engelsk for sf

Transcription

engelsk for sf

GATEWAYS
Audun Rug set / Ev a U lv e n
ENGELSK FOR SF
© H. Aschehoug & Co. (W. Nygaard) 2011
1. utgave / 1. opplag 2011
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Redaktør: Bjørg Brauteset
Grafisk formgiving: Marit Jakobsen
Omslag: Marit Jakobsen
Omslagsfoto: Rune Thorstein/Getty Images
Bilderedaktør: Tone Svinningen
Tekniske tegninger: Irene Løhre
Grunnskrift: Dante MT 11,5/14
Papir: 100 g Archtic matt 1,0
Trykk: 07 Gruppen AS
Innbinding: Bokbinderiet Johnsen AS, Skien
ISBN 978-82-03-34047-5
www.aschehoug.no
Vi ønsker å takke
Ellen-Cathrine
Kaspersen som aktivt
har bidratt til denne
revisjonen av
læreverket.
Welcome to Gateways!
Since 2006 the curriculum as well as the exam has
been identical for all vocational and general
education programmes. Many teachers have been
looking for a textbook based on this fact. Gateways is
such a textbook.
All texts in this book have been chosen and
prepared with the common curriculum in mind.
Specialised texts for each education programme
have not been included. They are available on the
Gateways website, which will be kept up to date and
adapted should the curriculum or the exam
regulations be adjusted in the future.
Chapter 1 gives an introduction to the course
and makes the students familiar with work methods
and the various types of learning material, exercises
and activities. Chapters 2 and 3 cover the UK and
the USA respectively. Chapter 4, “Worldwide”,
explores the rest of the English-speaking world.
It presents a number of countries, and offers
literature, films and factual prose from and about
these countries.
The last part of the book, “Look it up”, can be
used both for reference and for more systematic
learning activities. It covers curricular aims such as
learning strategies, communication strategies
(listening, reading, speaking and writing strategies),
digital competence, literary study, dictionaries and
other tools, grammar/usage and project work/
in-depth study.
The curricular aim that students should be able
to present and discuss international news and
current events, is covered by a number of “News
spots” in the different chapters.
All literary texts and listening exercises are
recorded on the teacher’s CDs.
To supplement the textbook there is a
comprehensive student website. It includes “Short
versions” of all the texts from the book – with a full
sound track, and features that let you practise
pronunciation interactively and have difficult words
and phrases explained by mouseover. These short
version are not only short, they are simplified and
adapted, and intended as differentiation tools. The
idea is that students who find English difficult,
should first work with the short version, and then
be able to participate fully in class discussions about
the text.
The student website also features varied
exercises and resources for each text in the book.
These exercises are organised into categories:
“Learning words”, “Learning language” and
“Learning content”. Special exercises have been
included to let the students create multimodal
digital texts.
Interactive online exercises and activities let each
student work at his or her own speed, receiving
hints and feedback as they go along, while their
teacher can concentrate on assisting those that need
it most. Each student has his own archive on the
website, where his work can be filed until next time.
A teacher’s website is also part of the Gateways
package. Here the teacher will find an overview of
the textbook and the student website, with a
planning tool to help him use them effectively. A
thorough key to all exercises, including hints and
suggestions for the open exercises is also available.
To facilitate the teacher's work further, we have
prepared PowerPoint presentations that may be
used as starters or to sum up the various chapters
and many of the individual texts. These
presentations are editable, as we know many
teachers prefer to put their own stamp on the
material they use.
By offering one book for all classes, we wish to
make the job less complicated for the teacher, while
giving all students equal preparation for the final
exam. We also hope the schools will find such a
solution practical when substitute teachers have to
step in.
The most important consideration underlying
this book and the accompanying website is that
students should be fully prepared for the written
and oral exams. In addition to that, we hope
Gateways will provide for one or two enjoyable and
interesting years of English.
Contents
Page On CD Text type
9 PART 1 GET GOING 10 California – Here We Come!
short story
•
16 Chicken! by Don James
short story
•
20 Spare Time!
•listening
24 News spot: The Haunted Princess
photo/news
26 Eye Witness by Ed McBain
short story
•
32 Having a Job
listening
•
36 English for Specific Purposes
fact text
38 The Case for the Defence by Graham Greene
short story
•
43 Assessment 45 PART 2 SPOTLIGHT UK 46 Cinema Poem by Roger McGough
•poem
48 Bend It Like Beckham film script
56 About the United Kingdom fact text
63 Brixton by Maeve Binchy
short story
•
72 Another Brick in the Wall by Pink Floyd
song lyrics
76 Memories of Another Life by Eddie Naughton
•autobiography/listening
78 Song of a Demonstrator by Roger Lindley
•poem
81 Reunion by Arthur C. Clarke
short story
•
84 Dad, Can I Come Home? by Malorie Blackman
short story
•
90 English as a World Language
fact text
99 The Model Millionaire by Oscar Wilde
short story
•
106 Oliver Twist by Charles Dickens
novel extract
•
111 Romeo and Juliet by William Shakespeare
play
•
115 News spot: Romeo and Juliet in Sarajevo
photo/news
117 Assessment 119 PART 3 SPOTLIGHT USA 120 Auto Repair by Rosalind Warren
short story
•
128 About the USA
fact text
134 News spot: One Small Step photo/news
136 I Hear America Singing by Walt Whitman
poem
•
139 A Day’s Wait by Ernest Hemingway
short story
•
144 If I Can Stop One Heart From Breaking by Emily Dickinson
poem/film
•
146 The Death Penalty
fact text
•
150 The Green Mile
film script
Page
155
160
162
167
171
175
183
187
189
On CD
The River by Bruce Springsteen
A Name Is a Name by Leonard Covello
•
Thank You, M’am! by Langston Hughes
•
Brenda’s Got a Baby by Tupac Shakur
•
The Native Americans
Tony’s Story by Leslie Marmon Silko
•
Deportation at Breakfast by Larry Fondation
•
Wrong Channel by Roberto Fernandez
•
Assessment
Text type
song lyrics
novel extract / listening/film
short story
song lyrics
fact text
short story
short story
short story
191
PART 4 WORLDWIDE 192
197
200
202
205
207
214
216
222
224
228
233
236
238
246
248
250
258
260
262
266
268
273
276
281
Mud by Jake Allsop
•story
Ibiza Bonkers
personal account / listening
•
Face Value cartoon
Reality Blights by Ahmed Naseer
poem
•
Destination: India
fact text
The Green Frock by Charan Jit Kaur
short story
•
Destination: Sri Lanka
fact text
Carapace by Romesh Gunesekera
short story
•
Destination: New Zealand
fact text
Butterflies by Patricia Grace
short story
•
Computers in Paradise by Janet Frame
short story
•
Destination: Australia
fact text
Son of Mine by Kath Walker
•poem
The Painting by Bruce Chatwin
short story
•
Destination: South Africa
fact text
News spot: Making a Difference photo/news/film
Head Work by Abel Phelps
short story
•
In Love of Africa
letter/listening
•
This time for Africa
fact text / song lyrics
Blood Diamond
film script
Destination: Ireland
fact text
The Sniper by Liam O’Flaherty
short story
•
Destination: Canada
fact text
The Hockey Sweater by Roch Carrier
short story
•
Assessment
283
LOOK IT UP! For contents – see next page.
LOOK IT UP!
How can I learn English? 285
Learning to listen 285
Learning to read 285
Learning to speak 285
Learning to write 285
Learning vocabulary 285
Using a dictionary 286 American English 287
Pronunciation 287
Spelling 287
Vocabulary 287
Listening strategies 288 Listening in conversations 288
Listening for overview 288
Listening for specific information 288
Listening for detail 288
Listening for pleasure 288
Reading strategies 289 Reading for overview 289
Reading for specific information 289
Reading for detail 289
Reading for pleasure 289
An integrated strategy 289
Speaking strategies 290 Making a presentation 290 Making small talk 291 Writing strategies 292
Before you write 292
Brainstorming 292
Making a mind-map 292
Making an outline 292
Writing a draft 293
Paragraphs 293
Vocabulary 293
Spelling 293
Review 293 Writing different text types 294 Nouns 308 Countable or uncountable 308 Expressing your opinion 294
Plural 308
Writing a summary 294
Genitive 308
Writing a report 294 Pronouns 309 Writing a formal letter 295
Writing a CV and cover letter 295 Personal pronouns 309 Reflexive pronouns 309
Relative pronouns 309 Digital competence 297 Email netiquette 297 Indefinite pronouns 310
Searching the Web 297 It or there? 310
Can you trust the Internet? 298 There 310
Spell checkers and grammar checkers 298 It 310 Making an electronic presentation 299 The indefinite article (a/an) 311 Using material from the Internet 299 The definite article (the) 311 Blogs 300 Adjectives 312 Sharing media files 300 Adverbs 312 Social networking 300 Adjective or adverb? 312 Privacy in cyberspace 300 Sentences 312 Understanding films 302
Varying your sentences 313 Understanding short stories 303 Paragraphs 313 Understanding poetry 303 Spelling 314 In-depth study – project work 304
Capital letters 314 Planning 304
Special words 314 Carrying out the project 304
The apostrophe (’) 315
Presentation 304
Evaluation 304
Modal verbs 316
Check your text 316
Grammar 305
What is grammar? 305 Word classes 305 Verbs 306 Tenses 306 Simple or continuous? 307 Active – passive 307
Concord 307 1 get going
Main focus
Intr oduction
• become familiar with the curriculum and your textbook
• establish good working habits
Langua ge lear ning
• describe and assess your own progress in English
• use digital tools
C ommunication
• understand and use an extensive English vocabulary
• understand written and spoken English
• use written and spoken English to express yourself
C ultur e, society and liter atur e
• discuss social conditions and values
• discuss literary texts of various genres
10 Gateways Get Going
Get Going Gateways 11
border grense
remark bemerke / seie, leggje til
scenery natur, landskap
orange grove appelsinlund
interrupt avbryte
newsflash ekstra nyhetssending /
ekstra nyheitssending
dial søker/søkjar
icy iskald
wheel ratt
steady roe
cough [kÅf] hoste
1:1 Before you read
The following short story is set in California, the most populous of the fifty states in
the USA. Working in pairs, prepare a list of things you know or think about California,
facts as well as opinions. Compare the lists in class, and discuss differences of
opinion.
XT
XT
diner kafé
suntanned solbrun
rucksack ryggsekk
hot on ivrig etter
ignition key tenningsnøkkel
limp halte
blister blemme
windshield frontrute
TE
1
XT
TE
XT
TE
TE
california
– Here we Come!
He was standing by my car when I came out of the diner. A young man of
about nineteen, fair, suntanned, carrying a rucksack. As I opened the car
door, he spoke. “Hi! Traveling alone?” he asked.
“Yes, why?”
“I’d hoped for a lift, but I guess a young lady on her own isn’t so hot for
the idea.”
The word “young” was a bit much. I could have been, if not his mother,
at least his aunt.
I turned the ignition key. “Don’t worry, there’ll be other cars along soon
with men at the wheel.” He stepped back. “OK. Forget it,” he said. “I’m
only going to Pasadena.”
I watched him walking along, limping a bit. I started the car, drove up to
him and called through the window: “Have you hurt your foot?”
“Only a blister.”
I threw open the passenger door. “I’ll take you.”
He thanked me and threw his rucksack on the back seat. Then he slid in
beside me and fished a package of cigarettes from his pocket.
“Like a cigarette?”
“Not while I’m driving, thanks.”
“Have you a light, please?”
I opened my bag and took out some matches. “Keep them,” I said.
He smoked in silence for a while, looking through the windshield.
Then he said, “Going far?”
“Los Angeles,” I told him.
“Do you live there?”
1
5
10
15
20
25
“No, San Francisco. I’m stopping off in L.A. to see my sister. I’ve been
across the border for a few days. My parents live in Rumorosa. “
“A long trip all on your own,” he remarked.
“Oh, I like driving alone. I often make the trip when my husband is away
on business somewhere. I usually drive down along the coast and then come
back this way. There’s less traffic than on the State Highway, and I like the
scenery.”
“Oh sure, if you like orange groves. I’m getting kinda tired of them
myself.”
“Where are you from?” I asked.
“Well, I was born in Chicago, but I’ve been moving around since then.
For the last two years I’ve been in San
Diego working in a restaurant. That’s
where I met this girl. We were going
steady until she heard of a job at a hotel
in Pasadena. I’m hoping they’ll take me
on too.”
I turned on the car radio and he
settled down to listen to a jazz
program. I wasn’t paying much
attention to it until the music was
sharply interrupted by a newsflash for
motorists – “This is a warning to all
women drivers traveling alone in the
Ramona, La Jolla and Warner Springs
area. A young man has been begging
lifts from women and has then robbed
them. Here is a description of the man
–“
“Let’s try another channel, shall we?”
my passenger said, moving the dial.
My hands felt icy on the wheel.
Could he be the wanted man? He’d lose
no time in acting if he thought I
suspected him. We were in a lonely
spot and it would be easy for him. If
only I’d had a chance to hear the
description.
Trying to steady my voice, I said,
“We had better music on the other
channel,” and I quickly moved the dial
back. Jazz again. Still there might be
another newsflash.
Then, suddenly, as we went round
a sharp curve, the motor coughed once,
1
5
10
15
20
25
30
35
40
45
garage bilverksted/bilverkstad
trunk bagasjerom
hood panser
wrench skrunøkkel
connection kopling
hitchhiker haiker/haikar
innocent uskyldig/uskuldig
apology unnskyldning/orsaking
heel usling
scent [sent] duft
stroll rusle
handkerchief lommetørkle
wallet lommebok
twice and stopped. Several times I tried to restart, but nothing
happened.
“I’ll fix it,” the young man said, opening the car door. “I had a
job in a garage once.”
He went to the trunk and got out the tool kit. I watched him
bending over the motor concentrating on the task.
Just then the news flash came again and I heard a full
description of the wanted hitchhiker. “Fair, suntanned, blue eyes,
about twenty ...”
It all fitted. I looked at him as he closed the hood and came
towards me, the wrench in his hand. I felt fear rising in me.
“Only a loose connection,” he said. “Try it.”
Suddenly I panicked. I started the motor, put the car into gear and shot
past him, afraid he might, by some miracle, be able to catch up with me.
Before long I was in Warner Springs. At the police station I poured out my
story.
“‘fraid you were mistaken, lady. The guy we were looking for was
arrested about a quarter of an hour ago at the Mexican border. We just
heard ...”
So my hitchhiker was innocent. I went out to my car and as I got in,
I saw his rucksack on the back seat. I had robbed him of it in my panic.
So I was the thief now. Full of guilt, I headed back to the spot where I had
left him.
He was still there, sitting by the roadside, his head in his hands. At first
he wouldn’t accept my explanation and apologies. He said bitterly, “Do
I look that kind of a heel – to hitch a lift and then cheat on the driver?”
“Please forgive me and let me take you to Los Angeles,” I said.
In the end, he got in the car rather unwillingly and sat smoking without
a word while I tried to chat him into a happier mood. Gradually he became
brighter and started taking an interest in the scenery.
“Wow, just take a look at that house!” He leaned across me and the
handbag on the seat between us to point it out. “Must belong to some
movie star, I guess.”
Slowing down, I looked towards the house, built in Spanish style and
surrounded by tall eucalyptus trees. I could almost smell the scent from the
car.
When we got into L.A. I dropped him off.
“Thanks for the ride.” He threw me a smile and strolled away.
Later that afternoon, sitting in my sister’s apartment, I opened my bag
to take out a handkerchief. Then I saw that something was missing from it
... a leather wallet.
I was sorry to lose that wallet. I’d bought it in Mexico as a present for my
husband.
It was empty of course.
1
Reading
Language work
1:2 Reading for overview
After you have read the short story, sum up its
main content in a few written sentences.
1:5 Text structure
Reshuffle the sentences below in the correct
order by placing the correct number before each
sentence to make a summary of the story.
5
Then present your summary in class or to a
partner.
10
15
20
25
30
1:3 Reading for detail
Work in pairs. Imagine that the woman driver
reports the theft to the police. A police officer
asks her a lot of questions about what happened.
Take turns to be the officer and the driver:
a Where and when did you pick up this
hitchhiker?
b Tell me everything you remember about him.
c Do you usually take hitchhikers?
d What made you pick up this one?
e Did he say where he was born?
f Did he tell you what he did for a living?
g What made you suspicious of him in the first
place?
h How did he react to the news flash?
i Then what happened?
j What made you panic, and what did you do?
k How did you realize that he was not, in fact,
the man you heard about on the radio?
l When did he take the wallet, do you think?
m How could he open your handbag without
you noticing?
n Where did you drop him off ?
o When was that?
p Did he tell you where he was heading?
35
1:4 Reading for specific information
• Where exactly in the story do you think the
theft took place?
• Describe the hitchhiker’s tactics.
40
So I went back and picked him up again
– very embarrassed.
The young man was waiting for me when
I came out of a diner.
However, he would be disappointed:
The wallet was empty!
I drove off and left him on the roadside.
He flattered me, so I gave him a lift.
Then we had some engine trouble.
I heard a newsflash on the radio about a
highway robber, but he switched to another
channel.
Now I was sure, and scared stiff!
When I got home a wallet was missing from
my bag; the hitch-hiker was a thief after all!
I reported him to the police in Warner
Springs.
I became scared, wondering if my hitch-hiker
was the robber.
Then I heard the newsflash again; the
description fitted!
But they told me I was wrong; the robber
had been arrested already.
The young man went out to fix the car.
Speaking
1:6 Getting to know your classmates
Find a student who doesn’t know you well.
This may be someone from another town or
neighbourhood. Sit with this student and find
out the answers to the questions below. Then
switch roles and answer the same questions
yourself. Afterwards you will be asked to present
your partner to the rest of the class.
a What is your full name?
b Where do you live?
c Where did you attend lower secondary
school?
d How many family members do you have?
e Do you have any pets?
f What is your favourite food?
g What is your favourite drink?
h What is your favourite colour? Why do you
like this particular colour?
i Do you have a favourite band or pop singer?
Why do you like this music?
j Do you have a favourite actress or actor?
Why do you prefer this person?
k What do you like to do most on weekends?
l Are you interested in sports? What is your
favourite sport?
m Do you like to try new things?
n Do you like to take chances?
o What is the task or job you like the least
to do at home?
p What is your favourite school subject?
Why do you prefer this subject?
q Do you have a favourite car model?
r What kind of classroom activities do you
think you learn most from?
1:7 Telling a story
The short story “California – Here We Come!” is
written from the point of view of the lady who
drove the car. Told by the hitchhiker it might be
a different story.
Work in pairs. Imagine that you are the
hitchhiker talking to a mate later the same day.
Tell him what happened from your point of
view. When you have told half the story or so,
your partner takes over and tells you the rest, or
the other way around.
The listener should try to seem interested
and encourage the storyteller by means of
comments like “Really?”, “Is that so?”, “And then
what happened”.
Before you start telling the story, you may
take a few minutes to plan what you are going
to say, and perhaps jot down a few key words to
help you remember.
1:8 Expressing opinions
Work in pairs or small groups, and discuss
hitchhiking.
a Have you ever tried hitchhiking? Why?/
Why not?
b Has anything exciting, pleasant or frightening
ever happened to you when hitchhiking?
c Is hitchhiking more dangerous for girls than
for boys?
Language work
1:9 Vocabulary
Pick out 10 new words to learn from the text.
Write them down and explain them to a partner.
Take turns to explain and to guess what the
words are.
Writing
What does it mean to “know”
a word?
Look at the following list, and decide
what three points you think are the most
important. Compare your results and
discuss in the class.
I understand the word when I hear
or read it.
I can pronounce it correctly.
I can write it correctly.
I can translate it into my own
language.
I can use the word in a sentence.
I can use it in the right situations.
I can tell whether it has positive or
negative associations.
1:10 Writing a blog
When you hear the story “California – Here We
Come!”, it strikes you that such things can really
happen, and you decide to publish a note of
warning on your blog. Such a warning may be of
help to other people who like to give hitchhikers
a lift. Write the blog entry. (About blogs, see
page 300.)
1:11 Writing a story
Rewrite the story “California – Here We Come!”
from the point of view of the hitchhiker. Start
like this: “The moment she came out of the
diner, my mind was made up.”
Digital competence
1:12 Searching for information
There is an abundance of Internet resources that
can give you information on California. Use 50
States.com at www.50states.com/californ.htm to
find information about the items listed below.
Write a brief note on each item.
• capital city
• population
• five biggest cities
• lowest point
• five famous Californians
• border states
Use Frommer’s travel guide at www.frommers.
com/destinations/california/ to find out about
the items listed below. Write a brief note on each
item. Hint: Look under “Fast facts”!
• business hours
• electricity supply
• tipping
• toilets
1:13Before you read
• Do you know what a challenge is? If not, look it up in your dictionary.
• Have you ever been challenged? What kind of challenges do you like?
• Would you accept a challenge that involved a great risk to yourself or others?
D on Ja m e s
TE
XT
2
XT
TE
XT
TE
TE
chicken!
XT
Big Talk
Four boys were leaning against the side of Danny’s car at
Don James (1905–1993) lived in
the drive-in and the girls were sitting inside. The male talk
Oregon, USA. He worked as a writer,
was about cars.
teacher and journalist. Don James
Suddenly Ricco, a slim, dark boy, smiled thinly at Danny.
wrote several novels and short stories,
“You still chicken?” he asked.
as well as commercials and film and
Danny smiled, but there was a little nervousness in the
television scripts.
smile. “I’m not chicken,” he said. “I can beat you in that car
of yours any time. So why bother?”
“Big talk,” Ricco said, still smiling. The kids felt a tension in the air and
the girls stopped talking. Everyone was watching the two boys.
“Chicken?” Ricco asked again, a sharp challenge in his voice.
“No,” Danny said quietly. “I’m not chicken.”
“OK? How about it?”
For a second Danny hesitated. He glanced at Florence, his girl, and she
suddenly looked frightened. She shook her head a little. Danny shrugged
his shoulders and managed a tight grin.
“It’s on,” he nodded. “Mill Highway?”
big talk storkjeftet/storkjefta
male talk mannfolkprat
slim slank
bother bry seg
tension spenning
hesitate nøle
glance kikke
manage klare
tight grin sammenbitt smil /
samanbite smil
racing strip konkurransebane
The Racing Strip
A twenty mile stretch of highway to a mill was a favorite for drag racing. It
had light traffic, with only a few trucks going to and from the mill. At night
the highway was empty and a state patrol car seldom drove on it. It
included a straight stretch, curves, hills and hair-raising half-mile along the
edge of a hundred-foot-deep canyon. The highway was so located that a car
at the far end of the racing strip, on top of a hill, could be seen from the
1
James Dean (1931–1955)
starring in Rebel Without a
5
Cause, 1955. James Dean
died young in a car crash.
He became an icon, a
symbol of the rebellious
rock and roll generation of
10
the 1950s.
15
20
25
mill mølle
drag racing kappløp
straight stretch rett strekning
curve sving
edge kant
canyon fjellkløft
locate plassere
lookout utkikk
needle irritere
expression uttrykk
carload billast
rev ruse (motor)
glue klistre fast
far fjern
starting point. A lookout from there could see almost ten miles down a
straight road toward the mill. When the highway was clear, he could signal
for the start by flashing his headlights toward the waiting racers.
1
Don't Do It
“Don’t do it, Danny.” Florence was almost crying. “Please. He’s dirty. You
know he is. It’s not that you aren’t a better driver – it’s just that ... well, you
can’t trust him. Danny, I’m afraid.”
“It’s OK,” he told her. “I’m not afraid. I can take him.”
“But Danny ...”
“Look, Flo – I can’t be chicken, can I?”
“You’re not chicken. Everyone knows that! Ricco’s just trying to ...”
“Forget it, honey. He’s needled me once too often. Somebody’s got to
take him.”
Florence looked up at him, started to say something, and then closed her
lips tightly when she saw the expression on his face. She tried not to let the
tears come to her eyes. She stood on her toes and kissed him before she
turned and hurried to the carload of youngsters waiting for her.
5
Racing Tactics
Twenty minutes later Danny and Ricco waited side by side in their cars,
engines revving, eyes glued to the far hilltop where the lookout car was.
A light flashed twice on the hilltop – the signal. They were doing well
20
10
15
1
Reading
5
Which of the following statements are true and
which are false? Use the text if necessary. Try to
correct the statements that you think are false.
a Rocco did not want to race, but Danny
provoked him.
10
false
over a hundred miles an hour when they went into the first curve, side by
side. Danny was on the inside. He let up on the gas before getting into the
curve, and then hit the gas pedal when he was into the curve to whip the
car around. Ricco was using the same racing tactics.
They roared down a long, straight hill for a mile, flat out. They were still
together side by side. Ricco edged closer to Danny.
Danny recognized the maneuver. He narrowed his eyes, held the
steering wheel steady, and pushed the gas pedal to the floor. Ricco was not
going to force him off the highway, or to fall back. He wasn’t chicken. Ricco
pulled away.
true
whip around vende, snurre rundt
roar brøle
flat out i full fart
edge closer trenge seg nærmere /
trengje seg nærmare
narrow knipe sammen / knipe
saman
steering wheel ratt
force tvinge
slippery glatt
windshield frontrute
rim kant
speed-mad fartsgal/fartsgalen
flinch dra seg unna
soft shoulder myk veikant /
mjuk vegkant
fender støtfanger/støytfangar
bounce hoppe opp og ned
swerve skjene, svinge til sida
skid skrense
dimly svakt
sweep feie
loom dukke opp
grinding skjærende/skjerande
shattering splintrende/
splintrande
injured skadet/skadd
spoke eike, spile
penetrate trenge gjennom /
trengje gjennom
Æ
concussion [kń køSn]
hjernerystelse/hjerneristing
back injury ryggskade
plunge styrte
instantaneous øyeblikkelig /
med ein gong
1:15 Understanding literature
Work in pairs and discuss the following:
a What do you think “chicken” means here,
and why is the story called “Chicken”?
b Describe the setting of the story.
c What is the point of the car race?
d Why does Danny decide to take part in the
race?
e Who is Florence, and why is she so worried?
f How does the story end?
b Ricco called Danny “Chicken”.
Faster, Faster …
Both drivers stood hard on the gas again. Their speedometer needle
climbed – 105, 108, 109 ... Danny felt the steering wheel become slippery
under the sweat of his hands. He leant forward. Faster – faster! The roar of
the car engines, the rush of wind around the windshield – faster – faster.
Now they were on the canyon rim. Ricco was next to the edge. Slowly
he began to move toward Danny – just inches – a steady, speed-mad
pressure. Danny didn’t flinch. There was a soft shoulder on his side. He
couldn’t give way any more.
Ricco edged over again. Their fenders touched, and the cars bounced
apart. Danny felt his car swerve, and he fought the wheel. He saw Ricco
swerve toward him, and the cars touched again. This time Danny felt his car
skid wildly as he fought the wheel to try and hold his place on the highway.
c A “chicken” is a brave person.
15
d Florence did not want Danny to race.
e They went to race on an empty highway.
f The police patrolled this road quite often.
20
g Danny agreed with Florence and
called off the race.
h Florence refused to kiss him.
25
The Crash
From the corner of his eye, he saw Ricco’s headlights cast their light toward
the far end of the canyon. A few seconds later he dimly heard a faraway
crash. Ricco was no longer beside him, and he was strangely alone on the
highway. But now he couldn’t control the car. He was off the road and onto
the shoulder. All this happened in seconds, and then his own car lights were
sweeping crazily off the highway, and a tree loomed straight ahead. There
was a grinding, shattering crash, then darkness closed down on Danny.
The Cost
He woke up in hospital three days later. He had a broken shoulder, an
injured stomach where a spoke from the steering wheel had penetrated it,
concussion, four teeth knocked out and a back injury that would later need
three operations. The total cost to his parents was going to be tens of
thousands of dollars. He would lose two years of school.
Ricco was not so lucky. His car plunged 100 feet to the bottom of the
canyon. His death was instantaneous.
i Ricco was driving next to the edge of
the canyon.
30
j Ricco tried to push Danny off the
road.
k They drove with their headlights
switched off.
35
l Danny’s car swerved off the road and
crashed.
m Ricco was not hurt.
40
n Danny woke up in hospital.
o He had broken a leg, but was
otherwise OK.
p Danny lost a whole year of school.
Speaking
Work in pairs or in small groups.
Danny clearly felt that he was facing a
difficult dilemma: Should he race Ricco or not?
What would you have done in this situation?
Make a list of arguments for and against saying
yes to the challenge. Discuss your lists.
This material can be used for a panel
discussion in class afterwards.
Language work
1:17 Vocabulary
Work in pairs.
a Look through the text and, individually, note
down any words that have some connection
with cars and driving. Compare what you
have found and add to your lists if necessary.
b Then make a simple drawing of a car. Use
words from the text and from your lists to
name the different parts. Make sure you learn
the words.
Writing
1:18 Writing texts
1 Write a letter from Danny to Ricco’s parents
telling his side of the story. Use your own
words.
2 Based on your discussion in 1:16, write a
short text about Danny’s dilemma.
Listening
1:20 Listening for overview
Listen to each interview separately, and write
down the most important information.
1:19Before you listen
a Discuss in small groups: What do you do in your spare time?
b Make a class survey of the five most popular spare time activities.
Steve
State:
c You have to be 16, if not, you can’t get your
license.
d Going to the mall usually involves things like
movie, dinner, and possibly getting some
shopping done.
Spare time activity:
Other interesting info:
XT
TE
XT
LI
NG
3
XT
NG
NI
XT
TE
TE
TE
NI
T
LIS E
e It’s important for a team to have good cheerleaders.
Spare Time!
STE
Many teenagers take part in different activities in their spare time. Some are
members of teams or groups organized by the school, others like to spend
time in a less organized way.
Listen to what these three people tell us about their spare time activities.
“… quite popular
with the girls, too!”
“… you feel kind
of grown up.”
Nate
State:
f I can’t be outside alone in my car after
11 o’clock.
“… it’s not really
my style.”
g I was in what you’d call the liberal group,
working with the arts and the school theatre.
Nora
State:
h If you were in sports you could use the
swimming pool or the stadium.
Steve
Glossary for the recorded text
Steve
spare time fritid
pastime fritidsaktivitet
competitive sport konkurransesport
fencing fekting
eager ivrig
event arrangement
gym gymnastikksal, idrettshall
packed stappfull
cheerleaders heiagjeng
chant sang/song
hype up bringe i stemning
cheer heie
NateNora
community lokalsamfunn
season sesong
highly regarded vel ansett / akta
errand ærend
grocery store dagligvarehandel/ daglegvarehandel
hassle mase
Nate
recently nylig/nyleg
driver’s license førerkort/førarkort
Æ
maintenance [ meIntńńs] vedlikehold/
vedlikehald
restriction begrensning/avgrensing
curfew portforbud/portforbod
obey adlyde / lystre, lyde
suspend inndra
make a statement markere seg
Nora
was raised vokste opp / voks opp
incredibly utrolig/utruleg
well equipped velutstyrt
library bibliotek
clique [kliÜk] klikk
mall handlesenter
arrange avtale
food court spisested/spisestad
revolve around dreie seg om
1:21 Listening for specific information
Who says what? Write their names as you hear
the following statements:
a In my experience, we were looked upon a s
stars.
b I just very recently got my driver’s license.
i Home teams attract a large crowd and take
in a lot of money for the school.
Language work
1:22 Vocabulary
Work in pairs. Discuss how dangerous these
hobbies and spare time activities can be, and
place each of them under one of the following
three headings:
Low-risk
Medium-risk High-risk
reading
music
ballet
MC
rally-cross
go-car t
scuba di
base jumpin
g
ving
boxing
ut in bar
hanging o
football
amateur theatre
gardeni
ng
surfing the Internet
eering
ountain
m
woodwo
rking
chess
ing
mountain hik
sailing
ng
swimmi
ski jumpin
g
speed skating
bungee jum
p
ing
fishing
par
ng
aglidi
cars
s
Youth and Media
A study of how young people (aged 13–24)
use media showed that more time is now
spent on the Internet than on television.
The Internet, then, has become the
favourite medium of the young.
Teens and young adults use many different
types of media, according to the study. In an
average week young people spend:
• 16.7 hours online (not counting email)
• 13.6 hours watching TV
• 12 hours listening to the radio
• 7.7 hours talking on the phone
• 6 hours reading books and magazines
(not counting school books)
The teenagers enjoy the wide choice of
media, and are able to use more than one
medium at a time. On a typical day, a
young person in the US can choose from
200+ TV channels, 5 500 magazines,
10 500 radio stations, 30 million+ web
sites, and a large number of new books.
Teens today are notorious “multitaskers”:
55 percent use the Internet and watch TV
at the same time.
If we compare British and American
youth we find a certain difference in their
use of media, as you can see from the
chart below.
Numeric competence
1:23 Understanding charts
1 Study the chart.
a Explain the information in the chart in
your own words.
b Do any of these findings surprise you?
Which ones? Why?
2 Make a similar survey in class and see what
results you get.
Living Online
1:24 Questionnaire
The Internet has become an important part
of most people’s lives over the past few years.
In this survey you are invited to stop and think a
few minutes about your use of the Internet.
a Answer the following questions as truthfully
as you can.
1 What gender are you?
male
female
2 Do you use the Internet
every day
every week
just occasionally
3 Do you use, or have you used the Internet for
email
chatting
web browsing
buying or selling stuff
music download/sharing
video download/sharing (e.g. YouTube)
photo sharing (e.g. Flickr)
blogging
playing games
social networking (e.g. Facebook,
Myspace, Twitter)
4 What do you spend most time on?
Insert rank numbers in front of each activity,
1 for most frequent, 2 for second most
frequent, etc. Add hours/minutes you spend
on each activity.
email (average per week:
)
chatting (average per week:
)
web browsing (average per week:
)
buying or selling stuff
(average per week:
)
music download/sharing (average per
week:
)*
video download/sharing (Youtube)
(average per week:
)*
photo sharing (Flickr)
(average per week:
)
blogging (average per week:
)
playing games (average per week:
)
social networking (Facebook, Myspace)
(average per week:
)*
*Not counting when it is downloading/uploading in
the background and you are not there.
5 How many hours per week do you spend on
the Internet – on average?
hours
6 How many hours per week do you think you
ought to spend on the Internet?
hours
b Do you think you spend too much or too
little time on the Internet? Why?
c Discuss your findings with others in your
class. Are the results fairly similar? If not,
what might explain the differences?
d Ask around to find out whether there are
differences in Internet use between boys and
girls. If there are differences, how would you
explain them?
e To study the results more systematically, collect
anonymous results and enter them into a
spreadsheet to calculate mean results and study
gender differences. Use charts to illustrate your
findings and present them in class.
news Spot news Spot news Spot news Spot
Kapittelnavn Gateways 25
1
1:25 Talking about it
Find examples of people who are often pictured and talked or written about
in the media. Who do you want to know more about? Do you like to read
or hear about these people? Is this good quality news?
TE
XT
4
XT
The Haunted Princess
The late Princess
Diana, as always
followed by the
press and
The fate of Princess Diana has become a fairy
tale almost larger than life. From her Cinderella
wedding to her tragic death in a car crash in
Paris, she was constantly in the limelight. In
interviews she increasingly pleaded for some
privacy for herself and her boys, the two princes
William and Harry. The public’s interest in her
life and person was without limits, and the press,
not to mention the paparazzi, followed her
everywhere. When her car crashed in Paris the
paparazzi were following her at high speed
through the streets in the middle of the night.
Why wouldn’t they leave her alone?
1
Who? What? When? Where? Why? How?
These are the six Ws (actually five Ws and an H)
in news reporting of an event. When writing
news stories, the most important information
should be given at the beginning. Busy readers
can read as little or as much as they desire. Radio
stations and other media often have to take news
stories and cut them down to fit their time and
space limitations. It is easier to do that if they
know that the most important information is
found at the beginning of the story.
15
I keep six honest serving-men
(They taught me all I knew);
Their names are What and Why and When
And How and Where and Who.
Rudyard Kipling
5
Speaking
XT
TE
XT
TE
TE
5
10
1 Work in groups of three. Discuss what you would include in a news
report for your local paper on the death of Princess Diana – or choose a
current news event you would like to write about. Make notes. Use the six
Ws when you plan your work: Who? What? When? Where? Why? How?
2 How far can the press go? How much is of public interest and how much
belongs to a person’s private life? Again, you may use the example of
Princess Diana in your discussion or another person in the current news
picture.
3 What do you think of the paparazzi? Would you have liked to work as a
paparazzi? Would you like to be a celebrity with photographers
following you everywhere you went?
10
15
20
25
Writing
20
25
1:27 Writing a news report
Based on your group discussion in task 1:26 above, write a news report for
your local paper. You may write about the death of Princess Diana or about
a current news event.
How to write a news report
• Choose a catchy headline.
• Address the six Ws.
• Stay focused on the news at hand.
• Stay objective.
• Use short sentences and concise language.
• Avoid the passive voice.
Most important information
30
35
Second most
important information
Less important
information
40
photographers.
The inverted pyramid of news reporting: Start with the most important information.
45
Æ
warily [ we´r´lI] forsiktig,
vaktsomt / forsiktig, vaktsamt
instant øyeblikk/augneblink
stubborn sta
withhold holde tilbake / halde
tilbake
evidence bevis
Æ
accessory [´k ses´rI]
medskyldig/medskuldig
1:28 Before you read
Discuss the following in pairs or in class:
If you witnessed a serious crime, would you come forward as a witness?
Why? Why not? What would make it a difficult decision?
E d M cBa i n
TE
XT
5
XT
TE
XT
TE
TE
Eye Witness
XT
He had seen a murder, and the sight had sunken
into the brown pits that were his eyes. It had
Ed McBain (1926–2005) is today most famous
tightened the thin line of his mouth and given
for his crime stories, but he also wrote horror,
him a tic over his left cheekbone.
science fiction, melodrama, westerns and
He sat now with his hat in his hands, his
children’s books, in addition to short stories,
fingers nervously exploring the narrow brim. He
novels, television shows, film scripts and a couple
was a thin man with a moustache that completely
of plays. He saw much of his work adapted to
dominated the confined planes of his face.
both TV and film. He is perhaps best known as
He was dressed neatly, his trousers carefully
the creator of the 87th Precinct series.
raised, revealing his socks.
His short story “Eye Witness” was published
“That him?” I asked.
in 1952 under the alias Hunt Collins.
“That’s him,” Magruder said.
“And he saw the mugging?”
“He says he saw it. He won’t talk to anyone but the lieutenant.”
“None of us underlings will do, huh?”
Magruder shrugged. He’d been on the force for a long time now, and he
pit hull/hol
tic nervøs rykning / nervøs
was used to just about every type of taxpayer. I looked over to where the
rykking
thin man sat on the bench against the wall.
brim kant
confined (her:) mager
“Well,” I said, “let me see what I can get out of him.” Magruder cocked
neatly pertentlig/pertentleg
an eyebrow and asked, “You think maybe the Old Man would like to see
reveal avsløre, vise
him personally?”
mugging overfall
underlings undersåtter/
“Maybe. If he’s got something. If not, we’d be wasting his time.
undersåttar
And especially on this case, I don’t think.”
shrug trekke på skuldrene /
dra på skuldrene
“Yeah,” Magruder agreed.
the force (her:) politiet
I left Magruder and walked over to the little man. He looked up when
cock an eyebrow heve et øyebryn
I approached him, and then blinked.
/ heve eit augebryn
1
5
10
15
20
25
“Mr Struthers?”
“Yes,” he said warily.
“I’m Detective Cappeli. My partner tells me you have some information
about the …”
“You’re not the lieutenant, are you?”
“No,” I said, “but I’m working very closely with him on this case.”
“I won’t talk to anyone but the lieutenant,” he said. His eyes met mine
for an instant, and then turned away. He was not being stubborn, I decided.
I hadn’t seen stubbornness in his eyes. I’d seen fear.
“Why, Mr Struthers?”
“Why? Why what? Why won’t I tell my story to anyone else? Because
I won’t, that’s why.”
“Mr Struthers, withholding evidence is a serious crime. It makes you an
accessory after the fact. We’d hate to have to …”
“I’m not withholding anything. Get the lieutenant, and I’ll tell you
everything I saw. That’s all, get the lieutenant.”
I waited for a moment before trying again. “Are you familiar with the
case at all, sir?”
Struthers considered his answer. “Just what I read in the papers.
And what I saw.”
“You know that it was Lieutenant Anderson’s wife who was mugged?
That the mugger was after her purse and killed her without getting it?”
“Yes, I know that.”
1
5
10
15
20
deliberate tenke seg om /
tenkje seg om
decline si nei takk til /
seie nei takk til
moan jamring
“Can you see then why we don’t want to bring the lieutenant into this
until it’s absolutely necessary? So far, we’ve had ten people confessing to the
crime, and eight people who claim to have seen the mugging and murder.”
“I did see it,” Struthers protested.
“I’m not saying you didn’t, sir. But I’d like to be sure before I bring the
lieutenant in on it.”
“I just don’t want any slip-ups,” Struthers said. “I … I don’t want him
coming after me next.”
“We’ll offer you every possible protection, sir. The lieutenant, as you can
well imagine, has a strong personal interest in this case. He’ll certainly see
that no harm comes to you.”
Struthers looked around him suspiciously. “Well, do we have to talk
here?”
“No, sir, you can come into my office.”
He deliberated for another moment, and then said, “All right.” He stood
up abruptly, his fingers still roaming the hat brim. When we got to my
office, I offered him a chair and a cigarette. He took the seat, but declined
the smoke.
“Now then, what did you see?”
“I saw the mugger, the man who killed her.” Struthers lowered his voice.
“But he saw me, too. That’s why I want to make absolutely certain that …
that I won’t get into any trouble over this.”
“You won’t, sir. I can assure you. Where did you see the killing?”
“On Third and Elm. Right near the old paint factory. I was on my way
home from the movies.”
“What did you see?”
“Well, the woman, Mrs Anderson – I didn’t know it was her at the time,
of course – was standing on a corner waiting for the bus. I was walking
down toward her. I walk that way often, especially coming home from the
show. It was a nice night and …”
“Well, it was dark, and I was walking pretty quiet, I guess. I wear
gummies – gum sole shoes.”
“Go on.”
“The mugger came out of the shadows and grabbed Mrs Anderson
around the throat, from behind her. She threw up her arm, and her purse
opened and everything inside fell on the sidewalk. Then he lifted his hand
and brought it down, and she screamed, and he yelled. “Quit, you bitch!”
He lifted his hand again and brought it down again, all the time yelling,
“Here you bitch, here, here,” while he was stabbing her. He must have lifted
the knife at least a dozen times.”
“And you saw him? You saw his face?”
“Yes. She dropped to the ground, and he came running up the street
toward me. I tried to get against the building, but I was too late. We stood
face to face, and for a minute I thought he was going to kill me, too. But he
gave a kind of moan and ran up the street.”
1
5
10
15
20
25
30
35
40
45
toggle knapp, knott
buzz ringe på / ringje på
screen skjerm
anguish smerte
Æ
fatigue [f´ tiÜg] tretthet/trøyttleik
Æ
wearily [ wI´rIlI] trett, lei /
trøtt, lei
“Why didn’t you come to the police at once?”
“I … I guess I was scared. Mister, I still am. You’ve got to promise me
I won’t get into any trouble. I’m a married man, and I got two kids. I can’t
afford to …”
“Could you pick him out of a line-up? We’ve already rounded up a lot of
men, some with records as muggers. Could you pick the killer?”
“Yes. But not if he can see me. If he sees me, it’s all off. I won’t go
through with it if he can see me.”
“He won’t see you, sir. We’ll put you behind a screen.”
“So long as he doesn’t see me. He knows what I look like, too, and I got
a family. I won’t identify him if he knows I’m the one doing it.”
“You’ve got nothing to worry about.” I clicked down Magruder’s toggle
on the intercom, and when he answered, I said, “Looks like we’ve got
something here, Mac. Get the boys ready f or a run-through, will you?”
“Right. I’ll buzz you.”
We sat around and waited for Magruder to buzz.
“I won’t do it unless I’m behind a screen,” Struthers said.
“You’ll have a one-way mirror, sir.”
We’d waited for about five minutes when the door opened.
A voice lined with anguish and fatigue said,
“Mac tells me you’ve got a witness.”
I turned from the window, ready to say, “Yes, sir,” and
Struthers turned to face the door at the same time.
His eyebrows lifted, and his eyes grew wide.
He stared at the figure in the doorway, and I watched both
men as their eyes met and locked for an instant. “No!”
Struthers said suddenly. “I … I’ve changed my mind. I …
I can’t do it. I have to go. I have to go.”
He slammed his hat onto his head and ran out quickly,
almost before I’d gotten to my feet.
“Now what the hell got into him all of a sudden?” I asked.
Lieutenant Anderson shrugged wearily. “I don’t know,”
he said. “I don’t know.”
1
5
10
15
20
25
30
Reading
After you have read the text, sum up the main
content in a few written sentences. Then present
your summary in class or to a partner. Compare
– have you included the same things?
Answer the following questions:
a Where did the story take place?
b Describe Mr Struthers and include both inner
and outer characteristics.
c Why had he come to the police station?
d Who did he want to talk to?
e What kind of information did he have?
f Why was he so nervous?
g Who had been mugged?
h How had the victim been killed?
i What did the detective say to calm Mr
Struthers down?
j How was Mr Struthers going to identify the
murderer?
k He would do it on one condition only, what
was that?
l How would the police meet his condition?
m Who came in just before the line-up?
Tick off the correct answer or answers:
a Magruder was a
convicted criminal
key witness
policeman
victim
b Mr Struthers was a
convicted criminal
key witness
policeman
victim
d Mr Anderson was a
convicted criminal
key witness
policeman
victim
e Mrs Anderson was a
convicted criminal
key witness
policewoman
victim
a Why did the witness insist on talking to
Lieutenant Anderson?
b Why do you think Mr Struthers suddenly left
the room?
c Why is that a bit ironic?
d What is the big surprise element in the story?
e From whose point of view is the story
written?
f What other points of view might have been
interesting?
Digital competence
1:35 Writing an email
Mr Struthers was deeply shaken after the
incident at the police station. In the evening
he wrote an email to his brother in Canada,
explaining what had happened. Write the email.
Numeric competence
1:36 Understanding graphs
Work in pairs or groups of four. Study the chart
of violent crime in the US. You may find the
following vocabulary useful:
Verbs
Nouns
Adjectives
to rise
to increase
to fall
to drop
to decrease
a rise
an increase
a fall
a drop
a decrease
a decline
a peak
an all-time high
an all-time low
steady
moderate
sharpsteep
sudden
considerable
substantial
modest
minor
slight
small
Speaking
1:33 Telling a story
Work in pairs, doing one exercise each:
a Retell the story “Eye Witness” as Mr
Struthers might have told it to his wife.
b Retell the story as Mr Anderson might have
told it to somebody he trusted completely.
Writing
1:34 Writing a report
After Mr Struthers left the police station,
Detective Cappeli had to write a report on his
visit. Write the report as Cappeli might have
written it. (On report writing, see page 294.)
Take turns to describe each line in the chart.
a What is the overall trend?
b Discuss why the lines are not identical.
Four measures of serious violent crime
Offenses in millions
5
4
3
Victimizations reported to police
2
1
0
c Mr Cappeli was a
convicted criminal
key witness
policeman
victim
Total violent crime
Crimes recorded
by police
Arrests for violent crime
1973
1978
1983
1988
1993
1998
2003
(Source: U.S. Department of Justice, Office of Justice Programs, Buerau of Justice Statistics)
1:37 Find out more
Use Internet resources (like Wikipedia) or
reference books in the library to find information
about the Federal Witness Protection Program
in the USA.
a When was this program established and for
what purpose?
b What kind of witnesses are protected by the
program?
c How can the program protect witnesses?
d Why has the program been criticized?
e If you were a scared witness, do you think a
program like this would make you come
forward?
Write a brief note on your findings and report
back to your class.
Speaking
1 Work in groups of three or four. Go through
the following list and see if you can agree on
what topics may be suitable for small talk.
Present your shorter list in class. (For help,
see “Making small talk” on page 291.)
• The last film you saw
• The local football team
• The correct political party
• A product you would like to sell to everyone
• Things you love to hate
• Your last holiday
• How much money you make
• How much money your parents make
• The weather
• Your health problems
• Your boyfriend/girlfriend
• Your religious beliefs
• TV programmes you like
2 Work in pairs. Choose a topic and decide who

is to start the conversation. Practise all three
types:
• question – answer
• statement – question
• statement – statement with tag questions.
fail stryke (til eksamen)
failure stryk
recommend anbefale
undergraduate laveregrads
student, yngre student /
lågaregradsstudent, yngre
student
headmaster rektor
appeal appellere
be concerned about bekymre seg
om / uroe seg om
essential avgjørende/avgjerande
opportunity mulighet / høve,
sjanse
exhaust slite ut
lifeguard livredder/livreddar
washroom toalett
1:39 Before you read / LISTEN
Many of you probably have part-time jobs. Make a survey in class based on the
following questions:
a Do you have a part-time job?
b How many hours per week do you work?
c Do you think you work too much?
d Do your parents think you work too much?
XT
XT
TE
NG
6
TE
LI
NI
XT
XT
NG
STE
Æ
TE
TE
NI
T
LIS E
majority [m´ dZÅr´tI] flertall/
fleirtal
the service sector tjenesteytende
næringer / tenesteytande
næringar
work practice yrkespraksis
county fylke
basic grunnleggende/
grunnleggjande
first aid førstehjelp
confidence selvtillit, trygghet /
sjølvtillit, tryggleik
training opplæring
at tests and exams: Students working 10–15 hours per week score 55–60%
on tests, and may lose their A or B; students working 15.20 hours either just
pass or they fail; and students working more than 20 hours get below 40%
on tests – a clear failure. As a worried headmaster of a Dundee school puts
it: “I think the message is very clear and I would appeal to parents to be
much more concerned about the hours that our young people work parttime. The money they earn is soon spent. Their studies are essential to their
future opportunities.”
Listen to these three young people telling us about their jobs. First read
about who they are:
Having a Job
Many students have part-time jobs in addition to their studies. The majority
of those who have such jobs work in the service sector – in shops, at gas
stations, in hamburger joints, or babysitting or doing odd jobs.
Opinions are divided over how smart this is. Some say it gives work
practice and may motivate students who are tired of school to stay on.
Others are worried that work takes up too much of the students’ time.
Some schools choose to help their students by qualifying them for the
part-time job market. In one county in Wales a course in babysitting is
offered to all pupils aged 14 and over. The course includes basic first aid,
health and child protection and community safety. One of the students who
finished the course says: “You are taught how to look after children, how to
be patient and the kind of play that will keep the children amused. You are
also taught how to look after yourself in someone else’s home and how to
draw up a contract between you and the parent. It’s a more professional
way of doing things. I enjoyed it and it has given me more confidence.”
Another student adds: “I did some babysitting before. Now parents are
pleased that I have done the course. And I have got more babysitting jobs as
a result of it. People have more trust in you. I think it’s a good idea. The

first aid course was important and fun to do.”
Schools and youth clubs will now be encouraged to run such classes.
The idea is to be able to offer this training to all young people in the county
in the future.
Others dealing with young people and education have a different view of
things. Many schools are worried about their students working too much,
and that there is not much time left for quality study. Surveys show – not
surprisingly perhaps – that the more hours you work, the lower you score
1
Jocelyn is 16, and her
summer job exhausts her.
She works with six-yearolds at a day summer camp
in Toronto.
5
Stuart
worked in a
state park in
Canada last
year, and
did anything
from
lifeguarding
to
washroom
cleaning.
Kent has just
finished working
as a cook in a fastfood restaurant.
10
15
20
25
Glossary for the recorded
text
Jocelyn
arts and crafts kunst og håndverk /
kunst og handverk
demanding krevende/krevjande
skill kompetanse
definitely absolutt
wearing slitsom/slitsam
Stuart
administrative clerk
kontorfunksjonær
day pass dagskort
season pass sesongkort
campsite leirplass
post henge opp / hengje opp
ask for directions spørre etter veien
/ spørje etter vegen
facility tilbud/tilbod
danger fare
tower tårn
accurately presist
portrayed framstilt
dirty skitten
scrub skure
soda-pop brus
cashed them in pantet dem /
panta dei
Kent
thaw tine
slice skjære i tynne skiver /
skjere i tynne skiver
lettuce salat
sandwich dobbelt smørbrød
counter disk
greasy fettet/feittete
relatively forholdsvis
manager bestyrer, sjef / styrar, sjef
1
5
Speaking
– Stuart
Listen to the interview. Mark the sentences as
true or false.
a Stuart worked in a state park in Canada.
1 Listen to the three interviews again, then
discuss in pairs or small groups:
Which job is
– the most interesting?
– the most boring?
– the one that will suit your future career
best?
Read the text again to find answers to the
a What kind of part-time jobs do students
have?
b What is the main argument for working
while studying?
c What is the main argument against such
part-time work?
d Why are the Welsh students in favour of
their babysitting course?
e What is the message from the Dundee
headmaster?
Listening
1:42 Listening for detail – Jocelyn
Listen to Jocelyn and answer the questions.
a How old is she?
b Where does she work?
c How old are the kids she works with?
d How many kids are there to look after?
e What activities do the children take part in?
f What does Jocelyn learn that she can use in a
future career?
g What career does she think she will go for?
Speaking
Work in pairs or small groups. Compare your
answers to the questions about Jocelyn above,
and give your opinion of her job. Say whether
you would like such a job or not.
false
Listening
In the printed text we meet two different
approaches to students’ part-time work. Describe
these two approaches in class or to a partner.
true
Reading
b His job was to repair anything that
was broken.
c He sold cars.
d The campsite forms were posted on
the campers’ own site.
e Stuart liked lifeguarding.
f He often used the phone to call an
ambulance.
g Cleaning the washrooms was fun.
h People kept the washrooms clean.
i They cashed in all the bottles and
had a party.
Speaking
Work in pairs or small groups.
a Discuss Stuart’s statement: “You have to
realize that real life is not very accurately
portrayed on television shows.” Do you
agree, or not? Give examples.
b What are your favourite television shows?
Why you like them?
Listening
1:46 Listening for detail – Kent
Listen to the interview with Kent. Work in pairs
and take turns telling each other about Kent’s
job. Do you think he liked it? Would you have
liked such a job?
2 Discuss what kind of summer job you would
like and why.
The following has been said by students who
have had part-time jobs. Discuss the statements
in class. Make a list of arguments for and against
having a part-time job. Which “side” do you
think has the best arguments?
A: “Working after school and during the
summer does not affect my results at school
because I always do my homework first.
Having a job helps me see that it is hard to
survive without a high school diploma.”
B: “Teens can earn extra spending money if they
work. You can buy new clothes, or that new
mobile you want. Your parents will be glad
you have a job because it helps the family
economy.”
C: “I don’t think that working is good for all
students. A job could affect your school work.
I know several people who fall behind in
school because they don’t get their
homework done and are often tired at
school.”
D:“The price is too high! If you work after
school you may have plenty of pocket money
for a year or two, but if it ruins your
education you may be broke for a lifetime
afterwards!”
1:49 Making an interview
Work in pairs. Interview a partner about his/her job.
Make questions individually for the interview.
Take turns asking and answering. The interview
may be recorded or videotaped.
If you want some tips on speaking
strategies, look up on page 290.
Work in pairs. Help each other to make a plan for
your studies this year. How are you going to work
with your school subjects? How many hours per
day or per week will you do homework? What
learning strategies will you use?
Writing
1:51 Making a plan
Write a short plan for your school work stating
how you intend
• to learn new words
• to correct grammar/language mistakes
• to improve your reading
• to improve your writing
• to improve your speaking and listening
Go through your plan with a fellow student.
Give each other ideas for other ways of working
with these areas of language study. Improve and
change your plan, and hand it in to your teacher
for comments. Use it in your work throughout
this school year. For study tips, see page 285.
Language work
1:52 Using a dictionary
Look up the word “holiday” in your dictionary.
Write a list of the types of information you find.
See page 286 for some advice.
Discuss in class what information you can get
out of a good English dictionary. Make a list on
the board.
TE
XT
XT
TE
XT
7
TE
TE
XT
Specialised language
categories
Arts and crafts
films, pictures, fashion
Business
accountancy, finance,
marketing
Entertainment
computer games,
TV shows
Language and literature
grammar, book reviews
Music
pop, rock, hip hop
Natural science
animals, plants,
environmental issues,
geography
English for specific
purposes
Sometimes we need a specialised language to talk or write about special
topics. In general studies we meet the language of geography, the language
of mathematics and several others. In vocational studies we meet the
language of mechanics, the language of food processing, the language of
building and construction, and the language of electronics, to mention
just a few. Each subject and each trade has its own specialised terminology.
The same goes for a number of other areas of life, from sport and gaming
to religion, politics and war.
Learning to use English for such specific purposes does not mean
learning a whole new language, however. In fact, the words and grammar
you use when you talk or write about special topics are essentially the same
as the words and grammar you use for everything else.
Specialised language may be divided into broad categories on the basis of
content, but these are not absolute and there may be overlapping between
them. Look at the list in the green box on the left. In which category would
you put your own favourite school subject? And your favourite hobby?
Social subjects
history, politics
Sports
athletics, skiing,
soccer, weight lifting
Technology
aviation, electronic
equipment,
motorcycles and cars
Trades
carpentry, cookery,
hairdressing, masonry,
plumbing
topic emne
general studies studieforberedende
utdanningsprogram
/ studieførebuande
utdanningsprogram
vocational studies yrkesfaglig
utdanningsprogram / yrkesfagleg
utdanningsprogram
food processing matvareproduksjon
building and construction byggfag
trade fag, yrke
however imidlertid / likevel, men
recipe oppskrift
pinch of salt klype salt
Pancake recipe
100 grams of flour
a pinch of salt
2 eggs
200 ml milk with 75 ml water
2 tablespoons melted butter or oil
a little oil for frying the pancakes
some sugar and one lemon
Mix the flour and the eggs with a fork.
Slowly mix in the milk and water.
Put a little oil in the pan.
Heat the pan (very hot).
Pour in one and a half tablespoons of mixture.
Cook for about 30 seconds.
Toss* the pancake once.
Cook for another 30 seconds.
Serve with a little sugar and lemon juice.
(* Toss = throw it up so that it turns over.)
(From The World of English, Longman 1995)
The electronic chip
Mike Aghopian works for ICM, a computer company in California:
“As you probably know, the chip is the brain of the computer, the most
important part. Why does it have to be small? Well, there are two reasons.
Number one is convenience: we want nice, small, portable machines.
Number two is speed: in a small circuit the electronic signals arrive faster,
simply because they travel a shorter distance.
Today’s chips are very small indeed. But we design the electronic circuit
on big pieces of paper. Then we make a big photographic negative – as
big as a table. Finally we print this picture on a piece of silicon, 250 times
smaller than the negative. That’s the secret of making chips!
We put the pieces of silicon under a microscope. Then we test the chips.
Only 30% work correctly, so we throw away about 70%. That’s why they
are expensive.”
1
5
(From The World of English, Longman 1995)
10
15
Specialist texts can
be categorised by
topic or subject
matter. But they
can also be seen
in terms of text
type. The two most
typical specialist
text types are:
Instructions
(tell you how to
do things)
We said initially that specialised English is not much different from general
English. But that is not entirely true. Look at the two example texts,
“Pancake recipe” and “The electronic chip”. What categories do they fit
into? How can you tell?
Take a closer look at each one in turn, paying special attention to:
Vocabulary – are there words that are typical for the subject matter?
Grammar – particularly verb tense and verb form
Sentence length – do they consist of more than one clause?
Word length – are most words long or short, and are there many
compound words?
Expository texts
(tell you how
things work)
chip integrert krets, brikke
convenience letthet/enkelheit
portable bærbar/berbar
circuit krets
initially innledningsvis/
innleiingsvis
entirely helt/heilt
tense tid
consist of bestå av
clause setning
compound word sammensatt ord
/ samansett ord
1:53 Find out more
a Collect a few texts that you consider typical or relevant for your
favourite school subject and/or your favourite hobby or interest. Do
this over the next few months, or even throughout the school year.
b When you have collected a few texts, you can organise them
according to what types they are.
c Use the texts as a starting point for compiling a list of the most typical
or relevant words.
d Choose one text and present it to the class in terms of the things you
consider typical for this type of text and subject matter. Consider the
vocabulary and word length, grammatical structures and sentence
length. Are there any other typical features, for example use of
abbreviations, facts or figures?
1
5
10
1:54Before you read
England is famous for its writers of crime, such as Sir Arthur Conan Doyle
and Agatha Christie.
• Do you like crime stories? Why or why not?
• Who is your favourite writer of such stories?
• What is your favourite story?
• What do you think is most important in good crime stories?
G r a h a m G r e ene
TE
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8
XT
TE
XT
TE
TE
The Case for the
Defence
XT
It was the strangest murder trial I ever
attended. They called it the Peckham
Graham Greene (1904–1991) was an English novelist,
murder in the headlines, although the old
short-story writer, playwright and journalist whose
woman who had been battered to death,
works have become very popular. His novels, which are
was not found in Peckham. This was not
full of adventure and suspense, often deal with moral
one of those uncertain cases where the
issues in a political context. The Third Man, which has
jurymen were nervous and doubtful. No,
also been made into a movie, is probably his most
this murderer was practically found with the
famous novel.
body. No one present at the opening of the
His short story “The case for the Defence” was
trial believed that the man in the dock stood
published in 1947 in a collection called Nineteen Stories.
any chance at all.
He was a heavy man with bulging
bloodshot eyes. An ugly customer, one you wouldn’t forget in a hurry – and
that was an important point for the four witnesses who hadn’t forgotten
him, who had seen him hurrying away from the little red villa in
Northwood Street. The clock had just struck two in the morning.
strange merkelig/merkeleg
Æ
Mrs Salmon in 15 Northwood Street had been unable to sleep; she heard
trial [ traI´l] rettssak
batter slå
a door click shut and thought it was her own gate. So she went to the
dock (her:) tiltalebenk
window and saw Adams (that was his name) on the steps of Mrs Parker’s
bulging eyes utstående øyne /
utståande auge
house. He had just come out and he was wearing gloves. He had a hammer
1
5
10
15
20
whip pisk
thigh [TaI] lår
the Crown aktoratet,
påtalemyndigheten / aktoratet,
påtalemakta
astonishing overraskende
verdict dom
dazed fortumlet/fortumla
commit a crime begå en
forbrytelse / gjere eit brotsverk
counsel (for the defence)
forsvarer/forsvarar
the defence forsvaret
plead (her:) anføre, påberope /
hevde, gjere gjeldande
plead guilty innrømme skyld /
vedgå skuld
mistaken identity
forveksling (av personer) /
forveksling (av personar)
feature ansiktstrekk
in his hand and she saw him drop it into the bushes by the front gate. But
before he moved away, he had looked up – at her window. She saw him in
the light of a streetlamp – his eyes full of brutal fear, like an animal’s when
you raise a whip. I talked afterwards to Mrs Salmon, who naturally after the
astonishing verdict went in fear herself. As did all the witnesses – Henry
MacDougall, who had been driving home late and nearly ran Adams down.
Adams was walking in the middle of the road looking dazed. And old Mr
Wheeler, who lived next door to Mrs Parker, and was wakened by a noise.
Mr Wheeler had seen Adam’s back and, as he turned, those bulging eyes.
Later he had been seen by yet another witness – he was badly out of luck;
he might as well have committed the crime in broad daylight.
“I understand,” counsel said, “that the defence proposes to plead
mistaken identity. Adams’s wife will tell you that he was with her at two in
the morning on February 14, but after you have heard the witnesses for the
Crown and examined carefully the features of the prisoner, I do not think
you will accept the possibility of a mistake.”
It was all over, you would have said, but the hanging.
After the evidence had been given by the policeman who had found the
1
5
10
15
surgeon lege
Æ
malice [ mœlIs] ondskap/
vondskap
court rettssal
body and the surgeon who examined it, Mrs Salmon was called. She was
the ideal witness, with her expression of honesty, care and kindness. She
spoke very firmly. There was no malice in her, and no sense of importance
at standing there in the Central Criminal Court with a judge and the
reporters writing everything down. Yes, she said, and then she had gone
downstairs and rung up the police station.
“And do you see the man here in court?”
She looked straight at the big man in the dock, who stared hard at her
with his pekingese eyes without emotion.
“Yes,” she said, “there he is.”
“You are quite certain?”
She said simply, “I couldn’t be mistaken, sir.”
It was all as easy as that.
“Thank you, Mrs Salmon.”
Counsel for the defence rose to cross-examine. lf you had reported as
many murder trials as I have, you would have known beforehand what he
would say. And I was right, up to a point.
“Now, Mrs Salmon, you must remember that a man’s life may depend
on your evidence.”
“I do remember it, sir.”
“Is your eyesight good?”
“I have never had to wear spectacles, sir.”
“You are a woman of fifty-five?”
“Fifty-six, sir.”
“And the man you saw was on the other side of the road?”
“Yes, sir.”
“And it was two o’clock in the morning. You must have
remarkable eyes, Mrs Salmon?”
“No, sir. There was moonlight, and when the
man looked up, he had the lamplight on his
face.”
“And you have no doubt whatever that
the man you saw is the prisoner?”
I didn’t understand him. He couldn’t
have expected any other answer than the
one he got.
“None whatever, sir. It isn’t a face one
forgets.”
Counsel took a look round the court
for a moment. Then he said: “Do you
mind, Mrs Salmon, examining again the
people in court? No, not the prisoner. Stand
up, please, Mr Adams,” and there at the back of
the court, with thick stout body and muscular legs
and a pair of bulging eyes, was the exact image of the
1
5
10
15
20
25
30
brute brutal person, umenneske
be acquitted bli frikjent /
bli frikjend
squeal hvin, skrik / kvin, skrik
divine guddommelig/
guddommeleg
vengeance hevn/hemn
man in the dock. He was even dressed the same – tight blue suit and striped
tie.
“Now think very carefully, Mrs Salmon. Can you still swear that the man
you saw drop the hammer in Mrs Parker’s garden was the prisoner – and
not this man, who is his twin brother?”
Of course she couldn’t. She looked from one to the other and didn’t say
a word.
There the big brute sat in the dock with his legs crossed, and there he
stood too at the back of the court and they both stared at Mrs Salmon.
She shook her head.
What we saw then was the end of the case. There wasn’t a witness
prepared to swear that it was the prisoner he’d seen. And the brother?
He had his alibi, too; he was with his wife.
And so the man was acquitted for lack of evidence. But whether – if he
did the murder and not his brother – he was punished or not, I don’t know.
That extraordinary day had an extraordinary end. I followed Mrs Salmon
out of court and we got stuck in the crowd who were waiting, of course,
for the twins. The police tried to drive the crowd away, but all they could do
was keep the roadway clear for traffic. I learned later that they tried to get
the twins to leave by a back way, but they wouldn’t. One of them – no one
knew which – said, “I’ve been acquitted, haven’t I?” and they walked out of
the front entrance. Then it happened. I don’t know how, though I was only
six feet away. The crowd moved and somehow one of the twins got pushed
on to the road right in front of a bus.
He gave a squeal like a rabbit and that was all; he was dead, his skull
smashed just as Mrs Parker’s had been. Divine vengeance? I wish I knew.
There was the other Adams getting on his feet from beside the body and
looking straight over at Mrs Salmon. He was crying, but whether he w as
the murderer or the innocent man, nobody will ever be able to tell. But if
you were Mrs Salmon, could you sleep at night?
(Slightly adapted)
35
40
45
1
5
10
15
20
25
30
Reading
1 Work in pairs.
a One of you gives a short oral summary of
the murder and what all the witnesses had
experienced and seen on the night of the
murder.
b The other gives a short oral summary of
what happened in court and why Mr
Adams was acquitted.
2 Act out the scene between Mrs Salmon and
the defence.
1:56 Find out more
Graham Greene was a well-known British
author. Use the Internet to find information
about him. Report to the class.
Speaking
Discuss in groups of four or five persons and
report the views of the group to the rest of the
class.
a The evidence has to be very strong if a person
is to be found guilty of a crime. If there is any
reasonable doubt about the accused being
guilty, he or she must be acquitted. Why is
this so very important?
b Do you agree with the following statement:
“It’s better that ten guilty persons go free
than to have one innocent person in jail.”
“They called it the Peckham Murder in the
headlines.” This is a quote from the beginning
of Graham Greene’s story. Serious crimes like
murder always make big headlines and juicy
stories in the papers and on TV.
Discuss in pairs or small groups:
a Should the media be more careful when they
report crimes?
b Can you think of cases in Norway where you
feel the accused has been treated as guilty by
the media before proven guilty in court?
Assessment
Part 1Get Going
1 In this chapter I have worked with the following texts:
Text
Topic
Genre (see table of contents)
Language work
1:59 Vocabulary
a In this text there are many words and
expressions having to do with crime and
trials. Can you find the English words and
expressions for:
rettssak, vitne, dom, å bli frikjent / å bli frikjend,
å erklære seg skyldig/uskyldig / å seie seg
skuldig/uskuldig, morder/mordar, mord, fange,
rettssal, vitneutsagn/vitneutsegn, å begå en
forbrytelse / å gjere eit brotsverk, dommer/
dommar, jury, aktor/anklager / aktor/påklagar,
forsvarer/forsvarar
b Make your own sentences where you use as
many as possible of the English expressions.
I can sum up the content of each text we have studied
I have improved my language
Yes
Partly
No
Yes
Partly
No
Yes
Partly
No
Yes
Partly
No
Yes
Partly
No
Yes
Partly
No
Yes
Partly
No
Yes
Partly
No
Yes
Partly
No
Yes
Partly
No
in the following area(s):
I have improved my knowledge
Writing
1:60 Writing paragraphs
Write a short paragraph on each of the
following:
• setting
• plot
• character
• theme
(See page 303 for ideas.)
2 After working with this chapter
Introduction
I have become familiar with the curriculum and textbooks
I have got to know my teacher and class mates
I have established good working habits for this course
Language learning
I can describe and assess my own progress in English
I can better use digital and other tools
Communication
I can better understand written and spoken English
I can better find information in spoken and written texts
I can better use written and spoken English to express myself
Culture, society and literature
I can better discuss social conditions and values
I can better discuss literary texts of various genres
I can better discuss literary texts from various regions of the world
2 SPOTLIGHT UK
Yes
Partly
No
Yes
Partly
No
MAIN FOCUS
Yes
Partly
No
Langua ge lear ning
Yes
Partly
No
• use digital and other tools
3 My competence is quite satisfactory in the following areas:
C ommunication
•
•
•
•
•
•
•
•
•
5
10
understand and use a wide vocabulary in English
understand and use spoken and written English
find information in spoken and written texts
present an in-depth study
4 I want to improve my competence in the following areas:
1
discuss social conditions and values in Britain
present and discuss international news and current events
give an account of English as a world language
discuss a film
discuss British literary texts of various genres and from
different periods
15
20
25
5 To do that, I will:
30
Areas can be “Vocabulary”, “Grammar”, “Literature”, “Society” or any other areas you choose.
35
40
45
46 Gateways Spotlight UK
Spotlight UK Gateways 47
Reading
2:1 Before you read
a What kind of films do you like? Why?
b What kind of films do you dislike? Why?
TE
XT
9
XT
TE
XT
TE
TE
Cinema poem
XT
I like it when
They get shot in the head
And there’s blood on the pillow
And blood on the bed
And it’s good when
They get stabbed in the eye
And they scream and they take
A long time to die
And it all spurts out all over the floor
And the audience shivers
And shouts for more
But I don’t like it when they kiss.
Roger McGough
In pairs, discuss the following:
a What is the poem trying to tell us?
b What age is the “I” character of the poem?
c Do you think the “I” is male or female?
d Why is it that some of us enjoy films and
scenes with a lot of violence in them?
e Why do we enjoy feeling horrified or
frightened?
f What does the last line tell you about the
“I” of the poem?
g Do you think this poem is funny, sad, or both?
(See page 303, “Understanding poetry”, for
advice.)
Speaking
Is there too much violence in films and games?
Is there too little love, kindness and friendship?
Writing
2:4 Writing a letter to the editor
Write a letter to the editor of a newspaper,
stating your opinion on films with a lot of
violence in them. Should they be censored or
banned? Or would that be against our right
to freedom of expression? Think this through
before you start writing.
2:5 Find out more
What are the most popular movie genres in
the class? Write the following categories on the
board, and do a poll. Write down the score for
each genre:
•
•
•
•
•
•
Suspense
Horror
Romance
Drama
Comedy
Western
•
•
•
•
Historical
War
Sci-Fi
Other
1
5
10
Speaking
15
2:6 Making a presentation
Prepare a brief presentation of the type of film
you like best. Tell your classmates why you think
such films are good, and take care to mention
some good examples of the genre.
20
25
30
35
Roger McGough (1937–) is one of Britain’s
best-loved poets. He was born and grew up
in Liverpool, where he was a member of
the pop music/poetry group “The Scaffold”
between 1963 and 1973. His style is humorous
and ironic. “Cinema Poem” was published in
1985 in his collection Sky in the Pie.
40
45
pack it in kutte ut
fuchsia fuksia (plante)
bleeding fordømt/fordømd
shag ligge med / liggje med
2:7 Before you read
TE
XT
Title: Bend It Like
Beckham
Category: Comedy
Production Year: 2002
Director: Gurinder
Chadha
Runtime: 98 mins
(DVD version)
Main Cast:
Parminder Nagra
as Jesminder ‘Jess’
Bhamra
Keira Knightley as
Juliette ‘Jules’ Paxton
Jonathan Rhys-Meyers
as Joe, the coach
runtime spilletid/speletid
cast rolleliste
face regne med / rekne med
experience erfaring
imagination fantasi
desire ønske
level nivå
obstacle hindring
supportive støttende/støttande
encourage oppmuntre
suitable passende/passande
TE
The Movie
XT
10
TE
XT
XT
bend It like beckham
Bend It Like Beckham is a comedy about friendship, love, and a burning
desire to use one’s talent. It is also a film about the cultural dilemmas of
immigrant families, about identity, about being different, and about
women’s football at all levels, from kids playing in the park to serious
professional teams. But most of all, perhaps, it is a film about kids who try
to live their own lives rather than follow the paths pointed out for them by
their parents.
Jess, or Jesminder, is an18-year-old Indian girl who lives with her middle-class
family in Hounslow, West London. Like many in her situation she is too Indian
to be English and too English to be Indian. But above all she is a breathtaking
football talent, who dreams of a career as a professional soccer star.
We see how Jess and her English friend Juliet or ‘Jules’ work to get
around obstacles and parents who want to protect, but who are sometimes
anything but supportive.
Jesminder doesn’t want to hurt her family, but giving up football may be
too high a price to pay.
It doesn’t help when her sister’s wedding is fixed on the date of the
soccer final.
Scene 1: A Girl with Breasts
In the Paxton back yard Jules is training football with her father, Allan
Paxton. It’s not too serious, but the father is clearly encouraging and
helping her. Jules is a very talented player for the Hounslow Harriers.
But she has higher ambitions. She wants to play professionally in the USA
one day. Her mother, Paula Paxton, does not feel that football is a suitable
hobby for a girl.
Allan Ooops!
Paula (shouting angrily) Will you both pack it in! Look at the state of my
fuchsias!
Allan! When are you going to realise you have a daughter, with breasts?
Not a son!
Jules Mum!
Allan Paula, please!
Paula No boy is going to want to go out with a girl who has got bigger
muscles than him.
Allan Why don’t you just leave her alone?
Jules I’m not going to give it up!
Paula I’m just saying, I saw that Kevin last night, in the High Street, with a
blonde girl. And they didn’t look like they were talking about Match of the
bleeding Day, either!
Jules Kevin can shag whoever he bloody wants!
Work in pairs. Imagine that your family is going to move to a foreign country where
the culture is very different from yours. Discuss what sort of challenges you think
you would have to face. Have you any idea how you could try to meet some of them?
Afterwards you may discuss it in class.
If you have already moved to a foreign country, you can use your experience
instead of your imagination.
TE
As father and daughter are playing, the ball accidentally hits a flower pot
...
1
5
10
15
20
25
1
5
10
15
feebly svakt
get off her back slutte å plage
henne
chase jakte på, løpe etter / jakte
på, springe etter
quite frankly ærlig talt / ærleg
talt
over the moon about henrykt
over / kjempeglad for
worked up opphisset, hissig /
opphissa, hissig
improper upassende/upassande
scar arr
in despair desperat
engaged forlovet/forlova
dal linser (indisk belgfrukt)
interrupt avbryte
match kamp
coach trener/trenar
select velge ut, ta ut / velje ut,
ta ut
daughter-in-law svigerdatter/
svigerdotter
chapatti indisk brødsort
Punjabi fra delstaten Punjab
(i India) / frå delstaten Punjab
(i India)
meat kjøtt
vegetarian vegetarisk
intervene gripe inn
spoil skjemme bort
niece niese
fashion mote
Paula Honey! All I’m saying is, there is a reason why Sporty Spice is the only
one of them without a fellow!
( Jules marches off in anger)
Paula (feebly) Sweetheart ...
Allan See what you’ve done? Why don’t you just get off her flaming back?
If she’s more interested in playing football like that than chasing boys, then
quite frankly I’m over the moon about that!
Scene 2: A Proper Woman
Mrs Bhamra has just caught her daughter Jess playing football with the boys
in the park. She is determined to put an end to such improper behaviour.
She is so worked up about it, that even Mr Bhamra can hardly get a word
in ...
Mrs Bhamra (shouting) He was touching you all over! He was putting his
hand on your bare legs! You are not a young girl anymore. (desperate)
And you showing the world your scar!
Mr Bhamra Jessie! Now that your sister’s got engaged it’s different.
Jess She’s the one getting married, not me!
Mrs Bhamra I was married at your age. You don’t even want to learn how to
cook dal!
Jess And I’m not playing with boys anymore ...
Mrs Bhamra (interrupts) Good! End of matter!
Jess ... I’m joining a girls’ team.
Mrs Bhamra (shouting) Eh?
Jess They want me to play in proper matches. The coach said I could go far.
Mrs Bhamra Go far? Go far to where? Jessie! We let you play all you wanted
when you were young, eh? You’ve played enough!
Jess That’s not fair. He selected me!
Mrs Bhamra He? She said it was girls!
Jess Our coach! Joe!
Mrs Bhamra See how she lies! I don’t want you running around half naked in
front of men, eh? Look how dark you’ve become, playing in the sun!
Jess But Mum! I’m really good!
Mrs Bhamra What family would want a daughter-in-law who
can run around kicking football all day but can’t make round chapattis?
I want you to learn full Punjabi dinner. Meat and vegetarian!
Jess But Dad!
(Mr Bhamra tries to intervene, but is silenced by a sign from his wife)
Mrs Bhamra (To her husband) No! This is where you spoil her! This is how it
started with your niece. How that girl would answer back. Running off to
become a model, wearing small, small skirts!
Jess Mum! She’s a fashion designer!
Mrs Bhamra She’s divorced, that’s what she is! Cast off after being married
three years to a white boy with blue hair! And her poor mother, she hasn’t
1
5
10
15
20
25
30
35
40
45
proper ordentlig/ordentleg
saucer skål, tefat
barge in trenge seg på, forstyrre /
trengje seg på, forstyrre
apologize be om unnskyldning /
be om orsaking
encourage oppmuntre
tremendous fantastisk
potential potensial, muligheter /
potensial, lovande utsikter
your elders de (i familien) som er
eldre enn deg / dei (i familien)
som er eldre enn deg
bowler kaster (i cricket) / kastar
(i cricket)
gora (indisk) hvit person /
kvit person
send packing avvise, gi sparken
league [liÜg] liga
be up against ha å stri med
tournament turnering
been able to set foot in that temple since! I don’t want the shame on my
family! That’s it! No more football!
Mr Bhamra Jessie, your mother is right. It’s not nice. You must start behaving
like a proper woman. OK?
1
5
Scene 3: A Meeting
Jess stopped going to football training and matches to please her mother.
When Joe, Jess’s Irish football coach at the Hounslow Herriers, finds out
what the problem is, he decides to go and see the Bhamras. In the Bhamra
living-room Jess is serving tea and giving Joe a cup on a saucer ...
10
Joe (quietly) Thanks, Jess!
(nobody speaks for a while)
Joe I’m sorry to barge in on you like this, Mr and Mrs Bhamra, but I wanted
to talk to you in person. I only found out today that you didn’t know Jess
was playing for our team.
Mrs Bhamra (sharply) No, we didn’t!
Joe (looking straight at Mrs Bhamra) I apologize! If I’d known I would have
encouraged Jess to tell you, because I believe she’s got tremendous
potential.
Mr Bhamra I think we know better our daughter’s potential! Jess has no time
for games. She’ll be starting university soon.
Jess But ... playing for the team’s an honour!
Mrs Bhamra (Sharply) What bigger honour is there than respecting your
elders?
Mr Bhamra Young man, when I was a teenager in Nairobi I was the best fast
bowler in our school. Our team even won the East African Cup. When I
came to this country: Nothing! I was not allowed to play in any of the
teams. And these bloody goras in their club houses made fun of my turban,
and sent me off packing!
Joe I’m sorry, Mr Bhamra! But now it’s ...
Mr Bhamra Now what? None of our boys are in any of the football leagues!
Do you think they’ll let our girls? I don’t want you to build up Jesminder’s
hopes! She will only end up disappointed like me.
Jess But Dad, it’s all changing now! Look at Nasser Hussain! He’s captain of
the England cricket team and he’s Asian!
Mrs Bhamra (Sharply) Hussain’s a Muslim name! Their families are different!
Jess Mum!
( Joe leaves. Jessminder runs out after him. They talk outside.)
Joe We’ve been invited to play in Germany this Saturday. It’s a shame you’ll
miss it!
Jess Wow! Germany!
Joe (softly) I can see what you’re up against! But your parents don’t always
know what’s best for you, Jess!
15
20
25
30
35
40
send off utvise
referee dommer/dommar
tug dra i
changing-room garderobe
reprimand irettesette/irettesetje
suspend suspendere, utestenge /
suspendere, utestengje
QPR Queens Park Rangers
(engelsk fotballklubb)
give three cheers rope tre ganger
hurra / rope tre gonger hurra
ref (= referee) dommer/dommar
out of order (her:) urettferdig
to foul (her:) gjøre feil mot / gjere
feil mot
overreact overreagere
Paki (skjellsord) “pakkis”
Scene 4: A Red Card
Although she loved and respected her parents Jess could not stay away from
football for long. She continued to train and play in secret. In a tournament
she was sent off by the referee for violence. An opposing player had pulled
her down by tugging her shirt, and Jess angrily pushed the other girl
backwards. In the changing-room after the match Joe, the coach, is
reprimanding her sharply ...
Joe (To Jess) What the hell is wrong with you, Bhamra? I don’t ever want to
see anything like that from you ever again! Do you hear me? We’re lucky
they don’t suspend players in this tournament!
Joe (To all the players) All right! Excellent! We’re meeting QPR in the finals!
Let’s give ourselves three cheers!
Joe Hip, hip!
Players Hurrah!
Joe Hip! Hip!
Players Hurrah!
Joe Hip! Hip!
Players Hurrah!
Joe Brilliant!
( Joe leaves the changing room. Jesminder runs out after him)
Jess Why did you yell at me like that? You knew that the ref was out of
order!
Joe Jess! You could have cost us the tournament!
Jess It wasn’t my fault! You didn’t have to shout at me!
Joe Jess! I’m your coach! I have to treat you the same as everyone else!
(Less sharply) Look, Jess! I saw it. She fouled you, she tugged your shirt.
You just overreacted, that’s all!
Jess No, that’s not all! She called me a “Paki”! But I guess you wouldn’t
understand what that feels like, would you?
Joe Jess! I’m Irish! Of course I’d understand what that feels like!
Film Trivia
• The Hounslow Harriers is not a real team, but most of the players
in the film are professional footballers.
• Jess was number 7 for her team like Beckham for England.
• Parminder Nagra thought she couldn’t play Jess because of the
scar round her knee. But they changed the script to suit her,
including a story about how she burned herself.
• Anupam Kher, who plays Mr Bhamra, is a famous Bollywood star
who has acted in almost 150 films.
• Mel C wanted to use her song “Independence Day” in the film but
the lyrics didn’t work so she had to rewrite the song.
Reading
1
5
10
15
Read carefully through the script of scene 1
above. Then answer the following questions.
a Why is Paula Paxton so annoyed, do you
think?
b What does she think is important for a young
girl?
c Why is the father quite pleased with the
situation?
d Which of the parents do you agree most
with? Why?
Study the script of scene 2 in the same way.
Then answer the following questions.
e What has Jess’s mother got against football?
f What had the mother’s own youth been like?
g What kind of future does the mother see for
her daughter?
h What do you think Jess should do? Why?
20
25
30
Study the script of scene 3. Then answer the
following questions.
i Who is Joe?
j Why does he come to visit the Bhamras?
k What had the father’s own sports career been
like?
l Why doesn’t he want Joe to raise Jess’s hopes?
Study the script of scene 4. Then answer the
following questions.
m Why does the coach reprimand Jess?
n What punishment had the referee given her?
o What did Joe and the others think had
provoked Jess?
p What was it that really had made her angry?
2:9 Reading aloud
Divide the class into suitable teams. Each team
gets one of the film scenes above. Start reading
the scenes aloud as if you were actors. Practise
for a while. When the performance is OK each
team may perform its scene for the rest of the
class.
Alternatively you may appoint a ”film
director” and a ”camera crew” and videotape the
performance of each scene.
2:10 Understanding film
After watching the film Bend It Like Beckham,
work in small groups to answer the following
questions. Take notes as you go along.
Afterwards, using your notes, discuss the
questions in class.
a In what way is Jess different from her sister
Pinky and the other Indian girls we see in the
film?
b Both Jess and Jules have problems at home.
Inwhat ways are their problems similar and
in what ways are they different?
c How does Paula try to bridge the gap
between herself and her daughter? Do you
think this is a good idea?
d Jess’s father and mother may have different
reasons for not wanting her to play football.
What is the mother’s main worry? What is
the father’s concern?
e Was it right of Joe to visit Jess’s family? Why?
/ Why not?
f How do you think Jess’s father really feels
when he sees his daughter playing football?
g What do you think of Jess’s reaction when
she is called “Paki”?
h What similarities are there between Joe’s and
Jess’s lives?
i Can you find examples of humour in the
film?
j What do you think of the way Paula reacts
when she wrongly assumes that Jules is gay; is
it extreme homophobia, or just natural
motherly concern?
k Why do you think the preparations for the
wedding and the preparations for the final
match are shown in parallel in the film? What
similarities are there between these two
events?
l Throughout the film we see a number of
planes taking off. Do you see any symbolic
meaning in this?
m At the end of the film David Beckham
appears at Heathrow Airport. Can you
describe this scene?
n Why do you think he is shown in this
particular way?
o Do you see any symbolic meaning in this
scene?
p What themes can you find in Bend It Like
Beckham?
Speaking
After watching the film Bend It Like Beckham,
work in small groups to answer the following
questions. Take notes as you go along.
Afterwards, using your notes, discuss the
questions in class.
a For Pinky the most important thing in life is
getting married. For Jess it’s football. What’s
important in your life?
b What would you do if you were the coach?
Would you accept it if Jess’s parents refused
to let her play?
c “Honour” is an important factor at several
points in the film. In what way is honour
important
• in Joe’s relationship to his father
• in Mr Bhamra’s life
• in Mrs Bhamra’s attitude to football
• in the wedding preparations
• in the jealousy conflict between Jess and
Jules
h Tony tells Jess that he is gay. What sort of
problems do you think he would face if he
came out openly with his sexual orientation?
i Jess’s parents are afraid they will lose their
daughter if she becomes too English. Can
you understand this fear? Is a young girl is
safer in an Indian culture than in an English
one?
j Did you like the film? Why? / Why not?
Collect information about your favourite
football team. Then make a presentation of that
team in class. Your presentation should contain
information and facts as well as your own
opinion. Ask your how long your presentation
should be. If you use PowerPoint or similar
presentation software, you may include photos,
sound clips and video footage.
(of/off ) to Germany
(of/
together. I know it was wrong
off ) me to get a crush on Joe. Later, when we
(of/off ) the bus my family was
got
there waiting for me. That was a bit
(of/off ) a shock for me. I didn’t think they knew
(were/where) we’d been. Both my
(were/where) a bit angry. My
parents
sister and I knew they
(were/where)
(were/
worried sick if they didn’t know
Language work
2:13 Vocabulary – special words
Some words that sound alike are often confused
in writing. Choose the right alternative in each
sentence below.
where) we
(were/where).
Jules’s mother has never been
(hear/
(hear/here/hair) before. I didn’t
here/hair) her coming either. At first I thought
I have to go
(to/too) school every day.
she wanted my mother to cut her
(to/too). My parents
I play football,
(hear/here/hair). “She can’t do that
(to/too) busy, but
sometimes think I’m
(hear/here/hair),” I thought.
I like
d Some people still claim that football is a male
sport. What do you think?
e Several sports are clearly male dominated.
Can you think of examples? Why do you
think there are so few women in these sports?
f Other sports are female dominated. Can you
think of examples? Why do you think there
are so few men in these sports?
g Are you or have you been active in any sport?
Is there a gender balance in that sport? Why/
Why not, do you think?
mine. We went
(to/to) be active. When we play
in the park I hate to
My sister is a bit older
(then/than)
(lose/loose). My
me. At first she wanted to marry her boyfriend,
mother is afraid the family will
(lose/
(then/than) she wanted me to find a
loose) status in the Punjabi community. She must
boy as well. She was convinced marriage was
think I’ve got a screw
(lose/loose).
better
Jules is a good friend
(of/off )
(then/than) football.
Writing
Write an email to a friend in which you tell
him/her about the film Bend It Like Beckham.
Recommend the film or warn your friend against
seeing it.
2:15 Writing a film review
Write a review of the film Bend It Like Beckham
for the school paper. Your review should
contain information about the film, a brief
synopsis of the story, as well as your own
opinions and conclusions. Your review should be
approximately 3/4 A4 page long. (See page 302
for film review.)
The United Kingdom is not very far away, and some of you have probably been there.
But how well do you know the geography of the UK? Take this quiz and find out.
XT
3 What is the highest mountain in
Britain?
a Scafell Pike
bSnowdon
c Ben Macdhui
d Ben Nevis
6 What is the flag of the UK called?
aTricolore
b Union Jack
c Stars and Stripes
d Jack O’Lantern
TE
5 What is the longest river in the UK?
aThames
bTyne
cSevern
dTrent
XT
2 What is the capital of Scotland?
aGlasgow
bAberdeen
cEdinburgh
dInverness
11
TE
4 In which part of the UK can you find
the Snowdonia National Park?
aEngland
bWales
cScotland
d Northern Ireland
XT
1 Where in the UK can you find Loch
Ness?
aEngland
bWales
cScotland
d Northern Ireland
XT
TE
TE
about the United
kingdom
The UK, or the United Kingdom includes England, Scotland, Wales and
Northern Ireland. In fact, the full name is The United Kingdom of Great
Britain and Northern Ireland.
England is the largest of the four countries, and London has for a long
time been the administrative centre of the UK as a whole. Scotland, Wales
and Northern Ireland all have their own governments and a certain amount
of independence to control their own affairs. The process to increase this
independence is known as devolution.
The term “Great Britain” covers England, Scotland and Wales. “Britain”
and “British”, on the other hand, normally refers to the whole UK.
The British Isles is a geographical term that covers the whole group of
islands, including the Republic of Ireland, which is an independent nation.
Even though Britain is famous for its countryside and many pretty
villages, it is also a country of big towns and cities. In fact, Britain is one of
the most densely populated countries in the world, with 247 people per
square kilometre. By comparison, Norway has 14. Four out of five people
live in towns and cities.
independence uavhengighet/
sjølvstyre
devolution (overgang til) selvstyre
/ (overgang til) sjølvstyre
densely populated tett befolket /
tett folkesett
square kvadratconstitution grunnlov
Æ
hereditary [hI redIt´rI] som er
arvet / som er arva
British Government
Unlike most other countries, Britain has no written constitution; rule is
based on tradition and important laws and documents.
Britain is a monarchy, which means that the head of state is a queen or a
king. In practice the monarch has very little real power.
Britain is a parliamentary democracy, which means that the political power
is held by an elected parliament representing the people. This concentration
of power in Parliament is very different from the American system, where
power is divided between the three separate branches of government.
The British Parliament is made up of two houses, the House of Lords
and the House of Commons. The House of Lords is made up of hereditary
1
5
10
15
20
25
THE SOVEREIGN (KING OR QUEEN)
multicultural flerkulturell/
fleirkulturell
the West Indies Vest-India; øyer i
Det karibiske havet
settle bosette seg / busette seg
imperial power kolonimakt
ethnic group folkegruppe
national average
landsgjennomsnitt
mother tongue morsmål
primary school barneskole
life peers and bishops
Multicultural Britain
Most people in Britain are English, Scottish, Welsh or Irish. But in the cities
you can meet people of many different nationalities. People from many
parts of the world have come to settle in Britain.
Up until the beginning of the 1900s Britain was an imperial power which
ruled over colonies covering one quarter of the world. After the Second
World War the colonies became independent, and people there were
welcomed to Britain, to work in the growing economy.
The largest groups of immigrants came from the West Indies, and from
India and Pakistan in the 1950s and 60s. They mostly settled in industrial
areas and in the big cities, especially London.
Today there are about five million non-whites in Britain. About half of
them live in London. 25 percent of all Londoners are from minority ethnic
groups, while the national average for Britain is around 8 percent. In
London schools there are now children with more than 300 different
mother tongues. No other city in the world has so many languages.
In primary schools 40 percent of the children come from minority
backgrounds, and 30 percent have a language other than English.
Mixed
14.6%
% Total Population
100
90
Other 5.0%
80
Other Black
2.1%
70
peer [pI´] adelig person / adeleg
person
life peer person som er gitt en
adelstittel / person som er gitt
ein adelstittel
court of appeal ankeinstans,
“høyesterett” / ankeinstans,
“høgsterett”
constituency valgkrets/valkrins
grant money bevilge penger /
løyve pengar
levy taxes skattlegge/skattleggje
appoint utnevne/utnemne
propose foreslå
put into effect iverksette/
iverksetje
Æ
alternate [OÜl t‰Ün´t] annenhver/
annankvar
and life peers, and has lost most of its political power over the years. But it
is still the highest court of appeal in the UK.
Political power in Britain rests mainly in the House of Commons, which
is elected by the people in general elections which are held at least every
five years. One Member of Parliament (MP) is elected from each
constituency to represent that constituency in the Commons. The House
of Commons is the country’s main law-making body. It also grants money
and levies taxes.
The leader of the majority party in the House of Commons becomes
Prime Minister. He or she appoints the other Cabinet Ministers and
becomes leader of the Cabinet and Government. The Government runs the
state’s affairs on a day-to-day basis and proposes new laws and budgets. It is
also the Government’s task to put laws into effect once they have been
passed by Parliament.
There are quite a number of political parties in the UK, and as many as
10–12 of them have seats in the House of Commons. But the two major
parties, the Labour Party and the Conservative Party have formed
governments for alternate periods since World War II.
1
60
50
40
Indian
22.7%
Non-Whites 7,9%
Whites 92,1%
Black African
10.5%
Pakistani
16.1%
30
5
20
Black Caribbean
12.2%
10
Other Asian
5.3%
0
Chinese
5.3%
Bangladeshi
6.1%
(Source: 2001 Census,
10
Office for National
Statistics)
Fact File
Official name: Northern Ireland
Capital: Belfast
15
Population: 1.6 million
Official language: English, Irish Gaelic
Famous persons: Van Morrison and C. S. Lewis (the Narnia books)
Famous for: The Troubles – the ongoing conflict between the Catholic
minority and the Protestant majority which started in the 1960s
1
5
10
15
Reading
Numeric competence
Work in pairs and find answers to the following
questions, either in the text on British
Government or in the chart:
a What is so special about the British
constitution?
b Explain what is meant by a parliamentary
democracy.
c How important is the British monarch?
d What are the two Houses of Parliament called?
e What do you know about the House of Lords?
f What do you know about the House of
Commons?
g How many MPs are there in the House of
Commons?
h What are the main functions of Parliament?
i Who becomes Prime Minister in the UK?
j What are the main functions of the
Government?
k How often are general elections held in the UK?
2:20 Convert into numbers
Convert the percentages in the pie chart on
Northern Ireland into numbers:
a How many Protestants are there?
b How many Catholics?
c How many people have no or no stated religion?
Speaking
In pairs, compare the British and the Norwegian
systems of government. Imagine that one of you
is a Norwegian who tries to explain to a British
visitor how our system works. The British visitor
asks questions like these:
a Who is head of state?
b How often do you have parliamentary elections?
c Is there only one Member of Parliament for
each constituency, as in Britain?
d What are the major political parties in Norway?
e Is the Norwegian parliament also divided into
two houses?
f How do you decide who is going to represent
each constituency in Parliament?
Peter Macdiarmid: Traditional Taxis on the Streets of London (2006), image composition.
There are more than 19 000 licensed taxis in London. To obtain a taxi driving licence every
driver must pass the toughest examination in the world, known as “The Knowledge”.
2:19 Asking for and giving information
Work in pairs and take turns to ask and answer
questions from the Northern Ireland Fact File on
page 59. Make your own fact files for England,
Scotland and Wales.
Northern Ireland population: 1 577 836
Protestant
50.6%
Catholic
38.4%
No or no stated religion
11.0%
Study the two graphs and the figures in
the tables on page 59, then write down five
interesting things you can read out of them.
1
2
3
4
5
2:22 Find out more
Work in groups of four or five students. Each
group chooses one of the four countries of
the UK, and prepares a class presentation. Use
the Fact Files as a starting point, then go on to
collect information on the Internet. You can
choose to present the country as a whole, or
focus on one particular aspect of it.
Since the Beatles supplanted Elvis Presley as
megastars of popular music in the early 1960s,
Britain has been a centre of musical innovation
and creativity. British pop and rock music was
soon flooding every country in the Western
world. In the USA they went as far as to call it
“the British Invasion”, but the British influence
was probably just as strong in countries like
Norway.
Team up with a class mate and discuss the
following questions and statements. Then sum
up your conclusions in class.
a What British bands or musicians are you
familiar with?
a What Norwegian bands or musicians do you
think are well known in Britain?
c Why have British music, film and TV been so
successful internationally, do you think?
d “Pop music is part of British-American
cultural imperialism.” Discuss.
e “We should promote Norwegian pop and
rock and boycott British music!” Discuss.
f “British pop and rock music is much higher
quality than Norwegian pop and rock.”
Discuss.
1
5
Would you prefer to share a flat with someone or live on your own when you leave
your parents’ home? What qualities would you look for in a flatmate?
10
Mae v e Binchy
15
TE
12
XT
20
25
30
Nick Cudworth (1947–) was
born in Derby, England. He
is an internationally famous
35
painter, and also a blues/
rock musician. This
painting from 2003 is titled
The Guitar Player (oil on
canvas). The painting on the
40
wall is actually by another
famous painter, Jan
Vermeer, who also called
his painting from 1672
The Guitar Player.
45
XT
XT
XT
TE
TE
TE
Speaking
brixton
Part One
“Well, of course, I can try and fix you with hostels or
village outside Dublin in Ireland.
shelters or organization addresses, Miss Ring. But quite
She first became a teacher, and then
frankly I feel sure you would do better just to find
worked as a journalist and a newspaper
accommodation for yourself.”
editor. She published her first novel in
“How can I do that?” Sandy asked. It was so very
1983, and is now a bestselling writer of
different to the hospital where she had trained. There
novels and short stories.
the rules about where nurses had to live were still
strictly enforced. There had been a list of approved
lodgings and apartments, and only in these were the
Æ
nurses permitted to stay.
personnel [p‰Üs´ nel] (her:)
“The nurses seem to play musical chairs with each other,” said the
personalavdeling
perm permanent
Harpo Marx personnel officer disapprovingly. “You’ll be very unlucky not to
Harpo Marx – one of the Marx
see about a dozen tattered notices on the board downstairs offering
Brothers
shelter hospits
accommodation.”
accommodation husly
“That sounds great,” Sandy said eagerly. “And if I share with someone
enforce håndheve/handheve
who works in the hospital, then I’ll learn the ropes a bit more quickly.”
approved godkjent/godkjend
lodging hybelleilighet/
She got a watery and unenthusiastic smile. The personnel officer
hybelleilegheit
obviously found as little satisfaction in her job as she had found success with
musical chairs stolleken/
stolleiken
her hairdresser.
disapprovingly misbilligende/
There were eight notices offering accommodation. Four were too
klandrande
expensive, two specified that the applicant must speak Spanish. That left
tattered fillete
eagerly ivrig
two. One of them had a phone number, so Sandy dialed it at once. In her
learn the ropes bli varm i trøya
hand she had her A to Z so that she could identify where the place was.
unenthusiastic lite begeistret /
lite begeistra
“It’s SW9,” the girl said.
applicant søker/søkjar
“Clapham?” asked Sandy, studying her map intently.
A to Z – street map of London
“More east of it,” the girl said.
intently inngående/inngåande
Maeve Binchy (1940–) grew up in a
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5
10
15
20
25
the tube – the London
underground
cure fikse
basement kjellerleilighet/
kjellarleilegheit
bars of music takter med musikk
Open University – university
teaching by means of radio
and television
bulb [bølb] lyspære
admission mottak
appropriate passende/passande
neurosurgical nevrokirurgisk
ward avdeling
“Near the tube?”
“Yeah, four minutes.”
“How many of you in the flat?”
“Just me.”
“That’s not a bad rent for a flat for two.”
“You ain’t seen it, lady.”
“Shall I come over and look, and let you look at me?”
“Sure. Come now. I’ll make you tea.”
“That’s very nice, I’m Sandy Ring.”
“That’s funny. I’m Wilma Ring.”
“Hey, we might be cousins.”
“Yeah. Are you black?”
“Err … um … no. Are you?”
“Yeah, we most likely ain’t cousins. See you for tea.”
It was certainly shabby, though nothing that paint and a new hall door
could not have cured, Sandy thought to herself, but the street didn’t have
too much smart paint and new hall doors. There were three bicycles in the
hall and a lot of very loud music came up from the basement.
What the hell, Sandy thought, I’m not going to be on nights for the first
six months, and if I can’t sleep after a day’s hospital work because of a few
bars of music I must be in bad shape. Wilma was standing at the door.
“Come in, cousin,” she called with a laugh. “Have some nice English tea
to get you over the culture shock of a walk through the Brixton West Indies.”
It was agreed in ten minutes. The room, the rent, the lifestyle.
“I don’t have friends in, because I’m studying, see,” Wilma said. “But I
study in my own bedroom, so you can have people in so long as they don’t
shout through the walls. And if your guys don’t eat all the food in the fridge
and take all the hot water, they can stay all night.”
“What are you studying?” Sandy wanted to know. She didn’t feel like
telling Wilma yet that there would be no guys for a long time, not after the
guy in Wales, the one she was running away from.
“Open University. I am reading for a university degree,” said Wilma.
“When you come back tonight, remember to get yourself a lamp and bulb
for your room, there’s only a centre light, it makes it even worse than it
need be.”
“I can come back tonight?” Sandy said.
“I can’t see why you should pay a hotel and pay me. You’ve got only one
body and it can sleep in only one bed.”
Part Two
For a few weeks they rarely saw each other. Wilma worked strange
hours on the admission shifts, so that she could have appropriate time off
for her studying and to watch the programmes on television. Sandy worked
a day shift on the neurosurgical ward. It was demanding and sometimes
depressing. She often wished that Wilma were there to chat to when she got
1
5
10
15
20
25
30
35
40
45
ackee – Jamaican fruit
treat godbit
patty liten pai
consider se på / sjå på
offensive støtende/støytande
vaguely [veIglI] vagt
slant synspunkt
unaccustomed uvant
window box blomsterkasse
Æ
unperturbed [ønp´ t‰Übd]
uforstyrret/uforstyrra
probe prøve
tits pupper/puppar
retort svare
persist insistere
Æ
outrageous [aUt reIdZ´slI]
uhørt/uhøyrd
dope dust
back. Bit by bit she got used to the area, they even joked with her in the
corner store as she refused ackee and salt fish and other Jamaican treats.
“I only like the patties,” she said firmly.
“You wait till you go out to the island and have goat curry,” Nelson, the
good-looking man who ran the shop, used to say to her. “Then you never
eat anything else.”
“I can’t imagine going to Jamaica,” she said truthfully. “It must be such a
contrast between the rich tourists and the poverty of the people who live
there.”
“What makes you think that?” Nelson wanted to know.
Sandy was about to say that if so many Jamaicans came to Britain to live
in what she considered relative poverty, things must be in a very bad state
back home. But she was unsure if that would be offensive, so instead she
muttered vaguely about something she had seen on television.
“You don’t take no notice of that Wilma,” Nelson had said. “Wilma is a
no-good communist, she is always finding something wrong with every
society.”
The day she heard this new slant on her flat-mate Sandy climbed the
stairs and found Wilma at home. She had washed her hair and was sitting in
an unaccustomed relaxed mood with her feet on the window box, a towel
around her head, and a beer in her hand.
“Come on, pretend we’re in the sun-soaked Caribbean. There’s a beer
for you in the fridge,” she called to Sandy and they sat in the summer
evening listening to the sounds from the street below, the planes overhead,
the distant traffic, and the general hum of city noises.
“I hear you’re a communist,” Sandy said lightly.
“That pretty boy Nelson has a big mouth an’ no brain,” commented
Wilma, unperturbed.
“I think he fancies you. He always mentions you,” probed Sandy.
“Yeah, he should fancy Margaret, the mother of his three children. She
works sixteen hours a day for him. He should discuss her politics and her
tits, not mine,” retorted Wilma, this time with more spirit.
“But are you a communist?” persisted Sandy. In a way she hoped Wilma
was. It was quite outrageous enough to share with a Jamaican woman,
which had them all whispering back in Wales, but a Jamaican communist
would be over the top.
“Of course not, dope,” said Wilma. “Would I be lying here talking
chicken shit to a silly little nurse like you, drinking beer, if I were a
communist? No, I would be fighting the good fight somewhere and
overturning things. Not planning to become rich and middle class and have
a university degree.”
“I think you are mad to try and do all that studying,” said Sandy,
stretching her tired muscles. “It’s bad enough doing what we do. I only
want to sleep and look at the telly when the day is over. Study! I couldn’t
even think of it.”
1
burst anfall
Æ
leisure [ leZ´] fritid
lounge [laUndZ] dra seg
amazement undring
Æ
knackered [ nœk´rd] utslått
5
10
15
20
25
At the market in Brixton.
30
35
40
45
“I had always heard they were ambitious in Wales,” Wilma said.
“They may be. I’m not anymore. Anyway, being a nurse isn’t that far
below being a teacher, you know, they rate about the same. And teachers
don’t get all that much more money. I don’t know why you’re killing
yourself if all you’ll do is teach in the end.”
“I’ll do both,” said Wilma.
“How can you do both?” Sandy became suddenly irritated at the calm
way this tall girl had everything planned. Even her short burst of leisure was
carefully planned, hair shampooed, fresh air by the window, lounging in a
robe, instead of sitting there, tired and hot, like Sandy was.
“I’ll be a teacher during the day, and then some nights a week I’ll do a
night shift, and I can work full-time nursing in the long holidays. Teachers
have vacations of three to four months, you know, when you add it all up.
It is a ridiculous life … they get paid … I don’t know.” She shook her
turbanned head from side to side in amazement.
“My sister married a teacher in Wales. They don’t get well paid I tell you,
and he’s knackered come the summer when the exams are over. You’ve got
it wrong,” Sandy said. She didn’t like to hear of people doing two jobs. She
felt quite proud of herself, having managed to drag herself unwillingly from
Wales, from a man who walked out on her, to a big strange city and find a
job and a flat. She thought that Wilma was pushing it.
Part Three
Wilma got them more beer.
“Ohh,” she sighed. “Ohh, Sandy girl, if only you knew what my mother
had to do for me, and what she and her sisters have had to do for all our
1
5
10
15
20
25
mammy svart barnepike
screw knulle
fare billett
kerosene parafin
tap kran
verily sannelig/sanneleg
fret engste seg
Æ
seraphically [se rœfIklI]
engleaktig/engleliknande
fancy man kjæreste/kjærast
chatty skvaldrete
disgrace skam
mockery hån
shaft of sunlight solstråle
stale air dårlig luft / dårleg luft
crap tull
keeps her short – gives her little
money
airy-fairy virkelighetsfjern/
røyndomsfjern
quid (slang) – pound
lavatory toalett
family. I’ll never stop getting degrees, every letter I have to my name is a
shaft of sunlight for them. It’s a reason to go on scrubbing floors, to go into
offices and shops at five a.m. where the air is stale and the baskets are full of
yesterday’s sour milk cartons, but the letters after my name will make it
worthwhile.”
“Oh, for heaven’s sake, Wilma, you’re far too intelligent to go along with
that crap,” cried Sandy, annoyed now and tactful no longer. “If you really
wanted to help your mother, then you’d give her money, for God’s sake. I
mean, I send my mother money each week, not much, but a little, for her
to get herself something nice, maybe a hairdo or a night at the bingo and a
fish supper. My Dad keeps her very short.”
“Oh yes?” said Wilma.
“Yes, bloody yes. And that’s what you should do instead of filling your
poor mam’s head up with ideas and nonsense, and degrees and airy-fairy
letters after your name. If you can’t bear her being down on her knees then
take her off them. You can send her ten quid a week – better, you can go
and give it to her. She lives only an hour away. I can’t understand why you
don’t go to see her more. My mam lives hundreds of miles away, otherwise
I’d go and take her out on a Saturday night for a bit of a laugh. That’s what
a daughter is for.”
Wilma sat up and looked at her.
“No, Sandy my little sister, that is not what a daughter is for. A daughter
must never be for that. That means the system never ends. A daughter must
be something better, something stronger, she must give hope and reason for
what is being done. She must make some sense out of all the scrubbing,
bring some logic to all that lavatory cleaning. Otherwise a daughter is just
yourself again, on and on forever.”
Sandy saw why Nelson thought that Wilma wanted to overturn society.
And because she thought of Nelson she mentioned him.
“But the other Jamaicans don’t feel that way, Nelson and those girls in
the store for example, they have a laugh and they go to parties and they sing
songs, and they say it’s not too bad. Isn’t that better for a mother, to see she
has happy children?”
1
Wilma stood up and rested her hands on the window box. She looked as
if she were about to make a speech to a crowd below but instead she spoke
in a very gentle voice.
“My mother told me that before she came here she never knew that
white women were poor, too, when she saw poor white women in Britain
she thought they had done something bad and were being punished. She
came from a family where the women were strong. Her mother
remembered being a mammy and remembered having to lie down and let a
white boss screw her. But that ha d all gone by my mother’s time, she had
five jobs, five different jobs to get her fare to England, and when she came
here she had six jobs to make the money for us to come, but she didn’t mind
having six jobs because she lived in luxury. She had electricity, not kerosene,
she had water in a tap, down the corridor but in a tap. She had a house
where the food didn’t melt, or rot, or go bad, she didn’t have to buy
expensive ice to keep food fresh for twenty-four hours. And one by one she
sent for us. One by one we came.”
1
5
10
15
5
10
15
20
25
30
Part Four
Her voice began to sound a little like a preacher’s. Sandy could imagine her
putting a few “Yea, verilys” into her conversation.
“You see, what was so wonderful was that we knew she would send for
us. I was only nine when she went, only a child of nine when she got on the
bus to Kingston that day, and I knew she would send for us one by one. That
when I came first, part of her sending for Sadie and sending for Margaret
and the others was that I should work hard at school. It was team work, it
was solidarity like you’ve never known. If we had the homework done and
our mother’s supper ready when she came in from one job, that gave her
strength to go out to another. If she didn’t have to worry about us, if we
cleaned the house, then she could stay healthy, in her jobs, and not fret. You
have to scrub a lot of floors and get a lot of bonus and overtime to pay five
airfares from Jamaica and for a home for them to live in.”
Wilma smiled seraphically.
“But we were a lucky family because it was the woman who came. No
danger of the woman finding a fancy man and forgetting us like happened
to some of the men who came. A woman with five children will not forget
them. That Nelson you admire so much in the corner store, he has a wife
and two children in Ocho Rios, as well as Margaret and the three children
here. Nice for Nelson to be chatty and to have a laugh and a drink and a
song. Very nice. My mother would spit on him. A disgrace to Jamaica, every
song and every bit of a laugh which you said I should be having is a
mockery.”
“But, Wilma, surely you can have both. I mean the pride in your doing
well and a bit of a laugh, that’s all I was suggesting. That’s all I was saying,
your mam has to have some relaxation, some happiness.”
“I write to her and I tell her what I am studying, sometimes she looks
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25
30
35
40
45
1
5
10
15
20
25
30
35
40
at the television when the Open University
programmes are on. She can’t understand
them, but that’s her happiness.”
“What does she do on her time off ?
“She sleeps. And when she wakes to work
again she remembers that her mother
couldn’t read but she can read and write, and
she knows that even though she can read and
write she will never have qualifications but I
will have a university degree, and that sends a
big surge of happiness right through her and
she is glad that she didn’t just sit and laugh
with her mother while the chickens ran
around the dusty yard, and that I did not sit
and laugh with her while we both went out to
play bingo.”
“I see”, said Sandy, who didn’t see at all.
“You don’t see, because for you it has
always been a possibility, a good life. You
don’t have to prove anything to your mother
nor she to hers.”
“Oh I don’t know. I’ve had more
education, a better job, more freedom, than
she did.” Sandy didn’t want anyone to think
that there had been no progress. Life hadn’t
been a bed of roses in the small Welsh town.
Wilma sighed. Sandy was by far the nicest
of the girls who had shared her flat, but she
would leave, she would leave soon. Without a
proper explanation. And Nelson would say
that she left because she was too toffeenosed
for the area, and Old Johny, that man from
Barbados two floors down, would say that it
was good riddance to that young whitey
anyway, and only Wilma would know that it
had nothing to do with colours of skin or
area, or smells of curry or steel bands in the
basement. It had everything to do with life
being short and most people wanting to have
a laugh and a good time.
surge [s‰ÜdZ] bølge/bølgje
toffeenosed blærete
good riddance godt å bli kvitt
whitey bleiking
Reading
Work in groups of four. Each student is
responsible for one part of the text. Read your
part and answer the questions afterwards. Take
notes. Then share your part with the other
group members.
Part One – Finding a place to live
a What does Sandy do for a living?
b Where does she come from?
c How does she go about finding somewhere to
live in London?
d Where does she find a flat?
e Why does Wilma think that she and Sandy
are not related, even though they have the
same surname?
f What does Wilma do in addition to her job at
the hospital?
1
5
10
Speaking
15
20
Part Two – Wilma a communist?
a What kind of food do they sell at the local
corner-store?
b How does Sandy like Brixton?
c Why doesn’t she feel like visiting Jamaica?
d What does Nelson, the shop-keeper, think of
Wilma?
e What does Wilma think of Nelson?
f What are Wilma’s plans for the future?
25
30
Part Three – What a daughter is for
a How does Wilma believe she is helping her
mother?
b How does Sandy believe she is helping her
mother?
c What is wrong about a daughter being “just
yourself again, on and on forever”?
d In what way is Wilma different from the
other Jamaicans in the story?
e What did Wilma’s mother have to do to get
the fares to England for herself and her
children?
Part Four – We were a lucky family…
a How did Wilma help her mother when she
first came to England?
b What does Wilma mean when she says they
were lucky that it was the woman of the
family who first came to England?
c Why does Wilma disapprove of Nelson?
d Why does Wilma think Sandy will leave
shortly?
e What will people in the neighbourhood think
is the reason why she leaves?
For each question, choose your viewpoint and
prepare a few arguments to support it. Present
your views to the class or your group.
a Whose attitude do you sympathise with the
most, Sandy’s or Wilma’s?
b How much does it mean to you that you get a
good education?
c Wilma in many respects breaks with the
stereotypical image of the West Indian
immigrant, while Nelson confirms it. How
reliable are ethnic or cultural stereotypes?
d Wilma suggests that women are more hardworking and responsible than men. What do
you think of that?
Language work
35
40
45
2:27 Apostrophes
Fill in the missing apostrophes:
a He wasnt going to spend the whole day there.
b It was his sisters sweater, but he thought it
belonged to one of the girls next door.
c Theres plenty of room, as long as you dont
touch the cats place by the fire.
d He talks a lot, but I dont mind. He is my
brothers son after all.
Discuss your choices with a classmate and write
down the rules for use of apostrophes in your
notebook.
Writing
2:28 Writing a summary
Use the answers to the “Reading” questions in
task 2:25 as a basis for writing a short summary
of the story. You can choose whether you want
to tell the story from Sandy’s or Wilma’s point of
view. In either case, tell it as you would have told
it to a friend.
2:29 Writing about literature
Write a short presentation of this story for the
readers of a youth magazine. Remember to say
something about:
• Plot
• Setting • Point of view
• Characters • Theme
Also say whether you liked the story or not,
and explain why. (See also page 303 for help.)
2:30 Find out more
Brixton is in London. Use the Internet or other
sources to find out as much as you can about
the area and the people who live there. Consider
things such as the following:
• Nationality
• Jobs
• Education
• Housing
Before you start your search, brainstorm in class
what you would like to find out. For example:
How many different ethnic groups live in
Brixton? Which is the largest? And so on.
1
5
10
15
20
25
30
Language work
2:31 Verbs
a Did you write a summary of the story? If so,
which verb tense (present or past) did you
use? Why?
b Did you use any progressive verb forms (–ing
forms)? Why or why not?
c Find the paragraph on page 70 that starts on
line 4 and finishes with line 16. Go through it
and find the verbs which are marked for tense
(present or past). How can you tell?
d In the same paragraph, find the modal verbs.
What do they express: ability or future
possibility or likelihood?
35
40
45
• What are your best school experiences?
• What are your worst school experiences?
• What do you think when you hear “We don’t need no education!”
TE
TE
13
XT
XT
XT
TE
TE
another brick in the
wall
XT
We don’t need no education
We don’t need no thought control
No dark sarcasm in the classroom
Teachers, leave them kids alone!
Hey! Teachers! Leave those kids alone!
All in all it’s just another brick in the wall
All in all you’re just another brick in the wall
We don’t need no education
We don’t need no thought control
No dark sarcasm in the classroom
Teachers, leave them kids alone!
Hey! Teachers! Leave those kids alone!
sarcasm spydighet/spydigheit
brick murstein
wall mur
(…)
Pink Floyd
From Pink Floyd: The Wall (1982) – a movie about the life of a troubled rock star called Pink.
UK
VG3
VG2
VG1
Reading
Reading
2:33 Reading aloud
Work in pairs. Read alternate lines of the poem
aloud until you think it sounds all right. Choose
key lines to read in chorus. Beat the rhythm if
you like. Afterwards you may perform it in class.
2:36 Understanding illustrations
Work in groups of three:
• Study the illustration of the school system in
the UK. Explain what the diagram tells you.
• Study the USA illustration. Explain what it
tells you.
• Study the illustration for Norway. Explain
what it tells you.
• Based on the illustrations and what you know
from other sources, discuss what differences
there are between these three systems. Which
system do you think you would prefer?
a A “wall” is an important image in the song.
What do you think it means?
b What does it mean to be “another brick in the
wall”, then?
c What is wrong with the type of school
described in the poem?
d Can you spot
– repetitions
–alliteration
in the text? (See page 303 for ideas.)
Speaking
Note: The school systems in Scotland
and Nothern Ireland are slightly different.
• Compulsory school from
5 to 16.
• School uniforms common.
• Expensive private schools
have a lot of prestige.
Note: The US does not have
a national school system.
• Each state decides, so there
are in fact 50 different
school systems.
• Compulsory school from 6
to 16.
• Few breaks. Students have
to rush directly to the next
class.
• Compulsory school from
6 to 16.
• Upper secondary school
from 16 to 19.
• A choice between general
and vocational studies.
The poem describes experiences from British
schools just after World War II. The teacher
had a lot of power while the pupils had none.
60 years have passed since then. Working in
small groups, discuss each question below:
a “Students and teachers can never be equal.
The teacher must always be in control!”
Do you agree?
b In the schools you have experienced, would
you say teachers have too much power?
Or perhaps too little?
c Do we need schools, or is there an
alternative?
language work
2:37 Specialised language
The subjects you study in school all use
specialised words called “technical terms”.
Learning such terminology is part of learning
the subject.
Make a list of at least ten specialised words
(technical terms) from your subjects. Then try to
explain what each of them means.
Reading
2:38 Understanding illustrations
Discuss with a classmate, then answer in writing:
Find a technical illustration from one of your
subjects – from a textbook or any other source.
Explain what information it gives you.
2:39 Before you listen
Look through the glossary and make sure you understand all the words and
expressions before you listen to the young Irishman’s story.
XT
TE
14
XT
LI
STE
It was true I hadn’t
told anyone about
my plans. But that
was because I was
vague and unsure
about what I was
doing and where I
was going at that
time in my life.
TE
NG
XT
XT
NG
NI
TE
TE
NI
T
LIS E
memories of another
Life
We all have to make choices in our lives. Some choices are more dramatic
than others, and we do not always foresee the consequences.
Listen to this young Irishman Eddie Naughton telling us about an
important choice he made when he was only 16 years of age.
Listening
Writing
2:40 Listening for detail
Listen to Edward again, and take notes to help
you answer the following questions:
a How old was Edward when this happened?
b What was the father doing when Edward told
him?
c How did the father react?
d Who had Edward discussed his plans with?
Why?
e What impression do you get of Edward’s
attitude to other people at this time?
f How had he got in touch with the army the
first time?
g What did he do when he got the first train
ticket?
h What was his work situation like when he got
the second one?
i How did he feel when he had finally made up
his mind?
j What was he pleased to leave behind?
k What did the father give him as they parted?
l Why do you think the father cried at the end?
m How did Edward feel when he saw his father
crying?
n What does that tell us about the relationship
between them.
o Why did the father have so little to say to
Edward before he left?
2:42 Writing a diary
When Edward has left, his father has only his
diary to talk to. Write his diary entry for this day.
2:43 Writing a personal letter
Imagine that Edward was writing a letter to
his father two years later. Has he regretted his
decision or is he glad he joined the army? Write
the letter.
2:44 Writing a personal text
Write a personal text inspired by one or both of
the recruiting posters below. Genre and title is up
to you.
Speaking
Glossary for the
recorded text
braces bukseseler/bukseselar
leather thongs
lærsandaler/lêrsandalar
poised balansert
Ballymena – town in
Northern Ireland
incredulous vantro, ikke tro
sine egne ører / vantru,
ikkje tru sine eigne øyre
half-ten (= half past ten)
halv elleve
was beyond persuasion
that (her:) hadde mistet
troen på at / hadde mista
trua på at
undergo gjennomgå
cursory overflatisk
medical examination
legeundersøkelse/
legeundersøking
light-hearted exercise
lettsindig påfunn
wrestle (her:) kjempe
be turned down få avslag
elation opprømthet, glede /
storhumør, glede
row [raU] krangel
hitherto uncontested
certainties så langt
uimotsagte selvfølgeligheter
/ så langt uimotsagde
flosklar
anxious nervøs, engstelig /
nervøs, engsteleg
embark on dra ut på
shrug trekke på skuldrene /
dra på skuldrene
indifferent likegyldig
pathetic ynkelig/ynkeleg
rivulet bekk
Discuss in pairs or small groups.
– Based on what you know about Edward’s life,
can you understand why he went to join the
army?
– Do you think it was a wise decision?
Why?/Why not?
– Would you have done the same?
Recruitment posters:
one British from World
War I and one from the
US Army 2008.
Æ
primeval [praI miÜvl] opprinnelig,
det første / opphavleg, det første
curse forbanne
frantic desperat, hysterisk
abandon gi slipp på / gi slepp på
Discuss with a partner:
• Have you ever demonstrated in the streets? What cause did you march for?
• If you haven’t, is there any cause you would march for?
TE
XT
XT
XT
TE
Song of a
Demonstrator
15
TE
snap klikke
thwarted (her:) forstokket, sta /
forstokka, sta
dissolve oppløse, forsvinne /
oppløyse, forsvinne
hurl kaste
brick murstein
XT
state one’s case legge fram sitt syn
/ leggje fram synet sitt
weary trett, lei / trøytt, lei
cease slutte
rant skravle
Æ
solace [ sÅl´s] trøst/trøyst
despair fortvilelse/fortviling
TE
reasonably fornuftig
restriction restriksjon, begrensning
/ restriksjon, avgrensing
ground begrunnelse/grunngiving
pompous pompøs, svulstig
slogan slagord
bellow hyle, skrike
Deep down in my heart there is love;
And from it I spoke quietly, reasonably,
Against restrictions I saw no ground for.
And my elders and betters replied
With pompous slogans, bellowed
While I was still stating my case.
And I grew weary of being shouted at
Simply because I had disagreed.
I ceased to try to argue, and still
They ranted on at me for my crime of being young.
And I drank spirit for solace, which dragged me
Deeper into frustration and despair.
Suddenly something snapped, and my
Thwarted love dissolved blind loyalty; I ran
Out into the street, and broke their windows
With stones, smashed their motor cars
And hurled bricks at them, laughing
As the primeval beasts laughed.
And they hated me, cursed me, frantically
Screamed at me for abandoning reason.
It was my turn to speak without listening
And I spoke with bricks. They couldn’t
Turn a deaf ear with bricks.
Roger Lindley
1
5
10
15
20
Speaking
1 Discuss in pairs, then sum up in class:
a Why are so many young people not
interested in politics?
b What can be done to make politics more
interesting?
c In some countries, like Australia, voting is
compulsory. You risk a fine if you don’t vote
in elections. Do you think this is a good idea?
2 Find a cause or political issue that you would
like to do something about. What can you
Writing
2:51 Writing a letter
The local authorities where you live are concerned
because so few youngsters vote in elections. They
want to do something about it, and have invited
young people to come forward with ideas.
Write a letter to your local authorities, telling
them what you think should be done to make
youngsters more interested in politics. You may
base your letter on the list you prepared under
question 2 in exercise 2:49 above.
What is the boy in the picture thinking?
Write a text based on his thoughts.
Do you like science fiction? Why? Why not? How do you know if a film or a text is
science fiction?
Ar thur C . C lar ke
XT
TE
XT
16
TE
2:50 Adjectives and adverbs
1 Place the words below in two groups:
adjectives and adverbs. They are all taken
from the poem. (See page 312 for help.)
quietly, reasonably, pompous, weary, simply,
young, suddenly, thwarted, blind, primeval,
frantically, deaf
2 How can you tell whether a word is an
adjective or an adverb? Fill in the missing
endings or words: –ly, –ous, verb, nouns,
qualities, how
a I can look at the shape of the word.
Adverbs often end in
.
Adjectives often end in
or –y.
b I can look at the context. Adverbs
generally say something about the
of the sentence. Adjectives
usually describe
or pronouns.
c I can think about the meaning of the
word. Adjectives denote
of
people or things, while adverbs help to
answer questions such as
, when
and where.
XT
Discuss the following:
a When the demonstrator spoke politely
nobody paid attention. Do you think this lack
of respect is a common problem that
youngsters have to face?
b The demonstrator chose to throw bricks.
Do you think that was a good solution?
Why? Why not?
c What else could he have done?
language work
TE
Work with a partner and try to find answers to
the following questions:
a What is the demonstrator like – deep inside?
b What did he try first?
c What response did he get?
d Why did he get tired?
e What happened when he stopped arguing?
f Why did he start drinking?
g Where did that get him?
h What did he do after “something snapped”?
i What response did he get?
j Why does he prefer to “speak with bricks”?
do to influence the political decisions in this
case? Make a list of your ideas.
XT
After you have read the poem, sum up the main
content in a few written sentences. Then present
your summary in class or to a partner.
TE
Reading
reunion
People of Earth, do not be afraid. We
come in peace – and why not? For we are
your cousins; we have been here before.
scientist, but it was above all as a writer of science
You will recognise us when we meet,
fiction that he became famous.
a few hours from now. We are
His novel, 2001: A Space Odyssey, is one of the
approaching the solar system almost as
greatest space adventures ever written, and the film
swiftly as this radio message. Already,
won Clarke and director Stanley Kubrick cult status.
your sun dominates the sky ahead of us.
The short story “Reunion” was first published in
It is the sun our ancestors and yours
the science fiction magazine Infinity in 1971.
shared ten million years ago. We are
men, as you are; but you have forgotten
your history, while we have remembered ours.
We colonized Earth, in the reign of the great reptiles, who were dying
when we came and whom we could not save. Your world was a tropical
planet then, and we felt that it would make a fair home for our people. We
were wrong. Though we were masters of space, we knew so little about
climate, about evolution, about genetics …
For millions of summers – there were no winters in those ancient days
– the colony flourished. Isolated though it had to be, in a universe where the
swiftly raskt
journey from one star to the next takes years, it kept in touch with its parent
ancestors forfedre/forfedrar
civilization. Three or four times in every century, starships would call and
reign regjeringstid
bring news of the galaxy.
the great reptiles dinosaurene/
dinosaurane
But two million years ago, Earth began to change. For ages it had been a
ancient days tidligste tider /
tropical paradise; then the temperature fell, and the ice began to creep
tidlegaste tider
Æ
flourish [ flørIS] blomstre
down from the poles. As the climate altered, so did the colonists. We realize
call (her:) komme på besøk
now that it was a natural adaptation to the end of the long summer, but
alter forandre seg
those who had made Earth their home for so many generations believed
adaptation tilpasning/tilpassing
1
Arthur C. Clarke (1917–2008) was a very successful
5
10
15
20
25
that they had been attacked by a strange
and repulsive disease. A disease that did
not kill, that did no physical harm – but
merely disfigured.
Yet some were immune; the change
spared them and their children. And so,
within a few thousand years, the colony
had split into two separate groups –
almost two separate species – suspicious
and jealous of each other.
The division brought envy, discord,
and, ultimately, conflict. As the colony
disintegrated and the climate steadily
worsened, those who could do so
withdrew from Earth. The rest sank into
barbarism.
We could have kept in touch, but
there is so much to do in a universe of a
hundred trillion stars. Until a few years
ago, we did not know that any of you
had survived. Then we picked up your
first radio signals, learned your simple
languages, and discovered that you had
made the long climb back from savagery.
We come to greet you, our long-lost
relatives – and to help you.
We have discovered much in the
aeons since we abandoned Earth. If you
wish us to bring back the eternal
summer that ruled before the Ice Ages,
we can do so. Above all, we have a
simple remedy for the offensive yet
harmless genetic plague that afflicted so
many of the colonists.
Perhaps it has run its course – but if not, we have good news for you.
People of Earth, you can rejoin the society of the universe without shame,
without embarrassment.
If any of you are still white, we can cure you.
repulsive motbydelig/motbydeleg
disfigure vansire/skamfare
Æ
species [ spiÜSiÜz] art
jealous misunnelig/misunneleg
discord uenighet/usemje
ultimately til slutt
disintegrate gå i oppløsning /
gå i oppløysing
withdraw trekke seg tilbake /
trekkje seg tilbake
savagery vill tilstand
relative slektning
Æ
aeon [ iÜń] evighet/æve
abandon forlate, oppgi
remedy bote middel
offensive ekkel
plague [pleIg] pest
afflict ramme
run its course brenne ut
embarrassment blygsel
cure helbrede/lækje
1
5
10
15
20
25
30
35
Reading
Writing
Work in pairs and take turns to ask and answer
the questions.
a What is the relationship between the “we”
of the text and “People of Earth”?
b When did “we” colonise Earth?
c What was Earth like at that time?
d How long did the colony flourish?
e How often did starships visit Earth?
f When did Earth begin to change?
g In what way did it change?
h What did the strange disease do to its victims?
i Did the disease affect all the people on Earth?
j What was the relationship between the two
separate groups of people on Earth?
k What happened eventually?
l What do the returning people offer “People
of Earth”?
m What exactly is the nature of the “disease”?
2:56 Writing a reply
Write your own reply to this radio message.
Read it out loud to your classmates.
Discuss in small groups or in class:
a Who or what does the voice belong to in this
story?
b What is the attitude of the speaker towards
the people on earth?
c How do you feel towards the people of our
earth as you read?
d When did you realise what the “disease” was?
e Does the story have a clear message? If so,
what is it?
f Do you accept the message?
2:57 Find out more
Use the Internet to find information about
science fiction and the three giants of sci-fi
writing: Isaac Asimov, Ray Bradbury and Arthur
C. Clarke. Because of the first letters of their
surnames these three are often called “the ABC
of science fiction”.
Write a brief introduction about science fiction,
followed by a brief presentation of each of the
three giants.
IN-DEPTH STUDY
The national curriculum
One aim in the national curriculum for English
is that you should be able to present an in-depth
study of a topic within your own education
programme. The curriculum also states that you
should be familiar with the specialised language
of the subjects that make up your education
programme.
One way of combining these two aims is to
do a project. Choose a topic that you are familiar
with from one of your programme subjects. The
goal in this project will be to learn the specialised
English terminology and show that you can use
it in a presentation.
Assignment
See page 127 to find a specific assignment.
comms, eg communications
notice beskjed
interrupt avbryte
Brainstorm in class things that are characteristic for science fiction. Then read this
story and check if it meets your expectations.
M a l o r i e Bl a c km a n
TE
TE
17
XT
XT
XT
TE
TE
Dad, Can I Come Home?
XT
“Dad? Dad! It’s Eve. How are you? What are you doing
with yourself ? Are you all right?”
Malorie Blackman (1962–) was born
in London, and worked in the
“Eve? Eve darling, how are you? God, it’s good to
computer industry for many years
hear your voice. Where are you? Why can’t I see you?”
before she published her first book
Eve smiled happily. It was so good to hear if not
in 1990. It was a collection of stories
see her Dad again. Somehow it made the idea of
called Not So Stupid!. Since then
returning home seem closer and more real.
she has written over 50 books, TV
“Dad, the screen of this video-phone isn’t
scripts, drama and plays. Blackman
working. And the fleet’s just returned to Tdir-ah
has said about herself: “I’m just
so the queues to use the phones are ginormous. It
Malorie Blackman – a black woman
was use this phone or wait for another week to find a
writer:” The short story “Dad, Can
phone with a working screen.”
I Come Home?” is from her 1990
“No, no, it’s enough just hearing your voice, bunny.
collection.
Are you all right?”
“I’m fine, Dad.” Eve smiled again, stretching out a
tentative arm to the blank screen before her. “I’ve missed
you so much. I just can’t wait to get home.”
“So the reports are true? The war is finally over?”
“The war’s over. The treaty was ratified three days ago. I should be
home within the week, if the shuttle bus doesn’t give up under the strain.”
queue [kjuÜ] kø
“Bunny, that’s great news. Wait till I tell Joe and Luke, and especially
ginormous, eg enormous enorm
bunny lille venn / vennen min
Morgan – eh!”
tentative nølende/nølande
Eve’s cheeks burned. “Dad, stop teasing! Besides, Morgan is probably
treaty avtale
ratify stadfeste, undertegne /
married with eight kids by now.”
stadfeste, underteikne
“Of course he’s not married. He’s waiting for you. Mind you, if you told
shuttle bus skyttelbuss
him that, he’d laugh in your face but it’s the truth.”
strain belastning
1
5
10
15
20
25
“Is it, Dad? Is it really?”
“‘Course it is.”
“Listen, Dad, I can’t stay on the phone for much longer. There’s a time
limit on all comms to Earth until further notice. I ... I wanted to ask you for
a favour though.”
“Go ahead, bunny.”
Eve swallowed hard. This was it. “You’ve met Janice, my co-pilot.
Did you like her?”
“Yes, of course I did.” Eve heard the surprise in her father’s voice.
She ran her dry tongue over her lips.
“It’s just that ... well, we were shot down over Zitunm ...”
“WHAT! You didn’t tell me that ... are you sure you’re ...”
“I’m fine,” Eve interrupted. “But Janice ... but Janice isn’t, Dad. She was
thrown clear but she went back to get me. She saved my life.”
“So what’s the matter with her?”
“She ... she was shot dragging me clear. Shot with a senso-blaster.”
“Oh my God!”
1
5
10
15
severely alvorlig/alvorleg
beyond recognition til det
ugjenkjennelige / til at det ikkje
er til å kjenne att
be eligible for ha rett til
artificial kunstig
booth avlukke, bås
plea bønn
reverberate runge
deafen gjøre døv / gjere døv
adapt tilpasse
“Exactly. She’s lost an arm and both of her legs and her face is severely
burnt – almost beyond recognition. And she’s not eligible for artificial limbs
because she broke the rules by going back for me. I know those artificial
limbs aren’t much use but at least they’re better than the nothing she’s
going to get because of me.”
“Oh, my God. That poor, poor kid. And she was so pretty, so full of life.
How’s she taking it?”
“Not too well I think.”
Silence.
“Eve? What’s the matter, bunny?”
“Sorry, Dad, I was just thinking.” Eve forced herself to
continue, “Janice smiles a lot but I think that deep down
she feels very scared, and very alone. She has no
family, no one to go back to. So I said that she
could stay with us.”
“Stay with us? For how long?”
“For good.”
Eve listened to the silence that filled
the video-phone booth. The unspoken
plea reverberating through her mind
deafened her.
“Eve, darling, maybe Janice can stay
for a day or two, or perhaps even a
week, but no way can she live with us
permanently.”
“Why not?”
“Eve, use your head. I’ll always be
grateful to Janice for saving your life. Always.
But we have to face the facts. Janice is a cripple ...
she’ll need a lot of time and attention. She’ll require
a lot of care, not to mention money. Our home is too small
to have her here permanently and it would cost too much to adapt it.”
“But Dad, she saved my life. Couldn’t we at least try? She wouldn’t be
too much trouble ...”
“Yes, she would, darling. Don’t you think I’d love to say yes, but I can’t.
Maybe she could go into a hospital for the war wounded and we could visit
her?”
“She’d hate that. Please, Dad ...”
“I’m sorry, bunny, but the answer is no.”
“But I’ve already told her she could live with us.”
“Then you’ll just have to untell her.”
“Couldn’t we just try, Dad. Please, for me?”
“No, Eve. She saved your life and I’ll always – always be grateful for that,
but she’d be too much of a burden.”
“Burden?” Eve whispered.
“I’m sorry, Eve.”
Silence.
“Come on, Eve. Let’s not argue. I haven’t spoken to you in over two
years. Tell me all about ...”
“I can’t, Dad. My time’s up now.”
“Already?”
“‘Fraid so. I’ll see you soon. Bye, Dad. I love you.”
“I love you too, bunny. I’m going to give you such a home-coming.
And Eve ... I’m sorry about Janice, but you do understand ...?”
“I understand, Dad. Bye.”
“Eve, darling. See you soon.”
Eve switched off the video-phone. She stared up at the peeling, dingy
grey paint on the ceiling ... and cried.
1
5
10
*
15
20
25
30
35
40
45
argue krangle
dingy grey gråskitten/gråskiten
jet kullsvart/kolsvart
sturdy robust
dependable til å stole på
frown rynke pannen / rynke
panna
replacement (her:) protese
grin glis
hug omfavne/omfamne
commit suicide ta livet sitt
“Mr Walker, it’s Janice Sonderguard here.”
“Janice? Well, hello, Janice. How are you?”
“I’m all right, Mr Walker.” Janice studied the image of Eve’s father on
the phone. He was just as she remembered, his hair grey at his temples but
jet everywhere else. A neat, trim moustache and his skin the colour of oak,
his body as sturdy as oak. And smiling eyes. A man you instinctively trusted.
Solid, dependable. Only he was frowning now.
“Why, Janice, Eve told me that you’d lost an arm and your legs. Have the
rules been relaxed? Have you received replacements after all?” Janice turned
away from the screen, her lips a tight, bitter line. It didn’t matter what the
politicians and the diplomats said, the war wasn’t over ... not by any means.
“Congratulations. Eve must be so pleased for you.”
Janice turned back to the screen, staring at Mr Walker’s broad grin.
“Mr Walker, please.” Janice hugged her arms around her body before
dropping them to her sides. “Mr Walker, please prepare yourself. I ... I’ve got
some bad news.”
“Eve,” Mr Walker said immediately. “What’s wrong? Has something
happened to Eve?”
“Mr Walker, I don’t know how to say this. Eve ... Eve committed suicide
this morning. I ... I ...” The man and woman stared at each other.
“Eve ...?” Mr Walker whispered. “She didn’t ... she wouldn’t ... What are
you talking about?” The question was shouted at Janice.
“Please, Mr Walker, I’m telling you the truth. She’s dead,” Janice shouted
back. “She’s dead,” she whispered.
“But why? WHY? I don’t understand.” Janice jumped as Mr Walker
punched the screen. “Why are you doing this to me? Why?”
“Mr Walker, Eve spoke to you last night. Did you see her? What did she
talk about?”
“What ...?” Mr Walker shook his head slowly, utterly bewildered now,
1
5
10
15
20
25
30
35
40
45
morgue likhus
image bilde/bilete
key taste
console konsoll
body capsule likkapsel
home in on peile seg inn på
appropriate riktig
unrecognisable ugjenkjennelig /
ikkje til å kjenne att
utterly lost. “I can’t ... I ... never saw her yesterday. The screen in the videophone booth wasn’t working ... She talked about you, she wanted you to
stay with us.”
“Me?” Janice said slowly.
“She told me that you’d lost an arm and both legs.”
“Oh, I see,” Janice whispered.
“I don’t understand,” Mr Walker pleaded.
“Eve left you a letter. Can I read it to you?”
Mr Walker nodded slowly.
Janice removed the letter from her overall pocket. There was sand in her
throat, threatening to choke her as she began to read:
Sorry, Dad. I love you. You’ve explained everything
to me very carefully, and I think this is the best
solution for everyone.
“What does that mean?” Mr Walker interrupted. “Eve can’t be dead ...
I don’t believe it.”
“Mr Walker, let me show you Eve. She’s ... in the morgue. I can transmit
the image to you.”
“I don’t understand any of this ...”
Janice keyed the necessary commands into the console beside the videophone and the morgue appeared without warning, filled to overflowing
with row upon row of body capsules. Janice began to key in the commands
to home in on the appropriate capsule.
“Mr Walker, did Eve tell you about our crash on Zitunm?”
“Yes, she told me how you saved her life.”
“I didn’t save her life, Mr Walker,” Janice said quietly. “It was the other
way around. She came back for me ...”
A new image filled the screen now. There in her capsule lay Eve Walker,
Captain of the SAXICON ship, with no legs and only one arm and a badly
scarred, almost unrecognisable face.
1
Reading
10
2:59 Reading aloud
Read through the text quickly on your own,
then work in pairs. Read aloud the parts that are
direct speech. One of you is Eve, the other one
is Dad in the first part. In the second part one
of you is Janice, the other one is Dad. Read the
telephone conversations as if they were in a play,
leaving out the comments that are not direct
speech.
15
Go through the text and find examples of names,
things and events that tell us that the story is set
in a different time and place from our own.
5
20
25
30
Discuss these questions with a classmate, then
answer in writing:
a Why does Eve lie to her father?
b What does Janice mean when she says:
“It didn’t matter what the politicians and the
diplomats said, the war wasn’t over ... not by
any means.”
c Plot: Try to sum up the plot of the short
storyin as few sentences as you can.
d Setting: When and where is the story set?
e Characters: Describe Eve and her father.
f Theme: What would you say is the theme of
this short story?
Speaking
Work in pairs or small groups.
a Make at least one statement each that begins
with “If only ...”
b Did you like this story? Say why you did,
or didn’t.
2:63 Making small talk
Work in pairs and give appropriate answers to the
following questions. Take turns to ask and answer.
• How are you?
• Are you all right?
•
•
•
•
•
Is the war over?
Is it really true?
Did you like her?
Can she stay with us?
Couldn’t we try?
Writing
2:64 Writing a dialogue
Imagine that Eve tells her father the truth.
Rewrite that part of their conversation.
Choose one of the following three tasks:
1 Imagine that you are Eve and write an entry
for your diary after you have spoken to your
dad.
2 Imagine that you are Janice and write her
diary entry for the day Eve died.
3 Imagine that you are Mr Walker and write an
entry for your diary after you have spoken to
Janice.
Language work
2:66 Subject and verb
Identify the subject (S) and the verb (V) in each
of these sentences.
a I should be home within the week.
b Eve heard the surprise in her father’s voice.
c Sorry Dad, I was just thinking.
d But we have to face the facts.
e She’d be too much of a burden.
2:67 Adjectives and nouns
Match adjectives and nouns:
blankpaint
surprised limbs
artificialeyes
poorvoice
peelingkid
badface
smilingnews
unrecognisable
screen
America were native English speakers, English soon became the official
language of America. American English has become a major variety of
English, and through television, film and the Internet it even influences the
way English is spoken in Britain these days.
5
Some details about the growth of English
• The people who established the first European settlements on the
American continent spoke English. This secured the spread of English
throughout the whole continent, to what is now the USA and Canada.
• Europeans traded with and, later, colonised many of the Caribbean
islands, such as the Bahamas, Bermuda and Jamaica. English was the
common trade language, and has become the official language of a
number of Caribbean nations.
• Captain James Cook claimed parts of the Australian continent for Britain
in 1770. As Britain at the time had a problem with overcrowded prisons,
British colonies of convicts were soon established. What started off as a
colony of about 1,000 British people, out of whom more than 700 were
convicts, is now a westernised, largely English-speaking continent with a
population of more than 20 million people.
• New Zealand became a British colony in 1841. It was first used as a base
for whalers, but the mild climate proved suitable for farming and soon
attracted British and Irish immigrants.
• The British East India Company came to India in the early 1600s to start
trading valuable goods like tea, cotton, silk and spices. Gradually the
British took more and more control over the country, and it became an
official colony in 1858. India was divided into the two independent
countries of India and Pakistan in 1947, but as a result of their colonial
past, English is an official language in both countries.
• On the African continent, slaves were the “commodity” that first
attracted British traders, but colonies both with and without Englishspeaking settlers were soon established. Around 1900 Britain controlled
nearly 30% of Africa’s population, and English is now an official
language in a number of African nations.
Who speaks English, when and for what purposes? Brainstorm contexts in which
English would be a “natural” choice of language for communication. Discuss in class
and draw a mind-map.
XT
century århundre/hundreår
more recent nyere/nyare
reign regjeringstid
common felles
TE
TE
18
XT
XT
XT
TE
TE
english as a world
language
From Anglo-Saxon to world
language
There are two main historical
reasons why English is now the
most widely spoken language in
the world. The first reason goes
back several centuries; the second
has to do with the more recent
position of the USA as a world
power – not just in economic or
strategic terms, but also in terms
of technology, science and
entertainment. Let us take a
closer look at each reason in turn.
During the reign of the
English Queen Elizabeth I (1558–
1603), the English fleet started to
explore foreign waters. The
discoveries of “new” lands soon
led to the establishment of trade
stations and, later, English colonies all over the world: in what is now the
US, in Canada, in the West Indies, in India and elsewhere in East Asia, in
parts of Africa, in Australia and in New Zealand. English was the language
of trade and administration. It also became a common everyday language
for immigrants from Europe to the so-called New World.
As the first settlers and also a great many later immigrants to North
1
1
5
10
15
20
variety variant
settlement bosetning/busetjing
secure sikre
claim gjøre krav på / gjere krav på
convict straffedømt/straffedømd
whaler hvalfanger/kvalfangar
valuable verdifull
independent uavhengig
commodity vare
contribute to bidra til
incorporate innlemme
ancient Norse norrønt
rely on avhenge av
inflectional form bøyingsform
Why English?
In addition to the historical, political and social reasons for the spread of
English, is there anything about the language itself that has contributed to
its international success?
Well, first of all it is a flexible language, which has a long tradition for
incorporating elements of other languages. This is most evident in the
English vocabulary, which contains words from a great variety of languages:
Latin, Greek, ancient Norse, French and many of the native languages of
the former British colonies.
In addition, the grammar of English is not too complex, in the sense that
English relies more on word order than on inflectional forms. So it is not
10
15
20
25
30
35
40
45
Did you know
this about
English?
CANADA
UNITED
KINGDOM
IRISH
REPUBLIC
QUEBEC
USA
BERMUDA
BAHAMAS
BELIZE JAMAICA
GUYANA
VIRGINS ISLANDS
ST. KITTS-NEVIS
ANTIGUA
DOMINICA
ST. LUCIA
BARBADOS
ST. VINCENT
GRENADA
TRINIDAD AND
TOBAGO
MALTA
NIGERIA
SIERRA LEONE GHANA
LIBERIA
CAMEROON
KENYA
ZAMBIA
NAMIBIA
Mother-tongue use
Mother-tongue use
co-exists with other language
HONG KONG
MALAYSIA
SRI LANKA
SINGAPORE
UGANDA
TANZANIA SEYCHELLES
MALAWI
MAURITIUS
ZIMBABWE
SWAZILAND
LESOTHO
SOUTH-AFRICA
BOTSWANA
Official (second language)
or semi-official use
PAKISTAN
INDIA
SENEGAMBIA
More than 350
million people
use English
as their first
language.
PHILLIPPINES
PAPUA NEW
GUINEA
English is an
official second
language in
more than 60
countries.
AUSTRALIA
NEW ZEALAND
too hard for foreigners to learn. Note that we have not mentioned the
spelling, which has remained almost unchanged for hundreds of years!
Unlike, for example, Norwegian, there is a great gap between the written
form and the pronunciation of the words.
1
5
unlike i motsetning til
gap avstand
in particular især
somewhat litt
English today
There is not just one English language, and spoken English in particular
varies a lot throughout the world. There is British English, Irish English,
American English, Australian English, South African English and English as
spoken in India – to name but a few. Also bear in mind that there are
regional and local dialects within each one of these categories, too. The
regional varieties differ in many respects, but more in terms of
pronunciation, intonation and vocabulary than in grammatical structure.
For example, American English is characterised by some vocabulary:
“sidewalk” for “pavement”, “lift” for “elevator”, “fries” for “chips”, and many
more – how many do you know of ? There are also some spelling differences,
where American English tends to be somewhat closer to the pronunciation
than British Standard English: “neighbour” instead of “neighbour” and
“humour” instead of “humour”. There are only a few grammatical
differences, and they are usually not reflected in the written language.
Written English is more standardised than spoken English. The language
of English education is known as Standard English; defined mainly in terms
of its grammar and spelling. So when we say that a piece of writing in
English is “correct” or “incorrect”, it is with reference to Standard English.
But it is somewhat misleading to represent Standard English as just one
thing, as there are several acceptable regional standards. If you check the
10
Three quarters
of the world’s
mail is in
English.
More than
80% of the
information
stored in
the world’s
computers is in
English.
category “Language” in Word on your computer, for example, you will find
18 written standards. But if you try some of them out, you may find that
the differences between them are very small indeed.
More than one language
English is the first language, or one of the official languages of Ireland,
Canada, Australia, New Zealand, the Bahamas, Guyana, Jamaica and South
Africa – in addition to the United Kingdom and the United States. It is the
official second language in more than 60 countries around the world, for
example India, Bangladesh, Pakistan, Sri Lanka, the Philippines, Ethiopia,
Kenya, Nigeria and Zimbabwe. Once these countries were a part of the
British Empire, but now they are independent.
What is happening to English in countries like these? Take a look at
some examples:
1
5
10
15
Jamaica
There are two kinds of English in this West Indian island republic. One is
Standard English and the other is Creole English. Standard English is the
language of the government and newspapers; it is the official language.
Creole English is the everyday spoken language of most people. Most
Jamaicans are in fact bilingual. Many Jamaican reggae singers and some of
the nation’s most important writers use Creole English. For them, it is not
just a local dialect, it is the real Jamaican language. You can see the
difference between them in these street signs:
20
25
No ton rait – No right turn
Kip left – Keep left
30
15
20
About two
thirds of
the world’s
scientific
findings are
published in
English.
Sierra Leone
Several West African countries used to be a part of the British Empire.
Gambia, Ghana, Nigeria and Sierra Leone are some examples. Today, most
people in Sierra Leone speak Krio. 80% of the words in the Krio dictionary
come from English. The other 20% come from French, Portugese and an
African language called Yoruba. Here is an example of Krio:
35
Kam fala yu? – May I go with you?
40
25
India
In most parts of modern India you can hear three languages. The first is
Hindi, the second is English, and the third is the local Indian language.
The local language will vary from place to place because India has a lot of
languages.
45
Æ
crucial [ kruÜSl] avgjørende/
avgjerande
vast enorm
There are many differences in grammar, vocabulary and pronunciation
between Indian English and Standard English. Before independence in 1947,
Indians generally thought these differences were mistakes. Now that idea has
pretty much changed. Indian English is an important part of Indian life, and
English is crucial in the growing computer and call centre industries of India.
The Pacific
One third of the world’s population live near the Pacific Ocean. Japan,
Hong Kong and Korea are in the north. Hawaii and California are in the
east. Australia and New Zealand are in the south. Singapore and Malaysia
are in the west.
English is an important first, second or foreign language in all of these
countries. But there are several different kinds of Pacific English. In
Singapore, for example, the local dialect is called “Singlish”. Many people
understand and speak Standard English, but they use Singlish at home or
with their friends.
English is a second language in Singapore, but not in Australia. There,
people speak Standard English, but with a special Australian vocabulary called
“Strine”. In Strine a can of beer is a “tinnie” and a British person is a “Pom”.
In China, foreign investment is a strong element in the vast economic
growth that has taken place in recent years. The 2008 Summer Olympics
brought much attention to China, and an increased focus on learning English,
and the number of competent Chinese English-speakers is growing rapidly.
So, we may well wonder whether English is indeed becoming more than
one language. Will local or regional varieties like Krio, Strine and Singlish
grow stronger in the future? The answer is probably yes, but that does not
mean the end of Standard English. In fact, it probably means the opposite.
People will still need Standard English for international communication in
the twenty-first century. The future does not have to be local or Standard,
it can be local and Standard.
1
5
English as a means of communication
English is a world language because it is spoken by a huge number of
people, but it is not the language with the largest number of first-language
speakers in the world. There are, in fact, nearly twice as many speakers of
Mandarin Chinese as there are of English, and there are more speakers of
Hindi than of English. English in turn is closely followed by Spanish. But
when it comes to distribution throughout the world, there is no language
that beats English. It is an official language in 52 countries as well as many
small colonies and territories. In addition, 1/4 to 1/3 of the people in the
world understand and speak English to some degree.
10
15
International relations
English has become the most useful language to learn for international
travel and is now the de facto language of diplomacy. In 2001, the 189
member countries in the United Nations were asked what language they
wish to use for communication with embassies from other countries. More
than 120 chose English, 40 selected French, and 20 wanted to use Spanish.
Those who wanted English to be the common language included all of the
former Soviet republics, Viet Nam, and most of the Arab world.
20
The “company” language
In the second half of the twentieth European countries economies became
more internationalised, which means that they became part of the growing
worldwide flow of technical know-how, raw materials, capital, goods and
services. Large firms in the Scandinavian countries were the first in Europe to
find that their national languages did not have sufficient “impact” to form
part of this process – so they turned to English. Many companies all over
Europe now use English for all written and spoken communication involving
people of different linguistic origins, at least at the firm’s head office.
throughout over hele / over heile
de facto faktisk, virkelig /
faktisk, verkeleg
sufficient tilstrekkelig/
tilstrekkeleg
impact innflytelse/innverknad
origin opprinnelse/opphav
head office hovedkontor/
hovedkontor
increase økning/auke
Electronic communication
English is also the dominant language in electronic communication,
particularly on the Internet. The Internet was first created in English in the
USA and initially developed exclusively in that language. In the early 1990s,
98% of sites were in English. In recent years many other languages have
become integrated into the global network, and a 2001 study of the number
of web pages revealed a fall in the amount of English (68%) and an increase
for several other European languages, such as German, French, Spanish and
Russian.
1
5
10
15
20
25
30
35
40
S ou
ean English
n
India
English
nglish
tralian E
Aus
can English
B
Reading
Speaking
Read the first paragraph of the text (page 90,
lines 1–12). What are the two main reasons why
English became the most widely used language?
Some people think that in a few years, English will
be the official language of Norway too. Work in
small groups, and discuss the following questions:
a How often do you use English words and
expressions when you speak with your friends?
b Which words and expressions do you use?
Do you ever speak English in whole sentences
(outside the classroom)?
c Are there times when you speak English, even
if you could have used Norwegian?
d Think about your favourite websites. What
language are they in?
e How many English language TV
programmes did you watch last week? How
many Norwegian ones?
f How often do you watch English language
films or DVDs?
g When you listen to songs, do you prefer
artists who sing in Norwegian or English?
h How would you feel about switching from
Norwegian to English – for good? What
would we gain or lose if we did?
i Do you think English will be important for
you in the future?
1 Work in pairs. Take turns to decide whether
the statements are true or false. Correct the
false ones.
glish
Zealand En
w
e
N
h
dian Englis
Cana
ri
Ame
English
true
bb
Cari
an
th Afric
glish
false
rian En
Nige
At least four fifths of the information
stored in the world’s computers is in
English.
English is the first language in more
than 60 countries.
English
ritish
75% of the world’s scientific findings
are published in English.
60% of the world’s mail is in English.
Scientific publishing
After the Second World War much of the world's scientific potential
became concentrated in the United States. One of the consequences was
the leading position acquired by that country in scientific publishing and in
the storage and dissemination of scientific and technical information. The
design, production and dissemination of knowledge then became
internationalised and globalised, especially in the fields with the greatest
economic implications, such as medical research.
Film, TV and entertainment
If you look through the programme for your local cinema or your favourite
TV stations, you will probably find that the majority of films and shows are
in English, with Norwegian subtitles. Some researchers believe that one of
the most important reasons why Norwegian students are relatively good at
speaking English is that they receive so much language input through the
media. In many other European countries, dubbing is the dominant practice.
scientific vitenskapelig/
vitskapeleg
acquire oppnå
storage lagring
dissemination spredning/spreiing
subtitles teksting
lyrics sangtekst/songtekst
Music
How many of your favourite songs have English lyrics? Norwegian?
Swedish? English is a world language also in the world of music, whether it
is rock, rap, pop or easy listening.
More than 350,000,000 people use
English as their first language.
1
English is an official second language
in 90 countries.
5
10
15
20
2 Scan the text for answers to these questions:
a What is Singlish?
b Why is it important for the Chinese to
learn English?
c How many countries have English as a
first language or one of their official
languages?
d What is the status of English in India?
e What is Strine?
f What is the non-standard variety of
English in Jamaica called?
g What is Krio?
h What differences are there between British
and American English?
Language work
2:72 Infinitive or –ing form
Fill in the appropriate form of the verb:
She considers
staying) for another year.
(to stay/
Who said it would be easy
(to decide/deciding) on a particular school?
I enjoy
in the shower.
(to sing/singing)
Sarah has decided
(to work/working) for a year, but Samuel wants
(to study/studying) right
after high school.
Daniel risks
(to lose/losing)
everything if he marries that girl.
You must remember
(to do/doing) the laundry tonight.
I cannot remember
(to do/doing) the laundry yesterday.
2:73 Modal verbs
Choose the correct modal verbs. Explain your
choices.
In a hotel room:
You are invited to
take advantage of the
chambermaid.
a If you were one of the richest people in the world, what would you do
with your life?
b Looking at existing multi-millionaires as you know them, is there anything
in particular you would have done differently?
In a restaurant:
If you think our waiters are
rude, you should see the
manager.
(May/Can/Should) I get
ot
requested n
Women are
bar.
dren in the
il
h
c
e
v
a
h
to
Writing
2:74 Improving signs
Work in pairs. Study the signs below. Can you
explain what is wrong with each sign? Try to
rewrite them to say what the writer probably
had in mind.
In a laundry window:
here
Ladies, leave your clothes
having a
and spend the after noon
good time!
2:75 Find out more
a Look at the map on page 92, and find the
countries that are mentioned in the text.
b Work in groups of four. Each group member
chooses one continent (America, Africa, Asia
or Australia) and uses the Internet to find out
more about how English came to be the
mother tongue or official language there.
Report back to the group.
c Form new groups of “experts” on each
continent. Compare your information and
write key words for a class presentation.
Each expert group presents their continent to
the class.
19
TE
XT
XT
XT
Selma wants to go on vacation with her friends,
but
(should/will/ought
to) I allow it?
r:
In a hotel ba
TE
XT
Your teacher
(ought to/
could/shall) consider how much homework you
have on weekends.
rn to
A sports jacket may be wo
dinner, but no trousers.
TE
I
(would/will/could) love
it if you stayed for a few days.
O scar Wilde
At a restaurant entrance:
TE
you more coffee?
the model millionaire
A note of admiration
Unless one is wealthy there is no use in being a
Dublin, but he got his university education
charming fellow. It is better to have a permanent
and spent most of his adult life in England.
income than to be fascinating. These are the great
He became a famous playwright, novelist,
truths of modern life which Hughie Erskine never
short story writer and poet, who is
realised.
perhaps best known for his sharp wit
Poor Hughie! Intellectually, we must admit, he
and his elegant use of language. Oscar
was not of much importance. He never said a
Wilde’s lifestyle was not acceptable in
brilliant or even an ill-natured thing in his life. But
the late 1800s. He was sent to prison for
then he was wonderfully good-looking, with his
homosexuality. Later he moved to Paris,
crisp brown hair, his clear-cut profile, and his grey
where he spent his last years. “The Model
eyes. He was as popular with men as he was with
Millionaire” was published in 1891.
women, and he had every accomplishment except
that of making money. He had tried everything. He
had gone on the Stock Exchange for six months; but
what
was
a
butterfly
to
do
among bulls and bears? He had been a teacelebrity kjendis
merchant for a little longer, but had soon tired of pekoe and souchong.
sentence dømme
release løslatelse/lauslating
Then he had tried selling dry sherry. That was no success; the sherry was a
ill-natured ondskapsfull/
little too dry. Ultimately he became nothing, a delightful, ineffectual young
vondskapsfull
accomplishment ferdigheter/
man with a perfect profile and no profession.
ferdigheiter
To make matters worse, he was in love. The girl he loved was Laura
stock exchange børs
Merton, the daughter of a retired Colonel. Laura adored him, and he was
merchant kjøpmann
pekoe pekko (tetype)
ready to kiss her shoe-strings. They were the handsomest couple in London,
souchong svart tetype
and had not a penny-piece between them. The Colonel was very fond of
ineffectual unyttig
Æ
colonel [ k‰Ünl] oberst
Hughie, but would not hear of any engagement.
Oscar Wilde (1854–1900) was born in
1
5
10
15
20
1
f James Jacques Joseph
Tissot (1836–1902):
The Woman of Fashion,
1883–85 (oil on canvas).
5
Few painters can give us
so glossy and accurate a
mirror image of high
society as Tissot. His art
portrays an international
10
milieu of high fashion. His
ladies pose in costumes and
amid decor that reflect the
latest modes, with their
gentlemen companions, in
15
pleasurable surroundings
like the ballroom. Tissot's
parents were both in the
fashion business. Tissot's
paintings are almost a
20
documentary of high
society in the 1860s and
1870s.
25
30
35
40
45
consolation trøst/trøyst
freckled fregnet/freknete
ragged rufsete/rufsete
acknowledge innrømme
on account of på grunn av
repose hvile/kvile
dandy elegant herre
darling (her:) skjønn kvinne /
vakker kvinne
Æ
buoyant [ bOIńtlI] optimistisk
reckless hensynsløs/omsynslaus
wizened vissen
parchment pergament
piteous ynkelig/ynkeleg
coarse grov
cloak kappe
all tears and tatters bare filler /
berre filler
patch lappe
cobble reparere
alms almisse, gave til fattige /
almisse, gåve til fattige
Æ
guinea [ gInI] gammel engelsk
gullmynt (£ 1.05) / gammal
engelsk gullmynt (£ 1.05)
percentage (her:) provisjon
“Come to me, my boy, when you have got ten thousand pounds of your
own, and we will see about it,” he used to say; and Hughie looked very
glum on those days, and had to go to Laura for consolation.
One morning he dropped in to see a great friend of his, Alan Trevor.
Trevor was a painter. Personally he was a strange rough fellow, with a
freckled face and a red ragged beard. However, when he took up the brush
he was a real master, and his pictures were eagerly sought after. He had
been very much attracted by Hughie, at first, it must be acknowledged,
entirely on account of his personal charm. “The only people a painter
should know,” he used to say, “are people who are stupid and beautiful,
people who are an artistic pleasure to look at and an intellectual repose to
talk to. Men who are dandies and women who are darlings rule the world,
at least they should do so.” However, after he got to know Hughie better,
he liked him quite as much for his bright buoyant spirits and his generous
reckless nature, and had given him the permanent access to his studio.
When Hughie came in he found Trevor putting the finishing touches to
a wonderful life-size picture of a beggar-man. The beggar himself was
standing on a raised platform in a corner of the studio. He was a wizened
old man, with a face like wrinkled parchment, and a most piteous
expression. Over his shoulders was flung a coarse brown cloak, all tears and
tatters; his thick boots were patched and cobbled, and with one hand he
leant on a rough stick, while with the other he held out his battered hat for
alms.
“What an amazing model!” whispered Hughie, as he shook hands with
his friend.
“An amazing model?” shouted Trevor at the top of his voice; “I should
think so! Such beggars as he are not to be met with every day.”
“Poor old chap,” said Hughie, “how miserable he looks! But I suppose,
to you painters, his face is his fortune?”
“Certainly,” replied Trevor, “you don’t want a beggar to look happy,
do you?”
“How much does a model get for sitting?” asked Hughie, as he found
himself a comfortable seat on a divan.
“A shilling an hour.”
“And how much do you get for your picture, Alan?”
“Oh, for this I get two thousand!”
“Pounds?”
“Guineas. Painters, poets, and physicians always get guineas.”
“Well, I think the model should have a percentage,” cried Hughie,
laughing; “they work quite as hard as you do.”
“Nonsense, nonsense! Why, look at the trouble of laying on the paint
alone, and standing all day long at one’s easel! It’s all very well, Hughie, for
you to talk, but I assure you that there are moments when Art almost
attains to the dignity of manual labour. But you mustn’t chatter; I’m very
busy. Smoke a cigarette, and keep quiet.”
1
5
10
15
20
25
30
35
40
45
Æ
easel [ iÜzl] staffeli
attain to oppnå
dignity verdighet/vørdnad
manual labour kroppsarbeid
chatter skravle, småprate
frame-maker rammesnekker/
rammesnikkar
forlorn hjelpeløs/hjelpelaus
wretched ynkelig/ynkeleg
sovereign gammel engelsk
gullmynt (£ 1) / gammal engelsk
gullmynt (£ 1)
hansom drosje, hestedrosje
start skvette
flit fly/flyge
Æ
wither [ wID´] visne
scolding skjennepreken/
skjennepreike
extravagance sløsing
frame innramme / ramme inn
by-the-bye forresten
conquest erobring
devoted to begeistret for /
begeistra for
frock-coat diplomatfrakk
picturesqueness malerisk /
målande, pittoresk
lot gjeng
relentless ubøyelig/ubøyeleg
After some time the servant came in, and told Trevor that the framemaker wanted to speak to him.
“Don’t run away, Hughie,” he said, as he went out, “I will be back in a
moment.”
The old beggar-man took advantage of Trevor’s absence to rest for a
moment on a wooden bench that was behind him. He looked so forlorn
and wretched that Hughie could not help pitying him, and felt in his
pockets to see what money he had. All he could find was a sovereign and
some coppers. “Poor old fellow,” he thought to himself, “he wants it more
than I do, but it means no hansoms for a fortnight;” and he walked across
the studio and slipped the sovereign into the beggar’s hand.
The old man started, and a faint smile flitted across his withered lips.
“Thank you, sir,” he said, “thank you.”
Then Trevor arrived, and Hughie took his leave, blushing a little at what
he had done. He spent the day with Laura, got a charming scolding for his
extravagance, and had to walk home.
That night he went to his club about eleven o’clock, and found Trevor
sitting by himself in the smoking-room.
“Well, Alan, did you get the picture finished all right?” he said.
“Finished and framed, my boy!” answered Trevor; “and, by-the-bye,
you have made a conquest. That old model you saw is quite devoted to you.
I had to tell him all about you – who you are, where you live, what your
income is, what prospects you have –”
“My dear Alan,” cried Hughie, “I shall probably find him waiting for me
when I go home. But of course you are only joking. Poor old wretch! I wish
I could do something for him. I think it is dreadful that any one should be
so miserable. I have got heaps of old clothes at home – do you think he
would care for any of them? Why, his rags were falling to bits.”
“But he looks splendid in them,” said Trevor. “I wouldn’t paint him in a
frock-coat for anything. What you call rags I call romance. What seems
poverty to you is picturesqueness to me. However, I’ll tell him of your
offer.”
“Alan,” said Hughie seriously, “you painters are a heartless lot.”
“An artist’s heart is his head,” replied Trevor; “and besides, our business
is to realise the world as we see it, not to reform it as we know it. And now
tell me how Laura is. The old model was quite interested in her.”
“You don’t mean to say you talked to him about her?” said Hughie.
“Certainly I did. He knows all about the relentless colonel, the lovely
Laura, and the £10,000.”
“You told that old beggar all my private affairs?” cried Hughie, looking
very red and angry.
“My dear boy,” said Trevor, smiling, “that old beggar, as you call him, is
one of the richest men in Europe. He could buy all London tomorrow
without overdrawing his account. He has a house in every capital, dines off
gold plate, and can prevent Russia going to war when he chooses.”
1
5
10
15
20
25
30
35
40
exclaim utbryte / rope, seie,
skyte inn
commission oppdrag
magnificent storartet/storarta
roar of laughter latterbrøl
sulkily furten
duffer (her:) tosk
in the highest spirits i
topphumør
chuckle småle
rub gni
capital story kjempehistorie
growl [graUl] knurre
fit of laughter latteranfall
Monsieur (fransk) Herr
de la part de (fransk) på vegne av
/ på vegner av
bow bukke
sincere oppriktig
stammer stamme
commission gi oppdrag
extend strekke ut / strekkje ut
sealed forseglet/forsegla
best-man forlover/forlovar
model millionaire forbilde for
millionærer / førebilete for
millionærar
“What on earth do you mean?” exclaimed Hughie.
“What I say,” said Trevor. “The old man you saw today in the studio was
Baron Hausberg. He is a great friend of mine, buys all my pictures and that
sort of thing, and gave me a commission a month ago to paint him as a
beggar. And I must say he made a magnificent figure in his rags.”
“Baron Hausberg!” cried Hughie. “Good heavens! I gave him a
sovereign!” and he sank into an armchair.
“Gave him a sovereign!” shouted Trevor, and he burst into a roar of
laughter.”
“I think you might have told me, Alan,” said Hughie sulkily, “and not
have let me make such a fool of myself. What a duffer he must think me!”
“Not at all. He was in the highest spirits after you left; kept chuckling to
himself and rubbing his old wrinkled hands together. I couldn’t make out
why he was so interested to know all about you; but I see it all now. He’ll
invest your sovereign for you, Hughie, pay you the interest every six
months, and have a capital story to tell after dinner.”
“I am an unlucky devil,” growled Hughie. “The best thing I can do is to
go to bed; and, my dear Alan, you mustn’t tell any one. I shouldn’t dare
show my face in public.”
Hughie walked home, feeling very unhappy, leaving Alan Trevor in fits
of laughter.
The next morning, as he was at breakfast, the servant brought him up
the card on which was written, “Monsieur Gustave Naudin, de la part de
M. le Baron Hausberg.”
“I suppose he has come for an apology,” said Hughie to himself; and he
told the servant to show the visitor up.
An old gentleman with gold spectacles and grey hair came into the
room, and said, in a slight French accent, “Have I the honour of addressing
Monsieur Erskine?”
Hughie bowed.
“I have come from Baron Hausberg,” he continued. “The Baron–”
“I beg, sir, that you will offer him my sincerest apologies,” stammered
Hughie.
“The Baron,” said the old gentleman, with a smile, “has commissioned
me to bring you this letter;” and he extended a sealed envelope.
On the outside was written, “A wedding present to Hugh Erskine and
Laura Merton, from an old beggar,” and inside was a cheque for £10,000.
When they were married Alan Trevor was the best-man, and the Baron
made a speech at the wedding-breakfast.
“Millionaire models,” remarked Alan, “are rare enough; but, by Jove,
model millionaires are rarer still!”
(Abridged)
45
1
5
10
15
20
25
30
35
40
Reading
Sum up the main content of the story in a few
points.
a Why was Hughie so popular?
b What was his one big fault?
c What sort of careers had he tried?
d What was the problem with his love affair?
e Who was Alan Trevor?
f What was Alan working on when Hughie
came to visit him?
g How did Hughie react when he saw the
beggar?
h How much was a model paid? How much
would the artist get for a picture?
i How does the story end?
Give a brief description of one or more of the
following characters:
– Hughie Erskine
– Alan Trevor
– Colonel Merton
– Baron Hausberg
Speaking
“Unless one is wealthy there is no use in being
a charming fellow,” Oscar Wilde says at the
beginning of the story. Work in pairs or small
groups, and discuss:
a How would you define charm?
b Who decides who is good-looking?
c Do you think it is an important advantage in
life to be good-looking and charming?
2:81 Role play
Hughie and Laura are in love and want to get
married. Laura’s father, Colonel Merton, says it is
out of the question because Hughie has no money.
Situation: Laura is arguing with her father about
this.
Task: Work in pairs and act out the conversation
between father and daughter. Take a few
minutes to prepare yourselves before you start
the actual role play.
Laura Knight: Ruby Loftus
Writing
2:82 Writing a persuasive text
In our country we expect the state to take care
of social problems. Rich people have no special
responsibility. In the USA, on the other hand,
rich people often give money to good causes.
Do you think rich people have a responsibility
to help out more than others? What should a
“model millionaire” be like in your opinion?
Can you think of any real-life examples of such
an ideal millionaire?
Write a text entitled “A Model Millionaire”,
using the outline suggested below. Write one
paragraph about each of these bullet points:
• Introduction: Rich people in Norway and the
USA
• Should rich people have a responsibility to
help?
• A model millionaire should be like this
• A good example of a model millionaire
• Conclusion: Sum up your opinion.
2:83 Writing a text / Making a
presentation
Look at the painting called The Woman of Fashion
on page 100. What do you think about it? About
the woman? About her clothes? Who is she?
What do you think about the setting?
Compare that woman to Ruby in the painting
on the right. What do you think of the two
women?
Write a short text or give a short presentation.
Screwing a Breech-Ring
(1943), oil on canvas
Dame Laura Knight (1877–1970) was an early talent, and won
prizes for her paintings before she was 17. She became a very
popular artist, especially between the two world wars. In 1929
she was the first woman to get the title Dame of the British
Empire.
In 1942, during the Second World War, Laura Knight became
an official war painter. She focused on the hard work of women
at home – in factories and elsewhere. They had to struggle to
keep the country going while the men were overseas fighting.
This painting is one of her best pictures. Ruby is painted
almost like a saint, and is made a symbol of hard-working
women.
Charles Dickens wrote his novels
Do you know, or can you imagine, how it feels to be hungry – really hungry? Write a
short text – a diary entry, an email or a poem about being hungry. Share your texts in
class.
around the middle of the 1800s.
At the time a lot of poor people
in London lived under terrible
conditions, just as bad as
portrayed by Dickens in his
novels. Child labour was quite
common in England at that time.
C har les Dickens
Many factory owners employed
children as young as five.
This engraving from the
England’s greatest novelists. Born into a poor
family, he became both rich and famous during
his lifetime. Dickens was deeply concerned about
the conditions of the poor at the time, and many
of his novels deal with this topic. His books
were mostly published as serials in newspapers.
Some of the famous ones are: Oliver Twist, David
Copperfield and A Christmas Carol. Several of his
works have been made into films and TV series.
When Oliver Twist was first published in
1838, it was not fashionable to write novels
that showed life in all its miserable reality.
But Dickens wanted to shock his readers. He
wanted to show criminals as they really were,
and to reveal all the horrors and violence in the
narrow, dirty backstreets of London. So he gave
us characters like the evil Fagin, the brutal Bill
Sikes, and a crowd of thieves and robbers, who
lie and cheat and steal, and live in fear of prison
or the hangman’s rope.
Dickens also had another purpose. He
wanted to show that goodness can survive
through every kind of hardship. So he gives
us little Oliver Twist – an orphan thrown into
a world of poverty and crime, starved and
beaten and unloved. He gives us Nancy – poor,
miserable, unhappy Nancy, who struggles to
stay loyal in a cruel world. And, as in all the best
stories, goodness triumphs over evil in the end.
XT
TE
20
XT
Charles Dickens (1812–70) was one of
XT
workhouse fattighus
consist of bestå av
starvation utsulting/utsvelting
amazement sjokk
faint svak
seize [siÜz] gripe
beadle bestyrer/styrar
board styre
XT
factory.
TE
TE
1800s shows a child working in a
TE
Oliver Twist
The extract below is from chapter two of the novel. Oliver has been placed in a
workhouse, where treatment is harsh and food is scarce. The boys have become
desperate, and Oliver is chosen to ask for more.
1
The room in the workhouse where the boys were fed was a large stone
hall, and at one end the master and two women served the food. This
consisted of a bowl of thin soup three times a day, with a piece of bread on
Sundays. The boys ate everything and were always hungry. The bowls
never needed washing. The boys polished them with their spoons until
they shone. After three months of this slow starvation, one of the boys told
the others he was so hungry that one night he might eat the boy who slept
next to him.
He had a wild hungry eye, and the other boys believed him. After a long
discussion, they decided that one of them should ask for more food after
supper that evening, and Oliver was chosen.
The evening arrived; the soup was served, and the bowls were empty
again in a few seconds. Oliver went up to the master, with his bowl in his
hand. He felt very frightened, but also desperate with hunger.
“Please, sir, I want some more.”
The master was a fat, healthy man, but he turned very pale. He looked
at the little boy in front of him with amazement. Nobody else spoke.
“What?” he asked at last, in a faint voice.
“Please, sir,” replied Oliver, “I want some more.”
The master hit him with the serving spoon, then seized Oliver’s arms
and shouted for the beadle. The beadle came quickly, heard the dreadful
news, and immediately ran to tell the board.
5
10
15
20
25
reward belønning/lønn
“He asked for more?” Mr Limbkins, the fattest board member, asked in
horror. “Bumble – is this really true?”
“That boy will be hanged!” said the man who earlier had called Oliver a
fool. “You see if I’m not right.”
Oliver was led away to be locked up, and a reward was offered to
anybody who would take him away and use him for work.
1
Reading
Writing
Read through the text and arrange the
statements below in the right order.
2:87 Writing a characterisation
Write a short characterisation of Oliver.
5
One of the boys threatens to eat one of the
others.
(Adapted by Richard Rogers)
Oliver is offered along with a reward to
anyone who will take him.
The master and the beadle tell the board.
The boys decide to ask for more food.
The workhouse boys are not getting enough
food.
Oliver asks for more.
Oliver gets punished.
Work in pairs or small groups and discuss the
a Why were the workhouse boys getting so
little food?
b Why was the master and everybody else
shocked and disgusted when Oliver asked for
more?
c Oliver was hit, locked up and eventually sent
away for his crime. What do you think of that
as punishment for what he did?
d One of the board members reckons that
Oliver will be hanged one day. Why?
Oliver Twist has been filmed several times. Mark Lester played Oliver in this 1968 version.
Speaking
2:88 Role play
Work in groups of four. One of you is Oliver;
one is the master, one is the beadle, and one is
a member of the board. Act out the part where
Oliver asks for more. You can pick your lines
from the dialogue in the book, but you can also
add to them – if you want to.
2:89 Find out more
The workhouse was a typically Victorian
institution, established to deal with the growing
numbers of poor and homeless people in
the industrial cities. Do an Internet search to
see what you can learn about the Victorian
workhouse. Find answers to the following
questions:
• Who were the workhouses for, and who were
they run by?
• Why were they so dreaded among the poor?
• How were the workhouses organised?
Study the charts carefully to
answer the following questions:
a In what parts of the world is
child labour most common?
• What do you know about William Shakespeare?
• Have you seen any of his plays – or films based on them?
10
William Shakespear e
15
XT
TE
38.2%
20
37.9%
Child labour
Juliet, we meet Claire Danes as
30.0
24.6%
25.0
Juliet and Leonardo DiCaprio
23.8%
as Romeo.
20.0
25
15.0
10.0
5.0
t
es
Ri
Po
o
ch
re
s
t
an
U
Ru
rb
ra
l
ale
M
ale
Fe
m
To
t
al
0
30
Child labour: Children between 10 and 14
45.0
%
41.3%
40.0
35
30.1%
30.0
25.8%
24.0%
25.0
17.7%
20.0
16.1%
14.4%
11.2%
11.6%
40
10.0
6.7%
4.5%
5.0
ex
ico
il
M
Br
az
a
in
en
t
Ar
g
N
ige
ria
Ke
ny
a
yp
t
Eg
Tu
rk
ey
an
ist
Pa
k
hi
na
C
In
di
a
ng
lad
es
h
0
Ba
Child labour
35.0
15.0
In this modern version of
Shakespeare’s classic Romeo and
35.0
Writing
romeo and Juliet
44.7%
42.7%
38.0%
40.0
21
XT
45.0
%
XT
TE
Child labour by background: Sub-Saharan Africa
Read the text “Child labour
today”. Then discuss with a
partner whether child labour is
always wrong.
2:91 Writing paragraphs
Choose at least two of the
bullet points below, and write a
paragraph about each of them:
• Children need free time and
play time and should not
have to work
• Children need to go to
school and should not have
to work
• When a family is very poor,
all members have to make
5
XT
Speaking
Numeric competence
1
TE
Today child labour is banned
in many countries, but
the ILO estimates that as
many as 73 million children
between 10 and 14 are still
involved in child labour.
And it is a complicated
issue. On the one hand, it
is a serious problem that
children go to work instead
of playing or going to
school. Children need free
time and education. On the
other hand, it may be better
for the children to have a
job than to starve. Neither
free time nor education can
be enjoyed on an empty
stomach.
b Mention two countries with
a lot of child labour.
c Mention two countries with
very little child labour.
d What connection can you
find between gender and
child labour?
e Where is child labour most
common, in cities or in the
country?
f What connection can you
find between poverty and
child labour?
an effort, including children
• It is only natural that
children have to work in
poor countries, as they did
in the West 150 years ago
when we were poor
TE
Child labour today
45
The play Romeo and Juliet takes place in Verona, Italy, in the late 15th
century. There are two rivalling families in Verona – the Montagues and the
Capulets. The two teenagers Romeo, son of the House of Montague, and
Juliet, who is the daughter of the Capulets, fall deeply in love, but they both
know that their families forbid any contact between them.
While Juliet’s parents are arranging her marriage to
another man, a love-struck Romeo sneaks into the Capulets’
garden and sees Juliet on the balcony. He overhears Juliet’s
secret declaration of love for him and her bitter complaint
that Romeo is a Montague.
This extract is from the “Balcony Scene”, one of the most
famous scenes in all Shakespeare’s plays.
Capulet’s Garden
1
5
10
[Juliet appears above at a window.]
Romeo
William Shakespeare (1564–1616)
is regarded as the greatest
playwright ever. His plays are
performed on stages all around
the world, and during the
twentieth century more than
300 films were made of his plays.
Recent examples are Romeo
and Juliet, Macbeth, Hamlet, The
Merchant of Venice and others.
We do not know much about
his private life, but at 18 he
married an older widow, Anne
Hathaway, and they had three
children. They lived in his home
town, Stratford-upon-Avon, while
Shakespeare went to London to
work as an actor and playwright.
His plays were instant successes,
and two of his friends collected
them and had them printed in
1623 after his death.
Romeo and Juliet was probably
written in 1595.
But soft! what light through yonder window breaks?
It is the east, and Juliet is the sun! –
Arise, fair sun, and kill the envious moon,
Who is already sick and pale with grief,
That thou her maid art far more fair than she:
Be not her maid, since she is envious;
Her vestal livery is but sick and green,
And none but fools do wear it; cast it off. –
It is my lady; O, it is my love!
O, that she knew she were! –
She speaks, yet she says nothing: what of that?
Her eye discourses, I will answer it. –
I am too bold, ‘tis not to me she speaks:
Two of the fairest stars in all the heaven,
Having some business, do entreat her eyes
To twinkle in their spheres till they return.
What if her eyes were there, they in her head?
The brightness of her cheek would shame those stars,
As daylight doth a lamp; her eyes in heaven
Would through the airy region stream so bright
That birds would sing and think it were not night. –
See how she leans her cheek upon her hand!
O, that I were a glove upon that hand,
That I might touch that cheek!
Juliet Ah me!
15
20
25
30
35
Page 112
playwright skuespillforfatter/
skodespelforfattar
soft (her:) hysj
yonder der borte
fair (her:) vakker
envious misunnelig/misunneleg
pale blek/bleik
grief sorg
maid tjenestepike/tenestejente
vestal livery kysk, jomfruelig
antrekk / kysk, jomfrueleg
antrekk
discourse snakke
bold dristig
Æ
entreat [In triÜt] bønnfalle
twinkle funkle
sphere [sfI´] sfære, himmelrom
shame gjøre skam på / gjere
skam på
doth (her:) gjør med / gjer med
the airy region lufta
stream strømme/strøyme
that I were hadde jeg bare vært /
hadde eg berre vore
glove hanske
Page 113
art er
glorious strålende/strålande
mortals mennesker/menneske
gaze stirre/stire
bestride ri på
lazy-pacing sakte glidende / sakte
glidande
Æ
bosom [ bUz´m] bryst
deny fornekte
refuse frasi seg / fråseie seg
but (her:) bare/berre
thy din, ditt
retain beholde/behalde
dear dyrebar
perfection fullkommenhet /
fullkomenskap
owe ha
doff kvitte seg med
Romeo She speaks: –
1
O, speak again, bright angel! for thou art
As glorious to this night, being o’er my head,
As is a winged messenger of heaven
Unto the white-upturned wondering eyes
Of mortals that fall back to gaze on him
When he bestrides the lazy-pacing clouds
And sails upon the bosom of the air.
5
Juliet
10
O Romeo, Romeo! wherefore art thou Romeo?
Deny thy father and refuse thy name;
Or, if thou wilt not, be but sworn my love,
And I’ll no longer be a Capulet.
15
Romeo [Aside.] Shall I hear more, or shall I speak at this?
Juliet
‘Tis but thy name that is my enemy; –
Thou art thyself, though not a Montague.
What’s Montague? It is nor hand, nor foot,
Nor arm, nor face, nor any other part
Belonging to a man. O, be some other name!
What’s in a name? That which we call a rose
By any other name would smell as sweet;
So Romeo would, were he not Romeo call’d,
Retain that dear perfection which he owes
Without that title: – Romeo, doff thy name;
And for that name, which is no part of thee,
Take all myself.
(Act II. Scene 2)
The story is dramatic and tragic. Though the two families are reconciled at
the end of the story, the price is high: the death of the two lovers.
20
25
30
Reading
Writing
Discuss in pairs, then sum up in class:
a What impression do you get of the two main
characters, Romeo and Juliet?
b A main theme in Romeo and Juliet is
“impossible love”. Why is love between
Romeo and Juliet “impossible”?
c Do you know other examples of impossible
love from films or books? If you do, tell each
other about them, and discuss similarities and
differences.
2:96 Writing an informal letter
Write a letter to Romeo and Juliet and give them
some advice on what to do and how to handle
the situation they are in.
Discuss in pairs:
1 Have you ever been in love with somebody
your parents didn’t like?
– What would you look for in an ideal
partner?
– What would your parents look for?
– Would you listen to your parents’ advice in
such matters?
2 How important is love?
– Should youngsters marry for love and
forget all practical problems?
– What other things than love could be
important when you choose a partner?
– Is it better to let the parents decide?
1 There are several DVD versions of Romeo
and Juliet around. Get hold of one of them,
watch the film, and write a short film review
to be published in a youth magazine. (See
“Film reviews” on page 302.)
2 West Side Story is a filmed musical built on the
same story but set in a modern world of
rivalling gangs. Watch the movie, and find
parallels to Romeo and Juliet. Write a review of
West Side Story and point out these parallels
and say which “story” you prefer.
Language work
2:98 Shakespeare in modern English
a Rewrite Juliet's last passage on page 113 into
modern English. You may find it useful to
create a wordlist as you discover unfamiliar
words.
b Compare your version to the original extract.
Which version would you prefer if the play
was performed on stage? Give reasons for
your viewpoints.
Romeo and Juliet in Sarajevo was the title of an international documentary about the death of this young couple.
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TE
22
XT
XT
3 What advice would you have given to Romeo
or Juliet?
XT
TE
TE
TE
Speaking
news Spot news Spot
Romeo and Juliet in Sarajevo
Like many other couples and families in Sarajevo and elsewhere in Bosnia,
the young couple in this press photo who were shot in Sarajevo during the
war in former Yugoslavia were of different religious backgrounds; she was a
Bosnian Muslim, and he a Christian Serb. They were shot in Sarajevo during
the war in former Yugoslavia, as they tried to escape from the besieged city.
Photos of their dead bodies were used by news media all over the world.
They became a symbol of suffering civilians on all sides of the conflict.
The media often focus on individuals in their reporting. To find one
person, a family or – like in this case – a couple, brings the news closer to
the readers or viewers. The media get our attention, and we become more
involved.
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5
news Spot news Spot
Assessment
Part 2 Spotlight UK
Speaking
– Do you agree that we as readers or viewers get more involved if the
media focus on the individual rather than on masses of people?
– Can you think of examples where disasters involving a lot of people
does not interest us?
– Can you think of examples where a tragedy involving only few people,
makes us rush to buy newspapers or watch the TV news?
Text
Topic
Use Internet sources to find information about Romeo and Juliet in Sarajevo.
Then present the story in class.
Yes
Partly
No
Yes
Partly
No
Yes
Partly
No
Yes
Partly
No
Yes
Partly
No
Yes
Partly
No
Yes
Partly
No
Yes
Partly
No
Yes
Partly
No
Yes
Partly
No
Language learning
I can better describe and assess my own progress in English
Communication
I have increased my vocabulary
I can better understand and use written and spoken English
I can better carry out a conversation in English
I can carry out and present an in-depth study of a chosen topic
I can discuss social conditions in Britain and British values
I can present and discuss an international news event
Yes
Partly
No
I can give an account of English as a world language
Yes
Partly
No
Yes
Partly
No
Yes
Partly
No
I can discuss a film
I can discuss a varied selection of British literary texts
3 spotlight usa
1
Main Focus
Langua ge lear ning
5
C ommunication
•
•
•
•
understand and use a wide vocabulary in English
Tourists enter a
tourist bus at Times
10
• discuss social conditions and values in the USA
• present and discuss international news and current events
• discuss American literary texts of various genres and from
different periods
• discuss the literature of indigenous peoples
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Square, Manhattan.
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35
40
45
120 Gateways Spotlight USA
Spotlight USA Gateways 121
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3:1 Before you read
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Work in pairs.
1 Find Detroit on a map. What is Detroit known for?
2 Are you interested in cars? Why / why not? Have you any stories to tell the others
about cars, for example about rides, repairs, accidents or near-accidents?
10
Ros a l i n d War r e n
15
auto Repair
XT
20
There’s no place to go in Detroit that’s half as fun as
getting there. Especially in my daddy’s Olds. The closest
thing to heaven on earth is being on the freeway when
who left her practice to work in a
Aretha comes on. Her voice is telling me to floor it. I turn
library. She has published stories
the volume up and go.
and essays in Seventeen Magazine,
I don’t want you to think that I am not a responsible
The Magazine of Fantasy &
driver because I am. My father taught me to drive when
Science Fiction, and in many other
I was 14. He took me to the parking lot at the Tel-Twelve
magazines and collections. She has
Mall, told me to get behind the wheel, sat back in the
also published several comic books.
passenger seat, and lit a cigar. “Do your worst, babe,”
he said.
He put on the country-western station, slouched back in the seat and
gave me advice. “Don’t squash that poodle, honey. Watch out for the
Aretha = Aretha
Winnebago.”
Franklin (Am. singer)
Mom died when I was only two. She died in her car, a red Trans Am.
floor it gi full gass
responsible ansvarlig / ansvarleg
Coming home from the supermarket one night, she was broadsided by a
mall kjøpesenter
drunk car salesman in a Lincoln Continental. The car was totaled. She was
light tenne
slouch back lene seg tilbake
killed instantly.
advice råd
Dad didn’t junk the car. He had it towed home. He rebuilt it. Repairing
squash knuse
the car made him feel better. He started collecting them. He buys wrecks
poodle puddel
watch out være på utkikk /
and puts them back together again. It’s like a hobby. He must have over 20
vere på utkikk
cars now, plus junkers he keeps for parts. Some of Dad’s cars are in friends’
instantly med det samme /
med det same
garages; some are out in our driveway or in the backyard. We’ve got a peachbackyard bakhage
colored Studebaker down in the basement, because he took it apart in the
peach fersken
driveway one summer and reassembled it down there just to see if he could.
basement kjeller/kjellar
1
(Rosalind) Roz Warren is a lawyer
5
25
10
30
15
35
20
40
Rey (Reynard) Milici (1942–): Greenfield Spire (1989). Rey Milici was born in Brooklyn, New York.
He paints realistic New England neighborhood scenes and landscapes.
25
45
come down to dreie seg om
line samlebånd/samleband
saint helgen
lawyer advokat
funeral director innehaver av et
begravelsesbyrå / innehavar av
eit gravferdsbyrå
grope for famle etter
remarry gifte seg igjen
reconstitute rekonstruere
security trygghet/tryggleik
pal kompis
downtown i sentrum
eventually endelig/endeleg
Everything in Detroit comes down to cars. If you don’t work on the line
like my dad, you work for a company that makes car door handles or cruise
controls. Or plastic saints for the dash-board. Or you’re that company’s
lawyer, or the doctor the auto workers go to, or the funeral director that
puts them all in the ground. Detroit babies are born groping for the
steering-wheel, and by the time a local kid is five she can call out the model
and year of every car that drives by.
My dad never remarried. He’s got girl-friends. He’s got me. He’s got
reconstituted Chevys, Fords, Pontiacs, a Studebaker in the basement, and
job security. He’s got pals on the line to go drinking with.
When he gets too drunk to drive, he phones me from a bar and I drive
out to get him. His friends help him into the backseat. He sits with his feet
up and lights a cigar.
“Where to?” I ask. “East of the sun, west of the moon,” he’ll say.
“Dad?”
“Anywhere you want, babe,” he says. “It’s all the same to me.”
The streets around Detroit are made for cruising. I’ll drive down
Woodward Avenue. We’ll put the radio on or just sit quiet and watch the
world go by. Sometimes we’ll cruise all the way to Dearborn to see Ford
Motor Company World Headquarters. Or downtown to the Detroit River,
or to Canada, crossing through the tunnel under the river, and returning
across the Ambassador Bridge.
Eventually Dad falls asleep and I drive home.
I fell in love with Todd in his daddy’s Eldorado.
My daddy didn’t take to Todd at first. “He’s too short for you,” he said.
“He looks like a hoodlum.” Dad was wrong about that. Todd was a rich kid
from Bloomfield Hills. He wore faded jeans and a beat-up leather jacket
because it looked cool, not because he couldn’t afford better. He had long
dark hair, and beautiful gray eyes, and he played lead guitar in the Clone
Brothers, a local band. He was at our place watching television with a
crowd of my friends. A girl I didn’t like brought him, so I started flirting
with him.
I could sense Dad lurking by the front door later on as I walked Todd to
his car. The girl he’d been with was long gone. Todd got into the Eldorado,
and I leaned in the window of that gorgeous black car and kissed him.
That’s when I fell in love. Todd didn’t seem surprised – as if strange girls
leaned in his car window and kissed him all the time.
“Call me,” I said, dizzy.
We gazed into each other’s eyes. Then he turned the key in the ignition
and the engine blew up.
1
5
10
15
20
take to like
hoodlum ramp
fade bleke/bleikje
beat up utslitt/utsliten
lead guitar sologitar
crowd flokk
sense føle
lurk stå på lur
surprised overrasket/overraska
dizzy svimmel
gaze stirre/stire
blow up eksplodere
yell rope
fire extinguisher
brannslukningsapparat/
brannsløkkingsapparat
swat at slå på
blanket ullteppe
burn to a crisp bli helt utbrent /
bli heilt utbrend
bliss lykke
get in over your head miste
kontrollen
warn advare/åtvare
Tigers – baseball team from
Detroit
Red Sox – baseball team from
Boston
faulty med feil
spend bruke
relationship forhold
see-saw dumpehuske
though [DÚ] selv om / sjølv om
The next thing I knew I was sitting on our front lawn, with Todd and my
father running around the car yelling instructions to each other, trying to get
our old fire extinguisher to work and swatting at the burning Eldorado with
blankets. A crowd of neighbors came out to cheer them on, but the Eldorado
burned to a crisp. Dad decided to like Todd then, either because he felt sorry
for him or because he wanted his car for parts.
Todd and I started going out. We usually took his car. I’d sit beside him,
my head against his shoulder and the radio playing. We’d cruise and talk for
hours. Or I’d just sit, quiet, feeling so happy I wanted to freeze the whole
thing and put it in a time
capsule somewhere.
All this bliss made Dad a little nervous. “Don’t get in over your head,
Mercy,” he warned one night while he and I watched the Tigers pulverize
the Red Sox on television.
“Too late,” I said.
“He’s a real nice kid,” said Dad. “But he’s got a few problems.” Dad
spoke as if Todd were a faulty engine that needed a few days in the shop.
“What kind of problems?”
“You think that boy spends a tenth of the time thinking about you that
you spend thinking about him?”
“This is a relationship, dad, not a see-saw.”
“Do you ever talk about anything besides his music and his band and his
plans? Ever talk about your plans?”
“I don’t need to talk about my plans.”
“That’s not the point,” he said, “and you know it.” Of course
I knew it, though I wasn’t going to tell him so. I wasn’t stupid. I knew deep
down that I was in love with Todd and that Todd was in love with me being
in love with Todd.
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5
10
15
20
25
30
35
40
45
shallow overfladisk/overflatisk
realize forstå
comfort trøste/trøyste
search lete/leite
wreck vrake, kjøre til vrak
innocent uskyldig/uskuldig
dial (her:) radio
squeal hvin/kvin
tiny bitte liten
dot prikk
groan stønn
apparently det ser ut til at
nap blund
glare at glo olmt på
cliché klisje, fast vending,
oppbrukt uttrykk
pop up dukke opp
head for ha kurs for
dwell on dvele ved
sorrow sorg
A few weeks later Todd and I were sitting in his car parked in our driveway,
and Todd told me that he wanted to break it off. “It’s getting too serious,”
he said.
I had a feeling that wasn’t it at all. He’d found someone new to listen to
his love songs. He just didn’t have the nerve to tell me. I tried to joke.
“You want it to be more shallow?” I asked.
He stared at me, looking as if he were about to cry. I could tell he wasn’t
enjoying this, and my heart went out to him. Then I realized that if I didn’t
stop myself, I’d end up comforting him for leaving me.
“Dad tried to warn me about you,” I said. I got out of the car, slammed
the door, and went to my daddy’s Olds, parked right behind Todd’s Chevy.
I started her up and began searching for a good radio station.
Todd came over and leaned in my window.
“Where’re you going?” he asked. “You live here.”
“East of the sun, west of the moon,” I said.
“Can’t we be friends?” he asked.
I was so angry I wanted to back up my daddy’s Olds, floor her, and smash
right into Todd’s beautiful new car. You break my heart, I’ll wreck your
Chevy. But I’m my father’s daughter – I couldn’t do that to an innocent
auto.
Instead I found Stevie Wonder on the dial and took off with a squeal of
tires. Todd ran after me, but I floored it until he was just a tiny dot in the
rearview mirror.
The music was good. I decided to drive down Telegraph Avenue, past all
the Mile Roads. Ten Mile Road, Eleven Mile Road, by my old high school,
Twelve Mile Road. I love this car, I was thinking. Nothing can get me in
here. It’s when you get out of your car that the trouble starts.
There was a groan from the backseat, and my daddy’s face appeared in
the rearview mirror. “Apparently a man can’t take a little nap in his own
Oldsmobile without getting hijacked?” he said.
“What on earth are you doing back there?” I said.
“I was sleeping,” he said. “It’s usually real peaceful back here.”
I glared at him. I didn’t need this. Not now.
We rode a few minutes, silent. I could see it was funny. And
I knew he loved me. Still, I had planned to drive for hours – a heartbroken
blond racing down the freeway at night with tears in her eyes. A real
American cliché.
Having Dad pop up in the backseat like that kind of ruined the picture.
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“Are we headed anywhere in particular?” he asked a few miles later.
“Nope.”
“Care to talk about it?”
I didn’t really. I wanted to drive. Alone. I wanted to drive for miles a nd
miles and dwell on my sorrow. But it was too late for that.
45
get things straightened out
klare opp i ting
at least i det minste
hurt skade
intersection kryss
accelerator gasspedal
squeeze klemme
heaviness tung følelse / tung
kjensle
“There’s a 24-hour car wash out on Lone Pine Road,” Dad said. “Your
mom and I used to go there to talk. If we couldn’t get things straightened
out, we figured at least the car would get clean.” He smiled. “We don’t have
to talk if you don’t want to. But the car could use washing.”
The most miserable night of my life and we’re talking about whether
the car needs washing.
Of course, on the other hand, the car did need washing. It couldn’t hurt
to wash the car. At the next intersection I turned toward Lone Pine Road,
and switched over to the country station, and put my foot on the
accelerator. Dad leaned forward to squeeze my shoulder, then settled back
in his seat, smiling. “No rush,” he said. “We’ve got all night.”
It wasn’t that I stopped feeling sad. There was a heaviness in my chest
that I knew would stay with me a while. But as we cruised along, the idea of
driving in the middle of the night to take a beat-up Oldsmobile through a
car wash for a heart-to-heart talk with my old man didn’t seem so bad.
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Reading
a What does the title mean?
b “I knew deep down that I was in love with
Todd and that Todd was in love with me
being in love with Todd.” What does this tell
us about Todd’s feelings for Mercy?
c What role do cars play in the lives of Mercy and
her father? Try to find examples in the text of
how important cars are in their lives, especially
in situations that are difficult to handle.
Speaking
3:3 Role Play
Roles: Mercy (the girl) and her father
Situation: A discussion between Mercy and her
father in the car after Todd has left her.
Preparation: Work in pairs, and make notes that
can be used in the final scene.
Half the class work out Mercy’s role. Discuss
how she feels when Todd has left her, what she
wants to talk about with her father, and what she
plans to do now.
The other half of the class work out the
father’s role. What does he think about his
daughter’s situation now that Todd has left her?
What does he want to talk to her about? What
suggestions does he have for her future?
Form new pairs, each with a Mercy and her
father. Act out a heart-to-heart talk based on the
ideas and notes you have made.
America is built for cars, and nobody walks
anywhere if they can avoid it. Highways and
interstates and huge parking lots make driving
fast and easy.
Work in pairs. Try to convince your partner,
who is American, that he/she should rather
walk or use public transport than drive a car
everywhere.
“Road movies” are a film genre where cars and
driving, going from one place to another, play
an important part in the film. Have you seen any
such films? Tell a partner about it or present it in
class.
Writing
3:6 Writing your opinion
What do you think about the relationship
between Mercy and Todd? Is it a typical teenage
relationship? Write a short text where you
state your opinion and say what you think is
important in a relationship.
3:7 Writing a description
Look at the painting on page 121. Give a
description of what you see in the picture. The
following words and expression may be useful:
foreground, background, top left corner/bottom right
corner
3:8 Writing about your dream
“The American Dream” is what draws thousands
of immigrants to the USA every year, and has
done so for generations. It says you can achieve
success and wealth if you work hard. Do you
think this painting is a picture of the American
dream? Pretend you are an immigrant who
dreams of getting what you see in the painting.
Write down your dream. You may begin like this:
“I dream of getting a house …”
Language work
3:9 American vs British English
Work in pairs and look at some differences
between British (BrE) and American (AmE)
spelling and pronunciation:
a Some words are spelt differently in AmE and
BrE. These words have American spelling.
How are they spelt in BrE? (Use a dictionary
if you are not sure.)
check, traveler, modeling, color, flavor, neighbor,
center, catalog
b How do you pronounce the following words
in AmE and in BrE? (Use a dictionary if you
need help.)
plant, path, laugh, new, car, bar, door, tomato
IN-DEPTH STUDY
The national curriculum
One of the aims in the national curriculum for
English is that you should be able to choose a
topic within your own programme area, study it
in depth, and then present it. (See also “In-depth
Study” on page 304.)
Topics
• Science
(Pollution, climate, energy, wildlife)
• PE (physical education)
(Training, fitness, diet, health)
• Social studies
(Politics, poverty, crime, international affairs)
• Vocational subjects
(Present a vocational topic in English)
… and a number of other topics.
Assignment
a Choose a topic from your education
programme.
– Why did you choose that particular topic?
– Will you learn a lot of English from it, do
you think?
– What else do you expect to learn?
b Study the topic you have chosen in detail.
– Can your textbooks be useful sources?
– What other sources will you use?
– How good are the sources? Can you trust
them?
c Present the topic you have studied.
– What presentation method will you use?
(Written text? PowerPoint presentation?)
– Why did you choose that particular method?
– Prepare your presentation
– Write text/manuscript/PowerPoint
(remember to list your sources)
– Carry out the presentation
d Evaluate your presentation.
– What do you think of your presentation,
considered all round?
– Discuss it with a class mate. What does
he/she think?
– What does the teacher say?
– What are the strong points of your
presentation?
– What are the weak points?
– What will you do differently next time?
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about the usa
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How much do you know about the US? Try this quiz and find out.
1 In terms of population the USA is the
country in the world which is:
a the largest
b the second largest
c the third largest
5 Which is the largest state in terms of
population?
aTexas
bCalifornia
c New York State
2 In terms of area it is:
a the largest
b the second largest
c the third largest
6 The capital of the US is:
a New York
b Washington DC
c Los Angeles
3 Which of the following is not a name
for the American flag?
a Stars and Stripes
b Stars and Bars
c Old Glory
7 What is a WASP?
a an illegal immigrant
b a militant African American
c an American of Northern
European descent
4 How many states are there in the
USA?
a48
b50
c52
8 Which is the largest non-white ethnic
group in the US?
aHispanics
b Native Americans
c African Americans
be bordered by grense til
be situated ligge/liggje
citizen statsborger/statsborgar
abroad utlandet
descendant etterkommer/
etterkommar
escape flykte
misery nød
found grunnlegge/grunnleggje
settler nybygger/nybyggjar
diminish minke
disease sykdom/sjukdom
remaining gjenværende/
gjenverande
Can you identify the
elements in this photo?
What do these things
symbolize?
What American values can
we say are expressed in
these symbols?
Fact File
Official name: United States of
America
Population: ca 300,000,000
Capital: Washington DC
Biggest cities: New York,
Los Angeles, Chicago
Largest states (by area): Alaska, Texas, California
Biggest states (by population): California, Texas, New York State
Main languages: English, Spanish (10%)
Government: Federal democratic republic
The Land
The United States of America consists of fifty states. Forty-eight of the
states belong to the so-called Contiguous USA. The US is bordered by
Canada to the north, and Mexico and the Gulf of Mexico to the south.
On the east coast, the US is bordered by the Atlantic Ocean, and on the west
coast it is bordered by the Pacific Ocean. The state of Alaska is situated to
the northwest of Canada. The state of Hawaii is in the Pacific Ocean,
southwest of California.
The American People
Over 99 per cent of all US citizens either came to America from abroad or
are the descendants of immigrants. Some were brought unwillingly, to
work as slaves for American masters. Others were escaping from cruel
governments at home, or were looking for freedom to follow their own
religion. Many were escaping from hunger and misery on the poor farms
and in the great cities of their own countries.
The WASPs
The English were the first large-scale white immigrants. They founded the
first permanent colony in Jamestown, Virginia, in 1607. They were soon
followed by Spanish, Dutch, French, Scottish, Irish and German settlers in
large numbers. The Native American population was diminished by disease
or warfare, and the remaining few were moved to Indian reservations. The
northern European or White Anglo-Saxon Protestant (WASP) settlers came
to be the backbone of the American culture.
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5
10
15
20
Æ
famine [ fœmIn] sultkatastrofe/
svoltkatastrofe
ancestors forfedre/forfedrar
outlaw forby
abolish avskaffe
segregation atskillelse /
utskiljing, splitting
Æ
illegal [I liÜgl] ulovlig/ulovleg
recent nyere/nyare
regardless of uavhengig av
from rags to riches fra armod til
rikdom / frå armod til rikdom
elsewhere andre steder / andre
stader
limitation begrensning/
avgrensing
arms våpen
surveillance overvåkning/
overvaking
progress framskritt
bleak dyster
self-reliant selvstendig/
sjølvstendig
bootstraps støvellisser
The Cowboy
While cowboys
never were a
large part of
the American
population, the
image of the
cowboy in many
ways characterises
the American
ideal – self-reliant,
tough, risk-taking
and masculine.
The classic
American hero
is someone who
has succeeded on
his own, pulling
himself up by his
own bootstraps.
African Americans
The ancestors of the African Americans were brought by force to the
country as slaves. The slave trade was outlawed in 1808, and slavery was
abolished after the Civil War, which ended in 1865. But ethnic segregation
was practised well into the 20th century, particularly in the southern states.
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5
More Europeans
In the 19th century great numbers of Irish and Chinese people immigrated
to the US, escaping famines at home. Then there were waves of
Scandinavians, Italians, Russians, Jews and Greeks who also wanted to try
their luck in the Land of Opportunity.
Immigration Today
Now a new wave of immigrants is entering the country. Every year, about
half a million people are allowed to enter the US. But at least another half
million come in secretly, as illegal immigrants. Most illegal immigrants
come from Mexico, but there are some who come from South and Central
America. These Spanish-speaking Americans are usually called Hispanics.
Other important groups of immigrants today are coming from Asia,
especially the Philippines, Korea, China and India.
10
15
20
American Values
Americans like to think that any citizen can become President of the United
States – regardless of family, wealth or background. To rise “from rags to
riches” is the American Dream. Is this myth or reality? Well, the election of
Barack Obama for President in 2008, was seen by many as proof that it is
still reality. In any case, it seems that while America does have a class
system, this system is more flexible here than elsewhere. It is money that is
the key to social position. Money proves success and shows the world that
you have lived up to your potential.
President-elect Senator Barack Obama arrives to speak to supporters with his wife Michelle and
their children Malia and Sasha during his election night rally after being declared the winner of the
2008 US Presidential Campaign in Chicago November 4, 2008. They are the first African American
family to move into the White House.
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30
Freedom
Personal freedom is a key value in American society. Many Americans think
that any limitation on their rights to express themselves freely, believe what
they want – or carry arms – is an attack on the American way of life itself.
On the other hand, fear is also an important aspect of the culture. So after
the 9/11 attacks the American people have given up much of their personal
freedom for increased security and surveillance.
Progress
Americans tend to be future-oriented and believe in progress. Even when
things look rather bleak (war, pollution, unemployment), they take an
optimistic view and believe that everything one day will take a turn for the
better. Barack Obama made a great effort in his election campaign to express
hope and belief in the future, and this may well explain part of his success.
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40
constitution grunnlov
Æ
supreme [sU priÜm] høyeste/
høgaste
Æ
exempt [Ig zempt] from fritatt/
friteken
Æ
sovereign [s ÅvrIn] suveren
govern styre
branch grein
checks and balances
maktfordelingsprinsippet
bill lovforslag
American Government
The American system of government is outlined in the Constitution of the
United States. Written in 1787, it is the “supreme law of the land” because
no law may go against its principles. No person or government is exempt
from following it.
The Constitution establishes a federal democratic republic form of
government. “Federal” means that the USA consists of 50 sovereign states.
“Democratic” means that the highest political power rests with the people.
In practice, the government is representative, as people choose their leaders
in free and secret elections. “Republic” means that the USA has a president
as head of state, not a king or queen.
The American government has three branches: Congress, the President
and the Supreme Court. It is a system based on “separation of powers” –
each branch operates independently of the others. However, there are built
in “checks and balances” to prevent tyrannous concentration of power in
any one branch, and to protect the rights and liberties of citizens. For
example, the President can veto bills passed by Congress; the Supreme
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5
10
15
unconstitutional grunnlovsstridig
impeach stille for riksrett
Supreme Court justice
høyesterettsdommer/
høgsterettsdommar
benefits fordeler/fordelar
Æ
diversity [daI v‰Üs´tI] mangfold/
mangfald
uniform ensartet/einsarta
currency system valutasystem
coin mynt
issue sak, spørsmål
death penalty dødsstraff
Court can declare a law passed by Congress or an action taken by the
President unconstitutional; and Congress can impeach the President and
Supreme Court justices.
1
Reading
Federal or State Government
Political power in the US is shared between the national (central, federal)
government and the 50 state (local) governments. The national government
has less power than in Great Britain or Norway.
Sharing power between the national government and state governments
allows the Americans to enjoy the benefits of both diversity and unity. For
example, the national government may set a currency system for the whole
country. Can you imagine having 50 different types of coins, each with a
different value? You would need to take along a calculator to go shopping in
another state.
On the other hand, important issues such as education, abortion and
death penalty have been left to the individual states. Their decisions depend
on each state’s traditions and interests. The result is considerable diversity
and variation.
5
Read the section “The American People” and
make a brief not of what is said about each of
these immigrant groups:
Speaking
Hispanics
African Americans
10
WASPs
Asians
15
Irish
Scandinavians
Read “American Government” and answer the
questions:
a Where is the American system of
government outlined?
b When was the Constitution written?
c Does the Constitution apply to everybody?
d What does “federal” mean?
e How many states are there in the USA?
f What does “democracy” mean?
g What is “representative government”?
h What does “republic” mean?
i How many branches of government are there?
j What are they?
k What is the relationship between the three
branches?
l What is the purpose of “checks and balances”?
m What can the President do to check the
powers of Congress?
n What can the Supreme Court do to check the
powers of the President and Congress?
o What can Congress do to check the powers
of the President and Supreme Court?
Collective solution
national health insurance for all
public health service of all
national old-age pension
paid maternity leave for all mothers
free education for all
In Scandinavian-style welfare states, we prefer
collective solutions to social problems. In the
USA politicians generally mistrust such welfare
systems. Often they call it communism. Instead
they prefer private and individual solution. “It’s
not the Government’s business!”
Compare and discuss which is best of the
different solutions listed at the bottom of this page.
3:14 Giving a presentation
Choose one of the immigrant groups mentioned
in “The American People”. Find out more about
this group, for example when most of them
came to the US, and why, and what happened to
them in the USA. Have they done well? Give a
two-minute presentation in class.
3:15 Find out more
Getting to know the 50 states
Work individually, and choose one state each.
Use the Internet to find information about it:
• Which region it belongs to
• How big it is in terms of population
• The state capital
• The state’s nickname
• What the state’s flag looks like
• Other state symbols
• Any other interesting information
Collect the class findings to make a wall display.
Individual/private solution
private health insurance
private doctors and private hospitals
private saving or insurance
private saving – no paid maternity leave
save up and pay for your own education
manned mission to land on the moon, poses for a photo beside
the United States Flag. The landing vessel is seen on the left.
Footprints are clearly visible in the lunar soil.
XT
Buzz Aldrin, another of the three astronauts on the first
TE
TE
25
XT
XT
XT
TE
TE
One Small Step
The words of astronaut Neil Armstrong when he first stepped out onto the
moon’s surface, are one of the most famous quotes from the 20th century.
Some dramatic events stay longer than others in our minds. The moon
landing, the assassinations of President Kennedy and of Martin Luther
King, Jr and the events on September 11, 2001 are landmarks in American
history.
“A small step for
a man – a giant
leap for mankind.”
Speaking
Discuss in pairs:
a Was the first moon landing an important news event? Why? / Why not?
b Is it the right priorities to spend vast amounts of money on space travel?
Why? / Why not?
3:17 Find out more
Which is the latest dramatic news that made an impression on you? Find
information about it. Give a short presentation, and explain why you think
it was an important event.
3:18Before you read
Work in pairs. Discuss the following questions:
• Are you proud of your country?
• What is it that makes you proud?
XT
Walt Whitman
(1819–1892) was
born on Long
Island, New York,
and got very little
formal education.
His influence has
been considerable
both in America
and in Europe.
His main work,
Leaves of Grass,
was published
in 1855, but the
poem “I Hear
America Singing”
was rewritten in
the 1860s.
TE
TE
26
XT
XT
XT
TE
TE
I Hear america Singing
I hear America singing, the varied carols I hear,
Those of mechanics, each one singing his as it should be blithe and strong,
The carpenter singing his as he measures his plank or beam,
The mason singing his as he makes ready for work, or leaves off work,
The boatman singing what belongs to him in his boat, the deckhand
singing on the steamboat deck,
The shoemaker singing as he sits on his bench, the hatter singing as he stands,
The wood-cutter’s song, the ploughboy’s on his way in the morning, or
at noon intermission or at sundown,
The delicious singing of the mother, or of the young wife at work, or of
the girl sewing or washing,
Each singing what belongs to him or her and to none else,
The day what belongs to the day – at night the party of young fellows,
robust, friendly,
Singing with open mouths their strong melodious songs.
1
5
10
15
Walt Whitman
carol jubelsang/jubelsong
blithe glad, munter
carpenter tømrer,
bygningssnekker /
tømrar, bygningssnikkar
measure måle
plank planke
beam bjelke
mason murer/murar
boatman ferjemann
deckhand dekksgutt/
dekksgut
hatter hattemaker/
hattemakar
wood-cutter
tømmerhugger/
tømmerhoggar
ploughboy gårdsgutt/
gardsgut
intermission pause
delicious yndig
sew sy
Thomas Anshutz (1851–1912): The Ironworkers’ Noontime, 1880 (oil on canvas)
Speaking
Sum up in a few written sentences what you
think the poem is about. Then present your
summary in class or to a partner.
Work in pairs. Make a list of the professions that
Whitman mentions in his poem. Then discuss
the following questions:
a If “I Hear America Singing” had been written
today, what new professions would have been
added, do you think? And what professions
would have been left out?
b Make a list of things that can make people
proud of their jobs.
c Do you think your future profession will
make you proud? Why?
Er nest Hemingw ay
Based on your discussions in exercise 3:21, write
a short text about the poem. (See also page 303
on poetry.) Decide if there are other comments
you want to include.
XT
TE
27
XT
Writing
XT
TE
XT
a What do you think the poet means by
“singing”?
b Why do you think he mentions so many
professions?
c How would you describe the poet’s attitude
to his country?
d Do you like this poem? Why/why not?
Work in pairs. Were you ever really scared for your life? Tell each other about it.
TE
Discuss in pairs or in small groups. Take notes.
Sum up in class afterwards.
a Make a list of all the different professions
mentioned in the poem.
b What kind of professions are they?
c Why do you think the poet has chosen these?
d What kind of professions are not mentioned?
e What role do the mothers play, do you think?
3:24Before you read
TE
Reading
a day’s wait
He came into the room to shut the windows while we
were still in bed and I saw he looked ill. He was
Ernest Hemingway (1899–1961) was an
shivering, his face was white, and he walked slowly as
American novelist, short story writer,
though it ached to move.
and journalist. He grew up in Illinois
“What’s the matter, Schatz?”
where he spent a lot of time with
“I’ve got a headache.”
his father who was a country doctor.
“You better go back to bed.”
He was brought up to enjoy outdoor
“No, I’m all right.”
activities, and often played with children
“You go to bed. I’ll see you when I’m dressed.”
of the Ojibway tribe. We can recognise
But when I came downstairs he was dressed, sitting
this background in many of his stories.
by the fire, looking a very sick and miserable boy of
Hemingway received the Nobel
nine years. When I put my hand on his forehead I knew
Prize for literature in 1954. Some of
he had a fever.
his best known works are The Snows
“You go up to bed,” I said, “you’re sick.”
of Kilimanjaro, The Sun Also Rises and A
“I’m all right,” he said.
Farewell to Arms. His experiences from
two world wars and the civil war in
When the doctor came he took the boy’s temperature.
Spain are often reflected in his writing.
“What is it?” I asked him.
A Day’s Wait is from The Snows of
“One hundred and two.”
Kilimanjaro, first published in 1933.
Downstairs the doctor left three different medicines
in different colored capsules with instructions for giving
them. One was to bring down the fever, another a
Schatz (kjælenavn) skatt /
purgative, the third to overcome an acid condition. The germs of influenza
(kjælenamn) skatt
can only exist in an acid condition, he explained. He seemed to know all
ache gjøre vondt / gjere vondt
purgative avføringsmiddel
about influenza and said there was nothing to worry about if the fever did
acid condition sure oppstøt /
not go above one hundred and four degrees. This was a light epidemic of flu
sure oppstøytar
germs [dZ‰Ümz] basiller/basillar
and there was no danger if you avoided pneumonia.
flu influensa
Æ
Back in the room I wrote the boy’s temperature down and made a note
pneumonia [njuÜ mÚnj´]
of the time to give the various capsules.
lungebetennelse
1
5
10
15
20
25
detached isolert
“Do you want me to read to you?”
“All right. If you want to,” said the boy. His face was very white and
there were dark areas under his eyes. He lay still in the bed and seemed very
detached from what was going on.
I read aloud from Howard Pyle’s Book of Pirates; but I could see he was
not following what I was reading.
“How do you feel, Schatz?” I asked him.
“Just the same, so far,” he said.
I sat at the foot of the bed and read to myself while I waited for it to be
time to give another capsule. It would have been natural for him to go to
sleep, but when I looked up he was looking at the foot of the bed, looking
very strangely.
“Why don’t you try to go to sleep? I’ll wake you up for the medicine.”
“I’d rather stay awake.”
After a while he said to me, “You don’t have to stay in here with me,
Papa, if it bothers you.”
“It doesn’t bother me.”
“No, I mean you don’t have to stay if it’s going to bother you.”
1
5
10
15
lightheaded ør
prescribed foreskrevet/føreskriven
(prescription resept)
sleet sludd
varnished with ice dekt av tynt
islag
creek bekk
surface [s‰ÜfIs] overflate
slip and slither gli
flush (her:) jage fram
covey of quail flokk med vaktler
/ flokk med vaktlar
brush kratt
lit (her:) sette seg
scatter spre (seg) / spreie (seg)
pile haug
poise balansere
commence begynne
I thought perhaps he was a little lightheaded and after giving him the
prescribed capsules at eleven o’clock I went out for a while.
It was a bright, cold day, the ground covered with a sleet that had frozen
so that it seemed as if all the bare trees, the bushes, the cut brush and all the
grass and the bare ground had been varnished with ice. I took the young
Irish setter for a little walk up the road and along a frozen creek, but it was
difficult to stand or walk on the glassy surface and the red dog slipped and
slithered and I fell twice, hard, once dropping my gun and having it slide
away over the ice.
We flushed a covey of quail under a high bank with overhanging brush
and I killed two as they went out of sight over the top of the bank. Some of
the covey lit in trees, but most of them scattered into brush piles and it was
necessary to jump on the ice-coated mounds of brush several times before
they would flush. Coming out while you were poised unsteadily on the icy,
springy brush they made difficult shooting and I killed two, missed five, and
started back pleased to have found a covey close to the house and happy
there were so many left to find on another day.
At the house they said the boy had refused to let anyone come into the
room.
“You can’t come in,” he said. “You mustn’t get what I have.”
I went up to him and found him in exactly the position I had left him,
white-faced, but with the tops of his cheeks flushed by the fever, staring still,
as he had stared, at the foot of the bed.
I took his temperature.
“What is it?”
“Something like a hundred,” I said. It was one hundred and two and
four-tenths.
“It was a hundred and two,” he said.
“Who said so?”
“The doctor.”
“Your temperature is all right,” I said. “It’s nothing to worry about.”
“I don’t worry,” he said, “but I can’t keep from thinking.”
“Don’t think,” I said. “Just take it easy.”
“I’m taking it easy,” he said, and looked straight ahead. He was evidently
holding tight on to himself about something.
“Take this with water.”
“Do you think it will do any good?”
“Of course it will.”
I sat down and opened the Pirate book and commenced to read,
but I could see he was not following, so I stopped.
“About what time do you think I’m going to die?” he asked.
“What?”
“About how long will it be before I die?”
“You aren’t going to die. What’s the matter with you?”
“Oh, yes, I am. I heard him say a hundred and two.”
1
5
10
15
20
25
30
35
40
45
gaze stirring/stiring
slack løs/laus
Reading
Numeric competence
a Who is the “I” in this story?
b What time of year is it?
c Does the story take place in a city or in the
countryside? How do you know?
d Who is ill?
e How does the boy look? Give a description of
him.
f What illness does he have?
g How high is the boy’s temperature?
h What does the boy think will happen? Why?
3:27 Converting measures
Work with a partner. Write down the
conversions below. Then explain orally to each
other in each case how you do it.
a 37° Celsius =
° Fahrenheit.
b 20° Celsius =
° Fahrenheit.
c 86° Fahrenheit =
d 100° Fahrenheit =
Language work
3:26 Vocabulary
Work in pairs.
a Pronounce the following words. Check each
other to see if you pronounce them correctly.
b Dictate the words to each other to see if you
can spell them correctly.
“People don’t die with a fever of one hundred and two. That’s a silly way
to talk.”
“I know they do. At school in France the boys told me you can’t live with
forty-four degrees. I’ve got a hundred and two.”
He had been waiting to die all day, ever since nine o’clock in the
morning.
“You poor Schatz,” I said. “Poor old Schatz. It’s like miles and
kilometers. You aren’t going to die. That’s a different thermometer. On that
thermometer thirty-seven is normal. On this kind it’s ninety-eight.”
“Are you sure?”
“Absolutely,” I said. “It’s like miles and kilometers. You know, like how
many kilometers we make when we do seventy miles in the car?”
“Oh,” he said.
But his gaze at the foot of the bed relaxed slowly. The hold over himself
relaxed too, finally, and the next day it was very slack and he cried very
easily at little things that were of no importance.
1
5
10
15
e 15 miles =
f 100 miles =
g 10 kilometers =
h 500 kilometers =
° Celsius.
° Celsius.
kilometers.
kilometers.
miles.
miles.
acid condition, capsules, epidemic, fever, germs,
influenza, medicine, patient, pneumonia,
prescription, purgative, temperature, thermometer
Writing
Temperature
In the UK the temperature scale is called
Celsius, while the US temperature scale is
called Fahrenheit. The freezing point of
water is 0° Celsius, but 32° Fahrenheit.
The boiling point of water is 100° Celsius,
but 212° Fahrenheit.
To convert Fahrenheit into Celsius, you
subtract 32 and multiply by 5/9:
°C = (°F – 32) · 5/9
To convert Celsius into Fahrenheit, you
multiply by 9/5 and add 32:
°F = (°C · 9/5) + 32
Write an article for a youth magazine where you
present the short story “A Day's Wait”. You may
include comments on:
– setting
– character
– plot
– theme
( See page 303 for tips.)
Distance
1 mile = 1.609 kilometers
3:28 Writing an informal letter
When the boy recovers from his illness, he writes
a letter to his grandmother to tell her what
happened. Write the letter.
TE
TE
28
XT
XT
XT
TE
TE
If I Can Stop One Heart
from Breaking
XT
Emily Dickinson (1830–86) was long
forgotten as a writer, but is now one
of the best-loved American poets.
She writes short, simple poems about
everyday life, and often about life and
death. The poem below was published in
Poems in 1890, four years after her death.
If I can stop one heart from breaking,
I shall not live in vain;
If I can ease one life the aching,
Or cool one pain,
Or help one fainting robin
Unto his nest again,
I shall not live in vain.
Emily Dickinson
Reading
Writing
a Sit in pairs and read the poem loud to each
other.
b Look at the end words of each line. Do they
rhyme?
c What is the theme of this poem?
d Explain, in your own words, what these
images mean:
• “… stop one heart from breaking”
• “… ease one life the aching”
• “… cool one pain”
• “… fainting robin” e What is the effect of the repetition of “I shall
not live in vain”?
f What is the tone of the poem? Is it happy, sad,
loving, sincere, indifferent, compassionate,
unselfish, or what?
3:32 Writing about film
a Write a brief summary of the movie.
b Present the main characters Trevor and Mr
Simonet and describe their relationship.
c You are introduced to several characters in
the movie that have suffered some hardships
in life. Present the character of your choice
and show both his/her struggle and how he/
she chose to face the challenge.
d The movie has an ending that may be seen
as both sad and hopeful. Why is it possible
to see it both ways? Give reasons for your
opinion.
e Imagine that 10 years have passed. How do
you think the movement “pay it forward” has
expanded? What effects do you think it has
had on society?
Writing
Speaking
Write an email to a friend, inspired by this poem.
Start like this: “I read this poem today that made
me think. It was about …”
Trevor gets this assignment from his teacher:
“Think of an idea that can change our world
– and put it into action”. How would you have
solved this task? Discuss with a classmate and
present your suggestions in class.
Pay it forw ar d
in vain forgjeves
ease the aching lindre smerten
faint være svak, besvime / vere
svak, svime av
robin rødstrupe
nest rede/reir
The movie Pay it forward was released in 2000. It
is based on the novel with the same title, written
by Catherine Ryan Hyde. The story is set in
contemporary US, where we meet Trevor, an 11year old boy who struggles to cope in a life filled
with obstacles. He has few friends, a mother who
is trying to get rid of a drinking habit and finally
an absent and violent father. Things change for
Trevor when he is introduced to his new social
studies teacher, Mr Simonet. In his class Trevor
is given an assignment that creates the basis of
the plot: “Think of an idea that can change our
world – and put it into action”. Mr Simonet has
given this assignment to many classes before, but
nobody has tried to solve it the way Trevor does.
The movie touches upon many issues;
alcoholism, blind violence, loneliness and the
belief in human kind to mention a few. It is a
harsh story, where one might be prepared to
shed a tear or two. But at the same time, the
plot leaves the audience with a sense of hope, a
vision of a possibly better world, where you can
make a difference. Watch the movie and see for
yourself. How would you have solved Trevor’s
assignment?
An opponent of the death
penalty in a rally in front of
the Supreme Court in
Washington on July 2, 2008.
Organized by the Abolition
Action Committee (ABA)
a
b
c
d
to Abolish the Death
Penalty (NCADP), the
disagree
Agree
Decide whether you agree or disagree with each
of the following statements:
and the National Coalition
event commemorates the
historic 1972 Supreme
The death penalty prevents future murders.
It is only fair to use the death penalty for the taking of a life.
The risk of executing an innocent person is too high.
The death penalty is used unfairly and should be abolished.
Court ruling that suspended
the death penalty in the
United States. Four years
later the court ruled that
executions could resume.
TE
TE
29
XT
XT
XT
TE
TE
the Death penalty
XT
The following two texts present opposite views on the issue of the death
penalty. Read them and see what arguments are used. Which text do you
agree with the most?
discourage (her:) skremme
sentence to death dømme til
døden
execute henrette/avrette
restore gjenopprette
convincingly på en overbevisende
måte / på ein overtydande måte
intolerable uakseptabel
in kind på samme måte / på same
måte
safeguards (her:) rettssikkerhet/
rettstryggleik
appeals ankeordning
reject avvise
Æ
Æ
racial bias [ reISl baI´s]
rasefordommer/rasefordommar
sole eneste/einaste
overturn gjøre om / gjere om
defendant tiltalt
abandon avskaffe
Arguments For the Death Penalty
Society has always used punishment to discourage would-be criminals from
serious crime. If murderers are sentenced to death and executed, potential
murderers will think twice before killing for fear of losing their own life.
When someone takes a life, the balance of justice is disturbed. Unless that
balance is restored, society gives in to a rule of violence. Only the taking of the
murderer’s life restores the balance and allows society to show convincingly
that murder is an intolerable crime which will be punished in kind.
There is no proof that any innocent person has actually been executed since
increased safeguards and appeals were added to our death penalty system in
the 1970s. Even if such executions have occurred, they are very rare.
More white people than black people are actually executed in this
country. And even if blacks are overrepresented on death row, it is because
blacks commit more murders than whites. Moreover, the Supreme Court
has rejected the use of statistical studies which claim racial bias as the sole
reason for overturning a death sentence.
The death penalty should apply to killers of black people as well as to
killers of whites. Highly paid, skilful lawyers should not be able to get some
defendants off on technicalities. The existence of some problems with the
system is no reason to abandon the whole death penalty system.
1
5
10
15
20
deterring avskrekkende/
avskrekkande
encourage gi næring til
base lav/låg
chain of violence voldsspiral/
valdsspiral
considerable betydelig/monaleg
life sentence without parole full
livstidsdom
Æ
erroneous [I rÚnj´s] feilaktig
irrevocable ugjenkallelig/
ugjenkalleleg
reinstated gjeninnført
arbitrary vilkårlig/vilkårleg
Arguments Against the Death Penalty
Those states in the US that do not have the death penalty generally have
lower murder rates than the states that do. So the death penalty does not
seem to have a deterring effect.
Executions are killing somebody as a form of “pay-back”. The death
penalty encourages our basest motives of revenge, ending in another killing
and extending the chain of violence.
Once someone is executed, nothing can be done to make up for it if a
mistake has been made. There is considerable evidence that many mistakes have
been made in sentencing people to death. A life sentence without parole would
be a better way of meeting society’s needs of punishment and protection,
without running the risk of an erroneous and irrevocable punishment.
Studies have repeatedly shown that a death sentence is far more likely
where a white person is murdered than where a black person is murdered.
Since the death penalty was reinstated in 1976, 202 black defendants have
been executed for the murder of a white victim, while only 12 white
defendants have been executed for the murder of a black victim.
Until race and other arbitrary factors, like economics and geography, can
be eliminated, the death penalty must not be used.
1
5
10
15
Language work
• Five countries were responsible for 88 %
of all executions last year: China, Iran,
Saudi Arabia, Pakistan and the USA.
• 137 countries have abolished the death
penalty. 60 countries still have it –
mostly for murder.
• In Europe only Belarus has death
penalty.
• China is the world’s number one
executioner.
• In Pakistan there are 7,500 people on
death row. Some of them are children.
• In Iran you can get the death penalty
for “cursing the Prophet”, having sex
outside marriage, and drinking alcohol.
(Source: Guardian Weekly 17 October 2008)
3:37 Vocabulary
Fill in the open spaces with words from the list:
banned, capital, case, change, constitution,
controversy, debate, decision, doubtful, executions,
expected, governor, likely, nations, sleeping,
surprisingly, tombstone, Wild West
death
penalty law.
iMost
in the USA take place
in Texas.
j
a A long and on-going
of Illinois stopped all
over the
executions in his state a few years ago.
death penalty.
k During 2007 New Jersey is
b The death penalty in the USA dates back to
to ban the death penalty.
.
l All European nations in the EU and the EEA
c Sometimes the court cases in the old days
(European Economical Area) have
and on a
were more than
it.
in Arizona the text
famous
Reading
Work in pairs and do one text each. Look
through the text to find the arguments used for
or against the death penalty. Write keywords to
help you present the arguments to your partner.
m Of all American
Cuba, Guatemala and the USA still have the
d The problem is that sometimes this may very
death penalty.
Work in small groups. Look at your answers
to the questions under “Before you read”.
Choose the argument you most strongly agree
or disagree with, and take turns to say why you
agree or disagree. Each group member should
then get a chance to say what they think about
your position before the next person is allowed
to choose an argument.
even today.
n But is it
e A court
Speaking
only
reads “Hung by mistake”.
well be the
that these
can be wrong!
countries will
f The American
their laws
allows
and follow Europe and American countries
death sentences, but it is up to each state if
like Canada and Costa Rica in this?
they want this in their law books or not.
g Today some 30 states have this law, although
some states have not practiced
punishment for many years.
3:39 Writing a letter to the editor
Write a letter to the editor of a newspaper in
which you state your views on the death penalty.
Should it be reinstated in this country too?
Write a brief report on Tom Dooley’s case.
(For report writing – see page 294.)
the Republican
in
America is the
the
abolish avskaffe
executioner bøddel
death row dødscelle
curse forbanne
h Then we call it a
Writing
3:38 Writing a personal letter
Use an Internet search engine to find the song and
other information about Tom Dooley. Imagine
that Tom Dooley is on death row, awaiting his
execution. Write him a personal letter.
Digital competence
1 Go to www.amnesty.no and find out what
two or three of their current campaigns are.
Report your findings to the class.
2 Go to www.hrw.org and choose two or three
of their current campaigns in the USA.
Report back to class.
3:42 Find out more
1 Use the Internet to find out which American
states have the death penalty today, and which
do not. Also, find out how many executions
there have been in recent years, and by what
means they have been carried out. Write a
brief report on the current status of the death
penalty in the US.
2 Make an Internet search and see if you can
find information about someone who has
been sentenced to death, or actually executed.
What were their crimes?
3 Use Internet searches or reference books to
find out about death penalty in Norway:
a When was capital punishment last
practised in Norway during times of
peace?
b When was capital punishment last
practised in Norway during/after a period
of war?
c When was capital punishment finally
taken out of Norwegian law?
Report your findings to the class.
clamp klemme, lås
condemned dødsdømte/
dødsdømde
partition skillevegg
a Take a quick poll among your classmates. How many are in favour of the death
penalty? How many are against? Ask several members of both sides to give one
reason for their view.
b As you read, write down key words that you can use afterwards to explain the
procedure for preparing a prisoner for execution.
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poll rundspørring
execution henrettelse/avretting
novel roman
Æ
penitentiary [penI tenS´rI]
fengsel
convicted straffedømt
Æ
inmates [ InmeIt] innsatte/
innsette
the Great Depression
nedgangstidene i 1930-åra
unusual cruelty grov mishandling
flashback tilbakeblikk
retirement home for the elderly
aldersheim
encounter møte
Æ
occurrences [´ kørńs]
hendelser/hendingar
screenplay filmmanuskript
rehearsal øving
Tom Hanks and David
The Green mile
Morse in The Green Mile
from 1999.
Stephen King’s novel The Green Mile, published in 1996, is a dark drama
about the events in the lives of prison guards on E Block at Cold Mountain
Penitentiary in Louisiana, USA. E Block is the prison cell area – “death row”
– for convicted murderers awaiting execution. The block is known as “The
Green Mile” because of the long corridor with green floors that lead the
prisoner on his final walk to “Old Sparky”, the electric chair. It is here that
the prison guards spend their workdays, keeping watch over the inmates on
death row.
In addition to describing life on death row, the story is also about racism,
still very much alive in the South during the Great Depression. Another
theme is the unusual cruelty of a death by electrocution. The broader issue
of whether or not the death penalty should exist at all, is not addressed
directly in the film.
The story is told through flashbacks, opening in a retirement home for
the elderly where we meet the aging prison guard, Paul Edgecomb. By
chance, he hears a broadcast of an old Fred Astaire song on television and
this triggers the painful memories of his past, involving his encounter with
the gigantic John Coffey, an African-American convicted of the murder of
two small white girls.
Edgecomb learns a lot during Coffey’s stay on death row, and the strange
occurrences there leave permanent marks on the old prison guard’s life. His
philosophy of life and his personal attitudes to life and death, as well as faith
and fate, are forever changed.
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Below are two extracts from the screenplay by Frank Darabont based on
Stephen King’s novel. We start with the scene in which the prison guards on
the E Block of the Cold Mountain Penitentiary practice for the day when a
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condemned prisoner will be put to death in the electric chair. Scene two is
from the execution itself.
Scene 1 – Rehearsal for an execution
Paul and Dean kneel to apply the ankle clamps. Brutal steps in from the
side, pressing down on the condemned man’s left arm to keep him in place
until the ankle clamps are secure.
Harry moves in from the other side, securing the right arm clamp. Paul
signals “ankles secure.” Brutal holsters his pistol, applies the final clamp to
the left arm.
Brutal Roll on one.
(Behind the partition Van Hay mimes turning the generator knob up,
whispering:)
Van Hay “Roll on one” means I turn the generator up full. You’ll see the
lights go brighter in half the prison ...
(Back to the main chamber as Brutal steps before the “condemned” and
pronounces:)
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10
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peer [pI´] likemann
judge dommer/dommar
in good standing respektert
exposed bar, naken
sponge svamp
brine saltoppløsning/saltløysning
conduct lede (elektrisitet)
in accordance with i samsvar
med
Brutal Arlen Bitterbuck, you have been condemned to die by a jury of your
peers, sentence imposed by a judge in good standing in this state. Do you
have anything to say before the sentence is carried out?
(Harry takes a black mask and snugs it down over Toot’s head, leaving only
the crown of his head exposed. Brutal takes a large sponge, dips it in a steel
bucket, mimes soaking it ...)
(Behind the partition)
Percy What’s with the sponge?
Van Hay You soak it in brine, get it good and wet. Conducts the electricity
directly to the brain, fast like a bullet. You don’t ever want to throw the
switch on a man without that.
(Back to the main chamber as the sponge is placed atop Toot’s head. Harry
now lowers the steel cap and Brutal secures the straps.)
Brutal Arlen Bitterbuck, electricity shall now be passed through your body
until you are dead, in accordance with the state law. God have mercy on
your soul. (to Van Hay) Roll on two.
(Behind the partition Van Hay mimes flipping the switch, looks to Percy:)
Van Hay And that’s that.
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shaved barbert
Æ
repent [rI pent] angre
sopping wet klissvåt
pool samle seg i dammer
surge [s‰ÜdZ] forward rykke
framover
go limp bli slapp
Scene 2 – The execution of Bitterbuck
Bitterbuck’s cell – night. Bitterbuck, the top of his head now shaved,
is speaking quietly as Paul listens:
Bitterbuck You think if a man sincerely repents on what he done wrong, he
might get to go back to the time that was happiest for him and live there
forever? Could that be what heaven is like?
(Paul doesn’t think so – but that is not what Bitterbuck needs to hear, so the
lie comes easy:)
Paul I just about believe that very thing.
(Pause. Bitterbuck smiles.)
Bitterbuck Had me a young wife when I was eighteen. Spent our first
summer in the mountains. Made love every night. She’d just lie there after,
bare-breasted in the firelight, and we’d talk sometimes till the sun come up.
That was my best time.
(Brutal appears at the door, checks his pocketwatch, nods to Paul.
Bitterbuck takes a deep breath, getting himself ready.)
Paul It’ll be fine. You’ll do fine.
(Execution chamber – night. The sponge is pulled sopping wet from the
bucket of brine, dripping a trail of water across the floor. Brutal places it
atop Bitterbuck’s head. Water courses down the sides of the condemned
man’s mask and neck, pooling on the floor. The cap is lowered, the straps
secured. All we hear now is the sound of Bitterbuck’s breathing growing
louder and faster under the mask ... until, softly:)
Brutal Roll on two.
(WHAM! The switch is thrown. Bitterbuck surges forward against the
straps, riding the powerful current. Some witnesses turn away. Paul and
Brutal maintain grim eye contact with each other, waiting. Behind the
partition, Percy watches through the mesh with gleaming eyes, wishing he
could see better. Van Hay kills the current. Bitterbuck goes limp. A doctor
steps forward, checks for a heartbeat, shakes his head.)
Brutal Again.
(The switch is thrown a second time. Bitterbuck surges forward again,
riding the current all the way ...)
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Digital competence
Work in pairs. Take turns to tell each other:
a What information we get in the introduction
The Green Mile.
b What happens in Scene 1.
c What happens in Scene 2.
Search the Internet to find information about the
movie The Green Mile. A good place to start is the
Internet Movie Database at imdb.com. Find out
about actors and directors, and perhaps some
film trivia. Share information you find interesting
with your classmates, and make an overview
on the board of the information the class has
gathered.
Discuss in pairs. Go back to question a in “Before
you read”. Has the film affected your views on
the death penalty?
Staging a classroom debate
Divide the class into two groups: one group to
argue for the death penalty, one group to argue
against. Choose a chairperson to lead the debate.
The issue to be debated is: “Is it right to use
death penalty for very serious crimes?”
Write a review of the film The Green Mile for the
school website. Below are some points to help
you. (See also page 302 for tips.) It may be a good
idea to discuss these points in class before you
start writing.
– Introduce the movie. Include the title, the
name of the director and the most important
actors. Is the screenplay based on a novel?
Give the title and author.
– Describe the setting: Where and when does
the story take place?
– Give a summary of the plot.
– How well do the actors play?
– Any special techniques or effects? Comment
also on the film music.
– What makes the film exciting?
– What is the climax of the film?
– What is the theme of the film? Does it have a
clear message?
– Give your evaluation of the film: Did you like
it? Why? Why not?
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3:50 Writing an advertisement
Write an ad for the film The Green Mile to be used
by your local film club.
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3:46 Describing a procedure
Work in pairs. Take turn to describe the
execution procedure they rehearse in Scene 1.
Writing
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Speaking
Think about the following. Discuss with a partner if you like.
• What are your big dreams in life?
• Do you think they will come true one day?
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a Who wrote the novel this film is based on?.
b When was it published?
c Where does the story take place?
d What is “E Block”?
e What is “the green mile”?
f Who is Paul Edgecomb?
g Who is John Coffey?
h Why do they use salt water during the
execution?
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Reading
the river
Bruce Springsteen (1949–) was
born in New Jersey and grew up
there. Much of his music and
lyrics explores life among ordinary,
working-class people there. His
songs are often about their struggle
to make ends meet, but also about
their dreams of a better future.
“The River” was recorded in 1979.
valley dal
bring up oppdra
high school (her:) videregående skole /
vidaregåande skule
dive stupe
ride kjøre
I come from down in the valley
where mister when you’re young
They bring you up to do like your daddy done
Me and Mary we met in high school
when she was just seventeen
We’d ride out of that valley down to where
the fields were green
We’d go down to the river
And into the river we’d dive
Oh down to the river we’d ride
pregnant gravid
union card medlemskort i
fagforeningen / medlemskort i
fagforeininga
courthouse tinghus
judge dommer/dommar
aisle [aIl] midtgang (her: i kirken)
/ midtgang (her: i kyrkja)
construction anleggsarbeid
on account of på grunn av
vanish forsvinne
tan solbrun
reservoir vannmagasin/
vassmagasin
bank elvebredd/elvebreidd
haunt plage
curse forbannelse/forbanning
lie løgn
come true bli til virkelighet /
bli til røyndom
Then I got Mary pregnant
and man that was all she wrote
And for my nineteenth birthday I got a union card and a wedding coat
We went down to the courthouse
and the judge put it all to rest
No wedding day smiles no walk down the aisle
No flowers no wedding dress
That night we went down to the river
And into the river we’d dive
Oh down to the river we did ride
I got a job working construction for the Johnstown Company
But lately there ain’t been much work on account of the economy
Now all them things that seemed so important
Well mister they vanished right into the air
Now I just act like I don’t remember
Mary acts like she don’t care
But I remember us riding in my brother’s car
Her body tan and wet down at the reservoir
At night on them banks I’d lie awake
And pull her close just to feel each breath she’d take
Now those memories come back to haunt me
they haunt me like a curse
Is a dream a lie if it don’t come true
Or is it something worse
that sends me down to the river
though I know the river is dry
That sends me down to the river tonight
Down to the river
my baby and I
Oh down to the river we ride
Bruce Springsteen
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Reading
Numeric competence
Find answers to the following questions:
a When did Mary and the “I” of the song meet?
b How were kids brought up in the valley?
c The river is a powerful image in the song.
What does it symbolize, do you think?
d Why did the two youngsters marry?
e Was it a fancy wedding? How does the song
describe it?
f What does the “union card” tell us?
g How did the young husband make a living?
h What happened to his career?
i What happened to the young couple’s plans
and dreams?
j How do you think they feel about that now?
How do they pretend to feel about it?
k At the end of the song the river is dry. What
is the symbolic meaning of that, do you
think?
3:55 Understanding figures
Work in pairs. Then sum up in class. Study the
table of unemployment rates below:
a Do any of the figures surprise you?
b What two groups have the highest
unemployment rates?
c Try to explain why each of these two groups
has such a high figure. Also try to suggest
what could be done to reduce unemployment
in each group.
Speaking
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Discuss in pairs:
a The song says that “when you’re young they
bring you up to do like your daddy done”.
Is it possible to break free from this and
perhaps get more out of life?
b What can you do to help your hopes and
dreams become reality?
c Do you think you will ever be unemployed in
the future?
d What can you do to help prevent that?
e What do you think it feels like for a young
worker to become unemployed? Give reasons
for your opinions.
Unemployment in the USA
3rd quarter 2008
Men 6.1%
Women
6.0%
Teenagers19.4%
White
5.3%
Black 10.9%
Hispanic
7.7%
Total:
6.0%
(Source: Bureau of Labor Statistics)
3:56 Find out more
Use Google or another Internet search engine
to find information about Bruce Springsteen; his
life as well as his music. Select information that
you find interesting or important. Take notes,
and present your findings in class.
1
Edward Hopper (1882–1967) is one of North
1
America’s most popular artists even today. His
pictures often describe the emptiness and loneliness
of modern everyday life. Nighthawks (1942) is one of5
Hopper’s most famous paintings.
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10
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Edward Hopper:
Nighthawks (1942),
oil on canvas
Speaking
Work in pairs and discuss:
a Is it true that a picture can say more than a
thousand words? Can you think of examples?
b Why do you think this painting is called
Nighthawks?
c Imagine that you have just seen the painting
in a gallery. Try to describe it to your partner
who has not seen it.
3:58 Role play
Work in groups of four. Write a short script
where the four people in the painting start a
conversation. Then act out your scene in class.
Writing
3:59 Writing thought bubbles
Imagine that no one in the picture says a word.
What might they be thinking? Write down what
each of them is thinking.
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Write an email to a friend about the painting:
– Describe the picture.
– What kind of mood does the picture convey
to you?
– Why do you think Hopper painted it? What
does he try to tell us about the American
society?
3:61 Evaluating a text
Read through the email you just wrote
(3:60 above):
– What do you think of your text?
– What are its strong points?
– What are its weak points?
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Listening
3:63 Listening for detail
a Why did Leonardo’s father stop when he was
about to sign the report card?
b What two changes had been made to
Leonardo’s name?
c Why did people always listen to Mary?
d How did Mary explain the spelling on the
report card?
e Why had Leonardo’s family name in fact
been changed?
f How did the father react to the changed first
name? How did he react to the changed
surname?
g What is Leonardo’s own opinion?
h What is Vito’s story?
i Does the father refuse to sign the card?
j What does the mother say?
k How do Leonardo and Vito feel when they
are standing outside afterwards?
3:62 Before you listen
a How important is your name to you? Would you change your name if you get
married? Which of your names is most important to you, your first name or your
family name? Do you know of anybody who has changed their name? Why did they
do it?
b Read through the glossary and make sure you understand most of the words
before listening to the story.
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NI
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NI
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LIS E
a name is a name
STE
Leonard Covello (1907–1974)
was an Italian immigrant
who worked as a teacher in
East Harlem and a lecturer at
universities and colleges in New
York City. Much of his writing
is based on his own immigrant
experience.
The excerpt you are about to
hear is from his autobiography
The Heart is the Teacher,
published in 1956.
Migrants who go to start a new life in a foreign country are
faced with many challenges. One of them is the language. And
closely related to that is their name, which may sound foreign
and difficult both to pronounce and write in their new country.
In this extract from a novel by an
American immigrant you will hear a
“In America
family discuss the importance of a
anything can
name.
happen and does
Speaking
Discuss in pairs or small groups:
a Would you be willing to change any of your
names if you went to settle abroad? Do you
think it would be a tough decision for you to
make?
b The mother said to Leonardo: “Now that you
have become Americanized you understand
everything and I understand nothing.”
Do you think such conflicts are common in
immigrant families? If so, why?
happen.”
Little Italy, Manhattan, New York.
Writing
3:65 Writing a formal letter
Leonardo’s mother decides to write a letter to
the school and explain her point. Write the letter.
Glossary for the
recorded text
report card karakterkort
bleak dyster
weary trett/trøytt
mark karakter
mend (her:) lappe, stoppe,
reparere tøy
Fr eedom W riter s
The movie Freedom Writers was released in 2009.
It is based on a true story, set in Los Angeles in
the early 90s, a time of racial riots and gang wars.
Mrs Erin Gruwell enters a city school believing
that she will be teaching motivated students who
crave knowledge. She soon discovers a world
beyond her imagination. In room 203 she enters
a warzone, where Latinos, African-Americans,
Asians and Whites are fighting to stay in control.
They all have troubled lives, and they face issues
like poverty, racism and battles for survival on
a daily basis. The students search for someone
to blame and they find their scapegoats in
every other ethnic group but their own. The
classroom is a potential battlefield, where Mrs
Gruwell only makes things worse at first. She
does not understand the unspoken laws of the
multicultural classroom, and things are growing
tenser. She needs to take action. Then she gets
an idea – she wants to show these students the
world of someone else – a view of the world
beyond their own struggles. She gets the students
to read The Diary of Anne Frank, and at the same
time put their own story on to paper. The results
are amazing.
Writing
Choose one of the scenes from the movie that
touched you. Pretend that you are one of the
characters in the scene and write a diary entry
from that day.
3:67 Find out more
Search the Internet for information about the
real freedom writers. Share your findings in class.
oppose gå imot
improvement forbedring/
forbetring
rescue redning
rebellion opprør
shrug skuldertrekning/
skuldertrekk
beckon vinke
dejectedly nedslått
seep out sive ut
survey måle, vurdere
frail spinkel
willow-wild som et piletre /
som eit piletre
An African saying goes like this: “It takes two parents to make a child, but it takes a
whole village to raise a child.” What do you think this proverb means? Should we take
more responsibility for other people’s children?
La n g s t on Hu ghe s
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From Brooklyn,
thank You, m’am!
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She was a large woman with a large purse that had
everything in it but a hammer and nails. It had a long
Langston Hughes (1902–1967) has a
strap, and she carried it slung across her shoulder. It
special position among black American
was about eleven o’clock at night, dark, and she was
writers. His poems are particularly
walking alone, when a boy ran up behind her and tried
popular, but he also wrote short stories,
to snatch her purse. The strap broke with the sudden
plays and novels. He is known for
single tug the boy gave it from behind. But the boy’s
his colorful description of black life
weight and the weight of the purse combined caused
in America from the 1920s through
him to lose his balance. Instead of taking off full blast
the sixties. This short story is from
as he had hoped, the boy fell on his back on the
Something in Common and Other Stories,
sidewalk and his legs flew up. The large woman simply
published in 1963.
turned around and kicked him right square in his bluejeaned sitter. Then she reached down, picked the boy
up by his shirt front, and shook him until his teeth rattled.
After that the woman said, “Pick up my pocketbook, boy, and give it
here.”
She still held him tightly. But she bent down enough to permit him to
stoop and pick up her purse. Then she said, “Now ain’t you ashamed of
yourself ?”
Firmly gripped by his shirt front, the boy said, “Yes’m.”
purse veske
strap reim, stropp
The woman said, “What did you want to do it for?”
snatch nappe
The boy said, “I didn’t aim to.”
tug rykk
She said, “You a lie!”
full blast i full fart
sidewalk fortau
By that time two or three people passed, stopped, turned to look, and
sitter bakende
some stood watching.
stoop bøye seg
firmly fast og bestemt
“If I turn you loose, will you run?” asked the woman.
New York.
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“Yes’m,” said the boy.
“Then I won’t turn you loose,” said the woman. She did not release him.
“Lady, I’m sorry,” whispered the boy.
“Um-hum! Your face is dirty. I got a great mind to wash your face for
you. Ain’t you got nobody home to tell you to wash your face?”
“No’m,” said the boy.
“Then it will get washed this evening,” said the large woman, starting up
the street, dragging the frightened boy behind her.
He looked as if he were fourteen or fifteen, frail and willow-wild, in
tennis shoes and blue jeans.
The woman said, “You ought to be my son. I would teach you right from
wrong. Least I can do right now is to wash your face. Are you hungry?”
“No’m,” said the being-dragged boy. “I just want you to turn me loose.”
“Was I bothering you when I turned that corner?” asked the woman.
“No’m.”
“But you put yourself in contact with me,” said the woman. “If you
think that that contact is not going to last awhile, you got another thought
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pop out piple fram
jerk puffe, dytte
half nelson halv nelson (armgrep)
kitchenette tekjøkken
at the rear innerst/innst
roomer leieboer/leigebuar
suede [sweId] semsket/semska
daybed stolseng
frown rynke panna
coming. When I get through with you, sir, you are
going to remember Mrs Luella Bates Washington
Jones.”
Sweat popped out on the boy’s face and he
began to struggle. Mrs Jones stopped, jerked him
around in front of her, put a half nelson about his
neck, and continued to drag him up the street.
When she got to her door, she dragged the boy
inside, down a hall, and into a large kitchenettefurnished room at the rear of the house. She
switched on the light and left the door open. The
boy could hear other roomers laughing and talking
in the large house. Some of their doors were open,
too, so he knew he and the woman were not alone.
The woman still had him by the neck in the middle
of her room.
She said, “What is your name?”
“Roger,” answered the boy.
“Then, Roger, you go to that sink and wash your face,” said the woman,
whereupon she turned him loose – at last. Roger looked at the door –
looked at the woman – looked at the door – and went to the sink.
“Let the water run until it gets warm,” she said. “Here’s a clean towel.”
“You gonna take me to jail?” asked the boy, bending over the sink.
“Not with that face, I would not take you nowhere,” said the woman.
“Here I am trying to get home to cook me a bite to eat, and you snatch my
pocketbook! Maybe you ain’t been to your supper either, late as it be.
Have you?”
“There’s nobody home at my house,” said the boy.
“Then we’ll eat,” said the woman. “I believe you’re hungry – or been
hungry – to try to snatch my pocketbook!”
“I want a pair of blue suede shoes,” said the boy.
“Well, you didn’t have to snatch my pocketbook to get some suede
shoes,” said Mrs Luella Bates Washington Jones. “You could of asked me.”
“M’am ?”
The water dripping from his face, the boy looked at her. There was a
long pause. A very long pause. After he had dried his face, and not knowing
what else to do, dried it again, the boy turned around, wondering what
next. The door was open. He could make a dash for it down the hall.
He could run, run, run, run!
The woman was sitting on the daybed. After a while she said, “I was
young once and I wanted things I could not get.”
There was another long pause. The boy’s mouth opened. Then he
frowned, not knowing he frowned.
The woman said, “Um-hum! You thought I was going to say but, didn’t
you? You thought I was going to say, but I didn’t snatch people’s
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screen skjermbrett
icebox kjøleskap
canned milk boksemelk/
boksemjølk
lima beans en sort bønner /
eit slag bønner
embarass gjøre forlegen /
gjere flau
beauty shop hudpleiesalong
latch onto gripe tak i
barren naken
stoop for-veranda
pocketbooks. Well, I wasn’t going to say that.” Pause. Silence. “I have done
things, too, which I would not tell you, son – neither tell God, if He didn’t
already know. Everybody’s got something in common. So you set down
while I fix us something to eat. You might run that comb through your hair
so you will look presentable.”
In another corner of the room behind a screen was a gas plate and an
icebox. Mrs Jones got up and went behind the screen. The woman did not
watch the boy to see if he was going to run now, nor did she watch her
purse, which she left behind her on the daybed. But the boy took care to sit
on the far side of the room, away from the purse, where he thought she
could easily see him out of the corner of her eye if she wanted to. He did
not trust the woman not to trust him. And he did not want to be mistrusted
now.
“Do you need somebody to go to the store,” asked the boy, “maybe to
get some milk or something?”
“Don’t believe I do,” said the woman, “unless you just want sweet milk
yourself. I was going to make cocoa out of this canned milk I got here.”
“That will be fine,” said the boy.
She heated some lima beans and ham she had in the icebox, made the
cocoa, and set the table. The woman did not ask the boy anything about
where he lived, or his folks, or anything else that would embarrass him.
Instead, as they ate, she told him about her job in a hotel beauty shop that
stayed open late, what the work was like, and how all kinds of women came
in and out, blondes, redheads, and Spanish. Then she cut him a half of her
ten-cent cake.
“Eat some more, son,” she said.
When they were finished eating, she got up and said, “Now here, take
this ten dollars and buy yourself some blue suede shoes. And next time, do
not make the mistake of latching onto my pocketbook nor nobody else’s –
because shoes got by devilish ways will burn your feet. I got to get my rest
now. But from here on in, son, I hope you will behave yourself.”
She led him down the hall to the front door and opened it. “Good night!
Behave yourself, boy!” she said, looking out into the street as he went down
the steps.
The boy wanted to say something other than, “Thank you, M’am,”
to Mrs Luella Bates Washington Jones, but although his lips moved, he
couldn’t even say that as he turned at the foot of the barren stoop and
looked up at the large woman in the door. Then she shut the door.
1
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15
20
25
30
35
Reading
Writing
(see page 303 for tips on short stories):
a Setting
When and where does this story take place
(setting)?
b Plot
Retell the events of the story in a few
sentences to your partner.
c Character
– What do we get to know about Luella?
– How does she deal with the boy who tried
to steal her purse? What does this tell
about her as a person?
– What do we get to know about the boy?
– Why does he not try to run away?
d Theme
– What is the theme of the story?
– What do you think the writer wants to tell
us?
Character: Write a description of Luella. Include
something about what she looked like, what she
did, and her attitude to the boy. What do you
think of her?
Speaking
You a lie!
Now ain’t you ashamed of yourself ?
Ain’t you got nobody home …
I would not take you nowhere …
You could of asked me.
So you set down while …
Prepare some suitable questions.
One of you is the police officer, the other is the
eye witness. If you like, you can change roles
after a while. Conduct the interview.
… my pocketbook nor nobody else’s …
TE
34
XT
3:74 Standard vs. non-standard English
Some of the quotes below are non-standard
English. Rewrite them in correct, standard English:
XT
TE
Language work
XT
TE
XT
Work in pairs.
Imagine that the incident with the bag snatcher
was reported to the police bye an eye witness.
When the police arrive the lady and the boy are
no longer there, but the police interview the eye
witness.
Discuss in pairs:
Is it always right of parents to support their children?
Can you think of exceptions?
3:73 Writing a review
Write a review of this short story for your
school magazine. (See page 303 for tips on short
stories.) Include a comment on what you think
we can learn from this story.
TE
Work in pairs.
Point of view: Take turns to retell the story from
the boy’s point of view – as he would tell it to his
mate the next morning.
Tupac Shakur (1971–1996)
was born in New York
City. His mother, a black
activist, was pregnant
with Tupac while in jail
on bombing charges. He
never knew his father.
In 1986 Tupac’s
family moved to
Baltimore, and when he
was fifteen, he became
a rapper. He started
writing lyrics, using his
tough background from
New York for all it was
worth. He maintained
a thug image, but he
also recorded more
sentimental raps
in support of black
women, including
“Brenda’s Got A Baby”.
Tupac was shot
several times in a
drive-by shooting in
Las Vegas, and died in
hospital a few days later.
brenda’s Got a baby
Brenda’s got a Baby
Brenda’s got a Baby
I hear Brenda’s got a baby
Well, Brenda’s barely got a brain
A damn shame
Tha girl can hardly spell her name
(That’s not her problem, that’s up ta Brenda’s family)
Well let me show ya how it affects tha whole community
Now Brenda never really knew her moms and her dad was a junky
Went in debt to his arms, it’s sad
Cause I bet Brenda doesn’t even know
Just cause you’re in tha ghetto doesn’t mean ya can’t grow
But oh, that’s a thought, my own revelation
Do whatever it takes ta resist tha temptation
Brenda got herself a boyfriend
Her boyfriend was her cousin, now lets watch tha joy end
She tried to hide her pregnancy, from her family
Who didn’t really care to see, or give a damn if she
Went out and had a church of kids
As long as when tha check came they got first dibs
Now Brendas belly is gettin bigger
But no one seems ta notice any change in her figure
She’s 12 years old and she’s having a baby
In love with tha molester, whos sexed and crazy
And yet she thinks that he’ll be with her forever
And dreams of a world with tha two of them are together,
whatever
He left her and she had tha baby solo, she had it on tha
bathroom floor
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Page 167
thug råskinn
barely knapt
brain hjerne
spell stave
junky narkoman
tha = the
ya = you
revelation avsløring
ta = to
temptation fristelse/freisting
church flokk
check sjekk
have first dibs on ha førsterett til
molester [] overgriper/overgripar
sexing ha sex med
solo alene/aleine
Page 168
trash avfall, søppel
heep = heap haug, dunge
ball = bawl hyle, skrike
complain klage
slain drept
And didn’t know so, she didn’t know, what ta throw away and
what ta keep
She wrapped tha baby up and threw him in tha trash heep
I guess she thought she’d get away
Wouldn’t hear tha cries
She didn’t realize
How much tha little baby had her eyes
Now tha babys in tha trash heep balling
Momma can’t help her, but it hurts ta hear her calling
Brenda wants ta run away
Momma say, you makin’ me lose pay, tha social workers here
everyday
Now Brenda’s gotta make her own way
Can’t go to her family, they won’t let her stay
No money no babysitter, she couldn’t keep a job
She tried ta sell crack, but end up getting robbed
So now what’s next, there ain’t nothin left ta sell
So she sees sex as a way of leavin hell
It’s payin tha rent, so she really can’t complain
Prostitute, found slain, and Brenda’s her name, she’s got a baby
don’t you know she’s got a baby
1
Reading
This rap tells a story. Retell this story in your
own words to a partner.
5
10
a How old is Brenda?
b How is her relationship to her parents?
c Who is her boyfriend and how does he treat
her?
d Why does she have to make her own way,
doesn’t her family help her?
e How does she get money to pay the rent?
f How does the story about Brenda end?
15
20
a Setting: Where and when does the story take
place?
b Describe the social conditions Brenda grows
up under. Find examples from the text to
show what you mean.
c Find two adjectives that you think would
describe
• Brenda
• her boyfriend
• her parents
Then find quotes from the text to support
your opinion.
d Who is Tupac talking about here: “Just cause
you’re in tha ghetto doesn’t mean ya can’t
grow. But oh, that’s a thought, my own
revelation. Do whatever it takes ta resist the
temptation.”
Speaking
Work in pairs. Take turns to retell the story from
Brenda’s point of view. Use your own words.
Tu
pa
cS
ha
ku
r1
97
1
–1
99
6
Sit in small groups and discuss.
a What is your reaction to the information
given about teens and sex? What surprised
you the most? Do you think the results from
the London survey would be the same in
Norway? Why? Why not?
Teens and sex
A survey of 3,000 London secondary
school pupils aged 15–18 found that:
• 8 out of 10 teenagers lost their virginity
when they were drunk, feeling
pressurised into having sex or were not
using contraception
• 39 per cent had sex for the first time
when one or other partner was not
equally willing
• almost 3 in 10 lost their virginity for
‘negative reasons’, such as wanting to
please a boyfriend
• 2 in 5 wish they had waited longer
before having sex
• only 20 percent who had sex for the
first time took precautions, were in a
steady relationship, and felt the timing
was right
• 18 per cent of the interviewees did not
use contraception when they first had sex
• 51 per cent of girls and 37 per cent of
boys had had unprotected sex
• 80 per cent of all the teenagers
surveyed were ‘not sexually competent’
the first time they had sex
• STIs, such as chlamydia, are found
mainly in those aged 16–19
• many of those from ethnic minority
backgrounds know little about how to
prevent and identify the symptoms of
STIs
survey oversikt
virginity
jomfrudom,
dyd
contraception
prevensjon
precaution
forholdsregel
unprotected
ubeskyttet/
ubeskytta
prevent forbygge,
hindre /
førebyggje,
hindre
Writing
3:81 Writing a text message
Your very close friend Brenda has sent you this
text:
hlp!!! pos preg test! :) can we talk asap
pls??? need ya!!! god, what do i do???
What do you know about the history of the Native Americans?
How have they been treated by the white Americans?
Apart from agreeing to meet her, what would
your response be? Write your reply to her.
TE
35
3:82 Converting numbers
Work in pairs and do the following exercises
while you explain to each other what you do.
• Convert into per cent: 8 out of 10, 3 in 10, 2
in 5.
• Convert into fractions: 39 per cent, 20 per
cent, 18 per cent, 80 per cent.
XT
Numeric competence
XT
XT
XT
TE
TE
TE
b At what age do you think children should
learn about sex, and safe sex?
c What advice would you give to young people
who want to say no to sex before marriage?
d A survey (2006) showed that one out of three
Norwegians had sex with a stranger when on
holiday abroad. More than half of them had
unprotected sex. Why do you think this
happens? What may the consequences be?
the native americans
In 1492, when Columbus arrived in America, there were at least
a million people living on what is now the USA. Because
Columbus thought he had come to India, he called the people
he met Indians. He was wrong, of course. They were not
Indians but native North Americans who had been developing
their own languages and religions for thousands of years on the
continent. There were some 600 tribes at the time, each of them
with a separate culture.
An Iroquois in Massachusetts, for example, would live in a
birchbark tent, gather nuts and berries, and shave his head.
A Sioux in Nebraska would live in a buffalo-hide teepee, hunt
buffalo, and wear his hair in long braids adorned with eagle
feathers. And a Hopi of Arizona would make her clothes from
sheep’s wool, grow corn, and live in a clay building called a
pueblo.
When the first European settlers arrived in the early 1600s,
the Native Americans were generally kind to the newcomers
and helped them survive. They introduced them to corn,
peanuts, chocolate and other foods, and taught them how to
hunt turkeys. They thought there would be plenty of room for
both themselves and the Europeans. The well-known
Pocahontas legend dates back to this period.
birchbark bjørkenever
gather sanke
buffalo-hide bøffelskinn
teepee indianertelt
braids fletter
adorn pynte
eagle feather ørnefjær/ørnefjør
corn mais
clay leire
settler nybygger/nybyggjar
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5
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20
concept idé
private property privat
eiendomsrett / privat
eigedomsrett
firepower skytevåpen
in vain forgjeves
confine sperre inne
Æ
infertile [In f‰ÜtaIl] ufruktbar
The Native Americans did not understand the concept of private
property that drove the Europeans to take their land, and their bows and
arrows proved no match for guns. Gradually, they were pushed further
west, and by 1850, there were few Indians east of the Mississippi River.
During the period from 1850 to 1890, the Native Americans of the
Midwest, Southwest and West fought in vain for their land. Official U.S.
policy was merciless, and the saying “the only good Indian is a dead Indian”
reveals the attitude of the white majority. The US Government often broke
treaties with the Indians in order to get hold of the most valuable land.
Indian Tribes were placed on infertile reservations often lacking jobs and
1
5
10
herd flokk
defeat nederlag
grant innvilge
citizenship statsborgerskap/
statsborgarskap
termination opphør, avslutning
aim at ta sikte på
halt stanse, stoppe
heritage arv
adapt to tilpasse seg
opportunities. Gradually the Native American population was reduced to a
fraction of its original size.
In South Dakota in 1890, the Sioux gathered to perform a Ghost Dance,
which they believed would bring back the buffalo herds. This ceremony had
been forbidden by the Government. The U.S. Army moved in, and
massacred some 300 Native Americans, including women, children and old
men, at the so-called “battle” of Wounded Knee. This massacre marked the
final defeat of the Native Americans, who were not granted full rights of
citizenship until 1953.
After World War II, through the so-called Termination policy, several
laws and regulations were passed in Congress reducing Washington’s
authority in the West, ending the reservation system and reducing the
Government’s responsibilities to the Native Americans. Within a few years
Congress terminated federal services to more than sixty Native American
groups, in spite of opposition by the Natives themselves. The consequences
were serious. Poverty and alcoholism increased, many tribe members were
forced to move to the cities to find work, while thousands had to depend on
public aid to survive.
In 1961 President Kennedy halted the termination process, and later
President Nixon replaced termination with a policy of giving government
aid and services.
Today there are more about 2.5 million Native Americans in the United
States, speaking more than 100 different languages. Most tribes have
realized that they need to find their own way of making money and helping
their own people. Many have started casinos, they produce and sell their
arts and crafts and they make money from oil and other natural resources
found on their lands.
The situation today is still far from perfect. Even though there are some
successful and well-managed tribes, there are thousands living near
starvation level.
Today most Native Americans are very proud of their heritage and
traditions and do their utmost to preserve their rich culture. At the same
time they realize that they have to adapt to the “new” lifestyle, but without
giving up their very special cultural heritage.
Osage tribal members wait for a dance to begin. Their headwear is
made from the skin and quills of a porcupine with attached eagle
feathers. The dance is a celebration of masculine values within the
Osage tribes. The dance is a chance for the first-born son of each
family to participate in a very important religious and cultural
ceremony, here in Oklahoma.
1
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15
20
25
30
Work in small groups.
a Have you seen films about Native Americans
or about Indian-White relations? What were
they like?
b We have been used to calling Native
Americans “Indians”. Why? They, however,
wish to be called “Native Americans”. Why
do you think this is important to them?
Discuss the differences between the values of
white people and Native Americans that are
listed below. Is there anything white people
can learn from the Native Americans? Is there
anything the Native Americans should learn
from the white man?
3:88 Find out more
Below are the ten largest Native tribes or nations
in the US today. Choose one of them, and find
information about it. Make a presentation of this
nation in class.
Ten Largest American Indian Tribes,
2000
NamePopulation
Cherokee729,533
Navajo298,197
Latin American Indian
180,940
Choctaw158,774
Sioux153,360
Chippewa149,669
Apache96,833
Blackfeet85,750
Iroquois80,822
Pueblo74,085
(Source: U.S. Census Bureau, Census 2000)
Leslie Mar mon Silko
XT
TE
XT
36
XT
Speaking
White
Private property
Man should conquer nature.
Natural resources should be exploited and give
profit.
Future oriented, always looking to the future.
Competition.
Saving is not important.
Youth is more important.
This story takes place in the south-western part of the USA. Find Grants,
Acoma and Albuquerque on a map.
TE
a There were no people in America at the time
it was discovered by Christopher Columbus.
b All the Native Americans had the same way
of life.
c When the first European settlers arrived, the
Native Americans were hostile.
d The Native Americans voluntarily sold their
land to the white settlers.
e Their reservations are situated on the best
farmland.
f Native Americans have always been regarded
as proper citizens of the United States.
TE
The following statements are common
misconceptions about Native Americans and
their history. Explain what is wrong in each case.
Native American
Mother Earth is holy.
The earth cannot be owned.
Live in harmony with nature.
Natural resources should only be used when
necessary.
Live in the present – here-and-now oriented.
Cooperation.
Giving and sharing is important.
Saving or making a profit.
Respect for age.
XT
Work in pairs and make a list of the main points
of this text.
TE
Reading
tony’s story
Part One
It happened one summer when the sky was
writer, born and raised in Albuquerque, New
wide and hot and the summer rains did not
Mexico. The conflict between white society and
come; the sheep were thin, and the
the native way of life is reflected in all her work.
tumbleweeds turned brown and died. Leon
She writes poetry, short stories, novels, film
came back from the army. I saw him standing
scripts and articles.
by the Ferris wheel across from the people
“Tony’s Story” is based on an actual killing
who came to sell melons and chili on San
that took place when Leslie was four. An Acoma
Lorenzo’s Day. He yelled at me, “Hey Tony
man killed a state policeman. “Tony’s Story”
– over here!” I was embarrassed to hear him
was published in 1969.
yell so loud, but then I saw the wine bottle
with the brown-paper sack crushed around.
“How’s it going, buddy?”
He grabbed my hand and held it tight like a white man. He was smiling.
“It’s good to be home again. They asked me to dance tomorrow – it’s
only the Corn Dance, but I hope I haven’t forgotten what to do.”
“You’ll remember – it will all come back to you when you hear the
tumbleweed ørkenplante
drum.” I was happy, because I knew that Leon was once) more a part of the
Ferris wheel pariserhjul
pueblo. The sun was dusty and low in the west, and the procession passed
San Lorenzo’s day 10. august
yell rope
by us, carrying San Lorenzo back to his niche in the church.
embarrassed flau
“Do you want to get something to eat?” I asked.
crush krølle
corn mais
Leon laughed and patted the bottle. “No, you’re the only one who needs
pueblo landsby
to eat. Take this dollar – they’re selling hamburgers over there.” He pointed
procession opptog
past the merry-go-round to a stand with cotton candy and a snowcone
merry-go-round karusell
cotton candy sukkerspinn
machine.
snowcone iskrem
Æ
It was then that I saw the cop pushing his way through the crowds of
gather [ gœD´] samle seg
stand bod
people gathered around the hamburger stand and bingo-game tent; he came
Leslie Marmon Silko (1948–) is a Native American
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5
10
15
20
25
steadily (her:) med stø kurs
tribal stammepattern mønster
soak suge
paddy wagon politibil,
svartemarja
emergency room legevakt
prop støtte opp
stich sting
shot sprøyte
jaw kjeve
breathe [briÜD] puste
witch heks, ånd
white-rimmed med hvit kant /
med kvit kant
ceremonial seremoni‑
interpreter tolk
passage avsnitt
revise gjøre om / gjere om
code lovverk
possess eie/eige
intoxicant rusmiddel
barbed wire piggtråd
pop brus
steadily towards us. I remembered Leon’s wine and looked to see if the cop
was watching us; but he was wearing dark glasses and I couldn’t see his
eyes.
He never said anything before he hit Leon in the face with his fist. Leon
collapsed into the dust, and the paper sack floated in the wine and pieces of
glass. He didn’t move and blood kept bubbling out of his mouth and nose. I
could hear a siren. People crowded around Leon and kept pushing me away.
The tribal policemen knelt over Leon, and one of them looked up at the
state cop and asked what was going on. The big cop didn’t answer. He was
staring at the little patterns of blood in the dust near Leon’s mouth. The
dust soaked up the blood almost before it dripped to the ground – it had
been a very dry summer. The cop didn’t leave until they laid Leon in the
back of the paddy wagon.
The moon was already high when we got to the hospital in
Albuquerque. We waited a long time outside the emergency room with
Leon propped between us. Siow and Gaisthea kept asking me, “What
happened, what did Leon say to the cop?” and I told them how we were just
standing here, ready to buy ham-burgers – we’d never even seen him before.
They put stitches around Leon’s mouth and gave him a shot; he was lucky,
they said – it could’ve been a broken jaw instead of broken teeth.
They dropped me off near my house. The moon had moved lower into
the west and left the close rows of houses in long shadows. Stillness
breathed around me, and I wanted to run from the feeling behind me in the
dark; the stories about witches ran with me. That night I had a dream – the
big cop was pointing a long bone at me – they always use human bones, and
the whiteness flashed silver in the moonlight where he stood. He didn’t
have a human face – only little, round, white-rimmed eyes on a black
ceremonial mask.
Part Two
Leon was better in a few days. But he was bitter, and all he could talk about
was the cop. “I’ll kill the big bastard if he comes around here again,” Leon
kept saying. With something like the cop it is better to forget, and I tried to
make Leon understand. “It’s over now. There’s nothing you can do.”
I wondered why men who came back from the army were
troublemakers on the reservation. Leon even took it before the pueblo
meeting. They discussed it, and the old men decided that Leon shouldn’t
have been drinking. The interpreter read a passage out of the revised
pueblo law-and-order code about possessing intoxicants on the reservation,
so we got up and left.
Then Leon asked me to go with him to Grants to buy a roll of barbed
wire for his uncle. On the way we stopped at Cerritos for gas, and I went
into the store for some pop. He was inside. I stopped in the doorway and
turned around before he saw me, but if he really was what I feared, then he
would not need to see me – he already knew we were there. Leon was
1
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10
15
20
25
30
William Robinson Leigh
(1866–1955): Zuni Pottery
Maker (1907), oil on canvas.
35
40
45
truck lastebil
gun it gi full gass / gje full gass
skid skli
rear-view mirror bakspeil/
bakspegel
shimmer flimre
wilt visne
beyond bortenfor/bortanfor
pale blek/bleik
sandrock sandstein
mesa fjellplatå med bratte vegger
drought [draUt] tørke
whirl snurre
make out skimte
image bilde/bilete
waiting with the truck engine running almost like he knew what I would say.
“Let’s go – the big cop’s inside.”
Leon gunned it and the pickup skidded back on the highway. He glanced
back in the rear-view mirror. “I didn’t see his car.” “Hidden,” I said.
Leon shook his head. “He can’t do it again. We are just as good as them.”
The guys who came back always talked like that.
The sky was hot and empty. The half-grown tumbleweeds were driedup
flat and brown beside the highway, and across the valley heat shimmered
above wilted fields of corn. Even the mountains high beyond the pale
sandrock mesas were dusty blue. I was afraid to fall asleep so I kept my eyes
on the blue mountains – not letting them close – soaking in the heat; and
then I knew why the drought had come that summer.
Leon shook me. “He’s behind us – the cop’s following us!”
I looked back and saw the red light on top of the car whirling around,
and I could make out the dark image of a man, but where the face should
have been there were only the silvery lenses of the dark glasses he wore.
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5
10
15
gravel grus
shoulder veiskulder/vegskulder
Æ
gesture [ dZestS´] gjøre tegn /
gjere teikn
grind tygge kraftig / tyggje kraftig
rattle rasle
“Stop, Leon! He wants us to stop!”
Leon pulled over and stopped on the narrow gravel shoulder.
“What in the hell does he want?” Leon’s hands were shaking.
Suddenly the cop was standing beside the truck, gesturing for Leon to
roll down his window. He pushed his head inside, grinding the gum in his
mouth; the smell of Doublemint was all around us.
“Get out. Both of you.”
I stood beside Leon in the dry weeds and tall yellow grass that broke
through the asphalt and rattled in the wind. The cop studied Leon’s driver’s
license. I avoided his face – I knew that I couldn’t look at his eyes, so I stared
1
5
Truck on the legendary
Route 66 with Acoma
Pueblo in the distance,
10
New Mexico.
at his black half-Wellingtons, with the black uniform cuffs pulled over them;
but my eyes kept moving upward past the black gun belt. My legs were
quivering, and I tried to keep my eyes away from his. But it was like the time
when I was very little and my parents warned me not to look into the masked
dancer’s eyes because they would grab me, and my eyes would not stop.
“What’s your name?” His voice was high-pitched and it distracted me
from the meaning of the words.
I remember Leon said, “He doesn’t understand English so good,” and
finally I said that I was Antonio Sousea, while my eyes strained to look
beyond the silver frosted glasses that he wore; but only my distorted face
and squinting eyes reflected back.
And then the cop stared at us for a while, silent; finally he laughed and
chewed his gum some more slowly. “Where were you going?”
“To Grants.” Leon spoke English very clearly. “Can we go now?”
Leon was twisting the key chain around his fingers, and I felt the sun
everywhere. Heat swelled up from the asphalt and when cars went by, hot
air and motor smell rushed past us.
“I don’t like smart guys, Indian. It’s because of you bastards that I’m
here. They transferred me here because of Indians. They thought there
wouldn’t be as many for me here. But I find them.” He spit his gum into the
weeds near my foot and walked back to the patrol car. It kicked up gravel
and dust when he left.
We got back in the pickup, and I could taste sweat in my mouth, so I told
Leon that we might as well go home since he would be waiting for us up
ahead.
“He can’t do this,” Leon said. “We’ve got a right to be on this highway.”
I couldn’t understand why Leon kept talking about “rights,” because it
wasn’t “rights” that he was after, but Leon didn’t seem to understand; he
couldn’t remember the stories that old Teofilo told.
I didn’t feel safe until we turned off the highway and I could see the
pueblo and my own house. It was noon, and everybody was eating – the
village seemed empty – even the dogs had crawled away from the heat. The
door was open, but there was only silence, and I was afraid that something
had happened to all of them. Then as soon as I opened the screen door the
little kids started crying for more Kool-Aid, and my mother said “no,” and it
was noisy again like always. Grandfather commented that it had been a fast
trip to Grants, and I said “yeah” and didn’t explain because it would’ve only
worried them.
“Leon goes looking for trouble – I wish you wouldn’t hang around with
avoid unngå
half-Wellington korte støvler /
korte støvlar
cuff oppbrett på bukser
pull dra
quiver skjelve
high-pitched skingrende/
skingrande
distract forstyrre
strain streve
frosted matt
distorted forvridd
squint knipe sammen /
knipe saman
transfer overføre
patrol car patruljebil
screen door myggnettdør
Kool-Aid saft
1
5
10
15
20
25
30
35
Governor landsbyleder/
landbyleiar
Bureau of Indian Affairs kontor
for indianersaker / kontor for
indianarsaker
arrowhead pilspiss
string snor
protection vern
.30–30 riflekaliber .30–30
camp (her:) beite, innhegning
pinion pinje
pull up stoppe
whip piske
force tvinge
rut hjulspor
canyon kløft
spring kilde/kjelde
willow piletre
tiny bitte liten
chant messe, synge / messe, syngje
proper riktig
lap fang
slippery glatt
face stå overfor
billy club kølle
him.” My father didn’t like trouble. But I knew that the cop was something
terrible, and even to speak about it risked bringing it close to all of us; so I
didn’t say anything.
That afternoon Leon spoke with the Governor, and he promised to send
letters to the Bureau of Indian Affairs and to the State Police Chief. Leon
seemed satisfied with that. I reached into my pocket for the arrowhead on
the piece of string.
“What’s that for?”
I held it out to him. “Here, wear it around your neck – like mine. See?
Just in case,” I said, “for protection.”
“You don’t believe in that, do you?” He pointed to a .30–30 leaning
against the wall. “I’ll take this with me whenever I’m in the pickup.”
“But you can’t be sure that it will kill one of them.”
Leon looked at me and laughed. “What’s the matter,” he said, “have they
brainwashed you into believing that a .30–30 won’t kill a white man?”
He handed back the arrowhead. “Here, you wear two of them.”
Part Three
Leon’s uncle asked me if I wanted to stay at the sheep camp for a while.
The lambs were big, and there wouldn’t be much for me to do, so I told him
I would. We left early, while the sun was still low and red in the sky. The
highway was empty, and I sat there beside Leon imagining what it was like
before there were high-ways or even horses. Leon turned off the highway
onto the sheep-camp road that climbs around the sandstone mesas until
suddenly all the trees are pinions.
Leon glanced in the rear-view mirror. “He’s following us!”
My body began to shake and I wasn’t sure if I would be able to speak.
“There’s no place left to hide. It follows us every-where.”
Leon looked at me like he didn’t understand what I’d said. Then I looked
past Leon and saw that the patrol car had pulled up beside us; the pinon
branches were whipping and scraping the side of the truck as it tried to
force us off the road. Leon kept driving with the two right wheels in the rut
– bumping and scraping the trees. Leon never looked over at it so he
couldn’t have known how the reflections kept moving across the mirrorlenses of the dark glasses. We were in the narrow canyon with pale
sandstone close on either side – the canyon that ended with a spring where
willows and grass and tiny blue flowers grow.
“We’ve got to kill it, Leon. We must burn the body to be sure.”
Leon didn’t seem to be listening. I kept wishing that old Teofilo could
have been there to chant the proper words while we did it. Leon stopped
the truck and got out – he still didn’t understand what it was. I sat in the
pickup with the .30-30 across my lap, and my hands were slippery.
The big cop was standing in front of the pickup, facing Leon. “You made
your mistake, Indian. I’m going to beat the shit out of you.” He raised the
billy club slowly. “I like to beat Indians with this.”
1
5
10
15
20
25
30
35
40
45
carve skjære ut / skjere ut
range rekkevidde/rekkjevidd
aim sikte
motionless urørlig/urørleg
wand tryllestav
glossy blank
wobble dingle
trail spor
underbelly understell, underside
tire dekk
wipe tørke
He moved toward Leon with the stick raised high, and it was like the long
bone in my dream when he pointed it at me – a human bone painted brown
to look like wood, to hide what it really was; they’ll do that, you know –
carve the bone into a spoon and use it around the house until the victim
comes within range.
The shot sounded far away and I couldn’t remember aiming. But he was
motionless on the ground and the bone wand lay near his feet. The
tumbleweeds and tall yellow grass were sprayed with glossy, bright blood.
He was on this back, and the sand between his legs and along his left side
was soaking up the dark, heavy blood – it had not rained for a long time,
and even the tumbleweeds were dying.
“Tony! You killed him – you killed the cop!”
“Help me! We’ll set the car on fire.”
Leon acted strange, and he kept looking at me like he wanted to run.
The head wobbled and swung back and forth, and the left hand and the legs
left individual trails in the sand. The face was the same. The dark glasses
hadn’t fallen off and they blinded me with their hotsun reflections until
I pushed the body into the front seat.
The gas tank exploded and the flames spread along the under-belly of
the car. The tires filled the wide sky with spirals of thick black smoke.
“My God, Tony. What’s wrong with you? That’s a state cop you killed.”
Leon was pale and shaking.
I wiped my hands on my Levis. “Don’t worry, everything is O.K. now,
Leon. It’s killed. They sometimes take on strange forms.”
The tumbleweeds around the car caught fire, and little heatwaves
shimmered up towards the sky; in the west, rain clouds were gathering.
1
5
10
15
20
25
– the first time
think people who have been in the army have
problems when they return to their old life?
Work in pairs. Suppose you are a local journalist.
You have been sent to interview Leon about why
and how the policeman died. Your partner is
Leon. Make the interview.
– the second time
3:92 Talking about literature
Discuss in pairs.
a Tony has a dream in the story. What is it
about? Why is this important in the story?
b Tony refers to the cop as “it”. What do you
think he sees in the policeman?
c Find references to the weather in the story.
Is the weather important? How?
c Why do you think it is Tony and not Leon
who kills the policeman?
Tony comments in the story: “I wondered
why men who came back from the army were
troublemakers on the reservation.” Why do you
people are living illegally in the USA. Many of them live for years
without being sent back, and states like California and Florida depend
on the work of these illegal immigrants. But thousands are also
picked up by the authorities and returned to their home countries.
What do you think the policeman wrote in
his report after the first meeting with the two
Indians? Write his report. (See page 294 on how to
write reports.)
Look at the painting Zuni Pottery Maker on page 177.
Lar r y Fondation
TE
XT
37
The Zuni, a Native American tribe in
New Mexico, are famous for their pottery.
Traditionally, Zuni women made pots to store
food and water. Today pottery made for sale is an
important source of income. William Robinson
Leigh was himself a Native American. His great
interest was to paint the American west, and
many of his works show the traditional life of
different American Indian tribes. Leigh was born
in poverty, but he was extremely gifted, and his
talent brought him to Baltimore where he got
his art education, and later to Europe where he
learnt more.
Write a short text about the scene you see in
Leigh's painting. What impression do you get of
the Zuni lifestyle? Are they rich or poor? What is
the girl thinking about while she is working, do
you think?
XT
Speaking
the country illegally every year. It is estimated that about 12 million
TE
Try to retell the first incident from the
policeman’s point of view.
Then try to retell the last incident (the
murder) from Leon’s point of view.
3:95 Writing a list of arguments
How would you defend Tony if he was charged
with the murder? Make a list of points.
right to live and work in the country. Thousands of people also enter
TE
a Setting: Where and when does this story take
place?
b Characters: Describe Tony and Leon. Do they
change in this story? If so, when do the
changes take place?
c Theme: What is this story really about? What
is the author trying to tell us, do you think?
d Point of view: From whose point of view is
the story told?
Writing
A Green Card is issued to immigrants to the USA and gives them the
XT
– the third time?
(1957–) lives
and works in
Los Angeles. He
is engaged in
community work
and teaching, and
has published
both novels and
short stories,
which focus on
the underbelly
of society. The
story below was
published in 1991.
XT
The two young Indian men meet the police
officer three times. Sum up very briefly what
what happens each time they meet:
Larry Fondation
TE
Reading
lure [ljU´] lokke
bold tydelig, kraftig / tydeleg,
kraftig
awning markise
perch spenne opp
stencil skrive med sjablon
appealing tiltalende/tiltalande
homey hjemlig/heimleg
greasy fettet/feittete
to the point klar
erase viske ut
by deduction I figured jeg tenkte
med til at / eg tenkte meg til at
rye rug
counter disk
mustache bart
stubble skjeggstubb
immaculately plettfritt
chef kokk
apron forkle
Deportation at
breakfast
The signs on the windows lured me inside. For a dollar I could get two eggs,
toast, and potatoes. The place looked better than most – family-run and
clean. The signs were hand-lettered and neat. The paper had yellowed
some, but the black letters remained bold. A green-and-white awning was
perched over the door, where the name “Clara’s” was stenciled.
Inside, the place had an appealing and old-fashioned look. The air
smelled fresh and homey, not greasy. The menu was printed on a
chalkboard. It was short and to the point. It listed the kinds of toast you
could choose from. One entry was erased from the middle of the list.
By deduction, I figured it was rye. I didn’t want rye toast anyway.
Because I was alone, I sat at the counter, leaving the empty tables free for
other customers that might come in. At the time, business was quiet. Only
two tables were occupied, and I was alone at the counter. But it was still
early – not yet seven-thirty.
Behind the counter was a short man with dark, black hair, a moustache,
and a youthful beard, one that never grew much past stubble. He was
dressed immaculately, all in chef ’s white – pants, shirt, and apron, but no
1
5
10
15
1
5
10
15
20
25
30
35
40
45
stitch (her:) brodere
sip drikke med små slurker /
drikke med små slurkar
mug krus
griddle stekeplate/steikjeplate
plunge stikke, putte
authorities myndigheter/
styresmakter
resist gjøre motstand / gjere
motstand
shove dytte
employee ansatt/tilsett
washroom toalett
stare at stirre på / stire på
hesitation nøling
swivel stool svingstol, barkrakk
grab gripe
spare ekstra
spatula stekespade/steikjespade
run up summere
slide (la) gli
spot plass
decaffeinated koffeinfri
scrambled eggs eggerøre
ad = advertisement annonse
hat. He had a thick accent. The name “Javier” was stitched on his shirt.
I ordered coffee, and asked for a minute to choose between the breakfast
special for a dollar and the cheese omelette for $1.59.
I selected the omelette.
The coffee was hot, strong, and fresh. I spread my newspaper on the
counter and sipped at the mug as Javier went to the grill to cook my meal.
The eggs were spread out on the griddle, the bread plunged inside the
toaster, when the authorities came in. They grabbed Javier quickly and
without a word, forcing his hands behind his back. He, too, said nothing.
He did not resist, and they shoved him out the door and into their waiting
car.
On the grill, my eggs bubbled. I looked around for another employee
– maybe out back somewhere, or in the washroom. I leaned over the
counter and called for someone. No one answered. I looked behind me
toward the tables. Two elderly men sat at one, two elderly women at the
other. The two women were talking. The men were reading the paper.
They seemed not to have noticed Javier’s exit.
I could smell my eggs starting to burn. I wasn’t quite sure what to do
about it. I thought about Javier and stared at my eggs. After some hesitation,
I got up from my red swivel stool and went behind the counter. I grabbed a
spare apron, then picked up the spatula and turned my eggs. My toast had
popped up, but it was not browned, so I put it down again. While I was
cooking, the two elderly women came to the counter and asked to pay.
I asked what they had had. They seemed surprised that I didn’t remember.
I checked the prices on the chalkboard and ran up their order. They paid
slowly, fishing through large purses, and went out, leaving me a dollar tip.
I took my eggs off the grill and slid them onto a clean plate. My toast had
come up. I buttered it and put it on my plate beside my eggs. I put the plate
at my spot at the counter, right next to my newspaper.
As I began to come back from behind the counter to my stool, six new
customers came through the door. “Can we pull some tables together?”
they asked. “We’re all one party.” I told them yes. Then they ordered six
coffees, two decaffeinated.
I thought of telling them I didn’t work there. But perhaps they were
hungry. I poured their coffee. Their order was simple: six breakfast specials,
all with scrambled eggs and wheat toast. I got busy at the grill.
Then the elderly men came to pay. More new customers began arriving.
By eight-thirty, I had my hands full. With this kind of business, I couldn’t
understand why Javier hadn’t hired a waitress. Maybe I’d take out a helpwanted ad in the paper tomorrow. I had never been in the restaurant
business. There was no way I could run this place alone.
1
5
10
15
20
25
30
35
40
“Maybe I’d take out a help-wanted ad in the
paper tomorrow.”
Write the ad for the newspaper where you
advertise for a waitress to help in the café.
Region of birth of illegal immigrants in the USA
Total: 11.2 million
Other Latin America
2.5 million
Asia
1.5 million
Europe and Canada
0.6 million
Africa and other
0.4 million
Mexico
6.2 million
3:102 Writing an application
Write a job application for the job as waiter/
waitress at “Clara’s”. (See pages 295–296 on
writing applications.)
• What is the connection between Miami, Florida and Havana, Cuba?
• What is a “green card”?
Rober to Fer nandez
XT
TE
XT
38
XT
Writing
Writing
TE
a Setting: Where does the story take place?
b Character: What impression do you get of
the man behind the counter?
c Plot: What happens that changes the whole
scene?
d What does the narrator of the story do when
Javier has disappeared?
e How does the narrator end up behind the
counter cooking for other customers?
f The author uses humour in his story. Do you
think deportation is a too serious matter to
treat it with humour? Are there things that we
should not joke about? If so, give examples.
g Why do you think Fondation wrote this
story? What does he want to tell his readers?
me work
or part ti
full time
hours
es
working
employe
ny other
a
m
?)
ll
w
a
o
h
fé (sm
of the ca
e
z
si
e
e
k
th
l be li
r job wil
what he
the pay
time off
holidays/
erience/
skills/exp
required
tions
qualifica
start
when to
TE
3:101 Role play
Work in pairs.
Student A rings
up “Clara’s” to
ask about the
job. Student B has
just taken over
the business, and
has to answer the
questions. Here is a
list of things to ask
about for student A:
XT
Speaking
Work in pairs. Write down some key words to
help you remember the story. Then take turns
telling the story to each other.
TE
Reading
3:103 Writing a flyer
Write a flyer for “Clara’s” that you think will
attract more customers to the café.
Numeric competence
3:104 Reading charts
More than three quarters of the illegal
immigrants in the US were born in Latin
America, mainly Mexico. Most of them enter the
US by slipping across the 2,000-mile (3,200 km)
southern border – in 2005 more than a million
people were arrested trying.
Write a short paragraph where you describe
in your own words what this chart tells us about
illegal immigrants in the USA.
ride skyss
bead perle
Æ
syrupy [ sIr´pI] veldig søt
yell rope
tilt vippe
rearview mirror bakspeil/
bakspegel
impression inntrykk
approve godkjenne
medical records (her:) helseattest
green card arbeidstillatelse i USA
/ arbeidsløyve i USA
interpreter tolk
reply svare
polyglot flerspråklig person /
fleirspråkleg person
no bueno – no good
grimly bistert
X-ray røntgenbilde/røntgenbilete
TB (tuberculosis) tuberkulose
puzzled uforstående/uforståande
wrong channel
Barbarita waited impatiently for her ride as beads of sweat dripped from her
eyebrows into her third cup of cold syrupy espresso. She was headed for the
toilet when she heard the knocking sounds of Mima’s old Impala. “About
time you got here,” yelled Barbarita from the Florida room.
“It wouldn’t start this morning.”
Barbarita got in, tilted the rearview mirror, and applied enough rouge to
her face for a healthier look. She wanted to make a good impression on the
doctor who would approve her medical records for her green card. On the
way to Jackson Memorial, Mima talked about her grandchildren.
Barbarita knocked down all the Bibles and Reader’s Digests on the table
when the nurse finally called her name.
“Sorry, ma’am, but you can’t come in,” the nurse said to Mima. “I’m her
interpreter,” replied the polyglot.
“No bueno”, said the doctor grimly as he walked in with Barbarita’s
X-rays. He told Mima, “Ask her if she had TB.”
Mima turned to Barbarita. “He says, if you have a television?”
“Tell him, yes, but in Havana. Not in Miami. But my daughter has TV
here.”
“In that case we need to test your daughter for TB too.”
Mima translated. “He says you need to test your daughter’s television to
make sure it works, otherwise you can’t get a green card.”
“Why the television?” asked a puzzled Barbarita.
“How many times did I tell you you needed to buy one? Don’t you know,
Barbarita? This is America.”
1
5
10
15
20
25
Note: In Spanish the letters “b” and “v” represent the same sound,
so TB and TV would sound the same to Barbarita.
1
Assessment
Part 3 Spotlight USA
5
Text
Topic
10
15
Reading
Language work
In order to answer these questions you will have
to scan the text for information. Then you have
to use that information to make sense of what
you read. Work in pairs, and tell each other how
you have arrived at your answers.
a How does Barbarita feel about going to the
doctor’s?
b Why is the visit to the doctor’s so important
to her?
c Why does Mima go with her?
d Why does Mima suddenly start talking about
TVs?
e What does she mean when she says “This is
America”?
3:108 Vocabulary
Work in pairs or small groups. Choose either a or b.
a Brainstorm what words you know for
different parts of a car. Make a mind-map.
b Brainstorm what words you know that are
associated with “a visit to the doctor’s”.
Make a mind-map.
Yes
Partly
No
Yes
Partly
No
Yes
Partly
No
Yes
Partly
No
Yes
Partly
No
Yes
Partly
No
Yes
Partly
No
Yes
Partly
No
Yes
Partly
No
Yes
Partly
No
20
25
30
car
35
Writing
Who is the woman in the picture above? Write
a description of her that includes things like:
Where does she live? Where does she come
from? What does she do for a living? Does she
have a family? Is she happy? What are her hopes
and dreams for the future?
40
a visit to the doctor's
Language learning
Communication
I can discuss conditions in the USA and American values
45
4 worldwide
Yes
Partly
No
Yes
Partly
No
Main focus
I can discuss a varied selection of American literary texts
I can discuss literature by Native Americans about Native Americans
Yes
Partly
No
Langua ge lear ning
Yes
Partly
No
1
5
C ommunication
10
•
•
•
•
•
15
under stand and use a wide vocabulary in English
produce multimodal digital texts
Fireworks explode over the
Melbourne Cricket Ground
stadium as the
Commonwealth Games
• discuss social conditions and values in English-speaking countries
• present and discuss international news and current events
• discuss literary texts of various genres from different countries
and periods
• discuss the literature of indigenous peoples
20
open in Melbourne in 2006.
25
30
35
40
45
192 Gateways Worldwide
Worldwide Gateways 193
Early next morning I was on the coach and looking out of the window.
Between Tel Aviv and Jerusalem, the landscape was quite pretty, but here
and there, there were rusty old tanks lying on their sides. Why were they
still there after so many years?
We went through Jerusalem and out into the empty desert. I began to
wonder about the trip. Rusty tanks, an empty landscape and a dead sea: it
didn’t seem much of a tour. But the landscape was not empty. Here and
there, I saw young boys looking after herds of goats. The boys were very
thin and their clothes were old and torn. Our coach rushed past. They didn’t
even look up.
When we got to Ein Gedi everybody went into a large building. There
was a changing room inside where we put on our bathing costumes. I began
4:1 Before you read
Discuss in pairs: Have you ever made a trip to a very nice place? Take turns to tell each
other about your “best” trip.
• Compare your experiences.
• What made your trip so great?
Ja ke Al l s o p
TE
TE
39
XT
XT
XT
TE
TE
mud
XT
There is not much to do in Tel Aviv on
the Sabbath. So I did what most
visitors do: on Friday afternoon I went
France after graduating from Oxford and Liverpool
to a travel agent’s to book a coach tour
Universities. He has participated in a number
for the following day. Where should I
of curriculum and examination reform projects
go I wondered? Jerusalem? No, I didn’t
worldwide, in countries as diverse as Vietnam, Turkey
want to visit a city. I wanted fresh air
and Bosnia. Allsop has published grammar books
and peace.
and examination preparation courses as well as short
“What about Ein Gedi?” said the
stories.
travel agent.
The picture on the front of the
brochure showed a beach scene. I don’t usually go to the beach because
I have very white skin and I burn easily.
“No, thank you. No sunbathing.”
“Ah, but people don’t go to Ein Gedi to sunbathe. They go because it’s
on the Dead Sea. You must go to the Dead Sea. Everyone does.”
“Why does everyone go to the Dead Sea?” I asked.
mud gjørme
event hendelse/hending
“To float in it.”
Tel Aviv israelsk storby
“You mean, to swim in it?”
Sabbath jødenes hviledag: lørdag
/ kviledagen til jødane: laurdag
“No, it’s dangerous to swim in it. You lie on your back and float.”
coach buss
I remembered something from my schooldays.
Ein Gedi israelsk oase nær
“Ah yes. Our geography teacher once told us about the Dead Sea. It’s so
Dødehavet / israelsk oase nær
Daudehavet
full of salt that you cannot sink. You just float in it. Is that right?”
Æ
brochure [ brÚS´] brosjyre
“Yes, that’s right. You can even lie on your back and read a newspaper!”
the Dead Sea Dødehavet/
Daudehavet
“Well, at least it’s something different. OK, I’ll go.”
1
Jake Allsop (1946–) began teaching English in Italy and
5
10
15
20
25
rusty rusten
Æ
desert [ dez´t] ørken
herd flokk, buskap
bathing costume badedrakt
1
5
10
cheerful glad, fornøyd /
glad, nøgd
swimming trunks badebukse
leave permisjon
nod nikke
to wish that I had not come. I was already feeling sad because of those poor
boys in the desert. Now I felt ashamed of my milk-white skin. I waited until
the others had left. Then I walked down the beach towards the water.
The beach was crowded. Most of the people were either couples or
families with noisy young children. They were all doing something very
strange: they were taking thick black mud from big tubs and putting it over
each other’s bodies! As soon as they were covered in mud, they went into
the water. I couldn’t believe my eyes. Why were they doing that? It seemed
a crazy thing to do. I began to feel more cheerful. I decided to cover my
body with the mud. It felt strange but pleasant. It was like oil, and cool on
my skin. I tried to put mud on my back as well, but
I couldn’t reach. What a pity I was alone.
“What are you doing?”
I looked up to see a tall man in swimming trunks. He was a black man.
I mean a real black man. His accent was American. I learned later that he
was a soldier on leave.
“I’m doing what everyone else is doing,” I said. “I am covering myself
with this black mud.”
I sounded stupid when I said it.
“I can see that. But why are you doing that?”
“I don’t know,” I said, feeling even more stupid. “Perhaps it’s good for
the skin.”
“Well, if it’s good for your skin, I guess it will be good for mine!” he said.
He put his hands into the tub and started to cover himself in mud.
“You’ve missed some places on your back,” he said.
I nodded and then looked at his back.
“So have you,” I said. “At least, I think you have!”
We put mud on each other’s backs and walked together into the water.
“Don’t try to swim in it,” I said. “It’s dangerous to put your face in the
water. Just lie back.”
My geography teacher was right. We lay back in the water and floated.
It felt great. There we were – two black bodies side by side under the hot
Middle Eastern sun. All around us, people were enjoying themselves. Some
were standing in the water. Others were floating. Others were washing the
mud off. I didn’t want to do that. I felt safe under my coat of mud: I was
happy with my black body. The world had become a peaceful place.
My new friend looked at me and smiled.
“It suits you,” he said. “Black suits you.” Then he laughed. “Perhaps it
won’t come off. Then you’ll have a problem, won’t you?”
I closed my eyes and almost fell asleep. Peace.
“All good things must come to an end!” he said suddenly.
I opened my eyes again. The sunlight was very strong. It hurt my eyes.
I looked at my new friend. He was washing the mud from his body. I did the
same. We came out of the water together and walked up the beach towards
the changing room. I was white again, he was still black.
1
5
10
15
20
25
30
35
40
45
Reading
a After you have read the short story, sum up
the main content in a few written sentences.
Then present your summary in class or to a
partner.
b Is the narrator a man or a woman, do you
think? Why?
a Where was the narrator at the beginning of
the story?
b Why did the narrator decide to go on a coach
tour?
c Why didn’t he/she go to Jerusalem?
d Why didn’t Ein Gedi seem attractive on the
brochure?
e What did the narrator have against sunbathing?
f Why did the narrator decide to go to Ein
Gedi after all?
g What had he/she learnt about the Dead Sea
at school?
h Was it OK to swim in the Dead Sea?
i Why was it surprising to see so many rusty
tanks on the roadside?
j What made the narrator feel sad on the trip
to Ein Gedi?
k Why did he/she wait in the changing room
until the others had gone down to the beach?
l What was everybody doing on the beach
before they went into the sea?
m Why did that make the narrator more
cheerful?
n Why did the black man and the narrator need
each other’s help?
o Why didn’t the narrator want to wash off the
mud?
Write short answers to the following questions,
then discuss them in class:
a “Perhaps it won’t come off ’. Then you’ll have a
problem, won’t you?” the black soldier says.
What kind of problem would the narrator have
had to face if the blackness hadn’t come off ?
b A mask is sometimes an effective protection
enabling people who are very different to
meet as equals. What do you think is the
function of the mud in this story?
c What do you think the black soldier meant by
“All good things must come to an end?”
d What do you think happened to the budding
friendship between the narrator and the black
soldier when the mud came off ?
e What do you think is the point or message of
this story?
Language work
4:5 Vocabulary
Pick out 10 new words to learn from the text.
a Write them down and practise pronouncing
them with a partner.
b Then use them in sentences of your own.
4:6 Adjectives
Choose adjectives from the story “Mud” and fill
in the correct form (for example young, younger,
youngest). For reference, see page 312.
a It was a
day in Tel Aviv.
b It was much
than the day before.
c The travel agent was the
man I have
ever seen in this part of the world.
d His face was
were
eMy
quite
fThe
extremely
, but his
eyes
.
geography teacher had been
.
water in the Dead Sea was
.
about.
j Afterwards I got a
4:8 Writing a dialogue
Work in pairs.
a Why do we go places? If you could go to a
travel agent and book a trip to any place in
the world, where would you go? Why would
you go there? Make up the conversation you
would have with the travel agent and write it
down.
b Act out your conversations in class.
c Finally, discuss in class the reasons why
people travel.
XT
40
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4:7 Writing a story
Rewrite the story “Mud” from the point of view
of the black soldier. Start like this: “When I
came down to the sea I couldn’t believe my own
eyes. There on the beach was a white figure half
coloured with black mud.”
2 Use the CIA World Factbook at www.cia.
gov/cia/publications/factbook/ to find out
• the population of Israel
• the percentage of Muslims in Israel
• the percentage of Christians in Israel
• the name of the Prime Minister of Israel
TE
TE
Writing
NG
mud.
T
LIS E
NI
I had to wash off the
feeling when
XT
time floating
Sometimes people on holiday act a little out of character, and do silly or crazy things
they would never have done at home. What is the funniest or craziest thing you have
ever done on holiday? Share your memories in class.
TE
i Then we both spent a
NG
back.
4:10 Find out more
1 Use an Internet search engine or reference
books in the library to find information about
the places listed below. Write a brief note on
each item.
• Jerusalem
• Tel Aviv
• Haifa
• the River Jordan
• the West Bank
NI
mud on my
STE
h He put the
What useful advice would you give a tourist
going abroad?
LI
beach.
soldier on the
Speaking
XT
American
TE
g Fortunately I met a
Where do I start with Ibiza? It’s
the most bonkers place I’ve been
and I’ve been almost everywhere.
I thought Vegas was mental but
Ibiza is like Vegas on ether – even
at the baggage carousel the music
is pumping!
(Jimmy Quigley, Director, CNN)
out of character (her:) uvanlig/
uvanleg
bonkers gal/galen
resort feriested/feriestad
get a tan få farge, bli solbrun
go nuts bli sprø
Glossary for the recorded
text
Ibiza bonkers
rescue redde
pedalo pedalbåt
the Mediterranean Middelhavet
power book bærbar datamaskin
/ berbar datamaskin
tow slepe
bad-tempered grinete
wallet lommebok
pong stank
bloke mann
diving board stupebrett
belly flop mageplask
sing in tune synge rent /
syngje reint
ear muffs hørselsvern/høyrslevern
Ibiza and other popular islands and resorts in the
Mediterranean attract thousands of young people who go
abroad in the summer to get a tan and to party. Rob from
Manchester in England tells us about a holiday with his
girlfriend
Susan, the
Have you noticed what happens when
summer they
people go on holiday? Your best friend,
went to Ibiza.
usually a very cool type, goes completely
mad – dances the tango with a rose
between his teeth, or gets himself a
tattoo which says “I love you, Mum”.
When people go on holiday they go nuts.
Listening
Speaking
Write one paragraph summing up the content of
the text you have just heard.
1 What would you have liked to do on holiday?
Make a ranking list of your favourite
activities. Then compare with other students
in the class and tell each other what you like
about your activity number 1, and what you
dislike about your number 6.
Listen to Rob again. What does he say about:
Duane Hanson (1925–1996) was born in a small town in Minnesota,
USA, but lived most of his life in Florida. Hanson is a popular artist,
famous for his realistic sculptures of everyday people in everyday
situations. Though the sculptures are true to life, cast on live models,
they also show generalized types – we recognize the figures as
stereotypes. (See task 4:18.)
riding a camel
2 Discuss in class: Why is it that people behave
differently when they go on holiday? Is it OK,
or is it unacceptable?
using a pedalo
karaoke
Writing
a big plastic banana
Imagine you are on holiday. Write an email to
your best friend at home, and tell him or her
about your greatest holiday experience so far.
nerdy clothes
diving from a 25 feet diving board
Language work
4:14 Expressions
Work in pairs. Fill in the missing words in the
underlined expressions, and take turns to explain
to each other what they mean.
dead, looks, heads, ship, bonkers, fools
If
could kill …
.
When people go on holiday, they go
off.
Everyone was screaming their
of the desert.
They call the camel the
At home I wouldn’t be seen
in a large
straw hat.
On the hotel notice board there are pictures of
people making
of themselves.
Choose a holiday spot you know fairly well – in
Norway or abroad – and write an advertisement
to attract more tourists to the place. It may be
a holiday spot abroad or in Norway. You can
mention things like
–hotels
– where it is
– what kind of place it is – food and drink
–activities
–scenery
– other attractions
–weather/climate
4:18 Writing a text
Look at the sculpture on page 199. It is called
Tourists II, and was made by an American artist
called Duane Hanson. Write a text inspired by
this sculpture. Your text should contain one
paragraph about each of the points below:
• What kind of tourists do you think the ones
in the sculpture are?
• What kind of tourist would you like to be
when you travel?
• What kind of tourists would you like to come
and visit your home place?
Call your text “Tourists”.
Tourists II (1988) is a lifesize sculpture, made of fibreglass and bronze, with real clothes and props.
Reading
TE
TE
41
XT
XT
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TE
TE
Face value
Have you ever thought about how you read cartoons? Look over this one,
without paying too much attention to the text. Can you tell what it is
about? How important are the pictures to your understanding of the
cartoon?
4:19 Understanding cartoons
Read the cartoon “Face Value”. Then work in
pairs on these tasks:
a Look at the pictures and describe the
characters you see.
b What do you think the three men sitting at
the café do for a living? Why?
c What stereotypes are put forward about
African Americans?
d What is the men’s attitude to the music they
mention in picture 4?
e What ethnic or cultural group do the two
characters in picture 6 belong to? How can
you tell?
f What nationality is the man in the black suit
in picture 8? What does he do for a living?
Why do you think so?
Speaking
Discuss in class: Can you think of examples of
stereotypes? Are any of them (largely) true? Can
they be useful? Are any of them (largely) false?
Can they be harmful?
Useful expressions
Expressing agreement
“Yes, absolutely.”
“I quite agree.”
“That’s what I think, too.”
“I think ...” “So do I.”
Disagreeing politely
“Yes, but don’t you think ...?”
“Well, yes but ...”
“I’m not so sure, actually.”
“That’s true, but ...”
Digital competence
Choose one of the two writing tasks below:
– Imagine you are the girl in the picture below.
Write an email to your best friend to tell her
about the boy you met at the spa this afternoon.
– Imagine you are the boy in the picture. Write
an email to your best friend, and tell him about
this girl you have just met.
XT
4:22Before you read
What is the most exotic tourist destination you can think of?
Why would you choose to go there? Tell a partner about the destination
of your dreams. Then read the poem.
TE
TE
42
XT
Ahmed Naseer
(1953–) is a
prominent artist
and poet from
the Maldives, a
popular tourist
destination in the
Indian Ocean.
The islands gained
independence
from Britain in
1965, and are now
an independent
republic. As the
climate changes,
the low-lying
islands are
threatened by
rising sea levels.
Saudi Arabia
India
Oman
Yemen
Somalia
Maldives
The
Indian Ocean
Sri Lanka
XT
XT
XT
TE
TE
reality blights
Everything is not
What it seems to be
While you walk
Soft sand, caressing bare feet
There’s a soul
Crying out for help
While you roam
In a packaged resort hotel
Behind palms
And the soaking sun
Those innocent smiles and exotic charm
Despair lurks among natives on the run
And there are those
Without voices
Abused, tortured and forced
To surrender all freedom, all choices
While we meet
Serve and help you unwind
Our sisters weep
Crying for freedom and peace of mind
Surreal images abound
Island life sold as the elixir
Another Paradise just found
Beneath the feet of a dictator
blight [blaIt] ødelegge/øydeleggje
caress kjærtegne/kjærteikne
roam vanke, streife
resort feriested/feriestad
soak (her:) steke/steikje
lurk gjemme, skjule / gøyme,
skjule
native innfødt/innfødd
abuse mishandle
surrender overgi
unwind slappe av
surreal uvirkelig/uverkeleg
abound vrimle
elixir eliksir, mirakeldrikk
soothe [suÜD] berolige / roe ned
spare avse/avsjå
Sunrise and a lazy breakfast
Relax and soothe you
While beatings and torture last
Throughout your midnight blues
Everything is perhaps not
What it seems
Spare a thought
Search your mind, while you walk on that beach
Ahmed Naseer
GAT
I
XT
43
TE
XT
TE
XT
Digital competence
1 Search the Internet for information about the
author and the political situation in his home
country, the Maldives. Then write an email
to your teacher summing up the information
you found.
2 Some of the world’s most popular tourist
destinations can be found on Unesco’s World
Heritage List. Find this list on the Internet.
Pick a country from the list and choose one
of the places mentioned in that country. Find
information about this place and present it
to the class, using Power Point or similar
presentation software.
YS
N
immense enorm
diversity mangfold/mangfald
non-violent ikkevoldelig/
ikkjevaldeleg
In November 2008 the
105-year-old luxurious
Taj Mahal Palace and
Hotel was partly
destroyed in a major
terrorist attack on
Mumbai. Over 150
people were killed and
double that number were
wounded in the attack.
XT
D
T
ES
IO
T
A
N
TE
Work in pairs. Use your pencil and mark every
line that contains something positive, and read
the rest of the lines to your partner. What
impression are you left with now? What story do
you think the author is trying to tell us?
TE
Reading
EWA
India
India is in many ways a continent rather than a country. With a population
of over a billion, and fifteen official languages, it is a land of contrasts and
immense cultural diversity.
Today over 80% of the Indian population are Hindus, while less than
15% are Muslims. Conversely, in Pakistan about 97% are Muslims and less
than 2% are Hindus.
The national language is Hindi, with English as a second official language.
Hindi is the first language of 30% of the people. Among the 21 other
languages recognized in the Constitution are Bengali, Urdu, and Punjabi. In
addition there are some 1600 languages and dialects spoken in various parts
of India. That may be the reason why English is still needed as a national
language, more than half a century after India got its independence. English
is the main language of government, business and higher education, as well
as the preferred language of the country’s educated elite.
Once the super-colony of the British Empire, the country won its
independence in 1947, as it was split into India and Pakistan. Mahatma
1
5
10
15
film production.
The name is made
up of Bombay
(now Mumbai) and
Hollywood.
Bollywod has the biggest film output in the world
and entertains the biggest film audience. Films made
in Bollywood are sold all over the world, including
Europe and North America, where they are viewed by
the Indian immigrant communities.
Bollywood films are typically a bit sentimental and
melodramatic. By western standards they are semi-
huge [hjuÜdZ] enorm
the poverty line fattigdomsgrensa
outsource flagge ut
brain drain hjerneflukt
opportunities muligheter/sjansar
Æ
associate [´ sÚSI´t] sidestilt
bridge the gap bygge bro over kløften / byggje bru over kløfta
illiterate analfabetisk
F as t F ac ts
Official name: Republic of India
Capital: New Delhi
Other major cities: (Old) Delhi, Mumbai, Calcutta
Population: 1.1 billion
Divisions: 28 states and 7 territories
Government: Federal republic. Parliamentary democracy.
British-style parliament with two houses.
Head of state: President.
Head of government: Prime minister.
Currency: Indian rupee
Religion: Hindu 81%, Muslim 13%, Christian 2.5%, Sikh 2%.
Languages: Hindi (30%), English, Bengali, Urdu,
and Punjabi.
National sport: Cricket
Famous for: Mahatma Gandhi, Salman Rushdie,
Bollywood, caste system, ICT industry, call centres
Tajikistan
Gilgit
Peshawar
Afghanistan
ISLAMABAD
Lahore
Srinagar
China
Amritsar
Quetta
Multan
NEW DELHI
P a k i s t a n
Sukkur
Iran
Gwadar
Karachi
Nepal
Agra
Bhutan
Kanpur
Hyderabad
Imphal
I n d i a
Kandla
Bangladesh
Bhopal
Ahmadabad
Nagpur
Kolkata
Burma
Mumbai
Hyderabad
Arabian
Sea
Vishakhapatnam
Panaji
Marmago
Bengaluru
Calicut
Cochin
Chennai
Pondicherry
Madurai
Trivandrum
Sri Lanka
Bay
of
Bengal
15
C har an Jit K aur
TE
XT
44
XT
dancing.
10
• Do you give money to beggars in the streets? Why? Why not?
• Why has street begging in Norwegian towns increased over the past few years,
do you think?
TE
musicals, as they nearly always feature singing and
4:25Before you read
XT
centre of Indian
5
TE
Mumbai is the
XT
Bollywood in
1
TE
Bollywood
Gandhi’s non-violent fight for freedom became a
model for pacifists all over the world.
Today India is said to be the world’s largest
democracy, but the country has a huge poverty
problem. As many as 1/4 of the population live
below the poverty line. However, over the past
15 years the country has attracted a lot of
foreign investments. India now has one of the
world’s fastest growing economies.
Famous are Bangalore, India’s “silicon
valley”, where international IT giants such as
Microsoft and IBM have outsourced some of
their activities, and Bollywood, the centre of film
making in India. Bollywood is in fact the world’s
greatest centre of film production, with an
annual film output far greater than that of
Hollywood.
There is, however, the problem of “brain
drain”; many well educated Indians prefer to
move to the USA or Western Europe, where
they feel that their qualifications will give them
better pay and better opportunities.
India’s main challenge in the years to come
will probably be to bridge the gap between the
rich, well-educated middle class and the illiterate,
poor population in many parts of the country.
the green frock
20
25
frock kjole
Æ
refuge [ refjuÜdZ] tilflukt
curse forbannelse/forbanning
reek lukte
vomit oppkast
give somebody the foot kaste ut
unsteady vaklevoren
beggar tigger/tiggar
drag slepe
desire ønske/ønskje
frail spinkel
rag fille
bundle bunt
remote fjerntliggende/
fjerntliggjande
slumber slummer, lett søvn
vague [veIg] vag, uklar
sense of fulfilment (her:)
tilfredshet / hugnad, velvære
rest (her:) ro
at the innermost shrine of the
holiest of temples inne i det
aller helligste / inne i det aller
mest heilage
Thakkubai’s day usually began at the railway platform where she sought
refuge from Bhiku’s angry blows and curses. Bhiku would come home after
midnight, reeking of sweat, drink and vomit. Sometimes he would bring in
a woman, too. Then he would not even look at her, but give her the foot,
and slam the door of the unsteady hut in her face. Thakku had long ago
learnt to take blows, and her body had developed its own defence. She could
feel the particularly bad days coming. Then she would pick up her four
month old child Chinti, and walk quietly towards the station.
The beggars at the station were kind to her. They kept a small place
reserved for her. Misti, the lame beggar, had told her directly that she must
not go back to Bhiku, after all, he was not her husband. And for days she
would stay away from her hut, till Bhiku would come and drag her home.
She had learnt that Bhiku would take her and leave her as he desired.
Today she was quite happy. She had not seen Bhiku for a week now, and
her bones felt more relaxed. She had got up quite early in the morning.
Chinti, red-eyed and frail, slept soundly, her little head on the rag bundle.
Thakku liked to get up early in the morning, because she liked to look at
her little girl sleeping. Often she found Chinti a burden; she had thought of
leaving her at a remote station. But, in the early morning, when the world
smelt of flowers and the beggars lay in quiet slumber, Thakku would take a
long look at Chinti. She would feel a mother then. Her heart would swell
and tears would stand in her eyes. And she would feel a vague sense of
fulfilment and rest. She would feel that she was sitting at the innermost
shrine of the holiest of temples.
She noticed how thin Chinti was and how dark. She was not sure
1
5
10
15
20
25
racking forferdelig/forferdeleg
cough hoste
burial begravelse/gravferd
bangle armring
kajal kajal (øyesminke) / kajal
(augesminke)
reverie drømmeri, dagdrøm /
drøyming, dagdraum
wrap up pakke inn
parcel pakke
leftovers rester/restar
stall bod/bu
make a grab for prøve å rive den
til seg
patient tålmodig/tolmodig
compartment kupé
Æ
cacophony [kœ kÅfńI] virvar
(av lyd)
radiate utstråle
hostility fiendtlighet/fiendskap
clutch gripe
motion gjøre tegn til / gjere
teikn til
wave vifte
excited, excitedly opphisset/
opphissa
chide skjelle ut
demand forlange, kreve /
forlange, krevje
neglect forsømme
whether the child would last out the year. Last year, her oldest boy had died
after a month of the same racking cough which seemed to break poor
Chinti’s body. Thakku didn’t know how long she would be able to bear it –
the pain of giving birth and the pain of not being able to give a decent
burial to those who were born to her. How she wished that she could be
like one of those women who travelled on the trains. Not like the ones who
wore shiny bangles and shiny saris, but like those who wore torn saris like
her, but who were well washed and who applied thick kajal in their girls’
eyes. When her Chinti grew up, she would try to get some string to tie her
hair. Only if she did grow up, though.
Thakku smiled to herself, lost in reverie. She hardly noticed that the next
train had come and gone and the platform was empty again. Suddenly she
realised that there was something in her hand now – a paper packet –
wrapped up neatly. Someone in blue had rushed past her, thrown the parcel
in her hands and run to catch the train.
She decided to open the parcel; perhaps it would contain some leftovers
or some pieces of bread. There were women who packed the leftovers at
home and brought them wrapped in paper for the beggars. She felt hungry
now. She could go over to the tea stall where Seth would pour out half a
cup of tea for her. She felt the parcel again. It did not feel like bread. She
ripped off a small corner of it just to take a look. It was something green,
some fabric, maybe an old blouse for her or an old frock for Chinti. But she
would not open it now. If the others saw it, and if there were two blouses in
it they would make a grab for it and she would, perhaps, be left with
nothing. She decided to be patient. She would get into the next train and
there she would open the parcel.
She entered the compartment to a cacophony of voices. It was some
moments before she realised that the noises and the shouts were directed at
her and that the faces were radiating hostility towards her. In fear, she
clutched at the baby and her bundle of rags. She could feel the hands
pushing her in all directions.
One woman was motioning her to get down, another was shouting at
her, and a third was waving her hands about and talking excitedly to the
ones who had remained seated within. Suddenly, one rose like a torrent and
began to chide the police constable who had been watching the scene for
the past few minutes with careless attention. He glanced at her, with the
child in her arms and the bundle on her hip. He saw the desperate fear in
her eyes. Instinctively, she sensed that he was on her side; but she feared that
he, too, would demand his price at the next station. And all she wanted was
a quiet corner in which to open her parcel and have a look at its contents.
The constable was trying to calm down the other ladies, telling them that
the woman would get down at the next station. Thankfully, she noticed that
the women had turned on him, accusing him of neglecting his duty and not
protecting the ladies who travelled first class.
She squeezed into a corner and hoped that they would not notice her
1
5
10
15
20
25
30
35
40
45
quiver skjelve
excitement spenning; opphisselse /
spenning; opphissing
gaze stirre/stire
chatter pludre, skravle
– at least for the next two stations. For she wanted to get off at the small
wayside station where no one would pry into what she was doing. The
argument between the ladies grew louder and more heated, but the
constable just kept on smiling. When the train slowed down at the next
station, he jumped off, leaving her alone to face the curses. The women
were upon her like a horde of red ants and she held out her hands to shield
herself from their blowlike words. She was grateful when the train stopped
again, and she found herself on the long, deserted platform.
Now Thakku took a good look around her – no one, not even another
beggar. She walked slowly to the end of the platform. Chinti slept quietly.
Thakku took out the small, soft parcel from her bundle and her heart beat
fast and loud.
Bit by bit she tore off the paper, quivering with excitement. Her eyes
gazed in wonder at the beauty that she held in her hands. A small green
frock, in shiny material, like the river in moonlight, with a small red border
at the neck and arms. How she had longed for such a dress when she had
seen rich little girls, chattering away, holding the hands of their mothers at
the station. Her Chinti too would wear this frock – and how beautiful she
would be!
1
5
10
15
tattered fillet/fillete
stop short bråstoppe
Not caring that the child was still asleep, Thakku tore away her old
tattered dress and with hands that shook violently, she put the new dress on
the girl. Chinti woke up and began to cry in her weak voice, but Thakku
hardly noticed it. She was busy fastening the buttons at the back. Chinti
kicked and screamed, but Thakku could only laugh with joy.
She turned to admire Chinti – her doll. And suddenly she stopped short.
The red eyes, the mud-entangled hair, the dust-covered skin and the
running nose – the face belonged to Chinti and the body to someone else
now. Chinti was not ugly, but ... but the frock, it told her that she had not
even washed the child’s face for a week now. Of course, Chinti was sick, and
a wash would only make her worse. Still, Thakku cursed herself silently in
her heart. Then her anger hardened and turned against the woman who
had given her the frock.
Did she not know that a new frock was of no use to folk like her? That
even two rupees would have been more useful? That her child would look
dirtier and skinnier in this outfit? And, God knows what Bhiku would say
1
5
10
15
dustbin søppelbøtte/søppelbytte
tap kran, tappekran
marvel at forundre seg over
in suspicion mistenksomt/
mistenksamt
leering look lystent blikk /
grådig blikk
ignore overse/oversjå
bark bjeffe
bawl brøle, rope
when he saw such a frock? He’d give her the beating of a lifetime. Perhaps,
he would even tear the frock to pieces in his rage. And he would break every
bone in her body. It would be much better for her to get rid of the frock,
throw it away, perhaps. Or, better still, sell it? It would fetch her at least five
rupees. And with those five rupees, she and Chinti could have their
stomachful of boiled rice. Yes, that would be the best thing to do. Bhiku
would never know, and she would be able to buy two whole kilos of rice
from Shibhu’s shop. Perhaps the rice would even bring some colour to
Chinti’s cheeks.
Her eyes fell on Chinti again. The child, having cried herself quiet, was
looking at the mother with sad eyes. Thakku suddenly felt a wave of love
for her and covered the girl with kisses. She looked at her again, this time
with pride; how smart Chinti looked in this new frock. She would never
have been able to buy such a new and shiny frock for her. Why, she herself
had never had a new blouse. As far back as she could remember, only castoff blouses from dustbins. All her clothes had been rag pieces brought home
and sewn together.
No, Chinti would keep the dress; and Thakku decided that she would
wash the child’s face at the tap, straighten her hair and make her look fresh
and beautiful.
When she returned from the tap, she marvelled at how clean Chinti
looked. She had never known that she could look that fair. And the bright
colour of the frock now spread a soft glow all over the child’s face. Thakku
felt that nothing could make her unhappy now. She couldn’t take her eyes
off the child. My child – her heart told her with every beat.
How long she went on gazing at the girl Thakku could hardly say. Trains
came and stopped and went their way in both directions. Some people
stood awhile and looked at her with amusement as she played with the little
fingers, the little toes, the little nose of Chinti. Some others glared at her in
suspicion.
Then, slowly, she became aware of the big man staring at her. She
looked up at him. He would create trouble for her all right. She had caught
his leering look at once. She did not want this day to be spoilt for her. Not
even for the ten rupees he was sure to offer her. Thakku decided to ignore
the man.
Perhaps he sensed her hostility. His face showed that he was going to say
something unpleasant. And, sure enough, he barked at her, “Whose child
have you stolen, eh? Running away with other people’s children – wait till
I call the police.”
She clutched at his feet, sobbed that it was her own child; that she had
done no wrong.
“You expect me to believe that, do you?” he bawled again. “Don’t I know
the likes of you? Are you going to blind the child or break its leg? Tell me.”
Thakku could only sob in reply.
A small crowd had gathered at the scene now. All were shouting at her,
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Æ
gesticulate [dZe stIkjUleIt]
gestikulere, vifte med armene /
gestikulere, vifte med armane
each one gesticulating more wildly than the other. She could hardly think.
The only thing she knew was that they would not be able to force the child
from her.
“Arre, I know this woman. She comes begging in our lane every day.
And the child – yes, it’s hers,” a young man was heard saying, “but what has
happened to the child – all dressed up so?” He turned to her, angrily. “Now,
where did you steal this frock from?”
Now Thakku was sure that they would not let her rest in peace. With
the strength that comes of despair she picked up the child and ran. The
little gathering back there stood still for a moment and then burst out
laughing. Thakku was out of the station now, sobbing, hysterical and
shouting curses back at them.
She sat down outside the station, deep in thought. They would not let
her be, they would not let her child be. But she was determined. Chinti
would wear the new frock, even if no one knew it but her. They could not
take it away from her. She reached out her hand and filled her palm with
black, slimy earth, and began to smear the shiny, new frock with it, until it
was dark and dirty all over. To top it, she passed one dirty hand across the
face of Chinti, who suddenly smiled back at her. Then, she slowly picked up
the ragged child, and began walking calmly back to the station.
Even Bhiku would ask her no questions now.
(Slightly adapted)
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Reading
Find answers to the following questions:
a Why did Thakkubai often have to leave
home?
b Why do you think she chose the railway
station?
c Describe what normally happened when
Bhiku came home.
d Who was Chinti?
e How did the other beggars at the railway
station treat Thakkubai?
f Why was Thakkubai quite happy this
particular morning?
g Why do you think she often felt that her
daughter was a burden?
h Describe how she felt towards her daughter
early in the morning.
i How did Thakkubai get the paper packet?
j What did she expect the parcel to contain?
k Describe what happened when Thakkubai
boarded the train.
l How did the policeman react?
m Where did Thakkubai finally open her parcel?
n What did it in fact contain?
o Why wasn’t she very pleased when she
opened it?
p She wasn’t sure what to do with the frock.
What alternatives did she consider?
q What did she decide to do?
r Why was she accused of stealing the child?
s What saved her from this accusation?
t What was she accused of next?
u What did she finally do to avoid attention
from people?
Work in pairs or small groups. Discuss the
questions below. Take notes as you go along.
Finally sum up in class.
a See what information on the following
characters you can find in the text.
Then describe each of them:
• Thakkubai • Chinti
• Bhiku
• the policeman on the train
b Describe the relationships between:
• Thakkubai and Bhiku
• Thakkubai and Chinti
• Thakkubai and the other beggars
• Thakkubai and the other women on the
train
c
• Why had Thakkubai “longed for such a
dress”, do you think?
• Even so, she became angry with the
woman who had given her the frock.
Why?
• Why do you think Thakkubai decides to
keep the frock rather than sell it?
• Why does she make it dirty?
Speaking
4:28 Having a conversation
Work in pairs. You meet Thakkubai on the way
home. She tells you what has happened. You and
your partner can take turns to be Thakkubai and
the listener.
As a listener you should help keep the
conversation going by showing interest.
Useful phrases may be:
“Really?”
“You’re not serious?”
“I see!”
“Then what did you do?”
Writing
Write a brief summary of the short story.
4:30 Find out more
Use Internet resources or reference books in the
library to find information about India. Look up
one or more of the following, take notes, and
sum up your findings in class:
• The caste system
• Mother Teresa
• Mahatma Gandhi
• Bangalore
GAT
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45
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ON
TE
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S
E
TI
A
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I
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XT
native innfødt/innfødd
civil rights borgerrettigheter/
borgarrettar
mistreat behandle dårlig /
behandle dårleg
abuse mishandling
ties bånd/band
spice krydder
rubber gummi
feel discriminated against føle
seg diskriminert
civil war borgerkrig/borgarkrig
unresolved uløst/uløyst
Sri Lanka
Sri Lanka, which was named Ceylon by the European colonial powers, is an
island nation to the south of India. British colonists came to the island in
the late 1700s, and the island came under British rule in 1815. The British
built modern schools, roads and churches, bringing Western-style education
and culture to the country.
The colonists robbed the island of many of its resources, especially tea,
spices, rubber, sugar and coffee. The natives had no civil rights. They were
mistreated and abused by the colonial authorities. Soon they began to fight
for freedom, and in 1948 Ceylon became independent. In 1972 the name
was changed to Sri Lanka, when the country broke all political ties with
Britain and became a republic.
Sri Lanka is a big exporter of tea, still called Ceylon Tea. Other exports
are coffee, spices and rubber, while rice and vegetables are grown for food.
Tourism is important for the country’s economy. With its white palm
beaches Sri Lanka is considered a tourist paradise.
The Tamils, mainly Hindus, who were originally brought in by the
British as servants from the south of India, took up the English way of life,
and made careers in the administration. Since the 1920s there has been a
serious conflict between the Tamils and the Sinhalese majority. The Tamil
population has felt discriminated against, and violence has broken into civil
war several times. The conflict is still unresolved, and the Sri Lankan
democracy is very unstable.
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F as t F ac ts
Where: island nation in The Indian Ocean, south of
Mumbai
India
Capital: Kotte (Sri Jayawardenapura-Kotte) is the new
capital. The old one, Colombo, is still important.
Biggest city: Colombo
Population: 21 million
Religion: Buddhist 70%, Muslim 8%, Hindu 7%,
Hyderabad
Arabian
Sea
Panaji
Marmago
Bay
of
Bengal
I n d i a
Bengaluru
Calicut
Chennai
Pondicherry
Cochin
Christian 6%, unspecified 9%
Trivandrum
Language: Sinhala 75%, Tamil 18%, other 7%. English
is commonly used in government and is spoken
Colombo
Sri Lanka
competently by about 10% of the population
Government: democratic socialist republic
Internally refugees: 460,000 (Tamils and others,
because of civil war between the government and
the so-called Tamil Tigers)
Maldives
Working elephants enjoying a bath in a Sri Lankan river. The elephants
are now mainly found in national parks and reserves.
4:31Before you read
– Explain the difference between a love marriage and an arranged marriage.
– How important do you think status and money will be when you choose a partner
to marry? What about looks? And personality?
– Can you think of other factors that will be important?
Rom e s h G u ne se ke r a
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carapace
XT
Anura Perera is coming over tonight. Amma
– my mother – says I ought to take him
seriously. I told Vijay about it.
Colombo, Sri Lanka. He later moved to the
So?
Philippines, then to England in 1971. His first
He’s coming to see me because he is
book, Monkfish Moon, a collection of short
interested in me and he has serious intentions.
stories reflecting some of the conflicts in Sri
He lives in Australia!
Lanka, was published in 1992. “Carapace” is one
Vijay grinned and said nothing. That’s the
of the stories in this collection.
way with Vijay.
He writes in English although he comes
Do you know who Anura Perera is?
from Sri Lanka. “English does not belong to
He shook his head, no. Then he laughed,
anybody today,” he once said.
So he’s looking for a Lankan wife?
Yes! I said. Anura Perera has a dollar job, a
Sydney house, and an Australian ticket.
Æ
carapace [ kœr´peIs] – the
So what are you saying? Vijay laughed. You are going to marry this prick
shell of the lobster, its size
with a foreign job? Is that what you’ve come to tell me?
determines if a lobster is to
That wasn’t what I had come to tell him at all. I first met Vijay at the
be kept or thrown back into
the sea
new disco. It was a birthday party and there was a crowd of about twenty
have serious intentions ha
people in our group. I didn’t know many of them. My friend Lakshmi took
alvorlige hensikter, dvs. ville gifte
seg / ha alvorlege planar, dvs.
me along to it. It was her friend’s birthday but we had all been waiting to go
vilje gifte seg
to this new place. Everyone was talking about it. It was packed out that
Lankan – Sri Lankan – from Sri
night. The dance floor was fabulous: round, with lights flashing underneath
Lanka
a dollar job en godt betalt jobb /
and all sorts of fantastic gadgets turning around the room. Vijay was not in
ein godt betalt jobb
our party. He came up to me and said, How about a dance? I could hardly
prick dust
Æ
gadget [ gœdZIt] dings
hear him, but I could see his mouth in the dark. And when the lights flashed
1
Romesh Gunesekera (1954–) was born in
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squid blekksprut
crease up begynne å le
basin fat, bolle
prawn reke
whiskers barter/bartar
vein blodåre
backbone ryggrad
tinted glass sotfarget glass /
sotfarga glas
saree sari
on him I could see him looking straight at me like he really wanted to dance
with me. We danced all night. He bought me rum and coke and smoked
lots of cigarettes. In the end he asked whether we could meet again.
Only the next day I discovered he is the cook at the Beach Hut. He is
older than me; tall and long and always smiling. He has such a mop of hair
and is so skinny. He never eats! He says he likes to see his food eaten by
other people. To watch his customers, his friends, grow fat and happy. He
says there is nothing he likes better than to stir his pan of squid in front of
the ocean. His face is big and square like a bony box stretched over with
skin; his lips barely keep his teeth in and he always seems about to burst
into a laugh. And when he does the whole sea seems to crease up. The
beach is so lovely with him.
When I went to see him today he said hello with a big grin on his face.
Come sit down, I won’t be long. He had a basin full of enormous prawns
on his lap.
A newspaper spread out on the floor under him was heaped with
plucked prawn heads and shells. Orange whiskers. After peeling each prawn
he carefully pulled out a thin blue vein that curved around it like a
backbone. Look at that, he held the vein up: sea-poison.
At first I didn’t even want to open my mouth about Anura Perera, but
Amma says you must always go for the best you can. And I know Anura
Perera will come in a big Mitsubishi, air-conditioned with tinted glass and a
stereo. I wanted Vijay to know.
When he finished with the prawns he washed his hands and poured out
some coffee for me. What are we going to do? I asked. I wanted to know
what he really felt for me.
About what?
About us, I said. What are we going to do?
He said, There’s an American film at the Majestic.
It is so easy for him. He doesn’t see anything. There are no problems, no
hang-ups. He’s not like the other guys around here, always trying
something on. He comes straight out with what he thinks. But I must have
looked worried; he leaned forward. What is it you want to know then? he
asked, touching my hand. He has such a light touch. His fingernails are like
sea-shells, slightly pink, with little half-moons peeping out. When he
touches my hand with his fingers I feel tremendous and I want to go on like
this for ever, just drinking coffee together and looking at the sea.
I told him we’ve got to sort things out. Going to the pictures won’t solve
anything.
But you like movies, he said.
For months nothing has happened and now suddenly everything happens:
Vijay first, now Anura Perera. When Amma talks to me I see a whole new
world. I don’t think Vijay could even imagine it. He would just laugh. Amma
said we could go and buy a new saree. Something really nice. And I saw just
the shoes at Tonio’s, next to the supermarket. Imagine flying, stopping in
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crackly knitrende/knitrande
roti – traditional Sri
Lankan dish
ghastly fryktelig/frykteleg
patties små kaker
spiced krydret/krydra
palpitations hjerteklapp/
hjarteklapp
auspicious lovende/lovande
bougainvillaea tropisk
klatreplante
excitement oppspilthet /
oppspilt sinnstilstand,
spenning
anxious nervøs, engstelig /
nervøs, engsteleg
it is no accident det er ingen
tilfeldighet / det er ikkje
noko tilfelle
make a fuss lage oppstyr
disturbances uro
(motsetninger på Sri
Lanka har ført til uro og
borgerkrig) /
uro (motsetningar på Sri
Lanka har ført til uro og
borgarkrig)
putt-putt tuc-tuc – small
three wheel car often
used as taxis in crowded
Asian cities
throw a fit få et anfall, bli
hysterisk / få eit anfall, bli
hysterisk
Singapore! I can’t believe it but it is what I’ve dreamed of all along; something
happening so I can be someone instead of this crazy feeling that nothing
matters. But then when I go to Vijay I really don’t know what I want …
He looked at me and clicked his tongue, So what matters so much? He
lit one of his thin crackly cigarettes and stretched out on his chair. His head
rested on the back of it; he let his mouth stay open like a fish gulping.
Sometimes he can be so idiotic!
But it isn’t that simple. It isn’t! We can’t just stay like this, I said. The
Beach Hut isn’t going to be here for ever. I looked out of the doorway and
watched the green sandy water of the ocean swelling and falling. You can’t
be a beach cook for the rest of your life, I said. Or is that all you want? Do
you really only want to be a cook all your life? I didn’t want to upset him,
I just wanted him to say something; but he just stared at me. He looked at
me as if I were way out at sea, already floating across the ocean. But who is
the drifter? Not me.
A crowd of bathers turned up looking for beer and his beach roti, so
I said I better go; he had work to do. I asked him to call me as soon as he
could, before evening. It is important. Call me, please. He smiled sweetly
and nodded OK. Then he screwed up his eyes and sucked the last of his
smoke through his fingers and held it in his chest.
At home everyone was busy. I came to my room and stayed out of the way.
I wanted to be alone. Nobody seemed to miss me. By five o’clock, when I
looked out, the whole place was dusted and tidied up; the floor in the front
room has been polished and Auntie Manel has even brought flowers for that
ghastly green vase that sits by the telephone. The house is filled with a kind
of sea musk. Amma has made sandwiches and patties and roasted cashew
nuts spiced with red chilli to put out in her special silver bowl. I have never
seen the place looking-like this.
Amma has been having palpitations; I know she has been rushing around
all over the place arranging everything, her breasts heaving with excitement.
She is so anxious, but it is no accident that this first meeting is happening
tonight; she would have consulted her astrologer. She wouldn’t have taken
any risks! It must be the most auspicious day of the month. I suppose I
should make a fuss and ask her: Do I have a choice in all of this? But I don’t
want to choose. I hate choosing.
It’s all so crazy. What’s in Australia anyway? Everyone wants to go there,
especially when there’s any disturbance here. But what for? I like the beach
here. I like our road, our bougainvillaea slumping over the wall and that
sandy walk we go on across the railway tracks down to the sea. I like the
disco. I like going by putt-putt yellow three-wheelers. Just to live in a large
fancy bungalow with a view of the Opera House or something! What’s so
great about that? Vijay would say it’s all in the head.
If only he would turn up with something. But Amma would die if she
knew about him. She’d throw a fit. A cook on the beach! What she wants to
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1
Reading
5
Work in pairs. Imagine that you are Lakshmi (the
girl’s friend). Make a phone call to another friend
to tell her what is going on. Then switch roles.
10
Are the following statements true or false?
Correct the false ones.
a Anura Perera is a rich Australian.
false
say is … Good evening Mr Perera, so pleased to meet you. Do come and
take my daughter away; transform her world with your brilliance – and
your nice fat bank account. Give her a modern house, a big car, fancy
clothes, shoes she can afford to throw away after every party. Give her
expensive things, and by-the-by your unswerving respect, and all will be
well. She will be an asset to your career, a pearl in your crown. Just take her
Mr Perera, please take her to Australia away from here, and don’t forget her
mother ... Anura.
I waited and waited for Vijay to call. I didn’t know what I wanted him to
say, but I thought he would find something. He wouldn’t let things slip just
for the want of a few words. Then about an hour ago the telephone rang.
I let it ring for a bit. Amma was in the bathroom. Nobody else answers the
telephone in our house. Eventually I picked it up. I was so nervous I could
hardly speak.
What time can you come out to eat tonight? Vijay asked. I’ve made a
special dish: fantastic, with those big prawns!
I could hear the ocean in the telephone. I could see him with a big grin
on his face, pulling open his white shirt and rubbing his bare bony chest
with his long fingers. He’d have the lamps lit under the trees.
I said, I can’t talk; the iron is on. I was ironing my jade-green saree, the
one that Amma bought for me. I told him, I have to put the phone down.
I put it down. He won’t ring again. He thinks I know his number by heart:
Mount Lavinia 926979, 926979.
true
transform forvandle
brilliance (her:) glans
unswerving urokkelig/urikkeleg
asset berikelse/vinning
b Anura Perera is in Sri Lanka and is
interested in marrying the narrator.
15
c The narrator is sure that she does not
want to marry Anura Perera.
20
c How does the mother feel about Anura
Perera? What does she want?
d What is Vijay’s job? What does the narrator
think of this job?
e What would the mother do if she knew
about Vijay? Why?
f How does the story end?
Speaking
a Why do you think the narrator cares if
“Anura Perera has a dollar job, a Sydney
house and an Australian ticket”?
b Do you think she loves Vijay? Why/why not?.
c In what ways do Vijay and Anura Perera represent different kinds of life for the young girl?
d Who will she choose, do you think? Why?
g Vijay does not care about status and
money.
a Should she choose Vijay? Find arguments for
and against a life with Vijay.
b Should she choose Anura Perera? Find
arguments for and against a life with him.
c Find arguments for and against love
marriages and arranged marriages. Which
type of marriage would you want for your
children? Why? Would your answer be
different if you lived in a poor and turbulent
country like Sri Lanka, do you think?
h The narrator does not care about
status and money.
Writing
d The narrator is in love with a beach
cook.
e The narrator is in love with Anura
Perera.
f The mother wants the narrator to get
married and get rich.
k At the end of the story, she decides
who she wants to marry.
The narrator of this story writes to a website
which offers advice to teenagers and asks what she
should do.
Divide the class into groups. Some of you write
the girl’s letter and some of you write the answer
to her letter. Read some of the letters and answers
aloud in class. Who has given the best advice?
a Who is Anura Perera and where does he live?
Where is he originally from, do you think?
b What does Anura want?
4:38 Find out more
Find information about Sri Lanka and make a
presentation of the country in class. Include some
information on the present political situation.
i Arranged marriage is out of the
question for the narrator.
j The narrator hates to make decisions.
GAT
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is situated ligger/ligg
inhabitant innbygger/innbyggjar
settler nybygger, bosetter /
nybyggjar, busetjar
Æ
indigenous [In dIdZIn´s]
innfødt/innfødd
present nåværende/noverande
realm of experience
erfaringsområde
governor-general
generalguvernør
location sted for filmopptak
(utenom studi ) / stad for
filmopptak (utanom studio)
New Zealand
New Zealand is a small country to the south-east of Australia, with a
population slightly smaller than that of Norway. It is situated in the South
Pacific Ocean, and consists of two islands, the North Island and the South
Island. Wellington is the capital, with a population of less than 200,000
people, although the Wellington Region as a whole has nearly half a million
inhabitants.
New Zealand was “discovered” by Captain James Cook in 1769, and
soon became a colony of British settlers. The indigenous New Zealanders
are the Maoris, who now make up about 15% of the population. They lost
large land areas in the colonisation process, in particular after the Maori
Wars in the mid-1800s.
New Zealand has two official languages, English and Maori, and
therefore two official names – the Maori call their country Aotearoa.
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Sights and Activities
Open your mind to New Zealand’s extraordinary landscape. You’ll discover places
and feelings that go beyond your realm of experience.
From Cape Reinga at the tip of the North Island to Bluff at the base of the
South Island, New Zealand, from glaciers to golden sandy beaches – see them all!
(From a tourist website)
F as t F ac ts
Vanuatu
Somoa
Fiji
t
ea
Gr
rri
Ba
f
ee
Australia
Tonga
R
er
Official names: New Zealand; Aotearoa
Capital: Wellington
Other major cities: Auckland, Christchurch
Official languages: English, Maori
Government: Constitutional monarchy
(British monarch, represented by the
Governor-General, is head of state) and
parliamentary democracy
North Island
Currency: NZ dollar
National sports: Cricket, golf, rugby
Famous for: Bungee jumping, film
South Island
Auckland
Wellington
location (Lord of the Rings), fjords,
glaciers
INDIAN OCEAN
N e w
Z e a l a n d
Two Maori men in a traditional welcoming ceremony.
1
5
4:39Before you read
What do you think of when you hear or see the word “butterflies”?
Write down a few words, and then compare them in class.
10
Patricia Gr ace
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butterflies
The grandmother plaited her granddaughter’s hair
and then she said, “Get your lunch. Put it in your
bag. Get your apple. You come straight back after
short stories for children as well as
school, straight home here. Listen to the teacher,”
adults. Since the 1970s she has become
she said. “Do what she say.”
an important writer of Maori fiction in
Her grandfather was out on the step. He walked
English. She has won several prizes for
down the path with her and out on to the footpath.
her writing, which has been described as
He said to a neighbour, “Our granddaughter goes
“stories of loss, isolation and sadness which
to school. She lives with us now.”
yet are bright with colour.”
“She’s fine,” the neighbour said. “She’s terrific
with her two plaits in her hair.”
“And clever,” the grandfather said. “Writes every day in her book.”
“She’s fine,” the neighbour said.
The grandfather waited with his granddaughter by the crossing and then
he said, “Go to school. Listen to the teacher. Do what she say.”
1
Patricia Grace (1937–) writes novels and
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plait flette
path sti/stig
terrific kjempefin
hoe hakke (ugress) / hakke
(ugras)
When the granddaughter came home from school her grandfather was
hoeing round the cabbages. Her grandmother was picking beans.
They stopped their work.
“You bring your book home?” the grandmother asked.
“Yes.”
“You write your story?”
“Yes.”
“What’s your story?”
“About the butterflies.”
“Get your book, then. Read your story.”
The granddaughter took her book from her schoolbag and opened it.
5
10
15
20
25
creature skapning
hatch out klekke ut / klekkje ut
cabbage kål
“I killed all the butterflies,” she read. “This is me and this is all the
butterflies.”
“And your teacher like your story, did she?”
“I don’t know.”
“What your teacher say?”
“She said butterflies are beautiful creatures. They hatch out and fly in
the sun. The butterflies visit all the pretty flowers, she said. They lay their
eggs and then they die. You don’t kill butterflies, that’s what she said.”
The grandmother and grandfather were quiet for a long time, and their
granddaughter, holding the book, stood quite still in the warm garden.
“Because you see,” the grandfather said, “your teacher, she buy all her
cabbages from the supermarket and that’s why.”
1
5
10
Reading
Answer the questions and point out what it is in
the text that supports your answers. Sort your
points into two columns (see below).
a How do the little girl’s grandparents feel
about her going to school?
b What do the grandparents do for a living?
c Why does the little girl see the killing of
butterflies as a good thing?
d Why doesn’t the teacher like the little girl’s
story?
e What is the meaning of the grandfather’s
final remark?
f What is there in the story that suggests its
characters are Maori?
Your answer
Quote from the text
Indigenous peoples
Indigenous peoples inhabit large areas
of the earth’s surface. Spread across the
world from the Arctic to the South Pacific,
they number, at a rough estimate, some
300 million. Indigenous or aboriginal
peoples are so called because they were
living on their lands before settlers came
from elsewhere; they are the descendants
– according to one definition – of those
who inhabited a country or a geographical
region at the time when people of
different cultures or ethnic origins arrived,
the new arrivals later becoming dominant
through conquest, occupation, settlement
or other means.
(Source: The United Nations)
Digital competence
Speaking
Work in pairs.
a Go back and look at the list of words you
wrote before you read or heard the text.
Discuss if these words are relevant to the
story. Can you add more words now?
b Take turns to tell each other the story as you
remember it.
Writing
Write a letter to the editor of a local newspaper,
expressing your views for or against allowing the
following animals in your neighbourhood:
• Wolves
• Bears
• Adders
• Beavers
• Cats
• Dogs
4.43 Searching for information
Use the Internet and other sources and find out
more about the Maori. Areas you may want to
include:
• tattoos
• arts and crafts
• the Haka dance (for instance before New
Zealand rugby matches start)
Make a presentation in class.
computer-literate datakyndig/
datakunnig
twenty-first century
2000-tallet/2000-talet
computer-illiterate
dataukyndig/dataukunnig
ant maur
from overseas fra utlandet /
frå utlandet
operate betjene/betene
Æ
missile [ mIsaIl] missil, rakett
4:44Before you read
Do you have rules at home for how much time you can in front of the computer or the
TV set? How much time do you think it is reasonable to spend in front of a computer
per day?
Ja n e t Fr a m e
TE
XT
TE
XT
49
TE
T
EXT
computers in paradise
XT
Ed Shannon was a tightly built, composed man who
looked well in shorts and wore them summer long.
Janet Frame (1924–2004) was born in
His speech, too, was controlled and well clad, without
Dunedin on the South Island, New
stray meaningless exclamations and asides that are
Zealand. She spent several years in
part of the usual patterns of speech – ah, I see, you
mental hospitals, but despite her illness,
know, eh, sort of, kind of, and the fact is. His words
she became an internationally successful
came fully manufactured in precast phrases and
writer of short stories and novels. A film
sentences. He was an ambitious man, not so young
about Frame’s life An Angel at My Table
– in his early forties – but eager to seize an
was released in 1990.
opportunity that would let him and his family
“Computers in Paradise” is an
penetrate deeper the suburban glories offered with
extract from Janet Frame’s novel The
future higher salary and status. He hoped that his
Carpathians, published in 1988.
management of the computer centre would lead
soon to a senior management post.
Ed was devoted to his family, his work, and his home computer.
It was agreed that Ed could use the computer for two hours each
evening, either earlier or later, depending on the programme times on
television and on Peter’s homework. The addiction to the computer made
Renée uneasy, for although it was part of Ed’s work, its diverting of
attention from her and Peter and their daily activities appeared to Renée to
emphasise an absence in her own life.
tightly built tettvokst, kraftig /
tettvaksen, kraftig
composed behersket / roleg, fatta
well clad (her:) velformulert
stray tilfeldige, irrelevante
exclamation utrop
aside sidebemerkning/sidemerknad
fully manufactured helt ferdigformulert / heilt ferdigformulert
precast tenkt ut på forhånd / tenkt
ut på førehand
ambitious ærgjerrig
penetrate trenge gjennom / trengje
gjennom
suburban forstadsmanagement ledelse/leiing
senior management post stilling i
toppledelsen / stilling i toppleiinga
addiction to avhengighet av /
avhengnad av, hang til
uneasy ille til mote
divert avlede/avleie
1
5
10
15
20
Peter’s interest in the computer also made Renée uneasy. Other kids had
them at home, he said. And used them whenever they wanted. Their
teacher had said it was a good thing, computing. “We want the whole of the
country to be computer-literate by the twenty-first century,” the teacher
had said.
Proudly, Ed had shown Peter how to work the computer; no son of his
would be “computer-illiterate” – that was the phrase the experts used, and
any phrase they used had to be noted. These experts! They had always hung
around New Zealand like ants round a drop of honey, and the ones most
listened to were the ones from overseas. It wasn’t good enough, not these
days, everyone was saying. Ed too. He was surprised that Peter, such a
dreamer, had learned so quickly to operate the computer. A funny kid,
Peter. It had seemed as if he could never get facts right, yet here he was
airborne for hours in Reality Mode, making processions of colours, sounds,
shooting the enemy with missiles, bombs, guns, bows and arrows, flying
1
5
10
15
out there in Space Wars with Space War weapons, picking off the enemy
aliens, the inhabitants of other planets different from earthlings, strange
creatures with eyes for brains or hands for brains, with different-coloured
skin, multicoloured hair, voices that flowed like waterfalls and made marks
on space, language that grew stationary like a tree and could not be picked
until it was ripe; creatures with different weapons, speech-weapons, scentweapons, listen-weapons, where a sentence in their alien talk was their
army, a song their weapon, their thoughts like laser beams. Peter could
destroy them, though, with earth-weapons, for that was how the game was
programmed. It was obvious that Peter enjoyed being in Space.
The computer was a drug. Both Ed and Peter had dark circles under
their eyes and their faces were pale from close scrutiny of the tiny (but
deadly) weapons and the equally tiny stick figures representing the human
race, while Ed’s face had a permanent frown from trying to work out how
to get his plane airborne in Reality Mode.
1
5
10
15
One Saturday afternoon Renée invited Mattina, an American tourist, to have
dinner with the family. Mattina was in search of the “original New Zealand
spirit”.
20
pick off plukke ned, skyte
alien fremmed/framand
inhabitant innbygger/innbyggjar
earthling jordboer/jordbuar
creature skapning
waterfall foss
stationary stillestående/
stilleståande
ripe moden
scent [sent] duft, lukt
close scrutiny nøye granskning /
nøye gransking
tiny bitte liten
stick figure strektegning,
fyrstikkmenneske /
strekteikning, fyrstikkmenneske
frown rynke panna
pallor blekhet/bleikskap
mountaineer fjellklatrer/
fjellklatrar
tanned solbrun
embarrassment forlegenhet /
rådløyse, knipe
roast lamb lammesteik
pea ert
jug mugge
mint mynte
self-conscious selvbevisst/
sjølvbevisst
fair game lovlig bytte /
lovleg bytte
scenery natur
Mattina noticed the dark circles under Ed’s eyes, and the pallor of Peter’s
skin.
“I guess you go out in the mountains in the weekend,” she said. “I’ve
heard all New Zealanders are great mountaineers. But if you’ll pardon me,
you’re not tanned, are you?”
Renée tried to direct attention from Mattina’s embarrassment at having
made a “personal” remark, by serving the roast lamb, green peas, roast
potatoes, with a jug of freshly made mint sauce.
“New Zealand lamb,” Renée said self-consciously. “The experts are
always trying to make us eat some other food but we like good old lamb.
It’s hard, you know. Sometimes it seems as if everyone in the world is trying
to change the ordinary New Zealander. We’re fair game for every jumpedup expert.”
Mattina was polite. “Oh,” she said. She was tired of hearing about
experts, New Zealand lamb. And scenery.
Renée spoke directly.
“We’re really dying to know about San Francisco (that’s Ed) and Miami
(that’s me).”
Mattina smiled at Peter.
“And what about you, Peter?”
“Same as Dad, I guess,” Peter said winningly, adding, “and the same as
Mum too. The crocodiles.”
“Or the alligators.”
Mattina said nothing. Her own knowledge of Silicon Valley came only
from reading newspapers. As for alligators and crocodiles – she knew some
25
30
35
40
45
roundabout way omvei/omveg
encyclopaedia leksikon
linked at first hand nært knyttet
til, med førstehåndskunnskap
om / nær knytt til, med
førstehandskunnskap om
backward tilbakestående/
tilbakeståande
deprived dårlig stilt / dårleg stilt
loll around drive dank
spoil ødelegge/øydeleggje
atmosphere stemning
distant fjern
formerly tidligere/tidlegare
meringue marengs
cream fløte/fløyte (krem –
whipped cream)
were freshwater, others saltwater creatures. She was impatient with this
roundabout way of getting information – surely an encyclopaedia would
have informed the Shannon family! She understood, however, the
excitement even in an age of world travel, of meeting and talking to those
who had been there, seen that, talked to those who ... why, she herself had
made a career of being there and talking to them in all parts of the world;
and her impulse to visit Puamahara had been her longing to be linked at
first hand with the town of the Memory Flower.
Renée, Ed, Peter waited for her reply.
“I’m sorry,” she said. “I know very little about Silicon Valley. Or about
crocodiles and alligators. What I know is probably as much as you know.
As for my facts about California and Miami ... even they may be no more
than yours.”
Renée looked disappointed.
“We thought that you, coming from America ...”
“I should think you also know more about computers than I,” Mattina
said, “though I should have thought that here in Puamahara you’d not be
bothered with such things.”
“We’re not backward by any means,” Ed said sharply.
“She didn’t say we were,” Renée said quickly.
“I meant,” Mattina said carefully, “Puamahara is such a paradise, in a
way ... that computers seem out of place.”
Renée did not voice her thought, “There they are again, the Americans
trying to decide what we should and shouldn’t have. Even if Puamahara is a
paradise, why should we be deprived? I suppose they think we’d be happy
lolling around in the sun all year.”
Instead Renée said, “We like to keep up, you know. We might have lovely
scenery but that doesn’t make us less intelligent.”
Mattina said quickly, “I felt computers might spoil your atmosphere.”
For the tourists, no doubt, Renée thought.
She said, “We’re so far away here,” without entering the everlasting
argument of far away from what, from whom, which distant people and
places?
Renée served dessert, formerly known as “pudding”, lemon meringue
pie with fresh cream.
1
5
10
15
20
25
30
35
4:47 Act it out
a Act out the conversation at the dinner table.
b The parents are trying to make Peter spend
less time in front of the PC. He does not like
it. Act out a scene between Peter and his
parents.
c Mattina thinks every New Zealander spends
weekends outdoors with sporty activities.
Pretend you are at the dinner table and
explain to Mattina why she is wrong.
a “Computer-illiterate – that was the phrase the
experts used, and any phrase they used had to
be noted. These experts! They had always
hung around New Zealand like ants round a
drop of honey, and the ones listened to were
the ones from overseas.”
What is the writer’s attitude to experts?
Do you agree with her? Do we listen too
much to experts? Do you have examples?
4:49 Writing a blog
Your local community has decided to launch an
advertising campaign to attract more tourists.
Many are in favour of this because they can
make money on the tourists. Others are against
it. They think the local community will lose
something if they are invaded by a large number
of tourists.
Write a reader’s letter or a blog entry in
which you support one of the two sides.
Digital competence
Use the Internet to find out more about New
Zealand. Base your searches on the information
in the Fact File on page 222. Take notes and
share some of your findings in class.
4:51 Find out more
New Zealand is famous for bungee jumping,
rafting and other risky activities. If someone was
planning a trip to NZ and wanted ideas for their
trip – what would you suggest? Make a plan for a
10-day trip to New Zealand for a group of young
adults.
XT
TE
XT
50
TE
I
EWA
YS
N
XT
Speaking
Writing
D
T
ES
IO
T
A
N
monolith steinblokk
Aboriginal innfødt/innfødd
poisonous giftig
formation dannelse/danning
preserve bevare
ancient eldgammel/eldgammal
animal track dyretråkk
riverbed elveleie
settler innflytter/innflyttar
faint svak
XT
a Setting: Where does the story take place?
b Characters: Father and son (Ed and Peter)
seem to be very much alike. How are they
described in the story?
How is Renée (the mother) described in the
story? Find sentences that show what she is
like.
What is your impression of the American
visitor Mattina?
c Theme: There are two main themes in this
story. What are they?
d What is the writer’s message, do you think?
b “The computer was a drug.”
Ed and Peter seem to be quite addicted to the
computer and to computer games. Where do
you draw the line between a sensible use of
computers and an addiction? What might be
the negative consequences of too much
computer gaming?
c Tourist spots often try to keep the old,
traditional way of life to attract tourists.
Why do you think local people are not always
happy about this? What problems/challenges
might this create for the people living there?
TE
a In the first part of this text we meet a family
of three. Who are they? Where do they live?
b In the second part of the text the family has a
dinner guest. Who is she? Where does she
come from?
GAT
TE
Reading
Australia
Down Under
Australia is the world’s sixth largest country and its largest island. It is the
only island that is also a continent, and the only continent that is also a
country. It is the only nation that began as a prison.
It is the home of the largest living thing on earth, the Great Barrier Reef,
and one of the most famous and striking monoliths, Ayers Rock (or Uluru
to use its now official, more respectful Aboriginal name). It has more things
that will kill you than anywhere else. Of the world’s ten most poisonous
snakes, all are Australian.
And it is old. For 60 million years, since the formation of the Great
Dividing Range, Australia has preserved many of the oldest things ever
found on earth – the most ancient rocks and fossils, the earliest animal
tracks and riverbeds, the first faint signs of life itself.
(From Bill Bryson: Down Under)
The Sydney Opera House has made
the city’s skyline one of the most
famous sights in the world.
1
5
10
Fast Facts
1
Papua
New Guinea
Official name: Commonwealth of
Australia
5
East Timor
Capital: Canberra
Other major cities: Sydney,
Darwin
Melbourne, Brisbane
rR
ee
f
monarchy, federal state,
A u s t r a l i a
Brisbane
South
Australia
New South
Wales
Perth
Adelaide
Sydney
Canberra
Victoria
Melbourne
sea sports), animals (koala bears,
kangaroos, crocodiles), Steve Irwin
rie
Western
Australia
15
ar
Queensland
Government: Constitutional
Currency: Australian dollar
National language: English
National sports: Cricket, rugby, tennis
Famous for: sports (surfing and other
tB
Alice Springs
Aboriginal and other 1%
10
Caims
Northern
Territory
Ethnic groups: White 92%, Asian 7%,
ea
Gr
Aboriginal Australians
The Aboriginal Australians, also called the Aborigines, settled in Australia
between 40,000 and 70,000 years ago. They have the longest-existing culture
in the world. Today there are only some 500,000 Aborigines left in Australia,
about 2.5 percent of the Australian population. Some of them live in
modern cities, while others keep up a more traditional way of life in the
Australian Outback.
The Aborigines died in large numbers when Europeans began to arrive
in the 1700s. Many were simply killed by the white settlers, while others
died of the diseases the Europeans brought with them. Those who survived
often became workers or even slaves for the whites.
In the 1900s thousands of Aboriginal children were taken away from
their parents and brought up in mission schools or other institutions to
become more like Europeans. They were not allowed to see their families
again, and lost both family ties and cultural identity. The children who were
snatched from their parents in this way became known as the “Stolen
Generations”.
The Aborigines did not get the right to vote until 1969, but since then
their situation has improved. Their right to the land has been partly
recognised, and in 1998 a National Sorry Day was organised to apologise to
the Stolen Generations and their families.
In 2008 the Australian Prime Minister officially apologised to the
Aboriginal people on behalf of the Australian government and the white
population.
INDIAN OCEAN
(“The Crocodile Hunter”), natural
Tasmania
Hobart
wonders (the Great Barrier Reef,
Uluru/Ayers Rock), the Sydney Opera
20
House, actors (Paul “Crocodile
Dundee” Hogan, Nicole Kidman,
Kylie Minogue, Olivia Newton-John),
beer drinking, great weather and
climate, TV soaps, boomerangs,
barbecues, sense of humour, slang
(mate, G’day).
Prime Minister Kevin Rudd on 13 February, 2008:
“For the pain, suffering and hurt of these Stolen Generations, their
descendants and for their families left behind, we say sorry.
To the mothers and the fathers, the brothers and the sisters, for
the breaking up of families and communities, we say sorry.
And for the indignity and degradation thus inflicted on a proud
people and a proud culture, we say sorry.”
Reading
Which of the texts about Australia gives the type
of information you find the most interesting?
Which text did you enjoy the most reading? Is
there any information you want that is missing?
Writing
Aboriginal innfødt (i Australia) / innfødd
(i Australia)
the Aborigines urbefolkningen (i Australia)
settle bosette seg / busetje seg
longest-existing som har eksistert lengst
outback ødemark (i Australia) / øydemark
(i Australia)
settler nybygger, bosetter / nybyggjar, busetjar
disease sykdom/sjukdom
survive overleve
family ties familiebånd/familieband
snatch kidnappe; stjele / kidnappe; stele
right to vote stemmerett
improve forbedre/forbetre
recognise anerkjenne
apologise be om unnskyldning
prime minister statsminister
on behalf of på vegne av / på vegner av
government regjering
4:53 Writing a text
Based on the texts and any information you
might want to add – write your own text about
Australia. What text type will you choose to
present Australia in the way you think is the
most interesting?
4:54 Find out more
Using Internet sources and other available
material, see what you can find out about the
Aboriginal people in Australia. Choose one or
more of the following areas:
1 How the Aborigines have managed to survive
in the Australian Outback. How they used
natural resources for food and medicine.
2 How the Aborigines were treated by the
white newcomers from Europe.
3 Aboriginal music instruments and music.
4 Aboriginal art.
Share your findings in class.
4:55Before you read
What is the most important thing your parents have taught you? Discuss in class or in
small groups.
TE
TE
51
XT
Kath Walker
(1920–1993) was
one of Australia’s
most acclaimed
poets, and was the
first Aboriginal
Australian to
publish a book
of verse. She
was active in
her people’s
fight for equal
opportunities,
equal rights
and the right
to vote. In 1988
she took her
aboriginal name
of Oodgeroo
Noonuccal.
acclaim anerkjenne
puzzled forvirret/forvirra
colour line raseskille/raseskilje
velvet fløyel
deeds gjerninger/gjerningar
Æ
malign [m´ laIn] ondskapsfull/
vondskapsfull
rape voldtekt/valdtekt
brave modig
entwine omslynge/omslyngje
XT
XT
XT
TE
TE
Son of mine
(To Denis)
My son, your troubled eyes search mine,
Puzzled and hurt by colour line.
Your black skin as soft as velvet shine;
What can I tell you, son of mine?
I could tell you of heart-break, hatred blind,
I could tell you of crimes that shame mankind.
Of brutal wrongs and deeds malign,
Of rape and murder, son of mine;
But I’ll tell instead of brave and fine
When lives of black and white entwine.
And men in brotherhood combine –
This would I tell you, son of mine.
Kath Walker
Reading
Writing
4:56 Reading aloud
Work in pairs and practise reading the poem
aloud to each other.
Write a reply from the son to his mother. You
can choose what type of text you want to write,
a letter, an email, a poem or any other kind of
text.
a What injustices has the mother encountered?
b What impression do you get of Australian
race relations from this poem?
c What advice does the mother give her son?
d Is this good advice? Why / why not?
4:59 Find out more
Find out as much as you can about the history,
culture and present-day status of the Australian
Aboriginals, and present your findings in class.
4:60Before you read
What do you understand by the expression “a square deal”?
How can we know if a deal is fair?
Br u c e Ch at w i n
TE
TE
52
XT
XT
XT
TE
TE
the painting
XT
Rolf and I were having an evening drink when one of
Estrella’s nurses came running over to say there was a man
on the radio-telephone.
published his travelogue The
We both hurried over to the dispensary only to find it was
Songlines in 1987, based on his
not a man on the air, but a very gruff-voiced woman: Eileen
travels in the Australian outback.
Houston, of the Aboriginal Arts Bureau in Sydney.
“Has Winston finished his painting yet?” she growled.
“He has,” Rolf said.
“OK. Tell him I’ll be over at nine sharp.”
The line went dead.
“Bitch,” said Rolf.
Winston Japurula, the most “important” artist working at Cullen, had,
only the week before, completed a major canvas and was waiting for Mrs
Houston to come and buy it from him. Like many artists, he was generous
dispensary apotek
with hand-outs, and had run up big debts at the store.
gruff-voiced med grov stemme
Mrs Houston had the habit of driving round the settlements to check up
growl brumme
on her artists. She brought them paint and brushes and canvas, and would
major (her:) viktig
canvas lerret; maleri / lerret;
pay for finished work by cheque. She was a very determined woman. She
måleri
always camped in the bush, alone – and was never not in a hurry.
hand-outs (her:) gratis bilder /
gratis bilete
Next morning, Winston was waiting for her, cross-legged, naked to the
debts gjeld
waist, on a patch of level ground beside the petrol drums. He was an ageing
determined bestemt
voluptuary, with rolls of fat spilling over his paint-spattered shorts and an
patch lapp
level flat
immense down-curving mouth. His sons and grandsons bore the stamp of
voluptuary livsnyter/livsnytar
his magnificent ugliness. He was doodling a monster on a scrap of card.
immense enorm
magnificent storslått
His “policeman” or ritual manager, a younger man in brown slacks
doodle rable
called Bobby, was on hand to make sure Winston didn’t leak any sacred
card kartong
knowledge.
sacred hellig/heilag
1
Bruce Chatwin (1940–1989)
5
10
15
20
25
set her haunches (her:) satte seg
tungt / sette seg tungt
scarlet skarlagensrød/
skarlaksraud
ram down tre nedover /
træ nedover
taper off smalne
fiddle with fingre med
gingerly svært forsiktig
commission gi i oppdrag
At nine sharp, the boys sighted Mrs Houston’s red Land Cruiser coming
up the airstrip. She got out, walked towards the group and set her haunches
on a camping-stool.
“Morning, Winston,” she nodded.
“Morning,” he said, without moving.
She was a big woman in a beige “battle-dress”. Her scarlet sunhat, was
rammed down over a head of greying curls. Her pale cheeks tapered off
into a very pointed chin.
“What are we waiting for?” she asked. “I thought I’d come to see a
painting.”
Winston fiddled with his hair and, with a wave, got his g randsons to
fetch it from the store.
Six of them came back carrying a large stretched canvas, say, seven foot
by five, protected from the dust with a clear plastic sheet. They set it
gingerly on the ground, and unwrapped it.
Mrs Houston blinked. I watched her holding back a smile of pleasure.
She had commissioned Winston to paint a “white” picture. But this, I think,
was beyond her expectations.
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15
Uluru, formerly known as
Ayers Rock, is a sacred site
for the Anangu Aboriginal
people in Australia. It is on
the World Heritage list.
So many Aboriginal artists used strident colour schemes. Here, simply,
were six white to creamy-white circles, painted in meticulous dots, on a
background which varied from white to blueish white to the palest yellow.
In the space between the circles there were a few snakelike squiggles in an
equally pale lilac grey.
Mrs Houston worked her lips. You could almost hear her mental
calculations: a white gallery ... a white abstraction ... White on White ...
Malevich ... New York ...
She dabbed the sweat from her brow and pulled herself together.
“Winston!” she pointed a finger at the canvas.
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10
Page 240
strident skrikende/skrikande
colour scheme fargespekter
meticulous pinlig nøyaktig /
pinleg nøyaktig
squiggle krusedull
worked her lips (her:) bet seg i
leppen / beit seg i leppa
abstraction abstrakt bilde /
abstrakt bilete
dab (her:) tørke av
brow panne
Page 241
yairs = yes
titanium white titanhvitt/
titankvitt
peer titte
chink sprekk
peek-a-boo borte-titt-tei
tear rift
restorer konservator
drop one’s defences gi opp å
forsvare seg
wrap folde/falde
blank uttrykksløs/uttrykkslaus
corpse lik
quiver dirre
assume legge an / leggje an
conciliatory forsonlig/forsonleg
anxious engstelig/engsteleg
drawl snakke slepende / snakke
slepande
“Yairs.”
“Winston, you didn’t use the titanium white like I said! What’s the use
my paying for expensive paints if you don’t even use them? You’ve been
using zinc white. Haven’t you? Answer me!”
Winston’s reaction was to fold his arms across his face and peer through
a chink, like a child playing peek-a-boo.
“Did you, or did you not, use the titanium white?”
“NO!” Winston shouted, without lowering his arms.
“I thought not,” she said, and raised her chin in satisfaction. She then
looked again at the canvas and spotted a tiny tear, less than an inch long, on
the edge of one of the circles.
“And look!” she cried. “You’ve torn it. Winston, you’ve torn the canvas.
Do you know what that means? I shall have to send this painting to the
restorers in Melbourne. And it’ll cost at least three hundred dollars. It’s a
shame.”
Winston, who had dropped his defences, wrapped his arms around his
face again and presented a blank front to the dealer.
“It’s a shame,” she repeated.
The onlookers stared at the canvas as though they were staring at a
corpse.
Mrs Houston’s jaw began to quiver. She had gone too far, and would
have to assume a more conciliatory tone.
“But it’s a nice painting, Winston,” she said. “It’ll do nicely for our
travelling exhibition. I told you we were making a collection, didn’t I? Of all
the best artists? Didn’t I? Do you hear me?”
Her voice sounded anxious. Winston said nothing.
“Do you hear me?”
“Yairs,” he drawled, and let down his arms.
“Well, that’s all right, then, isn’t it?” She tried to laugh.
“Yairs.”
She took a pad and pencil from her shoulder bag.
“So what’s the story, Winston?”
“What story?”
“The story of the painting.”
“I painted it.”
“I know you painted it. I mean, what’s the Dreaming story? I can’t sell a
painting without a story. You know that!”
“Do I?”
“You do.”
“Old Man,” he said.
“Thank you,” she started scribbling on the pad. “So the painting’s an Old
Man Dreaming?”
“Yairs.”
“And?”
“And what?”
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furiously rasende/rasande
bug one’s eyes kaste et blikk på /
kaste eit blikk på
mouth snakke tydelig / snakke
tydeleg
syllable stavelse/staving
salt-pan saltbrudd/saltbrot
jot down notere
trudge traske
confirmation bekreftelse/
stadfesting
fix fastsette/fastsetje
advance gi forskudd / gi forskot
damage skade
deduct trekke fra / trekkje frå
quits skuls
chatter pludre
“The rest of the story.”
“What story?”
“The story of the Old Man,” she said, furiously. “ What is the Old Man
doing?”
“Walking,” said Winston, who doodled a double dotted line in the sand.
“Of course, he’s walking,” she said. “Where’s he walking to?”
Winston bugged his eyes at the canvas, and looked up at his
“policeman”.
Bobby winked.
“I asked you,” said Mrs Houston, mouthing her syllables. “Where is the
Old Man walking?”
Winston drew in his lips and said nothing.
“Well, what’s that?” She pointed to one of the white circles. “Salt-pan,”
he said.
“And that one?”
“Salt-pan.”
“That one?”
“Salt-pan. All of ‘em salt-pans.”
“So the Old Man’s walking over salt-pans?”
“Yairs.”
“Not much of a story there!” Mrs Houston shrugged. “What about
those squiggles in the middle?”
“Pitjuri,” he said.
Pitjuri is a mild narcotic which Aboriginals chew to suppress hunger.
Winston rolled his head and eyes from side to side, like a man “on”
pitjuri. The audience laughed. Mrs Houston did not.
“I see,” she said. Then, thinking aloud to herself, she began to jot down
the outline of the story, “The ancient white-bearded Ancestor, dying of
thirst, is trudging home across a glittering salt-pan and finds, on the farther
shore, a plant of pitjuri ...”
She put her pencil between her lips and looked at me for confirmation.
I smiled sweetly.
“Yes, that’s nice,” she said. “That’ll make a nice beginning.” Winston had
lifted his eyes from the canvas and fastened them on her.
“I know,” she said. “I know! Now we’ve got to fix the price, haven’t we?
How much did I give you last time?”
“Five hundred dollars,” he said, sourly.
“And how much did I advance you this time?”
“Two hundred.”
“That’s right, Winston. You’ve got it right. Well, now there’s the damage
to be repaired. So suppose we deduct a hundred for the damage, and I’ll pay
you another three hundred? That’s a hundred more than before. Then we’ll
be quits.”
Winston didn’t move.
“And I’ll need to take a photo of you,” she chattered on. “I think you’d
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bellow brøle
aggrieved forurettet/foruretta
persist insistere
better get some more clothes on. We need a nice new photo for the
catalogue.”
“No!” Winston bellowed.
“What do you mean, no?” Mrs Houston looked very shocked. “You don’t
want your photo taken?”
“NO!” he bellowed louder. “I want more money!”
“More money? I ... I ... don’t understand.”
“I said MORE ... MONEY!”
She assumed an aggrieved expression, as though dealing with an
ungrateful child, and then said, icily, “How much?”
Again, Winston shielded his face with his arms.
“How much do you want?” she persisted. “I’m not here to waste my
time. I’ve named my price. You name yours.”
He didn’t move.
“This is ridiculous,” she said.
He said nothing.
“I’m not making another offer,” she said. “You’ve got to name your
price.”
Nothing.
“Go on. Say it. How much?”
Winston’s lower arm shot downwards, making a triangular slit through
which he shouted, “SIX THOUSAND DOLLARS!”
Mrs Houston nearly fell off her stool. “Six thousand dollars! You have to
be joking!”
“Well, why are you asking seven fuckin’ thousand dollars for one of my
paintings in your fuckin’ exhibition in Adelaide?”
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Reading
Write one paragraph that sums up the main
content of this story. Compare summaries with
one or more classmates to see if you agree on
the important points.
questions:
a Why did the nurse think there was a man on
the phone?
b Why did Mrs Houston call?
c What does Mrs Houston do for a living?
d Why does Winston have debts at the store?
e Who is Bobby, and why is he present?
f How does Mrs Houston like Winston’s
painting?
g What two negative things does she point out?
Why?
h How does Winston respond to her criticism?
i How does she alter her tone when she thinks
he is frightened?
j What is the story of the painting?
k How much did Winston get for the previous
picture Mrs Houston bought?
l How much does she offer him for this one?
m Why does she want his photo?
n What price does Winston eventually ask for
the painting?
o Why does he think it is worth that much?
Work in pairs.
a Read through the text and make notes about
the ways in which Winston Japurula and
Eileen Houston are described – do one
character each, and present them to each
other.
b What do you think Mrs Houston meant by a
“white” painting?
c Why did Winston paint a canvas that was
literally white?
d Does the painting really have a story?
e What is Mrs Houston’s strategy for making as
much money as possible from Winston’s
painting?
Writing
4:64 Presenting a country
1 Based on information in this textbook and
information from other sources, write your
own text about Australia. You can choose any
type of text to present Australia in an
interesting way.
2 You are planning a holiday in Australia for
yourself and a few friends.
a Make an itinerary for the trip, planning
how you want to travel, where you want
to go, when you want to go, what kind of
accommodation you want, and how long
you want to stay there.
b Write a letter, a fax or an email to book
accommodation.
c Find out about the climate and what kind
of clothes you will need.
d Find out about the food, and work out how
much you’re likely to spend on food and
drink.
e Suggest things to see and do, and make a
detailed schedule for one day of your
holiday.
4:65 Find out more
1 Use the Internet or other sources to find out
what “Australian Dreamtime” or “Aboriginal
Dreaming” means.
Reading
Work in pairs. Read the news item below. Then
discuss similarities and differences between this
report and the short story “The Painting”.
2 Use the Internet and find some basic
information about aboriginal art and artists,
and make a short presentation.
White Art Dealers Exploit Aboriginal Artists
Working conditions like sweatshops
July 28, 2008
Australia’s booming Aboriginal art market is open to manipulation, and artists and
consumers are being exploited, the Australia Broadcasting Corporation reports. The
television program Four Corners on Monday reported that it found a group of mostly elderly
Aboriginal artists working and living in fenced-in blocks of land around Alice Springs.
Another group of artists produces pictures from a highway motel, Four Corners reported.
Critics say the facilities are sweatshops and, in some cases, virtual prisons for the artists.
Unethical Aboriginal art dealers are commonly called carpetbaggers in Australia. Four
Corners broadcaster Quentin McDermott said most insiders are afraid to speak publicly
about this practice. Dealers and auction houses make millions of dollars from Aboriginal art,
he added. Very little money ends up in the artists’ hands.
(Source: CBC News. News item from 2008. Adapted)
The Aboriginal Flag
The Aboriginal flag was first shown on National Aborigines’ Day (12th July) in
1971. It was officially recognised 24 years later, in 1995.
Designed by Indigenous elder Harold Thomas, this flag symbolises
Aboriginal identity. Yellow represents the sun, the giver of life. Red represents
the red earth (the relationship to the land) while black represents the
Aboriginal people.
The flag is shown permanently at Aboriginal centres throughout Australia.
It is popularly recognised as the flag of the aboriginal peoples of Australia and
should only be used by other Australians when they have special permission.
sweatshop gammeldags fabrikk
som utbytter arbeiderne grovt /
gammaldags fabrikk som utbyttar
arbeidarane grovt
booming blomstrende / blømande
manipulation (her:) juks
consumer forbruker/forbrukar
exploit utnytte
fenced-in inngjerdet / inngjerd
block of land jordstykke
facility produksjonsanlegg
virtual i praksis
unethical uetisk, umoralsk
art dealer kunsthandler/
kunsthandlar
GAT
YS
C ape Town
ON
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Binyavanga Wainaina is a freelance
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D
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TIN
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South Africa
Cape Town in South Africa became a British colony in 1806. European
settlers came during the 1820s when the Dutch settlers called Boers and the
British settlers claimed land in the north and east of the country. Conflicts
arose between the native Xhosa and Zulu, and the Europeans. The
discovery of diamonds and later gold lead to the Boer War (1899–1902); the
Boers and the British fought for the control of the South African mineral
wealth. The Boers were defeated, and South Africa became a British colony
in 1910. In 1961 South Africa became an independent republic. A policy of
ethnic segregation called apartheid was introduced in 1948 and continued
until 1990 when president F.W. de Klerk began to dismantle this legislation.
The first multi-racial elections in 1994 brought an end to apartheid and
introduced black majority rule. This election brought Nelson Mandela and
the African National Congress to power.
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writer and food consultant.
He specialises in African
destinations, writing about
contemporary cultures and
Lonely Planet destinations. He
writes regularly for The Sunday
Times, South Africa’s largest
paper. He also writes for, G21:
the world’s magazine. He has
also compiled one of the world’s
largest databases of African food
recipes.
Why do I travel?
Part of why I travel is romantic – to be somewhere new – looking
at people I do not know, seeing views I have never seen. It is impossible
to travel to a beautiful place and be a realist from day one. You are
overwhelmed by contrast and colour. By exotic things: an accent, the
shape of people’s eyes, even how different their phone-booths look. But
– the other reason I travel is to get perspective – how can I know
myself and where I come from without being somewhere else?
You may not notice it at first. At the airport, you will look at
the mountains before you, and the strange plants around you
and tell yourself this is ethereal: so soft, shadows arranging
themselves to present subtle depths. It’s the light, you see.
To an African like me, used to a sun above, this sunlight
coming from strange angles seems so beautiful. I take for
granted the stark simplicity of image the sun in East Africa provides me, and
wonder when tourists ‘ohh’ and ‘ahhh’ when they encounter this crispness.
Wherever you come from, you will feel a twinge when you drive past the
vast cities of shacks on your way to town. You will notice that there is no
grass, or vegetable there – only thousands of flowers – yellow, blue and red
plastic bags that litter this landscape. Then, quicky the Third World called
Langa will fly past you and you will enter the Southern suburbs of the city.
Unless you are well travelled and used to such things, you will gape.
(Source: Binyavanga Wainaina at http://www.travelintelligence.com/travelwriting/)
10
Fast Facts
Population: estimated at almost
Zimbabwe
48 million in 2008.
Botswana
Ethnic groups: Black African 79%,
Northern
Transvaal
White 9.6%, Colored 8.9%, Indian/
Asian 2.5%
Namibia
Capital: Pretoria
The largest city: Johannesburg
Government: republic,
Eastern
Gauteng Transvaal
NorthNo West Johannesburg
Swaziland
West
Free State
Currency: Rand
Languages: South Africa has
eleven official languages. English
is the most commonly spoken
language in official contexts –
in administration, politics and
business, though less than 10 %
Giraffes in the Kruger National Park,
South Africa.
speak it in their homes.
Northern Cape
SOUTH
ATLANTIC
OCEAN
Mozambique
KwaZuluNatal
Lesotho
Eastern Cape
INDIAN
OCEAN
Western Cape
Cape Town
S o u t h
A f r i c a
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Nelson Mandela and his wife Winnie as he leaves prison in 1990 after 27 years of imprisonment.
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making a Difference
Nelson Mandela: fr om Prisoner to Pr esident
It is easier for the media to get attention for a political or humanitarian
cause if they can focus on a person. Many organizations also know this, and
look for celebrities to front their cause. Rock stars Bono and Bob Geldof
have both been spokesmen for humanitarian causes.
But some have become symbols because of the sacrifices they have made
in the fight for what they believe in. Mahatma Gandhi fought for Indian
independence from British rule. Dr Martin Luther King fought and died for
civil rights for black people and other minorities in the US. In South Africa,
Nelson Mandela spent 27 years in prison on Robben Island for his work
against the policy of apartheid. He was finally released in 1990, and became
the first democratically elected president of South Africa in 1994. His
honesty and leadership have won him worldwide recognition, and in 1993
he got the Nobel Peace Prize.
4:67 Find out more
The text mentions people like Bono, Geldof, Gandhi and Mandela who have
all been outstanding spokesmen for their causes.
Do you know of any other people who have been in the media lately,
speaking up for a certain cause? Choose one such person and make a
presentation of him or her. Do you admire him/her? Why? / Why not?
Do you think it is important for the organization or the cause to have
such a high profile spokesperson?
Goodbye Baf ana
The movie Goodbye Bafana, relased in 2007, shows Nelson Mandela’s time
in imprisonment from a different perspective. The story is told through
James Gregory, a young and ambitious racist, who enters Robben Island
with his family to work as a prison guard. As time passes, Gregory
becomes Mandela’s guard, and his racist views change dramatically as he
gets to know the prisoner. The movie is a tale about friendship as much
as politics, but at the same time it deals with the struggles of apartheid in
South Africa. Some of the scenes have parts of authentic clips included,
which helps emphasise the overall theme.
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4:68Before you read
What do you think it feels like to become unemployed? What consequences can you
think of for a family that loses its income – financially and otherwise?
Ab e l P h e l p s
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Head work
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Abel Phelps (1910–2008) came to South
Africa from England when he was 17. He
has worked as a farmer, a technician and
a craftsman. He wrote a number of short
stories, and a selection of them was published
in his book Sunshine and Shadows in 2004.
In “Head Work” Phelps uses humour to
show us the absurdity of apartheid.
Klaas in this story is a coloured man, which means
he is of mixed origin, not black enough to be called
Black. Under Apartheid there were four main racial
groups: Whites, Blacks, Coloureds and Asians/Indians.
When you have been in one job for seventeen
years, ever since you left school, you think it will
last until you die. You think of being out of work
as something that happens to other people. You
hear them talk down in the township. “Fanie is
out of work again,” they say. But when you hear
the whole story, you hear that he turned up
drunk for work in the morning and quarrelled
with the boss, or that he put the wrong labels on
the tins twice running, so that when the people
opened fig it turned out apricot. Then you pat
yourself on the back and say, “It couldn’t happen
to me. I’m all right.” Another thing that made it
safe was that our jam factory was part of a big
group, they couldn’t go bankrupt.
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Most coloured people speak Afrikaans, about 10%
speak English.
township bydel
label merkelapp
tin (hermetikk)boks
twice running to ganger på rad
fig fiken
consolidation sammenslåing/
samanslåing
redundant overflødig
Part 1
Then we heard a rumour. They wrap these
things up in long words so that you don’t quite
know. They talk of rationalisation or consolidation, but what it really means
is that they are going to close down our jam factory, and send all the fruit to
Worcester. The first thing I knew for certain was when the manager called
me into his office and said, “Mr Martello, you have probably heard that
owing to rationalisation we are closing down this jam factory. I see from the
books that you have been with us for seventeen years. I only wish that we
could keep you, but I am afraid that a number of good men are going to be
made redundant. We are giving all our old permanent staff three months’
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25
rubbish dump søppelfylling
freewheel kjøre i fri / køyre i fri
salary when they have to leave, and we will give you a very good letter of
recommendation.”
All those long words simply mean that you are out of a job.
As I bicycled home by the short cut past the rubbish dump I kept saying,
“You won’t be coming this way after the end of this month.” I knew every
bush on the path, the very place where you pass an old rusty scrap motor
car, where you can start to freewheel, but it was all going to stop. Somehow
I was a bit scared. It’s not easy for a coloured man. I had a good responsible
job, in charge of weighing the fruit, but it’s not a job that leads anywhere.
I wondered what Sannie would say, and about the kids’ schooling and the
payments on the double bed.
But Sannie was pretty good. She said, “You can’t keep a good man down,
Klaas, and you’re a good man.”
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dorp landsby
Æ
dairies [ de´rIz] meieri
fowl hok hønsebur
tot drink
Greyton village, Cape
Province, South Africa.
Part 2
The first day I was free I went all round the dorp, but there aren’t many jobs
in a place like ours. I tried everywhere, even the dairies, by that night. Next
day I couldn’t think of anything to do, so I spent the day fixing the fowl hok,
then in the evening I went to the bar for a brandy, and there I saw old Kosie.
I suppose he had been there all day.
“It’s not going to be easy for us. I just wish I was white, real white, then
I’d show them,” he said.
I had my tot, and I was going home thinking about it all, and when I
arrived, who should be having coffee with Sannie but Gertie Meyer. She’s
my wife’s stepsister or something. There’s a smart girl, but she never stops
talking. She worked as a dressmaker at first, but when she found the money
was better she changed to a hairdresser. As I came in she was saying, “It’s
not only Cape Town; it’s spread as far as America. Mrs Kennedy wears
them. Of course they’re expensive. Men as well as women buy them.
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is no object ikke noe problem /
ikkje noko problem
crinkly hair krusete hår
When a man is getting a bit bald and he wants to impress a young girl,
money is no object. I’m paid for every one I make up. It’s not easy matching
the hair, and fitting it properly, but I’ve been very successful. I’ve been
making so much money that I’m thinking of buying me a motor car. For
years the girls hanging around the docks have been wearing wigs, but now
good-class coloured ladies are wearing them too.”
She stopped talking for one second to drink her coffee, and Sannie had a
chance to say how they had closed the jam factory, and how I was out of a
job. We walked down with Gertie to the bus stop, and I told them how
Kosie had said, “If only we looked real white.”
“There you are, Sannie!” Gertie said. “If only Klasie had a wig to cover
that crinkly hair.” Then the bus came in, and she had to climb on board. She
was still leaning out of the window and talking as the bus pulled away.
“I reckon if Klasie got a wig he could even get a job as Prime Minister,”
were her last words.
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Part 3
The next week I went down to Paarl and tried down there, but there were
only a few temporary jobs picking fruit, but that is not the kind of work for
a man who has been in charge of the scales at a jam factory. I couldn’t
accept it.
I was feeling very down when I came home, and Sannie seemed to be
anxious when she asked me how I’d got on. “Niks,” I said.
“Never mind. I knew you’d be hungry, so I’ve made kop-en-pootjies for
dinner, and there is a parcel for you too.”
“A parcel? Who can have sent me a parcel?” Sannie acted all innocent but
I could tell that she knew something about it. Even the kids crowded
around as I opened it. It was a wig from Gertie, with a note which read:
“It won’t sit down nice unless you shave all your own hair off.”
Sannie found the looking-glass and a pair of scissors, and in a few
minutes my own hair was off and the new wig was on. It was beautiful,
black, sleek hair, real upper class. I hardly recognised myself when I had it
on. We had to chase the kids off to bed, they just wanted to sit around and
stare at their own father.
Sannie and I stayed up late talking about the jobs I could apply for now.
I know you might ask how a wig could make so much difference, but there
are a lot of us good-class coloureds who look a bit white, and a lot of whites
who look a bit coloured, so that it only takes a little change to move us from
one group to the other.
Sannie had another bit of news, too. The porter at the Masonic Hotel in
the next dorp had been fired for stealing the brandy. Why didn’t I start by
going there? It was a good-class job, with a smart uniform, and a peaked hat
with gold on it, and it meant driving the hotel bus to the station.
kop-en-pootjies gryterett
peaked spiss
Æ
proprietor [pr´ praI´t´] eier/
eigar
Part 4
So next morning I put my best clothes on and went there first thing, with
my new hair neatly brushed. The old proprietor, Mr Goldman, read my
reference from the jam factory. “Mr Martello, I can see from this that you
are a good, reliable man, and you would have been the man for the job, but
for one thing. A lot of my business here is in the coloured bar, and
sometimes you would have to stop quarrels and throw out drunks. I have
been in the hotel business for forty years, and I know that job can’t be done
by a white man. The coloured people don’t feel at home with a white man.
They would go somewhere else. Another thing, if a white man gets drunk
he feels ashamed if he has to be driven home by another white man, but it’s
all right if it is a coloured. I am sorry that you have had to call for nothing,
Mr Martello.”
I was so shaken that I couldn’t say a word, but as I turned to go
I suddenly had an idea. “Mr Goldman,” I said, “I know I could suit you;
I need this job. I have a sister-in-law who makes wigs. If I had a wig with
crinkly hair, I’d look exactly like a coloured man. I know I would!”
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The old man didn’t look convinced. “Well, it will have to look pretty
good. These chaps aren’t easily fooled, but I’ll give you a chance. If you
come back in a couple of days looking right, the job is yours.”
I left and hurried down to Gertie’s place. “Gertie, I say, can you make me
a wig with crinkly hair?”
“What’s the matter? Won’t the dog let you into the house? We’ve had
that trouble before.” So I had to tell her all about the job and Mr Goldman.
Gertie is very quick. By the time she had stopped laughing, she had it all
worked out. “Klaas,” she said, “come back in two days’ time and I’ll have
you looking like a real Hottentot.” I didn’t think that was very polite, but
she meant well.
I came back when she said, and it was ready. I must say I felt more at
home in it. When I went back to see Mr Goldman, he took a very long look
at me. Then he said, “Now you look just right, just the kind of coloured
man I want. You will keep the place quiet and not frighten the customers
away.”
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empties tomgods
rise lønnsforhøyelse/lønsauke
puzzled forvirret/forvirra
Part 5
It was a good job, too, with a lot of responsibility. I had to take the empties
to the station and buy the vegetables at the market. And if any of the
regulars had had a bit too much, I had to drive them home. It was the kind
of job where a man was respected. People said, “Good morning” to me
now, people who hadn’t even noticed me before, even some white people.
Mr Goldman helped me a lot, too, for he was a wise old man. He said
one day, “Don’t be ashamed of being a servant. Everyone in the hotel is a
servant; the purpose of a hotel is to give service. Be a proud servant. Proud
of your service. The only measure of a man’s true worth is the service he
gives – from a king to a fruit-picker.”
Another day he said, “People have often looked down on us Jews, but we
don’t care. We can hold our heads up high, because we know that we are
good, for we are God’s people. You must hold your head up high.” But it is
sometimes hard for us coloured people.
It was through taking people home that I had my first rise. It was a
young chap who had had a drop too much after a rugby game, and he
turned out to be the son of the most important man in town, the president
of the Fruitgrowers’ Association. He and his wife were so glad to get their
son back safe that he said he would do anything that he could for me. So
I asked him if he could fix to have the Fruitgrowers’ Annual Dance at the
Masonic this year, for I knew that was what Mr Goldman wanted more than
anything else in the world. He was bitter that the Grand always got it, when
we have the better room for dancing. He said he would try to fix it, and a
few days later he came round and saw Mr Goldman.
1
5
10
15
20
25
Part 6
That night, after closing time, the Goldmans were having their usual small
brandy together when he called me in.
“Klaas,” he said, “that was a smart move of yours. You’ve done the old
Masonic a lot of good, and I’m going to give you a rise.”
“Yes,” Mrs Goldman said, “we reckon we have one of the smartest
coloured porters in the whole of Western Province.”
“But that’s the big joke. He isn’t really a coloured man at all! Show her,
Klaas, how that’s a wig you are wearing.”
“No, Mr Goldman, I don’t wear a wig any more. My own hair has grown
again.” And I gave it a tug to show him. He looked at me with his mouth
hanging open for some time, every now and then giving his own hair a tug
to see if it was tight on.
“But I remember when you first came here ...” He shook his head.
“You’ve got me really puzzled. Ag, but what does it matter? It’s a man’s
heart that counts, not his hair. Come on, have another drink.”
And that’s a nice thing to say to a coloured man.
30
35
40
Reading
Digital competence
The main part of this story is divided into six
small episodes. Work in pairs and write down one
sentence for each of the six episodes summing up
what happens in that part of the story.
4:73 Making a digital presentation
Work in pairs. Use the Internet to find tourist
information about South Africa. Then use
PowerPoint or similar software to make a
digital presentation of South Africa as a tourist
destination.
Continue to work in pairs and find answers to
these questions:
a Setting: Where and when does this story take
place (setting)? How do you know?
b Character:
– Write a few sentences describing Klaas.
– What kind of person is Mr Goldman?
– What is Gertie’s profession? How would
you describe her?
c Theme: What do you think is the morale of
this story?
Speaking
a What is Mr Goldman’s attitude to service?
Do you agree with what he says? Is this good
advice?
b How can you tell Gertie is proud of her work?
c Do you think it is important to have pride in
one’s work? Why? / Why not?
Writing
The hotel manager writes an email to his friend
and colleague in England, telling him about the
doorman who fooled him. Write the email.
4:74 Find out more
Use the Internet or other sources to find
information about gold and diamonds in South
African history. Collect the information in an
electronic document, using Word or similar
software.
language work
Study the text in the box:
A modern diesel engine obviously needs
to be turbocharged and intercooled, and
electronically controlled direct injection
is a must. This model boasts a serious 188
bhp @ 3980 rpm according to factory
spec, and 318 lbft (not Nm!) from about
rpm 2400 is quite respectable. Flat out
the factory spec says the car can do 133
mph. In this context 37 mpg is almost
unbelievable.
a Underline words and phrases that show you
this is a specialist text for automobile experts
– and perhaps automobile fans.
b What do you need to help you understand a
text like this?
c Can you work out what the text means?
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NI
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LIS E
In love of africa
4:79 Having a conversation
Work in small groups and take turns to tell each
other about something you heard in the text that
surprised you. Why were you surprised?
If necessary, you can listen to the text once
more before deciding whether these statements
are true or false. Correct the false statements
afterwards.
a Africa is a big country.
STE
b It is poor on natural resources.
Africa is not a
country but a
continent.
Runoko Rashidi is a historian who lectures about Africa around the world.
Pride in Africa and African culture is a main point in his lectures.
Listen to this extract from a letter he wrote after a lecture tour in London.
c There are rainforests in Africa.
false
Work in pairs or small groups. Brainstorm the following:
a What do you associate with Africa? Make a list of keywords.
b Do you know the names of any African nations? If so, what do you know about
each of those nations?
Speaking
Listen to the text twice. Take notes the second
time you listen, and use your notes to write
a brief summary about the content. Work in
pairs and read out to each other what you have
written.
true
Listening
4:80 Find out more
Choose one of the following former British
colonies in Africa: Tanzania, Botswana,
Zimbabwe, South Africa, Ghana, Gambia
or Nigeria, and use the Internet to find the
following information about it:
• Some main events in the country’s history
• Some information about the country’s
situation today
• What languages are used in that country
today
• Challenges or problems the country is facing
today
d Denknesh is 2.5 million years old.
e There used to be kingdoms in the
Nile Valley.
Would you like to visit this country? Why? /
Why not?
f Africa has had little importance
outside of the continent itself.
g African history began with slavery
and colonisation.
Glossary for the
recorded text
slide lysbilde
lecture foredrag
primarily først og fremst
subway undergrunnsbane
(USA)
tube undergrunnsbane
(London)
firm fast og bestemt
informal uhøtidelig/
uhøgtideleg
poverty fattigdom
common alminnelig/
vanleg
perception oppfatning
the basics det mest
grunnleggende
in possession of i besittelse
av / som har til rådvelde
diversity variasjon
desert [] ørken
chart kartlegge/kartleggje
female kvinnelig/kvinneleg
ancestor opphav
the Nile Valley Nildalen
concept begrep/omgrep
pattern mønster
spiritual åndelig/åndeleg
ancient svært gammel /
svært gammal
mummy mumie
absorbed in oppslukt av
during the course of
i løpet av
presence nærvær
beam stråle
slide innrømme
polite høflig/høfleg
whereas mens
unruly vill
storey etasje
essentially først og fremst
audience publikum
magnificent storslått
lineage avstamning, opphav
/ avstamming, opphav
shackles and chains
lenker/lenkjer
gratifying givende/givande
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This time for africa
“Waka Waka” (This time for Africa) was the official song for the 2010 FIFA
World Cup. Shakira, an artist from Colombia, was invited to be the lead
singer, but African artists performed the song with her. According to
Shakira, the song is a blend of African traditional songs and Colombian
rhythms. For instance, the chorus “Tsamina mina Zangalewa” and the
words “Waka Waka” are borrowed from a traditional Cameroonian
soldier's song. Both phrases are in Fang, a Central African language, and
may be translated into “Where do you come from” and “Do it”.
Not everyone believed that Shakira was the best choice. People in South
Africa argued that a local singer should have performed the official World
Cup song. Shakira, however, responded to the criticism this way: “The
World Cup is about this melting pot, you know, in which so many cultures
come together. So when Sony ... asked me to write a song for the World
Cup, I decided to bring a little bit of my culture, too, which is attached to
Africa through an umbilical cord. I mean, I was raised listening to music
that was heavily influenced by African music ... that’s how close
Colombians are to African culture.”
What do you think? Was Shakira the right
choice? Did the song function as part of the
melting pot?
1
Waka Waka
5
10
You’re a good soldier
Choosing your battles
Pick yourself up
And dust yourself off
And back in the saddle
You’re on the frontline
Everyone’s watching
You know it’s serious
We're getting closer
This isn’t over
15
The pressure is on
You feel it
But you’ve got it all
Believe it
When you fall get up
Oh oh ...
And if you fall get up
Eh Eh ...
Tsamina mina
Zangalewa
Cuz this is Africa
Tsamina mina eh eh
Waka Waka eh ehTsamina mina zangalewa
Anawa aa
This time for Africa
Listen to your god
This is our motto
Your time to shine
Dont wait in line
Y vamos por Todo
Shakira and John Hill
Speaking
Read the lyrics and answer the following
questions:
1 Why do you think the lyrics of a soldier’s
song were chosen for the official World Cup
song?
2 Do you find the song inspiring?
3 If you read closely, you will discover that
the lyrics are in English, Spanish and Fang.
Why do you think the songwriter chose to
combine several languages?
Writing
When South Africa was chosen to host the
World Cup, they had to upgrade their
infrastructure, healthcare and police force. This
made the World Cup very expensive for South
Africa. Was it a good investment? Read the
government's own assessment at: www.sa2010.
gov.za/en/node/3353. Choose one of the topics
covered there, for instance “Policing and justice”
and write a summary. Make a wordlist. Share
your notes with a classmate.
language work
Football is a sport that has captured people all
over the world, and many of us know the basic
rules of the game. The question is – do you
know how to talk about football in English? Use
the words listed below and pretend that you are
having a conversation with a teammate about a
recent match. Write out the conversation.
You may start like this: What do you think
about Harris’s foul? What was the referee thinking?
We all know that ...
Words that you may include in your text:
penalty area, corner, referee, linesman, forward,
midfielder, free kick, throw-in, whistle, touchline.
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4:84Before you read / watch the movie
What are diamonds used for? Do you know where they come from? Why are diamonds
so expensive, do you think?
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blood Diamond
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The Movie
Title: Blood Diamond
Category: Drama
Production Year: 2006
Director: Edward Zwick
Runtime: 143 mins (DVD version)
Main Cast:
Leonardo DiCaprio as Danny Archer
Jennifer Connelly as Maddy Bowen
Djimon Hounsou as Solomon Vandy
Sierra Leone is a small country in West Africa. In 1999 a
civil war is raging. Villages are burnt down, women are
raped and mutilated, children are shot down, and millions
are driven from their homes.
Control of the diamond mines is crucial, as diamonds
are needed to fund the war. With enough diamonds the
conflict and the atrocities can go on for ever.
Diamonds from such war zones are called “blood
diamonds”. The film was nominated for five Oscars, and
brought the problem of blood diamonds to the world’s
attention.
1
cynic kyniker/kynikar
appraise vurdere
play rough spille tøff / spele tøff
Rhodesia eldre navn på
Zimbabwe / eldre namn på
Zimbabwe
make a difference bety noe,
gjøre forskjell / bety noko, gjere
forskjell
buck dollar
make a buck tjene penger /
tene pengar
Pease Corps fredskorps
stay in power bli ved makten /
bli ved makta
exile landflyktighet / eksil, utlegd
rebel opprører/opprørar
UNICEF FNs barnefond
soldier of fortune lykkejeger;
leiesoldat / lykkejeger;
leigesoldat
missionary misjonær
bling-bling pynt, jåleri
bling-bang dødelig alvor /
dødeleg alvor
5
10
f Leonardo DiCaprio as
Danny Archer, Jennifer
Connelly as Maddy Bowen
and Djimon Hounsou as
Solomon Vandy in Blood
Diamond (2006).
Danny Archer (Leonardo DiCaprio) is a white diamond smuggler from
Zimbabwe. Maddy Bowen ( Jennifer Connelly) is a white American reporter.
This is their first meeting – in an out-door bar.
1
When’s the last time the world wasn’t falling apart?
Oh. A cynic! Why don’t you sit down and make me miserable!
(Laughs. Introduces himself.) Danny Archer.
Maddy Bowen.
Pleased to meet you!
(Appraising her.) American?
Maddy Guilty!
Danny Americans usually are.
Maddy (Raises an eyebrow. He plays rough. She likes it.) Says the white
South African?
Danny I’m from Rhodesia.
Maddy We say Zimbabwe now, don’t we?
Danny Do we?
Maddy Last time I checked.
Danny So, don’t tell me, you’re here to make a difference?
Maddy And you’re here to make a buck?
Danny I’m only here for lack of a better idea.
Maddy That’s a shame!
Danny Not really! Peace Corps types only stay around long enough to realise
they’re not helping anyone. The Governments only want to stay in power until
they’ve stolen enough to go into exile somewhere else. And the rebels, they’re
not sure they want to take over, otherwise they’d have to govern this mess.
But TIA, right M’Ed?
M'ed TIA.
Maddy What’s TIA?
Danny “This Is Africa.”
Want another?
Maddy Sure!
So, which one are you? Smuggler?
Danny Am I?
Maddy Somehow you don’t strike me as the UNICEF type.
(Danny just smiles.)
Danny How about soldier of fortune – or is that too much of a cliché?
Maddy Diamonds?
Danny What if I told you I was a missionary.
Maddy (Laughs) For Van de Kaap?
Danny (Looks over his shoulder) Better watch that type of talk, Miss Bowen.
You know, in America it’s “bling-bling” but out here it’s “bling-bang”.
We wouldn’t want you getting any trouble.
Maddy How much trouble do you think I would get into for talking about
blood diamonds?
5
Danny
Maddy
Danny
Maddy
Danny
10
15
20
25
30
35
40
45
get it forstå
stool barkrakk
piss off forsvinne
off the record uoffisielt, fortrolig
/ uoffisielt, fortruleg
(And then, suddenly, Danny gets it. His face turns to stone.
Danny ...You’re a journalist?
Maddy That’s right.
(Danny stands up from his stool.)
Danny Piss off.
(Danny leaves. Maddy follows him out.)
Maddy For five years this country has reported almost no diamond exports,
while Liberia right next door has exported two billion dollars worth.
Very odd, considering that Liberia has no diamonds to speak of.
Danny I’m shocked!
Maddy Now, Van de Kaap denies trading in blood diamonds, but admits it’s
nearly impossible to tell where a diamond comes from – unless their
smuggler gets caught.
Danny What do you want from me?
Maddy You know all about Van de Kaap. Help me out! Off the record!
Danny Well, off the record, I like to get kissed before I get fucked!
(He walks away angry)
Maddy Shit!
Quotes
Sometimes I wonder – will God ever forgive us for what we’ve done to each other?
Then I look around and I realize God left this place a long time ago.
Danny Archer (Leonardo DiCaprio)
T.I.A. This is Africa.
You come here with your laptop computers, your malaria medicine …
and think you can change the outcome, huh?
Out here, people kill each other as a way of life. It’s always been like that.
The entire country’s at war. Why should I help this one person?
– I can’t believe I just said that.
Maddy Bowen ( Jennifer Connelly)
1
Reading
Speaking
Write one paragraph summing up what happens
in the film script above.
a As you find out more about “blood
diamonds”, do you think diamonds deserve to
be “a girl’s best friend”? What could we use
instead of diamonds?
b Why do you think rebel groups sometimes
prefer to use child soldiers? Is there any way
we can fight this abuse of children?
5
10
15
questions:
a Who is Danny Archer?
b Who is Maddy Bowen?
c Where do they first meet?
d What does Maddy say when Danny tells her
he is from Rhodesia?
e What does TIA mean?
f How does Danny react when he understands
that Maddy is a reporter?
g What kind of story is Maddy interested in?
h What does Danny think of that?
i Why is it strange that Liberia exports a lot of
diamonds?
j What does Maddy think is going on?
k What kind of firm is Van de Kaap?
l What are blood diamonds?
m What does Maddy want from Danny Archer?
n Why do you think he is so negative?
4:87 Understanding film
View the film first, then answer these questions:
a Setting: Where and when is the film set?
What is your impression of the situation in
that country at that time?
b Character: Describe the two main characters
of the film, including for each of them:
Name, nationality, profession, appearance,
personality, and whether you like/trust the
character.
c Relationship: Describe the relationship
between Maddy Bowen and Danny Archer in
the film. How does the relationship change
during the film?
d Theme: Maddy Bowen says: “The entire
country’s at war. Why should I help this one
person? – I can’t believe I just said that.” Why
do you think she corrects herself at the end
of this statement?
Writing
Watch the movie Blood Diamond. Then write an
email to a friend telling him about the film.
Watch the movie Blood Diamond. Then write a
film review. (See page 302 for help.)
4:91 Find out more
a In 2003 some 40 nations signed the
“Kimberley Process”. Use the Internet to find
information about this process. Report your
findings in class.
b Use the Internet to find information about
the use of child solders. Report your findings
in class.
c Use the Internet to find information about
Sierra Leone. Report your findings in class.
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ON
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View of Kerry, Ireland.
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D
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Irish-born comedians and
playwrights are famous for
their witty one-liners:
Ireland
The Republic of Ireland is bordered by Northern Ireland (which is a part of
the United Kingdom) in the north, and otherwise by the Atlantic Ocean and
the Irish Sea.
A generation ago Ireland was one of the poorest countries in Western
Europe, with few attractive jobs and high emigration. Millions had left for
the USA since the mid-1800s. Ireland joined the European Union along with
Britain in 1973, but this did not change much.
In the late 1980s an economic crisis led Ireland to start large-scale
economic reforms. Taxes and regulations were dramatically reduced to
encourage private investment and attract foreign capital. Since then the Irish
economy has enjoyed a long period of growth, greatly improving the
standard of living. Ireland has emerged as an attractive destination for
“True friends stab you in the front.”
1
Oscar Wilde, author
“If it was raining soup, the Irish would
go out with forks.”
Brendan Behan, author
5
foreign immigrants who now make up approximately 10% of
the population. Up until 2008 Ireland had the fastest growing
population in Europe.
When the financial crisis set in in 2008, Ireland was hit hard.
Part of the Irish economy turned out to rest on a property
bubble, and Ireland was the first EU country to go into
recession.
Ireland is a member of the EU and the UN, but because of
its neutrality the country is not a member of NATO.
1
5
10
Irish C ultur e
The Irish love music and dancing, and every year a large
number of concerts and festivals are held in Ireland. Besides,
the same.”
Irish music has become an international success story. The
George Bernard Shaw, playwright
Republic of Ireland, with a population of only 4.5 million, has
won more Eurovision Song Contests than any other country.
In the 1980s megastars such as U2, and folk groups like the
Dubliners became known in every corner of the globe. In the 1990
(See also Oscar Wilde's
Riverdance left audiences breathless wherever it was staged, while the
short story “The Model
Cranberries spread Irish rock music around the world. In the 2000s singer/
Millionaire” on page 99.)
songwriters like Damien Rice has made sure Irish rock is not forgotten.
Music is not the only part of Irish culture to have world-wide appeal,
however. Even Irish pubs have become an export commodity. Complete pub
interiors and exteriors are sold around the world, and have become a
success even in wine-drinking countries like France. And once the pubs have
been built, of course, they begin to sell more traditional Irish exports like
Irish beer and Irish whiskey.
“Do not do unto others as they should
do unto you; their tastes may not be
10
Fast Facts
Official name (English): Ireland
Official name (Irish): Eire
Capital: Dublin
Other major cities: Cork, Galway, Limerick
Government: Republic, parliamentary
ATLANTIC
OCEAN
Northern
Ireland
Scotland
Belfast
democracy
I r e l a n d
Currency: Euro
Official national language: Irish, English
Famous for: music, celtic myths, the harp,
Galway
Dublin
Irish
Sea
Limerick
whiskey, beer, Guiness World Records,
Riverdance
Cork
Waterford
Celtic
Sea
Wales
15
20
25
parapet (lavt) rekkverk
ooze piple
sleeve erme
deadened sensation
følelsesløshet/kjensleløyse
breastwork brystvern
rip snitte, sprette
lodge sitte fast / sitje fast
fracture brekke
grind one’s teeth skjære tenner /
skjere tenner
field dressing feltbandasje
Æ
iodine [ aIÚdiÜn] jod
fluid væske
Æ
paroxysm [ pœr´ksIz´m] anfall
cotton wadding bomullskompress
wrap vikle
4:92Before you read
• There are several armed conflicts in the world today. Can you mention a few
examples? Do these conflicts have anything in common?
• Can you understand people who are willing to kill or die for a cause?
Li a m O ’F l a h e r t y
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noise would wake the dead. He stopped to pick the rifle up. He couldn’t lift
it. His forearm was dead. “Christ,” he muttered, “I’m hit.” Dropping flat on
the roof, he crawled back to the parapet. With his left hand he felt the
injured right forearm. The blood was oozing through the sleeve of his coat.
There was no pain just a deadened sensation, as if the arm had been cut off.
Quickly he drew his knife from his pocket, opened it on the breastwork
of the parapet and ripped open the sleeve. There was a small hole where the
bullet had entered. On the other side there was no hole. The bullet had
lodged in the bone. It must have fractured it. He bent the arm below the
wound. The arm bent back easily. He ground his teeth to overcome the
pain.
Then, taking out his field dressing, he ripped open the packet with his
knife. He broke the neck of the iodine bottle and let the bitter fluid drip into
the wound. A paroxysm of pain swept through him. He placed the cotton
wadding over the wound and wrapped the dressing over it. He tied the end
with his teeth.
1
5
10
15
the sniper
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20
Liam O’Flaherty (1896–1984) was a great Irish novelist and short story writer, born and raised on the
Aran Islands off the west coast of Ireland.
His short story “The Sniper” (1922) is about the Irish Civil War (1920-21). Liam O’Flaherty
himself fought on the Republican side, and the short story was written while the war was still
going on. It was his first published work, and was well received. Drama and realism, as well as a
surprise ending, are trademarks of nearly all his writing.
Today, more than two decades after his death, his stories are still widely read, even by young
people around the world.
25
30
sniper snikskytter/snikskyttar
armoured car panserkjøretøy
advance kjøre framover
yard = 3 fot = ca. 91 cm
dull langsom/langsam
panting stønning/stynjing
pierce trenge gjennom
tattered fillet/fillete
shawl sjal
informer angiver/angivar
turret kanontårn
dart pile, skynde seg / pile,
skunde seg
whirl virvle/kvervle
shriek skrik, hyl
gutter rennestein
curse ed, forbannelse / ed,
forbanning
clatter klirre, skramle
Just then an armoured car came across the bridge and advanced slowly up
the street. It stopped on the opposite side of the street fifty yards ahead.
The sniper could hear the dull panting of the motor. His heart beat faster.
It was an enemy car. He wanted to fire, but he knew it was useless. His
bullets would never pierce the steel that covered the grey monster.
Then round the corner of a side street came an old woman, her head
covered by a tattered shawl. She began to talk to the man in the turret of
the car. She was pointing to the roof where the sniper lay. An informer.
The turret opened. A man’s head and shoulders appeared, looking
towards the sniper. The sniper raised his rifle and fired. The head fell heavily
on the turret wall. The woman darted toward the side street. The sniper
fired again. The woman whirled round and fell with a shriek into the gutter.
Suddenly from the opposite roof a shot rang out and the sniper dropped
his rifle with a curse. The rifle clattered to the roof. The sniper thought the
1
35
5
40
10
45
corpse lik
muzzle munning
report (her:) smell
slant (her:) bevege på skrå /
røre seg på skrå
ruse list
chimney pot skorsteinspipe
edge kant
dim svak
tremble skjelve
eagerness iver
nostril nesebor/nasebore
recoil rekyl
peer stirre/stire
utter ytre, utstøte / ytre, utstøyte
reel sjangle, vakle
agony smerte, pine
clutter ramle
thud dunk
remorse anger
bead perle
fast faste
revolt (her:) føle avsky
chatter klapre
gibber bable
oath ed
hurl kaste
concussion rystelse/risting
Then he lay still against the parapet, and closing his eyes he made an
effort of will to overcome the pain.
In the street beneath all was still. The armoured car had retired speedily
over the bridge, with the machine gunner’s head hanging lifeless over the
turret. The woman’s corpse lay still in the gutter.
The sniper lay for a long time nursing his wounded arm and planning
escape. Morning must not find him wounded on the roof. The enemy on
the opposite roof covered his escape. He must kill that enemy and he could
not use his rifle. He had only a revolver to do it. Then he thought of a plan.
Taking off his cap, he placed it over the muzzle of his rifle. Then he
pushed the rifle slowly upwards over the parapet, until the cap was visible
from the opposite side of the street. Almost immediately there was a
report, and a bullet pierced the centre of the cap. The sniper slanted the
rifle forward. The cap slipped down into the street. Then, catching the rifle
in the middle, the sniper dropped his left hand over the roof and let it hang,
lifelessly. After a few moments he let the rifle drop to the street. Then he
sank to the roof, dragging his hand with him.
Crawling quickly to the left, he peered up at the corner of the roof. His
ruse had succeeded. The other sniper seeing the cap and rifle fall, thought
that he had killed his man. He was now standing before a row of chimney
pots, looking across, with his head clearly silhouetted against the western
sky.
The Republican sniper smiled and lifted his revolver above the edge of
his parapet. The distance was about fifty yards – a hard shot in the dim
light, and his right arm was paining him like a thousand devils. He took a
steady aim. His hand trembled with eagerness. Pressing his lips together, he
took a deep breath through his nostrils and fired. He was almost deafened
with the report and his arm shook with t he recoil.
Then, when the smoke cleared, he peered across and uttered a cry of joy.
His enemy had been hit. He was reeling over the parapet in his death agony.
He struggled to keep his feet, but he was only falling forward, as if in a
dream. The rifle fell from his grasp, hit the parapet, fell over, bounded off
the pole of a barber’s shop beneath and then cluttered on the pavement.
Then the dying man on the roof crumpled up and fell forward. The
body turned over and over in space and hit the ground with a dull thud.
Then it lay still.
The sniper looked at his enemy falling and he shuddered. The lust of
battle died in him. He became bitten by remorse. The sweat stood out in
beads on his forehead. Weakened by his wound and the long summer day
of fasting and watching on the roof, he revolted from the sight of the
shattered mass of his dead enemy. His teeth chattered. He began to gibber
to himself, cursing the war, cursing himself, cursing everybody. He looked
at the smoking revolver in his hand and with an oath he hurled it to the
roof at his feet. The revolver went off with the concussion, and the bullet
whizzed past the sniper’s head. He was frightened back to his senses by the
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15
20
25
30
35
40
45
steady roe
scatter (her:) lette
draught [drAÜft] slurk
reckless uvøren, dumdristig
company commander
kompanisjef
skylight takvindu/takvindauge
laneway (her:) smug
curiosity nysgjerrighet/nyfikne
peer kikke
hail skur
shock. His nerves steadied. The cloud of fear scattered from his mind and
he laughed.
Taking the whiskey flask from his pocket, he emptied it at a draught. He
felt reckless under the influence of the spirits. He decided to leave the roof
and look for his company commander to report. Everywhere around was
quiet. There was not much danger in going through the streets. He picked
up his revolver and put it in his pocket. Then he crawled down through the
skylight to the house underneath.
When the sniper reached the laneway on the street level, he felt a sudden
curiosity as to the identity of the enemy sniper whom he had killed. He
decided that he was a good shot whoever he was. He wondered if he knew
him. Perhaps he had been in his own company before he split in the army.
He decided to risk going over to have a look at him. He peered around the
corner into O’Connell Street. In the upper part of the street there was
heavy firing, but around here all was quiet. The sniper darted across the
street. A machine gun tore up the ground around him with a hail of bullets,
but he escaped. He threw himself face downwards beside the corpse. The
machine gun stopped.
Then the sniper turned over the dead body and looked into his brother’s
face.
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GAT
g The Republican sniper killed the other
sniper.
h The other sniper was an Englishman.
a Try to explain what a sniper is.
b Why didn’t the sniper fire at the enemy car at
first?
c What did the old woman do?
d Who did the sniper kill first?
e Who did he kill next?
f Why did he shoot the old woman?
g Then the sniper himself was shot. Who shot
him?
h How badly was he hurt?
i Describe how he gave himself first aid.
j Describe how he fooled the other sniper.
k Who was the enemy sniper?
4:97 Find out more
Use Internet resources or reference books in the
library to find information about the Irish Civil
War. Take notes and report back to your class.
calling for a “French Quebec”.
Montreal, Quebec, Canada.
XT
61
Canada
Canada is the second largest country in the world. It has endless plains,
awesome mountains, modern cities – and it has both an English-speaking
and a French-speaking population. Canada was a French colony – called
New France – until the French lost the territory to the British in 1763.
Canada is a monarchy with the British monarch (in 2009 Queen
Elisabeth II) as the head of state. But the Prime Minister is the country’s real
leader.
Canada’s Parliament has two chambers – the House of Commons and
the Senate. The country is a federation of ten provinces and three
territories. Ottawa is the capital.
Canada is a multicultural country, and was the first country to have an
expressed policy of multiculturalism. An important issue for many years has
been whether French-speaking Quebec should become independent or not.
Canada’s native peoples are the North American Indians, the Inuit and
the Métis.
a In some ways a civil war is worse that any
other war. Why?
b People are often entertained by violence in
films and computer games. Do you think
such entertainment inspires people to be
violent?
Two girls run past political graffiti
XT
TE
false
true
f The Republican sniper was hurt by
the other sniper.
TE
XT
Speaking
c He tried to shoot an old woman, but
missed.
I
YS
N
XT
e There was an enemy sniper on the
opposite roof.
b The story is told from the point of
view of a Republican sniper.
D
T
ES
IO
T
A
N
TE
d He managed to blow up an armoured
car.
Write short answers to the following questions,
and then discuss your answers in class:
a Did the sniper have a successful day from a
military point of view?
b Do you think he was happy at the end of the
day?
c What is the big surprise at the end of the
story?
d Do you think he would have shot if he knew
it was his brother?
e The term “his brother” may have several
meanings. Which ones can you think of ?
f The characters in this story are “faceless” and
nameless. Why do you think the writer has
chosen not to describe them in detail?
Tick off true and false statements, then correct
the false ones:
a This story is set during the Irish Civil
War.
TE
Reading
EWA
f
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In their spare time
What Net teens say they do in their spare time:
Play sports 35%
Hang out with friends 31%
Surf the Net 15%
Watch TV 14%
Read 14%
Play video games 13%
Listen to music 11%
(Source: www.thecanadianencyclopedia.com)
Fast Facts
Official name: Canada
Capital: Ottawa
Other major cities: Montreal, Quebec, Winnipeg, Calgary, Vancouver
Government: Constitutional monarchy, federal state, parliamentary democracy
Currency: Dollar
Official national languages: English, French
Official regional languages: Several indigenous languages have official status in parts of Canada
Famous for: maple syrup, mounted police (Mounties), curling, ice hockey, good health care, vast areas of wilderness
Greenland
ARCTIC
OCEAN
Baffin
Bay
An Inuit family walks past
the new parliament building
in Iqaluit, Nunavut, Canada.
Yo u n g Ca n a di a ns a nd t he I nt e r ne t
Young people in Canada are not much different from youth elsewhere.
A recent survey showed the following results when young people and their
parents were asked about their Internet use. Are there any results that
surprise you? Do they differ from your own Internet use?
1
5
Hockey is Canada’s
national game, and
Hockey Night is one
of the highest-rated
programmes on
Canadian television.
It is also the world’s
oldest sports
programme still on
the air.
What they do on the Net
Homework research: (teens): 93%; business research (parents): 67%
Get information on favourite performing artists: teens 80%; parents 37%
Play games: teens 75%; parents 38%
Listen to music or download MP3 files: teens 74%; parents 34%
Get music lyrics or scores: teens 72%; parents 33%
Get information on favourite celebrities: teens 69%; parents 26%
Join chat sessions or discussion groups: teens 68%; parents 27%
Download software: teens 59%; parents 62%
Use instant messaging: teens 59%; parents 29%
Get sports information: teens 57%; parents 39%
Browse or get product information: teens 46%; parents 75%
Have bought something: teens 10%; parents 36%
United
States
Nunavut
Yukon
Territory
Northwest
Territories
Hudson
Bay
C a n a d a
10
Edmonton
Calgary
15
PACIFIC
OCEAN
Vancouver
Quebec
Manitoba
British
Alberta Saskatchewan
Columbia
Regina
NORTHERN
ATLANTIC
OCEAN
Radisson
Ontario
Newfoundland
Winnipeg
Victoria
Québec
OTTAWA
United States
Toronto
St. John´s
Montreal
Halifax
4:98Before you read
– What do you know about ice hockey?
– Have you played it?
– Do you find it interesting to watch? Why? / Why not?
Roch C a r r i e r
TE
TE
62
XT
XT
XT
TE
TE
the hockey sweater
XT
The winters of my childhood were long, long seasons. We
lived in three places – the school, the church and the skatingRoch Carrier (1937–) comes from
rink – but our real life was on the skating-rink. Real battles
the French-speaking Quebec.
were won on the skating-rink. Real strength appeared on the
Many of his works have become
skating-rink. The real leaders showed themselves on the
classics that are widely read at
skating-rink. School was a sort of punishment. Parents always
schools and universities in Canada.
want to punish children and school is their most natural way
“The Hockey Sweater” is
of punishing us. However, school was also a quiet place
one of the best known Canadian
where we could prepare for the next hockey game, lay out
short stories and an excerpt of
our next strategies. As for church, we found there the
it is printed in both English and
tranquillity of God: there we forgot school and dreamed
French on the Canadian five dollar
about the next hockey game. Through our daydreams it
bill. “Le Chandail de Hockey” was
might happen that we would recite a prayer: we would ask
published in 1979. The story has
God to help us play as well as Maurice Richard.
been made into an animated short
film, narrated by Carrier in both
We all wore the same uniform as he, the red, white and
the French and English versions.
blue uniform of the Montreal Canadiens, the best hockey
team in the world; we all combed our hair in the same style
as Maurice Richard, and to keep it in place we used a sort of
glue – a great deal of glue. We laced our skates like Maurice Richard, we
taped our sticks like Maurice Richard. We cut all his pictures out of the
papers. Truly, we knew everything about him.
On the ice, when the referee blew his whistle the two teams would rush
at the puck; we were five Maurice Richards taking it away from five other
Maurice Richards; we were ten players, all of us wearing with the same
blazing enthusiasm the uniform of the Montreal Canadiens. On our backs,
we all wore the famous number 9.
1
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15
20
25
Page 276
animated film animasjonsfilm
sweater genser
skating-rink skøytebane
battle slag, kamp
appear komme til syne
lay out legge fram
tranquillity ro, fred
comb gre, kjemme
uniform (her:) drakt
glue lim
recite a prayer si fram en bønn
lace knyte lissene, snøre
tape our sticks surre køllene
med tape
stick kølle
puck puck (i ishockey)
referee dommer
Page 277
blazing brennende
torn revet i stykker
leaf through bla gjennom
order form bestillingsskjema
hand (her:) håndskrift/handskrift
Cher Monsieur Eaton (fransk:)
Kjære Herr Eaton
wrapping innpakking
disappointment skuffelse
sorrow sorg
maple leaf lønneblad
One day, my Montreal Canadiens sweater had become too small; then it
got torn and had holes in it. My mother said: “If you wear that old sweater
people are going to think we’re poor!” Then she did what she did whenever
we needed new clothes. She started to leaf through the catalogue the Eaton
company sent us in the mail every year. My mother was proud. She didn’t
want to buy our clothes at the general store; the only things that were good
enough for us were the latest styles from Eaton’s catalogue. My mother
didn’t like the order forms included with the catalogue; they were written in
English and she didn’t understand a word of it. To order my hockey
sweater, she did as she usually did; she took out her writing paper and wrote
in her gentle schoolteacher’s hand: “Cher Monsieur Eaton, Would you be
kind enough to send me a Canadiens sweater for my son who is ten years
old and a little too tall for his age and Docteur Robitaille thinks he’s a little
too thin? I’m sending you three dollars and please send me what’s left if
there’s anything left. I hope your wrapping will be better than last time.”
Monsieur Eaton was quick to answer my mother’s letter. Two weeks
later we received the sweater. That day I had one of the greatest
disappointments of my life! I would even say that on that day I experienced
a very great sorrow. Instead of the red, white and blue Montreal Canadiens
sweater, Monsieur Eaton had sent us a blue and white sweater with a maple
leaf on the front – the sweater of the Toronto Maple Leafs. I’d always worn
the red, white and blue Montreal Canadiens sweater; all my friends wore
the red, white and blue sweater; never had anyone in my village ever worn
1
5
10
15
20
the Toronto sweater, never had we even seen a Toronto Maple Leafs
sweater. Besides, the Toronto team was regularly trounced by the
triumphant Canadiens. With tears in my eyes, I found the strength to say:
“I’ll never wear that uniform.”
“My boy, first you’re going to try it on! If you make up your mind about
things before you try, my boy, you won’t go very far in this life.”
My mother had pulled the blue and white Toronto Maple Leafs sweater
over my shoulders and already my arms were inside the sleeves. She pulled
the sweater down and carefully smoothed all the creases in the abominable
maple leaf on which, right in the middle of my chest, were written the
words “Toronto Maple Leafs”. I wept.
“I’ll never wear it.”
“Why not? This sweater fits you … like a glove.”
“Maurice Richard would never put it on his back.”
“You aren’t Maurice Richard. Anyway, it isn’t what’s on your back that
counts, it’s what you’ve got inside your head.”
“You’ll never put it in my head to wear a Toronto Maple Leafs sweater.”
My mother sighed in despair and explained to me:
“If you don’t keep this sweater which fits you perfectly I’ll have to write
to Monsieur Eaton and explain that you don’t want to wear the Toronto
sweater. Monsieur Eaton’s an Anglais; he’ll be insulted because he likes the
Maple Leafs. And if he’s insulted do you think he’ll be in a hurry to answer
us? Spring will be here and you won’t have played a single game, just
because you didn’t want to wear that perfectly nice blue sweater.”
So I was obliged to wear the Maple Leafs sweater. When I arrived on the
rink, all the Maurice Richards in red, white and blue came up, one by one, to
take a look. When the referee blew his whistle I went to take my usual
position. The captain came and warned me I’d be better to stay on the
forward line. A few minutes later the second line was called; I jumped onto
the ice. The Maple Leafs sweater weighed on my shoulders like a mountain.
The captain came and told me to wait; he’d need me later, on defense. By
the third period I still hadn’t played; one of the defensemen was hit in the
nose with a stick and it was bleeding. I jumped on the ice: my moment had
come! The referee blew his whistle; he gave me a penalty. He claimed I’d
jumped on the ice when there were already five players. That was too much!
It was unfair! It was persecution! It was because of my blue sweater! I struck
my stick against the ice so hard it broke. Relieved, I bent down to pick up the
debris. As I straightened up I saw the young vicar, on skates, before me.
“My child; he said, just because you’re wearing a new Toronto Maple
Leafs sweater unlike the others, it doesn’t mean you’re going to make the
laws around here. A proper young man doesn’t lose his temper. Now take
off your skates and go to the church and ask God to forgive you.”
Wearing my Maple Leafs sweater I went to the church, where I prayed
to God; I asked him to send, as quickly as possible, moths that would eat up
my Toronto Maple Leafs sweater.
1
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15
20
25
Toronto Maple Leafs vs Montreal Canadiens in January 2009.
regularly regelmessig
trounce [traUns] slå (i sport)
smooth glatte ut
Æ
triumphant [traI ømfńt]
seirende/sigrande
sleeve erme
crease krøll
abominable avskyelig/avskyeleg
glove hanske
Anglais (fransk:) engelskmann
insult fornærme
be obliged to være tvunget til
forward line løperrekke/
løparrekkje
penalty straffe
rink bane
persecution forfølgelse
relieved lettet/letta
debris rester, søppel
vicar prest
proper skikkelig/skikkeleg
moth møll
The Montreal Canadiens and the Toronto Maple Leafs are two of the oldest teams in the National Hockey
League, both belonging to the “Original Six”. Through 90 years of rivalry they have both brought home
the highest trophies: The Canadiens have won 24 Stanley Cup championships, the Maple Leafs have won
13. This makes them the best and second-best team over time.
The National Hockey League covers all of North America, and is composed of 6 Canadian teams and 24
30
teams from the USA. The Stanly Cup is considered one of the oldest and highest sports trophies in America.
Today the Canadiens and the Maple Leafs are both professional ice hockey teams. At the time of
writing (2008), the Maple Leafs is ranked as the most valuable team in the league ($ 448 mill), with the
New York Rangers as no. 2 and the Montreal Canadiens as no. 3.
35
T. Eaton & Co. Ltd. was established by an Irish immigrant in 1869. It soon
grew to become an institution in Canada, and by 1930 the company
controlled almost 60% of the department store trade. In 1884 Eton’s
Catalogue was published. The mail order business was a huge success, and
40
the Catalogue was soon found in practically every home in Canada.
As more and more Canadians moved to the cities, mail order shopping
fell out of fashion. In 1999, after 130 years in business, Eaton’s went
bankrupt.
45
Reading
a What does the text say about school?
b What relationship did the young boys have to
the church and God?
c What was their favourite hockey team?
d Who was Maurice Richard?
e What sort of hockey sweater did the young
boy have?
f What condition was it in at the beginning of
the story?
g Why didn’t the mother buy one in a shop
nearby?
h What did she do to get hold of a new sweater?
i How old was her son at the time?
j How was he built?
k Why was he so disappointed when the new
sweater arrived?
l Did the mother agree with him?
m What happened at the first match when he
wore his new sweater?
n Why was he sent to church?
o What did he do in church?
Setting
a Where does the story take place? Is that
important?
b What season is it? Is that important?
c What are the three most important places
according to the young boy?
Character
d How would you describe the young boy (the
“I” of the story)?
e What are the main elements in his life?
f Why is there a conflict between the boy and
his mother?
g What is important to the boy?
h What is important to the mother?
Plot
i Write a brief summary of what happens in
the short story.
j What are the main turning points in the
story?
Theme
k Why is the sweater so important to the young
boy?
l What is the theme of this story?
Speaking
Assessment
Part 4Worldwide
Text
Topic
4:101 Role play
The young boy says, “I’ll never wear that
uniform”.
The mother says, “Why not? This sweater fits
you … like a glove”.
Work in pairs. One of you plays the mother, the
other plays the young boy. Act out a discussion
between the two.
Discuss in pairs. Then sum up in class.
Why are clothes and dress code so important to
children and youngsters?
Yes
Partly
No
Yes
Partly
No
Yes
Partly
No
Language learning
Yes
Partly
No
Yes
Partly
No
Yes
Partly
No
Yes
Partly
No
Yes
Partly
No
Yes
Partly
No
Yes
Partly
No
Writing
4:103 Writing a persuasive text
Write a text in which you advise the mother what
to do about the sweater problem.
Write a text about “The Hockey Sweater” based
on your answers in 4:100.
4:105 Find out more
Choose a topic concerning Canada that you
would like to know more about (i.e. hockey,
Maurice Richard, a specific hockey team, the
relationship between French-speaking and
English-speaking communities, wildlife, the
wilderness, the Inuit (Eskimoes) or any other
topic.
a Use the Internet to find information about
your topic.
b Report your findings in class.
Communication
I can produce a multimodal digital text
I can discuss conditions and values in various English-speaking countries
Yes
Partly
No
Yes
Partly
No
Yes
Partly
No
I can discuss literary texts from various countries and periods Yes
Partly
No
I can discuss the literature of indigenous peoples
Yes
Partly
No
lOOK IT UP!
R eference section
Look It Up! Gateways 285
How Can I Learn English?
Learning a language is a long process. You build
up your skills day by day. There are four basic
skills that you have to improve: listening,
reading, speaking, and writing.
MAIN FOCUS
La n gu a ge l ea r ni ng
• use suitable learning methods and learning strategies
• use digital and other tools, including dictionaries
C om mu n i cat i on
•
•
•
•
•
•
choose suitable listening and reading strategies
choose suitable speaking and writing strategies
write formal and informal texts
use sources appropriately and responsibly
produce multimodal digital texts
C u l t u r e, s o c i e t y a nd l i t e r at ur e
• discuss film and literature
Learning to listen
Spoken English is more basic than written
English, and in order to learn the spoken
language you have to listen very carefully. How
do native speakers express themselves?
Use every opportunity to listen: people, films,
TV, recorded songs and so on. Try to understand
the main message first. Then you can concentrate
on details and finer nuances of meaning.
Learning to read
When you read the texts in your textbook, first
try to understand the overall meaning of the
sentences you read; don’t worry too much about
details. You can look up words later.
Then study the glossary and other
information in the margin. This will help you
understand the details.
Read sentences several times. Try to get the
feel of the language.
Read aloud as often as you can. Practise until
it sounds about right. This will help your
pronunciation.
Learning to speak
Learning to speak a foreign language takes a lot
of practice. The upside of that is that if you
practice, you will learn it. Practice a little every
day if possible. Speaking English with your
classmates is good.
When you hear native speakers, use them as
models. What are the sounds like? Try to get
your own pronunciation correct; practice saying
words, phrases and sentences until they sound
right. When you think you've got the hang of it,
get somebody else to listen to you and say what
they think.
And don't forget the meaning of the
sentences you are practicing!
Learning to write
The best way to learn to write English, is to pay
good attention when you read, and then practise
writing it every day. English spelling is quite
difficult for foreign learners, but practice will
gradually make it easier.
Use your dictionary and the spell checker to
help you get it right, and submit written work to
your teacher for correction and advice as often as
you can.
Learning vocabulary
An essential part of learning a new language is
learning the words. When you listen, read, speak
or write, you always need English words.
For every text in the book, you should select a
handful of new words that you think will be
useful. Write a list of them, read them, and learn
them by heart.
There are several techniques used to learn
words. Some pupils write English words to the
left and the corresponding Norwegian words to
the right. Then you can test yourself by covering
either the Norwegian or English words.
Another trick is to use small cards, where you
write the English word on one side and the
Norwegian translation on the other. When you
test yourself, you can just turn the card to find
the answer. Then you can put aside the cards you
have learnt and concentrate on the rest.
Whatever technique you use, you need to say
and write each word several times to learn it.
Find out for yourself whether 3 times or 5 times
or any other number is enough.
Remember also to learn how words are used
in sentences. One way to do that is by learning
an example sentence.
286 Gateways Look It Up!
Using a Dictionary
Your dictionary can be a very useful tool in your
learning process – once you get used to it. The
English language has millions of words, and new
words are coined all the time. Even native
speakers often use a dictionary to check the
spelling, meaning and pronunciation of words.
A good English dictionary will give you a lot
of information that can help you get your
English right. First of all, it will tell you whether
a particular word has more than one meaning, or
belongs to more than one word class. It will tell
you how to pronounce the word, and give you
grammatical information, such as the past tense
forms of irregular verbs or whether a noun is
countable or uncountable. And there will be
examples of how the headword is used in
phrases, idioms and sentences.
Many dictionaries also have parts that give
you information about punctuation rules, tips for
writing letters and emails, geographical
information including maps, and information
about important cultural institutions.
You can use your dictionary to expand your
vocabulary, too. Try to learn some of the other
headwords that are related to “holiday”. If there
is a reference to another word or synonym, look
up that word and learn it as well.
Using an online dictionary is much like using
a paper version. Type the word you are looking
for, press the return key – and see what you find.
Use your dictionary regularly and make it
your best friend in your language learning
process!
American English
Though there is a large number of fairly distinct
varieties of English around the world, British
and American English are still the dominant ones
– especially in our part of the world. How do
British and American English differ?
Pronunciation
There are certain marked pronunciation
differences between British and American
English:
– In American English the letter “r” is always
pronounced: car, cars.
– Where British English has [AÜ], as in dance,
fast, American English has [œ].
– Americans normally leave out the j-sound, i.e.
say [uÜ] instead of [juÜ] in words like: new,
assume, due; but not in the few and queue.
Spelling
In general, American spelling is a simplification
of British spelling; compare American “check” to
British “cheque” and American “jail” to British
“gaol”.
Here are some spelling differences that you are
likely to come across:
Norwegian BritishAmerican
fargecolourcolor
havn/hamnharbourharbor
grågreygray
programprogrammeprogram
teatertheatretheater
gjennomthroughthru
sjekk; (US) regning
/rekningchequecheck
reisingtravellingtraveling
sentrum, senter
centrecenter
(From Lingua ordbok.)
Vocabulary
British and American English sometimes
use (or prefer) different words for the same
thing. Here are some common examples:
Norwegian BritishAmerican
leilighet/leilegheitflat
apartment
godteri
sweetscandy
kjeks, småkake
biscuit
cookie
heis liftelevator
høst/haust autumnfall
“pommes frites” chips
French fries
“potetgull”
potato crisps potato chips
bensin
petrolgas
(første) klasse
(first) form
(first) grade
bukser
trouserspants
undergrunnsbane undergroundsubway
lastebil lorrytruck
førerkort/førarkort driving licence driver’s license
frontrute
windscreenwindshield
Listening strategies
Depending on the situation, we use different
listening strategies. The strategy should fit what
we are listening to and why we are listening to it.
Think about how you listen in the following
situations:
• a conversation with your best friend
• a conversation you overhear by chance
• a job interview
• a news report on the radio
• a weather forecast on the radio
• loudspeaker information at a train station or
an airport or on a ship
• when you use the phone to book a taxi
• what is being said in a film
• a poetry reading
• a rap performance
• a stand-up comedian
Listening in conversations
In face-to-face conversations we can watch the
speaker’s face and body language. This makes it
easier to understand what the speaker means.
Also, we can ask people to repeat or explain
something if we don’t understand.
Listening for overview
If someone is telling us a story, or we are
listening to a radio or television programme on a
topic that we are interested in, we usually listen
for the main content of what is being said.
Because we already have some knowledge about
the topic, we don’t need to understand every
word that is said. And when we watch television
or a film, the pictures give us a lot of extra
information that helps us understand.
Listening for specific information
Sometimes details are important, as when we
listen for information about our flight at the
airport. This strategy means that we focus on
specific parts of a message. At other times we
listen to get a name or an address on the phone,
or the name of the band that just played a great
tune on the radio.
Reading strategies
Listening for detail
Sometimes we listen to hear most of the details.
This strategy can be useful at an information
meeting, or when we listen to a textbook CD at
school. It is often necessary when we are
learning a foreign language: What exactly did he
say? Did he say “fourteen” or “forty”? “Wet” or
“vet”? “Very” or “vary”?
•
•
•
•
•
•
•
•
Listening for pleasure
Sometimes we listen just to be entertained or to
enjoy ourselves, like when we listen to a stand-up
comedy show. It is up to us how much attention
we pay, and to what extent we listen for detail.
When do you read the text quickly to get an
over-view? When do you read every word on the
page? When do you look over the text in order to
find specific information that you are looking
for? How do layout and pictures help your
reading? Can these “extras” sometimes distract
you from the text?
Different text types call for different reading
strategies. The reason why we read a particular
text also influences the way we read it. In fact, the
strategies we use for reading are very similar to
those we use when we listen. We can become
faster and better readers if we know how to choose
the right strategy. Now, think about how you read
cartoons
recipes
bus timetables
novels
instructions for use
Internet search results
poems
newspaper articles
Reading for overview
This way of reading relies on what we already
know about the topic and text type. It is not
necessary to understand every word, as long as
we get the gist. We see the text as a whole, and
don’t get all the details, but we can read faster.
Layout, as well as pictures and other illustrations,
are important and help us a lot when we read
like this. We often use this strategy, which is also
known as skimming, for example when we read a
newspaper.
Reading for specific information
Here too we make use of our knowledge of the
topic and of similar texts. But this time the point
is not to get a general overview, but to look over
the text in order to spot specific information that
we’re interested in. This strategy is often called
scanning. We use this strategy when we look at
time tables and Internet search results, and we use
it when we look up somebody in the phone book.
Reading for detail
This strategy means that you start at the
beginning and read the whole text, one word
after another. It is suitable for texts that we need
to read closely, such as recipes and instructions
for use, and for texts that say a lot in only a few
words, such as cartoons and poems. We also use
this strategy for selected parts of a longer text,
when details are important.
Reading for pleasure
Sometimes we read just to be entertained or to
enjoy ourselves, like when we read a comic
book. It is up to us what we pay attention to, and
to what extent we read for detail.
An integrated strategy
Quite often we combine two, three or all four
strategies in order to get a good understanding
of a text. When you work with texts in this
book, it is generally a good idea first to skim the
text to get an overview. Then you can scan it for
specific information, if needed. And finally you
can close-read the most interesting or useful
parts. If it is a literary text, or a text that interests
you particularly, you can read it for pleasure
before you begin to study it.
Speaking strategies
We have different reasons for speaking.
Sometimes we may want to give information.
Sometimes we need to get information.
Sometimes you want to share something that
has happened to you.
When you use English to communicate
meaningfully with others, you shouldn’t worry
too much about making mistakes. Actually,
mistakes are a natural part of the language
learning process. But what do you do when you
can’t find the words you want? Try one or more
of these strategies that can help you compensate
for a limited vocabulary.
• Look in the text or the exercise for the new
words that you may need to use.
• If you don’t know the exact word for what you
want to say, use another word with a more
general meaning, for example: “dog” for “bull
terrier bitch”; “flower” for “rhododendron”.
• You can describe or explain what you mean.
If you can’t remember the word “dentist”, say
“the person you see when you have a
toothache”; if you don’t know the term “shop
assistant”, say “someone who works in a shop”.
• If you don’t know the opposite of a word,
you can use “not” instead: “not kind” for
“unkind”; “not right” for “wrong”.
• You can make new words from words you
already know, such as “animal doctor” for
“veterinary”, “head pain” for “headache”.
• Listen to other people in the conversation or
discussion and use the words that they have
used.
• Keep your sentences simple to start with.
• Ask for help. The person you are speaking with
may be able to fill you in, if you say things like:
“I can’t remember the word, but …”
• Don’t be afraid to say something – your
grammar doesn’t have to be perfect for other
people to understand what you are saying.
• Remember that you can use mimes, gestures
and body language to communicate, too.
• Be polite, even when you disagree with
someone.
Making a presentation
When preparing to speak in front of the class or
another group of people, there are a few points
you should follow:
• Have a set of notes handy where you have
written down the main points.
• Have read through your notes a couple of
times beforehand.
• Make sure you can pronounce all the tricky
words.
• Know the main points by heart.
• Face and look at your audience.
• Try to avoid reading directly from your notes.
• Write only your main points on your
PowerPoint / electronic presentation.
Write your main points on an overhead
transparency, or make an electronic presentation.
Making small talk
Small talk is pleasant conversation about topics
of common interest. If you want to start a
conversation and do not know what the other
person is interested in, you will have to take a
chance on a topic, and judge the success of the
conversation by the responses you get. And there
are actually some topics that are better suited for
small talk than others.
Most conversations consist of questions and
statements. If someone asks you a question, you
answer it. But that does not make a conversation,
unless you make a return question, or add a
statement related to what has already been said.
Remember, small talk is not an interview.
• Did you enjoy the concert last night?
• Yeah, I did. Did you?
• Oh, yeah, U2 is one of my absolute favourites.
• Have you got many of their albums?
If someone starts by making a statement, we can
respond by asking them a question about what
they just said.
• I wish it could be summer all year round.
• Really? Why is that?
• Well, I’d have a holiday, for a start!
It is important to show interest in the other
person without acting like a walking quiz. To
avoid this, we can respond by making a new
statement related to what the other person has
said, possibly with a tag question at the end.
• I really like watching reality shows.
• Yeah, they’re good fun, aren’t they?
Writing Strategies
Writing a text is sometimes best done in
collaboration with other people. Here is a
procedure you can use to make it easier to write.
Before you write
For every piece of writing you do, you should
answer these two questions:
• Why am I writing?
• Who is my reader?
Making a mind-map
Group the ideas that came out of the brainstorming session together into main points and
other points related to the main ones. A mind-map
makes it easier to get an overview of the task, and
can be a good way of planning your text.
Interesting at school
Hang out with new people
International experience
Know a new language
Know a new country
Hang out in new places
Lots of fun
The answers will help you focus on the
overall purpose and function of your text,
and therefore help you choose the right
content and form.
Better jobs afterwards
Why?
New friends
Learn language
A year abroad?
Expensive
Brainstorming
Writing a text becomes a whole lot easier if
you talk about the task before you start. You
can do this in pairs or small groups, or with
the whole class. One of the most effective
techniques is known as brainstorming. It really
means, quite simply, that you think carefully
about the topic, and write down all your ideas as
they occur to you. Then you share your ideas
with other students in the class, and add to your
notes the new ideas you get from the others.
A year abroad?
Lose
ult
a yea
y
r
risk
iends
ter
r
a
l
f
b
o
w
j
ne
Better
learn langu
age
Expensive
Diffic
fun
Why not?
Risky – safer at home
You lose a year
Accidents
Difficulties at shool/work
Crime
Natural disasters
Making an outline
List your points in the order you want them,
starting with the introduction. This outline will
later help you to structure your text into
paragraphs.
A year abroad?
Introduction
(More and more students now choose to spend a year abroad.
Is this a good idea?)
Advantages
- New friends
- Learn language
- Lots of fun
- Interesting new school
- Hang out in new places
- Hang out with new people
- Better job afterwards
- Know a new language
- Know a new country
- Internatinal experience
Disadvantages
- Expensive
- Difficult at school
- You lose a year
- Risky – safer at home
- Crime in some places
- Accidents (traffic etc.)
- Natural disasters in some places
Conclusion
(Altkough there are strong arguments for/against a year abroad,
I think that considered all around ...)
Writing a draft
Write a draft, focussing on the content.
Paragraphs
Your text should be divided into paragraphs.
Leave a blank line between paragraphs. The first
and last paragraphs are the most important ones
and you should make an effort to word them
well.
Vocabulary
Use a dictionary to find new words and phrases,
and check the meaning of words you are unsure
of. Remember that your computer’s spellchecker
will not correct words that are spelled right but
used in a wrong context. Try to vary the words
you use. Avoid overused words, such as nice,
lovely, terrific, etc. Try words like pleasant,
delightful, enjoyable, charming, or tremendous,
first-rate, superb and marvellous. Avoid repeating
yourself. Learn new words regularly so that you
have a larger vocabulary that you can use.
Spelling
Make sure you have spelled words correctly.
Use the spell checker and a dictionary to check.
Review
Finally take time to read through your text to see if
you can discover any mistakes or if you can
improve your text in any way before you hand it in.
Writing different text types
Sometimes you are asked to write a text. Such
texts can be of various types:
Expressing your opinion
Your opening paragraph should state your
general opinion. You should have several reasons
for your opinion. Develop each reason in its own
paragraph giving supporting information for it.
In the final paragraph, sum up your reasons for
your opinion and give a conclusion.
Writing a summary
The opening paragraph should state the title of
the story, article, book or film that you are
summarizing and give some information about
the time and place. In the rest of the summary,
you should be careful not to put in too much
detail, and not too little. This is what you will be
graded on – your ability to choose what is
important. Make sure you explain the main
theme, for example the problems of getting into
debt, or the problems of having too much money.
Writing a report
A report usually consists of four parts:
• An introduction that says why the report has
been made, and gives an outline of the
content structure
• The findings, or presentation of the facts as
you know them
• A conclusion in which the writer of the
report says what they think about the facts
• Recommendations, or practical suggestions
to deal with the situation
If the report is very long, it will usually have a
summary of the main points and conclusions at
the very beginning. Sometimes this is called an
“executive” summary, because it is meant for
business executives who are too busy to read the
whole report.
The report should be signed with name, title
and date. Most reports have a head including the
name of the addressee and a subject line.
To: All staff
From: Personnel Director
Date: 25 April 2007
Report on the Proposed Flexitime System
We have now completed our study of the
proposed system. Under the system, staff
would choose their own working hours
from 6:00 to 22:00 Monday to Saturday.
They would, however, be expected to
work their normal periods of eight hours,
with a 45-minute break for lunch.
The advantages of the system are as
follows:
• We shall have greater flexibility in
dealing with our customers, especially
those in overseas countries whose time
zones are different from ours.
• Staff will be able to avoid the rush hour
when they come to work.
• The canteen staff will be able to
provide a better service. There will be
less frequent queues, and tables will be
less crowded.
• Employees will be able to work the
occasional Saturday and take a
midweek day off instead.
• Flexible hours should lead to better use
of machinery and to a more spacious
environment.
Although the system will increase the costs
of heating and lighting, there are great
benefits from introducing flexitime. Staff
will have greater control over their
working lives, and become more
productive as well as happier.
A costing estimate from the Finance
Department shows that the scheme is
feasible. We have therefore recommended
it should be introduced from May this year.
Frank Norman
Personnel Director
(sign.)
Writing a formal letter
A formal letter has seven parts:
a Your address. Remember to add Norway
there if you are writing to someone outside
of the country.
bDate
c Name and address of the person or company
you are writing to.
d Salutation (Dear ...)
e The body of the letter is the most important
part. Start by referring to any previous
contact, such as a telephone call, a letter or an
announcement in a newspaper. Come to the
point quickly and ask your question or give
the information that is needed. What you say
depends on the purpose of the letter. Close
with a polite phrase, especially if you are
expecting a reply: I look forward to hearing
from you.
f Closing – Yours faithfully, or Yours sincerely
g Your signature – type or print your name
underneath your handwritten signature.
Writing a curriculum vitae and a cover
letter
For many students, the first piece of business
writing they do is also among the most
important ones – a CV with a cover letter to
apply for a job.
As you write these important documents, you
will want them to have:
• A style that is easy to read
• A serious tone
• An inviting layout
• Examples that show how good you are
• Correct spelling, grammar and punctuation
A CV is simply a list of information about you.
Start with your name, address, telephone
number, email address, and your civil status
(married, single, divorced, children). Then list
your work experience, starting with what you
have done last. Then list your education in the
same order – starting with the last school you
went to. Include both work you have been paid
for and work for voluntary organizations, such as
4H or a school band.
Curriculum Vitae
Siri Hultskog
Date of birth: 6 January 1990
Address: Osavegen 7, 5700 VOSS
Telephone: +47 56 51 17 15
Email: [email protected]
Work experience
2006/2007
Shop assistant, Husfliden, Voss
2005, summer Part-time work in “Hot Dog” hot dog stand, Voss
Education
2002–2005
2000–2002
Three-year upper secondary school at Voss
Lower secondary school
Special skills
Speak and write English quite fluently
Can communicate in spoken and written
French
A cover letter is the letter you send with your CV.
It explains what job you are applying for. A
company might have advertisements for several
different jobs. So the first thing the receiver wants
to do is to match the cover letter and CV with the
right job. But why not use the cover letter to
highlight your most important qualifications?
Your goal is to get the reader to put your CV in
the right pile – the one they want to look at more
closely. The wrong pile is the trash can.
• Keep the cover letter short – normally less than a page.
• Use the cover letter to show how you meet the exact qualifications mentioned in the advertisement.
Heading
f
Osavegen 7
5700 Voss
Date
f
10 April, 2007
Inside address
f
Mr Lewis
3 Avenue Road
STRATFORD-UPON-AVON
Warwickshire CV37 6UY
England
Salutation
f
Dear Mr Lewis
Subject line
f
POST AS SHOP ASSISTANT
Ref. to advert
f
I refer to the advertisement in The Guardian, 7 April this year, where you
require a shop assistant.
About yourself
f
I am an eighteen-year-old girl who finished upper secondary school eight
months ago. Since then I have been working as a shop assistant at
Husfliden (home crafts) here at Voss. I love working with people, and
now I would very much like to work in England. My dream is to have
my own shop one day. I speak and write English quite well.
Interview
f
I am available for an interview from the beginning of next week, and
starting work can start work immediately after that.
References
f
For more information I refer to my CV, which you will find enclosed.
If you want more personal information you can phone or email Mrs
Solvang who works in Husfliden. Tel. no. 00 …
email: [email protected]
Complimentary close f
I look forward to hearing from you.
Yours sincerely
Siri Hultskog
Enclosures
f
1 CV
2 Exam. certificate from upper secondary school
3 Testimonials
Digital Competence
As more and more communication takes place
on the net, we need digital competence to avoid
misunderstandings.
Email netiquette
1 Always be polite and friendly
Especially if the mail is short, make sure it
does not seem rude.
2 Make it simple and clear
Some people get a lot of mail, and they may
not want to study yours for hours to find out
what it is about.
3 Avoid writing words or sentences in capital
letters
Capital letters correspond to shouting in
spoken language.
4 Check your email every day
Email is fast, so do not slow down the process
by forgetting to check your mail.
5 Reply to emails within a day or so
If you cannot reply properly at the moment,
send a mail explaining why.
6 Do not enclose huge files like …
Unless the recipient has agreed to it or you
feel sure she or he wants it.
7 Never mail when you are angry
Emails are for ever, so wait until you cool
down!
8 Treat everybody with respect
You want to communicate, not offend people.
Searching the Web
As the information available on the Internet
amounts to billions of pages, you need to use
search tools or search engines to find what you
are looking for. Search engines constantly scan
millions of websites and index what they find.
So when you make a search, they can answer
quickly because they have already looked!
Some search tools organize their databases by
subject matter (like “sports”) and subcategories
(like “basketball”) to let you do subject searches.
Such searches are good if you want general
information on a topic. The information in the
databases has usually been looked over and
sorted by experts, but for that very reason the
databases are smaller than in some other search
tools. Example: www.google.com/dirhp.
Search engines let you do key word searches,
which is by far the most common search
method. Use this method if you know what you
are looking for and can write specific key words.
The main advantage is that you search an
enormous amount of data and normally get a
lot of hits no matter what you search for. The
disadvantage is that your hits may not all be
relevant, and the quality and reliability of the
information is uncertain. An example of a search
engine is Google at www.google.com.
Try out a number of search tools, and find
your own favourite! You can also search for lists
of search tools; here is one to start with:
http://cflc.net/search.htm
Search techniques
1 Search for more than one word to get more
relevant hits: “USA” will give too many hits;
“USA tourist information car rental” will give
more relevant hits.
2 Use lower case letters when you search.
Capitals may be taken too seriously by some
search tools.
3 Use quotation marks if you know an exact
phrase you are looking for: “som det stiger
frem” may lead you straight to the lyrics of
the Norwegian national anthem, while even a
fairly unique word like “saganatt” may not.
4 Most major search engines accept plus (+)
and minus (-) signs. You can use this to make
your search more precise. Plus means the
word or phrase must be in the text; minus
means it must not. Example: +“northern
Ireland” +essay +free –buy –order looks for
texts containing “northern Ireland”, “essay”
and “free” BUT NOT “order” or “buy”. Do
not use a space after the plus or minus sign.
5 All major search tools have good help pages.
Study them, and learn the search techniques
you find useful.
Can you trust the Internet?
The Internet is a fantastic place to look for
information. It gives access to huge amounts of
information, and you can get to it in seconds.
However, not all of it is good. When you read a
book or a newspaper, the quality has already
been checked by an editor. With the Internet you
are not so sure: anyone can publish whatever
they like. Rule number one, therefore, is: Be
sceptical! Unfortunately there is no easy way to
find out whether web information is reliable, but
certain principles will help you along the way:
The less you know about a subject, the more
easily you are fooled.
Therefore you should start with safe sources
– in the bookshelf or online: encyclopedias,
newspaper archives, books. Websites belonging
to reputable institutions will also do.
Take a look at design and layout
If the pages look messy they may not be a
serious information source.
Check for general accuracy
If spelling, dates and names are sloppy the
information may be less reliable.
Find out whose web site it is
Use the web address and contact info. If the site
belongs to a reputable newspaper, then no
problem! But even if it doesn’t, you shouldn’t
drop it. It’s the beauty of the Internet that
anyone can publish stuff, not only newspapers
and publishing houses. But if the site belongs to
a racist organization, you may wish to dump it.
Check if it’s up-to-date
If the web site hasn’t been updated in months,
it is probably less reliable.
Evaluate the information
If you have some prior knowledge, you are in a
position to check out the website. If it is wrong
on the things you know, chances are the rest is
unreliable, too. If it’s right on the things you
know, it has more credibility.
Check if it figures
See if the information is logically consistent.
If it isn’t, it should not be trusted.
Compare with other sites
Use a search engine to find other web sites you
can compare with. In particular, check
sensational or very surprising claims.
word, you will have to go to tools and set English
as the standard language.
A spell checker can be a good help, but it
cannot choose words for you. Use online or
paper dictionaries when you are not certain!
That way you will also increase your vocabulary!
However:
At the end of the day your own judgement is the
only reliable tool to separate useful information
from garbage. So use it!
Grammar checkers
Grammar checkers are perhaps more difficult to
use. Not because the program is difficult to use,
but because it is more difficult to discover what is
wrong in your sentence, and to find out how to
correct it.
Try the grammar checker out by writing a
sentence with a grammar mistake in it. If the
checker is turned on, there will be a green line
under the mistake. You can also ask the program
to look for certain mistakes. Perhaps it would be
useful to make it look for the mistakes you
usually make?
Spell checkers and grammar checkers
Most computers are equipped with spell
checkers and grammar checkers. You can choose
if you want your spelling and grammar to be
checked automatically, or to check manually
when you want to.
You will usually find your spell checker and
grammar checker on the toolbar – an ABC
button with a check mark - ÷ - on the icon. You
can also click on tools on the toolbar, and then
you get spell and grammar checkers as an
option.
Making an electronic presentation
When you are going to make a presentation it is
often useful to make an electronic presentation
by using presentation software like for instance
Power Point. This will help you structure your
presentation, and make it more interesting to
your listeners since you can include pictures,
maps, sound, etc.
The most common mistake people make is
that they use too many fancy effects. Your
listeners will probably only be distracted, and
forget to listen.
Spell checkers
If you write teibls instead of table, the misspelled
word comes out underlined in red, and we
understand that the word is not spelt correctly
and that the spell checker is on. Then you will
have to correct the mistake. There may be
several alternatives. If you right-click on the
word, you will get suggestions for correct
spelling. If you then left-click on the correct
word, it will replace the misspelled word.
If nothing happens when you misspell a
Here are some rules to help you make a better
presentation:
– Focus on the main points – do not include too
many effects.
– Use a simple design – an easy-to-read font and
clear colours.
– Use key words and key phrases – avoid long
sentences.
– Show one main point at the time and
comment on this point before you go on to
the next point.
Check links
If the web page is linked to by reputable web
sites, see what they say about it.
– Use pictures and graphics to underline or
illustrate your points, but be sure they are
relevant.
– Remember to face your audience and not the
screen when you are talking.
Using material from the Internet
Sometimes you feel very lucky when you find
exactly what you need on the Internet. Perhaps
you have found exactly the essay or assignment
you have to write. Somebody has already done
your homework for you! Or perhaps you have
found the lyrics of a song that you want to put
on your own web page.
However, there may be two problems:
• Taking the work of others and handing it in
as your own is cheating, and schools will
punish such behaviour if they find out. More
importantly, it’s dishonest and wrong!
• The text or picture you wish to use may have
an owner or copyright holder. You cannot just
publish it on your web page without their
permission. And again, to pretend it is your
own is dishonest and wrong.
So what can you do? Fortunately there are ways
around these problems:
• If you want to publish somebody else’s photo
or text or other intellectual property, you can
get their permission. If you give them credit,
many people will say “yes” and be flattered. If
they don’t, or if you have to pay for it, find
something else to use.
• If you need to use somebody else’s text for
schoolwork, you can either rewrite it in your
own words, or quote it. If it’s a picture, you
can normally use it. But in any case you must
be sure to give credit where credit is due!
Give the name of the author or artist, and the
title of the material you want to use. Use the
web address (URL) of the page where you
found the original and the date when you
copied it.
Blogs
A blog (short for weblog) is a diary on the web
where you can write about anything you fancy.
Photos and even sound and video can be
published along with the text. Some blogs,
especially travel blogs, can be updated with text
and images from your mobile phone. Blogs
normally appear in reverse order, with the
newest entries at the top. For individuals
blogging can be quite personal, while
newspapers, organizations, campaigns and
private companies use blogs in their marketing,
and celebrities use blogs to communicate with
their fans. Many blogs let visitors write
comments, so there can be lively discussions.
In some cases, for example when big disasters
happen, a lot of useful information can be
published very quickly on blogs. The format
varies, but most bloggers use special weblog
software called “blogware”.
Sharing media files
“File sharing” generally means unauthorized
distribution of music or films without paying
anything to the copyright holders. This is often
illegal, although policing such traffic is difficult,
and net users who distribute files risk quite heavy
penalties.
There is, however another form of media file
sharing which has grown enormously in
popularity. People share photos on services such
as Flickr, and their videos on Youtube. The idea
behind these services is that you should be able
to share your own photos and videos. That is
basically legal, of course, but what about the
people who can be identified in the pictures or
videos? Don’t they have any rights? They do, and
you have to make sure they agree to the
publication.
Social networking
Probably nothing on the Internet has grown as
fast over the past few years as “social
networking”. On Facebook and MySpace you
can create a network of you and your friends and
your friends’ friends etc. Mind you, a friend on
Facebook is not necessarily a friend in real life.
Many users have huge lists of “friends” who they
have no intention of seeing or cultivating a
friendship with.
Users tend to share rather more intimate
information about themselves on Facebook and
MySpace than normally comes up in polite
conversation. And it just takes a click to jump
between your profile and any of your friends’
profiles and vice versa. Many young users also
leave their profiles open for anybody to read.
Privacy in cyberspace
With the Internet, anybody can now publish
whatever they like, and reach people all over the
globe. For good or bad. It is of course a fantastic
opportunity to reach people with information,
exchange views on various topics. You can get in
touch with people globally who you would
otherwise not even know about. So the Internet
is great.
But there is another side to such
communication which we should be aware of.
There is always the risk of abuse or misuse. The
many bits of personal information about us that
are published, will stay on the Internet forever,
and may jeopardize our privacy and reputation.
We leave a trail of data wherever we go.
Companies and government bodies have records
about all aspects of our lives. But we tend to
forget that blog entries, private pictures and
videos, and other things we put on the net will
stay there. Once they have been published, they
are out of our control. We have to live our whole
lives with “the digital baggage of our past”.
Did you know that:
Every day people post more than 65,000
videos on YouTube.
In early 2011 Facebook has more than 600
million active users.
Since 1999 the number of blogs has grown
from 50 to well over 100 million.
More than 50 percent of blogs are written
by children younger than 19.
Scott McNealy of Sun Microsystems put it
this way: “You already have zero privacy.
Get over it.”
(Scientific American, September 2008)
So, are you sure that the material you have just
posted on the Internet is something you want
your future boss, mother-in-law, children and
grandchildren to see or read?
Understanding Films
Here is an outline of what a film review often
includes:
1 Introduce the movie. Tell something about the
setting (the time and place). Be sure to include
the title, the year, the name of the director and
the most important actors. Is the screenplay
based on a novel? Tell the title and author.
2 Give a summary of the plot.
3 Tell about the main characters. How well do
the actors portray them?
4 What techniques are used to tell the story? Do
the film techniques and music add to the film?
Are there special effects?
5 How is suspense created in the film?
6 What scene is the climax of the film? How
does the scene solve the main issue in the film?
7 What is the theme of the film? Does it have a
clear message, or does it leave room for
different solutions?
8 Your evaluation of the film. Would you
recommend it? Give your reasons.
Some useful terms
When you discuss the techniques used to tell the
story, you will need to say something about the
way a movie is filmed and put together. These
words will be helpful:
Shot what is filmed from the time the camera is
turned on until it is turned off
Long shot a shot taken from a distance to show
the setting and the whole bodies of the
characters
Close up a shot that focuses on details, e.g. a
person’s face, or even his mouth or eyes
Low angle camera the camera is placed near the
ground and shoots the scene up in the air; often
used to show that a person or thing is powerful
or threatening
Scene an episode in the story, put together using
a series of shots
Montage a large number of shots put together to
show that time is passing, or that the characters
are moving from place to place. Music often
accompanies a montage, or there is a voice-over
Cut where the shot ends and is put together with
another shot
Parallel action the story is told by crosscutting
between two or more separate stories to make
us think they are taking place simultaneously
Soundtrack the dialogue, sound effects and
music
Sound effects all sounds that are neither music
nor dialogue
Understanding Short Stories Understanding Poetry
There are a few points you may want to consider
when you are studying literary texts:
Setting
• Where and when does the story take place?
• Is the setting important to the story? How?
Characters
• Who are the people in the story?
• What are the various characters like?
• Can you describe the relationships between
them?
Plot/structure
• Do the events of the story take place
chronologically?
• Are there various events taking place at the
same time?
• What are the main conflicts in the story?
Point of view
• Who tells the story?
• Is that important to the story? (Hint: Try to
imagine what the story would be like if it was
told from a different point of view.)
Tone of the story
• What is the overall tone of the story? Is this a
humorous? Is it dramatic?
• Does the tone or mood change as you read
through the story?
Theme
• What is the story “really” about? (Hint: Does
the story say anything about human nature?
About life and death? About love, hate,
friendship, loyalty or other human relations?
• Does the story have a message to us as
readers? (Hint: Why do you think the author
wrote it? What did she/he want to tell us?)
Here are some points to help you when you are
working with poetry:
• Read the poem aloud.
• Write down words or phrases you think are
important.
• Is the poem divided into stanzas? How many?
• Does the poem rhyme? Rhyme means that
several verse lines end in the same sounds,
like in
Whose woods these are I think I know,
His house is in the village, though;
He will not see me stopping here
To watch his woods fill up with snow.
Robert Frost
• Is there alliteration? Alliteration means
that the same sounds are repeated an the
beginning of several words. A famous
example is:
Peter Piper picked a peck of pickled peppers …
• Can you identify images in the poem? Images
are a sort of verbal “pictures”. Often people,
things and nature are compared to something
else:
You are a summer’s breeze.
He snored like an elephant.
The sky’s angry face frightened the boy.
• Describe the feelings the poem creates. Is
it humorous, happy or serious? Is it full of
sadness or longing?
• What do you think the poem means? What is
it about? Why did the poet write it?
In-Depth Study - Project Work
The national curriculum requires that you
should be able to choose a topic within your own
education programme, study it in depth, and
then present it to others. In practice this will
often take the form of a project.
A project may be defined as an in-depth
investigation of a real world topic that you are
interested in. In this case your project will
involve not only English, but also one or more
other subjects from your education programme.
Projects normally result in a concrete end
product, such as an electronic presentation, a wall
display, a booklet or a video recording. There are
four typical stages in a project: planning, carrying
out, presentation and evaluation.
Planning
At the planning stage, you should try to decide
on the following:
• What you want to include in the project
• What form it will take
• Who will be responsible for what
• The time it will take
• What materials or resources you will need
Carrying out the project
Move out of the classroom to do whatever you
have planned, e.g. making interviews and
recordings, writing texts, gathering printed and
visual material. Let English be your working
language, and pay attention to the language of
your end product.
Presentation
Projects need to be seen, read, listened to, and
generally admired. In order to engage your
audience, it may be a good idea to prepare a task
for the other students to do. It could be a quiz
with questions for a wall display, a crossword
using relevant vocabulary, or comprehension
questions for a video you have made. Usually
some form of oral presentation is also involved.
Remember to speak slowly and clearly, and to
look at your audience as you speak.
Evaluation
Your teacher may or may not have a project
evaluation report form to fill in that comments
on various aspects of the project:
• Content
• Design
• Language work
• Oral presentation
Grammar
What is grammar?
Grammar is a set of rules describing a language
and its use. When we are learning a foreign
language we may need these rules as guidelines
to help us use the new language correctly. Some
rules are the same in English and Norwegian and
some are different. It is the rules that are
different that cause the most problems.
Why follow the rules? Well, if you don’t,
other people may not understand what you are
trying to say or write. For example: “Boy dog the
chased red.” What does that mean? It’s the order
of the words that causes the confusion. In
English, normal word order would be: “The boy
chased the red dog.” When the rules are
followed, the sentence becomes meaningful.
Word classes
The words we use are grouped into classes,
called “word classes” or “parts of speech”. There
are ten word classes that you should know about.
You need to know their names to be able to
understand the rules of grammar.
1A verb is a word that describes an action (e.g.
run, think, sit or speak) or a state (e.g. own,
feel, know or like). We recognize verbs
because we can put “to” in front of them to
describe a type of action or state: “to run”,
“to think”, “to sit”, “to speak”.
2A noun is the name of a person, place, object,
or idea (e.g. Betty, city, table, cat or love).
We often recognize nouns because we can
put “a” or “an” in front of them: “a city”, “a
table”, “a cat”, and we can put them in the
plural: “two cities”, “five tables”, “many cats”.
3A pronoun is used to take the place of a noun
phrase (e.g. he, they, who). They are often
quite necessary to avoid repetition: “The
teacher said the teacher would tell us” 
“The teacher said he would tell us”
4A determiner is a word that helps determine
what a noun is referring to. It can be a
possessive: my, his, a demonstrative: this, that,
these, those, or a quantifier: one, three, all.
They are used in front of nouns: my car, this
car, a car, the car, one car. The indefinite
article (a/an) and the definite article (the)
also belong to the class of determiners.
5An adjective (e.g. happy, angry, red, thin)
gives more information about a noun or
pronoun: “a happy man”, “an angry dog”,
“a red car”, “a thin book”. We often recognize
adjectives because we can compare them by
means of -er and -est: “happier”/“happiest”,
“thinner”/“thinnest”.
6An adverb (e.g. loudly or quickly) tells us
more about the verb and the action or state
(he spoke loudly; he lived comfortably), or
about an adjective (it is terribly difficult) or
another adverb (e.g. very soon).
7 Conjunctions (e.g. and, but, for, or)are words
that are used to join words, phrases or
sentences together: “He was poor but he was
not alone.” Subordinating conjunctions (e.g.
because, unless, whenever) are sometimes
called subjunctions. They are used to
introduce a subordinate clause – in effect to
put one sentence into another: “She cried
because it hurt.”
8 Prepositions (e.g. under, by, of, in front of, or
between) go in front of nouns or pronouns
and tell us how the noun or pronoun relates
to another word in the sentence: “Look at the
man on the roof ”.
9 Interjections are words we use to answer
(e.g. yes, no) or exclaim something (e.g. Oh!
Hello!). They stand on their own and don’t
form part of a sentence.
Verbs
Most verbs appear in four or five distinct forms:
Infinitive/imperative/present: play, go
The present 3rd person singular: plays, goes
Present participle/gerund: playing, going (often called “ing-form” for short)
Past: played, went
Past participle: played, gone
Tenses
1The simple present tense (enkel presens) is
used for something which happens regularly
and for facts:
Truck drivers often work hard.
Cats hunt mice.
This tense is often used with expressions like
every day, every week, every December,
often, always, never.
2The present continuous tense (sammensatt
presens / samansett presens) is made up of the
present form of the verb be + the –ing-form
of the main verb. It is used for something
which is happening at this time, for example
this moment, this hour, this day, this month,
this year, this century:
She is taking a shower (as we speak)
John is staying at the Hilton (this week)
now, right now, at the moment, this week, etc.
3 The simple past tense (enkel preteritum) is used
for something which happened in the past:
We painted the house yesterday.
Henry Ford made cheap cars.
two hours ago, last Saturday, last week, in 1925, etc.
4The past continuous tense (sammensatt
preteritum / samansett preteritum) is used to
focus on an ongoing activity in the past, or to
report something in the past which happened
at the same time as something else:
I am sorry I could not come. I was serving
the customers.
I was taking a shower when you called.
The past continuous tense is often used with
expressions like while and when.
5The simple perfect tense (enkel perfektum) is
used to express indefinite past time – we do
not say precisely when it happened:
His wife has left him.
Have you seen her last movie?
just, never, ever and lately.
6The perfect continuous tense (sammensatt
perfektum / samansett perfektum) is used to
express a recent activity, perhaps one that is
still going on:
I have been talking to your teacher (just now)
Tom has been studying mechanics for three
years (and still is)
just and since.
7 English has a number of ways to express that
an activity will take place in the future:
Maybe he will do it later (will here is fairly
neutral)
I am going to work harder next year (going to
here expresses intention)
She is seeing the dentist tomorrow (the
present continuous here expresses
arrangement/agreement)
Simple or continuous?
English has a double set of, one without –ing
(called simple tense) and one with –ing (called
continuous tense):
He is reading the New York Times.
He reads the New York Times.
When should we use the continuous tenses with
-ing, and when should we use the simple tenses
without -ing? Here are some of the most
important rules:
1 Use the simple tense (without –ing) to say
what is normal or what happens regularly:
The sun rises in the east. (always)
I live with my parents. (permanently)
She uses a lot of perfume. (regularly)
2 Use the continuous tense (with –ing) to say
what is only temporary:
I am staying with my brother. (only this
week)
Paul is working in Germany. (only this
month)
3 Use the continuous tense (with –ing) to say
what is happening right now:
I am having breakfast (this moment)
Tina is waiting for the bus (this moment)
4 Use the simple tense (without –ing) with
verbs expressing a mental state (for example:
love, hate, know, mean, believe):
We know what you’ve done!
Peter hates porridge.
I believe you!
Active – passive
An active sentence tells us what the subject,
in this case John, did:
John stole Lulu’s car last night.
The passive variant, on the other hand, tells us
what happened to Lulu’s car:
Lulu’s car was stolen last night (normal or
“short passive”).
Lulu’s car was stolen by John last night (“long
passive”).
In general, active sentences are simpler than
passive sentences. Why, then, do we sometimes
use the passive? Typically for one or more of the
following reasons:
– We want to talk about Lulu’s car and what
happened to it, not about John.
– We don’t know who stole the car.
– We don’t want to mention who stole the car.
Concord
In English the verb has to agree with its subject.
Look at the verbs in these sentence pairs:
a Some children live in palaces.
b The child lives in a palace.
c Some day I think I’ll travel around the world.
dPaul thinks it is best to travel alone.
eEnglish is a world language.
f British English and American English are two
varieties of this language.
In English a third person singular subject
takes a singular verb form, and a plural subject
takes a plural verb form. In Norwegian we do
not have this form of concord. Our verbs are the
same, no matter what the subject is.
The verb be is a special case, with its many
forms: I am, you/they are, he/she/it is, I/he/she/it
was, we/you/they were. Other verbs are simpler.
Normally the plural form of an English verb is
the same as the base form: live, think, go, make.
The singular form takes an -s at the end
(occasionally -es): lives, goes, thinks, makes.
How do we know if the subject is singular
– and third person? Well, if we can replace it
with one of the pronouns he, she or it, it is third
person singular.
Nouns
Countable or uncountable
In English there is a very important distinction
between countable and uncountable nouns.
In Norwegian we don’t have to worry too much
about this distinction.
Countable nouns refer to objects that can be
counted, such as books, chairs, girls. We can put
the indefinite article in front of countable nouns
(a book, a chair, a girl, an accident) and such
nouns have a plural form: books, chairs, girls
and accidents.
Uncountable nouns refer to materials, liquids or
abstracts that cannot be counted, such as snow,
wool, water, hate. We cannot put the indefinite
article in front of un countable nouns (a snow,
a wool, a water, a hate) and such nouns have no
plural forms: five snows, two wools, six waters,
many hates.
Note that the following English nouns are
uncountable, although their Norwegian
counterparts are countable: advice (råd), bread,
money, news (nyheter/nyhende). We therefore
have to take care when we use these words:
NorwegianEnglish
mange gode råd er …
a lot of good advice is …
det er et godt råd
that is good advice
pengene er mine
the money is mine
det er interessante nyheter that is interesting news
Uncountable nouns, then, are always singular.
Plural
Most English nouns form plural with the ending
–s: cups, boys, boats.
– After an “s”-like sound and sometimes after an
“o”, the ending is –es: buses, bushes, potatoes.
– A final –y is changed into –i before –es if
there is a consonant before the –y:
city – cities, lady – ladies.
– Words ending in an f-sound sometimes end in
–ves in the plural: wife – wives, knife – knives,
thief – thieves, life – lives.
– Some nouns have identical forms in the
singular and the plural: fish – fish; cod – cod
(torsk); sheep – sheep, salmon – salmon (laks).
These nouns are irregular, using old plural forms:
foot – feet
man – men
tooth – teeth
woman – women
mouse – mice
child – children
– These nouns are always plural (and look like
plural forms): glasses (briller), scissors (saks),
trousers (bukse): Where are my trousers?
– These nouns are always plural, although they
look like singular forms: people, police, cattle
(storfe): The police are here.
– Some nouns are singular although they look
like plural forms: news (nyheter/nyhende),
crossroads (vegkryss), measles (meslinger/
meslingar): Is this a dangerous crossroads?
Genitive
The genitive expresses ownership or belonging.
In the singular it is formed by adding an
apostrophe and an –s to the noun: my friend’s
father; John’s car. In the plural it is formed by
adding an apostrophe only: my parents’ house.
If the plural does not end in –s, however, an
extra –s is added: the children’s house.
Sometimes a construction with of is used
instead of the s-genitive, especially when things
rather that people are involved: the speed of the
car (bilens hastighet).
Pronouns
Personal pronouns
Personal pronouns help us avoid repeating a long
and cumbersome noun phrase:
The new player entered the field. Everybody was
looking at him.
English has the following personal pronouns
(object forms in brackets):
Singular: I (me), you (you), he (him), she (her), it (it)
Plural: we (us), you (you), they (them)
Reflexive pronouns
In English as in Norwegian we use a reflexive
pronoun when the subject and the object are
identical:
I hate myself!
Sometimes we also use it to underline precisely
who we are talking about:
She said so herself!
Here is a list of the reflexive pronouns in English
(corresponding personal pronouns to the left):
I myself
you yourself
he himself
she herself
it itself
we ourselves
you yourselves
they
themselves
Note that reflexive pronouns are left out with
many verbs in English, while it is necessary with
the corresponding verbs in Norwegian:
gifte seg
kle av seg
skynde seg
sette seg
legge seg
marry
undress
hurry
sit down
lie down
Relative pronouns
In English the most important relative pronouns
corresponding to Norwegian “som” are who,
which and that. They start relative clauses.
We use who in a relative clause only when we
talk about people:
Those who want to go on the school trip raise a hand.
We use which in a relative clause when we talk
about things or animals:
Here is a film which will appeal to a wide audience.
We can use that to talk about people, things or
animals:
You must do everything that I tell you.
Sometimes, we can leave out the relative
pronoun:
You must do everything I tell you.
Some relative clauses are necessary to tell us
exactly which person or thing is meant:
What’s the name of the tall guy who just came
in?
Who owns the bike which is parked outside?
I want a book that is easy to read.
In such clauses we must either use that, or
choose between who (person) and which (nonperson).
Other relative clauses are not necessary in this
way; they just tell us more about the person or
thing. This extra information is separated by
commas. In such clauses we cannot use that.
We have to choose who or which:
The bike that is parked outside has a flat tyre
(the clause tells us which car).
My bike, which is parked outside, has a flat tyre
(we know about the bicycle; the clause just gives
extra information about it).
Indefinite pronouns
We use indefinite pronouns when we do not
want to identify precisely which person or which
object we have in mind – either because we do
not know (Someone has broken the window) or
because it is not important (Anyone can do this).
Some, somebody/someone, something and
somewhere are used in positive statements and in
some questions when we expect or invite a
positive reply:
There is somebody at the door.
Would you like something to eat?
Any, anybody/anyone, anything and anywhere are
used in negative statements and in normal
questions:
I haven’t met anybody yet.
Do you know anything about it?
Note that somebody, anybody, nobody and even
everybody are all singular:
Everybody has left.
It or there?
The two words it and there are often confused by
Norwegians. That is because both can correspond to
the Norwegian “det” at the beginning of a sentence.
It is a good book.
There is a hole in the bucket.
There
We start the sentence with there to say that
something exists or existed. In other words, we use
there to talk about something that has not been
mentioned previously. The verb is usually is/are or
was/were. If we can replace “det er” with “det
finnes”/“det finst”, “det foregår”, “det
forekommer”/“det førekjem”, in Norwegian, we
should use there. In all other cases we should use
it.
In most cases there is/are is followed by a noun,
which is the real subject of the sentence. To
choose between is and are, we have to look at this
noun and decide whether it is singular or plural:
There are many students who have part-time
jobs (plural real subject).
There is a reason why they want to work
(singular real subject).
It
If you can’t use exist in a reasonable way, or if
you cannot replace “det er” with “det
finnes”/“det finst”, “det foregår”, “det
forekommer”/“det førekjem”, in Norwegian,
you should use it. Note that we generally use it
when we talk about: time, distance, weather and
temperatures.
time:
distance:
weather:
temperature:
It is five o’clock.
It is ten miles to the nearest town.
It is raining.
It is rather warm today.
In some cases “det er” sentences must be
completely rewritten in English without the use
of it or there, especially if there is another verb
than be:
Det står ei jente på taket  A girl is standing on
the roof.
The Indefinite Article (a/an)
The indefinite article has two forms in English:
a in front of consonant sounds, and an in front
of vowel sounds:
Would you like a cup of tea?
Would you like an apple?
Remember, it is the sound that counts, not the letter:
a university [juÜnIv‰Üs´tI]
an honest [ÆAn´st] man
In some cases, English uses the indefinite article
when there is no article in Norwegian:
jobs: My father is an electrician.
nationality: Göran is a Swede.
religion: Are you a Catholic?
Remember: the indefinite article cannot be used
with uncountable nouns:
What a good wine!  What good wine!
What a lovely food!  What lovely food!
The Definite Article (the)
In most cases the definite article corresponds to the
definite form in Norwegian, but there are some
differences where we must take care to get it right:
• Certain names are used with the in English:
plural forms: the USA, the Netherlands
oceans: the Atlantic, the Pacific
rivers: the Mississippi, the Nile
hotels and theatres/cinemas: the Grand, the
Savoy, the Odeon
ships/trains/planes:
the Titanic, the Queen
Elizabeth
newspapers:
the Times, the Washington Post
• With the verb play the article the is put in
front of musical instruments:
play the flute, play the drums.
• Certain nouns denoting important “places”
do not use the when these places are used for
their normal purpose: church, school,
hospital, prison, sea, bed.
She was taken to hospital (as a patient).
He went to school every morning (as a pupil).
She had to go to prison (as a prisoner).
He went to sea at an early age (as a sailor).
• Abstract nouns used in a general sense do not
use the:
Life can be hard!
Society is to blame!
I’m not afraid of death.
Do you like school?
But the definite article is used when we are
talking about a particular life, etc.:
The life of Abraham Lincoln …
The death of John F. Kennedy …
The society we live in ...
• Normally the is used in front of radio and
telephone, but not TV:
I heard it on the radio. He’s on the phone.
But: I saw it on TV.
The is pronounced [D´] before a consonant
sound: the car
The is pronounced [DI] before a vowel sound:
the egg
When the word is stressed, it is pronounced
[DiÜ]: I said the bicycle, not her bicycle!
Adjectives
Here is a description of a car accident: “A big red
car was driving along the passing lane of the
wide highway when a little yellow car pulled out
without looking. There was a loud bang and a
terrible scraping noise.”
Now look at this description of the same
accident: “A car was driving along the lane of the
highway when a car pulled out without looking.
There was a bang and a noise.”
The second description is not very interesting
and doesn’t really say much at all. Look at the
words that have been left out: big, red, passing,
wide, little, yellow, loud, terrible, scraping.
These words, called adjectives, add important
details.
We compare things by adding –er or –est to
the adjective if it is a short word. If it is a long
word, we use more or most in front of the
adjective:
Positive
Comparative
Superlative
bigbigger biggest
lovelylovelier loveliest
beautiful
more beautiful most beautiful
Adverbs
Adverbs can express a wide range of meanings,
making your texts livelier and more interesting.
Many adverbs say something about the verb of
the sentence:
place: Polly went upstairs. (Where?)
time: We did it today. (When?)
manner: They walked slowly. (How?)
Some adverbs are used to indicate the “degree”
of an adjective or another adverb:
degree:It is very cold outside. (How cold?)
degree:She played terribly loudly. (How loudly?)
We use adjectives, not adverbs, with verbs
indicating senses and verbs meaning roughly
“be” or “become”:
This coffee smells good.
I feel good.
They seemed kind.
He appeared calm.
Adjective or adverb?
An adjective describes a noun or a pronoun:
describing a noun: a young lady
describing a noun: his mother is old
describing a pronoun: nobody is perfect
An adverb, on the other hand, describes a verb,
an adjective, another adverb or a whole sentence:
describing a verb: they eat slowly
describing an adjective: he is hopelessly old-fashioned
describing another adverb: he drove terribly fast
describing a whole sentence: Clearly, there is no
other solution
Sentences
A sentence is a group of words which makes
sense on its own. Sentences have two parts – the
subject (the person or thing that the sentence is
about) and the predicate (which tells us what
happened).
The dog | chased the cat.
subject | predicate
There are three types of sentences:
1A statement is a sentence that gives
information. (e.g. You are at school.)
2A question is a sentence which asks for an
answer. (e.g. Do you go to school?)
3A command is a sentence which gives an
order. The subject is usually understood in
this sort of sentence and therefore left out.
(e.g. Get out of bed!)
Varying Your Sentences
a Simple sentences have one subject and one
predicate.
The girl | chased the boy.
b You can add adjectives and adverbs to give
more information, but you still have a simple
sentence as long as there is only one subject
and one predicate.
The pretty girl with red hair | chased the
popular boy around the schoolyard.
c You can join two or more sentences together
with a conjunction to get a compound
sentence.
Janet likes ice cream, Frank likes to play
football and Tom likes to do nothing at all.
d A clause is a group of words which contains a
subject and a predicate but doesn’t make
sense on its own.
while John was sleeping
e You can join a clause to a simple sentence
with a subjunction to make a more
interesting sentence. The clause can be either
before or after the main part of the sentence.
Sally washed the dishes while John was
sleeping.
Even though Sally was helpful, John didn’t say
thank you.
f Here are some useful conjunctions for joining
two sentences that are equally important:
and, but, for, or. Notice how the word you
choose can make a difference in meaning.
You must pay and he must return the book.
You must pay or he must return the book.
g Here are some useful subjunctions for joining
a clause to a sentence: before, after, if, while,
until, though, because, although, unless,
since, as, whenever, wherever. Again notice
how the word you choose can make a
difference in meaning
If you sleep eight hours every night you can’t
expect to learn very much.
Unless you sleep eight hours every night you
can’t expect to learn very much.
h Here are some examples of how you can use
conjunctions and subjunctions to make
simple sentences more precise and
informative.
Mary is clever. She likes school. She doesn’t
like sports.
Mary is clever and likes school, but she
doesn’t like sports.
David came home. He ate his dinner. The
dinner was very good.
After David came home he ate his dinner,
although it was not very good.
Paragraphs
A paragraph is a set of sentences that have one
main idea in common. There is no rule about
how many sentences there should be in a
paragraph, but you should try to make a
paragraph an easy amount to read at one time
without a break.
Why should you use paragraphs? If you don’t
break up your written work into smaller parts, it
becomes very difficult to read and your ideas can
get so mixed up that the reader won’t understand
what you’re trying to say.
Just as a sentence has a capital letter at the
beginning so that the reader knows when a new
sentence is starting, so a paragraph starts by
being set in from the margin, usually about 2
cm, or paragraphs are separated by an empty
line. This helps the reader see that you have
started a new paragraph.
You usually start a new paragraph when you
introduce:
– a new idea
– a new person in a story
– a new place in a story
– a change in time of events
– a change in speaker when writing conversation.
Spelling
It is possible to learn how to spell even difficult
words. The best way to learn English spelling is
by reading and writing. Your spelling will then
improve without you noticing it. You may also
use a dictionary or a word processor which can
correct your spelling for you.
Here are some ideas:
– When the teacher has corrected your written
work, you should make a list of the words
you often make mistakes with. Use the list
the next time you are writing something at
home or at school.
– Before written tests, try to learn the most
frequent words on the list by heart.
Remember to bring your dictionaries with
you, so that you can check the words you
know you have had problems with.
Capital letters
Capital letters are used more often in English
than in Norwegian. Look at the following
examples:
Weekdays, months, holidays: Saturday, July,
Christmas, Thanksgiving
Nationalities: a Hispanic, the Americans,
Norwegian food
Religion: Christianity, a Protestant, a Muslim,
a Buddhist, a Jew
Titles: Mr John Smith, Ms Mary Smith, the
President, the Prime Minister
Buildings, institutions: the Capitol, the House
of Commons, the Foreign Office, the State
Department, the Cabinet
Political parties: the Democratic Party – a
Democrat, the Republican Party – a Republican,
the Labour Party – Labour, the Conservative
Party – the Conservatives
Important historical events: World War II, the
Olympic Games, the Battle of Britain
Special words
Do not mix up the following words:
1to til å / for å
too også
I want to go home, too. Jeg vil dra hjem,
jeg også. / Eg vil dra heim, eg òg.
2be være, bli / vere, bli
bee bie
3lose tape, miste
loose løs/laus
4chose valgte/valde
choose velge/velje
5 Note the difference between of and off: of is
usually pronounced [´v]. It is a preposition:
a friend of mine
I’m dreaming of a white Christmas.
off is pronounced [Åf]. It can be both an
adverb (a day off ), an adjective (the off
button) and a preposition (get off the train).
6where hvor, der / kvar, der
were var
Where were you? Hvor var du? / Kvar var du?
wear bære, ha på seg / bere, ha på seg
What are you going to wear tonight?Hva har
du tenkt å ha på deg i kveld? / Kva har du tenkt å
ha på deg i kveld?
9live [lIv] leve, bo / leve, bu
leave [liÜv] forlate, dra
10taught [tOÜt] lærte bort, underviste
thought [TOÜt] tenkte, mente / tenkte, meinte
11thenså, deretter, da
than
enn
Then I went to Oslo.Så drog jeg til Oslo. /
Deretter drog eg til Oslo.
I am younger than you. Jeg er yngre enn du. /
Eg er yngre enn du.
12through gjennom
threw kastet/kasta
true
sant
I threw it through the window. It’s true!
13 their deres, sin / deira, sin
there der
they’re = they are
there’s = there is det er, der er, det finnes /
det er, der er, det finst
theirs deres/deira
7hereher – I am here.
hair hår – Your hair looks great!
hear høre – Can you hear me?
8 lie (lyve/lyge) – lied – lied
lie (ligge/liggje) – lay – lain
lay (legge/leggje) – laid – laid
Don’t you dare lie to me!
She’s lying.
Bergen lies on the coast.
She’s lying there.
Can you lay the table, please?
Study the examples:
This is their house. Dette er huset deres. /
Dette er huset deira.
There is a house there. Det er et hus der. /
Det er eit hus der.
There’s a house there. Det er et hus der. /
Det er eit hus der.
The house is theirs. Huset er deres. /
Huset er deira.
They’re having a party at their house over
there.
14want ønske/ønskje
he wants han ønsker / han ønskjer
won’t = will not vil ikke / vil ikkje
I want a new car, but he won’t let me.
The apostrophe (‘)
We use the apostrophe mainly in two contexts:
1 Genitive (somebody owns or has something):
Mary’s flat
the girl’s book
the girls’ book
Remember that the place of the apostrophe is
just after the name or the word indicating the
owner:
the girl’s book (= the book belongs to the girl)
the girls’ book (= the book belongs to the girls)
2 Contraction (sammentrekning/samantrekking)
The apostrophe replaces one or more missing
letters:
It’s (= it is) a dog. (The apostrophe replaces
the “i”.)
I don’t (= do not) know. (The apostrophe
replaces the “o”.)
You’ve (= you have) done it. (The apostrophe
replaces “ha”.)
We do not use the apostrophe in:
– plurals (ord i flertall / ord i fleirtal):
two books
few mistakes
– verbs ending with an “–s”:
he walks
she hears
modal verbs
Check your text
English modal verbs are can (and could), be able
to, may (and might), must, have to, need, ought to,
shall (and should), will (and would). They express
a number of meanings that are often called
“modalities”:
Language
• Tense – do you stick to the same tense? Don’t
change the tense without a good reason.
• 3rd person verb form: –s or no –s? “He sings”
but “They sing”.
• Apostrophe – when you leave out a letter
(you are – you’re) or the possessive ( John’s
book)
• Homophones – check words that sound the
same: their or there? “to” or “too”? “witch” or
“which”?
• Correct terminology – i.e. point of view,
protagonist, narrator, bilingual
Ability
can: She can lift a ton. (able)
be able to: He is not able to do it alone. (unable)
Permission
can: Can I sit here? (neutral among young people)
may: May I use your phone? (polite)
Certainty/Possibility
must: He must be drunk. (certain)
have to: He has to be drunk. (certain)
may: He may be at work. (possible)
cannot: It cannot be the right house. (impossible)
Necessity
need: I need to see him at once. (necessary)
must: I must see him at once. (necessary)
have to: I have to see him at once. (necessary)
Obligation
have to: You have to help me? (obliged)
must: You must help me? (obliged)
Ought to: You ought to help me? (recommended)
Offer
would: Would you like to sit here? (polite offer)
Request
will: Will you do me a favour? (neutral among
young people)
would: Would you do me a favour? (polite)
can: Can you help me with this? (neutral)
could: Could you help me with this? (polite)
Structure
• Are your topic sentences clearly stated?
• Have you created distinct paragraphs?
• Do you stick to one topic in each paragraph?
• Have you included an introduction and a
conclusion?
• Do you vary your sentence structure? Do you
start with other words than “but”, “and”,
“so”?
Content
• Are your arguments logical?
• Do you use examples to support your
arguments?
• Are you really answering the question?
• Have you remembered all parts of the
assignment?
Acknowledgements
“Mud” (approximately 897 words) from Ladybirds and Other
Elementary Very Short Stories by Jake Allsop (Penguin Books,
1996). Copyright © Jake Allsop, 1996.
“Brixton”. Excerpt from Victoria Line, Central Line by
Maeve Binchy © 1993. Reprinted by permission of
Christine Green, authors’ agent.
“Dad, Can I Come Home?” from School Tales by Malorie
Blackman. Published by Hamilton, part of Penguin UK.
“The Hockey Sweater” from The Hockey Sweater and Other
Stories by Roch Carrier. Copyright © 1979 by House of
Anansi Press. Reproduced with permission from House
of Anansi Press. Wwwanansi.ca
“The Painting” from The Songlines by Bruce Chatwin.
“Reunion” by Arthur C Clarke from The Wind from the Sun.
Reprinted by permission of David Higham.
“A Name is a Name” from The Heart is the Teacher by
Leonard Covello. Published by The McGraw-Hill
Companies, New York.
“Deportation at Breakfast” by Larry Fondation. Reprinted
by permission of Larry Fondation.
“Computers in Paradise” is extracted from THE
CARPATHIANS © Janet Frame 1988. Reprinted by
permission of The Wylie Agency (UK) Ltd. All rights
reserved.
“Butterflies” by Patricia Grace. Reprinted by permission of
Pearson New Zealand Ltd., Aukland.
“The Case for the Defence” from Collected Short Stories by
Graham Greene. Reprinted by permission of David Higham.
“Carapace” by Romesh Gunesekera from Monkfish Moon.
Reprinted by permission of Granta Books. Copyright ©
Romesh Gunesekera for audio and electronic rights by
permission of A.M. Heath & Co. Ltd, Author’s Agent.
“A Day’s Wait” by Ernest Hemingway. © Hemingway
Foreign Rights Trust. Reprinted by permission of A/S
Bookman.
“California Here We Come” by Astrid Jägfeldt. Reprinted
by permission of Astrid Jägfeldt.
“The Green Frock” from Separate Journeys: Short Stories by
Indian Woman Writers by Charan Jit Kaur.
“Eye Witness” by Ed McBain. Published by Grand Central
Publishing a part if the Hachette Book Group.
“Cinema Poem” from Sky in the Pie by Roger McGough
(Copyright © Roger McGough 1983) is reproduced by
permission of PFD on behalf of Roger McGough.
“Cinema Poem” by Roger McGough from Sky in the Pie
(© Roger McGough 1983) is printed by permission of
United Agents (www.unitedagents.co.uk) on behalf of
Roger McGough. Permission granted covers audio usage
and electronic licences.
“Memories of Another Life” from A Page in the Life by
Eddie Naughton. Published by New Island Books, Dublin.
Extract from “The Sniper” from Spring Sowing by Liam
O’Flaherty (Copyright © The Estate of Liam O’Flaherty
1924) is reproduced by permission of PDF on behalf of the
Estate of Liam O’Flaherty.
“Headwork” by Abel Phelps from Sunshine and Ahadows:
A Collection of South African Short Stories. Reprinted by
permission of Echoing Green Press CC. South Africa.
“Brenda’s Got A Baby” by Tupac Shakur. Published by
Simon & Schuster, Inc., New York.
“Tony’s Story” by Leslie Marmon Silko. © 1974 by Leslie
Silko. Reprinted by permission. All rights reserved.
“The River” by Bruce Springsteen. © Bruce Springsteen
Music. För Norden & Baltikum: Sonet Music AB. Tryckt
med tillstånd av Gehrmans Musikförlag AB.
“Son of Mine” from My People 3rd edition by Kath Walker.
Published by John Wiley & Sons Australia.
From “Auto Repair” by Rosalind Warren. Published in
SCHOLASTIC VOICE, September 6, 1991. Copyright © 1991
by Scholastic Inc. Reprinted by permission.
“Waka Waka” by Shakira and John Hill.
“Thank You M’am” from Short Stories by Langston Huges.
Published by Random House Inc., New York.
“Ibiza Bonkers” from Fair Play 1, Student’s Book.
© Margaretha Oredsson, Ulla Martinsson Elgh, Patricia
Nilsson och Bonnier Utbildning AB, Stockholm.
Every effort has been made to contact the copyrightholder.
We regret that this has not proved to be possible in every
case.
Bildeliste
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engelsk for sf

Transcription

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