Issuu

FAR BEYOND and

SANDRA BACKMAN ALISTAIR LOGAN NEA METSÄVUORI SCHILDTS & SÖDERSTRÖMS

Schildts & Söderströms www.sets.fi Redaktör: Roland Juthman Seriens allmänna grafiska profil: Maria Appelberg/Station MIR Inlagans grafiska formgivning: Heidi Hjerpe/Kustmedia Ab Oy Ombrytning och omslag: Heidi Hjerpe/Kustmedia Ab Oy Illustrationer: Anna Landin Författarna vill tacka Svenska kulturfonden för understöd för arbetet med detta läromedel. Första upplagan, första tryckningen © Sandra Backman, Alistair Logan, Nea Metsävuori och Schildts & Söderströms 2016 Kopieringsförbud Det här verket är en lärobok. Verket är skyddat av upphovsrättslagen (404/61). Det är förbjudet att fotokopiera, skanna eller på annat sätt digitalt kopiera det här verket eller delar av det utan tillstånd. Kontrollera om läroanstalten har gällande licenser för fotokopiering och digitala licenser. Mer information lämnas av Kopiosto rf www.kopiosto.fi. Det är förbjudet att ändra verket eller delar av det. ISBN 978-951-52-3904-4 2016

Hej och välkommen att jobba med Far and Beyond! I den här boken möter du en internationell grupp ungdomar. Lucy, Wallace, Freedom, Bruce och Robert bor på olika håll i världen, men kommunicerar med varandra via videosamtal och sociala medier. I boken får vi höra om ungdomarnas erfarenheter, värderingar och åsikter om frågor av både global och lokal betydelse. Lucy är spindeln i nätet och leder diskussionen. Du får hör om miljöfrågor, innovation, migration, sociala medier och t.ex. trygghet. Du får också bekanta dig med olika länder och regioner utanför Europa där engelska har en stark ställning, som Nordamerika, Australien, Afrika och södra Asien. Far and Beyond består av fyra olika delar (Parts). Delarna är indelade i följande avsnitt: Get ready, More than words, Get smart och Fact finder. I slutet av boken finns dessutom Reader och Grammar. Get ready handlar om Lucy och hennes vänner på nätet. Där ingår två texter, den första är dialogbaserad, den andra fokuserar på läsförståelse. More than words ger dig möjlighet att utvidga ditt ordförråd. Där ingår en hörförståelse samt övningar enligt olika teman. I Get smart lär du dig hantera vardagssituationer, samtal och interkulturell kommunikation på engelska. I Fact finder får du fakta om den engelskspråkiga världen utanför Storbritannien – bland annat kultur, historia och sevärdheter. Reader erbjuder spänning och utmaning i form av miniromanen The Haunted Keep – här kommer nu den spännande upplösningen! Men oroa dig inte om du inte läst de två tidigare delarna, de är fristående och du hänger med utan problem om du börjar här. Grammatiken, Grammar, hittar du längst bak i boken som en egen helhet. Där finns såväl förklaringar och exempel som övningar. Genom Far and Beyond lär du dig många nyttiga saker om kulturskillnader, samtalsstrategier och kommunikation samtidigt som du får tala mycket engelska med dina klasskamrater och utöka ditt ordförråd. Are you ready? Enjoy the ride! Sandra Backman Alistair Logan Nea Metsävuori

Table of contents PART ONE

PART TWO

Get ready Globally local 10 Read on GMOs 19

Get ready The tech impact 58 Read on Science, technology, South Africa 67

More than Globalisation and words migration 32 Listen Home – from immigrant to citizen 28 Get smart Asking for and giving opinions 38 Fact finder North America 46

More than Science and words technology 81 Listen The problems of growing food on the red planet Mars 78 Get smart Analytical writing 86 Fact finder English-speaking Africa 96

PART THREE Get ready Environmental issues 104 Read on Protect and conserve 112 More than Environmental words issues 126 Listen Going green – corporate greenwash... 122 Get smart Presentations 132 Fact finder Australia and New Zealand 142

PART FOUR Get ready Express yourself 154 Read on Lucy’s speech 162 More than Social media 174 words Listen Cyberbullying is out of the question 170 Get smart How to research 178 Fact finder English-speaking Asia 184

READER The Haunted Keep, Part 3 192 GRAMMAR 219 IRREGULAR VERBS 284 GLOSSARY 293

The online gang You are about to meet Lucy and her friends from all over the world. Fill in the missing information as you listen. Match the quotes A–E to the right person. Hi, everyone! It’s Lucy here. Thank you all for being part of this project and for joining me online. As you guys know I am preparing an installation piece of art for the G Summit in Singapore next year. I want the installation to show your opinions on global issues. The questions may be hard, but don’t worry, the important thing is that the answers come from you and are truthful to you. Don’t answer what you think I want to hear. Answer the questions in your own way. So, first, I want you all to introduce yourselves. I don’t need your life story, just give us an outline of who you are. Also, please give me a quote about your country.

Name____________________

Country__________________

Is into____________________

Just got his _______________

Is proud of________________

Quote: ___________________

Name____________________

Country__________________

Enjoys___________________

Works at__________________

Quote: ___________________

Quotes A) We have it all. We have great diversity of people, we have a wonderful land, and we have great possibilities. So all those things combined there’s nowhere else I’d rather be. B) Technology has changed things, same as everywhere. But the economy has changed drastically. When Jamaica first won independence, our dollar was stronger than the U.S. dollar. Now ours is about 90 to one. That’s had a big impact on crime and poverty. C) Even when they have nothing, the Irish emit a kind of happiness, a joy. D) When Nelson Mandela walked free, the world sang with joy. Ever since, South Africa has stood as a beacon of hope for Africa. E) Australia is the only island continent on the planet, which means that changes caused by planet-warming pollution – warmer seas, which can drive stronger storms, and more acidic oceans, which wreak havoc on the food chain – are even more deadly here.

PART TWO Discussing the impact of technology – How does technology affects us? Talking about some technological advances – What inventions have affected us?

Discussing futuristic inventions and endeavours – Could we even grow food on Mars? Exploring science and technology – Isn’t technology all around?

Doing analytical writing – What does it mean? Structuring my writing – How can I make my text clear and easy to read?

Getting to know English-speaking Africa – What is it like? Introducing a statesman and globally renowned person – Who is he, and what did he do?

PART TWO

GET READY TECHNOLOGY

Changing lives Changing the world

GET READY

The tech impact Lucy:

Hi guys! It is me, Lucy, for a change. I hate to bother you again, but I was hoping that you could help me. My question is about technology in your country. How does it affect you? Anything you can say about this would help me very much. Wallace: Hi. Wallace here. Well, I could tell you about the automatic sensors that we have that tell you when the crops need water or the nitrogen levels in the soil. But the technology that I am really interested in is autonomous tractors. I am currently the one who drives the tractor in the field. When I was first given the job, I thought it was because my dad respected and trusted me. I am sure that is part of it, but it is the most boring job in the whole world. I drive and drive from sunup to sundown, and I am not going very fast, I tell you! I would love that job to be done by a robot. Lucy: Come on, Wallace, it can’t be that boring, you could listen to music? Wallace: Ha ha! I wish. The tractor is so loud I would have to turn my iPod up to the highest to hear anything. I would burst an eardrum! Lucy: Okay, thanks, Wallace. Bruce, do you have anything to say about technology? Bruce: Sure. Well, as I mentioned, I love mountain biking and we have some fantastic trails on Tassie. My personal favourite is either the Blue Tier Descent through the island’s forest heartland or, the Adamsfield circuit that actually cuts through the old abandoned mining town of Adamsfield, which on an overcast day can be pretty spooky. But as far as technology, I have to say that my helmet is the most important thing. I can push myself too hard and I have had some nasty spills, so I really like my MIPS (Multidirectional Impact Protection System) helmet. So, it protects my head when I crash into rocks or trees or other bikes. They also replace a helmet for 10 bucks if you crash it. I am sure their R and D department wants it, but still it is pretty cool. I am on my fourth helmet! Lucy: Sounds a bit dangerous, Bruce. Be careful. And Freedom, how about you? Freedom: Well, I work and volunteer with a group called “Africa Teen Geeks”, which is an African non-profit organisation that provides computer science training in schools and in underserved communities in South Africa. Computer science is not taught as standard in African schools and I think it is really important to give children from all sorts of backgrounds the opportunity to work and get inspired by computers.

Part TWO • Get ready

GET READY

Lucy: Robert:

Lucy:

Thanks, Freedom. Robert, do you have anything to add about this. Well, for me, Jamaica has a big problem in that there are lots of super all-inclusive hotels being built up all the time, which threaten my father’s small, eco-friendly and best of all, local hotel. Tourism is very important to the economy of Jamaica, but these super all-inclusive hotels don’t give people the opportunity to explore the island and don’t really improve the economy of the local communities. They also have a huge negative impact on the coastal environment and don’t encourage the tourists to visit the surrounding community. While they are being constructed they provide a lot of people with jobs, but they are often low-paid, and when the hotel is finished the people go back to living in shantytowns without adequate sewage facilities. It is really a horrible situation. So, my hope would be for more understanding and more eco-friendly tourism in Jamaica. So, I guess my hope would be for less technology in Jamaica. I mean, I am sure you would rather hang out with the locals, go kayaking and eat food from a local farm, than sit by a huge pool surrounded by a bunch of tourists, not exploring anything on our beautiful island. Thanks, Robert.

Part TWO • Get ready

GET READY

Words

abandoned [əˈbænd(ə)nd] adequate [ˈædɪkwət] affect [əˈfɛkt] autonomous [ɔːˈtɒnəməs] burst [bɜːst] circuit [ˈsɜːkɪt] coastal [ˈkəʊst(ə)l] computer science

övergiven tillräcklig, lämplig påverka självstyrande brista; spräcka rutt, bana kustdatakunskap

descent [dɪˈsɛnt] eardrum [ˈɪədrʌm] eco-friendly [iːkəʊˈfrɛndli] encourage [ɪnˈkʌrɪdʒ] heartland [ˈhɑːtlænd] impact [ˈɪmpækt] mining town [ˈmaɪnɪŋ taʊn] mountain biking

sluttning, nedförsbacke trumhinna miljövänlig uppmuntra den centrala delen, hjärtat inverkan gruvstad terrängcykling

[kəmˈpjuːtə(r) saɪəns]

[ˈmaʊntɪn baɪkɪŋ]

overcast [ˈəʊvəkɑːst] provide [prəˈvaɪd] R and D department

mulen förse Research and [ɑːr ənd diː dɪˈpɑːtm(ə)nt] Development; avdelning för forskning och utveckling sensor, avkännare sensor [ˈsɛnsə(r)] sewage facility [ˈsuːɪdʒ fəˈsɪlɪti] avloppsanläggning shantytown [ˈʃæntitaʊn] kåkstad, slumkvarter soil [sɔɪl] jord, jordmån spill [spɪl] fall sundown [ˈsʌndaʊn] solnedgång sunup [ˈsʌnʌp] soluppgång threaten [ˈθrɛt(ə)n] hota trail [treɪl] spår, stig, väg, led training [ˈtreɪnɪŋ] utbildning underserved communities [ˌʌndəˈsɜːvd kəˈmjuːnətiz] missgynnade samhällsgrupper arbeta som frivillig volunteer [ˌvɒlənˈtɪə(r)]

nitrogen [ˈnaɪtrədʒ(ə)n] non-profit organisation

kväve organisation [nɒnˈprɒfɪt ˌɔːɡ(ə)naɪˈzeɪʃ(ə)n] som inte arbetar för ekonomisk vinning

Explore the WORDS EXERCISE 1 FILL IN THE GAPS Fill in the gaps with words from the box. abandoned adequate

coastal crop

impact sensors

sewage facilities trails

1) An ______________________________ kitten was found on Kingston Beach. 2) On Tassie there are lots of ____________________ to explore. 3) The heavy rainfall destroyed the entire _________________. 4) Poor ___________________ __________________________________ can cause serious health problems among the people. Part TWO • Get ready

GET READY 5) Many tourists visit the _________________________ cities of Jamaica. 6) Global warming has had a great _______________________ on the climate. 7) New technology introduces _________________________ that can tell us when plants need water. 8) African schools do not always provide _______________________________ computer science training. EXERCISE 2 DOWN AND ACROSS Solve the crossword puzzle. Down Across 1) uppmuntra 3) solnedgång 2) självstyrande 6) mulen 4) kväve 8) trumhinna 1 5) hota 10) jord, jordmån 7) rutt, bana 9) fall 2

Part TWO • Get ready

GET READY EXERCISE 3 EXPLAIN IN ENGLISH, PLEASE! Explain the words in English. overcast eco-friendly abandoned volunteer shantytown underserved communities descent

EXERCISE 4 IN ENGLISH, PLEASE! Translate the sentences into English. 1) Lucy vill ta reda på hur teknologin påverkar olika länder. 2) Wallace kunde spräcka en trumhinna ifall han lyssnade på musik medan han körde sin traktor. 3) Bruce är mycket intresserad av terrängcykling och hans favoritbana finns i Adamsfield, en övergiven gruvstad. 4) Freedom jobbar frivilligt för en ideell organisation som förser afrikanska skolor med utbildning i datakunskap. 5) Robert är bekymrad för sin pappas miljövänliga hotell som hotas av nya, stora lyxhotell.

Part TWO • Get ready

GET READY

Explore the TEXT EXERCISE 1 WHAT HAS HAPPENED? Answer the questions, please! 1) 2) 3) 4) 5)

What does the heading “The Tech Impact” refer to? Why does Wallace want an autonomous tractor? What does Bruce say about his helmet? What is “Africa Teen Geeks” all about? Why doesn’t Robert like the big, all-inclusive hotels on Jamaica?

EXERCISE 2 WHAT? Explain why the following things are mentioned in the text. 1) 2) 3) 4) 5)

Lucy: the tech impact Wallace: autonomous tractor Bruce: mountain biking Freedom: volunteer Robert: eco-friendly hotel

from sunup to sundown MIPS ”Africa Teen Geeks” all-inclusive hotels

eardrum R and D department computer science training shantytowns

EXERCISE 3 AND NOW IT’S YOUR TURN! Discuss the following with a partner. 1) What do you think about outdoor activities like mountain biking, hiking and trail running? Have you ever tried any of them? Why? Why not? 2) Have you ever worked as a volunteer? Could you consider doing it? Why? Why not? 3) Is there any specific branch of technology that you are interested in? What is it and how did you become interested in it? 4) How do you like spending your holiday abroad? Do you like staying at a big, all-inclusive hotel with all the conveniences on the premises? Or do you like exploring the area and hanging out with the locals?

Part TWO • Get ready

GET READY

Explore the IRREGULAR VERBS EXERCISE 1 TEN VERBS Fill in the missing forms. Also add the translations. Infinitiv

Preteritum

Perfektparticip

Svenska

grind

grew

hung

slå, träffa hold

hurt

knelt

leda learn

lit

EXERCISE 2 A) Rewrite the sentences in the past tense. 1) They light a candle for the victims. _______________________________________________________________________________ 2) He kneels before the king. _______________________________________________________________________________ 3) We often hang out. _______________________________________________________________________________ 4) I grow vegetables in my garden. _______________________________________________________________________________

Part TWO • Get ready

GET READY 5) She holds on to him. _______________________________________________________________________________

B) Translate the sentences in the past tense into Swedish. 1) _______________________________________________________________________________ 2) _______________________________________________________________________________ 3) _______________________________________________________________________________ 4) _______________________________________________________________________________ 5) _______________________________________________________________________________

Explore the GRAMMAR Reading Shakespeare makes me feel all warm inside. I’m really interested in reading all types of texts. In fact, nothing is like reading. It’s my favourite pastime. Användning av ing-form Se s. 230

Part TWO • Get ready

GET READY

Go BEYOND Technology A) Technology in your country. Technological breakthroughs in Finland. Search the Web for information, if needed. How does technology in general affect your everyday life? B) Consider an alternative lifestyle without technology and other conveniences. Could you live without technology? Why? / Why not? C) Explore the Amish lifestyle. Search the Web and find out about their way of life, plain dress and their reluctance to adopt many conveniences of modern technology.

Part TWO • Get ready

GET READY

READ ON

Science, technology, South Africa Lucy:

Freedom, could you tell me a little bit about how you think technology affects you or South Africa? Freedom: Sure, Lucy. But I would much rather talk about how South Africa affects technology. Is that okay? Lucy: Sure! Freedom: We do have some really clever people in South Africa. I would say very clever. We in “Africa Teen Geeks” try to help the community by using technology. In fact, next week we are trying to help over 20 thousand students with computer science all over South Africa. We are really looking forward to the event. We are trying to get more young people in rural areas excited about computer science. 67

Part TWO • Get ready

GET READY I am going to tell you about a few inventions that were invented by South Africans. Thin solar cells Solar power used to be very expensive and only for those with money, but that changed when they created a micro-thin metallic film at the University of Johannesburg. This technology made solar electricity cheaper, five times cheaper! It made solar power an environment-friendly alternative to fossil fuels and, what’s more, it’s renewable. Without this invention solar power would not be so widely used, particularly in developing countries. The CyberTracker The CyberTracker was created in 1996. It is used to track all sorts of animals, by using a satellite navigational system similar to GPS that allows scientists all over the world to keep tabs on tagged animals. With it we are able to see how human beings affect the natural habitats and environments of animals, and with that information we can try and change our behaviour so we can learn to share the planet. The Speed Gun We in South Africa love our sports, in fact some say we are sport mad! So it is not surprising that the speed gun was invented by a South African. Now we can know just how fast a cricket ball is flung, a tennis ball is smacked or even how fast a golf ball is whacked! It’s pretty lekker! (Which is slang for good in South Africa.) Now I am off for a coastal drive and some fish and chips on the rocks with some friends and the seagulls. Cape Town is really beautiful. You must come and visit, Lucy!

Words

natural habitat

behaviour [bɪˈheɪvjə(r)] community [kəˈmjuːnɪti] developing country

beteende sämhälle utvecklingsland, [dɪˈvɛləpɪŋˈ kʌntri] u-land environment [ɪnˈvaɪrənm(ə)nt] miljö, omgivning environment-friendly miljövänlig

Part TWO • Get ready

renewable [rɪˈnjuːəb(ə)l] rural area [ˈrʊərəl ˈeəriə] scientist [ˈsaɪəntɪst] seagull [ˈsiːɡʌl] smack [smæk] solar power [ˈsəʊlə(r) paʊə(r)] tagged [tæɡd] whack [wæk]

förnybar landsbygd, landet vetenskapsperson fiskmås smälla, slå solkraft märkt dunka, smälla

[ˌnævɪˈɡeɪʃ(ə)n(ə)l ˈsɪstəm]

[ɪnˈvaɪrənm(ə)nt ˈfrɛndli] fling, flung, flung [flɪŋ flʌŋ flʌŋ] kasta, slunga,

fossil fuel [ˈfɒs(ə)l ˌfjuː(ə)l] invention [ɪnˈvɛnʃ(ə)n] keep tabs on [kiːp tæbz ɒn]

navigational system

naturlig miljö, livsmiljö, förekomstställe navigationssystem

[ˈnætʃ(ə)r(ə)l ˈhæbɪtæt]

slänga fossilt bränsle uppfinning hålla ögonen på

GET READY

Explore the WORDS EXERCISE 1 FILL IN THE GAPS Fill in the gaps with words or expressions from the box. keep tabs on solar power developing country rural areas natural habitats

fossil fuel environment renewable behaviour community

1) _________________________________________ is an environment-friendly source of electricity. 2) A much less environment-friendly source of power is some _______________ ___________________________ that takes millions of years to form. 3) People living in a ___________________________________ ________________________ do not have the same opportunities as people living in developed countries. 4) Different organisations, like ”African Teen Geeks”, help the _________________ _____________________ by using technology. 5) A CyberTracker can help people to ___________________________________ tagged animals in their ___________________________________________.

Part TWO • Get ready

GET READY EXERCISE 2 WRITE Use the remaining words from the exercise above and create your own sentences. 1) _______________________________________________________________________________ 2) _______________________________________________________________________________ 3) _______________________________________________________________________________ 4) _______________________________________________________________________________

EXERCISE 3 DOWN AND ACROSS Solve the crossword puzzle. Across 2) smälla 3) märkt 7) miljö 8) samhälle

Down 1) beteende 5 2) fiskmås 4) vetenskapsman 5) kasta 6) uppfinning 7

Part TWO • Get ready

GET READY EXERCISE 4 EXPLAIN IN ENGLISH, PLEASE! Explain the words in English. navigational system environment-friendly renewable developing country whack

EXERCISE 5 WRITE IT DOWN Form as many new words as possible from the letters of the words below. NAVIGATIONAL SYSTEM

Part TWO • Get ready

GET READY

Explore the TEXT EXERCISE 1 TRUE OR FALSE? 1) 2) 3) 4) 5) 6) 7)

There are lots of geniuses in Africa. People in rural areas in South Africa are not that excited about computer science. Solar power is very expensive and only for those with money. Solar power is not so widely used in developing countries. The CyberTracker will enable human beings to share the planet with animals in a better way. A speed gun is used to start track and field races. Cape Town is a coastal town that offers beautiful scenery.

EXERCISE 2 WHAT? WHEN? WHERE? Explain why the following things are mentioned in the text. Thin solar cells – the University of Johannesburg – solar power – fossil fuels the CyberTracker – 1996 – tagged animals – GPS the Speed Gun – sport mad – cricket ball – pretty lekker

Part TWO • Get ready

GET READY EXERCISE 3 IN THE OTHER LANGUAGE, PLEASE! A) Translate into Swedish. 1) We are looking forward to making the people in rural areas excited about computer science. 2) Without this invention solar power would not be so widely used, particularly in developing countries. 3) The CyberTracker is used to track animals by using a navigational system similar to the GPS. 4) The speed gun measures how fast a cricket ball is flung and how hard a tennis ball is smacked. 5) Now I’m off for a coastal drive in the beautiful Cape Town.

B) Translate into English. 1) Många uppfinningar har uppfunnits av smarta personer i Sydafrika. 2) Solkraft är både miljövänlig och förnybar, i motsats till fossilt bränsle. 3) Den tillåter vetenskapsmän att hålla koll på märkta djur.

Part TWO • Get ready

GET READY

Explore the IRREGULAR VERBS EXERCISE 1 TEN VERBS Fill in the missing forms. Also add the translations. Infinitiv

Preteritum

Perfektparticip

knit

leapt

let

met

overcame

quit

rang

rose

sought

sent

EXERCISE 2 MAKE IT A QUESTION Turn the sentences into questions. Example: You sent her an email. Did you send her an email? 1) 2) 3) 4) 5) 6)

He leapt to his feet. You let my brother inside. They met at the beach. She quit. Someone sought me. The sun rose already.

Part TWO • Get ready

Svenska

GET READY EXERCISE 3 WRITE IT DOWN Write your own sentences using the given verbs. Use the past tense. 1) quit _______________________________________________________________________________ 2) overcome _______________________________________________________________________________ 3) knit _______________________________________________________________________________ 4) rise _______________________________________________________________________________ 5) send _______________________________________________________________________________

Explore the GRAMMAR “To be or not to be, that is the question.” You had better start reading Shakespeare if you haven’t done it before. Infinitiv Se s. 231

Part TWO • Get ready

GET READY

Go BEYOND Science Work in pairs. Search the Web for “scientific breakthroughs” and make your own top 5 list. Present your list to the class/in small groups and explain (motivate) why you have chosen the specific breakthroughs.

Part TWO • Get ready

PART TWO

GET SMART Analytical writing? It’s all Greek to me! Analytical writing = having a clear strategy

And, ah, actually, that’s hieroglyphs, not Greek.

GET SMART

Analytical writing WHAT IS ANALYTICAL WRITING? An analytical essay means that you come up with an argument or a claim about the subject you are analysing. You then present facts and/or opinions that support the argument. The subject you analyse can be an article, lyrics to a song or a film, but you can also analyse a current issue or, a historical event, a political issue or, for example, an art-related idea. Your writing must, however, support the argument.

HOW TO DO ANALYTICAL WRITING To get started you need to break down the topic into parts and find evidence from other sources that support your argument. STEP 1: DECIDE WHAT TO WRITE ABOUT Think carefully about your topic/argument. What is it all about? Start big and then narrow it down. •

•

If you’re writing an analytical essay on a fictitious story, for example, you could focus your argument on what motivates a specific character or group of characters. If your topic is about a historical event, you could think about exploring and researching what the actions and events were that caused the event you are studying. If you’re interested in writing about scientific research or findings, you can ask your teacher or go online to find a specific scientific method you can follow in order to analyse the results you are studying.

STEP 2: BRAINSTORM Brainstorming means that once you have decided on your topic and had a few ideas about it, you can start to think about what you would like to include into your analytical writing and what kind of article would be good considering your topic.

Part TWO • Get smart

GET SMART

• • •

For a work that is analysing a creative piece of work, like a novel, metaphors and visual concepts work well. If you are concentrating on a scientific piece, it is good to focus on facts and scientific terms that support your topic and argument. A mind map can be helpful to some people. Start with your central topic, and arrange smaller ideas around it in bubbles. Connect the bubbles to see how things are related.

Good brainstorming can be far-fetched sometimes. Don’t throw out any ideas just yet. Write them all down and see in the course of your writing how some of these ideas develop into excellent ones and others will be left out. STEP 3: THESIS STATEMENT A thesis statement is a sentence or two that summarise the argument or claim you will make in your paper. It tells the reader what your essay is going to be about. Be sure to make your thesis statement narrow and specific. This helps you to stay focused in the writing process. STEP 4: EVIDENCE To support your argument you need material or evidence. Sometimes primary sources are enough. These refer to the text or texts you’re analysing. Sometimes you need or want to have even more evidence and do more research using secondary sources such as other books, journal articles and reliable online material. Good evidence supports your claim and makes your argument more convincing. Remember to write down your sources and where you found them. STEP 5: OUTLINE An outline helps you to structure your writing and make the writing process easier. Your writing should not be too long or too short but just enough to present the argument, show different sides to it and have a conclusion.

Part TWO • Get smart

GET SMART STEP 6: WRITING PROCESS The essay or research report you are doing should include: • • •

an introduction paragraph at least three body paragraphs and a conclusion paragraph.

In the introduction paragraph you should give the reader background information about your topic. The argument of your writing should be stated in the introduction paragraph in a short and neat way. The following paragraphs, the body paragraphs, explain, prove and support your claim. The paragraph should have topic sentences which present what will be discussed in the paragraph. The body paragraphs should also include a link to your primary sources and an argument or concept which you analyse and then prove with evidence based on your primary and or secondary sources. You can use direct or indirect quotes of your sources just as long as you present them as such in your writing. In the last paragraph, the conclusion, you bring together the main points of what you have discussed in your report or essay. You re-introduce the argument you presented in the first paragraph, you can then summarise some main points you had in your body paragraphs and either make them into a nice package and finish your writing with that or introduce one final claim that is a result of all you have presented in your writing above. STEP 7: PROOFREAD Once you are satisfied with your writing be sure to carefully proofread it for any mistakes or arguments and concepts that are too vague. After this you are done. ANALYTICAL WRITING IN A NUTSHELL 1) Come up with an idea, topic and argument. 2) Think about what you want to write about more closely. 3) Brainstorm and make a mind map. 4) Write a thesis statement.

Part TWO • Get smart

5) 6) 7) 8)

Find evidence. Create an outline. Go through the writing process. Proofread.

GET SMART

Explore the PHRASES EXERCISE 1 CORRECT ORDER Place the phases of writing into the correct order find evidence make an outline proofread conclusion paragraph write a thesis statement introduction paragraph brainstorm choose a topic make a mind map body paragraphs 1) _______________________________________________________________ 2) _______________________________________________________________ 3) _______________________________________________________________ 4) _______________________________________________________________ 5) _______________________________________________________________ 6) _______________________________________________________________ 7) _______________________________________________________________ 8) _______________________________________________________________ 9) _______________________________________________________________ 10) _______________________________________________________________

Part TWO • Get smart

GET SMART EXERCISE 2 YOUR TURN Work with a friend or on your own. Choose a few topics, two or three. Then brainstorm to see what you come up with. Draw a mind map of the best topic and brainstorming you came up with.

EXERCISE 3 LET’S TRY THIS Use the mind map you made in Exercise 2 as a basis for doing this exercise. Think about how you could expand the mind map into sentences of text and an actual piece of writing. Make a short outline of what the text would be like. Use the following structure:

OUTLINE Topic: (What is the essay about?) Thesis statement: (What is your argument?) Introduction: (What would you include here?) Body paragraph 1: (What kind of ideas could be presented here?) Body Paragraph 2: (What kind of ideas could be presented here?) Body paragraph 3: (What kind of ideas could be presented here?) Conclusion: (What would the conclusion look like?)

Part TWO • Get smart

GET SMART

Cultural TIP TOPIC SENTENCES English is an initial focus language. What does that mean, you might ask. It means that in English the first part of what you say or write is very important and it is more important than the rest of the text or what you say. With this in mind it is always good to start each paragraph with a topic sentence or, as it is sometimes called, a focus sentence. This sentence is designed to sum up for the reader what the rest of the paragraph is about. But more than just being a summary of the paragraph the topic sentence supports the main point of your whole piece. Topic sentences are great because they help the reader understand your work, and they help the writer organise and focus their thoughts. What should a topic sentence be like? Well, first it should be short. Long rambling sentences lose the reader’s attention and confuse them. It should also be clear: try and say exactly what you want to say. Finally, try not to use too many facts in the topic sentence, save those for the body of the paragraph. Here are a few examples of good and bad topic sentences and why they are good or bad. Bad Albert Einstein was born in 1879. This sentence tells us very little about what the following paragraph is about. Good Albert Einstein was born in 1879 and is one of the most influential physicists in history. In this sentence you are making a strong point that grabs the reader’s attention. The paragraph will hopefully use facts to back up why Einstein was influential. Bad I am going to talk about the Second World War. This sentence is far too broad. It doesn’t help the reader know what the rest of the paragraph is about. 91

Part TWO • Get smart

GET SMART Good I am going to talk about Finland’s involvement in the Second World War. This is more specific and helps the reader expect what the next paragraph will be about. Bad I am going to talk about how Finland’s involvement in the Second World War helps us fully understand the role of Scandinavian countries as a whole during this difficult period of modern history. This sentence is too long and rambles. It is not very clear. The audience will grab onto different things and therefore not get what your topic really is.

EXERCISE 4 TOPIC SENTENCES IN THE CULTURAL TIP Look at the first four paragraphs in the Cultural TIP. All of them have topic sentences. All of them are a bit different. Can you match the explanations below to the paragraphs? Write the paragraph number (1–4). a) This topic sentence links back to a previous paragraph and then introduces its own topic. Paragraph number ____

b) This topic sentence forms its own paragraph, since more sentences would make it less clear, not more clear. Paragraph number ____

c) This topic sentence introduces the overall topic of the text. Paragraph number ____

d) This topic sentence is written as a question, showing the reader that there are more than one aspect to the answer. Paragraph number ____

Part TWO • Get smart

GET SMART EXERCISE 5 REAL TOPIC SENTENCES Find two analytical articles in English – online, in a magazine, journal or book. Look at the headings and then at the paragraphs. Do the paragraphs have good topic sentences? Can you understand the main ideas just by reading the topic sentences? Present your findings in small groups.

Explore the GRAMMAR He works hard. However, he doesn’t earn much. Therefore he has to work extra in the local grocery store. He is a baby-sitter too. Bindeord – linking words Se s. 264.

Part TWO • Get smart

GET SMART

Go BEYOND My topic sentence Try writing a paragraph about any topic you like, but start it with a topic sentence. Then with a partner read the topic sentence and see if your partner can guess what your paragraph will be about. If they can’t guess then maybe you have to change your topic sentence. Be clear and specific with them!

Part TWO • Get smart

PART TWO

FACT FINDER

Versatile Africa

FACT FINDER

ENGLISH-SPEAKING AFRICA Africa has a multitude of languages. By some counts over 3000 languages are spoken natively in Africa, but only a few have official status. Due to European colonisation, languages such as English, French, Italian, Portuguese and Spanish have held official status in many countries, and are widely spoken, as lingua francas.

Gambia

FACT FILE Lingua Franca A lingua franca is a common language used to make communication possible between people who do not share a native language. Did you know that English is the fourth biggest language in Africa after Arabic, Kiswahili and Hausa? Approximately 130 million people speak English as a first or second language.

_____________________

______________

Sierra Leone Cameroon

Uganda

______________

_____________ ______________

Malawi

Look at the map of Africa and name the marked English-speaking countries. The four with a lighter tone are not part of the Commonwealth.

Zambia Namibia

Mozambique

_____________________ Botswana Mauritius

_____________________ Part TWO • Fact finder

Lesotho

FACT FINDER Next, let’s have a closer look at a few of the English-speaking African countries. Search the Web and fill in the information. FACT FILE

SOUTH AFRICA

NIGERIA

KENYA

Population:

_______________

Area:

_______________

Capital:

_______________

Biggest city:

_______________

Currency:

_______________

Head of State:

_______________

Head of Government:

_______________

Language(s):

_______________

Joined the Commonwealth: _______________

_______________

Did you know that Africa has the most abundant wildlife? They have the world’s largest land animal, the African elephant, the fastest animal on earth, the cheetah and the world’s tallest animal, the giraffe. In addition, zebras, gorillas, hippopotamuses, chimpanzees and wildebeests are unique to the continent and can only be found there.

Words abundant [əˈbʌnd(ə)nt] rik, riklig cheetah [ˈtʃiːtə] gepard chimpanzee [ˌtʃɪmpænˈziː] schimpans colonisation [ˌkɒlənaɪˈzeɪʃ(ə)n] kolonisering due to [djuː tə] på grund av hippopotamus [ˌhɪpəˈpɒtəməs] flodhäst

lingua franca [ˌlɪŋɡwə ˈfræŋkə] lingua franca, hjälpspråk som man använder som gemensamt språk mångfald multitude [ˈmʌltɪtjuːd] natively [ˈneɪtɪvli] som en infödd wildbeest [ˈwɪldəbiːst] gnu

Part TWO • Fact finder

FACT FINDER EXERCISE 1 WHO DID WHAT? A) Match the name to the accomplishment. 1) 2) 3) 4) 5) 6)

Chinua Achebe Didier Drogba Akon Haile Gebreselassie Take Liya Kebede Charlize Theron

A) B) C) D) E) F)

a footballer from the Ivory Coast an Ethiopian long-distance runner an Ethiopian supermodel a Nigerian writer a South African actress a singer from Senegal

Words Ivory Coast, the [ˈaɪv(ə)ri kəʊst] long-distance runner [ˌlɒŋˈdɪst(ə)ns ˈrʌnə(r)]

Elfenbenskusten långdistanslöpare

B) Find out more about the above-mentioned famous African people.

EXERCISE 2 FIND AND LISTEN Listen online to a South African speaking English. What’s your impression of how they speak?

EXERCISE 3 WHICH COUNTRY? Which country are we thinking of? 1) Johannesburg 55 million people (2016) rand

_________________________

2) Nairobi shilling 47 million people (2016)

_________________________

3) Lagos 182 million people (2016) naira

_________________________

Part TWO • Fact finder

FACT FINDER EXERCISE 4 QUIZ Take the quiz. If you do not know the answer, find out. 1) 2) 3) 4) 5) 6) 7)

How many languages are spoken in Africa? Why are languages such as English, French and Portuguese spoken in Africa? What’s a lingua franca? How many people speak English as a first or second language in Africa? How many official languages are there in South Africa? Which animals can be found only in Africa? Mention three famous people from Africa.

EXERCISE 5 WORD SEARCH A) There are 13 languages spoken in Africa hidden below. Can you find them all? A

B) What word do the highlighted letters form? ___ ___ ___ ___ ___ ___

___ ___ ___ ___ ___ ___

Part TWO • Fact finder

FACT FINDER

Explore NELSON MANDELA

ING LISTEPNREHENSION COM

Profile: Nelson Mandela – Political activist, president and Nobel Peace Prize winner As a young man, Mandela worked as a lawyer and political activist fighting for equal rights for black people in South Africa. He became involved in the movement against racial discrimination and apartheid and joined the African National Congress (ANC) in 1944. FACT FILE Apartheid Apartheid was a political and social system in South Africa from 1948 to 1994. The people were divided by their race and the races were forced to live apart from each other. There were laws that kept up the racial segregation and the system was used to deny many rights of mainly black people. Black people could not, e.g., own land in white areas or vote.

Words

prison [ˈprɪz(ə)n] plumbing [ˈplʌmɪŋ] prisoner [ˈprɪz(ə)nə(r)] privilege [ˈprɪvɪlɪdʒ] was (be) subjected to

apartheid [əˈpɑːtaɪt] [əˈpɑːtheɪt] apartheid equal rights [ˈiːkw(ə)l raɪts] jämlika rättigheter movement [ˈmuːvm(ə)nt] rörelse racial discrimination rasåtskillnad [ˈreɪʃ(ə)l dɪˌskrɪmɪˈneɪʃ(ə)n]

racial segregation

commitment [kəˈmɪtm(ə)nt] boycott [ˈbɔɪkɒt] strike [straɪk] civil disobedience

segregation, rasåtskillnad engagemang bojkott strejk civil olydnad

tension [ˈtɛnʃ(ə)n] armed [ɑːmd] arrest [əˈrɛst] sentenced [ˈsɛnt(ə)nst] life imprisonment

spänning beväpnad arrestering dömd livstidsstraff

[ˈreɪʃ(ə)l ˌsɛɡrɪˈɡeɪʃ(ə)n]

[ˈsɪv(ə)l ˌdɪsəˈbiːdi(ə)ns]

[laɪf ɪmˈprɪz(ə)nm(ə)nt]

Part TWO • Fact finder

[wɒz (biː) səbˈdʒɛktɪd tə]

fängelse sanitära anläggningar fånge privilegium, rättighet utsattes (utsättas) för

inhumane [ˌɪnhjuːˈmeɪn] omänsklig punishment [ˈpʌnɪʃm(ə)nt] bestraffning, straff mainland [ˈmeɪnlənd] fastland release [rɪˈliːs] frige; frigivning multiracial [ˌmʌltiˈreɪʃ(ə)l] mångrasig, som representerar många raser dra sig tillbaka, avgå, retire [rɪˈtaɪə(r)] avträda contributions [ˌkɒntrɪˈbjuːʃ(ə)nz] bidrag democracy [dɪˈmɒkrəsi] demokrati human rights [ˈhjuːmən raɪts] mänskliga rättigheter

100

FACT FINDER EXERCISE 1 TIMELINE OF MANDELA’S POLITICAL CAREER What happened when? Draw lines while listening. 1) 1944

A) He won the Nobel Peace Prize.

2) 1964

B) Mandela died from a lung infection.

3) 1990

C) Mandela became the first black President of South Africa.

4) 1993

D) Mandela was sentenced to life.

5) 1994

E) He retired from politics.

6) 1998

F) Mandela joined the ANC.

7) 2013

G) Mandela was released from prison.

EXERCISE 2 WHICH WORD BELONGS WHERE? List all the words from the wordlist in the group they belong to. Race

Imprisonment

Politics

EXERCISE 3 WHAT? WHEN? WHO? What was said about the following things in the text? 1) 2) 3) 4) 5) 6) 7)

ANC apartheid 27 Robben Island Prison 1990 80th birthday health issues

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Part TWO • Fact finder

THAN

MORE WORDS

PART THREE

POLLUTION BIODIVERSITY

MORE THAN WORDS

Going green – corporate greenwash...

ING LISTEPNREHENSION COM

Words

preservation [prɛzəˈveɪʃ(ə)n] drought [draʊt] hazard [ˈhæzəd] be aware [biː əˈweə(r)] be interested in

bevarande, skyddande torka fara, hot vara medveten om vara intresserad av

ecological sustainability

ekologisk hållbarhet

garbage disposal

sophantering

production chain

produktionskedja

local food products

ekologisk lokala matprodukter

location [ləʊˈkeɪʃ(ə)n]

plats, läge

[biː ˈɪnt(ə)rɪstɪd ɪn]

demand [dɪˈmɑːnd] inflation [ɪnˈfleɪʃ(ə)n] quality [ˈkwɒlɪti] inconvenient [ˌɪnkənˈviːni(ə)nt] sweatshop [ˈswɛtʃɒp] required minimum wage

efterfrågan inflation kvalite obekväm arbetsplats med svältlöner (och dålig miljö) fastslagen/lagstiftad [rɪˈkwaɪəd ˈmɪnɪməm weɪdʒ] minimilön violate [ˈvaɪəleɪt] bryta mot environmental regulation miljöreglering, [ɪnˌvaɪrənˈmɛnt(ə)l ˌrɛɡjʊˈleɪʃ(ə)n] miljöförordning standard [ˈstændəd] norm, standard hazardous conditions farliga [ˈhæzədəs kənˈdɪʃ(ə)nz] omständigheter demanding [dɪˈmɑːndɪŋ] kräva corporation [ˌkɔːp(ə)rˈeɪʃ(ə)n] bolag

[iːkəˈlɒdʒɪk(ə)l səˌsteɪnəˈbɪlɪti]

[ˈɡɑːbɪdʒ dɪˈspəʊz(ə)l] infrastructure [ˈɪnfrəˌstrʌktʃə(r)] infrastruktur

[prəˈdʌkʃ(ə)n tʃeɪn] organic [ɔːˈɡænɪk] [ˈləʊk(ə)l fuːd ˈprɒdʌkts]

Part THREE • More than words

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MORE THAN WORDS EXERCISE 1 HOW? WHAT? WHERE? WHO? 1) 2) 3) 4)

What kind of environmental disasters are mentioned? What are the two things mentioned that help saving the environment? What is said about organic and local food products? What is meant by an inconvenient truth in the clothes and technological industries? 5) What is suggested that you can do, for example?

EXERCISE 2 GAPS! Fill in the gaps using the given clues. 1) Are you ____________________________ school rules? (bryta mot) 2) I _____________________ we take action immediately. (kräva) 3) What are we _________________________ to study for this exam? (förväntad, som förutsätts) 4) Imagine that kids of our age work in ___________________________! (fabrik med svältlön) 5) Their parents have to work in ______________________________ ___________________________ too. (farliga omständighet) 6) I got paid the __________________ ___________________ _____________ last summer when I sold ice cream. (minimilön) 7) You should ________ _____________________________ _______ your environment. (vara intresserad av) 8) My mom always buys _____________________ _________________ ____________________ from the farmer’s market. (lokal matprodukt)

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Part THREE • More than words

MORE THAN WORDS EXERCISE 3 DOWN AND ACROSS Solve the crossword puzzle. 1

Across 7) produktionskedja 9) torka Down 5 1) inflation 2) minimilön 3) bryta mot 4) hållbarhet 5) bolag 7 6) obekväm 8) ekologisk

3 4

EXERCISE 4 EXPLAIN Choose five words from the wordlist and explain them to your friend, who in this game does not understand what they mean. Change roles.

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MORE THAN WORDS

Explore the terms: ENVIRONMENTAL ISSUES EXERCISE 1 PERFECT MATCH Match the English and Swedish equivalents. sustainable development solar power = solar energy renewable energy recycle radiation preservation pollution ozone layer nuclear waste

natural resources greenhouse effect global warming extinct exhaust fumes environment energy source endangered species emissions

ecosystem ecology drought climate carbon dioxide biodiversity biodegradable

1) avgas

______________________________________

2) biologisk mångfald

______________________________________

3) biologiskt nedbrytbar

______________________________________

4) ekologi

______________________________________

5) ekosystem

______________________________________

6) energikälla

______________________________________

7) förnyelsebar energi

______________________________________

8) förorening; miljöförstöring ______________________________________ 9) global uppvärmning

______________________________________

10) klimat

______________________________________

11) koldioxid

______________________________________

12) kärnavfall

______________________________________

13) miljö(n)

______________________________________

14) solenergi

______________________________________

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MORE THAN WORDS 15) strålning

______________________________________

16) torka

______________________________________

17) utrotad

______________________________________

18) utrotningshotad art

______________________________________

19) utsläpp

______________________________________

20) växthuseffekt

______________________________________

21) återvinna; återanvända

______________________________________

22) ozonlager

______________________________________

23) fridlysning; bevarande

______________________________________

24) naturtillgångar

______________________________________

25) hållbar utveckling

______________________________________

EXERCISE 2 ENVIRONMENTAL GAPS! Fill in the gaps with the words of the previous exercise. 1) _________________ ____________________ is a serious problem on Earth. 2) Are these bags _______________________________? 3) Some species have become ___________________ already. 4) ___________________________ _________________ should be protected. 5) _______________________ ___________________________ and other ______________________ ___________________ should be made less dangerous to the planet. 6) The problem with __________________________ _________________ is where to store it safely. 7) Do you use _________________ _________________ to heat your home. 8) Politicians should make decisions that cut down ___________________________. 9) Also, the use of _____________________ __________________________ should be limited. 10) We hope to diminish the effects of the __________________________ _____________________ in the future. 127

Part THREE • More than words

MORE THAN WORDS EXERCISE 3 VERB, ADJECTIVE OR NOUN? A) Categorise the words correctly. Write N for noun, V for verb and A for adjective. 1) ecology

6) recycling

2) ecological

7) radiate

3) pollution

8) radiation

4) pollute

9) biodiverse

5) recycle

10) biodiversity

B) Afterwards discuss with your friend how the words differ from each other.

EXERCISE 4 5 WORDS Choose words from Exercise 1. Think about the issues they represent and discuss if they are man-made issues or not, and why and how?

EXERICISE 5 COUNTRIES Find out more about enviromental matters and individual countries. Search the Internet, journals or books and write at least three countries for each of the following. 1) Countries with a lot of nuclear power plants 2) Countries with no nuclear power plants 3) Countries with a major carbon footprint 4) Countries that are very much affected by climate change 5) Countries with a very high degree of biodiversity 6) Countries that invest a lot in renewable energy

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MORE THAN WORDS EXERCISE 6 ASPECTS, CONCERNS AND VIEWPOINTS Look at the images below. They represent different aspects of, concerns about and viewpoints on the environment. Write at least one sentence or heading for each image. Then discuss in pairs or small groups.

Explore the GRAMMAR The New York summit gathered people from all over the world. The Americans welcomed Europeans, Australians and New Zealanders to take part in the negotiations. Ethnic minorities were represented by the Maoris and Aborigines and even Muslims and Jews could be seen in the crowds. Nationalitetsord

129

Se s. 269.

Part THREE • More than words

MORE THAN WORDS

Go BEYOND Business, the environment and the future In groups of four, choose a few topics that relate to the environment, renewable energy sources and sustainable development. Choose sides: two of you represent a corporation and the others belong to an environmentally aware association. Think about facts and comments that you could use when discussing the chosen topics. Have a debate.

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PART THREE

GET SMART The rules of presentations: 1) Keep calm. 2) State what you will say. 3) Say it. 4) State what you have said. 5) Say Thank you. 6) Be yourself, be different.

GET SMART

Presentations An English presentation is usually very structured. It starts with the introduction then moves on to the body of the presentation, and finally the conclusion. It mirrors the structure of analytical writing.

THE INTRODUCTION As we have learnt English is an initial focus language, therefore your introduction is the most important part of your presentation. A good way of starting is by greeting the audience and introducing yourself. For example: In a formal way Hello ladies and gentlemen, my name is Robert Smith.

In an informal way Hi everyone, I’m Rob.

After you have introduced yourself, it is great to have a sentence that will put your speech into context or a sentence explaining why you are making this speech. For example: As you are all aware there are not enough vegetarian options on the school’s cafeteria menu. Or: I think it would be a great idea to have a school field trip this year. Then move on to tell your audience what your speech is about. It is good to let them know at the very beginning so they know what to expect. For example: I am going to talk to you about cheap vegetarian options we could have on the school menu. Or: School field trips are great for bonding a class and expanding the minds of the students, I am going to talk about a few places we could go and why. After you have mentioned what you are going to talk about, break the topic down into subsections. Three or four subsections are good, but you can always have more or less depending on how long your presentation is. For example:

Part THREE • Get smart

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GET SMART First, I will talk to you about various vegetarian Indian dishes that are rather inexpensive to make and also delicious. Then I will talk about how the cafeteria could introduce vegetarian options of their current menus. Finally, I will look at the idea that students could design and cook their own lunch perhaps once a month with the cafeteria’s supervision. Or: I will start off by explaining why next term would be a great time to have a school tip. I will then give my three options for the school trip and why I think they would be good. In the end, I will talk about why I think school trips are important to the health and well-being of the students. Then it is really important to tell your audience how long your presentation will be. It is important to be accurate. If you tell your audience that you will be talking for 15 minutes and you talk for 25 minutes, then no matter how good your presentation is the audience will get upset. Words like about and approximately are useful here. For example: My presentation will last about 15 minutes. Or: I will be talking for approximately 20 minutes. It is then important to establish a question policy. You can either have an “Open Question Policy” or a “Closed Question Policy.” An “Open Question Policy” means that the audience can ask questions anytime, where as a “Closed Question Policy” means that the audience must save their questions till the end of the presentation. For example: Open Please feel free to ask questions anytime.

Closed Please save your questions till the end of the presentation.

After you have done this you are ready to move into your body of the presentation. It is great to have a sentence that bridges or covers that gap. For example: Okay, let’s move on and look at some delicious vegetarian dishes from India. Or: Right, let’s look at why next term would be great for a school trip.

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Part THREE • Get smart

GET SMART So altogether the two introductions to the presentations above could look like this: Introduction 1 Hello, ladies and gentlemen, My name is Robert Smith. As you are all aware there are not enough vegetarian options on the school’s cafeteria menu. I am going to talk to you about cheap vegetarian options we could have on the school menu. First, I will talk to you about various vegetarian Indian dishes that are rather inexpensive to make and also delicious. Then I will talk about how the cafeteria could introduce vegetarian options of their current menus. Finally, I will look at the idea that students could design and cook their own lunch perhaps once a month with the cafeteria’s supervision. My presentation will last about 15 minutes. Please feel free to ask questions anytime. Okay, let’s move on and look at some delicious vegetarian dishes from India. Introduction 2 Hi everyone, I’m Rob. I think it would be a great idea to have a school field trip this year. School field trips are great for bonding a class and expanding the minds of the students. I am going to talk about a few places we could go and why. I will start off by explaining why next term would be a great time to have a school tip. I will then give my three options for the school trip and why I think they would be good. In the end, I will talk about why I think school trips are important to the health and well-being of the students. I will be talking for approximately 20 minutes. Please save your questions till the end of the presentation. Right, let’s look at why next term would be great for a school trip.

THE BODY The next step is the body of the presentation. Now what you put in the body of the presentation is up to you, but it is really good to use some of the techniques you have learnt in the Get smart section of Part 2. Start each body section with a good topic sentence, and then back that topic sentence up with evidence. For example: India is a country rich in delicious and inexpensive vegetarian dishes. (You would then go on to talk about the various vegetarian dishes and why they are inexpensive.) Or: I think it would be possible and educational to go to the amusement park, the museum or the art gallery. (You would then go on to explain why it would be possible and educational to do these things.) Part THREE • Get smart

134

GET SMART It is also good to make little summaries at the end of each body section and have a bridge sentence to the next body. For example: So, those were my top Indian vegetarian dishes. Now let’s move on to look at alternative vegetarian versions to the current cafeteria menu. Or: So, those were the places I think we could go to and why. Now let’s move to why school trips are important to students.

THE CONCLUSION After you have finished the body section, you have the conclusion. Recap the main themes of the presentation and summarise what you have said. After that thank the audience and give the option for the audience to ask questions. For example: Today I have talked to you about ways we could have more vegetarian options for lunch. I hope you have enjoyed the presentation. Thank you very much for listening. Are there any questions? Or: I hope with my presentation I have shown why it would be good to go for us to have a trip next term and some viable options. Thank you for your attention. Are there any questions? A good conclusion is important because it is the last thing the audience hears and probably remembers best.

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Part THREE • Get smart

GET SMART

Explore the IDEAS AND PHRASES EXERCISE 1 WHAT TO DO Go through the text about presentations in English. What do you do in each part of the presentation? 1) The introduction 2) The body 3) The conclusion

EXERCISE 2 YOUR TURN Work with a friend or on your own. Choose a topic to give a presentation about. Brainstorm the specifics of the topic. Make a mind map of the topic.

Part THREE • Get smart

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GET SMART EXERCISE 3 LET’S TRY THIS Use the mind map you made in Exercise 2 as a basis for doing this exercise. Think about how you could expand the mind map into topic sentences and into an actual presentation. Make a short outline of what the presentation would be like. Use the following structure:

OUTLINE Topic: (What is the presentation about?)

Introduction: (What would you include here?)

Body paragraph 1: (What kind of ideas could be presented here?)

Body Paragraph 2: (What kind of ideas could be presented here?)

Body paragraph 3: (What kind of ideas could be presented here?)

Conclusion: (What would the conclusion look like?)

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Part THREE • Get smart

GET SMART

Cultural TIPS HANDLING QUESTIONS EFFECTIVELY In English the use of questions is very different than in some other cultures. In English people often ask questions to show that they are enjoying what you are saying and want you to continue. In a slightly more formal situation, like a presentation or a job interview, how you handle the questions becomes almost as important as the presentation or the way you present of yourself in a job interview. It is the last thing they remember and can give a very positive or negative impression. Here are some tips on how to effectively answer questions. 1) Invite the question. In English questions are generally a positive thing, so you want the audience or the listener to feel comfortable asking questions. So, something like this: Please feel free to ask me any questions! Or: So, do you have any questions for me? Not: You may now ask me a question! By using the word now and restricting it to only one question, you give the impression that you do not want to answer any questions at all.

2) Use a bit of the question in your answer. The next tip is to use a bit of the question in your answer. This helps to make sure that both you and the person asking the question understand what the question is. For example: So, you are asking me how long I have been a vegetarian? Or: So, what you are asking is; do I think it is a good idea to go to an art exhibition as a class?

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GET SMART 3) Be honest. Do not make things up. The next step is to answer the question. The tips here are: be honest; do not make things up. There is always a chance that somebody in the audience knows the actual answer, so if you make something up and it is wrong, then you will look foolish. The second thing is if you don’t know the answer, then be proactive about it. For example: I’m sorry, I am not quite sure about that, but I can check it out and get back to you. That is much better than: I don’t know.

4) Make sure the person asking is satisfied. Finally, make sure the questioner is satisfied with the answer you gave them. A simple question works well. Did that answer your question? Or: Are you happy with that answer? In some cases a simple Okay? might suffice.

EXERCISE 4 ASK AND ANSWER Work in pairs. Ask each other questions and try to answer them effectively. Use the tips. 1) 2) 3) 4)

Invite the questions. Repeat part of the question. Answer the question. Practise being proactive if you don’t know the answer. Make sure the questioner is happy or satisfied with the answer.

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Part THREE • Get smart

GET SMART

Go BEYOND Online review There are a lot of very good presentations in English available on the Internet. Review a couple of them. Search the Internet for three live presentations where someone is speaking to a large audience. Look and listen and then give your review in class. Which presentation was the best? Why was it the best? Did the presenter use any material? What kind of material?

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PART THREE

FACT FINDER

Down Under e Th t ye e,

sa so nt re ffe

FACT FINDER

AUSTRALIA AND NEW ZEALAND The Commonwealth of Australia is a federation with six states and two self-governing territories. Australia is the largest island in the world, and the only island in the world making up a continent. In recent years it has become common to talk about the continent Oceania, which consists of Australia, New Zealand and many other nearby islands. In the map you can see the territories and the states. Find out where the state capitals and the capitals of the territories are. Mark the locations and write the names on the map.

Sydney Perth Melbourne Hobart

Part THREE • Fact finder

Darwin Canberra Brisbane Adelaide

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FACT FINDER New Zealand consists of two large islands and a number of offshore islands situated southeast of Australia in the Pacific Ocean. Find out what the three biggest islands are called as well as the where the following cities are located: Auckland, Christchurch, Queenstown and Wellington. Write the names of the islands, and mark the cities on the map.

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Part THREE • Fact finder

FACT FINDER FACT FILE

AUSTRALIA

NEW ZEALAND

Population:

_____________________

Area:

_____________________

Capital:

_____________________

Biggest city:

_____________________

Currency:

_____________________

Head of state:

_____________________

Head of Government:

_____________________

Language(s):

_____________________

Joined the Commonwealth: _____________________

_____________________

*** Tourism/Sights:

_____________________

Wildlife:

_____________________

Indigenous people:

_____________________

Did you know that kangaroos and emus cannot walk backwards? This is supposedly one of the reasons that they’re on the Australian coat of arms.

Words

Did you know that if you visited one new beach in Australia every day, it would take over 27 years to see them all? Did you know that New Zealand has 6.5 times more sheep than people? Did you know that a kiwi is not a fruit in New Zealand? It is New Zealand’s native flightless bird and a slang term for a New Zealander. Kiwis call the fruit “kiwifruit” or Chinese Gooseberries. Part THREE • Fact finder

continent [ˈkɒntɪnənt] coat of arms [kəʊt əv ɑːmz] emu [ˈiːmjuː] federation [fɛdəˈreɪʃ(ə)n] flightless [ˈflaɪtləs] haka [ˈhɑːkə] kangaroo [ˌkæŋɡərˈuː] offshore island [ˌɒfˈʃɔː(r) ˈaɪlənd] Pacific Ocean, the

kontinent, världsdel vapensköld, vapen emu, australisk struts statsförbund utan flygförmåga maorisk krigsdans känguru ö utanför kusten Stilla havet

peak [piːk] territory [ˈtɛrɪt(ə)ri]

bergstopp territorium

[ðə pəˈsɪfɪk ˈəʊʃ(ə)n]

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