…

A4. After reading: Act it OutChoose a scene in the story and act it out:

In a pair: one is the BFG, one is Sophie. Alone: be the BFG or Sophie – or switch between both roles.

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A5. After reading: Give Advice Write a letter to the BFG. Give him some advice on how to write better English. Remember the 6 Language Rules.

�

A6. After reading: Read for PleasureRead more in The BFG or listen to The BFG audio book. You can...

...ask some friends if they have The BFG. ...search for The BFG at a library. ...read an excerpt at an Internet bookstore.

��

TThe author Roald DahlHHas created a giantEE…

BB…FF…GG…

Dear BFG,

If you would like to write better, I think you should …………

Best wishes, ………………

Text 2 - The BFGA2. Before reading: VocabularyLook quickly at headings, author’s name and pictures.

Write down ten words you think will be in the text. Tick off the words on your list while you read – if they really are in the text.

��

A3. After reading: Main Idea Write a poem about the text or the author:

Use the letters in THE BFG as line-starters. Present the poem on a poster – or recite it in a poetry session.

��


BBasic

CChallenging

Text 2 - The BFG

B1. After reading: Be a Researcher Read the fi rst paragraph on p. 12 in your Textbook. Write some of the funny words in a Mind Map [Tool 1].

a)b)

B2. After reading: Be an Illustrator Read the fi rst paragraph on p. 12 in your Textbook.

Who eats snozzcumbers? What do you think it is? Discuss it with other pupils and make a drawing of a snozzcumber.

a)b)

B3. After reading: Be Roald DahlCreate your own story about a giant:

Include some of Roald Dahl’s funny words.Check the 6 Language Rules.Write exactly 50 words.

��

C1. After reading: Be a LinguistRoald Dahl invents words to create humour.

Look for words that you like and place them in a Mind Map [Tool 1]. What do you like about the words? Discuss with other pupils.

a)

b)

C2. After reading: Be an Art Designer What do you think a snozzcumber is? Make a commercial for snozzcumbers that will persuade people or giants to buy them.

a)b)

C3. After reading: Be Roald Dahl Create a story where someone else is taken by the BFG:

Include some of Roald Dahl’s invented words. Make a draft and check it against the 6 Language Rules.Write exactly 150 words.

��

�

My favouriteRoald Dahl words

human beansFunny words


37

My favouriteRoald Dahl wordsDDemanding

D1. After reading: Be a LinguistRoald Dahl plays with language.

Search the text for his nonsense words and wordplay. Take notes in a Mind Map [Tool 1] and guess the meaning. Why do you think Roald Dahl invented such words? Discuss with other pupils.

a)

b)

Dahl sChickens

Swallomp Swallow

CharlesDickens

D2. After reading: Be a Chef Divide the word “snozzcumber” in two – what do you think it is? Make a recipe based on snozzcumbers where you list the ingredients, write the instructions and illustrate it.

a)b)

D3. After reading: Be Roald Dahl Create a story about a giant and a teenager:

Invent a new word and use it in the story. Make a draft and check it against the 6 Language Rules. Write exactly 250 words.

��

�

RECIPEIngredients:

What to do:First…Then…


AAll

A1. Symbols Look at the six symbols. Which do you like the best?In pairs: Describe your symbol to each other – without showing it. Can you guess each other’s symbol?

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A2. Genre MusicWhich symbol is for music? What do you expect to read about in a track about music? Take notes in a Mind Map [Tool 1].

a)b)

A3. Genre FictionHow many of the texts are about fi ction?What does “fi ction” mean – check in the Vocabulary.

a)b)

A4. SettingIn which track can you read about a sailing medal favourite? Where does the story take place (setting)?

a)b)

A5. Choose Texts How do you choose a text – what do you look at?E.g. the symbol, the title, the content, etc. Which text do you want to read the most?Are you going to read a track just for pleasure?Choose your tracks and enjoy your reading!

a)

b)

Live Language - Appetizers


39

AAll

A1. Before reading: VocabularyWhen you write, it is nice to use some special words – funny, strange or gruesome ones. If you make a Collection of Phrases you can save words you enjoy and use them later.

Look through the vocabulary words and the track text. Search for words, phrases and sentences that you enjoy. Write them in your Collection of Phrases.

�

A2. After reading: Main Idea Write a 50-word summary of your track. Form a group of pupils who have read different tracks. Present your summaries to each other. Discuss which track you liked the best and make a Mind Map of it together [Tool 1].

a)b)

c)

A3. After reading: Language Rules Choose fi ve sentences in your track. Find examples on how the Language Rules are used in the sentences and which punctuation marks that are used. Use the examples to make exercises for other pupils.

a)

b)

A4. After reading: Character Choose a person or a character in your track. Present the character in a drawing or a role play – using voice or mime.

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A5. After reading: Creative WritingSpend 10 minutes speed-writing a text about English. Use fi ve or more of these phrases:

English words, English in the world, new words, strange words, nonsense words, funny words, contact language, fi rst language, second language, wrong spelling, nice to know, out travelling, fi lms and sports, being an author, singing in English, listening to music, the Internet, interactive games.

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Track - All Texts

Collectionof Phrases


Miss Trunchbull...

BTrack - Matilda

Bacic

B1. After reading: Be a Lingugist Standing behind Eric, the Trunchbull reached out and took hold of the boy’s two ears, one with each hand, pinching them between forefi nger and thumb. “Ow!” Eric cried. “Ow! You’re hurting me!” “I haven’t started yet,” the Trunchbull said briskly.

Which words tell us that Miss Trunchbull treats children badly? Make a list or discuss with other pupils [Handout 1.5].

�

B2. After reading: Be a Researcher Read the text in B1. Place the events in a Timeline [Tool 2]:- Miss Trunchbull pinched Eric’s ears.- Miss Trunchbull stood behind Eric.- Eric cried out.

� 1 2 3

CChallenging

DDemanding

C1. After reading: Be a Linguist Do you think Roald Dahl made the Trunchbull sound nice or nasty? Find words or phrases to back up your view and discuss it with other pupils [Handout 1.5].

�

C2. After reading: Be a Researcher Place the events in the correct order in a Timeline [Tool 2]:- Miss Trunchbull puts Eric down.- Miss Trunchbull lifts Eric by his ears.- Miss Trunchbull throws a boy across the classroom.

�

D1. After reading: Be a LinguistRoald Dahl is praised for the nonsense words in his books. Pop artists are criticized for their nonsense words in lyrics.

Do you think it is better to use nonsense words in books than in lyrics? Discuss it with somebody who has read Pop Lyrics.

�

D2. After reading: Be Roald Dahl Which events in the story do you think are important? Show them in a timeline [Tool 2]. Change some of the events and show your version of the story in a new timeline.

a)b)


41

BBasic

CChallenging

DDemanding

Track - Wicked WordsB1. After reading: Be a LinguistGary isn’t very good at spelling. Read p. 19 in your Textbook.

Do you think it will help him to write words over and over again? Discuss with other pupils.

�

B2. After reading: Be a Biographer Search for information about Terry Deary. Take notes in a Mind Map or a Timeline [Tools 1, 2].

�

C1. After reading: Be an Advisor Look at Gary’s spelling mistakes.

What can he do to become better in written English? Discuss with other pupils.

�

C2. After reading: Be a Literary Critic Do you think Terry Deary made Gary sound nice or nasty? Find examples in the text (words and phrases) and discuss it with other pupils [Handout 1.5].

�

D1. After reading: Be an AdvisorLook at Gary’s spelling mistakes and the way he speaks.

How can he become better in oral and written English? Give your advice in a Minitalk [Tool 7].

�

D2. After reading: Be a Literary Critic Do you think Terry Deary uses humour in his descriptions of Gary and the inspector? Find words or phrases to back up your view and discuss it with other pupils [Handout 1.5].

�


BTrack - Pop Lyrics

Basic

CChallenging

DDemanding

B1. After reading: Be a Designer Read the paragraph called “Sondre Lerche” on p. 21 in your Textbook. Make a new CD-cover for Sondre Lerche. Put it on a wall poster.

�

B2. After reading: Be a Journalist Copy the second verse of “Wet Ground” on p. 21 in your Textbook. - Who do you think the people in the song are? - What kind of relationship do you think they have?

�

C1. After reading: Be a Songwriter Read the second verse of “Wet Ground” on p. 21 in your Textbook. Write one more verse about the two persons. Check the Language Rules.

�

C2. After reading: Be a Journalist You are a journalist from Rolling Stone music magazine. You want to ask Sondre Lerche about the language in his lyrics. Write the dialogue and act out the interview – alone or in a pair.

�

D1. After reading: Be an Athlete or an Artist Find somebody who has read the track Disqualifi ed. Let Siren Sundby and Sondre Lerche meet and talk about how easy or diffi cult it is to use English. Write the dialogue and act out the meeting – alone or in a pair.

�

D2. After reading: Be a Journalist Roald Dahl is praised for the nonsense words in his books. Pop artists are criticized for their nonsense words in lyrics.

Do you think it is better to use nonsense words in books than in lyrics? Discuss it with somebody who has read The BFG and Matilda and write a text about it.

�


43

BTrack - Disquali ed

Basic

CChallenging

DDemanding

B1. After reading: Be a Researcher Read the fi rst paragraph on p. 22 in your Textbook and search for more �information about the Summer Olympics. Show it in a Timeline [Tool 2]:

Athens Athens

20041896

B2. After reading: Be a Word Collector Which sports words do you know in English? �Write them in a Mind Map [Tool 1].

C1. After reading: Be an Advisor Which technical terms would Siren Sundby have needed at the �hearing? Search for words in a dictionary and write them in a Mind Map [Tool 1].

C2. After reading: Be an Actor What do you think happened at the hearing? �Write the dialogue and act it out – alone or in a group.

D1. After reading: Be an Advisor How can Siren Sundby prepare herself in English for the �next international competition? Discuss with other pupils or take notes in a Mind Map [Tool 1].

D2. After reading: Be an Actor Find somebody who has read the track � Pop Lyrics. Let Siren Sundby and Sondre Lerche meet and talk about how easy or diffi cult it is to use English. Write the dialogue and act out the meeting – alone or in a pair.

live language.indd 16 21-02-08 11:47:19

BBasic

CChallenging

DDemanding

Track - Holes B1. After reading: Be a Math Whiz Zero cannot read but he is really good at math. He can calculate numbers in his head quickly. Zero and Stanley talk about the alphabet: “So there are fi fty-two,” said Zero. Stanley didn’t know what he was talking about. “Instead of twenty-six letters. There are really fi fty-two.”

In pairs: What do the numbers mean? Write them in letters and say them aloud:

�

B2. After reading: Be a Biographer Search for information about Louis Sachar. Take notes in a Mind Map or a Timeline [Tools 1, 2].

�

C1. After reading: Be a Math WhizZero cannot read but he can calculate quickly in his head.

In pairs: Use some of Zero’s numbers to add,multiply or divide and say your calculations aloud.

�

C2. After reading: Be a Literary Critic Do you think Louis Sachar describes Zero as being smart or stupid? Find words or phrases to back up your view and discuss it with other pupils [Handout 1.5].

�

D1. After reading: Be a Math WhizZero cannot read but he is a math whiz!He can calculate quickly in his head.

In pairs: Why did Zero say a lot of numbers? Use them to add, multiply or divide and say your calculations aloud.

�

D2. After reading: Be a Literary Critic “I’m not stupid,” Zero said. “I know everybody thinks I am. I just don’t like answering their questions.”

What do you think Louis Sachar means to tell us about the characters at Camp Green Lake? Discuss with other pupils [Handout 1.5].

�

twenty-six2652

52 6 265 10 12


45

Track - English Timeline

BBasic

CChallenging

DDemanding

B1. After reading: Be an Illustrator Romans, Angles, Vikings and Normans have invaded England. Read one of the Paragraphs on p. 26 in your Textbook.Take notes in a Mind Map and illustrate [Tool 1].

�

B2. After reading: Be a Historian Read the headings on p. 27 in the Textbook. Choose one of the countries and read about it. How and when did English come to the country? Fill in Handout 1.6 about the country you have chosen.

a)

b)

C1. After reading: Be an Illustrator Find somebody who has also read the track English Timeline. Discuss why English is an offi cial language in countries across the world. Fill in Handout 1.6 and use it to present a Timeline on a wall poster – including key words and illustrations. E.g. pictures, maps, etc.

a)

b)

C2. After reading: Be a Historian Choose one of the persons in the text on p. 26 - 27 in your Textbook.How and when did this person infl uence English? Take notes in a Mind Map and illustrate [Tool 1].

�

D1. After reading: Be William Shakespeare Why do you think Shakespeare is pictured in his 15th-century clothes together with electronic equipment and a modern-day skyline in the background? Be William Shakespeare and give an explanation in a discussion with another pupil or in a Minitalk [Tool 7].

�

D2. After reading: Be a Historian How and when did the English language spread across the world? Fill in Handout 1.6.

�


voices 8 workbook

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