Tracks 2 - Cappelen Damm

Petter FuhreSiri HunstadbråtenHelen MurrayTracks 2Engelsk for yrkesfag Vg 2

ContentsChapter 1: Back on TrackGrammar in focus: RevisionTEXT PAGE TEXT TYPE *LEVELTuning in: Where Are We? 8 Visual material ATony Meets the Petersons 12 Listening APink Bow Tie 17 Short story (Paul Jennings) BWhat’s Your School Like? 25 Factual text BNext Step: A Drive in theMotor Car 31 Novel excerpt (Roald Dahl) CRevision: Chapter 1 38 Revision activitiesChapter 2: The Age of CommunicationGrammar in focus: RevisionTEXT PAGE TEXT TYPE LEVELTuning in: Teens and the Media 40 Visual material AMTV’s Effects on Kids 44 Listening BI Want to Be on TV 48 Song (Green Day) BBollywood: The Global Cinema 52 Factual text BTeen Safety on the InformationHighway 59 Factual text BNext Step: Teacher in Trouble– a Global News Story 67 Newspaper article CRevision: Chapter 2 73 Revision activitiesChapter 3: World Wide WordsGrammar in focus: Questions, negations and tag questionsTEXT PAGE TEXT TYPE LEVELTuning in: See the World! 76 Board game ACanada: Facts & Figures 78 Map/Facts AVisiting a Canadian City 79 Listening BLiving with Brown Bears 82 Factual text BWinners 89 Novel excerpt (M. L. Collura) BNew Zealand: Facts & Figures 95 Map/Facts A4

Extreme Sports in New Zealand 96 Factual text BThe All Blacks 102 Listening BButterflies 105 Short story (Patricia Grace) AFact Box: Jamaica 109 Facts AWho Are the Jamaicans? 111 Factual text BNext Step: An Honest Thief 117 Short story (Timothy Callender) CRevision: Chapter 3 126 Revision activitiesChapter 4: Love through the AgesTEXT PAGE TEXT TYPE LEVELTuning in: Love 128 Visual material ASonnet 130 130 Sonnet (William Shakespeare) CRomeo and Juliet 132 Play excerpt (William Shakespeare) CA Red, Red Rose 136 Poem (Robert Burns) BDavid Copperfield 138 Novel excerpt (Charles Dickens) BTo Women as Far asI’m Concerned 140 Poem (D. H. Lawrence) BMen 142 Poem (Dorothy Parker) BI Let Love in 144 Song (Nick Cave) CHave I Ever 146 Poem (Ravenz23) AChapter activities 148Chapter 5: The Global VillageGrammar in focus: Modal verbsTEXT PAGE TEXT TYPE LEVELTuning in 152 Visual material ASummer at Wisconsin Dells 157 Factual text BFact Box: South Africa 162 Facts ASouth Africa: Don’t Missout on It! 164 Listening BEnglish in Asia 169 Newspaper article BDo You Speak Norwenglish? 174 Dialogue ANext Step: Big Car Guilt 181 Novel excerpt (Alexander McCall Smith) CRevision: Chapter 5 189 Revision activities5

Chapter 6: Work MattersGrammar in focus: Sentence variationTEXT PAGE TEXT TYPE LEVELTuning in: Walks of Life 192 Visual material AAll Work and No Homework 197 Newspaper article CMy Future Career 203 Written profiles / Listening BNeed I Change My Name? 209 Newspaper article BWork Ethics 213 Interview BTricks of the Trade 218 Listening BNext Step: Landing in the North 221 Short story (Martin Bott) CRevision: Chapter 6 229 Revision activitiesIn-Depth Study on Health,Environment and Safety 231 Project BIntroduction: Safety atthe Workplace 233 Factual text B= one step up= activity at tracks.cappelen.no*Level:A = elementary textB = intermediate textC = advanced textLiterary terms:– point of view: p. 23– setting: p. 35– characters: p. 94– theme: p. 108– plot: p. 125See also tracks.cappelen.no for more about literary analysis.6

1:Back on Track

Tuning in: Where Are We?12

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ACTIVITIES1 TalkingWork in pairs. Study the photos on pp. 8–9.What do you see? Look at the list below andchoose one location for each photo. You maywant to use some of the following expressionsin your discussion:– Do you agree that picture one is …?– I think/believe picture one is from …,because …– Something tells me that picture one is …,and that is in …– Picture one is clearly/probably/perhaps… in …– What about that picture – could it be …?– Do you think that picture is …?– In my opinion/view, this picture is …– I think you’re wrong. It’s not …, but …– I disagree, it’s not …– I see. Are you sure it’s …?List:The Sydney Opera House – Sydney, AustraliaThe Statue of Liberty – New York City, USAUluru – AustraliaThe Houses of Parliament – London, EnglandCape Town – South AfricaMount Rushmore – USATaj Mahal – IndiaEdinburgh Castle – Edinburgh, ScotlandThe White House – Washington D.C., USAStonehenge – EnglandMilford Sound – New ZealandNiagara Falls – CanadaThe Aran Islands – IrelandOld Trafford – Manchester, EnglandRocky Mountains – USAMontego Bay – Jamaicabguesses correctly, he or she gets one point.Then swap roles.Each student counts his or her total score.Who has the highest score in class?1 If I weren’t in class now I’d prefer tobe …2 Something I say far too often is …3 The most surprising thing that everhappened to me was …4 If I win the lottery, I’m going to spend themoney on …5 You wouldn’t know it, but I’m actuallyvery good at …6 I like wearing …7 All my money goes on …8 The best invention ever is …9 My biggest regret is …10 My favourite meal is …11 You may not know it, but I’m no goodat …Choose one sentence you guessed rightand one you guessed wrong about yourclassmate. Share them with your class.Examples:– I knew that Cecilie would rather be at thebeach because she is really fond of sunbathing.– What surprised me most was the factthat Cecilie is so good at fixing computers.2 Making predictionsa Write down three alternative endings to thesentences below, one true and the other twofalse. Then ask a classmate to guess whichone is true. Each time your classmate10

3 Test yourself!How much do you remember from yourEnglish classes last school year? Take thisquiz to find out! If you want to, you can workin groups of three and see which group getsthe highest score.1 X 21. What is the capital of India?2. Which word is an adjective?3. Who was the first Presidentof the USA?4. Where do the Maori live?5. Where do most of today’simmigrants to the USA comefrom?6. Who was Queen of Englandfor most of the 19th century?7. What is another name forAmerican Indians?8. Who had a conflict going forcenturies in NorthernIreland?9. What is the correct pluralform of “life”?10. Which word is an adverb?11. Where is the city ofMelbourne located?12. Where is the city of Galwaylocated?Mumbai Calcutta New Delhising small songLincoln Washington AdamsAustralia Canada New ZealandMexico Russia AustraliaQueen Queen Queen MaryVictoria Elizabeth IAborigines Old NativeAmericans AmericansProtestants Irish and Muslims andand Welsh JewsCatholicslifes lives liveloud live loudlyCanada New Zealand AustraliaIreland England India11

4 Grammar revision: a vs. anGrammar Toolbox:The indefinite article (Norw. en/ein, ei, et/eit)can have two forms: a and an. You must sayand write a banana and an orange.Use a before a consonant sound (konsonantlyd):a boy, a girl, a good idea, a universityUse an before a vowel sound (vokallyd): anapple, an open book, an insect, an hour, anuncleChoose the correct indefinite article:a a/an business reportb a/an airline ticketc a/an underdogd a/an bullye a/an hour’s delayf a/an honourable mang a/an university professorh a/an young girli a/an ideaj a/an examplek a/an perfect matchl a/an unpleasant experiencem a/an absolutely fantastic viewTable Mountain, Cape Town, South AfricaListening –Tony Meets thePetersonsTony is a young man who is on his way tomeet his girlfriend’s parents for the first time.As it turns out, Tony is not quite what thePetersons expected …You can listen to the conversation on theTracks 2 CD or at tracks.cappelen.no. Payspecial attention to the way the people greeteach other and how they behave.ACTIVITIESto greet /ɡri:t/ å hilse på / å helse påto behave å oppføre segconventional konvensjonellto swear /sweə/ å banneto rely on å stole påWhat a laugh! For en vits! / Forein vits!drawing room stuedining room spisestuemean gjerrig1 ListeningChoose the correct alternative:a Lisa and Tony are going to visit …■ Tony’s parents■ Lisa’s parentsb Lisa wants Tony …■ to be himself■ to behave himselfc When Tony meets Lisa’s father he says …■ the wrong thing■ the right thingd Tony tells Lisa’s mother that …■ he is not hungry■ he is starvinge Lisa’s mother offers him …■ a Coke■ tea12

fgLisa’s father thinks Tony’s joke is …■ very funny■ not funny at allAt the end of their visit Lisa is …■ embarrassed■ very happy2 TalkingDiscuss the following questions in pairs orsmall groups. Listen to the text again if necessary.a What greetings were used when the differentpeople met each other? Write a headingfor each person – Tony, Lisa, Mr and MrsPeterson. Underneath each heading, writethe expressions used by each person. Turnto p. 14 and compare their expressions tobcdethe phrases used for greetings and farewellspresented there. Who used informal expressionsand who used formal expressions?Why did the communication between Tonyand Lisa’s parents go wrong?Who is to blame for the way things turnedout?How likely do you think it is that Tony andLisa will continue their relationship?Have you experienced any similarly embarrassingsituations, either at a friend’s houseor elsewhere? If so, share your stories.13

Greetings and farewells: useful phrasesGreetings:Hi. / Hello. / How are you (doing)? / Goodmorning. (until twelve o’clock) / Good afternoon.(until about six o’clock) / Good evening.(after six o’clock).Note that “How do you do?” is only used whenpeople meet each other for the first time. Theanswer should always be “How do you do?”When somebody says “How are you?” you cansay:Fine, thanks. How are you? / OK, thanks. Howare you? / Pretty good. How are you? / Justfine. / Not so bad thanks. How are you? / Can’tcomplain, thanks. How are you?Let your reply be neutral unless a close friendasks and you assume he or she actually wantsto know. If you do not feel that great, you couldsay:So-so, thanks. How are you? / Not so good,actually. How are you?Introducing yourself:Hello, I’m Jenny. / I don’t think we’ve met. I’mPhilip Wilson. / May I introduce myself? I’m MsDixon. / I’d better introduce myself. My name’sPaul Williams. / You must be Jenny. I’m John. /I’m Peter Jennings. How do you do?Introducing other people:Hi, this is my best friend Kathy. / This is Jennyfrom my English class. / Tom, I’d like you tomeet Ms Dalton. / Shirley, I’d like to introduceTom Brokaw. / Let me introduce everyone: Mywife, Elizabeth; my manager, Mr O’Shea; ...Responding to an introduction:Hello. / Hi. / How do you do?/ Pleased to meetyou. / Nice to meet you.Goodbyes:Goodbye. / Bye. / Bye-bye. / See you later. /Take care.More formal expressions you can use (also incombination with “Goodbye”) are:Nice talking to you. / I look forward to seeingyou soon. / It was nice meeting you. / It wasnice seeing you again.14

3 Greetings and farewellsa Place these greetings under two headings:informal and formal.Hello, I’m Lee. How are you? / Good morning.My name’s Jane Granger. How do youdo? / Hey dude, what’s cooking? / Yo man,what’s up? / Let me introduce myself. I’mJonah Jacobs. / Hello, I’m Peter. Pleased tomeet you.bThere are also informal and formal expressionswhich we use when we say goodbyeto people. Here are some of them, butwhich ones are informal?I’m sorry, but I have to go. / Bye. / Thankyou for your time. / I shouldn’t take up moreof your time. / Let’s split. / Good day. / It’sbeen nice speaking to you. / See you later. /Take care.4 VocabularyFill in the gaps in the text below using wordsfrom this list:foreigners – questions – safe – Britons –flattering – nice – interested – personal –States – informationMeeting Americans and BritonsIn the United … people may tell you a lot ofthings about themselves and show a lot ofinterest in you (for instance by asking Whatdo you do?). Of course it can be very … tofeel that other people are very … in you atthe same time as they share a lot of personal… about themselves. In fact, this is a very… way of meeting new people, but it isoften misunderstood by …. The next timeyou meet you may discover that they haveforgotten what you said and you are not thatspecial after all.… are often less interested in talkingabout … things the first time you meet.The weather is always a … topic. Usually,people in Britain do not expect … abouttheir private lives until you know each othera little better.5 Role playChoose task a or b.a What do you say when you introduce otherpeople? How does the other personrespond? Find the correct expressions on p.14. Act out these scenes in pairs or in frontof the class.– You are a teacher who is going to introducea new student to the rest of the class.– You are the principal of your school. The USPresident is visiting. You are going to introduceone of your teachers to the President.15

– You are the host of a chat show onNorwegian TV. You have invited a famoussinger from Britain to your show. You aregoing to introduce her to your audience.b What do you say when you are leaving?Find the correct expressions on p. 14. Actout these scenes in pairs or in front of theclass.– You are a successful businessman or businesswomanattending an important meetingin Brussels. You have to leave early to catchyour plane home.– You are staying with a host family in theUSA. You are about to leave for school.6 Grammar revision: adverbs vs.adjectivesGrammar Toolbox:You should learn a lot of adverbs and adjectives;they breathe life into what you are sayingand writing. Most adverbs are formed byadding -ly to an adjective: clear ➔ clearly.Adjective or adverb? Choose the correct alternative:a That question is (easy/easily).b (Lucky/Luckily) you!c He was bleeding (bad/badly) from thewound.d Do you have to make such (terrible/terribly)noise?e What an (exciting/excitingly) film!f They are very (careful/carefully) about theirwork.g Sue and Bill are (awful/awfully) (stubborn/stubbornly).h (Clear/Clearly), that’s a different matter.i (Slow/Slowly) release the clutch to make a(gentle/gently) start.j I (real/really) think she can do this(hard/hardly) exercise (quick/quickly).k She went on holiday to Ireland, the most(beatiful/beatifully) country in Europe. Lookat the (stunning/stunningly) picture she tookon the Aran Islands!Adjectives describe nouns and pronouns:That’s a difficult task. / John is clever. / She isnice. / Poor me!Adverbs describe verbs, adjectives and otheradverbs:You must study this carefully. / That’s a terriblydifficult task. / He sings really badly.Adverbs can also add meaning to an entiresentence:– Obviously, that’s an important point.The Aran Islands, Ireland16

STARTING OFFDiscuss in groups: Have you ever been told off by the principal oryour teacher? What had you done? Were you punished? Do youthink you deserved it?Shortcut:tracks.cappelen.noNow read or listen to this exciting tale told by a young boy fromAustralia.Pink Bow TieBy Paul Jenningsto be told off å bli kjeftet på / å blikjefta påto be punished å bli straffet / å blistraffaprincipal rektorbloke /bləυk/ mannbow tie tversoversløyfeWell, here I am again, sitting outside the Principal’s office. And I’veonly been at the school for two days. Two lots of trouble in two days!Yesterday I got punished for nothing. Nothing at all.I see this bloke walking along the street wearing a pink bow tie.It looks like a great pink butterfly attacking his neck. It is the silliestbow tie I have ever seen. “What are you staring at, lad?” says thebloke. He is in a bad mood.“Your bow tie,” I tell him. “It is ridiculous. It looks like a pinkvampire.” It is so funny that I start to laugh my head off.Nobody tells me that this bloke is Old Splodge, the Principal of17

the school. He doesn’t see the joke and he decides to punish me. Lifeis very unfair.Now I am in trouble again. I am sitting here outside Old Splodge’soffice waiting for him to call me in.Well, at least I’ve got something good to look at. Old Splodge’s secretaryis sitting there typing some letters. She is called Miss Newhamand she is a real knockout. Every boy in the school is in love withher. I wish she was my girlfriend, but as she is seventeen and I amonly fourteen there is not much hope. Still, she doesn’t have aboyfriend so there is always a chance.She is looking at me and smiling. I can feel my face going red.“Why have you dyed your hair blond?” she asks sweetly. “Didn’t youknow it is against the school rules for boys to dye their hair?”I try to think of a very impressive answer but before I can say anythingOld Splodge sticks his head around the office door. “Come in,boy,” he says.I go in and sit down. “Well, lad,” says Old Splodge. “Why haveyou dyed your hair? Trying to be a surfie, eh?” He is a grumpy oldboy. He is due to retire next year and he does not want to go.I notice that he is still wearing the pink bow tie. He always wearsthis bow tie. He cannot seem to live without it. I try not to look at itas I answer him. “I did not dye my hair, sir,” I say.“Yesterday,” says Splodge, “when I saw you, I noticed that you hadblack hair. Am I correct?”“Yes, sir,” I answer.“Then tell me, lad,” he says, “how is it that your hair is whitetoday?” I notice that little purple veins are standing out on his baldhead. This is a bad sign.“It’s a long story,” I tell him.“Tell me the long story,” he says. “And it had better be good.”I look him straight in the eye and this is what I tell him.I am a very nervous person. Very sensitive. I get scared easily. I amscared of the dark. I am scared of ghost stories. I am even scared ofthe Cookie Monster on Sesame Street. Yesterday I am going home onthe train after being in trouble at school and I am in a carriage withsome very strange people. There is an old lady with a walking stick,grey hair and gold wire-rim glasses. She is bent right over and canhardly walk. There is also a mean, skinny-looking guy sitting next tome. He looks like he would cut your throat for two bob. Next to himis a kid of about my age and he is smoking. You are not allowed tosmoke when you are fourteen. This is why I am not smoking at thetime.After about five minutes a ticket collector puts his head aroundto dye /daI/ å fargeimpressive imponerende/imponerandesurfie surfer/surfargrumpy /ɡrmpI/ grettento retire å gå av med pensjonvein blodåresensitive følsom/følsamSesame Street tv-serie for barncarriage /krIdʒ/ togvognwire-rim glasses briller medmetallinnfatningskinny-looking tynn, spinkelbob her: mynt; verdien tilsvarer5 pence / mynt; verdien svarer til5 penceticket collector konduktør51015202530354045505518

the door. He looks straight at the kid who is smoking. “Put that cigaretteout,” he says. “You are too young to smoke.”The kid does not stop smoking. He picks up this thing that lookslike a radio and twiddles a knob. Then he starts to grow older infront of our eyes. He just slowly changes until he looks about twenty-five.“How’s that?” he says to the ticket collector. “Am I oldenough now?”The ticket collector gives an almighty scream and runs down thecorridor as fast as his legs can take him. The rest of us just sit therelooking at the kid (who is now a man) with our mouths hangingopen.“How did you do that?” trembles the old lady. She is very interestedindeed.“Easy,” says the kid-man as he stands up. The train is stopping ata station. “Here,” he says throwing the radio thing on to her lap. “Youcan have it if you want.” He goes out of the compartment, down thecorridor and gets off the train.We all stare at the box-looking thing. It has a sliding knob on it.Along the right-hand side it says OLDER and at the left end it saysYOUNGER. On the top is a label saying AGE RAGER.The mean-looking bloke sitting next to me makes a sudden lungeforward and tries to grab the Age Rager but the old lady is too quickfor him, “No you don’t,” she says and shoves him off. Quick as aflash she pushes the knob a couple of centimetres down towards theYOUNGER end.Straight away she starts to grow younger. In about one minute shelooks as if she is sixteen. She is sixteen. She looks kind of pretty inthe old lady’s glasses and old-fashioned clothes. It makes her looklike a hippy. “Cool,” she shouts, throwing off her shawl. She throwsthe Age Rager over to me, runs down the corridor and jumps off thetrain just as it is pulling out of the station.“Give that to me,” says the mean-looking guy. Like I told youbefore, I am no hero. I am scared of my own shadow. I do not likeviolence or scary things so I hand over the Age Rager to Mean Face.He grabs the Age Rager from me and pushes the knob nearly upto the end where it says YOUNGER.Straight away he starts to grow younger but he does not stop atsixteen. In no time at all there is a baby sitting next to me in a puddleof adult clothes. He is only about one year old. He looks at mewith a wicked smile. He sure is a mean-looking baby. “Bad, DadDad,” he says.“I am not your Dad Dad,” I say. “Give me that before you hurtyourself.” The baby shakes his head and puts the Age Rager behindhis back. I can see that he is not going to hand it over. He thinks itis a toy.to twiddle /twIdl/ å vriknob /nɒb/ bryter/brytarto tremble å skjelvelap fangcompartment togkupélunge /lndʒ/ stupshawl /ʃɔ:l/ sjalpuddle her: haugwicked ondskapsfullt/vondskapsfullt51015202530354045505520

51015202530354045Then, before I can move, he pushes the knob right up to theOLDER end. A terrible sight meets my eyes. He starts to get olderand older. First he is about sixteen, then thirty, then sixty, theneighty, then one hundred and then he is dead. But it does not stopthere. His body starts to rot away until all that is left is a skeleton.I give a terrible scream and run to the door but I cannot get outbecause it is jammed. I kick and shout but I cannot get out. I openthe window but the train is going too fast for me to escape.And that is how my hair gets white. I have to sit in that carriagewith a dead skeleton for fifteen minutes. I am terrified. I am shakingwith fear. It is the most horrible thing that has ever happened to me.My hair goes white in just fifteen minutes. I am frightened into beinga blond. When the train stops I get out of the window and walk allthe rest of the way home.“And that,” I say to Splodge, “is the truth.”Splodge is fiddling with his pink bow tie. His face is turning the samecolour. I can see that he is about to freak out. “What utter rubbish,”he yells. “Do you take me for a fool? Do you expect me to believethat yarn?”“I can prove it,” I say. I get the Age Rager out of my bag and putit on his desk.Splodge picks it up and looks at it carefully; “You can go now,lad,” he says in a funny voice. “I will send a letter home to your parentstelling them that you are suspended from school for telling lies.”I walk sadly back to class. My parents will kill me if I am suspendedfrom school.For the next two weeks I worry about the letter showing up in theletter box. But nothing happens. I am saved.Well, it is not quite true that nothing happens.Two things happen: one good and one bad. The good thing is thatSplodge disappears and is never seen again.The bad thing is that Miss Newham gets a boyfriend. He is abouteighteen and is good-looking.It is funny though. Why would she go out with a kid who wearsa pink bow tie?5055skeleton skjelettto be jammed å sitte fast / å sitjefastto fiddle å fikle medto freak out å gå av skaftetyarn usannsynlig historie /usannsynleg historieto be suspended her: å bli bortvistfra skolen / å bli vist bort fråskolen21

ACTIVITIES1 Understanding the textTick off the correct answer.abcdefgThe principal’s secretary is …■ young and pretty■ middle-aged and attractive■ old and charmingThe boy has been called in to see theprincipal because …■ he called the principal a vampire■ he dyed his hair■ he tried to chat up the principal’ssecretaryThe boy claims that he is …■ a nervous person■ not scared of anything■ only scared of principalsThe boy tells the principal a storybecause …■ he wants to entertain the principal■ he needs to explain how the colour of hishair has changed■ he has experienced something veryunusualThe Age Rager is a machine which …■ makes people older■ makes people younger■ may make people older and/or youngerWhat does the boy do with the Age Rager?■ He throws it away■ He keeps it himself■ He gives it to the principalAfter their conversation the principal …■ suspends the boy■ doesn’t do anything■ tells the boy’s parents what he has donehAt the end of the story, what has happened tothe principal?■ He has retired■ He has disappeared■ He has become 18 years old2 Vocabularya Find the English words and expressions inthe text that mean the same as:– jeg ble straffet / eg vart straffa– i dårlig humør / i dårleg humør– å le meg i hjel / å le meg i hel– urettferdig– ei skikkelig pen jente / ei skikkeleg pen jente– han skal snart gå av med pensjon– den bør være god / den bør vere god– du har ikke lov til å røyke / du har ikkje lov tilå røykje– jeg roper høyt / eg ropar høgt– å bli sint– jeg skjelver av frykt / eg skjelv av fryktbWork in pairs. Each student writes thedefinition of four words from the text inEnglish. Do not include the word itself in yourdefinition. Ask your partner to read your definitionsand guess what the words are.Then compare your own definitions to thosein an English-English dictionary. Write downthe dictionary definitions as well as your own.Example: The person who is in charge of aschool. (principal)3 TalkingDiscuss in groups of three:a “Pink Bow Tie” is not a realistic story. Whathappens in the story that could not havehappened in real life?bIf you found an Age Rager, what would youdo with it?22

cImagine that you have gone back in time to1850. Explain a mobile phone, a car and acomputer to a person you meet. How wouldyou explain how these things work to someonewho has never seen them?d Do you like fantasy stories, novelsand films? Why or why not?One member of the group sums up the viewsof the group and presents them to the rest ofthe class.Examples:– Espen really enjoys ….– Mette, on the other hand, does not enjoy ….She prefers …– Ole is a great fan of … because …4 WritingWrite a fantasy story. Choose one of these titles:– “The Day of Forever” (time stands still)– “Animal World” (all human beings have beenturned into animals)– “The Revenge of the Unicorns”7 Funnybones – JokesJokes can tell us quite a lot about the characterand values of a particular culture. The followingquestions were posted on an Australian websiteby people interested in travelling there. TheAussies themselves provided the answers.Q: Does it ever rain in Australia? I have neverseen it rain on TV, so how do the plantsgrow? (UK)A: We import all plants fully grown and thenjust sit around watching them die.Q: I want to walk from Perth to Sydney – can Ifollow the railroad tracks? (Sweden)A: Sure, it’s only three thousand miles. Takelots of water.Q: Will I be able to see kangaroos in thestreets? (USA)A: Depends on how much you’ve beendrinking.5 DrawingDraw the Age Rager based on the description ofthe machine in the story.6 Reading literature – Point of viewA story may be told by one of the characters inthe story or by a voice outside the story. This iscalled the point of view of the text. It plays animportant role in the way the reader responds tothe story. In “Pink Bow Tie” the story is told fromthe point of view of the boy.Literary tasksa Who do you identify with in “Pink Bow Tie”?Who tells us about the other characters?What do we learn about the other characters?b What would the story have been like if it hadbeen told by the principal or the principal’ssecretary, for example?23

8 Grammar revision: the present tenseGrammar Toolbox:The present tense (nåtid/notid) of verbs isslightly trickier in English than in Norwegian. InEnglish the verb ends in -s after he/she/it or asingular noun (substantiv i entall/eintal).abFill in the verbs in the present tense.to come: I … – you … – he/she/it … – we/you/they …to use: I … – you … – he/she/it … – we/you/they …to fix: I … – you … – he/she/it … – we/you/they …Most verbs fit the pattern in task a. But what about these three verbs?to be: I … – you … – he/she/it … – we/you/they …to have: I … – you … – he/she/it … – we/you/they …to do: I … – you … – he/she/it … – we/you/they …cComplete the sentences below usingthe right form of the following verbs in the present tense.be (4 times) – have (2) – do (2) – eat – read – write – hate– You … a genius.– Ashley … too much chocolate.– I … ill today.– He … a lot of ideas.– Kaja always … her best.– Marcus … a book every week.– What … you mean?– I … a fever.– She … a good friend of mine.– Jenny … Monday mornings.– Tommy and Sean … e-mails to each other.– Bill and I … best friends.9 WWWorkGo to tracks.cappelen.no and find the rules ofSlough Grammar School, a school for 12 to18-year-olds in Slough, UK. You will also findsome activities about school rules.24

abcdeSTARTING OFFWork in groups of three. Decide who is A, B and C. You are goingto study one text each (A = Louise, B = Elyse and C = Stuart).Leave your group and make new groups which consist of As only,Bs only, and Cs only.Your task is to study your part so well that you can later teach itto the other members of your original group. First take turns andread the text aloud.Do activity 1 (p. 28) together. Check your work.Go back to your original group. Tell the others the main points inyour text in your own words. Also point out the key words andphrases to the others. Do activities 2–4 together.Shortcut:tracks.cappelen.noregistration period oppropvending machine automatindependent school privatskoleexpensive dyrttax skattsingle-sex school jenteskole ellergutteskole / jenteskole ellerguteskoleboarding school internatskoleart school kunstskoletechnical college skole foryrkesrettede studier / skole foryrkesretta studiumformal formellto address /ədres/ å tiltalefirst name fornavn/fornamnWhat’s Your School Like?A LOUISE – United KingdomIn the UK you usually spend 13 years at school. School starts at 8.50a.m. and we have a registration period every day. We have a one-hourlunch break and school finishes at 3.30 p.m. My school sells sandwichesbut there’s not much choice. There are also vending machinesthat you can buy snacks from, but generally students go into town orbring their own lunch to school.I don’t pay for textbooks I use in class but I do pay for revisionbooks, which I use at home. We have to return the textbooks to theschool at the end of the year. In general, state schools in the UK arefree but students at independent (or private) schools have to payfees. Some of the independent schools in the UK are very expensiveindeed – schools like Eton have a long tradition and it’s very toughto get in. I believe all schools should be free because people payenough taxes to cover the cost of education in Britain.In the UK we have just about every type of school under the sun:single-sex schools, mixed schools, boarding schools, independentschools, religious schools, art schools, drama schools, technical colleges– you name it, we have it.The relationship between teachers and students is quite formal.We address the teachers as “Sir” or “Miss”. I don’t think anybodywould call a teacher by his or her first name, even if they asked usto. I would probably think that the teacher was trying too hard.25

B ELYSE – CanadaSchool starts at around 8 o’clock and finishes at 2.30 p.m. There are1,700 students in my school and it is full to overflowing.We don’t have to pay for our textbooks, and we don’t pay schoolfees in the Public System either. But there are fees for a student pass,sports activities and other trips. If you attend a private school, youhave to pay for it. If you want to attend a school which offers somethingspecial, I think you should pay for it. But education should beavailable for free for those people who just want to attend an ordinaryschool and maybe can’t afford to pay.We have some single-sex schools in Canada, but not a lot. In thebigger cities there are some boarding schools too, for students wholive far away (and as Canada is a big country, some students can livehundreds of miles away from the nearest school).We normally walk into town to buy lunch at the many restaurantsor we go to someone’s home. You can only buy snacks at the cafeteria,not meals.We don’t have a set policy on how to address teachers, but therelationship between us and the teachers is quite comfortable. Ofcourse, you address them in class as “Mister” or “Miss”.Our school is highly multicultural, with students from placessuch as Hong Kong, Pakistan and the Middle East. This has been amajor change over the past ten years. My school has been identifiedas a “low risk school” – in other words, the police don’t spend a greatdeal of time at the school although they are here at least weekly.full to overflowing overfyltschool fees skolepenger/skolepengarPublic System offentlig skolesystem/ offentleg skolesystemstudent pass skolebevisto attend å gå påto offer /ɒfə/ å tilbyavailable /əveIləbl/ tilgjengelig/tilgjengelegset policy faste regler / faste reglarcomfortable /kmfətəbl/ avslappet/avslappa5101520253026

51015202530co-educational åpen for beggekjønn / open for begge kjønnremote /rIməυt/ avsidesliggende/avsidesliggjandeprimary students barneskoleelever/barneskoleelevarsecondary students ungdomsskoleelever/ungdomsskoleelevarsunstroke solstikk, heteslagheat exhaustion /Iɡzɔ:stʃn/utmattelse forårsaket av varme /utmatting på grunn av varmescholarship /skɒləʃIp/ stipendfunding finansieringto vary /veərI/ å varieretuckshop kantine (eller butikksom selger mat til elevene) / kantine(eller butikk som sel mat tilelevane)dining room spisesal/matsalboarders elever som bor på skolen/ elevar som bur på skolenC STUART – AustraliaIn Australia all public schools are co-educational – which meansboys and girls go to the same school – but private schools can alsobe single sex. Some schools (especially those in remote places likethe famous Australian Outback!) have a mixture of both primary andsecondary students in the same school. School hours vary fromschool to school but are usually from 8.30 a.m. to 3.30 p.m., give ortake half an hour.Sometimes schools close down when the temperatures reach themid-forties, as sunstroke and heat exhaustion constitute a real danger.You always have to pay for textbooks, no matter at what type ofschool you study. If you go to a private school, you will have to payschool fees unless you have a scholarship. Public schools are statefundedand don’t require fees, except paying for excursions, textbooks,as I said, and other things like that. In an ideal world, I thinkeducation should be free for everyone, but schools need funding. SoI don’t see paying for your education as a bad thing.The relationship with teachers varies greatly from teacher toteacher, but at my school – which is private – you definitely have tocall teachers either “Sir” or “Miss” and stand up when they enter theroom. It is quite formal, but I can hardly imagine that happening ata state school. There it would be only “Mr Smith”.All schools have tuckshops with a good variety of food at reasonableprices. At my school there is a separate dining room for boarders.Dining rooms for day students don’t exist over here.27

ACTIVITIES1 Understanding the textsChoose one person (see “Starting off” p. 25)and do the following tasks:aComplete the sentences below to make asummary of what the person says:LouiseAt my school we start at …We finish …Students go into town to …Textbooks are free, but I …State schools are free, but students at independentschools …Some independent schools are …We address our teachers …ElyseState schools are free, but …We don’t have to pay for …If you attend a private school …Boarding schools are for students …We walk into town to …In class we address our teachers …At our school there are students from …StuartSome private schools are single sex, whichmeans that …School hours are generally from …You always have to pay for …Students who have a scholarship …The relationship between teachers and students…When the teachers enter the room …In the tuckshop, the students can buy …bMake a mind map or a list of key wordsfrom your text.2 Question timeAsk the other members of your group fivequestions about your text. Find answers toeach other’s questions.3 VocabularyFind words in the texts that mean the same asthe following:Louisea a school paid for by taxpayersb what you have to pay to go to an independentschoolc to call someone a particular name or titlewhen you speak to themElysed a school in which the students live duringthe school termse a school with students from many differentcountriesf for boys or girls onlyStuartg when a person is tired from too much timein the sunh where the boarding school students havedinneri a place in a school where sweets, drinks,etc. are sold to pupils4 TalkingWork in pairs or small groups:a On the basis of these three texts, comparethe following aspects of the school systemsin the UK, Canada and Australia:– school hours– school fees– lunch– ways of addressing teachersbShould students pay for their education?What difference do you think it can make ifstudents have to pay for their education?28

5 WritingHere are a few questions the three people inthe text asked after their interviews. Chooseone question and write an e-mail to the personwho asked it. In your e-mail you should give afull answer to the question.Louise: I have never been to Norway. DoNorwegian students have to wear a uniform orare they allowed to wear their own clothes atschool?Elyse: Do Norwegian schools also need to callthe police out now and then? I would also liketo know how multicultural Norwegian schoolsare in general.Stuart: When I visited Norway, everybody I metseemed to speak English fluently. Is Englishcompulsory at school? How old are studentswhen they start learning English? How manyother languages are compulsory and what arethe most popular foreign languages (other thanEnglish) for Norwegian students?6 Grammar revision: the progressiveGrammar Toolbox:The progressive is used about a situation thatis going on right now:– A: What’s that noise?– B: Paul is playing the guitar again.It is also used about a situation that was goingon for some time (and was perhaps interrupted):– Paul was playing the guitar when someoneyelled “Cut that out!”We do not use the progressive about habits orabout situations that occur repeatedly:– Paul plays the guitar. He really loves hishobby.The progressive or not? Fill in the verbs in theircorrect forms in the following sentences:abcdefJohn (drive) his children to school everyday.Paul (study) for the exam now.Last night we (watch) an interesting documentaryabout dangerous jobs.Joanna normally (watch) TV in the eveningbut tonight she (surf) the Internet.Yesterday, we (play) chess when suddenlythe phone (ring).When Samantha (come) home last week,she saw that someone (break) into herhouse.29

SHORTCUT:A Drive in the Motor-CarOne day, during the Christmas holiday in 1925, my 21-year-old half-sister tookthe whole family for a drive in our new car. She had had two lessons in drivingfrom the man who delivered the car. In 1925, nobody had to take a driving test.There was very little traffic.We were seven people in the car: my three other sisters, my half-brother, mymother, the driver and myself. We were all very excited and made my half-sisterdrive as fast as she could.Suddenly, when we were doing about 35 miles an hour, we came to a bend in theroad. My sister did not know what to do, and cried “Help!” She slammed on thebrakes and swung the wheel around. We went crashing into a hedge.There was glass everywhere, but nobody was hurt very much except me. My nosehad been cut off my face and was hanging by a small thread of skin. My motherput my nose back into place. My half-sister had not learnt how to reverse, butafter a while she moved the car on to the road again.We had to go to Cardiff to see a doctor. Then my sister admitted that she hadnever driven in a city before. “You are about to do so,” my mother said. “Keepgoing.”Shortcut activityWho?a Who was driving?b Who were the passengers?c Who had his nose cut off?d Who put the nose back in place?e Who were they going to see in Cardiff?lesson in driving kjøretimeto deliver å levereexcited /IksaItId/ spentbend svingto slam on the brakes å stå påbremsenehedge hekkthread of skin skinnfilleto reverse /rIv:s/ å ryggeto admit å innrømme30

STARTING OFFDiscuss in groups or in class:a Have you started taking driving lessons? If so, have you had anyproblems so far?b Can you explain in English what the following road signs mean?The following story is taken from Roald Dahl’s novel Boy – Tales ofChildhood, in which he tells of his experiences growing up inEngland and Wales. Here Roald and his family go for a drive with hissister, an inexperienced driver to say the least.NEXT STEP:A Drive in the Motor-CarBy Roald Dahl510152025inexperienced uerfarencanvas roof seildukstak/segldukstakappendix blindtarmenlightened opplystsufficient /səfIʃnt/ tilstrekkelig/tilstrekkelegjudge of competence sensorancient /eInʃənt/ eldgammel/eldgammalcocky kjepphøy/kjepphøgThe weather was exceptionally mild that Christmas holiday and oneamazing morning our whole family got ready to go for our first drivein the first motor-car we had ever owned. This new motor-car was anenormous long black French automobile called a De Dion-Boutonwhich had a canvas roof that folded back. The driver was to be thattwelve-years-older-than-me half-sister (now aged twenty-one) whohad recently had her appendix removed.She had received two full half-hour lessons in driving from theman who delivered the car, and in that enlightened year of 1925 thiswas considered quite sufficient. Nobody had to take a driving-test.You were your own judge of competence, and as soon as you felt youwere ready to go, off you jolly well went.As we all climbed into the car, our excitement was so intense wecould hardly bear it.“How fast will it go?” we cried out. “Will it do fifty miles an hour?”“It’ll do sixty!” the ancient sister answered. Her tone was so confidentand cocky it should have scared us to death, but it didn’t.“Oh, let’s make it do sixty!” we shouted. “Will you promise totake us up to sixty?”“We shall probably go faster than that,” the sister announced,pulling on her driving-gloves and tying a scarf over her head in theapproved driving-fashion of the period.31

The canvas hood had been folded back because of the mild weather,converting the car into a magnificent open tourer. Up front, therewere three bodies in all, the driver behind the wheel, my half-brother(aged eighteen) and one of my sisters (aged twelve). In the back seatthere were four more of us, my mother (aged forty), two small sisters(aged eight and five) and myself (aged nine). Our machine possessedone very special feature which I don’t think you see on the cars oftoday. This was a second windscreen in the back solely to keep thebreeze off the faces of the back-seat passengers when the hood wasdown. It had a long centre section and two little end sections thatcould be angled backwards to deflect the wind.We were all quivering with fear and joy as the driver let out theclutch and the great long black automobile leaned forward and stoleinto motion.“Are you sure you know how to do it?” we shouted. “Do youknow where the brakes are?”“Be quiet!” snapped the ancient sister. “I’ve got to concentrate!”Down the drive we went and into the village of Llandaff itself.Fortunately there were very few vehicles on the roads in those days.Occasionally you met a small truck or a delivery-van and now andagain a private car, but the danger of colliding with anything else wasfairly remote so long as you kept the car on the road.to convert å gjøre om / å gjere omto possess å hafeature /fi:tʃə/ særtrekkwindscreen frontruteto angle /ŋɡl/ å skråstilleto quiver /kwIvə/ å skjelveremote /rIməυt/ her: liten51015202530354045505532

510152025303540455055rubber bulb gummiballpedestrian fotgjenger/fotgjengarhedge hekkto grin å gliseto spur on å oppildne / å eggjetaunt /tɔ:nt/ utfordring,fornærmelse / utfordring,fornærmingto roar /rɔ:/ å brølesharpish ganske skarpto slam on the brakes å stå påbremsenerear wheel bakhjulskid skrensmudguard skvettskjermbonnet /bɒnIt/ panserhawthorn /hɔ:θɔ:n/ hagtornto disentangle å komme seg løs / åkomme seg lausscrimmage klynge/klyngjecog /kɒɡ/ tannhjulThe splendid black tourer crept slowly through the village withthe driver pressing the rubber bulb of the horn every time we passeda human being, whether it was the butcher-boy on his bicycle or justa pedestrian strolling on the pavement. Soon we were entering acountryside of green fields and high hedges with not a soul in sight.“You didn’t think I could do it, did you?” cried the ancient sister,turning round and grinning at us all.“Now you keep your eyes on the road,” my mother said nervously.“Go faster!” we shouted. “Go on! Make her go faster! Put yourfoot down! We’re only doing fifteen miles an hour!”Spurred on by our shouts and taunts, the ancient sister began toincrease the speed. The engine roared and the body vibrated. The driverwas clutching the steering-wheel as though it were the hair of adrowning man, and we all watched the speedometer needle creepingup to twenty, then twenty-five, then thirty. We were probably doingabout thirty-five miles an hour when we came suddenly to a sharpishbend in the road. The ancient sister, never having been faced with a situationlike this before, shouted “Help!” and slammed on the brakesand swung the wheel wildly round. The rear wheels locked and wentinto a fierce sideways skid, and then, with a marvellous crunch of mudguardsand metal, we went crashing into the hedge. The front passengersall shot through the front windscreen and the back passengers allshot through the back windscreen. Glass (there was no Triplex then)flew in all directions and so did we. My brother and one sister landedon the bonnet of the car, someone else was catapulted out on to theroad and at least one small sister landed in the middle of the hawthornhedge. But miraculously nobody was hurt very much except me. Mynose had been cut almost clean off my face as I went through the rearwindscreen and now it was hanging on only by a single small thread ofskin. My mother disentangled herself from the scrimmage and grabbeda handkerchief from her purse. She clapped the dangling nose backinto place fast and held it there.Not a cottage or a person was in sight, let alone a telephone. Somekind of bird started twittering in a tree farther down the road, otherwiseall was silent.My mother was bending over me in the rear seat and saying,“Lean back and keep your head still.” To the ancient sister she said,“Can you get this thing going again?”The sister pressed the starter and to everyone’s surprise, theengine fired.“Back it out of the hedge,” my mother said. “And hurry.”The sister had trouble finding reverse gear. The cogs were grindingagainst one another with a fearful noise of tearing metal.“I’ve never actually driven it backwards,” she admitted at last.Everyone with the exception of the driver, my mother and me was33

out of the car and standing on the road. The noise of gear-wheelsgrinding against each other was terrible. It sounded as though alawn-mower was being driven over hard rocks. The ancient sisterwas using bad words and going crimson in the face, but then mybrother leaned his head over the driver’s door and said, “Don’t youhave to put your foot on the clutch?”The harassed driver depressed the clutch-pedal and the gearsmeshed and one second later the great black beast leapt backwardsout of the hedge and careered across the road into the hedge on theother side.“Try to keep cool,” my mother said. “Go forward slowly.”At last the shattered motor-car was driven out of the second hedgeand stood sideways across the road, blocking the highway. A manwith a horse and cart now appeared on the scene and the man dismountedfrom his cart and walked across to our car and leaned overthe rear door. He had a big drooping moustache and he wore a smallblack bowler-hat.“You’re in a fair old mess ’ere, ain’t you?” he said to my mother.“Can you drive a motor-car?” my mother asked him.“Nope,” he said. “And you’re blockin’ up the ’ole road. I’ve got athousand fresh-laid heggs in this cart and I want to get ’em to marketbefore noon.”“Get out of the way,” my mother told him. “Can’t you see there’sa child in here who’s badly injured?”“One thousand fresh-laid heggs,” the man repeated, staringstraight at my mother’s hand and the blood-soaked handkerchief andthe blood running down her wrist. “And if I don’t get ’em to marketby noon today I won’t be able to sell ’em till next week. Then theywon’t be fresh-laid any more, will they? I’ll be stuck with one thousandstale ole heggs that nobody wants.”“I hope they all go rotten,” my mother said. “Now back that cart outof our way this instant!” And to the children standing on the road shecried out, “Jump back in the car! We’re going to the doctor!”“There’s glass all over the seats!” they shouted.“Never mind the glass!” my mother said. “We’ve got to get thisboy to the doctor fast!”The passengers crawled back into the car. The man with the horseand cart backed off to a safe distance. The ancient sister managed tostraighten the vehicle and get it pointed in the right direction, andthen at last the once magnificent automobile tottered down the highwayand headed for Dr Dunbar’s surgery in Cathedral Road, Cardiff.“I’ve never driven in a city,” the ancient and trembling sisterannounced.“You are about to do so,” my mother said. “Keep going.”(excerpt – shortened)34lawn-mower gressklipper/grasklipparcrimson mørkerød/mørkeraudharassed stresset/stressato mesh å gripe inn i hverandre /å gripe inn i kvarandreto career /kərIə/ å fare av sted /å fare av stadshattered knustto dismount å stige ned fra / åstige ned frånope nikswrist /rIst/ håndledd/handleddstale /steIl/ gammel/gammalto totter å stavresurgery /s:dʒərI/ legekontor510152025303540455055

ACTIVITIES1 Understanding the storyChoose the correct alternative:a They went for a drive in the summer / in thewinter.b The driver had been taught how to drive / hadnot been taught how to drive.c She had taken a driving test / had not taken adriving test.d The driver had brought her brother along / herbrothers and sisters and her mother along.e There was hardly any traffic / heavy traffic.f The problems started when the driver drovetoo fast / they reached a bend in the road.g The car collided with a horse and cart /crashed into a hedge.h No one / The narrator (“fortelleren/forteljaren”)was hurt.i The driver did not know how to reverse / howto turn the car around.j The farmer was pleased to help them / concernedthat he would not get to market withhis eggs (“heggs”) before it was too late.k The driver was looking forward to driving in acity / did not know how to drive in a city.lIn pairs, retell the story. Where andwhen does the story take place? Who are thecharacters? What happens? How does thestory end?2 Vocabularya Find adjectives in the text to fit in the spacesin the sentences below.– One … morning our whole family went for ourfirst drive in a motor-car.– It was an … long black French automobile.– The driver’s tone was … and … .– When the canvas hood had been folded back,the car was turned into a … open tourer.– With a … crunch of mudguards and metal, wewent crashing into a hedge.bThe words in list A and list B can becombined to make some common Englishexpressions. Match the words in list A withsuitable words in list B. Then write two sentenceswith each of the expressions. Do youknow other English words that belongtogether in much the same way?List Aquiteupbadlynevernow andList Bfrontmindagainsufficientinjured3 TalkingDiscuss in pairs or small groups:The story is set in 1925. How many things inthe story can you find that show it happenedmore than 80 years ago, when cars were stilluncommon? Compare these things with themodern-day world.Here is an example:– The story uses the word “motor-car”. Todaywe normally just say “car”.4 Reading literature – SettingThe setting is where and when the action of ashort story, a novel or a film takes place. Thesetting may serve as just the background of thestory, or it may be an important part of thestory.Literary taskRead “A Drive in the Motor-Car” carefully. Thenanswer the following questions.a Where and when does the story take place?b Could the story have taken place in a differentcountry? Could the story have takenplace today? Why or why not?c How important is the setting to thestory as a whole?35

5 Working with numbersThe English word mile and the Norwegian milare so-called “false friends”. That means theylook alike but mean different things. A mile is1.6 kilometres.a In the story you have just read, how fastwere they going when they slid off the road?b Roughly how fast would this be in km/h?c Go to our website at tracks.cappelen.noand find out what the speed limits in theUK are. What are the corresponding ones inNorway?Your dream car?6 WritingChoose one task:a My Dream Car. Describe the car you wouldlike to buy. It can be an existing car or animaginary car.bBuying a Car. Write two or three paragraphsexplaining how your family went about buyingthe car you have got now. Who wasresponsible for the process? Did your familydo any research? Did your family test driveit? Did you take an interest in the selectionprocess yourself? Did you have a say?36

7 FunnybonesIn pairs, discuss the quotations below. What dothey tell us about these people’s driving habits?Do you think there is some truth in any ofthem?– “I like to drive with my knees. Otherwise,how can I put on my lipstick and talk on thephone?” (Sharon Stone, American actress)– “The one thing that unites all human beings,regardless of age, gender, religion, economicstatus or ethnic background, is that deepdown inside, we all believe that we areabove-average drivers.” (Dave Barry,American humorist)– “The best car-safety device is a rear-viewmirror with a cop in it.” (Dudley Moore,British comedian)8 Grammar revision: the apostropheGrammar Toolbox:The apostrophe (’) is used much more often inEnglish than in Norwegian, and learners ofEnglish often mix up ’s (apostrophe + s) withthe plain -s ending. There are two main uses ofthe ’s:Possessive ’s is used when somebody ownssomething:– Sandra’s motorcycle = motorsykkelen tilSandra– Sandra’s husband’s car = bilen til mannen tilSandraContractive ’s is used with the verb is:– John is a fool. ➔ John’s a fool.And also sometimes with has:– John has been there. ➔ John’s been there.When not to use the apostrophe:– Sue works as a teacher. (No apostrophewith the simple present form of verbs)– There are thirty students in the class. (Norbefore the -s in plural nouns)In each of these sentences there’s one toomany apostrophes. Correct the sentences.abcdefghiMark’s wife has lost two of her preciousring’s.The teacher want’s to look at the pupils’essays.Barbara’s got to buy new toy’s for her children.Phil’s really fond of his chicken’s.Louise’s boyfriend love’s her immensely.John’s been to lot’s of places.The two boys’ father always ruin’s their fun.The girl’s ill, say’s her mother.Boy is one of Roald Dahl’s best book’s inmy opinion.If a plural noun owns something, the ’ comesafter the s:– The students’ papers got top marks. = oppgavenetil studentene / oppgåvene til studentane– The Smiths’ car is parked outside. = bilen tilfamilien Smith37

REVISION: CHAPTER ONE1 LanguageComplete the text by underlining the correctalternative:Well, here I am again, sitting outside the principals/ principal’s / principal office. And I’ve onlygone / been / stayed at the school for two days.Yesterday I got punished for nothing. Nothingat all.I see this bloke walk / going / walking alongthe street wearing a / an / one pink bow tie. Itlooks like a great pink butterfly attacking hisneck. It is the sillier / silliest / silly bow tie Ihave even / ever / sometimes seen.At least I have something good to look at /for / on. Old Splodge’s secretary is sitting theretyping some letters’ / letters / letter’s. She iscalled Miss Newham and she is a real knockout.I wish she was my girlfriend, but as she isseventeen and I am only fourteen there / that /it is not much hope. Still, she don’t / doesn’t /dosen’t have a boyfriend so there is always achance.2 WritingChoose one task:a You are going to present your school at ameeting for students and teachers fromdifferent countries. Write a manuscript,modelled on the way Louise, Elyse andStuart presented their schools.3 Grammar revisionEach of the sentences below contains onegrammatical error. Find it and correct it. Canyou tell which grammar rule was not followed?abcdeI live in an house outside of town.This is an interestingly question.She don’t listen when I try to talk to her.Sue and Deborah are going to the cinematogether every weekend.Johnny want’s to stay at his granny’s placethis summer.4 LogComplete the following sentences. Then compareyour answers to a classmate’s.– What I remember best from learning Englishlast year was …– What I found most interesting in chapter 1was …– I need to work hardest at my writing/reading/listening/speakingskills because …(Do not choose more than two alternatives.)Before you start writing, consider what it isimportant to think of when you presentsomething that you yourself know very well.What do you have to take particular care toexplain?bWrite a newspaper article about what happenedin either “A Drive in the Motor-Car” or“Pink Bow Tie”. Use the following titles:“Nose Fell off after Road Accident” or “Howa Principal Travelled in Time”.38

2:The Age of Communication

Tuning in:Teens and the MediaACTIVITIES1 Talkinga What can you see in this picture? Explainwhat the young people are doing.Example: The boy on the left is reading anewspaper.b Which of these types of media do you usemost? Which do you use least? Why?2 Vocabularya Words such as often, regularly, daily, rarelyand occasionally are examples of frequencyadverbs – words that say how often somethingis done or occurs. Try to place theseadverbs on the line below, where never is atone end of the scale and always is at theother.bcWhat other frequency adverbs do youknow? Make a list in class. Can you placethem on the line?How often do you use the different types ofmedia? Combine words from the circles onthe right to make sentences. For each sentenceyou must choose one adverb fromeither the blue circle or the red circle.NeverAlways40

Ihardly everneveroftenrarelywatchreadenjoylisten toplaylook atmagazinesTVcomputer gamesthe radiochattingnews on theInternetonce a weekdailyregularlyoccasionally3 Talking & Writinga Find a partner. Ask him or her questions abouthow often he or she uses various media. Usethe words you have learnt in activities 1 and 2.Example: “How often do you listen to theradio?”b Write a short text about your partner’s mediause.cWhat was the most surprising thing youfound out about your partner?4 Working with statisticsWork in pairs or small groups.a What do we mean by “media”? Talk to yourclassmates and see if you can come up witha good definition. Check your definition with41

cthe one in an English-English dictionary. Howclose did you get to the dictionary definition?Do you think there are any differences in whatkinds of media boys and girls use?How do marketers (those selling products) findout what types of media teens use? How canthey use this information to sell a product?7 Their favorite television programs are TheSimpsons and American Idol.8 Sex or references to sex appear in 64% ofall programs teens watch.9 By age 18, the average American teen willhave seen 216,000 acts of violence on TV.Mark the sentences below with T (true) or F(false), using the information in the text.– The majority of teens prefer to use theInternet when researching school projects.– 52% of American teens do not go to thecinema.– American teens like watching TV.– American teens like comedy programs ontelevision.– Magazine publishers have trouble sellingmagazines to teens.– Fewer adults than teens go to the cinemaevery month.dMarket researchers in the USA regularly sendout questionnaires to teens to find out abouttheir lives. Here are some of the findings of arecent survey:1 48% of teens go to the movies at leastonce a month, compared to 26% of adults.2 54% of them have TV in their bedrooms.3 They watch 25 hours of television perweek.4 They play computer games for 7 hours perweek.5 77% of them would rather find informationonline than in a book.6 80% have read a magazine in the pastweek.5 Make a surveyWork in small groups.a Imagine you are researchers interviewingteens. Look at points 1–7 in the statistics intask 4. For each of the points, what questiondo you think might have been asked to getthe information shown? Make a list of questions.bcdExample: For “They watch 25 hours of televisionper week”, the question could be “Howmuch television do you watch per week?”Take your list of questions and let everyone inyour group answer them. Sum up the resultsin a table.Show the results to your class.How do the answers in your class compare tothe information about American teens in thesurvey? If you got different answers, why42

might this be? Are teens in Norway differentfrom teens in America? Or is it just theteens in your class who are different?6 TalkingLook at the last two points in the Americansurvey.a Are you surprised that there is so much sexand violence on American TV? Why do youthink there is so much?b Do you think watching sex and violenceaffects American teens’ behavior? Whateffects might such scenes have?c Do you think the situation is different inNorway? Explain!7 CrosswordAll the clues come from an English dictionary,but what do they describe? Fill in the answers.Down1. A large, thin “book” with a paper cover,which contains news stories.2. A thing shaped like a box with a screen, onwhich you can watch programs.5621343. Behaviour that is intended to hurt otherpeople physically.4. The number of people living in an area.5. An activity in which people compete witheach other.Across6. A group of people who watch and listen tosomeone speaking and performing in public.7. Finding information about something youneed or want to know about.8. Someone aged 13–19.8 Grammar revision: capital lettersGrammar Toolbox:Most Norwegian words that start with a capitalletter are also capitalised in English:Spania – Spain, Henrik – Henry, etc. ButEnglish has a few more of them. Here are themost important ones:Months and days of the week: January,February; Monday, Tuesday, etc.Religious and other holidays: Christmas,Easter, Thanksgiving, etc.Nationalities and languages: Norwegian,German, Chinese, etc.Religions: Jew, Christian, Muslim, etc.Historical events: the Civil War, the SecondWorld WarAnd “jeg/eg” is of course I.The following text was written with a brokenshift-key. Put the capital letters back in again.87i’ve just had a lovely thanksgiving dinner. nowi’m looking forward to christmas even thoughi’m not a christian. i love december. but i’meven more thrilled about next april, becausewe’re going to switzerland for easter. i hope itwon’t be a problem that i don’t speak german.i’m sure they speak english. maybe i’ll have toput in a french word or two, but that’s okay.43

Listening –MTV’s Effects on KidsPopular music was changed forever when millions of familieswatched Elvis gyrating his hips on television in 1956. It caused a realsensation. Some people claimed that Rock ’n’ Roll encouraged youngpeople to behave badly and not listen to their parents. Pop and rockmusic have still not been able to shake off this bad image, and theeffects of music are a hotly debated issue in homes all over the world.Pop and rock have been blamed for countless problems and troubles.When music videos started being produced in the early 1980s, awhole new debate sprang up about whether these videos were corruptingyoung people by making it cool to swear or act violently.The radio interview you are now going to listen to is about MusicTelevision (MTV). MTV has been blamed for encouraging violencein music and in music videos.Go to tracks.cappelen.no or listen to the interview on the Tracks 2CD. Listen to it a couple of times before answering the questions onthe next page.to gyrate /dʒaIreIt/ å vrikkeissue /Iʃu:/ temato corrupt å ødelegge / å øydeleggjeviolence /vaIələns/ vold/valdcommon vanlig/vanlegclip klippnorm normen, det vanlige /norma, det vanlegeincreasingly mer og mer / meir ogmeirsong lyrics sangtekster/songtekstarextreme measures /məʒəs/ekstreme skrittto censor å sensurerepressure /preʃə/ pressto edit å redigereto be exposed to å bli utsatt for / åbli utsett forSuperbowl finalen i detamerikanske fotballmesterskapet/ finalen i den amerikanskefotballmeisterskapenup-to-date oppdatertvictim offerunaltered uendret/uendra44

ACTIVITIES1 ListeningWhich of these statements refer to things mentioned in the interview?Mentioneda MTV started in the early 1980s.b MTV was only broadcast in America in the beginning.c Bands can sell more records by making a video to gowith their song.d Music videos are expensive to make.e Critics think that MTV videos can have a negativeeffect on children.f Janet Jackson caused a sensation at the 2004 Superbowl.g The 2004 Superbowl halftime show was taken off the air.h Black men are often shown as violent in music videos.i MTV has received criticism for its censorship of songsand music videos.j MTV is responsible for the content of the videos it shows.Not mentioned2 Understanding the interviewa Listen to the interview one more time. Thistime make notes while you listen. Writedown about ten key words. You may want tolisten more than once.b Look at your notes. Write a short summaryof the text using the notes you have justmade.c Sit in groups of 3–4 pupils. Compare yoursummaries. Did the others get somethingyou left out? Can you combine your summariesto make a really good one?3 WritingHere are a few comments from teenagersabout their tastes in music:“My parents don’t know about some of themusic I have,” says Keith, a 17-year-old buildingapprentice from Wellington, New Zealand.“The parent advisory label is on the plasticwrapping of a CD. I just take it off before myparents see it.”“I don’t really listen to anything that I wouldn’twant my parents to hear,” says 14-year-oldStacy from Bristol, England. “But my friendswho do just sneak around. Their parents don’tknow how to work an mp3 player, so they’llnever find out about the songs anyway.”“I listen mainly to music made in America. Ithink they make the best music. I like musicthat I can relax to,” says Rachel, aged 17, akindergarten assistant in Vancouver, Canada.“I listen to music all the time. I turn on my iPodas soon as I leave the house in the morning. Itkeeps me company on my walk to and fromschool. I like rap music best,” says Andrew, 17years and a student of electronics in Aberdeen,Scotland.“I always listen to music when I’m doing myhomework or studying at school. I find I concentratebetter if I have music to listen to,” saysNicholas (18), a graphic design student fromCape Town, South Africa.45

abcImagine you are one of the people interviewed.What kind of music do you buy? Doyou think about whether it has a warningsticker on it or not? Write a couple of sentences.Imagine you are one of Stacy’s friends. Yourparents have just discovered you havemusic with a lot of violence and swearing onyour mp3 player. They have locked you inyour room as a punishment. Your only wayof communicating with them is by sendingthem a note under the door, explaining whyyou have this music. Write the note yousend to your parents.Some people are very concerned about thebad effects that music can have on us. Butmost of us enjoy listening to music, so itmust have a lot of good effects too. Write atext called “The Music I Enjoy Listening to”.Start off by stating what kind of music youlike listening to, and then explain what it isabout that music you enjoy so much.4 Talking & WritingWork in pairs.a Choose a song you like very much. Make ashort presentation of the artist who createdthe song, the background for the song (ifyou know it), and why you have chosen thissong. Present your choice to the class andplay the song for them.bNow plan a music video to go withyour chosen song! Write a storyboarddescribing who will be in the video, where itwill be shot, what happens in the video, specialeffects, etc. You can also make a posterwhere you sketch the action taking place inthe video.5 VocabularyFor each of the Norwegian sentences,only one of the translations is correct. Which isthe correct translation for each sentence?46

abcdefJeg hører på musikk om morgenen. / Eghøyrer på musikk om morgonen.■ I hear music in the morning.■ I listen to music in the morning.Kan du høre meg nå? / Kan du høyre megno?■ Can you hear me now?■ Can you listen to me now?OK, hør etter! / OK, høyr etter!■ Okay, hear up!■ Okay, listen up!Han ser på TV hver kveld. / Han ser på TVkvar kveld.■ He watches TV every evening.■ He sees TV every evening.Du ser bra ut i dag!■ You’re looking good today!■ You’re seeing good today!Kan du se henne? / Kan du sjå henne?■ Can you watch her?■ Can you see her?6 ResearchIn the interview you have just heard, Michael,the music video expert, said that “a study in1994 found that over 22 percent of MTV’svideos contained violence.”Do you think that the percentage is higher orlower now, or the same?Do your own research. Sit down to watch MTVor a similar music channel. Watch at least tenmusic videos. Copy down the table below andfill it in while you are watching. Work out thepercentage of songs which contained violence.Present your findings to your class.7 Grammar revision: regular vs.irregular verbsGrammar Toolbox:When talking or writing about the past, we mustknow how the main verb is conjugated(bøyd/bøygd). Most verbs are regular and endin -ed: to play – played – has/have played.But then there are a number of very commonverbs that do not follow this pattern. They areirregular, such as: to write – wrote – has/havewritten; to buy – bought – has/have bought.Fill in the table below. There are both regularand irregular verbs. You might have to use adictionary. Note that most dictionaries have alist of irregular verbs.Infinitive Past Perfectå være/vere to be has/have beenå løpe/springe ran has/have runå spille/spele to play playedå ståå gåå finnefoundå leseå viteå bo/buå haå lageå gjøre/gjerehas/have stoodhas/have readSong Artist Song title Violence innumberthe video?12etc.47

STARTING OFFDiscuss:a What are song lyrics often about?b Do you think about the lyrics of the artists you like listening to?Which band or singer do you think has the best lyrics?Green Day is a punk rock band from East Bay, California. They startedin the 1990s and have currently sold around 60 million recordsworldwide. Their songs often take up social problems and issues.I Want to Be on TVBy Billie Joe ArmstrongWanna be a TV boyWanna be on solid goldWanna date a millionaireWanna make people stareI wanna be on TVWant people to know meI wanna be on TVStarted out in 54Gonna be an omnivoreWanna make people danceGonna take off my pantsOn a magazineGonna have some free cocaineWanna wear my Calvin KleinsThen the world will all be mine.song lyrics sangtekst/songtekstissue /Iʃu:/ temaomnivore altetende/altetandepants bukserCalvin Kleins klær fra CalvinKlein / klede frå Calvin Klein48

ACTIVITIES1 Understanding the songa Read through the song. How many of thesestatements referring to the song do you thinkare correct? Explain your choice.– The writer sees only positive sides to beingfamous.– The writer does not want to be famous.– The writer thinks fame is overrated.– The writer wants to be a media star.– The writer wants to use his talents tobecome famous.– The writer sees negative sides to beingfamous.bIrony is the use of words that are theopposite of what you really mean. Do youthink the writer of this song is using irony?Explain your answer.2 Vocabularya The singer uses wanna and gonna. Theseare phrases people use when they speak orwhen writing very informal texts, such as e-mails to close friends, but they are not goodwritten English. What is the correct way towrite these expressions?b Some other informal expressions people usewhen speaking are dunno, ain’t and coz.What is the correct way to write theseexpressions? Can you think of any more?c All the following words are registered in theNorwegian Slang Dictionary (Slangordboka).What English words do they come from?What do they mean in Norwegian? Howmany of them have you heard used?å backe – å grabbe – å paye – å chille – åbaje – å shoppe – å tøtsje – å squise – åcheate – å ditsje3 TalkingDiscuss in groups:a The artist Andy Warhol once said that “In thebcfuture, everyone will be world famous for 15minutes”. If you had 15 minutes of fame,what would you like to be famous for?Reality TV has become very popular inrecent years. Why do people go on realityTV shows? What is their motivation? Do youthink they get what they want out of theexperience?“Viewers have had enough of realityTV series and they will be gone from ourscreens within the next few years!” Do youagree or disagree with this statement?Why?4 Understanding a tablea Look at the table. Then answer the followingquestions:– What information is shown in this table?– How many programme categories arethere?– What do the columns represent?– What do the numbers in the table represent?50

cdInterest in television programme type: by ageUnited KingdomPercentages16–24 25–64 65 andoverNews 83 94 97Factual 69 87 84Drama 75 80 87Entertainment 89 76 70Regional 50 72 85Current affairs 57 68 79Educational 45 61 52Sports 51 54 53Arts 30 33 43Children’s 41 33 17Religious 11 19 51Make five questions. The answers to thequestions must be found in the table.Example: What percentage of 16 to 24 yearoldslike to watch the news?Find a partner and ask him/her your questions.Answer your partner’s questions.Spend three minutes writing down thenames of all the TV programmes that youcan think of. Then look at the categories inthe table. Can you fit the programmes youhave named under the right categories?5 Grammar revision: the past and theperfectGrammar Toolbox:In most cases, English uses the past and theperfect verb forms just like Norwegian. Butwatch out for irregular verbs (see page 47).Past:Han jobbet i går / Han jobba i går.– He worked yesterday.Hun dro forrige helg. / Ho drog førre helga.– She left last weekend.Present perfect:De har spilt nok nå. / Dei har spela nok no.– They have played enough now.De har kjøpt nytt hus. / Dei har kjøpt nytt hus.– They have bought a new house.Past perfect:Hun hadde ringt feil nummer. / Ho hadde ringtfeil nummer.– She had dialled the wrong number.Han hadde sett filmen før.– He had seen the film before.Translate the following sentences:a Han åpnet brevet forsiktig. / Han opnabrevet varsamt.b De kom i går. / Dei kom i går.c Dere var alene hele helgen. / De var åleineheile helga.d Jeg har funnet ringen. / Eg har funne ringen.e Hun har lest mange bøker. / Ho har lesemange bøker.f De har kommet hjem nå. / Dei har komeheim no.g Jeg så ham i går. Han hadde brukket beinet./ Eg såg han i går. Han hadde brote beinet.h Hun traff dem sist sommer. De hadde flyttethjem igjen. / Ho trefte dei sist sommar. Deihadde flytta heim igjen.i De spurte etter katten. Men ingen haddesett den. / Dei spurde etter katten. Meningen hadde sett han.51

Shortcut:tracks.cappelen.noabcdSTARTING OFFWhich film did your classmates last see? Take a quick survey inyour class and write the results on the board.Where were these films made?Have you ever seen any films that were neither in English norNorwegian?How many in the class have heard of Bollywood? What do youknow about it?The following text is an introduction to the Bollywood film industry. Ittells us about the types of films made there and introduces us tosome of the stars.Bollywood:The Global CinemaHeadlines are appearing in Western newspapers: Bollywood is conqueringthe West. Articles claim that in a few years it will be as normalfor us to choose a Bombay produced film as it is now to chooseone produced on the West Coast of the United States. But what arethese Bollywood films? How do they differ from the films we areused to?The Bollywood sensation is based around the Hindi-language filmindustry in Bombay (or Mumbai), India. Last year, Bollywood sold amillion more tickets worldwide than Hollywood did, making it themost popular producer of films on the planet.What are the films like?Indian audiences expect full value for their money, so Bollywoodfilms are long (about three hours is normal), and can have complicatedplots. They are very often about love. Many films are comic ordramatic. Corrupt politicians, kidnappers or villains often take partin the action.Songs are an important ingredient in a Bollywood film. They usuallycomment on the action taking place in the film. Sometimes, a songsurvey /s:veI/ spørreundersøkelse/spørjeundersøkingheadline overskriftto claim å hevdeto differ å være annerledes enn /å vere annleis ennplot handlingcorrupt korruptvillain /vIlən/ skurkingredient ingrediens52

is worked into the plot so that a character has a reason to sing; othertimes, a song tells us about a character’s thoughts, or talks about anevent that has not happened yet in the film. In this case, the event isalmost always two characters falling in love.Bollywood films have what are called “item numbers”. An attractivefemale character (the “item girl”), who often has nothing to do withthe main cast and plot of the film, performs a song and dance number.ChangesBollywood is changing. Western influence in India has madeBollywood films more like those made in Hollywood. Film kissesused to be banned, but they are now becoming more common. Filmsused to include “wet scenes”, where the heroine ended up in a dampsari to show off her curvaceous figure, but now it is more commonto show naked skin. Now it is normal to see the stars dating anddancing in discos, like young people in the western world do, ratherthan meeting at arranged marriages.character /krIktə/ rollefigurevent /Ivent/ hendelse/hendingitem number en sang/dans somikke har noe med handlingen iresten av filmen å gjøre / einsong/dans som ikkje har nokomed handlinga i resten av filmenå gjerefemale kvinnelig/kvinnelegcast /kɑ:st/ rollefigurer/rollefigurarbanned forbudt/forbodneheroine heltinnedamp fuktigcurvaceous yppigThe starsSome of the most famous actors onthe planet are part of the Bollywoodfilm industry. One of the most famousis Aishwariya Rai. In 1995 she was amodel who won Miss World, but isnow mostly seen singing, dancingand crying on screen. The biggestmale star is perhaps Shah Rukh Khan.He is so famous that he can’t evenleave his house without six bodyguards.54

ACTIVITIES1 Vocabularya Match these words from the text with theirtranslation:headlinepåvirkning/påverknadcomicheltinnevaluehendelse/hendingeventlivvaktcomplicated morsom/morosaminfluenceoverskriftbodyguard verdiheroineinnviklet/innviklabWork with a partner. You are going towrite a story using at least five of the wordsin task a. One person starts off writing asentence using one of the words. Then theother person continues the story by writingthe next sentence using another one of thewords. Continue until you have used at leastfive words.Did you manage to write a good story? Didit make any sense?– Why do you think films include an “itemnumber”?– What is a “wet scene”?– What changes are being made in Bollywoodfilms?– What is it like to be a Bollywood star?3 TalkingFrom what you have read in the text above,and using your background knowledge, whatdifferences are there between Hollywood andBollywood films?4 WritingChoose a film you have recently seen and writea review.Ask yourself the following questions before youstart writing.– What were the highlights of the film in youropinion?– Were there any parts that you found disappointing?Why?2 Understanding the texta Fill in the correct word in the spaces below:dramas – industry – kissing – long –sensation – plots – comediesBollywood is the … created by the film … inIndia. Bollywood films are … with complicated… . They are often … or … . Hollywoodhas had an increasing influence onBollywood films, and these days … scenesare more common.b Answer the following questions usingthe information given in the text.– Which is the more successful – Hollywoodor Bollywood? Explain your choice.– What is characteristic of a Bollywood film?– Why are songs included in Bollywood films?55

– Were the actors good? Give comments.– Should anyone in particular be praised?– Were there any special effects that shouldbe mentioned?Remember to mention the plot without sayingtoo much about it, and make sure you do notgive the ending away. Be fair in dealing outpraise and criticism. Bottom line: is the filmworth seeing and would you recommend it toothers?Note: At our website you will findworksheets you can use if you are going to seea film in class and analyse it. There are alsosuggestions for films and activities.5 Word huntFind nine film words in the word square below.The words can be found horizontally, verticallyand diagonally.P L O T R U S FR D A R J W C EE Y C R E W R AM J T I W B E TI S V G N M E UE E T F F E N RR O P A D E M EA C T O R G R A6 WWWorkGo to our website to find a text called “WhereIs Hollywood?” Read it and do the follow-upactivities.7 Working with a plot summaryBelow is the plot summary of a Bollywood film.Do one of the following tasks:a Make a script and act out the film or part ofthe film. Make the scenes short.b Make a comic strip for the film or part of thefilm. You can decide if the characters in yourcomic strip wear Indian or western clothing.c Write a summary of a film you have seenrecently. Use the plot summary here as anexample. Your plot summary should be asdetailed as the summary here.Plot summary – Khamoshi the Musical(“Silence the Musical”)1. Annie and Raj and their son Sam getinto a car accident. Raj and Sam are allright, but Annie falls into a coma. Thedoctors doubt she will survive. As herloved ones take turns by her bedside,Annie remembers her past.2. Annie is born to deaf and poor parents.Her Auntie Mariam teaches her to lovemusic.3. Flash forward in time: Annie is musicaland incredibly beautiful, and Raj, a composerwho is inspired by her voice, fallsin love with her. He wins her heart.4. Annie feels she cannot leave herparents, particularly after her motherbecomes ill, and because they are deaf,they need her help.5. Raj tells Annie that he’ll never take heraway from her parents – he just wants tomake music with her. He decides to askher father for her hand in marriage.56

6. Annie’s dad dislikes Raj a lot, and willnot consider him as a husband for hisdaughter.7. Finally, after Annie begs him, he decidesto give Raj a chance. The two sets ofparents meet, and the dinner is a disaster.8. Annie’s dad burns his hand at the factoryjob where he’s been working for the lastfifteen years. His boss fires him.9. Annie is angry at the unfair decision. Sheforgets her meeting with Raj and theyfight, but they make up. Raj says he hasto leave Annie for a short time. He promisesto return.10. While Raj is gone, Annie finds out thatshe’s pregnant. Her father throws her outof the house.11. Raj returns and they get married, but herparents do not attend the wedding.12. After baby Sam is born, Raj and Annievisit Annie’s parents, and they are forgiven.13. Back to the present day: Annie is still in acoma. The doctors have abandoned allhope. Raj begs Annie’s dad to say hername just once, saying it’s always beenher greatest wish. After struggling, hemanages to and Annie awakens.THE ENDa How would you translate the followingprepositions into Norwegian?– He was alone for three years. for =– We’ll leave in ten minutes. in =– I go to bed at midnight. at =– She fell asleep during the concert. during =– They’re already at the airport. at =– He was sitting at the window. at =b Fill in the right preposition: at, in, on– I’ll see you … Tuesday.– He plays … midfield.– They’re … the station.– I finished the job … six hours.– She was a student … that time.– The cat is … the sofa.cIn activity b above, all the prepositionscan be translated as “på”. Can you giveyourself a piece of advice based on this?8 Grammar revision: prepositionsGrammar Toolbox:Prepositions are tricky in a foreign language. Itis difficult to give hard and fast rules that covereverything. The most important thing is loads ofpractise. Therefore, go to tracks.cappelen.nowhere you will find lots of exercises.57

SHORTCUT:Teen Safety on the Information HighwayThe Internet can be used to get information or meet people from all over theworld. However, when using the Internet you should think carefully about whoyou might meet.Bullying: People sometimes write things to others online that they would neversay to their faces. If someone is unpleasant to you, report them to the webmaster.Visiting websites: The information you give about yourself on a website can beused to try to sell you things you don’t want. Think carefully before giving anyoneyour e-mail address and never give anyone your password.E-mail: It is usually best not to answer e-mail from someone you don’t know. Ifyou do, you are showing them that someone owns that e-mail address, and thenthey will send you even more unwanted e-mail.Spyware: Think carefully before downloading anything from a website. Somewebsites ask if you want to download a program. These can be used to showadvertisements, or they can track what you are doing online and send theinformation to a database.Profiles: Many teens have profiles on websites where they can meet new people.If you have one, make sure you do not give out your address or telephone number,and think carefully about what photos you post. Remember, anyone canlook at your profile, not just your friends.Chat rooms: People often make new friends in chat rooms, but be very careful ifyou plan on meeting one of them in real life. Make sure you meet them in apublic place and tell your parents and friends where you are going in advance.Shortcut activitySafety Rules for Using the InternetRule one: Report people who are not niceto you to the webmaster.Now make five more rules.bullying mobbingto download å laste nedadvertisement reklamepublic place offentlig sted / offentlegstadin advance på forhånd / på førehand58

STARTING OFFabWork in pairs or groups of three. Make a list of all the safety rulesyou think young people should follow when communicating withother people on the Internet. Discuss the rules you have come upwith in class.Do you know anyone who has had a bad experience with meetingpeople online? Could they have done anything to avoid thisbad experience?Teen Safety on theInformation Highway510152025to provide å gjøre tilgjengelig /å gjere tilgjengelegto avoid å unngåcaution /kɔ:ʃn/ forsiktighet/varsemdharassment trakasseringbullying mobbingdemeaning nedverdigende/nedverdigandeWhatever your age, the Internet is a great place to hang out. It’s notonly fun, but it lets you keep in touch with friends and family andprovides an enormous amount of information. Cyberspace is like abig city. There are libraries, universities, museums, places to havefun, and plenty of opportunities to meet wonderful people from allwalks of life. However, there are also some people and areas that youought to avoid and others that you should approach only with caution.Before going into the dangers, remember that millions of teenagersgo online every day, and most are safe. The way to stay safe is tounderstand the dangers and follow some simple rules to help youstay out of trouble.HarassmentOne of the most common problems Internet users can experience isharassment or bullying. It is easy to say things to people online thatyou would never say to their face and unfortunately there are peoplewho take advantage of this. When you are online, especially in bulletinboards or chat rooms, there is a chance that you will get messagesthat are demeaning, harassing, or just plain mean. Don’t takethem personally. If you feel you can’t ignore them, report the user toyour Internet service provider, or the webmaster of the site you areusing.59

510152025privacy /prIvəsI/ privatlivreputable /repjυtəbl/ vel ansett/velvørdto respond å svare påspam mail uønsket e-post /uønskt e-postinappropriate upassende/upassandeVisiting websitesWhen you enter information on a website or any other place on theInternet, you are giving up a bit of your privacy. Your name couldwind up in some database, probably to be used to sell you somethingnow or later. Just because a website seems to be operated by a reputableorganization or individual doesn’t mean that it is necessarilywhat it seems to be. Anyone – including creeps and criminals – canset up their own website. So be extremely cautious before telling the“webmaster” anything about yourself. Be careful about whom yougive your e-mail address to, and never give anyone else your password.E-mailBe careful how you respond to e-mail from people you don’t know.Remember, the sender might not be who he or she seems to be. Ingeneral it is best not to respond to spam mail or mail from someoneyou don’t know. By responding you are showing the sender that thereis a real person behind the e-mail address and that may encouragethe sender to send inappropriate e-mail or put you on lots of advertisinglists. Before you know it, you have an inbox full of spam (emailsent out to large numbers of people, usually advertising a product).30354045505561

SpywareBe careful about downloading anything from a website. Make sure itcomes from a reliable site and never download anything you areunsure about. Some websites ask your permission to download aprogram or “plug-in”. In some cases these programs can be used todisplay unwanted advertising on your computer, but they can do farmore, including invading your privacy by tracking what you’re doingonline. They can also plant viruses. Don’t download anything unlessyou’re certain it is from a trustworthy source.reliable /rIlaIəbl/ pålitelig/pålitelegpermission tillatelse/løyveto display å visetrustworthy source pålitelig kilde /påliteleg kjeldetempting fristende/freistandeto take precautions /prIkɔ:ʃns/ å taforholdsregler / å ta forholdsreglargender-neutral /dʒendə/ kjønnsnøytralinitials forbokstaver/forbokstavarProfilesSome teenagers have their own websites or profiles on sites wherethey can meet other people. Chatting online can be great fun, but ifyou do post something on the web, be sure to never include yourhome address or telephone number, and think very carefully aboutwhat photographs you include. Remember, it isn’t just your friendswho are looking at your profile: anyone anywhere could also belooking.Chat roomsIt is not uncommon for people tomake “friends” in chat rooms. Youenter a room, start a conversationwith someone, and before you knowit, you have established a relationshipof sorts. It can be tempting toget together with someone you meetin a chat room, but remember, peopleare not always who they seem tobe. Never give out personal information,and never arrange a face-to-facemeeting with someone you meet in achat room without first checkingwith your parents and taking precautions.One trick to avoid harassment, especiallyfor women and girls, is tochoose a gender-neutral name, likeyour initials, when you chat.62

ACTIVITIES1 Understanding the textComplete the following sentences by addingDo or Don’t.– … use the Internet to find information forschool work.– … give out your phone number to peopleyou talk to in chat rooms.– … use e-mail to get in touch with friendsand relatives.– … reply to e-mail from someone you havenever heard of.– … post a photo of your house on an onlineprofile.– … post a photo of your dog on an onlineprofile.– … tell the webmaster your password if heasks.– … tell your parents where you are going ifyou are meeting someone you have gottento know online.– … download a plug-in from a site you havenever heard of before.– … be upset if someone is rude to you in achat room.– … report harassment in a chat room to thewebmaster.2 Find someone who …Make questions out of the points given below.Then move around your class, asking yourclassmates your questions. Write the name ofthe person beside each point. You can only askone person one question. Afterwards, gothrough the questions in class, and tell yourclassmates who gave you the answer and whatthat person said.Example: I asked Ingvild …, and she said …– uses Instant Messaging (IM) to talk tohis/her friends– talks to strangers in chat rooms– knows someone who has met up withsomeone they got to know online– has his/her own blog– hardly ever uses a computer– likes buying things online– has downloaded music or movies online– has downloaded music illegally online– dislikes computers– has done at least five tasks attracks.cappelen.no3 Vocabularya English is used more often than any otherlanguage in the computer world. Below aresome commonly used words. Do you knowwhat they mean? Match the word with thedefinition.wormusernamesearch enginesdownloadbootbrowserdeletefirewallwebmasterspamjunk e-mailthe person in charge ofmaintaining a websiteremove somethingprotects a computer fromdamage by unauthorizedusersa type of computer virusreceive a file from anothercomputerturn the computer onthe program you use tosurf the Internetsomeone’s identity ona computer systemthese help the user findthe information they wantFind someone who …– knows if the school has its own website– has his/her own profile on a website– has his/her own e-mail addressbNow write each of the sentences out in full.For example:A worm is a type of computer virus.63

cWhat other English computer wordsdo you know? Can you explain what theymean in English?4 Vocabulary testa Go through the text and write down all thewords you don’t know. If there are a lot,write down the first 15–20 words.b Write down the translation of the wordsbeside them. Use a dictionary or ask yourfriend or teacher for help.c Choose ten of these words you think youare most likely to need in the future. This isyour vocabulary list.d Now you are going to make your own test!Make a test (with the answers left out) on apiece of paper and give it to your teacher.e Homework for next English class is to learnyour ten words by heart! Next class yourteacher will give you back the test you havemade for yourself and you will take the test.5 WritingChoose one task:a Using the information in the text, make a listof safety rules for communicating with otherpeople on the Internet. Compare this listwith the one you made before reading thetext. Are there any differences? Are therethings you didn’t include, or which the textdidn’t include?bUse the information in the points belowto write an article for a student newspaperabout meeting people online. You shouldinclude some of your own opinions aboutmeeting people online. Is it a good idea ornot?Some facts and figures on Internet use• In 2006, 61% of 13–17 year olds had a personalprofile on a site designed for people tomeet and chat. Half of them also had picturesof themselves on their profile.• 71% reported receiving messages onlinefrom someone they didn’t know.• 45% had been asked for personal informationby someone they didn’t know.• 30% had considered meeting someone thatthey’d only talked to online.• 14% had actually met a person face-to-facethey’d only spoken to over the Internet.• When teens received messages online fromsomeone they didn’t know, 40% reportedthat they’d usually reply and chat with thatperson.• 14% of teens reported having close onlinefriendships and 2% reported onlineromances.(from a state survey in the USA)6 Role playWork in pairs or groups of three. One of you isplanning on creating a personal profile on awebsite. This person has little experience incommunicating on the Internet and has no ideawhat is safe and unsafe to write online. Theothers in the group have to give advice andmake sure this person understands the safetyissues properly.7 WWWorka Go to tracks.cappelen.no. Read the truestory of a teenage girl who got involved inan online romance, and then discuss thefollowing questions:– Do you think this is a typical encounterbetween two people who meet online? Why/why not?– Do you think Helen should have met up withMark? Why/ why not?– Did Helen take any precautions beforemeeting up with him? Should she havetaken more? What other precautions couldshe have taken?64

– Do you agree with her last sentence? Why/why not?in sentence c plural? Form the rule. (Key atthe bottom of the page)bDo you know what eBay is? Go totracks.cappelen.no where you will find a text(including a “Shortcut”) as well as severalactivities.8 Grammar revision: it vs. thereGrammar Toolbox:One of the most frequent Norwegian sentenceopenings is “Det er …” or “Det var …”. It istempting to translate directly to It is … or It was… but we must be careful. Look at the followingsentences:a It is important to be precise.b There is a fly in my soup.c There are lots of flies in the kitchen.cUsing the rules you just made, fill inIt is / There is / There are:– … really cold today.– … difficult to see the difference.– … a man outside the window.– … true that I passed the test.– … two or three things you shouldremember.– … lots of people present.– … hard to tell.– … too many criminals around thesedays.– … too much milk in the fridge.– … fun doing grammar.abTranslate the sentences above intoNorwegian. In which of them can you alsouse “Det finnes/finst”? Form the rule. (Keyat the bottom of the page.)Why is the verb in sentence b singular anda We can use “Det finnes/finst” in b and c. InEnglish we must then use There is/are.b b is singular because there is one fly. c isplural because there are many flies. Theverb must agree with the real subject.65

SHORTCUT:Teacher in Trouble – a Global News StoryA teacher in the USA called Jay Bennish got in trouble because he comparedPresident George W. Bush’s speeches to those that Adolf Hitler used to make. Hesaid that Bush and Hitler made similar statements. For example, that their ownpeople are better than everyone else in the world, and that they should controlhow other people live.One of his pupils, Sean Allen, recorded what he said and took the recording toDenver Radio. Denver Radio played it on air.Jay Bennish said that he wanted to make his pupils think about politicalmessages. He said that the recording was only of a small part of what he said.He claimed that if the whole class had been recorded, what he said about Bushwould not have been shocking.Sean Allen said that Bennish told pupils his own political views in class. Allenalso said that Bennish did not like it when pupils disagreed with him.Bennish will meet with the school board to discuss what has happened.Shortcut activityTrue or false?a Jay Bennish lives in the USA.b Jay Bennish compared President Bush to Hitler.c A pupil recorded Bennish’s speech in church.d The recording was played on the radio.e Sean Allen agreed with what Bennish said.f Bennish is not in trouble.TrueFalseto compare å sammenligne / åsamanliknespeech /spi:tʃ/ talesimilar liknende/liknandestatement utsagn/utsegnmessage budskap/bodskapto claim å hevdepolitical view politisk standpunktschool board skolestyre66

STARTING OFFDiscuss in pairs:a What is news?b What kind of news are you interested in?c Where do you prefer to find news?■ newspaper ■ online newspaper ■ TV news■ radio news ■ magazine ■ other sourcesGeorge W. Bush became the President of the USA on January 20,2001 after a controversial election win. Bush is perhaps best knownfor the “War on Terror”, which started after the attack on the WorldTrade Center on September 11, 2001. Though George W. Bush wona second election in 2004, his policies in the Middle East have beencriticised by a lot of Americans. In March 2006, a teacher inColorado got into a lot of trouble when he criticised George W. Bushin his Geography class …Because of the global media, this news story was soon known bypeople across the USA and the rest of the world. Maybe you know ofother such stories?source /sɔ:s/ kilde/kjeldecontroversial kontroversiellelection /Ilekʃn/ valg/valpolicy politikkOverland High School studentsprotest against the school district’sdecision to put teacherJay Bennish on administrativeleave.67

NEXT STEP:Teacher in Trouble –a Global News StoryA teacher got in trouble today after he compared President Bush’s speeches tospeeches made by Hitler. He defended himself by saying he was just trying to encouragestudents to think.“My job as a teacher is to challenge students to think about issues that are affectingour world and our society,” Jay Bennish said.He was exposed when a student recordedpart of the teacher’s lecture in Bennish’sGeography class. He took the recording toDenver Radio, which played it on the air.Pupil Sean Allen said he made the recordingto show others what was going on inhis classes. He felt that his teacher usedhis classes to spread his own politicalviewpoint. Allen said he never had achance to bring up political viewpointsthat were different from Bennish’s andother students also felt uncomfortablespeaking in class.Bennish told our journalist that theexcerpts that have been played aren’t representativeof the full lecture. “This is 20minutes out of a 50-minute class. The restof the class gives the balance,” he said.On the recording, Bennish told the studentsthat some of Bush’s speeches “sounda lot like the things that Adolf Hitler usedto say. We’re the only ones who are right,everyone else is backwards and our job isto conquer the world and make sure thatthey all live just like we want them to.”Later in the recording, Bennish said hewas not claiming Bush and Hitler were thesame, but there are some eerie similaritiesin what they say.Bennish will meet with the school boardon Thursday to discuss his position.(Daily News, March 2, 2006)issue /Iʃu:/ temato affect å påvirke / å påverkesociety /səsaIətI/ samfunnto be exposed å bli avslørtviewpoint standpunktbackwards bakstreverskto conquer /kɒŋkə/ å erobreeerie /IərI/ uhyggelig/uhyggelegschool board skolestyre68

ACTIVITIES1 Understanding the articlea Fill in the following table. Cross off the person/persons each of the statementsdescribes. If it is impossible to tell from the information in the text, cross off under“not mentioned”.Lives inDenverIs popularat schoolIs alive todayIs a teacherWas adictatorIs a pupilIs the leaderof a countryIs not goodat GeographyIs in troubleJay Bennish Sean Allen Adolf Hitler George W. Bush Not mentionedbRead through the text one more time.Write down 5–10 key words as you read.Then find a partner and retell the story.2 Vocabularya Match these words from the text withtheir definition.to defendto exposealmost the same assomething elsea long talk given toa group of people ona particular subjecta lecturea viewpointan excerptto be backwardsto conquereeriesimilarityto stop something orsomeone being attackedto take land by attackingpeopleliving in the pastto show something thatwas hiddena short piece taken froma book, speech, etc.a particular way ofthinkingsomething strange andfrighteningbWhat are the words in Norwegian?69

3 Talkinga You are making a news broadcast on theradio this evening and you have 20 secondsto tell the listeners the news story aboutBennish. Write down what you are going tosay and check you don’t use more that 20seconds. Read your news broadcast to asmall group.b Choose a story which is in the news atthe moment. Do the same as in task a.c Join 2–3 students who have chosendifferent news stories. Make a radio newsprogram, using all your news reports.4 Writinga Imagine you are either Jay Bennish or SeanAllen. You have received an e-mail from afriend who has seen you on the eveningnews and wants to know what has happened.Write an e-mail, explaining what hashappened and how you feel about it now.Use your imagination!b What happened next? Did Jay Bennish gethis job back or was he fired? Imagine youare a newspaper reporter and write a shortarticle for the paper about what happenedwhen Jay Bennish met the school board.(At tracks.cappelen.no, you can find out whatactually happened to Jay Bennish.)5 Role playThe story has made it to the Tonight Show withJay Leno. Work in groups. One of you is MrLeno, one is Jay Bennish and one is SeanAllen. You are going to discuss what has happened.Plan what you are going to say and act out thesituation. It might be a good idea to write downwhat you are going to say, but try not to look atyour script when you perform.Remember this is going to be on live TV, so noswearing or fighting!6 TalkingAt tracks.cappelen.no you can read an excerptfrom what Jay Bennish actually said to his class.After reading the excerpt carefully, discuss thefollowing questions in your class or in groups:abcdeDo you agree or disagree with what JayBennish says? Why?What do you know about American attitudesto other countries now or in the past?Why do you think Bennish’s speech to hispupils caused so much controversy in theUSA?What topics do you think should not be talkedabout in class?How do you think teachers should approachsensitive topics in class?7 WWWorka CNN is one of the world’s biggest news networks.Go to www.cnn.com and find out whatstories are making the headlines today.b Divide your class into small groups.Each group takes one story from the headlines.Find out about your story. Copy and fillin the table on the next page. You can useother Internet sites to find information. (At ourwebsite you can find links to other news networkwebsites.)70

What is the story about?Who is involved?Where did it happen?When did it happen?How long has it been inthe news?Have there been any recentdevelopments in the story?How does the story end?71

cdPresent the story to your class, as an oralpresentation, a PowerPoint presentation, orby making a poster to hang on the wall.Go to our website at tracks.cappelen.noto find a text about a famous American chatshow called “The Jerry Springer Show”.There are several activities for the text atthe website.8 Grammar revision: contracted formsGrammar Toolbox:We contract certain verbs and the word not:– They’re here = They are here– Paul isn’t here = Paul is not hereThe apostrophe replaces the letter (or letters)that we take out:– I’d say no to that = I would say no to thataMatch the contracted forms to the leftwith their full versions to the right.He’sThey’reWe’llI don’tHe can’tI’mI’dShe doesn’tHe won’tHe cannotHe will notI amWe willHe isShe does notThey areI do notI wouldbMake contractions. Remember theapostrophe!– I do not like them.– He will do it.– I would do it differently.– She cannot help it.– He does not respond.– Phil is away.– Why do we not ask her?– Why does he not do it?– Will you not come to my party?72

REVISION: CHAPTER TWO1 Chapter JeopardyWrite the correct question to these answers.Example:Answer: Their favourite programmes are TheSimpsons and American Idol.Question: Who are American teens?abcdeAnswer: He was one of the first rock ’n’ rollsensations.Answer: They broadcast music videos.Answer: A punk rock band from East Bay,California.Answer: The film industry in India.Answer: The city the Indian film industry isbased in.fghijkAnswer: Aishwariya Rai.Answer: A way of sending a letter to someoneonline.Answer: A programme that can show advertisingon your computer.Answer: Rules to make sure nothing badhappens to you online.Answer: Jay Bennish.Answer: The President of the USA.2 Vocabulary revisiona Find 15 words from the chapter here. Theycan be found in all directions. Make a list ofall the words you find. What are they inNorwegian?T I Y E V R U S L W W X MJ N T C V I O L E N C E TM F E B A Q C I J G B V ML O F M C V V T M N R M HC R A O N R I C A I O Y MN M S X E I H R V D A R KS A I T B R A I P R D V CC T N A T S E T N O C Z EI I P E L W T I R C A F MR O S N E C S C H E S Q KY N V R Q T T I Y R T C HL R R O C B M S O Z R N CR B N M U P X M Z I P R E73

In pairs, go through the chapter and pick outthe words that are unfamiliar (ukjente) toyou. Then write ten of these on small piecesof paper, and place them face down. One ofyou begins by picking two pieces of paper,and comes up with a sentence that includesboth words. When you have written yoursentence and your partner has approved it,switch roles.Continue until there are no pieces of paperleft on the table.3 Comparing textsChoose one of the texts in this chapter whichhas a shortcut, either in the book or attracks.cappelen.no. Read the shortcut and thewhole text. Now compare these two texts.Make notes on the following points:– length of sentences– language used– how ideas are grouped together– length of paragraphsI was / were / been over at my friend Chad’splace. We made / maked / making a pizza andget / got / getting a couple of bottles of cokefrom the basement. Then we flopped down infront of the telly and start / starting / startedzapping. It was / There was / There were reallynothing interesting on / at / in any of the 42channels, so we ended up watching silly programmeswhich gave us nothing. I thought tomyself: “Were / We’re / Where really wastingour time now,” but I didn’t / dident / diden’t sayanything.But then, after four hours staring on / to / atthat screen, I looked at Chad, who looked backat me and said: “Come on, lets / let’s / lets’ goupstairs and play computer games instead!”5 LogThink about the themes you have worked on inthis chapter.– What did you find most/least interesting?– Which themes did you know most/leastabout before?– Which texts or tasks did you find easy? Whydo you think that is?– Which texts or tasks did you find difficult?Why do you think that is?– Which areas do you think you need to workon?Write a paragraph summarising the differencesbetween the two texts.4 Grammar revisionComplete the text by underlining the rightalternative.It is / There is / There are some people whodont / doesn’t / don’t want a television in theirhome. I can understand why after last night.74

3:World Wide Words

STARTING OFFAn ethnic group is a group of people who share the same culturalbackground. In a multi-ethnic city there are lots of people from differentethnic groups.Do you know any multi-ethnic cities in English-speaking countries?Do you know where the most important ethnic groups in these citiescome from? Are there any multi-ethnic cities in Norway?Listening –Visiting a Canadian Cityethnic group folkegruppeto have things going for one å ha mangefordeler / å ha mange fordelardiversity /daIv:sətI/ mangfold/mangfaldpatio /ptIəυ/ uteplass, terrassewaitress servitørto fling å kasteabruptly bråttcommunity centre forsamlingshusforeign /fɒrən/ fremmed/framandminority /maInɒrətI/ minoritetinfamous /Infəməs/ beryktet/beryktastall /stɔ:l/ bod/buto sample å smake påvibrant /vaIbrənt/ pulserende/pulserandecommunity folkegruppeNow you are going to listen to a woman talking about Toronto, amulti-ethnic city in Canada.79

ACTIVITIES1 Listeninga Which of these ethnic groups arementioned in the text?Brazilians / Norwegians / French / Indians /Italians / Greeks / Russians / Portuguese /Latvians / ChinesebcdToronto is called …■ the big TO■ the lovely TO■ the multi-cultural TOIn Toronto …■ 20 per cent of the population was notborn in Canada■ 40 per cent of the population was notborn in Canada■ 60 per cent of the population was notborn in CanadaThe waitress was …■ rude■ not able to speak English■ very politehiIn Toronto the different ethnic groups …■ do not mix■ are hostile towards each other■ live happily side by sideThe speaker thinks that the diversity ofToronto is …■ problematic■ very interesting■ not very interesting2 TalkingDivide the class into groups of three. Discussthe following questions.a What are the advantages of living in a multiethniccity?b In what ways is your own lifestyle influencedby other cultures? Think of food, music,dance, TV and fashions. Which members ofyour group are most and least influenced byother cultures?efgIn Chinatown a lot of the signs are …■ in English■ in Canadian■ in ChineseYonge Street is …■ the shortest street in the world■ the busiest street in the world■ the longest street in the worldAt the Danforth festival you can …■ take part in sports and games fromdifferent countries■ taste food from different countries■ buy handmade products from differentcountriesToronto, Canada80

3 Vocabularya Fill in the names of countries, peoplesand languages in the table below. Use adictionary if necessary. Remember thatnationality adjectives and the names ofcountries and their languages are alwaysspelt with a capital letter. If you want, youcan add more countries to the list.bCountry Nationality LanguageNorway Norwegian NorwegianFranceThe UKPolandRussiaJapanPortugalCanadaLook up the following words in anEnglish-English dictionary. Use the words towrite sentences about what it is like to livein a multi-ethnic city.Example:The different minority groups in a multiethniccity often live in particular areas.– minority– integration– prejudice– discrimination– majority– diversity5 Grammar: do-supportGrammar Toolbox:Do you know how to ask questions in English?Compare:Liker du å synge? / Liker du å syngje?– Do you like to sing?Spiller han tennis? / Spelar han tennis?– Does he play tennis?Bor de sammen? / Bur dei saman?– Do they live together?With main verbs like these (there are hundredsof them), English needs do-support. Note thatthe main verbs do not change: You cannot say*Does he plays tennis?Much the same thing happens in negations(not-sentences):Jeg liker ikke å synge. / Eg liker ikkje å syngje.– I do not like singing.Han spiller ikke tennis. / Han spelar ikkje tennis.– He does not play tennis.De bor ikke sammen. / Dei bur ikkje saman.– They do not live together.aMake questions using the right form of todo.– … he love her?– … they speak German?– … it look all right?– … she understand him?– … you hear me?4 WritingWrite an essay of about one page on one ofthe following topics.a Would you like to live in a multi-ethnicenvironment? Why or why not?b “A Day in the Life of the Polish Waitress.”How does she cope, even though she doesnot speak English?bNow turn the sentences in task a into negations.Remember to include not.– He …– They …– It …– She …– I …81

Living with Brown BearsShortcut:tracks.cappelen.noCanada is known for many things; for ice-hockey, the Mounties andits thousands and thousands of miles of forest. In this forest lives oneof the most famous inhabitants of Canada, the brown bear. Despiteoften appearing in the news as aggressive killers, most brown bearslive in peace with their human neighbours. However, occasionallybears can cause problems for humans.Parks Canada is responsible for taking care of the Canadian nationalparks and their inhabitants. They are called in whenever a bear iscausing a problem.A fed bear is a dead bearBears often become a problem when they associate humans withfood. Bears are attracted to food sources such as garbage dumps andlitter bins, and have been known to break into houses or barns insearch of food. The first choice of action with a problem bear is to tryto relocate it. If the bear has learnt to associate humans with food, itwill sometimes return to the place it came from after relocation.Unfortunately, those bears which repeatedly return to the area sometimeshave to be killed to prevent human injuries or death.Bear encountersAlthough it is extremely rare that brown bears kill or seriously injurehumans, fatal encounters do occur. There are, on average, two fatalMounties Canadas ridende politi /det ridande politiet i Canadainhabitant /InhbItənt/ innbygger/innbyggjarresponsible ansvarlig/ansvarleggarbage dump søppelfyllinglitter bin søppeldunkbarn låveto relocate / ri:ləυkeIt/ å flytteto prevent å forhindre / å hindreencounter sammenstøt/samanstøytrare /reə/ sjelden/sjeldanfatal /feItl/ dødelig/dødelegon average i gjennomsnittCanoeing on Lake Moraine,Banff National Park,Alberta, Canada82

attacks in North America each year. Thereare certain situations that can be particularlydangerous: meeting an injured bear, comingbetween a mother and her cubs, meeting abear in its cave, or meeting a bear which hasbeen provoked by a dog.As well as trying to avoid these situations,anybody who is planning on walking in aforest where there are bears should carry anair horn. A brown bear’s natural instinct is torun away from humans, and the noise of theair horn should scare it away. If camping,don’t bring food into the tent and be sure toclean up all garbage; a bear thinks with itsstomach.If you meet a bear, it is important to remaincalm and to walk slowly in the oppositedirection. A running human may trigger thebear’s hunting instinct and a bear can easilyoutrun a human adult. It is important not tomake threatening moves, not to make eyecontact nor to shout.If a brown bear attacks and it is not possibleto get away, lie down in a foetal position andput your hands around your head to protectit from bites. This may reduce damage tovital organs. Do not panic. Pretending to bedead might save you.ACTIVITIES1 Understanding the textUsing information found in the text, choosethe correct ending to the following sentences.a If a bear is a problem, the park officers firsttry to shoot it / put it in a zoo / relocate it.b Bears visit houses in search of left overfood / human legs to chew / library books.c Bears who keep returning to the same placehave to be shot to avoid people taking themas pets / people being injured / them causinga traffic accident.d When walking in bear-country, it might be agood idea to leave at home your dog / yourcar keys / your sister.e To scare off bears, you should carry an Irishwhistle / an air horn / a set of bagpipes.f If you meet a bear, it is a good idea to walkaway slowly / charge at it / stare it in theeye.g If it attacks, you should try to wrestle it /climb a tree / play dead.2 Vocabularya Unscramble the words from the text. Copythe letters in the numbered cells to othercells with the same number. What messageis revealed?bThe Norwegian translations of some of thewords in task 2a are listed below. WhichEnglish words are translated here?cub bjørnungecave hule/hòleair horn signalhornstomach /stmək/ mageto trigger å utløse / å utløysefoetal position /fi:tl/ fosterstillingvital organs /vaItl/ vitaleorganer / vitale organ– utløse/utløyse– innbyggere/innbyggjarar– omplassere– forhindre/hindre– møter– dødelig/dødeleg– forbinde84

TANISNAIBTHRATELCEOESTASOICANVREPTERUIJENSETNEONCURLAFTAGERRITGNICTISTNGAMDAE2 913 17 11712 114 18 4856 15161031 2 3 4 5 6 7 8 9 10 11 12 9 13 2 14 15 16 17 18YcInjure and damage are used in the text.Both can be translated as “skade”, but theyare used in different situations. Do youknow what these situations are? Look at thesentences below. Fill in the spaces witheither injure or damage. You may have toconjugate (bøye/bøyge) the verb.– It seems like John … his foot every time heplays football.– Sarah’s car was badly … when she hit thelamppost yesterday.– The house was … in the fire.– Did your dog … itself when it fell off thecliff?Can you see what the rule is for using injureand damage? If not, you will find the rule attracks.cappelen.no.3 WritingImagine you are working for the Parks CanadaOffice and you want to make a warning posterfor visitors to your park. Information posters aremost effective if there is not too much writingon them. Think about how you can get theinformation across clearly in not too manywords.Choose either a or b.a Make a poster telling visitors how theyshould behave in order to avoid meeting abear.b Make a poster telling visitors what theyshould do if they meet a bear.If you want to, your class could make an exhibitionof the posters you have made.85

4 TalkingWork in pairs. Your friend is planning a trip toCanada and wants to spend a week camping.She knows nothing about brown bears andwants you to give her advice. Tell her what precautionsshe needs to take. Then swap roles.5 Understanding an articleRead the article below. Then answer thefollowing questions:a What happened to Isabelle Dube?b What did she do to try to avoid being killedby the bear?c Using the information you have got from thetext “Living with Brown Bears”, do you thinkIsabelle Dube did anything wrong when shemet the bear? What should she have done?6 WritingThe newspaper article describes a real incident.Imagine you are a newspaper reporterdescribing an incident involving a different kindof Canadian animal – the skunk. Write a newspaperarticle describing what happened.7 WWWorka Bear attacks are fortunately extremely rarein Norway, but they do happen. Find outwhat bear attacks have occurred. Presentyour findings in an oral presentation. UsePowerPoint if possible.b Canada is world famous for its MountedPolice, or Mounties. Find out about theMounties. There is an article with severalactivities at tracks.cappelen.no.Woman killed in Bear Attack in AlbertaA woman jogging along a trail near Canmore,Alberta, was killed on Sunday by a grizzly bearthat had been captured and relocated out ofthe region a week earlier.Isabelle Dube was running with two friends ona hiking trail near a golf course in the townlocated 90 kilometres west of Calgary. Thegroup rounded a bend and saw the bear about20 to 25 metres ahead of them, on the samepath.Dube chose to climb a tree but was pulleddown by the bear. Her two companions backedaway slowly until they could no longer see theirfriend. A wildlife officer, accompanied by one ofthe women, returned to the site of the attack,where the officer killed the bear with a singleshot.Dube, 36, was the first person killed by a bearin Alberta since 1998.8 Funnybones – Are you a pet lover?Take this quiz to see how fond you are of dogsand cats. Choose the answer that fits you best.Note how many a’s, b’s and c’s you end upwith and then check with the personality typesdescribed below. Do you think it is an accuratedescription of you?86

cspend half an hour picking fur off yoursweater.1 How many dogs and/or cats do you thinkone person should have?a As many as they like.b It depends on where and how they live.c None.2 How do you think a dog or cat shouldbehave indoors?a Dogs and cats should be allowed tosleep on the sofa or in beds, or whereverthey like.b Dogs and cats should have places theyare allowed to be indoors and theyshould stay in them.c Dogs and cats shouldn’t be indoors.3 How do you react to dogs and/or cats youmeet?a You run over to greet them, even if itmeans crossing the road to do so.b You stop to pat them if they want to greetyou, otherwise you ignore them.c You cross the road when you see themcoming.4 After meeting a dog or cat, you …a spend the evening telling your friendsand family about how cute it was.b go back to what you were doing and forgetall about it.Personality typesMostly a’s: You are a real animal lover. Yourworld would be a poorer place if there were noanimals in it.Mostly b’s: You like animals, but your worlddoesn’t revolve around them.Mostly c’s: You are definitely not an animallover. In fact, you would prefer people did notkeep pets, or at least that they keep them wellaway from you!9 Grammar: more on do-supportGrammar Toolbox:Look at the following dialogue:A: Amanda likes cheerleading.B: Does she like gymnastics, too?A: Yes, she does. But she doesn’t like ballet.Write and practise dialogues like the oneabove.Example:want more money – want more spare time –want more workA: I want more moneyB: Do you want more spare time, too?A: Yes, I do. But I don’t want more work.abcdehave dinner – have lunch – have breakfastride a bike – ride a horse – ride a motorcycleread stories – read novels – read poetryhave a dog – have a cat – have a goldfishplay the guitar – play the bass – play thedrums87

SHORTCUT:WinnersEmily is a blind girl who loves riding. She is taking part in an endurance ridewith her companion Jordy, a fifteen-year-old Indian boy. Jordy’s teacher, MissMacTavish, is there to help them. Before they set out on the second half of therace, she tells them that this will be the toughest part.Jordy feels that everything is under control and decides to go faster. Suddenly,there is a ditch in front of him. His horse jumps over it, but he is not able towarn Emily before it is too late. Emily’s horse jumps too, but Emily is not preparedand falls off. She crashes into the ground. Jordy runs to her. He is worriedthat she is hurt.Emily is disappointed. She says that without Jordy she cannot do anything. Shehad thought she could finish the race, but now she fears she has cracked someribs. Jordy tries to comfort her. He tells her to find her horse and get on him. Atfirst she does not want to, but then she says: “Let’s finish the race. Are you coming?”Emily’s horse is tired and they have to walk for many miles. A lot of riders passthem. Emily is very pale and in great pain.They reach the finishing line last. Miss MacTavish runs to them, helps Emily offher horse and asks them what has happened. Jordy says he should not have madeher finish the race. Emily, on the other hand, says that she was the one whowanted to finish.Shortcut activityTrue or false?a Emily is deaf.b Jordy is sixteen years old.c Miss MacTavish takes part in the race.d The first part of the race is the toughest.e Emily falls off her horse.f Emily wants to finish the race.g They are the last ones to finish the race.endurance ride utholdenhetsritt/uthaldsrittcompanion ledsager/følgjesveinditch grøftto crack å brekkeribs ribbeinto comfort å trøste / å trøystepale blek/bleik88

STARTING OFFCanadian Indians, or First Nations as they often prefer to be called,have lived in Canada for about 30,000 years. There are between500,000 and 600,000 Indians in Canada. About half of them live onreserves.Winners is a novel about Jordy Threebears, a fifteen-year-old Indianboy whose parents are dead. After living in foster homes for manyyears, he returns to the Ash Creek Reserve to live with a grandfatherhe hardly knows. His grandfather gives him a wild horse forChristmas. However, breaking this horse is challenging. He also hasto learn how to ride. Fortunately his teacher, Miss MacTavish, is willingto teach him how to ride – on one condition. Jordy has to be acompanion rider for a blind girl called Emily. She has set her hearton taking part in an endurance ride and Jordy has to accompany her.In this extract from the novel, Emily and Jordy are mid-way throughthe race.WinnersBy Mary-Ellen Lang Collurareserve reservatbreaking a horse å ri inn en hest /å ri inn ein hestcondition /kəndIʃn/ betingelse/vilkårendurance ride utholdenhetsritt/uthaldsrittstate tilstandprairie /preərI/ prærietrot travmare merrstride /straId/ skrittlengde/skrittlengd“The second half is always toughest.” Miss MacTavish said.“Concentrate on the state of your own horses. Ignore what anyoneelse is doing. Otherwise your horses will break down.”They set off again at a quiet jog through the rolling ranchlands inthe bright afternoon light of a prairie September. Jordy filled hislungs with air and felt the sunshine all through him. He felt good andhe could tell his horse did too. He wanted to run towards the sun,keep running until he could go straight into its yellow roundness.“Let’s pick it up, move out!” he called back to Emily. He increasedthe tempo of his horse’s trot. “Hey-yey-hey,” he chanted softly, hissong holding them all together.They were trotting across a stretch of flat, unbroken prairie.Jordy’s mare was going strong and he had not noticed that Chuckwas beginning to tire. Ahead, he could see a group of horses walkingand he decided to pass them. The mare stretched out, lengthened herstride, and broke into a run.89

510152025303540455055drainage ditch dreneringsgrøftto notice å legge merke til /å leggje merke tilbonewrenching knusende/knusandethud /θd/ dunkto leap å hoppeto cradle å holde / å haldeto sob å hulkelurching ristende/ristandeto nudge /ndʒ/ å dulteto recoil å falle tilbakeribs ribbeintenderness ømhet/ømheitto tag along å følge etter / å følgjeetterSmarten UP! Skjerp deg!to tilt one’s head å legge hodet påskakke / å leggje hovudet påskakkeclue hintto graze å beitebridle /braIdl/ bissel/bekselHe turned to look at Emily when suddenly, his horse was flyingthrough the air. Before he’d landed or could think to warn Emily,Chuck was also jumping over the drainage ditch Jordy had failed tonotice. But Emily wasn’t. She had crashed into the ground with abonewrenching thud.Chuck stopped. The mare stopped too. Jordy leaped to theground and ran to her. His heart pounded alarm into his ears becauseshe looked so small and broken. He knelt beside her and cradled herhead in his arms. Emily clutched her sides, her eyes tightly shut,tears squeezing out of the corners.“Emily?” he whispered.She took a deep breath and began to sob. They were big, lurchingsobs and Jordy’s heart broke to hear them.“I’m so scared,” she said. “I’ll never be anything.”“What?”“We won’t finish. Jordy, I’m so sorry,” she cried.He didn’t know what to say. Silently, he cradled her.“I thought I could do it, I thought I could do anything but I’m soscared! I can’t! I can’t!”Chuck had picked his way across the ditch. He reached downwith his nose to nudge her. His soft breath touched her face and flutteredher hair. She raised a hand to pat him and recoiled with agroan.“Oh,” she whispered, “it hurts so bad.”“What’s the matter?”“My side … I think I might have cracked some ribs.”Soundlessly, her tears streamed down her cheeks. Jordy could feela tenderness stirring in him he’d never felt before. He took her facein his hands.“You can do anything,” he said.“No I can’t. I’m scared, Jordy. Everything was out of control and Iwas helpless. I couldn’t ride a horse if you weren’t with me. I just tagalong. I can’t do anything just myself.”“Yes, you can.”“I can’t.”“Stand up,” he said. He carefully set her on her feet. “Go find yourhorse,” and he backed away.“Jordy? ... Smarten UP! ... You! … You!”“Make up your mind. Find him.”In spite of herself, Emily tilted her head to one side, trying tocatch a sound, a clue to Chuck’s position. The horse moved a step ashe grazed. She could feel the shifting weight of him through theearth. She could hear the bridle jingle as he bit a tuft of grass.Carefully, slowly, she went to him, reached out her hands, andtouched his quiet side.91

“Get on him.”“Oh sure.”“Do it.”She held the reins, grasped the saddle horn, and raised her leftfoot to the stirrup. Pain shot through her but she hoisted herself intothe saddle anyway.“Let’s finish the race,” she said. “You coming?”“Uh huh.” Jordy moved the horses out and back onto the trail.Chuck had had enough and by now it was obvious. He had managedto keep up for forty miles, but he had run out of energy. Theywalked. Riders passed them. It didn’t matter. Miles went by beforethe older horse was ready to trot. But Emily couldn’t stand the jar ofit. By this time the pain in her side had worn her out. Ashen-facedand barely breathing, however, she refused to quit.They reached the finish line last. The sun was setting and the winnerhad already been loaded into the trailer and was on the wayhome. Miss MacTavish ran to them and helped Emily off her horse.“What’s the matter?” she gasped.“She’s hurt,” Jordy said. “I shouldn’t have made her do it.”“Oh shut up, Jordy,” Emily retorted.“What happened?”“She fell. She’s hurt real bad and I made her go on.”“You did not. It was none of your business. I made me go on.”reins tømmersaddle horn salknappstirrup /stIrəp/ stigbøyle/stigbøyeltrail sti/stigobvious åpenbar/openberrjar /dʒɑ:/ ristingashen-faced likblek/likbleik51015202530354045505592

ACTIVITIES1 Understanding the texta Fill these words in the correct spacesin the text below.pain – falls – give – Emily – worried – race– has – finish – hurt – wants – responsibleJordy and … are taking part in anendurance …. . Emily … off her horse andgets … . Jordy is … because he is … forher. She does not … up, even though she isin great … . They are the last ones to … therace. Miss MacTavish … to know what …happened.b These sentences about the story are allwrong. Correct them.– The first part of the race is the most difficult.– Emily’s horse is called Cara.– Emily does not fall off her horse.– Emily feels fine, and Jordy is relieved.– Jordy insists that they finish the race.– Jordy’s horse is getting tired.– They finish second last in the race.– Emily and Jordy agree that it was Jordy whomade Emily go on.eWhy do you think Emily decides tofinish the race?4 Writinga Emily’s father blames Jordy for the accident.He calls Jordy to talk about it. Write amanuscript of their conversation.b What happens the next time Emily andJordy go riding? Write the script for a TVseries in which this scene takes place.5 WWWorkJordy is a Blackfoot Indian. Go totracks.cappelen.no and find out about this tribe.Write down a list of key words and tell yourclass what you have found out.2 VocabularyWork in pairs.a Emily says she is scared. What other wordsdo you know that mean roughly the same asscared? Use a dictionary to find examples.b Horses trot, stride and jog. What otherwords do you know that describe movement(people or animals)? Use a dictionary to findexamples.3 Talkinga How does Jordy feel before the accident?b How does Jordy feel when he realises thatEmily has been hurt?c What does he do?d How does Emily feel about what hashappened?93

6 Reading literature – CharactersThe people in a short story, novel, play or film arecalled characters. The most important charactersare called main characters.We get to know the characters in many differentways:– through what the character says or does– through the character’s own thoughts andfeelings– through descriptions of the character’s looksand habits– through the reactions of other charactersIt is also important to look at two other aspects ofthe characters:– What is the relationship between them?– Do the characters change? If so, how and why?Literary tasksRead the extract from Winners carefully. Look forinformation about Jordy and Emily. Use a pencilto mark off the passages where you find outabout what they do, say and think. Try to find outhow they feel. Then do tasks a, b and c.a Write character descriptions of Jordy andEmily.b How do they feel about each other? What isthe relationship between them?c The novel is called Winners. Are Jordy andEmily winners, in your opinion? Give reasonsfor your answer.7 Grammar: did-supportGrammar Toolbox:Questions and negations about the past havedid-support:– Did he run yesterday?– I did not ask.This is almost the same as with do-support(see p. 81). In fact it is easier, because we usedid only. But remember, the main verb must bein the infinitive. You cannot say *Did he ran or*I did not asked.Complete the sentences below. Remember toput the main verb in the infinitive. We havegiven you the past form. Use a dictionary if indoubt.abcdefDid they … to the party? (came)I did not … them. (invited)Did he … her about it? (told)She did not … to him. (spoke)Did you … it? (bought)It did not … that way. (happened)94

Shortcut:tracks.cappelen.noSTARTING OFFHave you ever done any extreme sports? Which ones? If youhaven’t, which ones would you like to try? Which ones would youdefinitely not want to try? Why?Extreme Sports in NewZealandNew Zealand is famous for extreme sports. Kiwis (New Zealanders)have invented some new sports, as well as taken part in establishedones. Here are some teenagers talking about the sports they enjoy.Zach, 18 years: zorbingOne of my favourite hobbies is zorbing. I did it a few times when Iwas on holiday with my Mum and Dad, and last summer I got a jobfor the school holidays at the Zorbing Centre in Rotorua.A zorb is a huge plastic ball with walls about 70 cm thick. The“zorbonaut” is harnessed into the middle of the ball. The air cushionin the wall keeps them safe as they roll down the side of a hill atspeeds of up to 50 kilometres per hour. The coolest thing about zorbingis the feeling of weightlessness you get as the ball rolls down thehill. The ball is huge; it only does one full rotation every 10 metres,so you aren’t turned head over heels as many times as you mightthink.My favourite kind of zorbing is when a bucket of water is throwninside the ball with you. You can do this kind of zorbing with a matein the zorb with you. You both slide around in the water on the bottomof the Zorb, face first, feet first, sitting down, standing up orbackwards.Many people think we are crazy, but it isn’t dangerous at all. Andno one has thrown up in a zorb at our centre so far, so it really isn’tlike being put in a tumble drier. In fact, those who come and tryoften want to buy one to have at home. But they aren’t for sale to privateindividuals. You need to take proper security measures to dozorbing safely.established etablertharnessed spent fastair cushion /kυʃn/ luftputeweightlessness vektløshet/vektløysehead over heels opp nedmate kamerattumble drier /tmbl/ tørketrommelprivate individual privatpersonsecurity measures sikkerhetstiltak/tryggingstiltak5101520253096

ZorbingHeli-skiing

Bungy-jumping

510152025303540455055powder snow puddersnøoff-piste utenfor merkede løyper /utanfor merkte løyperoff the beaten track utenfor allfarvei/ utanfor allfarvegdestination reisemålslope bakkepeak toppcrevasse /krIvs/ sprekkresort /rIzɔ:t/ skisenterbungy jump strikkhoppto chicken out å trekke seg /å trekkje segto originate å oppståannual ritual /njυəl/ årlig ritual /årleg ritualvines /vaIns/ lianer/lianarharvest høst/haustentrepreneur gründerrubber cord gummistrikkEmma, 17 years: heli-skiingI am a big fan of winter sports. I have been skiing downhill since Iwas really small. Last winter a friend and I went to Tasman Glacierin Mt. Cook National Park for the ultimate ski-experience: heli-skiing.Heli-skiing involves being airlifted by a helicopter into an areaof untouched powder snow. You have to know what you are doing,though. This is off-piste skiing, far off the beaten track, so if you getin trouble you are pretty much on your own.Most of the heli-skiing destinations are in the Southern Alps.From the high slopes you have an unforgettable view of snowcappedpeaks heading off into the distance. On some trips it is possibleto make runs of almost 3,000 vertical metres.When my friend and I went, we were taken by helicopter to theupper glacier. Then we skied down the glacier, skimming past hugeicefalls and crevasses until we made it down to the lowest snowfield.The helicopter came to pick us up there. It was an amazing experience– to be there all alone, the silence, the fresh snow. Skiing at aresort just can’t compare with the kick it gave us.Next August we are planning to try out heli-skiing in anotherregion. Maybe we’ll go to Wanaka. It’s the largest heli-ski area southof the equator.Esther, 18 years: bungy-jumpingI can’t say it’s something I do on a regular basis, but I have done it afew times. The first time was on my sixteenth birthday. It’s possibleto bungy jump off Harbour Bridge in Auckland, so we made a booking.Two of my friends chickened out when it was time to jump, butthe rest of us went through with it. Yes, it is terrifying, especially atthe point when you jump off, but it gives the most incredible adrenalinrush. Best I have ever had.You have probably heard of bungy-jumping before. It is NewZealand’s most famous extreme sport. The sport originated inVanuatu. The islanders there perform an annual ritual, leaping 35metres off a tower with vines tied to their ankles. They did it to maketheir gods happy and to ensure a good harvest. Two Kiwi entrepreneursadopted this idea, but they used rubber cords to withstand theshock load of a falling body, instead of vines.Since my birthday, I have done it a couple more times and oncemy mother and I jumped together at Rotorua. My mother wouldnever have gone through with it if I hadn’t been with her. You justhave to jump, don’t think about it. If you start thinking about whatyou are about to do, you’ll never do it.99

ACTIVITIES1 Understanding the textFinish the following sentences, using informationfrom the text.a A zorb is …b People don’t get sick from zorbingbecause …c Heli-skiing is …d It is different from skiing at a resortbecause …e Bungy-jumping started …f The best way to do a successful bungyjump is …2 Vocabularya The following words from the text are mixedup. Only the first and final letters are correct.What are the words? What are they inNorwegian?rttooain – bekcut – vatriecl – dgeorunas –gecailr – hptcoeeilr – arednilan – bahtdirybWhat words do the teenagers use todescribe their experiences? Make a list.Now write a short text about a sport youhave tried, or one you would like to try. Howmany of the words from your list can youuse in your text?3 TalkingThe teenagers here tried out these sports forthe first time to celebrate a special occasion, orwhen on holiday. What kinds of activities doyou like doing to celebrate a special occasion?What kinds of holidays do you like?them to find out the information given?Make a list of questions. What other questionscould you have asked them?5 WWWorkGo to tracks.cappelen.no and look at theadvertisements for package tours in NewZealand. Then do the following tasks:4 Writinga You are on holiday in New Zealand and youtry out one of the extreme sports mentioned.Write a postcard home to your family orfriends telling them about your experience.b Imagine you are the person interviewing theteenagers. What questions would you askabStudy the advertisements and discuss witha partner: Which of these appeal to you?Which do not appeal to you? Why?Choose one of the package toursdescribed in the advertisements and findout more about it, using the information andlinks on the website.100

Here are a few things you might want to findout:– How can you travel to New Zealand, andhow can you get around when you arethere?– What can you do? What do you think wouldbe most interesting?– How much would it cost to take one of thesetours? (Remember to convert prices toNorwegian currency. See Toolbox at thewebsite for help.)Heli-skiers6 Grammar: more on did-supportGrammar Toolbox:Look back at the dialogues you made on page87. This time you are going to make similar dialoguesabout a situation in the past, so youmust use did instead of do/does.Example:A: Kasper scored three goals last weekend.B: Really? Did he score with both feet?A: Yes, he did. But he didn’t score with hishead.Note that did shows that this happened in thepast, so score is kept in its base (infinitive)form. You cannot say *Did he scored.Write and practise dialogues like the oneabove.a have breakfast – have lunch – have supperb ride a bike – ride a horse – ride a motorcyclec write stories – write poems – write lettersd have a dog – have a cat – have a goldfishe play the guitar – play the bass – play thedrums101

STARTING OFFBefore listening to the text at tracks.cappelen.no or on the Tracks 2CD, study these words:lingo sjargongfuss /fs/ oppstyrrule regelto differ å være forskjellig fra /å vere forskjellig fråedge kantpenalty kick straffesparkrugby matchto selectstrip (in sports)a try (rugby)goal poststo succeedperformanceimpressiverugbykampå velge ut / å velje utdraktet mål i rugby / eit mål i rugbymålstolper/målstolparå lykkes / å lykkastprestasjonimponerende/imponerandeListening – The All BlacksNew Zealand is not only famous for extreme sports, they also haveone of the world’s best rugby teams, the All Blacks. Listen to twoteenage boys discussing rugby.102

ACTIVITIES1 ListeningChoose the correct alternative:a Who are the All Blacks?■ New Zealand’s national rugby team.■ America’s national rugby team.■ New Zealand’s national football team.b Why are they called the All Blacks?■ Because all the team members used tobe coal miners.■ Because they have a black cat as amascot.■ Because their strip is black.c How is rugby union different from soccer?■ The ball is egg shaped rather than round.■ The players use a bat to hit the ball.■ There are fewer players on the pitch.d What is the haka?■ A bird that used to live in New Zealand.■ The name of the All Black’s captain.■ The war dance performed by the AllBlacks before each international match.e What do players on the opposing team thinkof the haka?■ They laugh at it.■ They think it is very impressive.■ They are frightened by it.2 VocabularyFill the correct word in the sentences below.selected – stretching – penalty – succeed –impressive – opposing – performingabcdefThe school choir will be … in the auditoriumat 7 p.m.Anna was happy when she was … for herschool hockey team.The Severn Bridge was an … sight.Ali won the game for his team when hescored the … .After … her muscles properly, Jen wasready to join her team on the field.After failing three times, John hoped hegwould …. in passing his driving test thistime.The … team were at least twice as big asthe home side.3 TalkingWork in pairs.a How does the scoring in rugby union work?(Listen again to the discussion if necessary.)b Why do you think the All Blacks use thehaka to start their matches?4 WWWorkGo to our website to find links to video clipsshowing the All Blacks performing the haka.What do you think of the haka? Can you understandwhy the opposing team finds it impressive?Do you think the Norwegian national footballteam should have something like the hakato start off their international matches? Whatcould they do?5 DrawingMake a drawing of a rugby pitch based on thefollowing description:A rugby pitch is a large rectangle. It is dividedup into four equal-sized sections. The midpointis marked. At each end of the pitch there aregoal posts. The goal posts look like enormous103

H’s. The try line runs from the goal post to theedges of the pitch. There is a grassy areabehind the try line where the players have totouch down the ball to score a try.6 Grammar: questions and negations withauxiliary verbsGrammar Toolbox:So far we have dealt with main verbs, whichneed do-support (see page 81). If the sentencealready has an auxiliary verb (hjelpeverb),there is no need for do-support:Have you heard the news?I have not heard the news.Is he doing his homework now?He is not doing his homework now.Can you tell the difference?I cannot tell the difference.Translate the following sentences.a Har de dratt allerede? / Har dei dratt alt?b Han spiser ikke akkurat nå. / Han et ikkjeakkurat no.c Vil du hjelpe meg?d Tenker du på noe? / Tenkjer du på noko?e Har hun sagt noe? / Har ho sagt noko?f Gjør jeg dette riktig? / Gjer eg dette riktig?g Han har ikke vært her. / Han har ikkje voreher.h Kunne du gjøre noe? / Kunne du gjerenoko?i Har dere sett dem? / Har de sett dei?j Kan jeg slutte nå? / Kan eg slutte no?104

STARTING OFFWhich insect do you think is the most disgusting? Which is the mostbeautiful? Range the following insects according to how disgustingor beautiful you think they are:fly, spider, butterfly, dragonfly (øyenstikker), ladybird (marihøne),wasp, bee, mosquito, tick (flått)Discuss with a partner and explain why you feel the way you doabout these insects.ButterfliesBy Patricia Grace51015202530to range /reIndʒ/ å rangereto plait /plt/ å flettepath /pɑ:θ/ sti/stigfootpath fortaucrossing overgangsfeltto hoe /həυ/ å hyppecabbage kålThe grandmother plaited her granddaughter’s hair and then she said,“Get your lunch. Put it in your bag. Get your apple. You come straightback after school, straight home here. Listen to the teacher,” she said.“Do what she say.”Her grandfather was out on the step. He walked down the pathwith her and out onto the footpath. He said to a neighbor, “Our granddaughtergoes to school. She lives with us now.”“She’s fine,” the neighbor said. “She’s terrific with her two plaits inher hair.”“And clever,” the grandfather said. “Writes every day in her book.”“She’s fine,” the neighbor said.The grandfather waited with his granddaughter by the crossing andthen he said, “Go to school. Listen to the teacher. Do what she say.”When the granddaughter came home from school her grandfatherwas hoeing around 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.“I killed all the butterflies,” she read. “This is me and this is all thebutterflies.”105

creature /kri:tʃə/ skapningto hatch out å klekkes /å bli klekt“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 thesun. The butterflies visit all the pretty flowers, she said. They lay their eggsand then they die. You don’t kill butterflies, that’s what she said.”The grandmother and the grandfather were quiet for a long time, andtheir granddaughter, holding the book, stood quite still in the warm garden.“Because you see,” the grandfather said, “your teacher, she buy all hercabbages from the supermarket and that’s why.”ACTIVITIES1 Understanding the textWho said what – the grandmother, the grandfather,the neighbor, the teacher or the little girl?abcdefg“Listen to the teacher. Do what she say.”“She’s terrific with her two plaits in her hair.”“Writes every day in her book.”“Get you book then. Read the story.”“I killed all the butterflies.”“You don’t kill butterflies.”“Your teacher, she buy all her cabbages fromthe supermarket.”2 Vocabularya Here is a list of words found in this text.Place the words in three categories:nouns, verbs or adjectives.3 Talkinga Why do you think the grandparents taketheir granddaughter’s education soseriously?b What did the little girl write in her story?c What did her teacher say about her story?d How do the girl’s grandparents make aliving?e Do you agree with the grandfatherwhen he says that city people are differentfrom country people?f This story was written by a Maori NewZealander. The story can be read as acomment on the differences between Maorivalues and those of the white population.Who do you think represent the Maorivalues in the story? Why?bstraight, home, listen, stop, bring, butterfly,terrific, beautiful, know, pretty, still, buy,warm, gardenHere are the names of various family members.Translate them into English using a dictionary:onkel, bestemor, tante, fetter, kusine, grandtante,oldefar, tippoldemor, stebror,svigerinne, søsken4 WritingAt a meeting the teacher talks to the girl’sgrandparents. Here is what the teacher says.Fill in what the grandparents say.Teacher: I’m concerned about what shewrote about butterflies. Shesaid that they should be killed.Grandmother:Teacher: So you’re not really worried at all?Grandfather:Teacher:Well, I think she should see apsychologist. It’s not normal for a107

Grandfather:Teacher:child of her age to want to killanimals. Particularly butterflies,which are such pretty creatures.Okay. I agree that I may haveoverreacted. She just wrote whatshe has learnt from you.5 Reading literature – ThemeThe theme of a literary text is the ideas aboutlife that it presents. The theme tells the readerssomething about life in general (for example,“The end justifies the means” – “Pink BowTie”), about how people behave in different situations(“Necessity is the mother of invention”– “A Drive in the Motor-Car”), or how theyrelate to other people (“Trusting a friend makesa person stronger” – Winners). As opposed tothe action, the theme is not directly presented.All the different elements of a literary text contributeto making a total effect on the reader,which may be summed up in the theme.Very different texts may explore the sametheme.Literary taskIs “Butterflies” just a story about how to treatbutterflies? Could it be a story about how differentpeople look upon nature? Is this the themeof the story? Explain your opinion.6 Grammar: tag questionsGrammar Toolbox:Look at these two sentences:– John worked really hard, didn’t he?– Pamela didn’t make it, did she?These are called tag questions. They are verycommon in spoken language, and definitelymuch more common in English than inNorwegian. We use them to show interest andto involve the people we are talking with. Hereare some more examples:– We don’t think the same way, do we?– He drives too fast, doesn’t he?– He is quite handsome, isn’t he?– She hasn’t got a boyfriend, has she?– You’re studying grammar, aren’t you?– I can do that, can’t I?If the main sentence (before the comma) hasan auxiliary verb (hjelpeverb), then this is usedin the tag. If there is no auxiliary, we must usedo/does/did.Note that there is room for only one not (n’t) ineach sentence. Study the examples againbefore doing the task below.Complete these sentences with the appropriatetag question.a You asked her out, …?b She didn’t say no, …?c You just can’t keep a secret, …?d They are leaving soon, …?e He isn’t here already, …?f She speaks rather too fast, …?g You aren’t coming, …?h It’s too late now, …?i He hasn’t read it, ...?j You don’t know, ...?k It’s really sad, ...?l You’re so smart, ...?m I’m not to blame, ...?n They just wouldn’t stop, ...?o It isn’t that difficult, ...?108

FACT BOX:JAMAICACapital: KingstonPopulation: 2,758,124 (2006)Ethnic groups: black 90.9%, East Indian 1.3%, white 0.2%, Chinese 0.2%, mixed7.3%, other 0.1%Religions: About 60% are Protestants and 4% Catholics. There are also anumber of spiritual cults.Currency: Jamaican dollarLanguages: English (official language) and Jamaican CreolePolitical system: Jamaica has been an independent country since 1962. It is ademocracy led by a prime minister. The British monarch is the headof state but has a largely ceremonial role.Working life: Agriculture is still important, but today the country’s economydepends heavily on tourism. About 65% work in services. 11.5%were unemployed in 2005.Geography: Jamaica is the third largest island in the Caribbean. Most majortowns and both cities are located on the coast.Climate: Hot and humid tropical climate. Tropical hurricanes occur and cando great damage.Culture: Cricket is a very important sport. Musical genres such as reggaeand ska come from Jamaica.Social issues: Drug abuse, corruption and gang violence are major problems inJamaica. Almost 20% of the population is below the poverty line.Find Jamaicaon the map onp. 152. Thenclose the bookand describeto a partnerwhereJamaica islocated.109

SHORTCUT:Who Are the Jamaicans?The people who originally lived in Jamaica were called the Arawak or Tainopeople. They came from South America. In 1494, Christopher Columbus camefrom Spain to Jamaica. In 1655, the British took control. Jamaica produced themost sugar in the world. Slaves were brought over from Africa to work inJamaica. Slavery ended in 1834. Jamaica became an independent country in1962.RastafariRastafari is a religion that started in Jamaica in the 1930s. Here are some symbolsRastafarians use:Red, black and green: These are common colours in Rastafarian clothing and onflags. Red represents the blood of the slaves. Black represents the colour ofAfricans’ skin. Green represents the plants in Jamaica.Dreadlocks: Rastafarians have all taken a vow not to cut their hair. They believethat their strength is in their hair. If they cut it off they think they will makethemselves weak.ReggaeReggae is a kind of Jamaican music that became popular in the 1970s. The mostfamous reggae artist is Bob Marley. Marley was a Rastafarian. He sang aboutlove, freedom and beauty.Shortcut activityChoose the correct word.a In 1494, the Spanish / British / French came to Jamaica.b Jamaica was the world’s leading producer of corn / sugar / tobacco.c Rastafari is a kind of music / plant / religion.e On the Rastafarian flag, red represents roses / anger / blood.f Rastafarians believe long hair makes them strong / weak / attractive.g Bob Marley was a heavy metal / rap / reggae artist.originally opprinnelig/opphavlegcommon vanlig/vanlegclothing /kləυðIŋ/ klær/klede110

STARTING OFFJamaica and Norway are very different countries, and aJamaican coming to Norway would experience quite aculture shock. What advice would you give a Jamaicancoming to Norway?Workers cutting sugar canes on aplantation in Jamaica, 1897.Who Are the Jamaicans?51015202530inhabitant innbygger/innbyggjarto settle å bosette seg / å busetjesegexplorer oppdager/oppdagarto claim å gjøre krav på / å gjerekrav påprivate estate privat eiendom /privat eigedomsmallpox kopper/kopparlabour /leIbə/ arbeidskraftconstant konstantthreat trusselrevolt opprørrebellion opprørto abolish /əbɒlIʃ/ å avskaffe /å avskaffemajority flertall / fleirtaldescent /dIsent/ avstammingancestors /nsestəs/ forfedre/forfedrargovernment regjeringto swap å bytte / å byteHistoryThe original inhabitants of Jamaica were the Arawak or Taino peoplewho came from South America to settle on the island between 1000and 400 BC. The explorer Christopher Columbus came to the islandin 1494 and claimed it for the Spanish crown. He used the island asa private estate for his family. The Arawak or Taino people almostdied out after the Europeans came to the island, mainly from illnessessuch as smallpox which the Europeans brought with them. In1655, Jamaica fell under the control of the British. The island becamethe world’s leading producer and exporter of sugar. It achieved thisposition by using slaves brought over from Africa by the British.By the beginning of the 1800s, the wide use of slave labour meantthat for every European on the island there were 20 African slaves.There was a constant threat of slave revolt and after several rebellions,slavery was abolished in 1834. Jamaica was still under Britishcontrol, but this gradually lessened over the years and in 1962Jamaica became an independent country.The majority of Jamaicans, at least 90% of the population, are ofWest African descent. Their ancestors were transported from Africato work as slaves in Jamaica. The language of government and ofeducation is English, but in everyday life a local variety calledJamaican Creole is often spoken. Most Jamaicans can swap easilyfrom Creole to Standard English and back, depending on the situation.111

RastafariansIn the 1930s, many Jamaicans started following a new religion,Rastafari. In Ethiopia in 1930, Ras Tafari was crowned EmperorHaile Selassie, and was given the title “The King of Kings, Lord ofLords, the Conquering Lion of Judah”. The Jamaicans believed HaileSelassie would lead them back to their homeland and give them awonderful life there. They believed that Ethiopia was their promisedland.There are not many Rastafarians in Jamaica today. They are perhapsbest known throughout the world for some of the symbols they use.Here are two of them:Red, black and green: These are common colours in Rastafarian clothingand on flags. Red represents the blood of black slaves that diedin the struggle to fight off their white oppressors. Black representsthe colour of black Africans’ skin. Green represents the vegetation ofJamaica.Dreadlocks: A lot of Jamaicans who are not Rastafarians have dreadlocks.They have become a fashion on the island. Rastafarians havetaken a vow not to cut their hair. They believe that their hair is theirstrength and by cutting it off they will be weakening themselves. Thehairstyle comes originally from Africa and was worn by many tribesthere.ReggaeReggae is often associated with the Rastafari movement, which influencedmany reggae musicians in the 1970s and 1980s. Reggae’s originscan be found in traditional African and Caribbean music, as wellas in American rhythm and blues music.Starting in the early 1970s, reggae quickly became popular aroundthe world, due to the international success of artists like Bob Marleyand the Wailers. Marley (1945–1981) was a Rastafarian, famousaround the world for his dreadlocks and marijuana smoking.Marley’s fans enjoyed the peaceful, upbeat message of his songs. Hesang about love, redemption and beauty. He made newspaper headlinesfor negotiating truces between rival gangs, and between tworival political parties in Jamaica.On the next page is an extract from one of Bob Marley’s songs.emperor keiser/keisarconquering /kɒŋkərIŋ/ seirende/sigrandevow ed/eidtribe stammeto be associated with å bli assosiertmedmovement bevegelse / rørsle,bevegelseorigins opprinnelse/opphavupbeat glad, optimistiskredemption frelsetruce /tru:s/ våpenhvile/våpenkvilep. 113:to emancipate /ImnsIpeIt/å frigjøre / å frigjereto fulfil å oppfylleBob Marley510152025303540455055112

Redemption SongEmancipate yourselves from mental slavery;None but ourselves can free our minds.Have no fear for atomic energy,’Cause none of them can stop the time.How long shall they kill our prophets,While we stand aside and look? Ooh!Some say it’s just a part of it:We’ve got to fulfil de book.Won’t you help to singThese songs of freedom?’Cause all I ever have:Redemption songs

ACTIVITIES1 Understanding the texta What happened when? Place thefollowing events in the history of Jamaica inthe correct chronological order:– Slavery was abolished.– Christopher Columbus came to Jamaica.– Slaves were brought over from Africa towork on sugar plantations.– The British took control of Jamaica.– The Arawak or Taino people came toJamaica.– Jamaica became an independent country.– Jamaica became the world’s leadingexporter of sugar.– Slave rebellions often occurred.b Look at the section on Rastafarians.– Who was the leader of the Rastafarians?– What do they believe?– What are two typical Rastafarian symbols?– Why do they use these symbols?c Look at the section on reggae.– What are common themes in reggae songs?– Why was Bob Marley famous?dLook at the extract from “RedemptionSong”. What is the theme (see p. 108) ofthis song?2 Vocabularya Use an English-English dictionary and writedown the definition of five words found inthe text. Read your definitions to a partner.Your partner must guess which word youare describing.bThere are 10 words from the text here.They can be found vertically, horizontally, ordiagonally. Find the words and make a list.Translate the words into Norwegian.I I C O N Q U E R TA N C E S T O R E TD D H T U I S E B RW E R A U C E G E AE P F D B U S W L NX E R E A I T R L SP N L U I A T S I PO D X T E U L A O OR E D R I V A L N RT N H R Y U H E F TE T R U C E W F S T3 Role playWork in pairs.You have just met a Jamaican on holiday andhe or she wants to know more about yourhome country. Act out the conversation. One ofyou must pretend to be the Jamaican. Askeach other questions about the followingpoints:– history– famous people– music– cultureWhen you are finished, swap roles.4 WWWorka Jamaica has a lot of exotic food, especiallyfruit. At tracks.cappelen.no, you can find atext about Jamaican fruit, some recipes andsome tasks.b Here are some famous Jamaicans:– Sam Sharpe– Norman Manley– Marcus Mosiah Garvey114

Go to tracks.cappelen.no to find out what thesemen are famous for. Then choose one to findout more about. Use the Internet to find informationabout the person you have chosen. Youcan find links at our website.Note down key words from the information youfind online. Write 10–15 key words. Then closethe websites where you have found your information.Now, using only your key words for help, writea text about the person you have chosen.5 Grammar: wh-questionsGrammar Toolbox:Study the following question words:what “hva/kva”What did you say?who/whom “hvem/kven” Who did she meet?which “hvilken/kva for” Which film do you likebest?whose “hvem sin / kven sin” Whose books did youborrow?when “når”When do you have tobe there?why “hvorfor/kvifor” Why did she say that?where “hvor/kvar”Where did you seehim?how “hvordan/korleis” How do we solve this?– Who killed the bird?– What happened next?– Which team won the cup?– Whose parents complained the most?But when they are not the subject, we mustuse do/did:– What did you tell her?Make questions to the following answers:a I found it in the library.b We left just before midnight.c I stayed at a friend’s place.d It was John who told me.e I liked this story best.f I told him that it was over between us.g Those are my trousers.h I’m fine, thanks.i I told my mother.j We meet every weekend.k The capital is called Kingston.Note: How can be used in combinations suchas how much, how often, how long, etc.:– How much did she pay?What, who, which and whose can function asthe subject (doer of the verb). Then we cannotuse do-support:115

SHORTCUT:An Honest ThiefMr Spencer lived in St. Victoria Village. Everybody knew he had a gun, sonobody messed with him. He took good care of his lovely banana tree.One day, a man called Bulldog came to live in the village. He was the biggest andtoughest man anybody had ever seen. The people waited for a fight between himand Mr Spencer.Bulldog was envious of Mr Spencer’s banana tree. He wanted to taste a banana.Mr Spencer refused. Bulldog said that he would get hold of one of Mr Spencer’sbananas in one way or another. Mr Spencer’s wife kept telling her husband topick the bananas before they were stolen.Bulldog did not want to wait any longer and asked Mr Spencer for a banana.Once again, Mr Spencer refused. Then Bulldog said he would steal the bananas.Mr Spencer told him that if he tried, he would shoot him. Bulldog said that hewould steal the bananas before 2 o’clock that night.Mr Spencer waited with his gun, to make sure nobody came near his tree. Nowthe bananas were perfect and he said that he would pick them the day after.Turn to page 123 to find out what happened, or read the whole story.Shortcut activityChoose the right word.a Mr Spencer was … nice / honest / bad.b Bulldog was …envious / calm / polite.c The bananas were … unripe / tempting / sweet.d Mr Spencer had a … dagger / baseball bat / gun.envious misunnelig/misunnelegto refuse å nekte116

STARTING OFFDiscuss in pairs:Have you ever been envious? What was it that you desperatelywanted? Did you manage to get what you wanted in the end? Howdid you feel then?NEXT STEP:An Honest ThiefBy Timothy Callender51520253035envious misunnelig/misunnelegto venture /ventʃə/ å ta sjansen påto interfere å legge seg borti /å leggje seg bortireputation ryktetrunk /trŋk/ stammedew-drops duggdråper/doggdroparto worship å tilbeto thrive /θraIv/ å trives / å trivastkin = canexhibition utstillingto murmur /m:mə/ å mumlepeeved irritertEvery village has a “bad man” of its own, and St. Victoria Village wasno exception. It had Mr Spencer. Mr Spencer was a real “bad man”,and not even Big Joe would venture to cross his path. Besides, everybodyknew that Mr Spencer had a gun, and they knew he had usedit once or twice too. Mr Spencer didn’t ever go out of his way tointerfere with anybody who was foolish enough to interfere with MrSpencer. Mr Spencer had a reputation.Now, at the time I am speaking of, every morning when Mr Spencergot up, he made the sign of the cross, went and cleaned his teeth, andthen left the house and went into the open yard to look at his bananatree. He had a lovely banana tree. Its trunk was beautiful and longand graceful, the leaves wide and shiny, and, in the morning, withthe dew-drops glinting silvery on them, it seemed like something toworship – at least Mr Spencer thought so.The banana tree thrived under Mr Spencer’s care. Its bunch ofbananas grew and grew, and became bigger and lovelier every day. MrSpencer said: “They kin win first prize at any agricultural exhibition,you know, Ellie.”“Yes, Selwyn,” she said.And now, every morning Mr Spencer would jump out of bed themoment he woke and run outside to look at his banana tree. Hewould feel the bunch of bananas and murmur, “Yes, they really cominggood. I going to give them a few more days.” And he would saythis every day.One morning Mr Spencer came in from the yard and said as usual,“Ellie girl, them bananas real lovely now. I think I going pick themin couple days’ time.”“Always ‘couple days’,” she said, peeved. “Man, why you don’tpick them now quick before you lose them or something? You ain’t117

even got no paling round the yard. Suppose somebody come in hereone o’ these nights and t’ief them?”“T’ief which?” Mr Spencer said. “T’ief which? T’ief which?”The truth was, nobody in the village would have dared to steal MrSpencer’s bananas, for, as I have mentioned, he was a “bad man”.Then, one day, another “bad man” came to live in the village. He wasthe biggest and toughest man anybody had ever seen. He had longhairy arms and a big square head and a wide mouth and his namewas Bulldog.Everybody said, “One o’ these days Bulldog and Mr Spencer goingclash. Two bad men can’t live in the same village.” And they told MrSpencer, “Bulldog will beat you!”“Beat who? Beat who? Beat who?” Mr Spencer said. He alwaysrepeated everything three times when he was indignant.And Bulldog said: “Who this Spencer is? Show him to me.”So one evening they took Bulldog out by Mr Spencer’s, and hecame up when Mr Spencer was watering his tree and said: “You isthis Mr Spencer?”STOP!a What is Mr Spencer’swife afraid might happento the bananas?b Why is Mr Spencer notworried?paling gjerdeto t’ief = to stealsquare /skweə/ firkantet/firkantaindignant fornærmet/fornærma5101520118

510152025303540STOP!45 a Who is Bulldog?b What makes MrSpencer feel superior toBulldog?c What is Bulldog determinedto do?5055to get convicted å bli dømt / å blidømdto wound with intent å skade medforsettcreditable prisverdig, prektigwarped relic krokete levning /krokete leivningfir truth = for truthlemme = let mepow’ful = powerfuldam = damnto get in the ropes å slåss / å slåstchopper /tʃɒpə/ kjøttøksto ketch = to catchC’dear = Oh dear“How that get your business?” Mr Spencer asked.“Well, this is how. If you is this Spencer man, I kin beat you.”Bulldog always came straight to the point.“Who say so? Who say so? Who say so?”“I say so.”“And may I ask who the hell you is?” Mr Spencer asked. “Whereyou come from?”“You never hear ’bout me?” Bulldog said, surprised. “Read anynewspaper that print since 1950, and you will see that I always gettingconvicted for wounding with intent. I is a master at woundingwith intent. I would wound you with intent as soon as I look at you.You wants to taste my hand?”Mr Spencer didn’t want to, however. He looked Bulldog up anddown and said: “Well, I ain’t denying you might stand up to me fora few minutes.” He paused for a moment, and then said: “But I betyou ain’t got a banana tree like mine.”He had Bulldog there. It was true that Bulldog had a banana tree,and, seen alone, it was a very creditable banana tree. But beside MrSpencer’s it was a little warped relic of a banana tree.Bulldog said: “Man, you got me there fir truth.”“That ain’t nothing,” Mr Spencer said. “Look up there at thembananas.”Bulldog looked. His eyes and mouth opened wide. He rubbed hiseyes. He asked: “Wait – them is real bananas?”“Um-hum,” Mr Spencer replied modestly. “Of course they still abit young, so if they seem a little small …”“Small!” Bulldog said. “Man, them is the biggest bananas I eversee in my whole life. Lemme taste one.”“One o’which? One o’which? One o’which?”Bulldog didn’t like this. “Look, if you get too pow’ful with me, Ibet you loss the whole dam bunch.”“Me and you going get in the ropes over them same bananas,” MrSpencer said. “I kin see that. And now, get out o’ my yard before Iwound you with intent and with this same very chopper I got here.”Bulldog left. But he vowed to taste one of Mr Spencer’s bananas ifit was the last thing he ever did.Mrs Spencer told her husband: “Don’t go and bring yourself in anytrouble with that jail-bird. Give he a banana and settle it.”“Not for hell,” Mr Spencer said. “If he want trouble, he come tothe right place. Lemme ketch him ’round that banana tree. I waitingfor he.”“C’dear, pick the bananas and eat them all quick ’fore he comeback and t’ief them.”“No,” Mr Spencer said. “I waiting for he. I waiting. Let him come119

and touch one – just one, and see what he get.”A few days passed. Bulldog had tried to forget Mr Spencer’sbananas, but he couldn’t put them out of his mind. He did everythinghe could to rid his thoughts of that big beautiful bunch of bananaswhich had tempted him that day in Mr Spencer’s yard.And then he began to dream about them. He talked about them inhis sleep. He began to lose weight. And every day when he passed byMr Spencer’s land, he would see Mr Spencer watering the bananatree, or manuring it, or just looking at it, and the bananas wouldseem to wink at Bulldog and challenge him to come and touch oneof them.One morning Bulldog woke up and said: “I can’t stand it nolonger. I got to have one o’ Spencer’s bananas today by the hook orby the crook. I will go and ax him right now.” He got up and went toMr Spencer.Mr Spencer was in the yard feeling the bananas. He was saying tohimself: “Boy, these looking real good. I going to pick them tomorrow.”Bulldog stood up at the edge of Mr Spencer’s land: he didn’t wantto offend him by trespassing. He called out: “Mr Spencer, please, giveme one of your bananas.”Mr Spencer turned round and saw him. He said: “Look, get out o’my sight before I go and do something ignorant.”And Bulldog said: “This is you last chance. If I don’t get a banananow, you losing the whole bunch, you hear?”“But look at … But look at … But look at …” Mr Spencer was somad he could scarcely talk.Now Bulldog was a conscientious thief. He had certain moralscruples. He liked to give his victims a fifty-fifty chance. He said: “Igoing t’ief you bananas tonight, Spencer. Don’t say I ain’t tell you.”“You’s a idiot?” Mr Spencer called back. “Why you don’t come? Igot a rifle and I will clap a shot in the seat o’ you pants, so help me.”“Anyhow, I going t’ief you bananas,” Bulldog said. “I can’t resist itno more.”“Come as soon as you ready, but anything you get you kin tek.”“That is OK,” Bulldog said. “I tekking all o’ them.”Mr Spencer pointed to a sign under the banana tree. It read:TRESSPASSERS WILL BE PERSECUTED. “And for you, persecutingmean shooting.”Bulldog said nothing more but went home.A little later in the day, a little boy brought a message on a piece ofnotepaper to Mr Spencer. It read, “I will thief your bananas between6 o’clock tonite and 2 o’clock tomorra morning.” Mr Spencer wentinside and cleaned his gun.to manure /mənjυə/ å gjødsleto wink å blunkeby the hook or by the crook kostehva det koste vil / koste kva detkoste vilto ax = to askto trespass /trespəs/ å trenge seginn på en annens eiendom utentillatelse / å trengje seg inn påeigedommen til ein annan utanlovignorant her: aggressivscarcely /skeəslI/ knaptconscientious / kɒnʃIenʃes/ samvittighetsfull/samvitsfullscruples skrupler, betenkeligheter/ skruplar, motførestellingarYou’s = You’retekking = takingto be persecuted å bli forfulgt / åbli forfølgdtonite = tonighttomorra = tomorrowSTOP!What will happen to Bulldogif he tries to pick a banana?510152025303540455055120

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Mrs Spencer said, “But look how two big men going kill theyselfover a bunch o’ bananas! Why you don’t go and pick them bananasnow and mek sure he can’t get them.”“Woman,” Mr Spencer replied, “this is a matter of principle. Irefuse to tek the easy way out. Bulldog is a blasted robber and hemust be stopped, and I, Adolphus Selwyn McKenzie HezekiahSpencer, is the onliest man to do it. Now, you go and boil some blackcoffee for me. I will have to drink it and keep awake tonight if I is tostand up for law and order.”At six o’clock Mr Spencer sat down at his backdoor with his riflepropped up on the step and trained on the banana tree. He kept hiseyes fixed there for the slightest sign of movement, and didn’t evenblink. It was a lovely moonlight night. “If he think I mekking sport,let him come, let him come, let him come.”Seven, eight, nine, ten, eleven, twelve o’clock. And no sign ofBulldog. And Mr Spencer hadn’t taken his eyes off the banana treeonce. In the moonlight the tree stood there lovely and still, and thebananas glistened. Mr Spencer said, “They real good now. I goingpick them tomorrow without fail.”Mrs Spencer said: “Look, Selwyn, come lewwe go to bed. The manain’t a fool. He ain’t coming.”“Ain’t two o’clock yet,” Mr Spencer said.to mek = to makeonliest = onlyto train on å sikte pålewwe = let us122

510152025to dispose of å bli kvittto display å vise framSTOP!a What does Bulldog tellMr Spencer in his message?b Why does Mr Spencerclean his gun?c Why does he ask hiswife to make coffee?d What has happened tothe bananas?And all the time Mrs Spencer kept him supplied with bread andblack coffee. He took his food with one hand and disposed of it withoutever taking his eyes off the tree. The other hand he kept on thegun, one finger on the trigger. He was determined not to take hiseyes off that tree.One o’clock. No Bulldog.Half past one. No Bulldog.Quarter to two. No Bulldog.Mrs Spencer said: “The man ain’t coming. Lewwe go to bed. Is aquarter to two now.”“We may as well wait till two and done now,” Mr Spencer said.Ten to two. No Bulldog.“Hell! This is a waste o’ good time,” Mr Spencer said.Five to two.At one minute to two, Mr Spencer looked at his wristwatch tomake sure and turned his head and said to his wife, “But look howthis dam vagabond make we waste we good time.”Then he looked back at the banana tree. He stared. His mouthopened wide. The banana tree stood there empty, and the only indicationthat it had once proudly displayed its prize bunch of bananaswas the little stream of juice that was dribbling down from the bare,broken stem.(shortened)123

ACTIVITIES1 Understanding the short storya Fill in the missing words.bMr Spencer was a … man. He wasextremely proud of his …tree. He kept sayingthat he was going to … the bananaswhen they were perfect. One day a newman arrived in town. His name was … . Hewas a … man too. He was impressed withMr Spencer’s banana tree and wanted to …one. Mr Spencer said … . Then Bulldog toldMr Spencer that he was going to … thebananas. Mr Spencer watched his bananasday and … . Still, one night, the bananaswere suddenly … .Who said what? Match the remarks with theright character: Mr Spencer, Mrs Spencer orBulldog.– “Suppose somebody come in here o’ thesenight and t’ief them?”– “I bet you ain’t got a banana tree like mine.”– “Look, if you get too pow’ful with me, I betyou loss the whole dam bunch.”– “Don’t go and bring yourself in any troublewith that jail-bird. Give he a banana andsettle it.”– “I going t’ief you bananas tonight. Don’t sayI ain’t telling you.”– “And for you persecuting mean shooting.”– “But look how two big men going kill theyselfover a bunch o’ bananas! Why don’t you goand pick them bananas now and mek surehe can’t get them.”– “But look how this dam vagabond make wewaste we good time.”2 TalkingDiscuss in groups of three:a Did you want Mr Spencer to be able to protecthis bananas? Or did you want Bulldogto get Mr Spencer’s bananas? Explain whyyou felt the way you did.b Is Bulldog an honest thief? Can a thief behonest?3 WritingChoose one task:a Mr Spencer receives a letter from a witness,telling him how it all happened. Write theletter.b A journalist from the Daily Post comes tointerview Mr Spencer about the theft of hisbananas. Write the interview.c A local policeman has talked to Mr Spencer.Now he has to write a report for his commandingofficer about the banana theft.Write the report. (See Toolbox at our websitefor information about report writing.)4 Vocabularya “An Honest Thief” is written in Creole, avariant of English spoken in the Caribbean.Translate the following sentences from thetext into Standard English:– “Lemme ketch him ’round that banana tree.I waiting for he.”– “I going t’ief you bananas tonight, MrSpencer. Don’t say I ain’t tell you.”– “You’s a idiot?”– “But look how this dam vagabond make wewaste we good time.”bLook at the drawing. What is theRastafarian telling the tourist?“Leave me alone!”124

5 Reading literature – PlotThe plot is the series of events or episodes thatmake up the action. It may be a conflictbetween the characters, a misunderstandingbetween the characters or some informationwhich is held back. As readers we are made toread on, because we want to know how thestory develops, and most importantly, how itends.Suspense (spenning) may be created in differentways – through repetition, by slowingdown the action or by surprising events.Another way of making the reader curious isto anticipate what will happen later. Only whenwe have read the whole text do we understandwhat was hinted at earlier in the story.Literary tasksa Conflict: Is there a conflict in “An HonestThief”? What makes you want to read on?bcRepetition: Find the words and phrases thatare repeated in the story. How does thiskind of repetition make you feel about thestory?Slowing down the action:Find references to the time passing in thestory. Why do you think there are morereferences to the time passing towardsthe end of the story than at thebeginning?d Anticipation: Look for hintsas to how the story turns out. Didyou expect the story to end the wayit did? Why or why not? How didyou react when you got to the endof the story?125

REVISION: CHAPTER THREE1 Revising textsIn pairs select one of the countries in this chapter.Re-read the texts about the country, thinkingabout what they tell you about the countryand the people who live there. Take notes andshare what you have found with students whohave worked with a different country.2 CrosswordThe clues to this crossword are taken from thewhole chapter. See how many clues you cansolve before you have to look for the answers.4 52 31bChoose one of the literary texts in thischapter (Winners, “Butterflies” or “AnHonest Thief”). Write an analysis of the text,using the terms point of view (see p. 23),setting (see p. 35), characters (see p. 94),theme (see p. 108) and plot (see p. 125).4 Grammar revisiona Here are some short answers. But whatcould the questions be?– That’s the new boy in class.– In half an hour or so.– I don’t know. You should be more carefulwhere you leave them.– I’m fine, thanks.– Too much, I’m afraid. Almost £100.– I don’t know. I was afraid to hear the truth, Iguess.67Down1. What Parks Canada do when a bear iscausing a problem.2. The dance performed by the All Blacks.3. You can cross these when heli-skiing.5. Jamaican music that became popular in the1970s.b Insert tag questions to complete the sentences.– He’s quite handsome, …?– You didn’t steal those apples, …?– I can go now, …?– You haven’t finished already, …?– She goes to university, …?– They don’t tell on their friends, …?5 LogHow hard have you worked with this chapter?What have you learnt? Give yourself a scorebetween 1 and 6 for the following:Across4. The hairstyle worn by Rastafarians.6. A place where brown bears can find food.7. A huge plastic ball.3 Revising literaturea Write an SMS to a student who is not inyour class, recommending him or her toread one of the literary texts you have readin this chapter.– Vocabulary– Grammar– Analysing literature– Learning about Canada, New Zealand andJamaica– Talking– WritingCompare your score with a classmate’s.126