· Web viewCrossroads 8B, Elevbok (s. 6-210) - Engelsk for ungdomstrinnet - Bokmål - Halvor Heger og Nina Wroldsen - 7741w. Forlaget Fag og Kultur AS 2006 - 1. utgave - ISBN: 978-82-11-0073

Crossroads 8B, Elevbok (s. 6-210) - Engelsk for ungdomstrinnet - Bokmål - Halvor Heger og Nina Wroldsen - 7741w

Forlaget Fag og Kultur AS 2006 - 1. utgave - ISBN: 978-82-11-00731-5

Denne boka er tilrettelagt for synshemmede. Ifølge lov om opphavsrett kan den ikke brukes av andre. Kopiering er kun tillatt til eget bruk. Brudd på disse avtalevilkårene, som ulovlig kopiering eller medvirkning til ulovlig kopiering, kan medføre ansvar etter åndsverkloven.Oslo 2018, Statped læringsressurser og teknologiutvikling.

Innhold: xxx1 Merknadxxx1 Enjoy readingxxx2 Dear student!xxx2 Reading literaturexxx3 Settingxxx3 Characterxxx3 Plotxxx3 Narratorxxx3 Point of viewxxx3 Text Axxx3 Text Bxxx2 Reading poetryxxx3 Rhyming poemsxxx3 Poems without rhymexxx3 Rhythmxxx3 Limericksxxx2 Poetryxxx3 A: I Should Have Studiedxxx3 B: Do Not Stand at my Grave and Weepxxx3 C: I'm Glad I'm Mexxx3 D: Cat and Mousexxx3 E: Birthday Wishxxx3 F: One Inch Tallxxx3 G: If I Could Catch a Rainbowxxx2 Short storiesxxx3 A: Two Faces to One Namexxx3 B: The Snooks Familyxxx3 C: Smart Ice Creamxxx3 D: I've got Gloriaxxx3 E: The Song of the Syrupxxx3 F: Wunderpantsxxx3 G: They don't Mean it!xxx3 H: The Hitchhikerxxx2 Extracts from novelsxxx3 A: David Copperfieldxxx3 B: Harry Potter and the Philosopher's Stonexxx2 Fairytales

xxx3 A: The Ugly Ducklingxxx3 B: The Magic Flutexxx2 Newsxxx3 Revealed: The eight-year-old girl who saved Harry Potterxxx2 Cartoonsxxx3 A: The World of Disneyxxx3 B: Calvin and Hobbesxxx3 C: Garfieldxxx2 Word Questxxx3 Reading Poetry (Rhythm)xxx3 Poetryxxx3 Short Storiesxxx3 Extracts from novelsxxx3 Fairytalesxxx3 Newsxxx3 Cartoonsxxx1 Grammatikkxxx2 Å lære engelskxxx2 Å lære å lærexxx3 Les myexxx3 Lær deg nye ord og uttrykkxxx3 Snakk engelsk så ofte som muligxxx3 Lytt til engelsk så ofte som muligxxx3 Skriv mer enn du "må"xxx2 Å skrive en tekstxxx3 Førskrivefasenxxx3 Selve skrivingenxxx3 Innledningenxxx3 Hoveddelenxxx3 Avslutningenxxx3 Hvor langt må jeg skrive?xxx3 Faktatekstxxx3 Etter skrivingenxxx2 Å snakke engelskxxx3 Hvis du mangler ordxxx2 Å lese engelskxxx2 Formelt og uformelt språkxxx3 Uformelt skriftlig språkxxx3 Formelt skriftlig språkxxx3 Uformelt muntlig språkxxx3 Formelt muntlig språkxxx3 Hva må du huske på?xxx3 Uformelt brevxxx3 Formelt brevxxx2 Ordbokxxx2 Fonetikk og intonasjonxxx3 Det fonetiske alfabetetxxx3 Intonasjonxxx2 Substantiv - Nouns

xxx3 Flertallxxx3 Utellelige substantivxxx3 Uttalexxx3 Eieform (genitiv)xxx2 Pronomen - Pronounsxxx3 Personlig pronomenxxx3 Refleksive pronomenxxx3 It is, There is, There arexxx2 Spørsmål - Questionsxxx3 Ved hjelp av spørrepronomenxxx3 Ved hjelp av be og havexxx3 Ved hjelp av hjelpeverbet doxxx2 Any, some og andre tilsvarende ordxxx2 Adjektiv - Adjectivesxxx3 Gradbøyning av adjektiverxxx3 Adjektiver med to stavelserxxx3 Uregelrett gradbøyningxxx3 Nasjonalitetsordxxx2 Verb - Verbsxxx3 Hovedverbxxx3 Regelrette og uregelrette verbxxx3 Hjelpeverbxxx3 Slik bruker vi hjelpeverbenexxx3 Samtidsformerxxx3 Halespørsmålxxx3 Aktiv og passivxxx3 Infinitiv og ing-formenxxx3 Ing-form etter preposisjonxxx3 Modale hjelpeverbxxx3 Å uttrykke framtidxxx3 Presens og presens samtidsformxxx3 Samsvar mellom subjekt og verbalxxx3 Uregelrette verbxxx2 Adverb - Adverbsxxx3 Adverb som er dannet av adjektivxxx3 Andre adverbxxx3 Gradbøyningxxx3 Uregelrett gradbøyningxxx2 Konjunksjoner - Conjunctionsxxx2 Subjunksjoner - Subordinating conjunctionsxxx2 Determinativer - Determinativesxxx3 Artiklerxxx2 Eiendomsord - Possessivesxxx2 Pekeord - Demonstrativesxxx2 Tallord - Numeralsxxx3 Grunntall - Ordenstallxxx3 Tallet 0xxx3 De fire regneartenexxx2 Preposisjoner - Prepositions

xxx3 Noen vanlige tidspreposisjonerxxx3 Andre vanlige tidspreposisjonerxxx3 Stedspreposisjonerxxx3 Andre stedspreposisjonerxxx2 Tekstbindingxxx2 Argumenterende teksterxxx2 Noen skrivereglerxxx3 Stor forbokstavxxx3 Kommaxxx3 Hermetegnxxx2 Målenheterxxx3 Lengdexxx3 Vektxxx3 Volumxxx3 Temperaturxxx1 Answer sheetxxx2 Enjoy Readingxxx3 Reading literature p. 10xxx3 Reading poetryxxx3 Short storiesxxx3 Extracts from novelsxxx3 Fairytalesxxx3 Newsxxx3 Cartoonsxxx2 Grammatikkxxx3 Ordbok s.132-133xxx3 Fonetikk og intonasjon s. 134xxx3 Substantiv - Nouns s. 137-140xxx3 Pronomen - Pronounsxxx3 Spørsmål - Questions s. 147-148xxx3 Any, some og andre tilsvarende ord s. 149xxx3 Adjektiv - Adjectives s. 152xxx3 Verb - Verbsxxx3 Adverb - Adverbs s. 175xxx3 Konjunksjoner - Conjunctions og Subjunksjoner - Subordinating

conjunctions s. 177-178xxx3 Determinativer - Determinatives s. 180xxx3 Eiendomsord - Possessives s. 181xxx3 Pekeord - Demonstratives s. 182xxx3 Preposisjoner - Prepositions s. 190xxx3 Argumenterende tekster s. 193xxx1 Wordlistxxx1 Foto og andre illustrasjonerxxx1 Acknowledgementsxxx1 Informasjon fra originalbokaxxx2 Forsidexxx2 Utdrag fra tittelbladxxx2 Bakside

xxx1 Merknad-- Bilder: Tegningene til tekstutdragene er stort sett utelatt. Andre

bilder er kort beskrevet.-- Oppgavene i den trykte boka er merket med symboler for forskjellige

oppgavetyper. I den tilrettelagte boka er symbolene erstattet med ord.

-- >>> står foran nummererte oppgaver.-- Overskrifter: Det er fire rangerte overskriftsnivåer: xxx1 til xxx4.

Andre overskrifter er markert med uthevingstegn foran og etter. Den klikkbare innholdsfortegnelsen ovenfor viser tre nivåer, som i originalboka.

-- Uthevingstegnet er slik: _.-- Sidetall er merket med --- .-- I utfyllingsoppgaver er tre prikker ... i den trykte boka erstattet med

fire prikker slik at du kan skrive mellom prikkene slik: ..svar..-- Tusenskilletegn er komma på engelsk, som i originalen. Desimaltegn

er punktum, som i originalen.-- Gloser er plassert samlet rett etter den overskriften de tilhører.-- {{}} Doble klammeparenteser brukes rundt kommentarer,

endringer eller forklaringer fra tilretteleggeren eller rundt opplysninger om layout eller spesielle elementer på siden.

-- Tabeller: Word-tabeller innledes med {{Tabell: x kolonner, y rader}}.

-- Lydskrift: En rekke lydskrifttegn vises per i dag ikke på leselist. Lydskrift er derfor ikke tatt med i denne tilrettelagte versjonen, bortsett fra i underkapitlet om fonetikk og intonasjon. Det kan forekomme feil i notasjonen.

-- Språkmerking: Teksten veksler i all hovedsak mellom engelsk og norsk språk, slik at du kan dra nytte av engelsk talesyntese dersom du har installert det.

-- Originalboka bruker kursiv og fet skrift for å utheve deler av teksten. I den tilrettelagte boka er det brukt mindre utheving, spesielt i kapitlet om grammatikk.

-- I grammatikkdelen er setningsledd satt i hakeparentes med typeangivelsen foran ordene. Lyn-symbolet er utelatt.

-- Informasjon fra bokas forside og bakside, samt utdrag fra tittelbladet finner du bakerst i denne filen.

-- Spesialtegn som er brukt i boka: £ - pund (1238), í - i med akutt (34)

--- 6 til 210xxx1 Enjoy reading{{Bildeside: En ungdom ligger i gresset og leser.}}

--- 7 til 210George Bernard Shaw: "You see things as they are and ask, 'Why?' I dream things as they never were and ask, 'Why not?'"

xxx2 Dear student!

To be able to discuss and write about fictional literature you first need to learn a few words and expressions. We suggest that you study and become familiar with the following terms and ideas as soon as you can. It will make it easier for you when you do the literary tasks later.

--- 8 til 210xxx2 Reading literaturexxx3 SettingThe _setting_ is the where and when in the story:-- Where does the story take place? In India? In a small village? In a

city?-- When does the story take place? In present time? In the 16th

century? In the future?

xxx3 CharacterA _character_ is a person we read about, for example in a novel or a short story. There is at least one character in a story. Sometimes there are a number of characters, but most often the story has one or two main characters.  When you are asked to describe a character, you should tell everything you know about him or her: Age, sex, what kind of person, rich or poor, black or white, Christian of Muslim, etc.

xxx3 PlotThe _plot_ is what happens in the story, what the story is about. For example:A: Two poor sisters who struggle to survive in the city and who move

into the wilderness to become hunters and fishers.B: An old Jew who survived the Holocaust during World War II who

meets a young neo Nazi and helps him realize that what he believes in is wrong.

xxx3 NarratorThe _narrator_ is the one who tells the story. It is not the writer. The writer is a real person. He or she creates a fictional person or a voice to tell the story. What the narrator says or does has nothing to do with the writer.  Sometimes the narrator can be a little child or an animal. It is easy to understand that they have not written the book. They are just storytellers made up by the writer. Sometimes the narrator is the main character in the story, sometimes he or she is a minor character, and sometimes the narrator does not take part in the story at all.

--- 9 til 210xxx3 Point of viewSometimes the narrator is part of the story. He or she then uses pronouns like "I" and "We". These stories have a 1st person point of view.

  If the narrator is not part of the story, he or she describes what happens to other characters and uses pronouns like "he", "she", "it" and "They". These stories have a 3rd person point of view.

1st person point of view / 1st person narrative:Narrator: I, we, us

3rd person point of view / 3rd person narrative:he, she, it, they <-> Narrator

xxx3 Text AFreddy had been my friend since my fifteenth birthday three years ago. He had just moved into a house in the neighbourhood with his father and little sister. His mother was dead. Did I say house? It wasn't really a house; it was more like a castle. I mean, 12 bedrooms, 4 living rooms and a 15-acre garden with two stables isn't exactly the average standard for a house. He didn't seem to have any friends, so I thought that inviting him to my birthday would be a nice opportunity for him to make some friends his own age. It was a smashing party. Dad bought some killer hamburgers in Sydney and we had a barbeque in our garden. Millennium burgers, they called them, since it was just three weeks after the start of the new millennium.  We soon became close friends, Freddy and I, and we had a lot of fun together before the trouble started. At first I thought it was some kind of practical joke when the police came to arrest him ...

--- 10 til 210xxx3 Text BIt was a dark and rainy night when they arrived at the cottage. After a quick evening meal in front of the fireplace, all three of them went to bed. Anna was the first to wake up. "What was that? What was that terrible sound?" A horrible scream made her gasp. Lisa and Francesca woke up as well. They looked very frightened. "Should we go outside and have a look", Anna suggested. "It could be a person who needs help."  "Are you crazy," Francesca replied. "It could be dangerous." "What if there's a maniac out there just waiting for us to come out?" "What do you say, Lisa?" "I don't know, let's call the police."  At the very same moment there was a violent knock on the door ...

{{Oppgaver:}}_Oral tasks_>>> 1Is text A above a 1st or a 3rd person narrative?

>>> 2Describe the main character(s).

>>> 3

What do we know about the setting?

>>> 4Is text B above a 1st or a 3rd person narrative?

>>> 5Describe the main character(s).

>>> 6What do we know about the setting?{{Oppgaver slutt}}

xxx2 Reading poetryYou have probably both read and written poetry in your own language and possibly in English before. Poetry is not difficult. It is not only for poets. It is for you and me. Everyone can write a poem and learn to understand its meaning.

xxx3 Rhyming poemsI loved to drink buckets of teaTogether with my Robert LeeBut one day he left me in tearsAfter being my man for ten years

As you can see, there is a _rhyme pattern_ in the poem above between the first and second verses (tea + Lee) and between the third and fourth verses (tears + years).

--- 11 til 210The pattern is therefore aa bb:

I just loved to drink buckets of tea (a)Together with my Robert Lee (a)But one day he left me in tears (b)After being my man for ten years (b)

Let us change the poem a bit to get a different rhyme pattern:

I just loved to drink buckets of tea (a)Together with my Robert Bears (b)But one day he left little me (a)After being my man for ten years (b)

xxx3 Poems without rhymeRhyme can be very nice, but it is absolutely not necessary. There are many wonderful poems with no rhyme in them at all.

You are so sweetI will never

ForgetThe first timeI sawYouTiptoeing inYour uncle's greenGardenDressed inWhite

--- 12 til 210{{Oppgaver:}}_Oral and written task_>>> 1Find a poem in _Crossroads A_ or _B_. Is there a rhyme pattern in the poem? If so, write it down. Compare your work with your partner's. Ask your teacher if you have got it right.

_Written task_>>> 2Write a little poem without any rhyme. Maybe you want to write about a member of your family? Try brainstorming some ideas down quickly on a blank sheet of paper to help get started on what to write.{{Oppgaver slutt}}

xxx3 RhythmA syllable is the part of the word that is pronounced with stress. Words consist of one or more syllables.  Examples:One syllable: boat, you, play, live, workTwo syllables: mother, after, music, cleverThree syllables: serious, wonderful, AfricaFour syllables: entertaining, decoration, education

A man from California and his tiny little dogWent walking in the mountains when he fell and broke his armThe dog ran down and barked for help from good old Mister ClogWho followed him and carried back the poor man to his farm

The poem above has both rhyme and a fixed rhythm. All the four verses (lines) in this poem have 14 syllables and therefore the same rhythm.

{{Oppgaver:}}_Oral task_>>> 1{{Glose: Recite: read}}

Read the poem above and count the syllables. Are there 14 in all the four verses? Discuss it with your partner. Recite the poem to each other. Try to find the most pleasing rhythm.{{Oppgaver slutt}}

--- 13 til 210{{Ramme:}}A poem consists of a number of verses that make up a _stanza_. There may be one or more stanzas in a poem. Try not to mix up the Norwegian _vers_ with the English _verse_. They have two different meanings.

Norwegian: verselinje - versEnglish: verse - stanza{{Ramme slutt}}

stanza:Pick up your pen and write a line (verse)Or twoSend it to someone saying ILove you

xxx3 LimericksSome poems consist of stanzas with verses that do not have the same number of syllables, for example _limericks_:

A sweet little girl from Provence (a)Was brought by a friend to a dance (a)She met a boy there (b)Who really did care (b)They married and moved out of France (a)

The first, second and fifth verses have eight syllables whereas the third and fourth verses have five. We can also see that there is a fixed rhyme scheme in a limerick.

{{Oppgaver:}}_Oral task_>>> 1Count the syllables in each of the verses of the Limerick above together with a partner.

_Oral and written task_>>> 2Write a limerick together with a classmate or two. Have a good brainstorm first and then discuss what to write about.

_Oral task_>>> 3

Read your limerick for class or a group.{{Oppgaver slutt}}

--- 14 til 210xxx2 Poetryxxx3 A: I Should Have Studied{{Gloser:}}Feel blue: feel sadFlunk: fail{{Gloser slutt}}

Bruce Lansky is called "The King of Giggle Poetry". He likes to visit schools and teach kids how to enjoy reading and writing poetry. His poems have been translated to many languages. He is also the editor of several collections of funny poems such as "Miles of Smiles" and "Mary Had a Little Jam".

I didn't study for the testAnd now I'm feeling blue.I copied off your paperAnd I flunked it just like you.    Bruce Lansky

{{Oppgaver:}}_Oral task_>>> 1Is there any rhyme in this poem? If so, what is the rhyme pattern?Discuss with your partner. Is it:a) ababorb) aabborc) abcb

_Written tasks_>>> 2Write a short poem about school. Use the poem above as a model.

>>> 3Translate the poem into Norwegian.

>>> 4You did study for the test and you're not at all feeling blue. Remove the negations and swap the negative words with positive ones. Title: "I'm glad I studied".

>>> 5Why do you think some students try to cheat at tests? Answer the question in three sentences.

{{Oppgaver slutt}}

--- 15 til 210xxx3 B: Do Not Stand at my Grave and Weep{{Gloser:}}Glint: flashRipened grain: grain that is ready to be harvestedHush: silenceSwift: quick{{Gloser slutt}}

Mary Frye from Baltimore, USA, wrote this famous poem in 1932. A friend of her had lost her mother, and she wrote it to comfort her. It was scribbled down on a brown paper shopping bag and was never meant to be published. However, people who read it passed it on to others, and over the years it has become a classic.

Do not stand at my grave and weep,I am not there, I do not sleep.

I am a thousand winds that blow.I am the diamond glint on snow.I am the sunlight on ripened grain.I am the gentle autumn rain.

When you wake in the morning hush,I am the swift, uplifting rushOf quiet birds in circling flight.I am the soft starlight at night.

Do not stand at my grave and weep.I am not there, I do not sleep.Do not stand at my grave and cry.I am not there, I did not die!    Mary Frye

{{Oppgaver:}}_Oral tasks_>>> 1What is the meaning of this poem? Discuss.

>>> 2What do people normally do at a grave? Talk about it.

_Oral and written task_>>> 3Make a drawing based on the poem. Show it to a partner and ask him or her to read the verse or stanza that describes your drawing best.

_Written tasks_>>> 4According to the narrator of this poem, what happens to us when we die?

>>> 5Write a short poem about where you believe we go and what happens to us when we no longer live.{{Oppgaver slutt}}

--- 16 til 210xxx3 C: I'm Glad I'm Me{{Glose: Sears: American shopping centre}}

Phil Bolsta writes enjoyable poems, often about school. A nice introduction to his poetry could be the poem "Freddie". Browse for it on the Internet.

I don't understand why everyone staresWhen I take off my clothes and dance down the stairs.Or when I stick carrots in both of my ears,Then dye my hair green and go shopping at Sears.If I were an angel, I'd tie-dye my wings!

Why can't folks accept me the way that I am?So what if I'm different and don't act like them?I'm not going to change and be someone I'm not.I like who I am, and I'm all that I've got!    Phil Bolsta

{{Bilde: Tegning av en gutt med gulrøtter i ørene og grønt hår som står rett opp}}

{{Oppgaver:}}_Oral task_>>> 1What is this poem about? Discuss with your partner.

_Oral and written tasks_>>> 2Have you ever wanted to do something crazy? Make a list of the craziest things you have wanted to do. Tell your partner about them.

>>> 3Your partner and yourself have a list of crazy ideas you have wanted to do. Write a poem about it together. You may use the poem above as a model, but you can also make a completely different poem. Use rhyme if you want to.

_Written task_>>> 4Write the poem "I'm glad I'm me" with no contracted forms (see page 126-127).{{Oppgaver slutt}}

--- 17 til 210xxx3 D: Cat and Mouse{{Glose: Ill-bred: do not behave well}}

Eric Ode is a singer, songwriter and poet. He worked as a school teacher for 12 years.

The mouse, it's said,Finds cats ill-bred.They make his stomach sicken.My cat thinks miceAre rather niceand taste a bit like chicken.    Eric Ode

{{Oppgaver:}}_Oral and written tasks_>>> 1What is the rhyme pattern in this poem? Write down your suggestion and tell your partner. Do you agree? If not, try to come to an agreement. Maybe you will need to have a look at page 10?

>>> 2Jumble the words in the poem above and write a completely new one together with your partner. You may add a few words of your own.

_Written task_>>> 3Write a poem about something you love to eat. Perhaps you want to include where, why, or when you like to eat it? (See the 5 Ws + how on page 120).{{Oppgaver slutt}}

--- 18 til 210xxx3 E: Birthday Wish{{Glose: Come true: happen}}

Diane ZuHone Shore is the author of many funny poems. One of them is titled "Get out of Bed!" Browse for it on the Internet.

When I turned eight I made a wishI thought was really great.I wished my birthday came each week

A year's too long to wait.

Be careful when you make a wish,It may indeed come true.Although I'm just in second gradeI'm almost forty-two!    Diane ZuHone Shore

{{Oppgaver:}}_Oral tasks_>>> 1Do you like this poem? Why? Why not? Tell your partner.

>>> 2How long has it been since the narrator turned 8? Discuss.

_Oral and written tasks_>>> 3Is there a fixed rhythm pattern in this poem? Count the syllables in each verse and try to find a pattern. Discuss with your partner. Difficult? Ask your teacher for some advice.

>>> 4Do you think school kids all over the world wish for the same things? How about kids in poor countries? Jot down some key words and discuss with your partner.

>>> 5Make three wishes. Write them down. Let your partner guess them one by one. He or she should ask questions like: Is it something to wear? Is it a sports item? You are only allowed to answer yes or no.

_Written task_>>> 6Write a story about someone who made a wish. How did it go?{{Oppgaver slutt}}

--- 19 til 210xxx3 F: One Inch Tall{{Gloser:}}  s. 19:Crumb: small piece of bread or cakeFlea: small wingless blood-sucking insect  s. 20:Fluff: a small bit of downy materialThimble: a small metal cap to protect the finger while sewing.{{Gloser slutt}}

Shel Silverstein's poetry is fun and often a bit naughty. Most of his poems are easy to understand, and they can be enjoyed by readers of all ages. If you want to learn to enjoy poetry, you really should check him out.

If you were only one inch tall, you'd ride a worm to school.The teardrop of a crying ant would be your swimming pool.A crumb of cake would be a feastAnd last you seven days at least.

--- 20 til 210If you were only one inch tall, you'd walk beneath the door,And it would take about a month to get down to the store.A bit of fluff would be your bed,You'd swing upon a spider's thread,And wear a thimble on your headIf you were one inch tall.

You'd surf across the kitchen sink upon a stick of gum.You couldn't hug your mama, you'd just have to hug her thumb.You'd run from people's feet in fright,To move a pen would take all night,(This poem took fourteen years to write -'Cause I'm just one inch tall).    Shel Silverstein

{{Oppgaver:}}_Oral task_>>> 1Read the first stanza of the poem to your partner. He or she will read the second stanza. The third one you can read together.

_Oral and written tasks_>>> 2What is the rhyme pattern in this poem? Is it: aa bb cc d, abc abc d, or aa bbb c?

>>> 3Add a fourth stanza to this poem. Write it in cooperation with your partner.

_Written tasks_>>> 4How many centimetres is one inch, two inches and five inches? Have a look at page 195.

>>> 5Which words belong together? Group the words into pairs that seem to be somehow linked:

  flea, crumb, thimble, gum, inch, spider, cake, finger, paper, seven, one, centimetre, stick, pen{{Oppgaver slutt}}

--- 21 til 210xxx3 G: If I Could Catch a Rainbow{{Gloser:}}Serenity: peaceToss: throw{{Gloser slutt}}

Sandra Lewis Pringle started writing poetry as a child. After going through a difficult period with a lot of pain she decided to share her poetry with other people.

If I could catch a rainbowI would do it just for youAnd share with you its beautyOn the days you're feeling blue ...

If I could build a mountainYou could call your very ownA place to find serenityA place to be alone ...

If I could take your troublesI would toss them in the seaBut all these things I'm findingAre impossible for me ...

I cannot build a mountainOr catch a rainbow fairBut let me be what I know best,A friend that's always there.    Sandra Lewis Pringle

{{Oppgaver:}}_Oral task_>>> 1Find the rhyme pattern in the poem together with a partner.

_Oral and written task_>>> 2What is the poem about? Write down some suggestions and share them with a partner.

_Written tasks_>>> 3List all the main verbs and nouns in the poem.

>>> 4Write a continuation to the start: "If I could stop all wars". Write at least two stanzas. Find a suitable title for your poem.{{Oppgaver slutt}}

--- 22 til 210xxx2 Short storiesxxx3 A: Two Faces to One Name{{Gloser:}}  s. 22:Guy: boyCorrespond: write lettersFancy: like  s. 23:Cell phone: mobileCompanion: partnerTake advantage of someone: make use of another's weaknessMediocre: ordinaryDesign: make plansShalom: "Hello" in HebrewInterfere: disturbIt doesn't make sense: I can't understand itRebuke: criticize  s. 24:Debate: discussDestiny: futureLeap: jumpPersuade: talk into{{Gloser slutt}}

Rim Emil Mash'ur is a young Palestinian woman. She participated in a short story contest where the topic was "Life in a Situation of Conflict" and won the third prize with "Two Faces to One Name".

I closed my computer and hurried to my mother's room to tell her something that I had kept secret for a long time.  "Mother, I must tell you ..." "What's on your mind, girl, did anything happen?"  "Everything's fine, I just wanted to tell you that I have a relationship with a guy I met months ago on the computer, and since then we talk every day on a chat program. He's very nice, mother. His words are wonderful, so fine. He even shares some of my hobbies ... he loves photography, and he likes to write and correspond. I adore him."  "Oh, that's very nice, but does he feel the same for you?"  "Yes, mother, he fancies me very much. He even wants to meet me.

--- 23 til 210

We've already made a date ... today, at five, at the main bus station near the coffee shop. We also decided to meet at the photography festival tomorrow night. He gave me his cell phone number. Mother, was I wrong to accept?"  "You cannot understand, girl, the joy of a mother, and her happiness when her children grow, each one of them looking for their way in life and for a companion. Nothing can stand in the way of love and admiration, especially when one is at the age of marriage. Go and meet him, but be careful not to let him take advantage of you."  My mother's words kept repeating in my head while I prepared before the mirror to meet my sweetheart, waiting for the sweet evening to come.  On my way I began to think ... is he nice looking or mediocre? Can he be tall, or is he short? No doubt, he will be smart and serious enough.  I could not stop thinking and designing till I reached the place. There was no one to wait for there. I only saw a group of Jewish boys standing nearby, joking and laughing. I paid no attention; I was expecting something more important than them. But I waited a long time, and the long arm of my watch completed a circle, so I took out my cell phone to press some buttons, which I'd been pressing all along in my thoughts, to see if anything had happened to him.  "Hello, how are you?"  "Hello shalom." I thought I must have pressed the wrong number. I stopped the conversation and tried again. Yet the second time the same person answered, and he said "shalom" again ... and it seemed that his voice was near. I turned around and saw a Jewish youth standing behind me, speaking into a cell phone and talking to me!! I thought, God, what is going on? Only then did I understand that the man of my dreams was that Jewish boy. I can't say he was less surprised than me, because he was speechless.  I waited for something to come from the phone, but we were both overwhelmed by silence. Then I said, to save the situation: "I see you're with your friends, I don't want to interfere ... see you later." He said goodbye in Hebrew, and his disappointment was clear in his expression. I returned home in tears ... how could such a thing have happened? It doesn't make sense! What shall I tell my mother and everyone? Before I could think of a convincing answer, my family asked me what was wrong with me, and I told them the whole story. Instead of giving me their support, they started rebuking and threatening me. And all this because I love a Jewish boy. But do I really love him? I wasn't able to answer.

--- 24 til 210How stupid I had been in the Internet chats! We'd chatted in English, and I'd never asked what his mother tongue was! He'd told me his name was Joseph, and I'd imagined it to be Yusuf!  That night, my thoughts kept my eyes open, and I could not sleep.  I started debating with myself. There were moments my heart joined the session and expressed its opinion, and then my conscience would

interrupt and disagree, saying: "Is this Jewish boy the one you liked? No way, it is impossible that you link your destiny with a Jew ... There is a whole gulf of hatred separating you from each other."  Then my heart would leap, disagreeing: "But he is wonderful, moral, educated, and a human being! Should I remind you how you enjoyed your chats with him? Don't you have things in common? What's wrong with him being a Jew? We are all the children of God, and we share the same land."  "Don't weary yourself," a part of me answered. "Anyway, even if you believe that he's an angel, he himself is not interested in you. You, and your family, and your society are considered to be his deadly enemy."  There was a knock at the door. It was my sister, who came to wake me from a sleep I hadn't had, asking why I looked so tired. I told her about my struggle and said I wouldn't be going to the photography festival that evening.  She strongly disagreed: "If he doesn't like it, let him be the one who doesn't go. Whether you go or not has nothing to do with him." I was persuaded, and I went to that festival ... I looked a long time for him, sure that he would not be there ... suddenly my phone rang. I had just begun to smile and turn, when I was surprised by a flash of light, coming from the camera of my sweetheart.    Rim Emil Mash'ur

--- 25 til 210{{Oppgaver:}}_Did you get it? Oral tasks_>>> 1What is the secret the narrator has kept for a long time?

>>> 2How did the narrator's mother react to what her daughter told her?

>>> 3What did the narrator and the boy have in common?

>>> 4Why did the narrator return home in tears after the first meeting with the Jewish boy?

>>> 5How did the story end?

_Oral task_>>> 6What do you think is most important in a relationship; that two people have the same religion or that they share the same interests? Discuss.

_Oral and written tasks_>>> 7

Some people say that love between two people with different colour of skin and religion will never last. What do you think? Write down some keywords to support your opinion and start a discussion.

>>> 8In the story two people meet on the Internet. List some positive and negative sides of trying to find a boyfriend or a girlfriend this way. Compare your notes with your partner's before you discuss this matter.

>>> 9Find a paragraph where the narrator listened to her heart. Then jot down a couple of examples of situations where you personally think it is important to listen to your heart. Share your opinions with a partner.

_Written task_>>> 10All the verbs in the extract below end with an s. Why? (See page 158).  "He even shares some of my hobbies ... he loves photography, and he likes ..."{{Oppgaver slutt}}

--- 26 til 210xxx3 B: The Snooks Family{{Gloser:}}  s. 26:Puff: blow  s. 27:Tread: footprintCrane: stretch outAd infinitum: for ever{{Gloser slutt}}

Harcourt Williams is the author of this funny little short story about perhaps the most awkward family in the world of literature. Is there hope for the Snooks family? Read the story and judge for yourself:

One night Mr. and Mrs. Snooks were going to bed as usual. It so happened that Mrs. Snooks got into bed first, and she said to her husband, "Please, Mr. Snooks, would you blow the candle out?" And Mr. Snooks replied, "Certainly, Mrs. Snooks." Whereupon he picked up the candlestick and began to blow, but unfortunately he could only blow by putting his under lip over his upper lip, which meant that his breath went up to the ceiling instead of blowing out the candle flame.  And he puffed and he puffed and he puffed, but he could not blow it out.  So Mrs. Snooks said, "I will do it, my dear," and she got out of bed and took the candlestick from her husband and began to blow. But unfortunately she could only blow by putting her upper lip over her

under lip, so that all her breath went down to the floor. And she puffed and she puffed, but she could not blow the candle out.  So Mrs. Snooks called their son John. John put on his sky-blue dressing-gown and slipped his feet into his primrose-coloured slippers and came down into his parents' bedroom.  "John, dear," said Mrs. Snooks, "will you please blow out the candle for us?" And John said, "Certainly, Mummy."  But unfortunately John could only blow out of the right corner of his mouth, so that all his breath hit the wall of the room instead of the candle.  And he puffed and he puffed, but he could not blow out the candle.  So they all called for his sister, little Ann. And little Ann put on her scarlet dressing-gown and slipped on her pink slippers and came down to her parents' bedroom.  "Ann, dear," said Mr. Snooks, "Will you please blow the candle out for us?" And Ann said, "Certainly, Daddy."  But unfortunately Ann could only blow out of the left side of her mouth, so that all her breath hit the wall instead of the candle.

--- 27 til 210And she puffed and she puffed, but she could not blow out the candle.  It was just then that they heard in the street below a heavy steady tread coming along the pavement. Mr. Snooks threw open the window and they all craned their necks out. They saw a policeman coming slowly towards the house.  "Oh, Mr. Policeman," said Mrs. Snooks, "will you come up and blow out our candle? We do so want to go to bed."  "Certainly, Madam," replied the policeman, and he entered and climbed the stairs - blump, blump, blump. He came into the bedroom where Mr. Snooks, Mrs. Snooks, John Snooks and little Ann Snooks were all standing round the candle which they could not blow out.  The policeman then picked up the candlestick in a very dignified manner and, putting his mouth into the usual shape for blowing, puffed out the candle at the first puff. Just like this - PUFF!  The Snooks family all said, "Thank you, Mr. Policeman." And the policeman said, "Don't mention it," and turned to go down the stairs again.  "Just a moment, Policeman," said Mr. Snooks. "You musn't go down the stairs in the dark. You might fall." And taking a box of matches, he _lit the candle again_!  Mr. Snooks went down the stairs with the policeman and saw him out of the door. His footsteps went blump, blump, blump along the quiet street.  John Snooks and little Ann Snooks went back to bed. Mr. and Mrs. Snooks got into bed again. There was silence for a moment.  "Mr. Snooks," said Mrs. Snooks, "would you blow out the candle?"  Mr. Snooks got out of bed.  "Certainly, Mrs. Snooks," he said ...  And so on _ad infinitum_.

    Harcourt Williams

--- 28 til 210{{Oppgaver:}}_Did you get it? Oral tasks_>>> 1What is the point of view in this story; 1st person or 3rd person?

>>> 2What was the Snooks family's problem?

_Oral task_>>> 3Retell the story to a classmate.

_Written tasks_>>> 4Have you ever spent a lot of time doing something, and in the end you had to do it all over again? Write a story about it.

>>> 5The policeman who blows out the candle says "Don't mention it" when they thank him. What would you say in Norwegian?

>>> 6In the third paragraph Mrs. Snooks says: "I will do it, my dear". Why didn't she say "I am going to do it, my dear"? See page 164.

_Role play_>>> 7In groups of three or four, make a role play about something that you must do over and over again because you cannot find the solution to a problem. Include some physical actions.{{Oppgaver slutt}}

--- 29 til 210xxx3 C: Smart Ice Cream{{Gloser:}}  s. 29:Come top: be the bestTerrific: very good, excellentA show off: a person who likes the attention from other peoplePull a fast one: fool somebodyFlavour: tasteTell off somebody: speak angrily to someone  s. 31:Soft-hearted: kindPick on: bullyCure: make well

Jerk: idiotLane: small narrow streetTorch: flashlight  s. 32:Tub: an open container for storing liquids{{Gloser slutt}}

Paul Jennings is one of Australia's most popular writers. He has won many awards, among them an _Order of Australia_ for his services to children's literature. Do check out his novel "The Cabbage Patch Fib".

Well, I came top of the class again. One hundred out of one hundred for Maths. And one hundred out of one hundred for English. I'm just a natural brain, the best there is. There isn't one kid in the class who can come near me. Next to me they are all dumb.  Even when I was a baby I was smart. The day that I was born my mother started tickling me. "Bub, bub, bub," she said.  "Cut it out, Mum," I told her. "That tickles." She nearly fell out of bed when I said that. I was very advanced for my age.  Every year I win a lot of prizes: top of the class, top of the school, stuff like that. I won a prize for spelling when I was only three years old. I am a terrific speller. If you can say it, I can spell it. Nobody can trick me on spelling. I can spell every word there is.  Some kids don't like me; I know that for a fact. They say I'm a show off. I don't care. They are just jealous because they are not as clever as me. I'm good looking too. That's another reason why they are jealous.  Last week something bad happened. Another kid got one hundred out of one hundred for Maths too. That never happened before - no one has ever done as well as me. I am always first on my own. A kid called Jerome Dadian beat me. He must have cheated. I was sure he cheated. It had something to do with that ice cream. I was sure of it. I decided to find out what was going on; I wasn't going to let anyone pull a fast one on me.  It all started with the ice cream man. Mr. Peppi. The old fool had a van which he parked outside the school. He sold ice cream, all different types. He had every flavour there is, and some that I had never heard of before.  He didn't like me very much. He told me off once. "Go to the back of the queue," he said. "You pushed in."  "Mind your own business, Pop," I told him. "Just hand over the ice cream."

--- 30 til 210"No," he said. "I won't serve you unless you go to the back."  I went round to the back of the van, but I didn't get in the queue. I took out a nail and made a long scratch on his rotten old van. He had just had it painted. Peppi came and had a look. Tears came into his eyes. "You are a bad boy," he said. "One day you will get into trouble. You think you are smart. One day you will be too smart."

  I just laughed and walked off. I knew he wouldn't do anything. He was too soft-hearted. He was always giving free ice creams to kids that had no money. He felt sorry for poor people. The silly fool.  There were a lot of stories going round about that ice cream. People said that it was good for you. Some kids said that it made you better when you were sick. One of the teachers called it "Happy Ice Cream". I didn't believe it; it never made me happy.

--- 31 til 210All the same, there was something strange about it. Take Pimples Peter son for example. That wasn't his real name - I just called him that because he had a lot of pimples. Anyway, Peppi heard me calling Peterson "Pimples". "You are a real mean boy," he said. "You are always picking on someone else, just because they are not like you."  "Get lost, Peppi," I said. "Go and flog your ice cream somewhere else."  Peppi didn't answer me. Instead he spoke to Pimples. "Here, eat this," he told him. He handed Peterson an ice cream. It was the biggest ice cream I had ever seen. It was coloured purple. Peterson wasn't too sure about it. He didn't think he had enough money for such a big ice cream.  "Go on," said Mr. Peppi. "Eat it. I am giving it to you for nothing. It will get rid of your pimples."  I laughed and laughed, ice cream doesn't get rid of pimples, it gives you pimples. Anyway, the next day when Peterson came to school he had no pimples. Not one. I couldn't believe it. The ice cream had cured his pimples.  There were some other strange things that happened too. There was a kid at the school who had a long nose. Boy, was it long. He looked like Pinocchio. When he blew it you could hear it a mile away. I called him "Snozzle". He didn't like being called Snozzle. He used to go red in the face when I said it, and that was every time that I saw him. He didn't say anything back - he was scared that I would punch him up.  Peppi felt sorry for Snozzle too. He gave him a small green ice cream every morning, for nothing. What a jerk. He never gave me a free ice cream.  You won't believe what happened but I swear it's true. Snozzle's nose began to grow smaller. Every day it grew a bit smaller. In the end it was just a normal nose. When it was the right size Peppi stopped giving him the green ice creams.  I made up my mind to put a stop to this ice cream business. Jerome Dadian had been eating ice cream the day he got one hundred for Maths. It must have been the ice cream making him smart. I wasn't going to have anyone doing as well as me. I was the smartest kid in the school, and that's the way I wanted it to stay. I wanted to get a look inside that ice cream van to find out what was going on.  I knew where Peppi kept his van at night - he left it in a small lane behind his house. I waited until about eleven o'clock at night. Then I

crept out of the house and down to Peppi's van. I took a crowbar, a bucket of sand, a torch and some bolt cutters with me.

--- 32 til 210There was no one around when I reached the van. I sprang the door open with the crowbar and shone my torch around inside. I had never seen so many tubs of ice cream before. There was every flavour you could think of: there was apple and banana, cherry and mango, blackberry and watermelon and about fifty other flavours. Right at the end of the van were four bins with locks on them. I went over and had a look. It was just as I thought - these were his special flavours. Each one had writing on the top. This is what they said:  Happy ice cream for cheering people up.  Nose ice cream for long noses.  Pimple ice cream for removing pimples.  Smart ice cream for smart alecs.  Now I knew his secret. That rat Dadian had been eating Smart ice cream; that's how he got one hundred for Maths. I knew there couldn't be anyone as clever as me. I decided to fix Peppi up once and for all. I took out the bolt cutters and cut the locks off the four bins; then I put sand into every bin in the van. Except for the Smart ice cream. I didn't put any sand in that.  I laughed to myself. Peppi wouldn't sell much ice cream now. Not unless he started a new flavour - Sand Ice cream. I looked at the Smart Ice Cream. I decided to eat some; it couldn't do any harm. Not that I needed it - I was already about as smart as you could get. Anyway, I gave it a try. I ate the lot. Once I started I couldn't stop. It tasted good. It was delicious.  I left the van and went home to bed, but I couldn't sleep. To tell the truth, I didn't feel too good. So I decided to write this. Then if any funny business has been going on you people will know what happened. I think I have made a mistake. I don't think Dadian did get any Smart Ice Cream.

It iz the nekst day now. Somefmg iz hapening to me. I don't feal quite az smart. I have bean trying to do a reel hard sum. It iz wun and wun. Wot duz wun and wun make? Iz it free or iz it for?

--- 33 til 210{{Oppgaver:}}_Did you get it? Written tasks_>>> 1Is this a 1st or a 3rd person narrative? Give reasons for your answer.

>>> 2Who is the narrator of the story?

>>> 3Write 5 adjectives that describe the narrator.

>>> 4In your opinion, what is the most vicious thing the narrator does in this story?

>>> 5The narrator did not like Jerome Dadian. Why?

>>> 6Is the ice cream man, Mr. Peppi, a good person? Give examples.

>>> 7Could Mr. Peppi's ice cream cure people? Give examples.

_Oral tasks_>>> 8Did Mr. Peppi keep the smart ice cream in the van as bait because he knew that the narrator would break into his car? What do you think? Discuss.

>>> 9If he did so, it would mean that Mr. Peppi is a cruel man, wouldn't it? Discuss.

_Written tasks_>>> 10The subjunction _which_ is included in the sentence "The old man had a van which he parked outside the school." Remove the subjunction from the sentence and include either _who_, _whom_ or _that_. Which one? If you are not sure, have a look at pages 176-177.

>>> 11The sentence "He used to go red in the face when I said it" includes the expression _used to_ + infinitive. Write five sentences where you use this expression.

>>> 12Write the last paragraph of the story in proper English.{{Oppgaver slutt}}

--- 34 til 210xxx3 D: I've got Gloria{{Gloser:}}  s. 34:Valuable: worth a lot of moneyPound: place where they keep homeless dogs  s. 35:Frizzy: curlyF: very bad mark

Hike: long walkAllowance: pocket money  s. 37:Apologize: say "I am sorry"Hothead: person who easily gets angryRash: without thinking  s. 38:Lousy: badBlubber: cryFail: not pass an exam  s. 39:Quarter: coin (a quarter dollar)Slot: where you put money in a telephone booth{{Gloser slutt}}

M. E. Kerr's real name is M. J. Meaker. She writes novels for adults and young adults and she often writes from memories of her childhood.

"Hello? Mrs. Whitman?"  "Yes?"  "I've got Gloria."  "Oh, thank heaven! Is she all right?"  "She's fine, Mrs. Whitman."  "Where is she?"  "She's here with me."  "Who are you?"  "You can call me Bud."  "Bud who?"  "Never mind that, Mrs. Whitman. I've got your little dog and she's anxious to get back home."  "Oh, I know she is. She must miss me terribly. Where are you? I'll come and get her right away."  "Not so fast, Mrs. Whitman. First, there's a little something you must do."  "Anything. Just tell me where to find you."  "_I'll_ find _you_, Mrs. Whitman, _after_ you do as I say."  "What do you mean, Bud?"  "I mean that I'll need some money before I get Gloria home safely to you."  "Money?"  "She's a very valuable dog."  "Not really. I got her from the pound."  "But she's valuable to you, isn't she?"  "She's everything to me."  "So you have to prove it, Mrs. Whitman."  "What is this?"  "A dognapping. I have your dog and you have to pay to have her returned safely to you."

--- 35 til 210There was a pause.  I could just imagine her face - that face I hated ever since she flunked me. That mean, freckled face, with the glasses over those hard little green eyes, the small, pursed lips, the mop of frizzy red hair topping it all ... . Well, top this, Mrs. Whitman: I do not even have that nutsy little bulldog of yours. She is lost, just as your countless signs nailed up everywhere announce that she is ... . All I have is this one chance to get revenge, and I'm grabbing it!  Now her voice came carefully. "How much do you want?"  "A thousand dollars, Mrs. Whitman. A thou, in one-hundred-dollar bills, and Gloria will be back drooling on your lap."  "A _thousand_ dollars?"  Got to you, didn't I? Did your stomach turn over the way mine did when I saw that F in math?  "You heard me, Mrs. Whitman."  "Are you one of my students?"  "Oh, like I'm going to tell you if I am."  "You must be."  "I could be, couldn't I? You're not everyone's dream teacher, are you?"  "Please don't hurt my dog."  "I'm not cruel by nature."  I don't take after my old man. He said he was sorry that I flunked math because he knew how much I was counting on the hike through Yellowstone this summer. He said maybe the other guys would take some photographs so I could see what I was missing while I went to summer school to get a passing grade. "Gee, Scott," he said, "what a shame, and now you won't get an allowance, either, or have TV in your bedroom, or the use of the computer. But never mind, sonny boy," he said, "there'll be lots to do around the house. I'll leave lists for you every day of things to be done before I get home."  Mrs. Whitman whined, "I just don't have a thousand dollars. I don't know where I'll get so much money, either."  Sometimes I whined that way, and my mom would say, "Scotty, we wouldn't be so hard on you if you'd only take responsibility for your actions. We tell you to be in at eleven P.M. and you claim the bus was late. We ask you to take the tapes back to Videoland and you say we never said to do it. You always have an excuse for everything! You never blame yourself!"

--- 36 til 210"Mrs. Whitman? I don't mean to be hard on you but that's the deal, see. A thou in hundreds."  "Just don't hurt Gloria."  "Gee, what a shame that you have to worry about such a thing. She's a sweet little dog, and I know she misses you because she's not eating."  "She doesn't eat dog food, Bud. I cook for her."

  "That's why she doesn't eat, hmm? I don't know how to cook."  "You could just put a frozen dinner in the microwave. A turkey dinner, or a Swanson's pot roast. I'll pay you for it."  "A thousand dollars plus ten for frozen dinners? Is that what you're suggesting?"  "Let me think. Please. I have to think how I can get the money."  "Of course you do. I'll call you back, Mrs. Whitman, and meanwhile I'll go to the store and get some Swanson's frozen dinners."  "When will you -"  I hung up.  I could hear Dad coming up the stairs.  "Scott?"  "Yes, sir?"  "I'm going to take the Saturn in for an oil change. I want you to come with me.  "I have some homework, sir."  "I want you to come with me. Now."

In the car, he said, "We need to talk."  "About what?" I said.  There was one of her Lost Dog signs tacked to the telephone pole at the end of our street.  "We need to talk about this summer," he said.  "What about it?"  "You _have_ to make up the math grade. That you have to do. I'm sorry you can't go to Yellowstone."  "Yeah."  "There's no other way if you want to get into any kind of college. Your other grades are fine. But you need math .... What's so hard about math, Scott?"

--- 37 til 210"I hate it!"  "I did, too, but I learned it. You have to study."  "Mrs. Whitman doesn't like me."  "Why doesn't she like you?"  "She doesn't like anyone but that bulldog."  "Who's lost, apparently."  "Yeah."  "The signs are everywhere."  "Yeah."  "But she wouldn't deliberately flunk you, would she?"  "Who knows?"  "Do you really think a teacher would flunk you because she doesn't like you?"  "Who knows?"  "Scott, you've got to admit when you're wrong. I'll give you an example. I was wrong when I said you couldn't have an allowance or TV or use of the computer, et cetera. I was angry and I just blew! That

was wrong. It wouldn't have made it any easier for you while you're trying to get a passing grade in math. So I was wrong! I apologize and I take it back."  "How come?"  "How come? Because I'm sorry. I thought about it and it bothered me. I'm a hothead, and I don't like that about myself. Okay?"  "Yeah."  "Maybe that's what's wrong here."  "What's wrong where?"  "Between us."  "Is something wrong between us?"  "Scotty, I'm trying to talk with you. About us. I want to work things out so we get along better."  "Yeah."  "Sometimes I do or say rash things."

--- 38 til 210"Yeah."  "I always feel lousy after."  "Oh, yeah?"  "Do you understand? I shouldn't take things out on you. That's petty. Life is hard enough. We don't have to be mean and spiteful with each other. Agreed?"  "Yeah." I was thinking about the time our dog didn't come home one night I couldn't sleep. I even prayed. When he got back all muddy the next morning, I broke into tears and told him, "Now you're making me blubber like a baby!"  Dad was still on my case.  "Scott, I want you to think about why Mrs. Whitman flunked you."  "I just told you: she doesn't like me."  "Are you really convinced that you're good at math but the reason you failed was because she doesn't like you?"  "Maybe."  "Is she a good teacher?"  "She never smiles. She's got these tight little lips and these ugly freckles."  "So she's not a good teacher?"  "I can't learn from her."  "Did you study hard?"  "I studied. Sure. I studied."  ""How many others flunked math?"  "What?"  "How many others flunked math?"  "No one."  "Speak up."  "I said, I'm the only one."  "So others learn from her despite her tight little lips and ugly freckles?"  "I guess."

  "Scott, who's to blame for your flunking math?"  "Okay," I said. "Okay."  "Who is to blame?"  "Me. Okay? I didn't study that hard."  He sighed and said, "There. Good. You've accepted the blame ... How do you feel?"  "I feel okay." I really didn't, though.

--- 39 til 210I was thinking about that dumb bulldog running loose somewhere, and about Mrs. Whitman worried sick now that she thought Gloria'd been dognapped.  Dad said, "I think we both feel a lot better."  We sat around in the waiting room at Saturn.  Dad read _Sports Illustrated_, but I couldn't concentrate on the magazines there or the ballgame on TV. I was down. I knew what Dad meant when he'd told me he felt bad after he "blew" and that he didn't like himself for it.  I kept glancing toward the pay phone. I stuck my hands in my pants pockets. I had a few quarters.  "I'm going to call Al and see what he's doing tonight," I said.  Dad said, "Wait until you get home. We'll be leaving here very shortly."  "I'm going to look around," I said.  I didn't know Mrs. Whitman's number. I'd copied it down from one of the Lost Dog signs and ripped it up after I'd called her. I hadn't planned to follow up the call, get money from her: nothing like that. I just wanted to give her a good scare.  I went over to the phone book and looked her up.  Then I ducked inside the phone booth, fed the slot a quarter, and dialed.  "Hello?"  "Mrs. Whitman? I don't have your dog. I was playing a joke."  "I know you don't have my dog. Gloria's home. The dog warden found her and brought her back right after you hung up on me."  I was relieved. At least she wouldn't have to go all night worrying about getting Gloria back.  "I was wrong," I said. "It was petty. I'm sorry."  "Do you know what you put me through, Scott Perkins?"  I just hung up.  I stood there with my face flaming.  "Scott?" My father was looking all over for me, calling me and calling me. "Scott! Are you here? The car's ready!"  All the way home he lectured me on how contrary I was. Why couldn't I have waited to phone Al? What was it about me that made me just go ahead and do something I was expressly told I shouldn't do? "Just when I think we've gotten someplace," he said, "you turn around and go against my wishes. "Why?" he shouted.

--- 40 til 210I said, "What?" I hadn't been concentrating on all that he was saying. I was thinking that now she knew my name - don't ask me how - and now what was she going to do about it?  "I asked you why you go against my wishes," Dad said. "Nothing I say seems to register with you."  "It registers with me," I said. "I just seem to screw up sometimes."  "I can hardly believe my ears." He was smiling. "You actually said sometimes you screw up. That's a new one."  "Yeah," I said. "That's a new one."  Then we both laughed, but I was still shaking, remembering Mrs. Whitman saying my name that way.  When we got in the house, Mom said, "The funniest thing happened while you were gone. The phone rang and this woman asked what number this was. I told her, and she asked whom she was speaking to. I told her and she said, 'Perkins ... Perkins. Do you have a boy named Scott?' I said that we did, and she said, 'This is Martha Whitman. Tell him I'll see him this summer. I'm teaching remedial math.'"  I figured that right after I'd hung up from calling her about Gloria, she'd dialed *69. I'd heard you could do that. The phone would ring whoever called you last. That was why she'd asked my mother what number it was and who was speaking.  Dad said, "You see, Scott, Mrs. Whitman doesn't dislike you, or she wouldn't have called here to tell you she'd see you this summer."  "I was wrong," I said. "Wrong again."  Oh, was I ever!    M. E. Kerr

--- 41 til 210{{Oppgaver:}}_Did you get it? Oral tasks_>>> 1Why did Scott phone Mrs. Whitman and tell her that he had "dognapped" her dog?

>>> 2How much money did he want?

>>> 3Describe Mrs. Whitman.

>>> 4Would you say Scott's father seems strict? Give reasons for your answer.

>>> 5How did Scott feel about what he had done?

>>> 6

How did Mrs. Whitman find out that it was Scott who had called her about the "dognapping?"

_Written tasks_>>> 7In what way was Scott punished for what he had done? Write a short text.

>>> 8Explain the meaning of the word "dognapping."

>>> 9There are lots of quotation marks in this text. Why? See page 194.

>>> 10Write a suitable word in the gaps:  When we got home, Mom said, "The funniest thing happened .... you were gone. The phone .... and this woman asked .... number this was. I told her, and she .... who she .... speaking to. I told .... and she said, "Perkins ... Perkins. Do you .... a boy named Scott?" I said that .... did, and she said, "'This is Martha Whitman. Tell .... I'll see him this summer. I'm .... remedial math.'"{{Oppgaver slutt}}

--- 42 til 210xxx3 E: The Song of the Syrup{{Gloser:}}Liquid: fluid substance, for example water, milk and syrupJug: large bottle with a narrow mouth for pouring liquidPoisonous: something you can become sick or die fromScent: smell Contented - satisfied, happyDrowsy: sleepySplinter: small, thin, sharp bit of wood or glassLarder: where food is kept{{Gloser slutt}}

Kevin Crossley Holland writes for adults and children. He is famous for his trilogy for children about King Arthur.

"Listen carefully," said the woman. "Are you listening? That liquid up there - in the yellow jug - it may be poisonous."  "Poisonous?"  "Just leave it alone. It could kill you. And if it doesn't, I will."  But the boy wasn't that stupid; and he thought his mother might be saving the syrup for herself. So as soon as she had gone out, he stood on a chair and reached up for the yellow jug.  Ah! The scent of the syrup sang a sweet song inside the boy's head. So he lifted the jug and opened his mouth and drank it all - except for

the bit that trickled down his chin on to his jersey. The boy wiped that away with his wrist.  For a moment he felt as contented and drowsy as a well-fed bee. But soon he began to think. Then he drew in his breath, shook his head, and dropped the jug onto the stone floor. It broke into dozens of bright yellow splinters.  When the woman came back, she found the larder door closed and her son inside the larder, crying his eyes out.  "I'm going to kill you," she stormed.  "I just wanted to sniff," said the boy, "but I dropped your yellow jug, and I knew you'd be so angry I wanted to k ... k ... kill myself. So I drank the poison."  "Go on," said the woman.  "It didn't work," said the boy. "So then I smeared it over my clothes, my hair as well.  "And it still hasn't w ... w ... worked."    Kevin Crossley Holland

--- 43 til 210{{Oppgaver:}}_Did you get it? Oral tasks_>>> 1Who is the main character in the story?

>>> 2What was he not allowed to do?

>>> 3Why was his mother angry with him?

_Oral tasks_>>> 4Why did the boy's mother say that the syrup was poisonous? Tell your partner.

>>> 5Did the boy drop the jug on purpose? Give reasons for your answer. Discuss.

_Oral and written task_>>> 6Is lying always wrong? Why, why not? Jot down some keywords and start a discussion.

_Written tasks_>>> 7Write a short summary of the story.

>>> 8

You have done something bad because you didn't listen to someone. Write a letter of apology to this person.

>>> 9Find at least two words with more or less the same meaning as _poisonous_. Write them in your glossary.

>>> 10Find all the verbs in the short story. Which are regular and which are irregular? List them in two groups.

>>> 11Unjumble the words:a) prysub) etewsc) ywsrodd) lerrdae) ebef) qilidug) sonopisuo{{Oppgaver slutt}}

--- 44 til 210xxx3 F: Wunderpants{{Gloser:}}  s. 44:Bloke: fellow, guyRave on: go a bit madRip: tear, make a cutGuts: what is inside your bellyBelly: stomachI kept nagging: I continued to ask again, and againGive in: surrender, give upGet around someone: convince or win someone overHe was frothing at the mouth: there was foam around his mouth  s. 45:Own up: admitLet off: let somebody get away with somethingFuss: troubleYell: screamGerm: bacteriumFilthy: dirtyDisease: illness, sicknessBarn: house where cows and hay is kept  s. 46:Feed: give foodI am out of ...: I don't have any ...Fairy: small fantastic creatureFreak out: lose control

Tingle: itch, prickle  s. 47:Chuck: throwBug out like organ stops: stick out like large buttonsSuperjocks: super underpantsAche: hurt  s. 48:Britches: = breeches - trousers ending above the kneeShove: pushBlock: headCreek: small riverTerrific: fantasticShrink: become smallerStruggle: fight  s. 49:Wriggle: move like a lively worm  s. 50:In the raw: nakedCheer up: feel happierI shouted at the top of my voice: I shouted the loudest I couldCross: irritated, angry  s. 51:I really copped it: I really was caughtBe grounded: have to stay indoorsFetch: get{{Gloser slutt}}

Paul Jennings is one of Australia's most popular writers for young people. He has won many awards, among them an _Order of Australia_ for his services to children's literature. Do check out his novel "The Cabbage Patch Fib".

My dad is not a bad sort of bloke. There are plenty who are much worse. But he does rave on a bit, like if you get muddy when you are catching frogs, or rip your jeans when you are building a tree hut. Stuff like that. Mostly we understand each other and I can handle him. What he doesn't know doesn't hurt him. If he knew that I kept Snot, my pet rabbit, under the bed, he wouldn't like it; so I don't tell him. That way he is happy, I am happy and Snot is happy.  There are only problems when he finds out what has been going on. Like the time that I wanted to see _Mad Max II_. The old man said it was a bad movie - too much blood and guts.  "It's too violent," he said.  "But, Dad, that's not fair. All the other kids are going. I'll be the only one in the school who hasn't seen it." I went on and on like this. I kept nagging. In the end he gave in - he wasn't a bad old boy. He usually let me have what I wanted after a while. It was easy to get around him.  The trouble started the next morning. He was cleaning his teeth in the bathroom, making noises, humming and gurgling - you know the

sort of thing. Suddenly he stopped. Everything went quiet. Then he came into the kitchen. There was toothpaste all around his mouth; he looked like a mad tiger. He was frothing at the mouth.

--- 45 til 210"What's this?" he said. He was waving his toothbrush about. "What's this on my toothbrush?" Little grey hairs were sticking out of it. "How did these hairs get on my toothbrush? Did you have my toothbrush, David?"  He was starting to get mad. I didn't know whether to own up or not. Parents always tell you that if you own up they will let you off. They say that they won't do anything if you are honest - no punishment.  I decided to give it a try. "Yes," I said. "I used it yesterday."  He still had toothpaste on his mouth. He couldn't talk properly. "What are these little grey hairs?" he asked.  "I used it to brush my pet mouse," I answered.  "Your what?" he screamed.  "My mouse."  He started jumping up and down and screaming. He ran around in circles holding his throat, then he ran into the bathroom and started washing his mouth out. There was a lot of splashing and gurgling. He was acting like a madman.  I didn't know what all the fuss was about. All that yelling just over a few mouse hairs.  After a while he came back into the kitchen. He kept opening and shutting his mouth as if he could taste something bad. He had a mean look in his eye - real mean.  "What are you thinking of?" he yelled at the top of his voice. "Are you crazy or something? Are you trying to kill me? Don't you know that mice carry germs? They are filthy things. I'll probably die of some terrible disease."  He went on and on like this for ages. Then he said, "And don't think that you are going to see _Mad Max II_. You can sit at home and think how stupid it is to brush a mouse with someone else's toothbrush."  I went back to my room to get dressed. Dad just didn't understand about that mouse. It was a special mouse, a very special mouse indeed. It was going to make me a lot of money: fifty dollars, in fact. Every year there was a mouse race in Smith's barn. The prize was fifty dollars. And my mouse, Swift Sam, had a good chance of winning. But I had to look after him. That's why I brushed him with a toothbrush.  I knew that Swift Sam could beat every other mouse except one. There was one mouse I wasn't sure about. It was called Mugger and it was owned by Scrag Murphy, the toughest kid in the town.

--- 46 til 210I had never seen his mouse, but I knew it was fast. Scrag Murphy fed it on a special diet.

  That is what I was thinking about as I dressed. I went over to the cupboard to get a pair of underpants. There were none there. "Hey, Mum," I yelled out. 'I am out of underpants."  Mum came into the room holding something terrible. Horrible. It was a pair of home-made underpants. "I made these for you, David," she said. "I bought the material at the Op Shop. There was just the right amount of material for one pair of underpants."  "I'm not wearing those," I told her. "No way. Never."  "What's wrong with them?" said Mum. She sounded hurt. "They're pink," I said. "And they've got little pictures of fairies on them. I couldn't wear them. Everyone would laugh. I would be the laughing stock of the school."  Underpants with fairies on them and pink. I nearly freaked out. I thought about what Scrag Murphy would say if he ever heard about them. I went red just thinking about it.  Just then Dad poked his head into the room. He still had that mean look in his eye. He was remembering the toothbrush. "What's going on now?" he asked in a black voice.  "Nothing," I said. "I was just thanking Mum for making me these nice underpants." I pulled on the fairy pants and quickly covered them up with my jeans. At least no one would know I had them on. That was one thing to be thankful for.  The underpants felt strange. They made me tingle all over. And my head felt light. There was something not quite right about those underpants - and I am not talking about the fairies.

I had breakfast and went to the front gate. Pete was waiting for me. He is my best mate; we always walk to school together. "Have you got your running shoes?" he asked.  "Oh no," I groaned. "I forgot. It's the cross-country race today." I went back and got my running shoes. I came back out walking very slowly. I was thinking about the race. I would have to go to the changing rooms and get changed in front of Scrag Murphy and all the other boys. They would all laugh their heads off when they saw my fairy underpants.

--- 47 til 210We walked through the park on the way to school. There was a big lake in the middle. "Let's chuck some stones," said Pete. "See who can throw the furthest." I didn't even answer. I was feeling weak in the stomach. "What's the matter with you?" he asked. "You look like death warmed up."  I looked around. There was no one else in the park. "Look at this," I said. I undid my fly and showed Pete the underpants. His eyes bugged out like organ stops; then he started to laugh. He fell over on the grass and laughed his silly head off. Tears rolled down his cheeks. He really thought it was funny. Some friend.  After a while Pete stopped laughing. "You poor thing," he said. "What are you going to do? Scrag Murphy and the others will never let you forget it."

  We started throwing stones into the lake. I didn't try very hard. My heart wasn't in it. "Hey," said Pete. "That was a good shot. It went right over to the other side." He was right. The stone had reached the other side of the lake. No one had ever done that before; it was too far.  I picked up another stone. This time I threw it as hard as I could. The stone went right over the lake and disappeared over some trees. "Wow," yelled Pete. "That's the best shot I've ever seen. No one can throw that far." He looked at me in a funny way.  My skin was all tingling. "I feel strong," I said. "I feel as if I can do anything." I went over to a park bench. It was a large concrete one. I lifted it up with one hand. I held it high over my head. I couldn't believe it.  Pete just stood there with his mouth hanging open. He couldn't believe it either. I felt great. I jumped for joy. I sailed into the air. I went up three metres. "What a jump," yelled Pete.  My skin was still tingling. Especially under the underpants. "It's the underpants," I said. "The underpants are giving me strength." I grinned. "They are not underpants. They are wunderpants."  "Superjocks," said Pete. We both started cackling like a couple of hens. We laughed until our sides ached.  I told Pete not to tell anyone about the wunderpants. We decided to keep it a secret. Nothing much happened until the cross country race that afternoon. All the boys went to the changing room to put on their running gear. Scrag Murphy was there. I tried to get into my shorts without him seeing my wunderpants, but it was no good. He noticed them as soon as I dropped my jeans.

--- 48 til 210"Ah ha," he shouted. "Look at baby britches. Look at his fairy pants." Everyone looked. They all started to laugh. How embarrassing. They were all looking at the fairies on my wunderpants.  Scrag Murphy was a big, fat bloke. He was really tough. He came over and pulled the elastic on my wunderpants. Then he let it go. "Ouch," I said. "Cut that out. That hurts."  "What's the matter, little Diddums?" he said. "Can't you take it?" He shoved me roughly against the wall. I wasn't going to let him get away with that, so I pushed him back - just a little push. He went flying across the room and crashed into the wall on the other side. I just didn't know my own strength. That little push had sent him all that way. It was the wunderpants.  Scrag Murphy looked at me with shock and surprise that soon turned to a look of hate. But he didn't say anything. No one said anything. They were all thinking I was going to get my block knocked off next time I saw Scrag Murphy.  About forty kids were running in the race. We had to run through the countryside, following markers that had been put out by the teachers. It was a hot day, so I decided to wear a pair of shorts but no top.  As soon as the starting gun went I was off like a flash. I had kept my wunderpants on and they were really working well. I went straight out

to the front. I had never run so fast before. As I ran along the road I passed a man on a bike. He tried to keep up with me, but he couldn't. Then I passed a car. This was really something. This was great.  I looked behind. None of the others were in sight - I was miles ahead. The trail turned off the road and into the bush. I was running along a narrow track in the forest. After a while I came to a small creek. I was hot so I decided to have a dip. After all, the others were a long way behind; I had plenty of time. I took off my shorts and running shoes, but I left the wunderpants on. I wasn't going to part with them.  I dived into the cold water. It was refreshing. I lay on my back looking at the sky. Life was good. These wunderpants were terrific. I would never be scared of Scrag Murphy while I had them on.  Then something started to happen - something terrible. The wunderpants started to get tight. They hurt. They were shrinking. They were shrinking smaller and smaller. The pain was awful. I had to get them off.

--- 49 til 210I struggled and wriggled; they were so tight they cut into my skin. In the end I got them off, and only just in time. They shrank so small that they would only just fit over my thumb. I had a narrow escape. I could have been killed by the shrinking wunderpants.  Just then I heard voices coming. It was the others in the race. I was trapped - I couldn't get out to put on my shorts. There were girls in the race. I had to stay in the middle of the creek in the nude.  It took quite a while for all the others to run by. They were all spread out along the track. Every time I went to get out of the pool, someone else would come. After a while Pete stopped at the pool. "What are you doing?" he said. "Even superjocks won't help you win from this far back."  "Keep going," I said. "I'll tell you about it later." I didn't want to tell him that I was in the nude. Some girls were with him.  Pete and the girls took off along the track. A bit later the last runner arrived. It was Scrag Murphy. He couldn't run fast - he was carrying too much weight. "Well, look at this," he said. "It's little Fairy Pants. And what's this we have here?" he picked up my shorts and running shoes from the bank of the creek. Then he ran off with them.  "Come back," I screamed. "Bring those back here." He didn't take any notice. He just laughed and kept running.  I didn't know what to do. I didn't have a stitch of clothing. I didn't even have any shoes. I was starting to feel cold; the water was freezing. I was covered in goose pimples and my teeth were chattering. In the end I had to get out. I would have frozen to death if I stayed in the water any longer.  I went and sat on a rock in the sun and tried to think of a way to get home without being seen. It was all right in the bush. I could always hide behind a tree if someone came. But once I reached the road I would be in trouble; I couldn't just walk along the road in the nude.

  Then I had an idea. I looked at the tiny underpants. I couldn't put them on, but they still might work. I put them over my thumb and jumped. It was no good. It was just an ordinary small jump. I picked up a stone and threw it. It only went a short way, not much of a throw at all. The pants were too small, and I was my weak old self again.  I lay down on the rock in the sun. Ants started to crawl over me. Then the sun went behind a cloud. I started to get cold, but I couldn't walk home - not in the raw.

--- 50 til 210I felt miserable. I looked around for something to wear, but there was nothing. Just trees, bushes and grass.  I knew I would have to wait until dark. The others would all have gone home by now. Pete would think I had gone home, and my parents would think I was at his place. No one was going to come and help me.  I started to think about Scrag Murphy. He was going to pay for this. I would get him back somehow.  Time went slowly, but at last it started to grow dark. I made my way back along the track. I was in bare feet and I kept standing on stones. Branches reached out and scratched me in all sorts of painful places. Then I started to think about snakes. What if I stood on one?  There were all sorts of noises in the dark. The moon had gone in, and it was hard to see where I was going. I have to admit it: I was scared. Scared stiff. To cheer myself up I started to think about what I was going to do to Scrag Murphy. Boy, was he going to get it.  At last I came to the road. I was glad to be out of the bush. My feet were cut and bleeding and I hobbled along. Every time a car went by I had to dive into the bushes. I couldn't let myself get caught in the headlights of the cars.  I wondered what I was going to do when I reached the town. There might be people around. I broke off a branch from a bush and held it in front of my "You know what". It was prickly, but it was better than nothing.  By the time I reached the town it was late. There was no one around. But I had to be careful - someone might come out of a house at any minute. I ran from tree to tree and wall to wall, hiding in the shadows as I went. Lucky for me the moon was in and it was very dark.  Then I saw something that gave me an idea - a phone box. I opened the door and stepped inside. A dim light shone on my naked body. I hoped that no one was looking. I had no money, but Pete had told me that if you yell into the earpiece they can hear you on the other end. It was worth a try. I dialled our home number. Dad answered. "Yes," he said.  "I'm in the nude," I shouted. "I've lost my clothes. Help. Help."  "Hello, hello. Who's there?" said Dad.  I shouted at the top of my voice, but Dad just kept saying "Hello". He sounded cross. Then I heard him say to Mum, "It's probably that boy up to his tricks again." He hung up the phone.

--- 51 til 210I decided to make a run for it. It was the only way. I dropped my bush and started running. I went for my life. I reached our street without meeting a soul. I thought I was safe, but I was wrong. I crashed right into someone and sent them flying. It was old Mrs. Jeeves from across the road.  "Sorry," I said. "Gee, I'm sorry." I helped her stand up. She was a bit short sighted and it was dark. She hadn't noticed that I didn't have any clothes on. Then the moon came out - the blazing moon. I tried to cover my nakedness with my hands, but it was no good.  "Disgusting," she screeched. "Disgusting. I'll tell your father about this."  I ran home as fast as I could. I went in the back door and jumped into bed. I tried to pretend that I was asleep. Downstairs I could hear Mrs. Jeeves yelling at Dad; then the front door closed. I heard his footsteps coming up the stairs.  Well, I really copped it. I was in big trouble. Dad went on and on. "What are you thinking of, lad? Running around in the nude. Losing all your clothes. What will the neighbours think?" He went on like that for about a week. I couldn't tell him the truth - he wouldn't believe it. No one would. The only ones who knew the whole story were Pete and I.  Dad grounded me for a month. I wasn't allowed out of the house except to go to school. No pictures, no swimming, nothing. And no pocket money either.  It was a bad month. Very bad indeed. At school Scrag Murphy gave me a hard time. He called me "Fairy Pants". Everyone thought it was a great joke, and there was nothing I could do about it. He was just too big for me, and his mates were all tough guys.  "This is serious," said Pete. "We have to put Scrag Murphy back in his box. They are starting to call me 'Friend of Fairy Pants' now. We have to get even."  We thought and thought but we couldn't come up with anything. Then I remembered the mouse race in Smith's barn. "We will win the mouse race," I shouted. "It's in a month's time. We can use the next month to train my mouse."  "That's it," said Pete. "The prize is fifty dollars. Scrag Murphy thinks he is going to win. It will really get up his nose if we take off the prize."  I went and fetched Swift Sam. "He's small," I said. "But he's fast. I bet he can beat Murphy's mouse. It's called Mugger."  We started to train Swift Sam. Every day after school we took him around a track in the back yard.

--- 52 til 210We tied a piece of cheese on the end of a bit of string. Swift Sam chased after it as fast as he could. After six laps we gave him a piece of cheese to eat. At the start he could do six laps in ten minutes. By the end of the month he was down to three minutes.  "Scrag Murphy, look out," said Pete with a grin. "We are really going to beat the pants off you this time."

  The day of the big race came at last. There were about one hundred kids in Smith's barn. No adults knew about it - they would probably have stopped it if they knew. It cost fifty cents to get in. That's where the prize money came from. A kid called Tiger Gleeson took up the money and gave out the prize at the end. He was the organizer of the whole thing.  Scrag Murphy was there, of course. "It's in the bag," he swaggered. "Mugger can't lose. I've fed him on a special diet. He is the fittest mouse in the county. He will eat Swift Sam, just you wait and see."  I didn't say anything. But I was very keen to see his mouse, Mugger. Scrag Murphy had it in a box. No one had seen it yet.  "Right," said Tiger. "Get out your mice." I put Swift Sam down on the track. He looked very small. He started sniffing around. I hoped he would run as fast with the other mice there - he hadn't had any match practice before. Then the others put their mice on the track, Everyone except Scrag Murphy. He still had Mugger in the box.  Scrag Murphy put his hand in the box and took out Mugger. He was the biggest mouse I had ever seen. He was at least ten times as big as Swift Sam. "Hey," said Pete. "That's not a mouse. That's a rat. You can't race a rat. It's not fair."  "It's not a rat," said Scrag Murphy in a threatening voice. "It's just a big mouse. I've been feeding it up." I looked at it again. It was a rat all right. It was starting to attack the mice.  "We will take a vote," said Tiger. "All those that think it is a rat, put your hands up." He counted all the hands.  "Fifty," he said. "Now all those who say that Mugger is a mouse put your hands up." He counted again.  "Fifty-two. Mugger is a mouse."  Scrag Murphy and his gang started to cheer. He had brought all his mates with him. It was a put-up job.

--- 53 til 210"Right," said Tiger Gleeson. "Get ready to race."

There were about ten mice in the race - or I should say nine mice and one rat. Two rats if you counted Scrag Murphy. All the owners took out their string and cheese. "Go," shouted Tiger Gleeson.  Mugger jumped straight onto a little mouse next to him and bit it on the neck. The poor thing fell over and lay still. "Boo," yelled some of the crowd.  Swift Sam ran to the front straight away. He was going really well. Then Mugger started to catch up. It was neck and neck for five laps. First Mugger would get in front, then Swift Sam. Everyone in the barn went crazy. They were yelling their heads off.  By the sixth lap Mugger started to fall behind. All the other mice were not in the race. They had been lapped twice by Mugger and Swift Sam. But Mugger couldn't keep up with Swift Sam; he was about a tail behind. Suddenly something terrible happened. Mugger jumped onto

Swift Sam's tail and grabbed it in his teeth. The crowd started to boo. Even Scrag Murphy's mates were booing.  But Swift Sam kept going. He didn't stop for a second. He just pulled that great rat along after him. It rolled over and over behind the little mouse. Mugger held on for grim death, but he couldn't stop Swift Sam. "What a mouse," screamed the crowd as Swift Sam crossed the finish line still towing Mugger behind him.  Scrag Murphy stormed off out of the barn. He didn't even take Mugger with him. Tiger handed me the fifty dollars. Then he held up Swift Sam. "Swift Sam is the winner," he said. "The only mouse in the world with its own little pair of fairy underpants."    Paul Jennings

--- 54 til 210{{Oppgaver:}}_Did you get it? Oral tasks_>>> 1Who is the narrator and main character of the story _Wunderpants_? Give reasons for your answer.

>>> 2Write a short summary of the story.

>>> 3Why do you think it was so important to beat Scrag Murphy in the mouse race?

>>> 4Describe the main character's father. Write a few sentences based on the way he is described in the short story.

_Oral and written task_>>> 5The narrator of the story found himself in quite an embarrassing situation when he ran around in the nude. He even ran into one of his neighbours.

-- What is the most embarrassing thing you have ever experienced?-- What is one of the most embarrassing situations a human being can

experience?

Jot down some ideas after a quick brainstorm and start discussing with a partner.

_Written tasks_>>> 6Imagine that you were the main character and you were in the lake without any clothes. What would have happened? Write a story in the past tense (Se side 155).

>>> 7Write a story or a poem about something magic. Remember to brainstorm some ideas on a blank page.

>>> 8One of the main character's secrets is that he keeps a rabbit under his bed. Write a story about a teenager who keeps a secret.

>>> 9Pick 10 nouns (see page 137) and write them in the plural.

>>> 10Put the verbs in the extract below in the present tense (see page 154) and rewrite it:  "The wunderpants started to get tight. They hurt. They were shrinking. They were shrinking smaller and smaller. The pain was awful. I had to get them off."

>>> 11Find synonyms (words with the same meaning) for the following words and phrases from the text:arrive: ....start: ....underpants: ....trouble: ....in the nude: ....scream: ....{{Oppgaver slutt}}

--- 55 til 210xxx3 G: They don't Mean it!{{Gloser:}}  s. 55:Adjust: regulate, put in orderCustom: usual behaviourSlurp: noise made from eatingSneak in: do things quietlyCompliment: say something is nice or goodPitiful: something to be sorry forSlender: thinImprove: get betterMaster: controlExpression: a slang or colloquial term or phrase used to describe

something  s. 56:Solstice: a time when the sun is the nearest or farthest from equatorDelighted: pleasedValuables: things of great value

Lichen: grey or green plant that grow on rocks and tree-trunks  s. 57:Sprout: an edible seed that has just begun to growStir-fried bean sprouts: lightly fried bean seedsDevour: eat greedily  s. 58:Take a second helping: eat a second plate of foodAlmond: oval shaped nutPolite: showing good mannersGasp: struggle for breath  s. 59:Contradict: deny the truth, negateBrag: boast, praise oneself  s. 61:Whirl: move around quicklyStutter: speak with many stops  s. 62:Unaccompanied: aloneSitting on pins and needles: being nervousBlurt: speak thoughtlessly{{Gloser slutt}}

Lensey Namioka was born in Beijing, China. She moved to the USA with her parents when she was nine years old. She has written several novels about Chinese people moving to the USA and experiencing cultural differences. Several of her books have won literary awards.

Our family moved from here to China two years ago, and we thought we were pretty well adjusted to American ways. So my parents decided to give a party on Chinese New Year and invite some of our American friends.  When we first came to the United States, we had a hard time getting used to different customs, but we gradually learned how things were done. We learned American table manners, for instance. We stopped slurping when we ate soup or ramen noodles. (At least we didn't slurp when we were with other Americans. When we ate by ourselves at home, we still sneaked in a juicy slurp every now and then.)  Mother stopped complimenting people here on how old and fat they looked. She learned that Americans thought being old was pitiful, and that being slender was beautiful.  Father's English pronunciation was improving. He used to have trouble with the consonant r, so instead of "left" and "Right", he would say "Reft" and "Light". Since he's a professional musician, making a correct sound is important to him, and he practiced until he mastered his r. Now he can tell me to pass him the Rice Krispies crisply. I worked harder than anybody doing the right thing, and I even kept a little notebook with a list of English expressions (one of my favorites was "It's raining cats and dogs"). I even adopted an American name: Mary. I

knew my friends in school would have a hard time with my Chinese name, Yingmei, so now I'm Mary Yang.  I really believed that our family had adjusted completely. We had even joined in celebrating American holidays, such as Independence Day, Labor Day, Thanksgiving, Easter, Christmas, and New Year - Western New Year, that is. My parents decided to show our American friends what Chinese New Year was like.

--- 56 til 210Chinese New Year, which falls in late January or early February, is sometimes called the Lunar New Year because it's based on the phases of the moon. It doesn't always fall on the same day on the solar calendar, but depends on when the first new moon occurs after the winter solstice, or the shortest day of the year. Anyway, in China it's also called the Spring Festival, because by that time you're pretty tired of winter and you're looking forward eagerly to spring.  In China we celebrate the New Year by setting off firecrackers, and we were delighted when we learned that firecrackers were also set off here in Seattle's Chinatown at New Year.  But eating special foods is the most important part of the celebration. So a week before the party, we helped Mother to shop and cook the special New Year dishes. We had to serve fish, since the Chinese word for fish is yu, which sounds the same as the word and other valuables.  Mother admitted that living in America for two years had made her soft, and she no longer felt like killing a fish with her own hands. These days, she bought dead fish, but she always apologized when she served it to our Chinese guests. When we first came to America, Mother used to keep live fish in the bathtub because that way she knew the fish would be fresh when it came time to cook it. Even for the New York party, she bought a dead fish, but at least she went to a special store in Chinatown where they had live fish and killed it for you on the spot.  For our New Year dinner we also had to have noodles. We normally eat noodles on birthdays, because the long strands stand for a long life. Why noodles on New Year, then? Because in the old days, instead of having your own special birthday, everybody's birthday was on New Year's Day, no matter what day you were actually born on.  The New Year dish that involves the most work is the ten-vegetable salad. Mother tells us that each of the ten vegetables is supposed to promote health, and eating it on New Year makes you healthy for the whole year. I can understand why some of the vegetables are healthy - things like carrots, bean sprouts, and cabbage, which have lots of vitamins. But the salad also includes things like dried mushrooms and a kind of lichen. When I asked mother why they were supposed to be healthy, she thought a bit and then admitted that she always included those ingredients because _her_ mother and grandmother always included them.

--- 57 til 210

So we got to work. We had to soak the dried ingredients. We had to wash the fresh vegetables and slice them up into thin strips. In addition to all the cooking, we vacuumed every room thoroughly, since we wanted to start the New Year with a really clean house. Mother said that we had to do the cleaning before New Year, because doing it on the day itself was bad luck. It was believed that you'd sweep out good fortune together with dirt. With all the cooking and cleaning, I was exhausted by the time our guests arrived at our house for the New Year party.  The first of our guests to arrive were the Engs, a Chinese-American family. Paul Eng, their son, was in Eldest brother's class. Paul and Second Sister were beginning to be interested in each other, although we pretended we didn't notice. I was glad that Second Sister had finally thrown away her Chinese cloth shoes. They had developed big holes, and we could see her toes wiggling around inside. Tonight she was wearing a new pair of sneakers she'd bought with her baby-sitting money.  The O'Mearas arrived next. Kim O'Meara was my best friend in school, and we'd been at each other's house lots of times. The last to arrive were the Connors. My youngest brother's best friend was Matthew Connor, who was a really good violinist and took lessons from my father.  "Happy New Year, Sprout!" Matthew said to Fourth Brother. "Sprout" was my brother's nickname, because for school lunch he used to eat sandwiches filled with stir-fried bean sprouts. Now he eats peanut butter and jelly sandwiches just like his friends, but the nickname stuck.  Because we had too many people to seat around the dining table, we served dinner buffet style, and the guests helped themselves to the food. When they saw all the dishes arranged on the dining table, they exclaimed at how beautiful everything looked.  "Oh, no, it's really plain, simple food," said Mother. "I've only added a few small things for the New Year". The guests paid no attention to her and began to help themselves. Mrs. Connor wanted to know how Mother had cooked the fish. Mrs. Eng said that she also cooked fish and served noodles on New Year, but she didn't do the ten-vegetable salad. Maybe it wasn't served in the part of China where her family originally came from.  Nobody had complaints about the food, from the way they devoured it and came back for seconds. The kids even ate up the salad.

--- 58 til 210Kim O'Meara laughed when she saw her brother Jackson taking a second helping. "Hey, Jason, I thought you hated vegetables!"  Jason's mouth was full, so he just mumbled an answer. Mrs. O'Meara looked at me and smiled. "I bet you and your mom put a lot of work into making the salad, Mary. Doesn't it hurt to see it disappear in a matter of minutes?"

  It _was_ a lot of work to make the ten-vegetable salad. I got a blister on my finger from slicing all those celery and carrot sticks. "I'm glad to see how much you people like it," I said. "You'll all be very healthy this coming year!" Looking at the platters of food getting emptied, I began to worry. "We'd better do something about dessert!" I whispered to Mother. At this rate, our guests would be hungry after the main courses were finished.  "But I never make dessert!" Mother whispered back. Dessert isn't something Chinese normally eat at the end of a dinner. So I ran into the kitchen, found a carton of almond cookies, and hurriedly dumped them on a platter. When I put the platter on the dining table, the cookies disappeared before I could say _abracadabra_ (abracadabra was one of the words in my little notebook).  Since it was a weekday night, people didn't stay long after the last cookie crumb was eaten. There was a congestion at the front door as the guests thanked us for inviting them and showing them what a real Chinese New Year dinner was like.  "The fish was delicious!" Mrs. Eng said to Father. "I'll have to get the recipe from your wife one of these days. She's a wonderful cook, isn't she?" "Oh, no, she's not a good cook at all", said Father. "You're just being polite." I heard a little gasp from my friend Kim. She stared wide-eyed at my Father. "What's the matter, Kim?" I asked. Instead of answering, Kim turned to look at Mrs. O'Meara, who was saying to my mother, "I _loved_ your ten-vegetable salad. Even the kids loved it, and they don't usually eat their vegetables. You and the girls must have spent _hours_ doing all that fine dicing and slicing!" "The girls did the cutting, and I'm sorry they did such a terrible job," said Mother. "I'm embarrassed at how thick those pieces of celery were!"  I heard another little gasp from Kim, who was now staring at Mother. But I didn't get a chance to ask her what the problem was. The O'Meara's were going out the front door, and the rest of the guests followed.  "How come your father and your mother were so nasty last night?" asked Kim when we were walking to the school bus stop the next morning.

--- 59 til 210"What do you mean?" I asked. I didn't remember Father or Mother acting nasty. "It was when Mrs. Eng was telling your dad what a good cook your mom is," replied Kim. That's right. Mrs. Eng did say something about Mother being a good cook. "So what's bothering you?" I asked. Kim stopped dead. "Didn't you hear your dad?" she demanded. "He said that your mom wasn't a good cook at all, and that Mrs. Eng was just being polite!" I still didn't understand why Kim was bothered. "So what?" People are always saying things like that! But Kim wasn't finished. "And then when my mom said how hard you worked to cut up the vegetables, your mom said she was embarrassed by what a terrible job you did in slicing!" I had to laugh. "She doesn't mean it! It's just the way she talks."

  When the school bus arrived and we got on, Kim began again. "Then why do your parents keep saying these bad things if they don't mean it? I'd be really hurt if my mom said I did a terrible job - after I'd worked so hard, too." What Kim said made me thoughtful. I suddenly realized that whenever people said good things about us, my parents always contradicted them and said how bad we really were. We kids knew perfectly well that our parents didn't mean it, so our feelings weren't hurt in the least. It was just the way Chinese parents were supposed to talk.  Finally I said to Kim, "I think that if my parents agreed with the compliments, then that would be the same as bragging. It's good manners to contradict people when they compliment your children."

--- 60 til 210"It's bragging only if you say good things about _yourself_," protested Kim. I shook my head. "We Chinese feel it's the same thing. Boasting about our children, or husband, or wife, is the same as boasting about ourselves. People even think it's bad luck. It was Kim's turn to be thoughtful." "So that's why your parents never said what good musicians you were. That would be bragging, right?" Music is the most important thing in our family. My elder brother plays the violin, my second sister plays the viola, and I play the cello. We all practice very hard, and I know Father thinks we are all doing well - only he has never said so to other people.  "The funny thing is," continued Kim, "your kid brother is the only one in your family who isn't a good musician. But I've never heard your parents say anything about how badly he plays." I thought over what Kim said about Fourth Brother. He is the only one in our family who is no good at all with music. But we don't talk about his terrible ear. Finally, I said, "It's like this: We're not hurt when we hear our parents say bad things about us, since we know they're only doing it because it's good manners. We know perfectly well that they don't mean it. But if they say my younger brother has a terrible ear, they'd really be telling the truth. So they don't say anything, because that would hurt his feelings."  Kim rolled her eyes. "Boy, this is confusing! Your parents can't tell the truth about your playing because it would be bragging. And they can't say anything about your brother's playing because that would be telling the truth." I grinned. "Right! You got it!"  I think Kim understood what I was driving at. She didn't make a face when she heard my mother saying that the cookies Second Sister baked for the PTA bake sale were terrible.  After our Spring Festival party, the days became longer, and the cherry trees burst into bloom. The baseball season began, and Fourth Brother's team played an opening game against another school. My brother might have a terrible ear for music, but he was turning out to be a really good baseball player. In the seventh inning Fourth Brother hit a home run, something he had wanted to do for a long time but had never managed before. All his team mates crowded around to

congratulate him. "You did it, Sprout! You did it!" shouted Matthew Connor, his best friend. Mr. Connor turned to Father. "I bet you're proud of the boy!" "He was just lucky when he hit that home run," said Father.

--- 61 til 210Overhearing the exchange, Kim turned to me and smiled. "I see what you mean," she whispered.  That Easter, the O'Mearas invited our family for dinner. I knew that Easter was a solemn religious holiday, but what I noticed most was that the stores were full of stuffed rabbits and fuzzy baby chicks. Chocolate eggs were everywhere.  For dinner, Mrs. O'Mearas cooked a huge ham. She had also made roast potatoes, vegetables, salad, and the biggest chocolate cake I had ever seen. I had eaten a lot of Thanksgiving dinners, but this time I stuffed myself until I was bursting. The rest of my family did pretty well, too. We all loved ham.  As Mrs. O'Meara started cutting up the cake for dessert, Mother said, "I'm not sure if I can eat one more bite. That was the best ham I've ever tasted!" "Aw, that ham was terrible," said Kim. "I bet you could do a lot better, Mrs. Yang." There was a stunned silence around the table. Mrs. O'Meara stared at Kim, and her face slowly turned dark red. I heard a low growl from Mr. O'Meara. "You and I are going to have a little talk later this evening, young lady," he said to Kim.  Our family was speechless with surprise. My parents, my brothers, and sister all stared at Kim. I was the most shocked, because Kim was my best friend, and in the two years since I've known her, I'd never seen her do or say anything mean. How could she say something so cruel about her own mother? The rest of the evening was pretty uncomfortable. Our family left early, because we could all see that Mr. and Mrs. O'Meara were waiting impatiently to have their "little talk" with Kim as soon as we were gone.  Next morning at the school bus stop, Kim wouldn't even look at me. Finally I cleared my throat. "What made you talk like that to your mother, Kim?" I asked. Kim whirled around. She looked furious. "B-but you were the one who t-told me that saying nice things about your own family was the s-same as bragging!" she stuttered. "Last night I was trying to act modest!" I finally saw the light. I saw how Kim had misunderstood what I had said. "Listen, Kim," I said, "Chinese _parents_ are supposed to say critical things about their own _children_, and husbands and wives can say bad things about each other. But _young people_ must always be respectful to their _elders_."  The school bus came. "I guess I'll never understand the Chinese," sighed Kim as we sat down. At least we still sat together.

--- 62 til 210After school I went over to Kim's house and explained to Mrs. O'Meara about how the Chinese were supposed to sound modest about their own children. I told her that Kim had thought it meant children also

had to sound modest about their parents. Mrs. O'Meara laughed. Although her laugh sounded a little forced, it was a good sign.  I soon forgot about Kim's misunderstanding, because I had other things to worry about. Our school orchestra was giving its spring concert, and the conductor asked me to play a cello solo as one of the numbers. Father said I should play a dance movement from one of Bach's unaccompanied cello suites. It was a very hard piece, and I was really scared to play it in public. But Father said we should always try to meet the challenges.  I practiced like mad. On the day of the concert, I was so nervous that I was sitting on pins and needles waiting for my turn to play ("sitting on pins and needles" was another expression in my little notebook). My legs were wobbly when it came time for me to walk to the front of the stage. But as I sat down with my cello and actually started playing, I became so wrapped up in the music that I forgot to be nervous.  After the concert, my friends came up to congratulate me. It was the proudest moment in my life. "You were great, Mary, simply great!" said Kim. Here eyes were shining.  Mother's eyes were shining too. "Yes she _was_ good," she blurted out. Then she covered her mouth and looked embarrassed.  Kim turned to me and winked. "That's all right, Mrs. Yang. We all know you didn't mean it!"    Lensey Namioka

--- 63 til 210{{Oppgaver:}}_Did you get it? Oral tasks_>>> 1Who is the narrator in this story?

>>> 2What is the story all about?

>>> 3The Yang family have immigrated to a new country. What do they do to fit in?

>>> 4Why do the narrator and her family normally eat noodles on birthdays?

>>> 5What happens at the O'Meara's Easter party?

_Oral tasks_>>> 6How can we learn to avoid mistakes when we visit other cultures? Exchange opinions.

>>> 7

Retell the story to your partner.

>>> 8Compare Norwegian and Chinese table manners. How do they differ? Discuss.

>>> 9Mother said that Mary had played her solo well, which is considered bragging in her culture. Why did she say it, do you think? Talk about it.

>>> 10What is considered bragging in Chinese culture and your own?

>>> 11A famous saying is: "East is east and west is west, and the two shall never meet". What is meant by this do you think? Is it true?

_Oral and written tasks_>>> 12Why is it often difficult to understand cultures that are different from your own? Write down some key words and discuss with your partner.

>>> 13The narrator's parents say a number of things they probably don't mean. Study the text and look for examples. Jot down some key words of the examples you have found and tell your partner about them.

>>> 14If you have classmates from different cultures in your class, find out how their cultures differ from the ethnic Norwegian culture. Interview them about table manners, how they speak to elders, how they celebrate New Year's Eve and their birthdays.

_Written tasks_>>> 15Explain in your own words the following expressions: "It's raining cats and dogs", "I was sitting on pins and needles", "He has a terrible ear". Consult your dictionary.

>>> 16Have you ever experienced being in a different culture? What was it like? Write a letter from this country to a friend at home where you explain what is different from your own country.{{Oppgaver slutt}}

--- 64 til 210xxx3 H: The Hitchhiker{{Gloser:}}  s. 64:

Long wheelbase, fuel injection: type of carPale blue: light blueGenuine: realAerial: antennaGrowl: sound made by a bear or an angry dogGrunt: sound made by a PigPurr: sound made by a happy catHaymaking: the process of cutting hayButtercup: yellow flowerWheel: steering wheelThumb a lift: hitchhikeGuv'nor: British slang word for boss  s. 65:Ratty-faced: a rat-like faceMug: idiot, foolNosy: curiousDespise: do not likeCrummy: worthless  s. 66:It must've cost a tidy packet: it must have cost a lotFlat out: at full speedSlack off: slow down  s. 67:Prop stand: support standSit tight: sit quietly waiting for the next moveStrolling: walkingBreeches: kind of trousersGoggles: glasses worn to protect the eyesMocking: ironic  s. 68:Offence: law breaking activity  s. 70:Summons: a letter telling you to show up at courtSolicitor: lawyer  s. 71:Daft: silly  s. 72:Twerp: foolTitchy: littleConjuror: magicianRacket: illegal jobGrin: smileFlabbergasted: very surprised  s. 73:Palm: the inner surface of the hand{{Gloser slutt}}

Roald Dahl was born in Wales. His parents were Norwegian. He has written some of the best children's novels ever. Two of his

masterpieces are "Charlie and the Chocolate Factory" and "Danny, the Champion of the World".

I had a new car. It was an exciting toy, a big BMW 3.3 Li, which means 3.3 litre, long wheelbase, fuel injection. It had a top speed of 129 mph and terrific acceleration. The body was pale blue. The seats inside were darker blue and they were made of leather, genuine soft leather of the finest quality. The windows were electrically operated and so was the sunroof. The radio aerial popped up when I switched on the radio, and disappeared when I switched it off. The powerful engine growled and grunted impatiently at slow speeds, but at sixty miles an hour the growling stopped and the motor began to purr with pleasure.  I was driving up to London by myself. It was a lovely June day. They were haymaking in the fields and there were buttercups along both sides of the road. I was whispering along at 70 mph, leaning back comfortably in my seat, with no more than a couple of fingers resting lightly on the wheel to keep her steady. Ahead of me I saw a man thumbing a lift. I touched the brake and brought the car to a stop beside him. I always stopped for hitchhikers. I knew just how it used to feel to be standing on the side of a country road watching the cars go by. I hated the drivers for pretending they didn't see me, especially the ones in big empty cars with three empty seats. The large expensive cars seldom stopped. It was always the smaller ones that offered you a lift, or the rusty ones or the ones that were already crammed full of children and the driver would say, "I think we can squeeze in one more."  The hitchhiker poked his head through the open window and said, "Going to London, guv'nor?"  "Yes," I said. "Jump in."  He got in and I drove on.

--- 65 til 210He was a small ratty-faced man with grey teeth. His eyes were dark and quick and clever, like rat's eyes, and his ears were slightly pointed at the top. He had a cloth cap on his head and he was wearing a greyish-coloured jacket with enormous pockets. The grey jacket, together with the quick eyes and the pointed ears, made him look more than anything like some sort of huge human rat.  "What part of London are you headed for?" I asked him.  "I'm going right through London and out the other side," he said. "I'm goin' to Epsom, for the races. It's Derby Day today."  "So it is," I said. "I wish I were going with you. I love betting on horses."  "I never bet on horses," he said. "I don't even watch 'em run. That's a stupid silly business."  "Then why do you go?" I asked.  He didn't seem to like that question. His ratty little face went absolutely blank and he sat there staring straight ahead at the road, saying nothing.

  "I expect you help to work the betting machines or something like that," I said.  "That's even sillier," he answered. "There's no fun working them lousy machines and selling tickets to mugs. Any fool could do that."  There was a long silence. I decided not to question him any more. I remembered how irritated I used to get in my hitchhiking days when drivers kept asking _me_ questions. Where are you going? Why are you going there? What's your job? Are you married? Do you have a girlfriend? What's her name? How old are you? And so forth and so forth. I used to hate it.  "I'm sorry," I said. "It's none of my business what you do. The trouble is I'm a writer, and most writers are terribly nosy."  "You write books?" he asked.  "Yes."  "Writin' books is OK," he said. "It's what I call a skilled trade. I'm in a skilled trade too. The folks I despise is them that spend all their lives doin' crummy old routine jobs with no skill in 'em at all. You see what I mean?"  "Yes."  "The secret of life," he said, "Is to become very very good at somethin' that's very very 'ard to do."  "Like you," I said.  "Exactly. You and me both."

--- 66 til 210"What makes you think that _I'm_ any good at my job?" I asked. "There's an awful lot of bad writers around."  "You wouldn't be driving about in a car like this if you weren't no good at it," he answered. "It must've cost a tidy packet, this little job."  "It wasn't cheap."  "What can she do flat out?" he asked.  "One hundred and twenty-nine miles an hour," I told him.  "I'll bet she won't do it."  "I'll bet she will."  "All car-makers is liars," he said. "You can buy any car you like and it'll never do what the makers say it will in the ads."  "This one will."  "Open 'er up then and prove it," he said. "Go on guv'nor, open 'er up and let's see what she'll do."  There is a traffic circle at Chalfont St. Peter and immediately beyond there's a long straight section of divided highway. We came out of the circle onto the highway and I pressed my foot hard down on the accelerator. The big car leaped forward as though she'd been stung. In ten seconds or so, we were doing ninety.  "Lovely!" he cried. "Beautiful! Keep goin'!"  I had the accelerator jammed down against the floor and I held it there. "One hundred!" he shouted. "A hundred and five! A hundred and ten! A hundred and fifteen! Go on! Don't slack off!"

  I was in the outside lane and we flashed past several cars as though they were standing still - a green Mini, a big cream-coloured Citroen, a white Land Rover, a huge truck with a container on the back, an orange-coloured Volkswagen Minibus ...  "A hundred and twenty!" my passenger shouted, jumping up and down. "Go on! Go on! Get 'er up to one-two-nine!"  At that moment, I heard the scream of a police siren. It was so loud it seemed to be right inside the car, and then a cop on a motorcycle loomed up alongside us in the inside lane and went past us and raised a hand for us to stop.  "Oh, my sainted aunt!" I said. "That's torn it!"  The cop must have doing about a hundred and thirty when he passed us, and he took plenty of time slowing down.

--- 67 til 210Finally, he pulled to the side of the road and I pulled in beside him. "I didn't know police motorcycles could go as fast as that," I said rather lamely.  "That one can," my passenger said. "It's the same make as yours. It's a BMW R90S. Fastest bike on the road. That's what they're usin' nowadays."  The cop got off his motorcycle and leaned the machine sideways onto its prop stand. Then he took off his gloves and placed them carefully on the seat. He was in no hurry now. He had us where he wanted us and he knew it.  "This is real trouble," I said. "I don't like it one little bit."  "Don't talk to 'im more than necessary, you understand," my companion said. "Just sit tight and keep mum."  Like an executioner approaching his victim, the cop came strolling slowly towards us. He was a big meaty man with a belly, and his blue breeches were skin-tight around enormous thighs. His goggles were pulled up onto the helmet, showing a smouldering red face with wide cheeks.  We sat there like guilty schoolboys, waiting for him to arrive.  "Watch out for this man," my passenger whispered, "'e looks mean as the devil."  The cop came round to my open window and placed one meaty hand on the sill. "What's the hurry?" he said.  "No hurry, officer," I answered.  "Perhaps there's a woman in the back having a baby and you're rushing her to hospital? Is that it?"  "No, officer."  "Or perhaps your house is on fire and you're dashing home to rescue the family from upstairs?" His voice was dangerously soft and mocking.  "My house isn't on fire, officer."  "In that case," he said, "you've got yourself into a nasty mess, haven't you? Do you know what the speed limit is in this country?"  "Seventy," I said.

  "And do you mind telling me exactly what speed you were doing just now?"  I shrugged and didn't say anything.  When he spoke next, he raised his voice so loud that I jumped. "_One hundred and twenty miles per hour!_" he barked. "That's _fifty_ miles an hour over the limit."

--- 68 til 210He turned his head and spat out a big gob of spit. It landed on the wing of my car and started sliding down over my beautiful blue paint. Then he turned back again and stared hard at my passenger. "And who are you?" he asked sharply.  "He's a hitchhiker," I said. "I'm giving him a lift."  "I didn't ask you," he said. "I asked him."  "'Ave I done somethin' wrong?" my passenger asked. His voice was soft and oily as haircream.  "That's more than likely," the cop answered. "Anyway, you're a witness. I'll deal with you in a minute. Driver's licence," he snapped, holding out his hand.  I gave him my driver's licence.  He unbuttoned the left-hand breast pocket of his tunic and brought out the dreaded book of tickets. Carefully he copied the name and address from my licence. Then he gave it back to me. He strolled around to the front of the car and read the number from the licence plate and wrote that down as well. He filled in the date, the time and the details of my offence. Then he tore out the top copy of the ticket. But before handing it to me, he checked that all the information had come through clearly on his own carbon copy.

--- 69 til 210Finally, he replaced the book in his breast pocket and fastened the button.  "Now you," he said to my passenger, and he walked around to the other side of the car. From the other breast pocket he produced a small black notebook.  "Name?" he snapped.  "Michael Fish," my passenger said.  "Address?"  "Fourteen, Windsor Lane, Luton."  "Show me something to prove this is your real name and address," the policeman said.  My passenger fished in his pockets and came out with a driver's licence of his own. The policeman checked the name and address and handed it back to him. "What's your job?" he asked sharply.  "I'm an 'od carrier."  "A what?"  "An 'od carrier."  "Spell it."  "H-o-d c-a-"

  "That'll do. And what's a hod carrier, may I ask?"  "An 'od carrier, officer, is a person 'oo carries the cement up the ladder to the bricklayer. And the 'od is what 'ee carries it in. It's got a long 'andle, and on the top you've got bits of wood set at an angle ..."  "All right, all right. Who's your employer?"  "Don't 'ave one. I'm unemployed."  The cop wrote this down in the black notebook. Then he returned the book to his pocket and did up the button.  "When I get back to the station I'm going to do a little checking up on you," he said to my passenger.  "Me? What've I done wrong?" the rat-faced man asked.  "I don't like your face, that's all," the cop said. "And we just might have a picture of it somewhere in our files." He strolled round the car and returned to my window.  "I suppose you know you're in serious trouble," he said to me.  "Yes, officer."  "You won't be driving this fancy car of yours for a very long time, not after _we've_ finished with you. You won't be driving _any_ car again, come to that, for several years.

--- 70 til 210And a good thing, too. I hope they lock you up for a spell into the bargain."  "You mean prison?" I asked, alarmed.  "Absolutely," he said, smacking his lips. "In the clink. Behind the bars. Along with all the other criminals who break the law. And a hefty fine into the bargain. Nobody will be more pleased about that than me. I'll see you in court, both of you. You'll be getting a summons to appear."  He turned and walked over to his motorcycle. He flipped the prop stand back into position with his foot and swung his leg over the saddle. Then he kicked the starter and roared off up the road out of sight.  "Phew!" I gasped. "That's done it."  "We was caught," my passenger said. "We was caught good and proper."  "I was caught, you mean."  "That's right," he said. "What you goin' to do now, guv'nor?"  "I'm going straight up to London to talk to my solicitor," I said. I started my car and drove on.  "You musn't believe what 'ee said to you about goin' to prison," my passenger said. "They don't put somebody in the clink just for speedin'."  "Are you sure of that?" I asked.  "I'm positive," he answered. "They can take your licence away and they can give you a whoppin' big fine, but that'll be the end of it."  I felt tremendously relieved.  "By the way," I said, "Why did you lie to him?"  "Who, me?" he said. "What makes you think I lied?"

  "You told him you were an unemployed hod carrier. But you told _me_ you were in a highly skilled trade."  "So I am," he said. "But it don't do to tell everythin' to a copper."  "So what _do_ you do?" I asked him.  "Ah," he said slyly. "That'd be tellin', wouldn't it?"  "Is it something you're ashamed of?"  "Ashamed?" he cried. "Me ashamed of my job? I'm about as proud of it as anybody could be in the entire world!"  "Then why won't you tell me?"  "You writers really is nosy parkers, aren't you?" he said. "And you ain't goin' to be 'appy, I don't think, until you've found out exactly what the answer is?"

--- 71 til 210"I don't really care one way or the other," I told him, lying.  He gave me a crafty look out of the sides of his eyes. "I think you do care," he said. "I can see it in your face that you think I'm in some kind of very peculiar trade and you're just achin' to know what it is." I didn't like the way he read my thoughts. I kept quiet and stared at the road ahead.  "You'd be righ' too," he went on. "I _am_ in a very peculiar trade. I'm in the queerest peculiar trade of 'em all."  I waited for him to go on.  "That's why I 'as to be extra careful 'oo I'm talking to, you see. 'Ow am I to know, for instance, you're not another copper in plain clothes?"  "Do I look like a copper?"  "No," he said. "You don't. And you ain't. Any fool could tell that."  He took from his pocket a tin of tobacco and a packet of cigarette papers and started to roll a cigarette. I was watching him out of the corner of my eye, and the speed with which he performed this rather difficult operation was incredible. The cigarette was rolled and ready in about five seconds. He ran his tongue along the edge of the paper, stuck it down and popped the cigarette between his lips. Then, as if from nowhere, a lighter appeared in his hand. The lighter flamed. The cigarette was lit. The lighter disappeared. It was altogether a remarkable performance.  "I've never seen anyone roll a cigarette as fast as that," I said.  "Ah," he said, taking a deep suck of smoke. "So you noticed."  "Of course I noticed. It was quite fantastic."  He sat back and smiled. It pleased him very much that I had noticed how quickly he could roll a cigarette. "You want to know what makes me able to do it?" he asked.  "Go on then."  It's because I've got fantastic fingers. These fingers of mine," he said, holding up both hands high in front of him, "are quicker and cleverer than the fingers of the best piano player in the world!"  Are you a piano player?"  "Don't be daft," he said. "Do I look like a piano player?"

  I glanced at his fingers. They were so beautifully shaped, so slim and long and elegant, they didn't seem to belong to the rest of him at all. They looked the fingers of a brain surgeon or a watchmaker.

--- 72 til 210"My job," he went on, "Is a hundred times more difficult than playin' the piano. Any twerp can learn to do that. There's titchy little kids learnin' to play the piano at almost any 'ouse you go into these days. That's right ain't it?"  "More or less," I said.  "Of course it's right. But there's not one person in ten million can learn to do what I do. Not one in ten million. 'Ow about that?"  "Amazing," I said.  "You're darn right it's amazin'," he said.  "I think I know what you do," I said. "You do conjuring tricks. You're a conjuror."  "Me?" he snorted. "A conjuror? Can you picture me goin' round crummy kids' parties makin' rabbits come out of top 'ats?"  "Then you're a card player. You get people into card games and you deal yourself out marvellous hands."  "Me! A rotten cardsharper!" he cried. "That's a miserable racket if ever there was one."  "All right, I give up."  I was taking the car along slowly now, at no more than forty miles an hour, to make sure I wasn't stopped again. We had come onto the main London-Oxford road and were running down the hill toward Denham.  Suddenly, my passenger was holding up a black leather belt in his hand. "Ever seen this before?" he asked. The belt had a brass buckle of unusual design.  "Hey!" I said. "That's mine, isn't it? It _is_ mine! Where did you get it?" He grinned and waved the belt gently from side to side. "Where d'you think I got it?" He said. "Off the top of your trousers, of course."  I reached down and felt for my belt. It was gone.  "You mean you took it off me while we've been driving along?" I asked, flabbergasted.  He nodded, watching me all the time with those little black ratty eyes. "That's impossible," I said. "You'd have had to undo the buckle and slide the whole thing out through the loops all the way round. I'd have seen you doing it. And even if I hadn't seen you, I'd have felt it."  "Ah, but you didn't, did you?" he said, triumphant. He dropped the belt on his lap, and now all at once there was a brown shoelace dangling from his fingers.

--- 73 til 210"And what about this, then?" he exclaimed, waving the shoelace.  "What about it?" I said.  "Anyone around 'ere missing a shoelace?" he asked, grinning.

  I glanced down at my shoes. The lace of one of them was missing. "Good grief!" I said. "How did you do that? I never saw you bending down."  "You never saw nothin'," he said proudly. "You never even saw me move an inch. And you know why?"  "Yes," I said. "Because you've got fantastic fingers."  "Exactly right!" he cried. "You catch on pretty quick, don't you?" He sat back and sucked away at his homemade cigarette, blowing the smoke out in a thin stream against the windshield. He knew he had impressed me greatly with those two tricks, and this made him very happy. "I don't want to be late," he said. "What time is it?"  "There's a clock in front of you," I told him.  "I don't trust car clocks," he said. "What does your watch say?"  I hitched up my sleeve to look at the watch on my wrist. It wasn't there. I looked at the man. He looked back at me, grinning.  "You've taken that, _too_,'" I said.  He held out his hand and there was my watch lying in his palm. "Nice bit of stuff, this," he said. "Superior quality. Eighteen-carat gold. Easy to sell, too. It's never any trouble gettin' rid of quality goods."  "I'd like it back, if you don't mind," I said rather huffily.  He placed the watch carefully on the leather tray in front of him. "I wouldn't nick anything from you, guv'nor," he said. "You're my pal. You're giving me a lift."  "I'm glad to hear it," I said.  "All I'm doin' is answerin' your question," he went on. "You asked me what I do for a livin' and I'm showin' you."  "What else have you got of mine?"  He smiled again, and now he started to take from the pocket of his jacket one thing after another that belonged to me - my driver's licence, a key ring with four keys on it, some pound notes, a few coins, a letter from my publishers, my diary, a stubby old pencil, a cigarette lighter, and last of all, a beautiful old sapphire ring with pearls around it belonging to my wife. I was taking the ring up to a jeweller in London because one of the pearls was missing.

--- 74 til 210"Now there's another lovely piece of goods," he said, turning the ring over in his fingers. "That's eighteenth century, if I'm not mistaken, from the reign of King George the Third."  "You're right," I said, impressed. "You're absolutely right."  He put the ring on the leather tray with the other items.  "So you're a pickpocket," I said.  "I don't like that word," he answered. "It's a coarse and vulgar word. Pickpockets is coarse and vulgar people who only do easy little amateur jobs. They lift money from blind old ladies."  "What do you call yourself, then?"  "Me? I'm a fingersmith. I'm a professional fingersmith," He spoke the words solemnly and proudly, as though he were telling me he was

President of the Royal College of Surgeons or the Archbishop of Canterbury.  "I've never heard that word before," I said. "Did you invent it?"  "Of course I didn't invent it," he replied. "It's the name given to them who's risen to the very top of the profession. You've heard of a goldsmith or a silversmith, for instance. They're experts with gold and silver. I'm an expert with my fingers, so I'm a fingersmith."  "It must be an interesting job."  "It's a marvellous job," he answered. "It's lovely."  "And that's why you go to the races?"  "Race meetings is easy meat," he said. "You just stand around after the race, watchin' for the lucky ones to queue up and draw their money. And when you see someone collectin' a big bundle of notes, you simply follows 'im and 'elps yourself. But don't get me wrong, guv'nor. I never takes nothin' from a loser. Nor from poor people neither. I only go after them as can afford it, the winners and the rich."  "That's very thoughtful of you," I said. "How often do you get caught?"  "Caught?" he cried, disgusted. "Me get caught! It's only pickpockets get caught. Fingersmiths never. Listen, I could take the false teeth out of your mouth if I wanted to and you wouldn't even catch me!"  "I don't have false teeth," I said.  "I know you don't," he answered. "Otherwise I'd 'ave 'em out long ago!"  I believed him. Those long slim fingers of his seemed to be able to do anything.

--- 75 til 210We drove for a while without talking. "That policeman's going to check up on you pretty thoroughly," I said. "Doesn't that worry you a bit?"  "Nobody's checkin' up on me," he said.  "Of course they are. He's got your name and address written down most carefully in his black book."  The man gave me another of his sly ratty little smiles. "Ah," he said. "So 'ee 'as. But I'll bet 'ee aint got it all written down in 'is memory as well. I've never known a copper yet with a decent memory. Some of 'em can't even remember their own names."  "What's memory got to do with it?" I asked. "It's written down in his book, isn't it?"  "Yes, guv' nor, it is. But the trouble is, 'ee's lost the book. 'He's lost both books, the one with my name on it and the one with yours."  In the long delicate fingers of his right hand, the man was holding up in triumph the two books he had taken from the policeman's pockets. "Easiest job I ever done," he announced proudly.  I nearly swerved the car into a milk truck, I was so excited. "That copper's got nothin' on either of us now," he said.  "You're a genius!" I cried.  '"Ee's got no names, no addresses, no car number, no nothin'," he said.

  "You're brilliant!"  "I think you'd better pull off this main road as soon as possible," he said. "Then we'd better build a little bonfire and burn these books."  "You're a fantastic fellow!" I exclaimed.  "Thank you, guv' nor," he said. "It's always nice to be appreciated."    Roald Dahl

--- 76 til 210{{Oppgaver:}}_Did you get it? Written tasks_>>> 1What kind of person is the narrator? Describe him thoroughly.

>>> 2What kind of job does the hitchhiker have?

>>> 3What does he call his own profession?

>>> 4Why was the narrator on his way to London?

>>> 5Where was the hitchhiker heading?

>>> 6What happened when they were stopped by the police?

>>> 7What is the point of view in this story? (See page 8).

_Oral task_>>> 8Dropping the letter h in many words is very typical of Cockney (see Pages 189 and 191 in _Crossroads A_). Read these sentences to a classmate, but make sure not to pronounce the h. This will probably make you sound a bit like a Cockney:a) Have you heard the horrible news?b) My house is full of history.c) Here is Henry the horse.

_Oral and written task_>>> 9You are on holiday abroad together with some friends. You have just discovered that your passport, your tickets home and your purse with all your money have been stolen. Explain to a classmate what you would have done in such a situation. Discuss possible ways to solve your problem. Make a list of three different solutions.

_Written tasks_>>> 10There is an error in the sentence "All car makers is liars". Explain what kind of error it is, and write it correctly.

>>> 11Write the sentences below in plain English:a) Keep goin'.b) That's very 'ard to do.c) Don't talk to 'im more than necessary.d) So é ás.

--- 77 til 210>>> 12Find the wrong words. One of the words in each sentence below is not used correctly. Make the sentences correct:a) "You wouldn't be driving about in a car like this if you weren't no

good at it".b) "You never saw nothing".c) "We was caught".

If you cannot find the wrong words, you should have a look at pages 148 and 166.

>>> 13Make a drawing of the hitchhiker based on this description: "He was a small ratty-faced man with grey teeth. His eyes were dark and quick and clever, like rat's eyes, and his ears were slightly pointed at the top. He had a cloth cap on his head and he was wearing a greyish coloured jacket with enormous pockets."{{Oppgaver slutt}}

--- 78 til 210xxx2 Extracts from novelsxxx3 A: David Copperfield{{Gloser:}}  s. 79:Suffer: be in pain  s. 80:Rude: not polite{{Gloser slutt}}

_David Copperfield_ is written by the famous English writer Charles Dickens. Dickens was a master in describing British society in the 19th century. His novels are read all over the world and he is as popular as ever. Many television series and films based on his novels have been made. One of his best known novels is _Oliver Twist_.

The text you are about to read is an extract from his masterpiece _David Copperfield_. Young David Copperfield lives in the countryside and he has just been sent away from home. His cruel stepfather decided that he needed to be away from his mother to become a good boy. David is very sorry about that, but he has no choice.

The cart took me to Yarmouth. Mr. Barkis, the driver, asked me a lot of questions about Peggotty. He wanted to marry her but he was afraid to speak to her about it.  From Yarmouth I took a coach to London. The coach was full of people and we drove all night. I felt cold and uncomfortable. I was excited, though, when we reached London. Everyone got out and I was left alone. I sat down and waited. At last a young man arrived. He was very thin and he wore dark, rather dirty clothes.  "Are you the new boy?" he asked.  "Yes, sir," I said.  "Come with me", he said. "My name's Mell. I teach at Salem House. I'll take you there. It's on the other side of London, about six miles from here."  "Can I buy some food," I asked. "I had nothing on the journey, and I'm very hungry."  "Yes," he said. "We'll go to my mother's house and you can eat it there."  So I bought some bread and some eggs and we went to a small house near London Bridge. It was clear that his mother was very poor. When she saw her son, her eyes lit up. I sat down near the small fire while she cooked the eggs. I ate them with great enjoyment.

--- 79 til 210"Play your pipe," Mrs. Mell said. Her son took his pipe from his pocket and played a song on it. He played badly but his mother smiled happily. Then we left her poor little house and went to the school. There was nobody there. It was, I thought, probably the school holidays.  "This is your new home," Mr. Mell told me. "Follow me." He took me to the schoolroom, a big empty place. On one desk there was a large board. On it was written: "Stay away. He bites!"  "Please, Mr. Mell," I said. "Where's the dog?"  "What dog?" he asked. I showed him the board. "There isn't a dog," he told me. "That board is for you. I'm sorry about this, but I have my orders. You have to wear it."  That night I slept at the school. When I got up, Mr. Mell tied the board to my back. I had to wear it every day and I suffered terribly.

I was alone in the school, so I walked around it. On an old door in the playground were a lot of names. Two of the names that interested me were "Steerforth" and "Traddles". I often thought about those two boys.

  Mr. Creakle, the owner of the school, came back one day. That night Mr. Mell took me to see him. He had an angry red face and small eyes deep in his head. He spoke very softly, which made him sound even angrier. I was afraid of his soft voice and I was afraid of him.  He held my ear. "Listen to me," he said. "I'm a hard man and I don't like bad boys. So be good."  "Yes, sir," I said, "I will. Please, sir?"  "What?" he asked in an angry voice.  "I don't want to wear this board when the other boys return," I said.  "What?" Mr. Creakle cried. "You have to wear it every day. Now go!" He stood up with such a terrible look on his face that I ran from the room.  Traddles came back to the school first. He turned my board into a joke. I liked him very much.

--- 80 til 210The other boys were not so kind. "Look at that boy!" they said. "Look at that board on his back. He bites like a dog."  When they laughed at me I felt unhappy and alone. Finally Steerforth arrived. He was about six years older than me, clever and very good-looking.  "Hello, Copperfield," he said. He asked about my punishment on the first day, but never talked about it again. I was pleased about that. "Have you any money?" he asked.  "Yes," I said. "Seven shillings:"  "Give it to me," he said. "I'll manage it for you." I gave him the money. "You want to spend some, don't you?" he said.  "I don't know," I told him.  "Yes, you do," he said. "I'll buy some wine and cakes with it." That seemed to me to be a good idea. That night we ate the cakes and drank the wine in our bedroom. All the boys slept in one room. They told me about the school. Mr. Creakle was a cruel, unpopular man and he was a bad teacher.  The next day Mr. Creakle visited our classroom. He was carrying a stick and he came straight to my desk.  "Copperfield!" he said. "You bite, don't you? So do I." He showed me the stick. "This is my bite," he said and he hit me hard. "Do you like it?" he asked and hit me again. "Is it nice?" Again he hit me and I cried.  We did not like that first day of lessons. Mr. Creakle beat all the boys but for some reason he did not touch Steerforth.  The weeks passed. Every night I told Steerforth a long story. He enjoyed the stories and he became my friend. Mr. Mell liked me too. He taught me and I learned my lessons well. After a while he took my board away.  One day we had a holiday, so we did not have to do any work. We were all in the schoolroom with Mr. Mell, playing noisily. Steerforth was the noisiest of all of us.  "Steerforth!" Mr. Mell said. "Be quiet!"  "Who are you talking to?" Steerforth said.

  "I'm talking to you, Steerforth," Mr. Mell said. "Don't be so rude."  "I'm not rude," Steerforth said. "I'm a gentleman and you're only a poor teacher. A gentleman can't be rude to a poor man."  "You're not a gentleman," Mr. Mell said. "Be quiet!" Steerforth cried. "Be quiet or I'll hit you!"

--- 81 til 210"What's the matter here?" Mr. Creakle came into the room. He looked very angry. "Mr. Mell," he said. "What are you doing?"  "Steerforth was rude to me," Mr. Mell said.  "Steerforth?" Mr. Creakle asked. "But his mother's a very rich woman and he's a gentleman. Were you rude, Steerforth?"  "No," Steerforth said. "I just said that he was poor. I know that his mother is very poor, too."  "Is this true?" Mr. Creakle asked Mr. Mell.  "Yes," Mr. Mell said. "You knew my position when you came here." "I think that you are probably in the wrong job, Mr. Mell," said Mr. Creakle.  "All the teachers here are gentlemen. We don't want poor men here."  "I'll leave," said Mr. Mell.  "Yes," said Mr. Creakle. "Please leave now."  We all watched Mr. Mell. He took his pipe and his books from the desk and he left the room. We were all quiet and we did not look at Steerforth.  Later, Traddles said, "I'm sorry that Mr. Mell has gone."  "Sorry?" said Steerforth. "Why are you sorry? That's stupid."  "Mr. Mell's poor and now he hasn't any work. He needs to earn money for his mother," Traddles said.  "I'll send him money," Steerforth said. "I'm rich. But he was rude to me and I don't like rude men."  I was sorry too. I liked Steerforth, but Mr. Mell was always kind to me, too. He helped me with my lessons and I enjoyed learning from him. We never saw him again.  (...)    Charles Dickens

--- 82 til 210{{Oppgaver:}}_Did you get it? Oral tasks_>>> 1What is the point of view in this story? Discuss.

>>> 2Describe Mr. Mell.

>>> 3Why didn't Mr. Creakle beat Steerforth?

>>> 4

What is the setting (see page 8) of the story?

_Oral task_>>> 5How would you have reacted if your parents decided to send you to a school far away? Exchange opinions.

_Oral and written tasks_>>> 6In your opinion, what is Steerforth like? Write down some points and discuss.

>>> 7What will normally happen today to a father who is cruel to his child? List the things you believe will happen to both the father and the child before you start discussing.

_Written tasks_>>> 8Write a summary of _David Copperfield_.

>>> 9In the sentence "We'll go to my mother's house and you can eat it there" there are two words that contain an apostrophe: we'll and mother's. Why do we need an apostrophe in these words? Maybe you want to have a look at pages 126 and 141.

>>> 10Swop the underlined words with words of your choice and make a completely different text:The weeks passed. Every night I told Steerforth a long _story_. He enjoyed the _stories_ and he became my friend. Mr. Mell liked me too. He _taught_ me and I learned my lessons well. After a while he _took_ my _board_ away. One day we had a _holiday_, so we did not have to do any _work_. We were all in the _schoolroom_ with Mr. Mell, _playing_ noisily. Steerforth was the noisiest of all of us.  "Steerforth!" Mr. Mell said. "Be _quiet_!"  "Who are you _talking_ to?" Steerforth said.  "I'm _talking_ to you, Steerforth," Mr. Mell said. "Don't be so _rude_."

--- 83 til 210"I'm not _rude_," Steerforth said. "I'm a _gentleman_ and you're only a _poor_ teacher. A _gentleman_ can't be rude to a _poor_ man."  "You're not a _gentleman_," Mr. Mell said.  "Be _quiet_!" Steerforth cried. "Be _quiet_ or I'll hit you!"  "What's the _matter_ here?" Mr. Creakle came into the room. He looked very _angry_. "Mr. Mell," he said. "What are you doing?"  "Steerforth was _rude_ to me," Mr. Mell said.{{Oppgaver slutt}}

--- 84 til 210xxx3 B: Harry Potter and the Philosopher's Stone{{Gloser:}}  s. 84:Robes: clothesYet again: once morePace: walkTrunk: suitcaseSet off: leaveTerm: part of the school year  s. 85:Mutter: speak with the lips partly closed{{Gloser slutt}}

J. K. Rowling was a jobless single mother who survived on benefits before a publisher decided to print her _Harry Potter_ manuscript. Today she is one of the most popular novelists of all times.

Harry woke at five o'clock the next morning and was too excited and nervous to go back to sleep. He got up and pulled on his jeans because he didn't want to walk into the station in his wizard's robes - he'd change on the train. He checked his Hogwarts list yet again to make sure he had everything he needed, saw that Hedwig was shut safely in her cage and then paced the room, waiting for the Dursleys to get up. Two hours later, Harry's huge, heavy trunk had been loaded into the Dursleys' car, Aunt Petunia had talked Dudley into sitting next to Harry and they had set off.  They reached King's Cross at half past ten. Uncle Vernon dumped Harry's trunk on to a trolley and wheeled it into the station for him. Harry thought this was strangely kind until Uncle Vernon stopped dead, facing the platforms with a nasty grin on his face.  "Well, there you are, boy. Platform nine - platform ten. Your platform should be somewhere in the middle, but they don't seem to have built it yet, do they?"  He was quite right, of course. There was a big plastic number nine over one platform and a big plastic number ten over the one next to it, and in the middle, nothing at all.  "Have a good term," said Uncle Vernon with an even nastier smile. He left without another word. Harry turned and saw the Dursleys drive away. All three of them were laughing. Harry's mouth went rather dry. What on earth was he going to do? He was starting to attract a lot of funny looks, because of Hedwig. He'd have to ask someone.  He stopped a passing guard, but didn't dare mention platform nine and three-quarters. The guard had never heard of Hogwarts and when Harry couldn't even tell him what part of the country it was in, he started to get annoyed, as though Harry was being stupid on purpose.

--- 85 til 210

Getting desperate, Harry asked for the train that left at eleven o'clock, but the guard said there wasn't one. In the end the guard strode away, muttering about time-wasters. Harry was now trying hard not to panic. According to the large clock over the arrivals board, he had ten minutes left to get on the train to Hogwarts and he had no idea how to do it; he was stranded in the middle of a station with a trunk he could hardly lift, a pocket full of wizard money and a large owl.  (...)    J. K. Rowling

{{Bilde: Forsiden til boka: "Harry Potter and the Philosopher's Stone" med en tegning av Harry Potter foran toget Hogwarts Express}}J. K. Rowling: Harry Potter and the Philosopher's Stone, Thomas Taylor, Bloomsbury Publishing Plc{{Slutt}}

--- 86 til 210{{Oppgaver:}}_Did you get it? Written tasks_>>> 1What is the name of Harry's owl?

>>> 2What are the names of Harry's relatives?

>>> 3Describe Uncle Vernon.

>>> 4What is the name of Harry's new school?

>>> 5From which platform does the train leave?

_Oral tasks_>>> 6Have you read any of the Harry Potter books or seen one of the films? Tell your partner which book or film is your favourite giving reasons why.

>>> 7Harry Potter is a magician. Do you think magicians exist for real? Give reasons for your answer.

_Oral and written tasks_>>> 8Why do you think Harry Potter is so popular? Write down some keywords and tell your partner.

>>> 9Translate the first paragraph of _Harry Potter_ into Norwegian. Compare translations with your partner. Which one is the best? Discuss.

_Written tasks_>>> 10Make a drawing of Harry at King's Cross station.

>>> 11The sentence "Uncle Vernon dumped Harry's trunk on to a trolley ..." is in the active voice. Change it into the passive voice. See pages 61-162.

>>> 12What is the difference between the active and the passive voice?

>>> 13Change the following sentences into the passive voice:a) The police caught the thieves.b) His uncle paid for the damages.c) Gaudí constructed the house.d) The lion killed the antelope.e) Howard Shore composed the music.{{Oppgaver slutt}}

--- 87 til 210xxx2 Fairytalesxxx3 A: The Ugly Duckling{{Gloser:}}  s. 87:Hatch: the bird comes out of the eggChirpy: making birds' soundsPrisoner: person who is in prison (jail)Gaze: stare, lookOutgrow: grow faster thanConsole: comfort, make someone feel betterTease: act badly towards someone by calling them names or upsetting

themPond: small lakeIn scorn: showing that they did not like himLose heart: give up, lose courageMaking inquiries: asking  s. 88:What's more: in additionStray: without an ownerHutch: cageWring your neck: strangle youPlump: fatMoan: complain

  s. 89:Ajar: half openDawn: morningReeds: a kind of grassSlender: narrow, thinBeak: horny jaws of a birdMigrate: moveExhausted: very tiredShowered with kindly care: given a lot of love and careAstounded: shockedExclaim: say{{Gloser slutt}}

Hans Christian Andersen was born in the town Odense in Denmark. His fairytales are tremendously popular all over the world. Some of his best known works are "The Emperor's New Clothes", "The Snow Queen" and "The Little Match Girl".

Once upon a time down on an old farm, lived a duck family. Mother Duck had been sitting on a clutch of new eggs. One nice morning, the eggs hatched and out popped six chirpy ducklings. But one egg was bigger than the rest, and it didn't hatch. Mother Duck couldn't recall laying that seventh egg. How did it get there? TOCK! TOCK! The little prisoner was pecking inside his shell.  "Did I count the eggs wrongly?" Mother Duck wondered. But before she had time to think about it, the last egg finally hatched. A strange looking duckling with gray feathers that should have been yellow gazed at a worried mother. The ducklings grew quickly, but Mother Duck had a secret worry.  "I can't understand how this ugly duckling can be one of mine!" she said to herself, shaking her head as she looked at her last born. Well, the gray duckling certainly wasn't pretty, and since he ate far more than his brothers, he was outgrowing them. As the days went by, the poor ugly duckling became more and more unhappy. His brothers didn't want to play with him. He was so clumsy, and all the farmyard folks simply laughed at him. He felt sad and lonely, while Mother Duck did her best to console him.  "Poor little ugly duckling!" she would say. "Why are you so different from the others?" And the ugly duckling felt worse than ever. He secretly wept at night. He felt nobody wanted him.  "Nobody loves me, they all tease me! Why am I different from my brothers?"  Then one day, at sunrise, he ran away from the farmyard. He stopped at a pond and began to question all the other birds. "Do you know of any ducklings with gray feathers like mine?" But everyone shook their heads in scorn.  "We don't know anyone as ugly as you." The ugly duckling did not lose heart, however, and kept on making inquiries.

--- 88 til 210He went to another pond, where a pair of large geese gave him the same answer to his question. What's more, they warned him: "Don't stay here! Go away! It's dangerous. There are men with guns around here!" The duckling was sorry he had ever left the farmyard.  Then one day, his travels took him near an old countrywoman's cottage. Thinking he was a stray goose, she caught him.  "I'll put this in a hutch. I hope it's a female and lays plenty of eggs!" said the old woman, whose eyesight was poor. But the ugly duckling laid not a single egg.  "Just wait! If you don't lay eggs, the old woman will wring your neck and pop you into the pot!" And the cat chipped in: "Hee! Hee! I hope the woman cooks you, then I can gnaw at your bones!" The poor ugly duckling was so scared that he lost his appetite, though the old woman kept stuffing him with food and grumbling: "If you won't lay eggs, at least hurry up and get plump!"  "Oh, dear me!" moaned the now terrified duckling. "I'll die of fright first! And I did so hope someone would love me!"

--- 89 til 210Then one night, finding the hutch door ajar, he escaped. Once again he was all alone. He fled as far away as he could, and at dawn, he found himself in a thick bed of reeds. "If nobody wants me, I'll hide here forever." There was plenty of food, and the duckling began to feel a little happier, though he was lonely. One day at sunrise, he saw a flight of beautiful birds wing overhead. White, with long slender necks, yellow beaks and large wings, they were migrating south.  "If only I could look like them, just for a day!" said the duckling, full of admiration. Winter came and the water in the reed bed froze. The poor duckling left home to seek food in the snow. He dropped exhausted to the ground, but a farmer found him and put him in his big jacket pocket.  "I'll take him home to my children. They'll look after him. Poor thing, he's frozen!" The duckling was showered with kindly care at the farmer's house. In this way, the ugly duckling was able to survive the bitterly cold winter.  However, by springtime, he had grown so big that the farmer decided "I'll set him free by the pond!" That was when the duckling saw himself mirrored in the water.  "Goodness! How I've changed! I hardly recognize myself!" The flight of swans winged north again and glided on to the pond. When the duckling saw them, he realized he was one of their kind and soon made friends.  "We're swans like you!" they said, warmly. "Where have you been hiding?"  "It's a long story," replied the young swan, still astounded. Now, he swam majestically with his fellow swans. One day, he heard children on the riverbank exclaim: "Look at that young swan! He's the finest of them all!"

And he almost burst with happiness.    Hans Christian Andersen

--- 90 til 210{{Oppgaver:}}_Did you get it? Oral tasks_>>> 1What was Mother Duck's secret worry?

>>> 2Why did the other birds dislike the duckling?

>>> 3What happened to the duckling at the old countrywoman's cottage?

>>> 4What did the farmer do?

_Oral task_>>> 5Why were there seven eggs in the duck's nest and not six? What had happened? Exchange views.

_Oral and written tasks_>>> 6In your view, how must the duckling have felt about being teased all the time? Jot down some key words and tell your partner.

>>> 7What is it to be ugly? Write down at least seven keywords and start discussing.

>>> 8The duckling was treated badly by the other birds because he was different. Is this also the way people treat each other? Consider the following keywords and write down some ideas: colour of skin, religion, overweight, clothes, language and dialect.  Start a discussion.

_Written tasks_>>> 9When the duckling saw himself mirrored in the pond he finally liked himself. Why? What had happened?

>>> 10You have been teased and bullied for years. Yesterday you lost your temper and hit one of your tormentors. The head teacher asked you to write her a letter where you explain why you did it. Write the letter.

>>> 11The expression _What is more_ means _Dessuten_ in Norwegian. Write three sentences where you use this expression.

>>> 12Do you know any other ways of saying _Dessuten_ in English? Maybe you want to have a look at page 192. Write three sentences where you use this word.

>>> 13There are a number of irregular verbs in this fairy tale, some of which are: become, weep, run, shake, catch and begin.  Write these verbs in the past and present perfect tenses. You can check if you have got it right on pages 168-173.

>>> 14Solve the crossword puzzle on page 91:

--- 91 til 210Kryssord - crossword puzzle:{{Kryssorddiagrammet er ikke tilrettelagt}}

Across:1 Small lake {{4 bokstaver}}2 Early morning {{4 bokstaver}}3 Small house {{7 bokstaver}}4 All birds have it {{4 bokstaver}}5 Come out of the egg {{5 bokstaver}}6 Move {{7 bokstaver}}7 White as ... {{4 bokstaver}}8 Where we put our keys {{6 bokstaver}}9 Bigger than ducks {{5 bokstaver}}10 To fly with {{5 bokstaver}}

Down:11 Opposite of slowly {{7 bokstaver}}12 Baby duck {{8 bokstaver}}13 Big white birds {{5 bokstaver}}14 Make someone feel better {{7 bokstaver}}15 Not entirely open {{4 bokstaver}}16 It has nine lives {{3 bokstaver}}17 All birds have lots of them {{8 bokstaver}}{{Oppgaver slutt}}

--- 92 til 210xxx3 B: The Magic Flute{{Gloser:}}  s. 92:

Majestic panorama: fantastic viewUppermost peaks: the highest mountain topsPut someone up: offer someone a place to sleepHeadman: chiefSensing her presence: when he noticed she was there  s. 93:Reply: answerHe did not seem to have a definite destination: it seemed like he did

not know where he was goingCarefree: without a worryBead: small ball with a whole through the middleGaze: look, stareFashion: make  s. 94:Orphan: a child without parentsDestination: goalSurround: stand aroundHeadman: a chiefNod: move the head up and downCurious: strangeEnraptured: deeply moved  s. 95:Stream: small riverBoulder: rockNot dependable: cannot trustLoaf: do nothingBurst into bloom: flowers suddenly open  s. 96:Effort: strugglePredawn: before the morningBid farewell: say goodbyePine covered: covered with pine treesSummit: topShrine: a religious place, a place of worshipShelter: protectionEmerge: come out ofDespair: sadnessChink: gap, holeHalo: circle of lightGarland: decorationBeckon: a sign made without words  s. 97:Mound: heap of earthGloomy: sadRevive: make her well, cureMotionless: without movingFlutter: make a movement{{Gloser slutt}}

Madhav Ghimire started to create poetry as a boy. He showed his poems to his teacher, who encouraged him to continue. Today he is perhaps Nepal's most respected poet and writer. He is also profoundly engaged in the work for human rights in Nepal and in helping children in need.

The sun was setting as Sukumar walked up the dirt path and into the small village. He was a boy of about eleven or so. In the distance lay the majestic panorama of the Himalayas, the uppermost peaks still bathed in warm tones of red and gold. Sukumar was alone and knew no one in the village, but he hoped to find someone who would put him up for the night. In the distance a girl was calling her mother, and he was reminded of his own mother, who was dead. Filled with memories of her, he took out his flute and raised it to his lips. He felt that by playing a tune he was calling his mother, just as the girl in the distance was calling hers.  As he stood there playing, a middle-aged woman carrying a heavy load of grass on her back came up the path behind him. She was the wife of the village headman. She stopped and listened silently to the boy's tune. Sensing her presence, Sukumar looked at her. When their eyes met, it seemed to both of them that they had always known each other.  The woman asked: "My son, where are you going?"

--- 93 til 210"I'm a stranger here, mother, looking for a place to spend the night," he replied. Did they address each other as mother and son merely out of kindness, or was there some deeper meaning?  The woman seemed surprised. Although the boy did not know anyone in the village and did not seem to have a definite destination, he stood there cheerfully playing his flute just as if he was any other carefree child.  "Come with me, my son," she said. "That's your sister calling me. When I heard your flute, I felt in my heart that you too were calling me with your tune. Come along, we must go home."  Tucking away his flute, the boy followed the woman to her house.  At the age of five Sukumar had lost his own mother. All he could remember of her was a pair of shining eyes and the string of blue beads she always wore around her neck. He believed that she still lived within his heart.  The flute he carried had been a gift from his father. After the death of his mother, his father would play his own flute every evening before going to bed, and it was to the sound of these melodies that the small boy would fall asleep. One night as his father sat playing, Sukumar asked him: "Where is Mama? Why can't we see her anymore?"  Putting down the flute, the man's eyes became sad. "Your mother now lives in the house of the gods. Although she is far beyond the sky, she is with us in our hearts."  Sukumar then asked: "Are you ever able to meet her in your heart?"

  Gazing down at the boy, he answered: "Yes, my son, when I play the flute."  "Oh, how I want to see her! Please make me a flute too, so that I'll know she is with me when I play it."  Soon afterward, Sukumar's father carefully fashioned a flute for the boy and taught him how to play it. His father also taught him to appreciate the beauty of the moonlight and the song made by the falling rain. Often his father would say: "Be happy and play your flute cheerfully, for this in turn will make your mother happy when she hears your tunes."  Sukumar spent all his time practicing on his flute. One day when he was nine, his father said: "My son, now you are even better than your father at playing the flute. But I want to tell you something I've never told you before. In their hearts, all persons can feel the melody of the flute, no matter what kind of people they are. When you play your flute, you must always play it with much love in your own heart.

--- 94 til 210Then everyone will recognize your love through the melody. And you'll be able to find your own true mother."  A few days after this, Sukumar's father died. Sad and alone, the boy put down his flute and did not touch it again for six months. He spent most of his time crying softly to himself. Because he was an orphan, he was eventually taken to live with his uncle. There, once again, he began to play his flute, not to get the attention of those around him but rather to show them his love and, in return, to receive theirs.  But young Sukumar was restless. One day he took his flute and left his uncle's house, setting out on a journey that had no destination. As he walked, he would play, and the people he met along the road would surround him, enjoying his tunes and sometimes even dancing to the music. But still he was alone, for no one would love him as his dear parents had. Most people were more interested in themselves and their own problems and had no time for young Sukumar after he finished his tunes. No one had time for him, that is, until the evening he met the village headman's wife, who called him son. In her he felt he had found his own true mother once again.  As the two of them entered the yard, he saw a young girl walking in the garden. This was the woman's small daughter, Sayapatri, who earlier had been calling her mother. The woman nodded toward Sukumar and said: "Daughter, I've brought home a nice boy to stay with us, no, I mean I've brought home your brother."  The two children stood there shyly, not saying a word. But both were happy. Sayapatri, who had no brothers, now had Sukumar, and he in turn now had a sister. Then they entered the house, and as Sukumar sat watching the woman prepare the evening meal by the warm glow of the lamplight, he felt a happiness that had long been missing from his life.  Soon the village headman came home. Saying nothing, he gave Sukumar a curious glance that made the boy feel sad and

uncomfortable. The woman said to her husband: "I met this boy on the road today. He plays the flute very well."  During supper the man said nothing to the boy. After the plates had been cleared away, Sukumar took out his flute and began to play softly. The family sat there silently, enraptured by the boy's music. The parents felt that his melody was touching something very familiar in their hearts. Sayapatri sensed that her new brother was trying to talk to the family through his tunes.

--- 95 til 210When he finished and got up to go to bed, the woman gently took his face in her hands and kissed him on the cheek saying: "Good night, my son."  The next morning Sukumar arose early and prepared to leave. But the woman stopped him, saying: "We're mother and son. I won't let you leave your home." And so Sukumar stayed with the family.  Sayapatri loved Sukumar dearly, but found that there were many things about him that she could not understand. Mostly she wondered why he often looked so serious. During the day she would take him around the village, introducing him to her friends.  One day the two children walked down to a nearby stream. Sukumar sat silently on a boulder, staring at the water. Unable to control her curiosity, Sayapatri asked: "What are you thinking about, my brother?"  "Dear sister, you have your own mother, and she loves you because you're her daughter. But my mother's gone. And the only way I can ever meet her is by playing my flute."  Sayapatri was shocked by his answer. "But, my brother, isn't my mother also your mother? Am I not your sister?" she asked. Hesitating, he replied: "Yes, you're my sister, and she's my mother, but ..." "But, what, my brother?" "You have the love of your father, but I've lost mine." "But isn't my father also yours?" "No, for I haven't yet won his heart." "Well, then, I'll tell him tonight that he must love you more." "No, no, my sister, don't do that. It'll be all right. I'll win his heart by playing my flute."  That evening after the two children had gone to sleep, the father started talking quietly to his wife. "Orphans aren't very dependable. They never stay in one place for long. Sukumar will be like that, too. One day he'll up and leave. In the meantime he'll probably just sit around here loafing and living off our kindness. And he'll end up being a bad influence on our Sayapatri."  The woman was shocked by her husband's words. "But, my dear, of course he's an orphan, which is why we must become his parents. We'll be his mother and father. Oh, sometimes I can't believe the heartless things you say."  With that the conversation ended and the two fell asleep.  Life in the household continued on as it had been. Spring came to the village, and the rhododendron trees burst into bloom. The young women of the village gathered to do the dance of Ghatu, as was the custom in this season.

  One spring evening Sukumar sat by the window, gazing out at the full moon.

--- 96 til 210The drifting clouds and the silver moonlight seemed to be asking him to play a very special tune for them. Picking up his flute, he was inspired to create just such a melody. But when he finished he was filled with sadness. Despite all his efforts, he was still unable to win the love of Sayapatri's father. It seemed an impossible task. Better, he thought, that I leave now rather than continue on like this.  In the predawn hours of the next morning he quietly left the house while the rest of the family lay sleeping. Outside he stopped and turned, silently bidding farewell to Sayapatri and her mother. Then he started on his way.  By dawn he had reached the pine-covered hills beyond the village. For a moment he imagined he heard Sayapatri calling his name. He wished, then, that he had waited to say goodbye to her. But there was no going back; so once again he started on his way. All day he climbed over hills and down through valleys, until at sunset he found himself at the summit of a mountain. A shrine to a goddess stood there, and he decided that he would take shelter in it for the night. Once inside, he felt very lonely and sad. There was a tune floating in his head, but it was a very sad one. He felt that by leaving Sayapatri and her mother he had once again lost his family. He wanted to create a melody for Sayapatri to tell her how much he loved her, but all that emerged from his heart was a cry of despair. He sat there, weeping softly to himself.  When he awoke, the morning sunlight was streaming through the chinks in the windows of the shrine. Looking up, he saw the statue of the goddess, its hands spread to welcome him. The goddess's head was surrounded by a halo, and a garland of flowers hung from her neck. He felt the presence of Sayapatri and her mother in the statue. It seemed as if they were trying to embrace him through the statue's hands. Suddenly he was filled with doubt. Should he continue on his journey or should he return to Sayapatri and the family? He slowly walked out of the shrine and sat down under a large tree. All day long he sat there, trying to decide what to do.  That night he again slept in the shrine, dreaming of Sayapatri. In his dream she was standing in front of him, beckoning him to follow her. He started to speak, but she raised her finger to her lips, indicating that he should be quiet. When he awoke from his sleep, he knew that his decision had been made. He would return home.  It had been a year since he had first come to the village and gone home with the headman's wife.

--- 97 til 210His first glimpse of Sayapatri had been as she stood in front of the mound of the tulsi plant. At that time there had been a lamp burning on the mound. Tonight, when he returned, there was once again a

lamp burning on the mound. But in the yard many of the villagers were milling around and all wore gloomy looks on their faces.  Silently Sukumar entered the house. Inside, Sayapatri lay on her mother's lap. Looking up and seeing him, the woman cried out: "My son, look what's happened to your dear sister! People say she'll recover, but, oh, I don't know."  Sukumar approached them slowly, tears streaming down his face. Stretching out his hand, he softly stroked his sister's cheek.  "On the night you left, she suddenly came down with a very high fever. Since yesterday she's been like this in a coma. I think her spirits left her body and gone off in search of you. Now you've returned. Please, my son, do something to revive her."  Sukumar sat there motionless, his hand on Sayapatri's cheek. Then he brought out his flute and began to play it very quietly. As the tune floated across the room, Sayapatri's eyelids began to flutter. Her father, who had come into the room, brought a cup of water and placed it to the girl's lips. Slowly her eyes opened. Seeing Sukumar, she murmured: "My brother, oh my brother! You've returned."  Putting down his flute, Sukumar replied: "Yes, me dear sister, I'm here. It's me, your brother."  Suddenly the father moved next to Sukumar and, with tears in his eyes, hugged the boy to his chest. "Truly you're my own dear son. Never, never will I let you go again."  The mother sat there, shedding tears of joy. Sayapatri and Sukumar looked at each other and smiled.    Madhav Ghimire. Translated by Abhi Subedi

--- 98 til 210{{Oppgaver:}}_Did you get it? Written tasks_>>> 1Sukumar's father told him of a way he could meet his mother in his heart. What did he mean by that?

>>> 2What else did his father teach him?

>>> 3How old was Sukumar when his father died?

>>> 4Why did he leave his uncle's house?

>>> 5One day Sukumar met a woman. Who was she?

_Oral task_>>> 6

Is music so powerful that it can change people's hearts and make them kinder or happier? Discuss.

_Oral and written tasks_>>> 7What can music do to your feelings? Jot down some ideas and share them with your partner.

>>> 8Sukumar was alone a lot. Is it always negative to be alone? List the negative and positive sides of being alone. Read the list to your partner and discuss.

_Written tasks_>>> 9Can you think of some episodes where his playing the flute did something good to him or to others? Make a list. Describe one episode. Include some comment on the good effect it had.

>>> 10Everybody needs to be alone from time to time. What do you do when you are alone? Write a diary from a day when you were all alone.

>>> 11Read the extract below. Why is the verb form "were milling" used and not the simple verb form "milled"? (See pages 159-160.)  Tonight, when he returned, there was once again a lamp burning on the mound. But in the yard many of the villagers were milling around and all wore gloomy looks on their faces.

>>> 12True or false:{{Skriv T for True eller F for False i hakeparentesen etter hver setning:}}

a) The story is set in the Rocky Mountains. []b) Sukumar is a carefree child. []c) His uncle has given him the flute. []d) When Sukumar was nine, his father died. []e) The village headman loved Sukumar from the start. []f) Sukumar and Sayapatri are very fond of each other. []g) Playing the flute became a blessing for Sukumar and for others. []{{Oppgaver slutt}}

--- 99 til 210xxx2 Newsxxx3 Revealed: The eight-year-old girl who saved Harry Potter{{Gloser:}}  s. 99:

Mammoth: giganticDestined for oblivion: on its way to be forgottenPublisher: a company that makes books out of manuscriptsWizard: magicianRescue: saveBenefits: money a jobless person gets from the stateAnticipate: look forward toLaunch: introduce somethingPropel: bring forwardAmass: collect into a massReject: say noRival: competitorPester-power: the power to ask for something again and againConvince: talk intoOffbeat: different, not quite like the restCramped: very smallSample: a part of somethingGlow: here: be very happyNag: ask for something over and over again  s. 100:Investment: put money into something in the hope to earn more

moneyBlockbuster: success{{Gloser slutt}}

J. K. Rowling's new adventure is sure to be another mammoth bestseller. But, reports John Lawless, the first Potter manuscript was destined for oblivion - until the publisher's young daughter read it.

Published 3 July 2005

It was an eight-year-old girl, not an 11-year-old boy wizard, who rescued J K Rowling from life on £ 70-a-week benefits as a divorced single mother, _The Independent on Sunday_ can reveal.  The eagerly anticipated launch next week of her latest book, _Harry Potter and the Half-Blood Prince_, will propel Rowling's wealth further beyond the £ 562m she has already amassed from the record-breaking series. Yet, as Nigel Newton, the chairman of Bloomsbury Publishing reveals today, the first Harry Potter manuscript was rejected by all of his major rivals.  And it was only the pester-power of his daughter, Alice - who read a chapter and demanded more - that finally convinced the publisher he had a winner on his hands.  The story he tells in a rare personal interview is almost as unlikely as one of Rowling's muggles-and-magic plots. Bloomsbury, the offbeat company named after the 1920s London literary set, was just about the last chance for Rowling to get the original _Harry Potter and the Philosopher's Stone_ into print.

  Her agent, Christopher Little, called at Bloomsbury Publishing's cramped offices in Soho Square and gave Newton a sample to read. He took it home but, instead of settling down with it himself, handed it to Alice, then eight years old. "She came down from her room an hour later glowing," Newton recalls, "saying, 'Dad, this is so much better than anything else.' She nagged and nagged me in the following months, wanting to see what came next."

--- 100 til 210Newton made out a cheque to Joanne Kathleen Rowling for just £ 2,500, which has since proved one of the wisest investments in publishing history. He had signed up a writer who was to go on to outsell Jackie Collins's steamy blockbusters 10 times in a year. The first Potter book is also on its way to becoming the world's best-selling novel of all time. "It was very fortunate for us," said Newton. "We'd only just started to publish children's books in June 1994. And we hit it lucky." He told _The Independent on Sunday_ that "eight others turned J K Rowling down; ie, the whole lot".  The not-knowing-what-comes-next factor has created 260 million sales for successive books. Christopher Little is reported to have earned almost £ 19 m in 2002. Daniel Radcliffe, who stars as Harry Potter in the films, became, at 14, the world's youngest millionaire. But Rowling became a dollar billionaire. Forbes magazine estimated her wealth last year at £ 562 m, reporting that she is "one of only five self-made female billionaires and the first billion-dollar author".  Bloomsbury has since invested in other children's books, including a new release of _The Popcorn Pirates_ from Alexander McCall Smith. He admits, though, that the Potter phenomenon is likely to be "a total one-off. There has never been anything like it."  It is appropriate that _Harry Potter and the Half-Blood Prince_ is to be launched at a glittering ceremony at midnight on 16 July, in the city of Edinburgh where Rowling wrote the original. She completed her first book, _Rabbit_, at the age of six, and had discarded two adult fiction novels before Harry Potter "Simply fell into my head" during a tedious train journey from Manchester in 1990. She had returned to the Scottish capital after living in Portugal, where she had her first child. Harry Potter was penned in a nearby café as her daughter, Jessica, slept.  Rowling has given a new account of her delight at Bloomsbury's decisive vote of approval on her personal website, explaining that "Finally, in August 1996, Christopher telephoned me and told me that Bloomsbury had 'made an offer'. I could not quite believe my ears. 'You mean it's going to be published?' I asked rather stupidly. 'It's definitely going to be published?' After I had hung up, I screamed and jumped into the air."  Now aged 40 and remarried, she remains resolutely unfazed by her own amazing story, admitting: "The rewards were disproportionate, but I could see how I got there, so that made it easier to rationalise."    © 2005 Independent News & Media (UK)

--- 101 til 210{{Oppgaver:}}_Did you get it? Written tasks_>>> 1How much did J. K. Rowling earn a week before she started making money on Harry Potter?

>>> 2How much money has she made on Harry Potter so far?

>>> 3How many publishers were interested in printing the Harry Potter manuscript?

>>> 4What is the name of J K Rowling's publisher?

>>> 5What was Alice's reaction to reading a chapter of Harry Potter and the Philosopher's Stone?

>>> 6What would probably have happened if Bloomsbury had turned down the Harry Potter manuscript?

_Oral and written task_>>> 7Write down five adjectives that describe the Harry Potter books. Explain to your partner why you have chosen these adjectives. Then make a little story together. This is what you do: Read one adjective to your partner who will as quickly as possible write a sentence that contains this word. He or she will then read one adjective to you and you will add a new sentence to the story. In the end you will have a little story that contains all ten adjectives.

_Written task_>>> 8You have written a very good manuscript, and you are pretty sure it may become a bestseller. You need to convince a publisher that they should print it. Write a formal letter to Glenburn Publishing House Ltd in which you explain:-- Why your manuscript deserves to be printed.-- What the manuscript is about.-- Who will be your future readers (adults, teenagers, children).

Make sure to include a short extract from the manuscript.{{Oppgaver slutt}}

--- 102 til 210xxx2 Cartoonsxxx3 A: The World of DisneyFew other comics and cartoons have reached a popularity even close to that of the Disney characters. Walt Disney created Mickey Mouse in the 1920s and Donald Duck in the 1930s. Since then a range of other characters have been created. The most important creators of Disney characters are, in addition to Walt Disney, Carl Barks and Don Rosa.

_Some of Duckburg's inhabitants_{{Gloser:}}Inhabitant: person who lives in a town or cityAmulet: piece of jewellery thought to be a protection against evilSketch: rough drawing{{Gloser slutt}}

{{Bilder: Disney-figurene er tegnet ved siden av teksten om dem}}

Donald and his friends live in Duckburg, a fictional city where most of the citizens are ducks, geese, mice and dogs. The main character is Donald Duck, who lives with his three nephews Huey, Dewey and Louie. He has tried lots of different jobs, but he is always fired sooner or later. Donald is always dressed in his sailor suit.  Huey, Dewey and Louie look exactly the same, so how can we tell them apart? They can be distinguished from the colour of their clothes. Huey wears red, Dewey blue and Louie green. They are members of the Junior Woodchucks, and they often use _The Junior Woodchucks Guidebook_ to solve difficult problems.

--- 103 til 210Grandma Duck is Donald's grandmother. She lives on a farm outside of Duckburg and is also Gladstone Gander's grandmother.  Daisy Duck is Donald s girlfriend and April, May and June are her nieces. Her house is close to Donald's. She loves Donald, but sometimes she may flirt with Gladstone Gander just to get Donald's attention.  Gladstone Gander is Donald's lucky cousin. If someone has lost some money on the street, he is always the one who finds it. He is also in love with Daisy.  Gus Goose is Grandma Duck's grand nephew, and he works on her farm. He is extremely lazy, and Grandma Duck must always tell him what to do.  Gyro Gearloose is Duckburg's smart inventor. He always has good intentions, but he often ends up with poor inventions. Whereas most of the inhabitants of Duckburg are either ducks or geese, Gyro is a chicken.  The Beagle Boys are a band of criminals. They are always after Uncle Scrooge's money. We do not know for sure how many they are, but 13 of them were once observed in a bus in Duckburg.

  Uncle Scrooge is Donald's rich uncle. He is the wealthiest duck in the world, and from the day he earned his first dime as a ten-year-old, he has been interested in few things other than making money.

--- 104 til 210_Mouseton_{{Bilde: Tegning av Pluto, Mikke og Langbein}}

Another Disney superhero is Mickey Mouse. Along with his friends he lives in Mouseton, and not in Duckburg. Occasionally Mickey and Donald meet, but most of the time the little mouse is together with his two nephews Morty and Ferdie, his charming dog Pluto and his girlfriend Minnie Mouse. His best friend is Goofy (see page 91 in _Crossroads A_).

{{Oppgaver:}}_Did you get it? Written tasks_>>> 1Who created Mickey Mouse?

>>> 2What are Carl Barks and Don Rosa known for?

>>> 3Who is Gladstone Gander's grandmother?

_Oral and written tasks_>>> 4Discuss with a partner what makes a comic character popular. Jot down some key words during the discussion. Then try to create a character together. Make some sketches, create a story. Then make a comic strip or two together. Have you created a classic?

>>> 5You and your partner work for the Walt Disney Company. Your task for today is to create a Donald story. First you must decide the plot (see page 8). Have a good discussion with lots of brainstorming. Then decide which of the Disney characters should be part of the story. Now you are ready to start drawing. Will you be part of the new generation of great Disney cartoonists?{{Oppgaver slutt}}

--- 105 til 210xxx3 B: Calvin and HobbesCalvin is a six-year-old boy and Hobbes is his stuffed tiger. They are inseparable. Calvin sees his tiger as alive whereas to the rest of the world Hobbes is just a stuffed tiger. Calvin has a broad imagination, and together with his imaginary friend he sets out for new adventures.

{{Tegneserie. Calvin and Hobbes (Tommy og Tigern), 8 ruter:}}Forklaring: Tommy og Tigern er ute og aker:1. Tommy sier: "Toboggans give better rides than runner sleds."2. Tigern: "Why is that?" Tommy: "Ther's no way to steer."3. Tommy: "On these cloudy winter days. Sometimes I like to lie back

on my sled and look at the sky."4. Tigern ligger på ryggen på sleden. Tommy sier: "It's just grey and

silent. No birds singing or bugs buzzing. Everything is muffled by the snow."

5. Tommy fortsetter: "Imagine what it would be like without any people or houses around. It would be perfectly still."

6. Tommy ser opp mot himmelen, Tigern ligger fortsatt på ryggen. Ingen sier noe.

7. Tommy: "Pretty neat, huh?" Tigern: "Yes, very peaceful."8. Tommy har sparket til sleden, som er forsvunnet over kanten med

en skrikende Tigern. Tommy sier: "I hate all that silence."{{Slutt}}

{{Oppgaver:}}_Written tasks_>>> 1Describe what happens in this comic strip.

>>> 2Create your own Calvin and Hobbes-like characters - a human being and an animal. Is the human a boy or a girl? What is typical of him or her? What kind of animal? What is their relationship like? Do they have any friends? Write a comic strip when you have created the characters.

>>> 3Write a letter to your favourite comic character and explain why you like him or her.{{Oppgaver slutt}}

--- 106 til 210xxx3 C: GarfieldA fat and lazy cat who loves lasagna - that is Garfield. This beast of a cat is owned by Jon, who is a complete failure. Together they are dynamite. Garfield is one of the funniest and most widely read cartoons of all times. In 2005 more than 2500 newspapers all over the world included a daily Garfield comic strip.

{{Tegneserie. Garfield (Pusur). 7 ruter:}}Forklaring: 1. Pusur står ved et skilt med teksten: "If you are here, you are lost!"2. Pusur går langs et fortau mens tre par øyne ser på ham fra mørket.3. Tre hunder står foran Pusur på fortauet. Den ene sier: "Look, fellas,

a cat chew-toy" Pusur tenker: "UH-OH!"4. Pusur: "Arf! Arf!" Hundene: "Wait a minute. He barks like a dog"

5. Pusur peser: "Pant! Pant! Pant!" Hundene: "And he pants like a dog"6. Pusur: "Bark! Bark!" En hund kommer løpende og roper: "Cool it,

guys! Here comes the dogcatcher!"7. Hundene oppfører seg som katter: "Purrr", "Meyow", mens Pusur,

som er fanget i hundefangerens hov, tenker: "There's no justice".{{Slutt}}

--- 107 til 210{{Oppgaver:}}_Oral task_>>> 1Why do we find comics and cartoons so entertaining? Do we recognize a little bit of ourselves in the characters? Discuss.

_Written tasks_>>> 2What do you think Garfield is thinking of at the beach? Fill in the empty boxes:

{{Tegneserie. Garfield (Pusur). 6 ruter:}}Forklaring:1. Jon og Pusur ligger og ser på en liten maurtue. Jon sier: "...."2. De ser fortsatt på maurene. Jon sier: "...."3. De ligger der fortsatt. Pusur tenker: "...."4. Nærbilde av Pusur, som ser på en maur og tenker: "...."5. Pusur tenker videre: "...."6. Pusur skviser mauren med tommelen og tenker: "...."{{Slutt}}

>>> 3Write a short text about what happened to Garfield when the dogcatcher caught him.

>>> 4Create an illustrated story based on the following key words: elephant, city, traffic, mouse, friends, school, teacher, circus, zoo, shopping centre.{{Oppgaver slutt}}

--- 108 til 210xxx2 Word Questxxx3 Reading Poetry (Rhythm)Recite: (v) deklamere, fortelle om

xxx3 Poetryxxx4 A: I Should Have StudiedCopy off: (v) kopiereFeel blue: føle seg tristFlunk: (v) stryke (til en prøve)

xxx4 B: Do Not Stand at my Grave and WeepGlint: (s) glitring, skinnHush: (s) stillhetRipened grain: modent kornSwift: (adj.) rask

xxx4 C: I'm Glad I'm MeDye: (v) farge (hår)Sears: (s) amerikansk butikkjede

xxx4 D: Cat and MouseIll-bred: (adj.)uoppdragen

xxx4 E: Birthday WishCome true: gå i oppfyllelse

xxx4 F: One Inch TallBeneath: (adv.) nedenforCrumb: (s) smuleFlea: (s) loppeFluff: (s) lo, dunNaughty: (adj.) rampeteStick of gum: (s) tyggegummiplateThimble: (s) fingerbølThumb: (s) tommelThread: (s) tråd

xxx4 G: If I Could Catch a RainbowSerenity: (s) ro, fredToss: (v) kaste

xxx3 Short Storiesxxx4 A: Two Faces to One NameCell phone: (s) mobiltelefonCompanion: (s) livsledsager, partnerConversation: (s) samtaleCorrespond: (v) skrive brevFancy: (v) likeDebate: (v) diskutereDesign: (v) planleggeDestiny: (s) fremtid, skjebneGuy: (s) gutt, mannInterfere: (v) blande seg bort i, forstyrreIt doesn't make sense: det er ikke riktigLeap: (v) hoppeMediocre: (adj.) vanlig, middelmådigPersuade: (v) overtaleRebuke: (v) irettesette, kritisere

Shalom (int.): "hei" på hebraiskTake advantage of someone: utnytte noen

xxx4 B: The Snooks FamilyPuff: (v) blåseTread: (s) fottrinnCrane: (v) strekke ut halsenAd finitum: for evig

--- 109 til 210Whereupon: (adv.) hvorpå, hvoretter

xxx4 C: Smart Ice CreamShow off: (s) en som liker å vise seg framCome top: bli den besteCure: (v) kurere, gjøre friskFlavour: (s) smakJerk: (s) idiotLane: (s) trang liten gatePick on: (v) erte, plagePull a fast one: lure noenSoft-hearted: (adj.) snillTell off somebody: å irettesette noen, å snakke strengt til noenTerrific: (adj.) veldig god, kjempebraTorch: (s) lyktTub: (s) balje

xxx4 D: I've Got GloriaAllowance: (s) lommepengerApologize: (v) unnskylde segApparently: (adv.) tilsynelatende, tydeligvisBlubber: (v) gråte, tuteDeliberately: (adv.) med viljeDog warden: (s) hundeoppsynetDrool: (v) sikleF: (s) dårlig karakterFail: (v) stryke (for eksempel til en eksamen)Flunk: (v) strykeFrizzy: (adj.) kruseteGrab: (v) gripeHike: (s) lang gåturHothead: (s) hissigproppLousy: (adj.) elendigMean: (adj.) ondMop of hair: (s) hårmankeNever mind that: ikke bry deg om detPassing grade: ståkarakterPot roast: (s) grytestekPound: (s) her: sted hvor de oppbevarer herreløse hunder

Purse: (v) sammensnurpeQuarter: (s) mynt (kvart dollar)Rash: (adj.) ubetenksomt, overiltRevenge: (s) hevnSlot: (s) sprekken der en putter mynter på en automatTake things out on someone: la det gå utover noenValuable: (adj.) verdifullWhine: (v) klage, jamre seg

xxx4 E: The Song Of The SyrupContented: (adj.) fornøydDrowsy: (adj.) døsig, søvnigJug: (s) muggeLarder: (s) spiskammerLiquid: (s) væskePoisonous: (adj.) giftigScent: (s) luktSplinter: (s) her: glasskårTrickle: (v) dryppe, sive

xxx4 F: WunderpantsAche: (v) verke, gjøre vondtAnt: (s) maurBank: (s) bredd (ved elv eller innsjø)Barn: (s) låve

--- 110 til 210Be grounded: få husarrestBe out of: gå tom for, ikke ha flere igjenBelly: (s) mageBlazing: (adj.) glødendeBlock: (s) her: hodeBloke: (s) fyr, typeBranch: (s) grenBritches = breeches: (s) knebukserBug out like organ stops: stå ut som orgelpiperCackle: (v) kakleCatch up: (v) hale innpåCheer up: (v) bli blidChuck: (v) kasteConcrete: (s) betongCop it: (v) bli tattCreek: (s) bekk, liten elvCross: (adj.) irritert, sintDial: (v) slå et nummer, ringe oppDisease: (s) sykdomEmbarrassing: (adj.) pinlig, flautFairy: (s) feFeed: (v) mate

Fetch: (v) hente, gripeFilthy: (adj.) skittenFreak out: (v) flippe ut, miste kontrollenFroth: (s) frådeFuss: (s) mas, problemerGerm: (s) bakterieGet around someone: overbevise, vinne overGive in: (v) gi oppGroan: (v) jamreGuts: (s) innvollerHum: (v) nynneIn the raw: nakenKeep up with: (v) holde følge medLet off: få slippe, slippe unna med noeMean: (adj.) ondNag: (v) gnåle, maseOwn up: (v) tilståRave on: raseRip: (v) rive i stykker, spjæreShout at the top of someones voice: skrike det høyeste en kanShove: (v) dytteShrink: (v) krympeStruggle: (v) kjempe, slåssSuperjocks: (s) superunderbukserSwagger: (v) skryte, stikke nesen i skyTake off the prize: stikke av med seierenTerrific: (adj.) kjempebraTight: (adj.) trangTingle: (v) klø, prikke, kribleWithout a stitch of clothing: uten en trådWriggle: (v) vrikkeYell: (v) skrike

xxx4 G: They don't Mean it!Abracadabra: (s) trylleformelAdjust: (v) tilpasseAlmond: (s) mandelBlurt: (v) si noe uten å tenke seg omBother: (v) bry segBrag: (v) skryteCarton: (s) kartong, eskeCelery: (s) selleri, en grønnsakCompliment: (v) gi komplimenter

--- 111 til 210Contradict: (v) motsiCustom: (s) skikkDelighted: (adj.) henrykt, veldig gladDevour: (v) sluke, fortære

Dice: (v) skjære opp i terningerExpression: (s) uttrykkGasp: (v) gispe, måpeGrin: (v) flire, leHave a terrible ear: være umusikalskImprove: (v) forbedreIt was raining cats and dogs: regnet pøste nedLichen: (s) lavLunar: (adj.) måne-Master: (v) beherskePitiful: (adj.) ynkeligPolite: (adj.) høfligPronunciation: (s) uttaleSitting on pins and needles: sitte som på nåler, være nervøs, spentSlender: (adj.) slankSlurp: (v) slurpeSneak in: lure seg tilSolstice: (s) solverv, dagen når solen snurSprout: (s) spire, skuddStir-fry: (v) frese, stekeStutter: (v) stotre, stammeTake a second helping: forsyne seg for annen gangUnaccompanied: (adv.) aleneUncomfortable: (adj.) ubehageligVacuum: (v) støvsugeValuable: (s) her: verdigjenstandWhirl: (v) virvleWinter solstice: (s) vintersolverv

xxx4 H: The HithchhikerAerial: (s) antenneBonfire: (s) bålBrass buckle: (s) beltespenne av messingBreeches: (s) ridebukserButtercup: (s) smørblomstCoarse: (adj.) grovtConjuror: (s) tryllekunstnerCost a tidy packet: koste skjortaCrammed: (adj.) stappfulltCrummy: (adj.) skitten, ekkelDaft: (adj.) dum, tåpeligDespise: (v) forakteDivided highway: motorvei (atskilte kjøreretninger)Flabbergasted: (adj.) helt paffFlat out: med klampen i bånnGenuine: (adj.) virkelig, ordentligGoggles: (s) kjørebrillerGrin: (v) smileGrowl: (v) knurre

Grunt: (v) grynteGuvˈnor: (s) sjef (slang)Haymaking: (s) høyonnHuffy: (adj.) fornærmetLong wheelbase: lang akselavstandLoom up: reise seg truendeMeaty: (adj.) kjøttfullMocking: (adj.) ironiskMug: (s) idiotNosy: (adj.) nysgjerrigOffence: (s) forseelse, lovbruddPale blue: (adj.) lyseblåPalm: (s) håndflatePeculiar: (adj.) merkelig

--- 112 til 210Pop up: (v) komme fram, dukke oppProp stand: (s) støttePurr: (v) male (som katten)Queer: (adj.) underligRacket: (s) ulovlig businessRatty-faced: (adj.) rotteaktig ansiktSill: (s) vinduskarmSit tight: sitte rolig og vente på neste trekkSlack off: (v) dempe fartenSmoulder: (v) ulme, glødeSolemnly: (adv.) høytideligSolicitor: (s) advokatStroll: (v) gå, spasereSummons: (s) stevning, innkalling til rettenSurgeon: (s) kirurgSwerve: (v) skjene utThumb a lift: (v) haikeTitchy: (adj.) litenTwerp: (s) drittsekkWheel: (s) rattWindshield: (s) frontrute

xxx3 Extracts from novelsxxx4 A: David CopperfieldExcited: (adj.) spentRude: (adj.) uforskammetSuffer: (v) lide

xxx4 B: Harry Potter and the Philosopher's StoneDisgruntled: (adj.) misfornøydHogwarts: (s) Galtvort trollmannsskoleMutter: (v) mumlePace: (v) gå raskt

Robe: (s) kappeSet off: (v) sette av stedStranded: (adj.) strandet, overlatt til seg selvStride: (v) skride, gå rasktTerm: (s) semesterTime-wasters: (s) folk som kaster bort tidTrolley: (s) trillevognTrunk: (s) koffertYet again: en gang til

xxx3 Fairytalesxxx4 A: The Ugly DucklingAjar: (adj.) på gløttAstounded: (adj.) sjokkertBeak: (s) nebbChip in: (v) skyte innChirpy: (adj.) kvitrendeConsole: (v) trøsteDawn: (s) morgenDuckling: (s) andungeExclaim: (v) utbryteExhausted: (adj.) utslittFeather: (s) fjærGaze: (v) stirreGrumble: (v) syte, klageHatch: (v) klekkeHutch: (s) burIn scorn: i foraktLose heart: miste motetMake inquiries: spørreMigrate: (v) flytteMoan: (v) klage, jamreOnce upon a time: det var en gangOutgrow: (v) vokse raskere ennPeck: (v) hakke

--- 113 til 210Plump: (adj.) fetPond: (s) damPrisoner: (s) fangeReed: (s) gressplanteShowered with kindly care: overøst med kjærlighetSlender: (adj.) slank, tynnStray: (adj.) løs (for eksempel løshund)Tease: (v) erteTerrified: (adj.) skrekkslagenWhat's more: dessutenWring your neck: vri halsen rundt på deg

xxx4 B: The Magic FluteAddress: (v) henvende seg til, snakke tilAppreciate: (v) sette pris påAttention: (s) oppmerksomhetBead: (s) perleBeckon: (v) vinke til segBeyond: (adv.) bortenforBid farewell: ta avskjedBoulder: (s) steinblokk, stor steinBurst: (v) eksplodere, bristeBurst into bloom: springe ut i blomstCarefree: (adj.) sorgløs, ubekymretCheek: (s) hakeCheerful: (adj.) glad, munterChink: (s) sprekk, revne, hullClimb: (v) klatreCover: (v) dekkeCurious: (adj.) merkeligDefinite: (adv.) fastsatt, avgjortDependable: (adj.) påliteligDespair: (s) tristhetDespite: (prep.) til tross forDestination: (s) bestemmelsessted, hensiktDoubt: (s) tvilEffort: (s) anstrengelseEmerge: (v) komme framEnraptured: (adj.) bevegetEyelid: (s) øyelokkFashion: (v) lage, formeFlutter: (v) flimre, vibrereGarland: (s) krans, dekorasjonGaze: (v) stirre, seGloomy: (adj.) tristGlow: (s) glødHalo: (s) helgenglorieHeadman: (s) høvding, lederHe did not seem to have a definite destination: Han så ikke ut til å ha

et bestemt målHesitate: (v) nøleIn the meantime: i mellomtidenInfluence: (s) innflytelseIntroduce: (v) introdusereLive off: leve påLoaf: (v) stå og henge, drive dankMajestic: (adj.) majestetisk, storslagentMill around: (v) virre rundtMotionless: (adj.) urørligMound: (s) jordhaugMurmur: (v) mumle

Nod: (v) nikkeNot dependable: ikke til å stole påOrphan: (s) foreldreløsPanorama: (s) fantastisk utsiktPeak: (s) topp, toppunkt

--- 114 til 210Pine: (s) furutrePine covered: dekket med furutrærPredawn: (s) før det blir morgenPresence: (s) nærvær, tilstedeværelsePut up: (v) gi huslyReply: (v) svareRevive: (v) få liv i, få til å kvikneSensing her presence: da han merket at hun var derShed: (v) felle (tåre)Shelter: (s) beskyttelseShrine: (s) helligdom, helgengravShy: (adj.) sjenertStream: (s) liten elv, bekkSummit: (s) topp, tind, fjelltoppSurround: (v) her: stå rundt, omkranseTuck away: (v) stikke unna, gjemme vekkTune: (s) tone, melodiUncomfortable: (adj.) ubekvemUppermost: (adj.) høyest, øverstValley: (s) dalVillage: (s) landsby

xxx3 Newsxxx4 Revealed: The Eight-Year-Old Girl Who Saved Harry PotterAccount: (s) forklaring, redegjørelseAmass: (v) samle sammenAnticipate: (v) se fram tilBenefit: (s) fordel, nytte, gagn her: arbeidsledighetstrygdBlockbuster: (s) kjempesuksessChairman: (s) formannConvince: (v) overbeviseCramped: (adj.) trangt og liteDecisive: (adj.) besluttsomDemand: (v) kreveDestined for oblivion: på vei inn i glemselenGlow: (v) stråleInvestment: (s) investering (noe en plasserer penger i for å tjene mer)Launch: (v) lansere (vise fram noe for første gang)Mammoth: (v) her: kjempeNag: (v) maseOffbeat: (adj.) ukonvensjonell, noe eller noen som skiller seg utOne-off: (adj.) engangs, det som skjer en gang

Pester-power: (s) viljen til å masePropel: (v) drive framPublisher: (s) forlag (firma som gir ut bøker)Reject: (v) avslå, si neiRescue: (v) reddeRival: (s) rival, motstanderSample: (s) prøveWizard: (s) trollmann

xxx3 Cartoonsxxx4 A: The World Of DisneyAmulet: (s) amulett, smykke til beskyttelse mot onde krefterInhabitant: (s) innbyggerSketch: (s) skisse, enkel tegning

--- 115 til 210xxx4 B: Calvin and HobbesCalvin and Hobbes: Tommy og TigernStuff: (v) fylle, utstoppe

xxx4 C: GarfieldGarfield: (s) PusurLasagna: (s) lasagne (italiensk rett)

--- 116 til 210xxx1 Grammatikk{{Bildeside: Blyantspisser}}

--- 117 til 210Grammatikk er læren om språket. Noen bruker da også ordet språklære i stedet for grammatikk. Når du snakker morsmålet ditt, enten det er norsk eller et annet språk, holder du deg til en mengde grammatikkregler. Du tenker bare ikke over det, for du har lært morsmålet ditt uten å lese noe særlig grammatikk. Du har lært det ved hjelp av naturmetoden uten å tenke på hva som er riktig språk.  Slik er det også mulig å lære et fremmedspråk. Hvis du oppholder deg veldig mye i landet der språket brukes, kan du lære et fremmedspråk nesten perfekt ved hjelp av naturmetoden.  I Norge har vi ikke mulighet til å "bade" i engelsk. Men det engelske språket er allikevel tilstedeværende. Tenk bare på alle de engelskspråklige filmene vi ser. Mange lærer også mye engelsk av TV-spill, dataspill, musikk osv.  Den beste naturmetoden for å lære engelsk og andre fremmedspråk som vi kan benytte oss av her i Norge, er litteratur. Når du leser engelskspråklig litteratur, lærer du nye ord og uttrykk, og du ser hvordan språket brukes riktig. Å lese mye engelsk er derfor svært viktig for språkutviklingen.  De fleste vil i tillegg ha nytte av å lese noe grammatikk. Særlig er det tilfellet når en kjenner sine sterke og svake sider i engelsk. Hvis du vet

hva du synes er vanskelig, kan du lese litt om det og gjøre øvelser. Slik kan du stadig bli sikrere i ting du er usikker på.

--- 118 til 210Denne grammatikken er ikke fullstendig. Du vil ikke kunne få svar på alle spørsmålene dine om det engelske språket, men du kan få god hjelp til å bli flinkere i viktige deler av engelsk språkbruk. Det er ikke meningen at du skal lese grammatikken fra perm til perm, slik du for eksempel leser en roman. Bruk den som en oppslagsbok.  Når du har lest grundig om et emne, for eksempel preposisjoner, bør du gjøre oppgavene som hører til. Hvis du er usikker på hvordan du skal løse en grammatikkoppgave, bør du finlese det aktuelle kapitlet og forsøke å finne løsningen på problemet ditt et eller annet sted i teksten. Slik blir du stadig bedre i engelsk.

Lykke til med språklæringen din!

xxx2 Å lære engelskHelt siden du ble født, har du vært omgitt av ditt eget morsmål, og i mange år har du lest, skrevet og snakket på morsmålet hver eneste dag. Engelsk er for de fleste fremdeles et ganske nytt språk, og kanskje bruker du språket aktivt bare i de få engelsktimene du har hver uke. Det er derfor ingen som forventer at du skal beherske engelsk like godt som du behersker ditt eget morsmål.  Enkelte ting behersker du kanskje godt, mens du er mer usikker på andre ting. Dette varierer fra person til person. Elever lærer forskjellige ting på forskjellige måter til forskjellig tid. Det er derfor ikke slik at læreren har oversikt over hva hver enkelt elev trenger å jobbe med. Den oversikten må du skaffe deg selv. Det er en viktig del av læringen. Bare når du selv kjenner dine sterke og svake sider og vet hvordan du lærer best, kan du ta ansvar for din egen læring og på den måten sørge for en mest mulig effektiv språklæring.

xxx2 Å lære å læreHvem er den viktigste personen for at du skal lære mest mulig engelsk? Mange vil nok svare læreren. Men det er lite læreren kan gjøre hvis ikke du tar ansvar for læringen din. Selv den beste læreren kommer til kort hvis eleven ikke ønsker eller er motivert for å lære. Svaret på spørsmålet må derfor bli _deg selv_.

xxx3 Les mye-- Les engelsk så mye og så ofte du kan. Lån korte engelske romaner

på biblioteket, les blader og aviser. Kast deg over engelskspråklige tegneserier. Jo mer du leser, jo raskere vil du bli bedre i engelsk.

xxx3 Lær deg nye ord og uttrykk-- Sørg for at du har en god ordbok både på skolen og hjemme, og bruk

dem ofte.

-- Ha alltid en glosebok for hånden. Skriv ned alle nye ord og uttrykk du kommer over på skolen og hjemme.

-- Slå opp ordene i Word Quest først. De ordene du ikke finner der, bør du slå opp i en ordbok.

--- 119 til 210-- Ikke slå opp ordet med en gang. Forsøk å gjette hva ordet betyr ut

fra sammenhengen det står i. Det kan også hende at ordet ikke har så stor betydning, fordi du allikevel forstår hva teksten handler om.

-- Ikke spør læreren din om et ord eller uttrykk før du har forsøkt å skjønne betydningen ut fra sammenhengen og har gjort et forsøk på å slå det opp i Word Quest eller en ordbok.

xxx3 Snakk engelsk så ofte som mulig-- Bruk engelsk som arbeidsspråk i engelsktimene. De som ikke bruker

morsmålet sitt, får raskere framgang i faget.-- Når du er på ferie i utlandet, bør du snakke engelsk så mye som

mulig. Det vil du lære mye av, og dessuten blir du kjent med folk. Kanskje får du til og med en ny venn?

xxx3 Lytt til engelsk så ofte som mulig-- Lytt godt når du hører på musikk. Slik trener du "språkøret" ditt.

Neste gang du ser en film på DVD, er det kanskje en idé å fjerne undertekstene? Det kan du lære mye av. Andre igjen lærer mest når de kan se på undertekstene samtidig som de lytter. Du vet best hva som fungerer for deg.

-- Hvis du har tilgang til engelskspråklige nyhetskanaler, kan det være lurt å se på dem innimellom. Da får du trening i å lytte til autentisk engelsk samtidig som du lærer om hva som skjer i den engelskspråklige verden.

xxx3 Skriv mer enn du "må"-- Skaff deg en brevvenn. Å brevveksle på engelsk med noen i et annet

land er en morsom måte å forbedre språkferdighetene på. Når du skriver til en virkelig person og ikke bare til læreren, blir du motivert til å lære deg flere ord og uttrykk.

-- Velg regelmessig en skriveoppgave fra "Dig into it" i Crossroads.-- Ta vare på alt du skriver. Samle tekstene dine i elevpermen. Slik kan

du følge med på skriveutviklingen din. Det er også nyttig å studere kommentarene du får fra læreren din nøye og jobbe mye med det du ikke mestrer så godt. For mange er det motiverende å se tilbake på tidligere tekster og se at de har hatt en framgang.

-- Ta notater. Et spørsmål de fleste elever ofte stiller læreren sin, er: "Skal vi skrive ned dette?" Det går ikke an å svare ja eller nei på et slikt spørsmål. Det kommer an på om du har behov for å skrive det ned. Det må du lære å avgjøre selv. Det lureste du kan gjøre, er å ha en notatbok og en penn klar til enhver tid. Når læreren snakker og skriver om noe du synes er nyttig, spennende, interessant eller vanskelig, bør du ta notater. Etterpå kan du se på notatene dine og

jobbe videre med dem. Kanskje notatene kan være grunnlag for noen gode oppklaringsspørsmål til læreren? Kanskje du skal renskrive dem og sette dem inn i elevpermen din? Uansett er det lurt å ta notater, fordi de fleste av oss lærer bedre når vi skriver i tillegg til å lytte til læreren og lese det som står på tavla eller skjermen.

--- 120 til 210xxx2 Å skrive en tekstÅ skrive en tekst på engelsk vil for de fleste være ganske annerledes enn å skrive på eget morsmål. Det er vanlig å føle seg litt utilstrekkelig, særlig fordi de fleste synes at de mangler ord og uttrykk for å kunne skrive godt. Det ville vært rart om det ikke var slik. Slik er det for alle, og det er en naturlig del av det å lære et fremmedspråk.  Det er mye du kan gjøre for å bli en bedre skriver. Verken voksne eller ungdommer kan sette i gang med å skrive uten å ha forberedt seg. Vi kaller gjerne denne forberedelsen for _førskrivefasen_.

xxx3 FørskrivefasenStart gjerne med en idémyldring. Dette kan du gjerne gjøre i en liten gruppe. Alle sier høyt et eller annet de tenker på i forbindelse med skriveoppgaven. Noter ned så mange stikkord som mulig. Husk at ikke noe er for dumt å notere. Skriv ned alt som ramler inn i hodet ditt og til de andre som er med på idémyldringen. På engelsk heter dette "brainstorm". Tenk deg at det er nettopp det det er - en storm inne i hodet hvor ideene blir kastet rundt med stor kraft. Det gjelder bare å gripe fatt i dem og få dem ned på papiret.  Du trenger ikke alltid sitte sammen med andre for å få til en god idémyldring. Ofte er det naturlig å idémyldre for deg selv. Dette er noe du bør gjøre før både små og store skriveoppgaver.  Å ha en idémyldring er også veldig nyttig før en diskusjon. Da får du bedre oversikt over hva du kan og mener om det som skal diskuteres. Se side 14 i _Crossroads A_.  Noen synes det er nyttig å tenke igjennom det som på engelsk kalles for _The 5 Ws + how_. Det vil si _what, why, when, where, who_ og _how_. Nyttige spørsmål du kan stille deg i forhold til det du skal skrive, blir da:-- Hva har skjedd eller skal skje?-- Hvorfor skjer det? Hva er årsaken?-- Når skjer det? I gamle dager, i dag, i framtiden?-- Hvor skjer det? I hvilket land? I hva slags miljø?-- Hvem er hovedpersonen? Hvilke andre personer er med?-- Hvordan er personene i handlingen?

_Show, dont tell._ Når du skal beskrive personer og miljøer, er det lurt å ikke forklare for mye. La leseren selv oppdage hvordan de forskjellige personene i fortellingen din er gjennom å lese hva de gjør og hva de sier. I stedet for å forklare for eksempel at hovedpersonene

er rike eller fattige, kan du få leseren til å skjønne det gjennom å beskrive miljøet godt. Slik blir fortellingene dine mer spennende å lese.  Nå kan det være nyttig å lage en oversikt over de punktene du vil ha med i teksten din, og i hvilken rekkefølge de skal komme. Dette kaller vi å lage en _disposisjon_. Hvis du legger en del arbeid i denne delen av førskrivefasen, vil selve skrivingen gå mye lettere og teksten bli bedre, fordi både innholdet og presentasjonen av innholdet er gjennomtenkt. Noen vil ha god hjelp av å lage et tankekart i denne fasen.

--- 121 til 210{{Figur: Tankekart}}Summer holiday:-- Climbed tree at grandma's - Hurt my arm when branch broke-- Sailing in Torquay - Capsized with dad - Lost my cellphone-- Read Harry Potter - Saw the two first films - Went to the cinema with

William (cool) - Spilt a coke on his lap-- Met Julia - Went to London - Saw Big Ben Tower, Hyde Park -- Saw my

favourite dog, Madame Tussaud's -- Forgot my umbrella-- Farm visit in Cornwall - Went horseback riding{{Slutt}}

Andre gjør det annerledes, men resultatet blir det samme:

Summer holiday:Climbed tree at grandma's-> Hurt my arm when branch broke

Sailing in Torquay:-> Capsized with dad

-> Lost my cellphone

Read Harry Potter:-> Saw the two first films

-> Went to the cinema with William (cool)-> Spilt a coke on his lap

--- 122 til 210xxx3 Selve skrivingenHvis du har gjort et godt forarbeid i førskrivefasen, vil sannsynligvis selve skrivingen gå greit. Nå gjelder det å ha en balanse mellom det å være oppfinnsom og kreativ og det å skrive godt. Her er noen punkter du bør forsøke å ha i minnet når du skriver på engelsk:-- Bruk ordboka mye. Selv om du kan et engelsk ord for noe, finnes det

nesten alltid andre ord som også kan brukes. Hvis du jobber mye med ordboka under skrivingen, vil du ganske snart øke ordforrådet ditt. Hvis du ikke er sikker på hvordan et ord skrives, bør du slå det opp. Jo flere ganger du ser et ord, jo mer øker sjansen for at du

snart behersker skrivemåten. Husk å gjøre ordbokøvelsene på sidene 132-133.

-- Ikke skriv for langt. Når du har skrevet ferdig kladden, eller det første utkastet, som det også kalles, må du ha god tid til å gå gjennom teksten. Ofte oppdager du mye som bør forandres i teksten etter å ha lest gjennom første utkast. Ofte kan det være lurt å la en medelev eller læreren kikke litt på kladden og komme med noen kommentarer som du kan bygge videre på. Du vil lære om prosess-skriving i norsktimene. Denne metoden kan være fin å bruke også i engelsk.

-- Pass på at teksten henger godt sammen. Har du brukt bindeord? (Se side 191.)

Men det viktigste er tross alt at du skriver en spennende fortelling. Det hjelper ikke at du har brukt mange fine ord, og at grammatikken er helt super hvis innholdet er kjedelig.  En fortelling består av tre deler, _innledningen, hoveddelen og avslutningen_. Alle tre delene må være godt skrevet for at ikke leseren skal falle av eller bli skuffet. Hvis innledningen er dårlig skrevet, er sjansen stor for at leseren ikke har lyst til å lese mer og legger teksten fra seg. Hvis selve hoveddelen er dårlig skrevet, vil leseren nesten garantert gi seg før han eller hun får lest teksten ferdig. En tekst med god innledning og hoveddel, men med en kjedelig eller lite gjennomtenkt avslutning, vil føre til at leseren føler seg litt skuffet og snytt. Det er blant annet derfor det er bedre å skrive en kortere tekst enn en veldig lang tekst. Hvis du skriver en lang tekst, har du som regel ikke tid til å sørge for at både språk og innhold er godt. Husk derfor å beregne tiden godt. Hvor lang tid du har på deg, er avgjørende for hvor lang teksten bør være.  La oss se litt på de tre delene teksten består av. Du vil sikkert gå nøye inn på dette i norsktimene, så vi skal bare se på det aller viktigste her. Husk likevel at det meste du lærer om skriving i norsktimene, også gjelder for skriving på engelsk.

xxx3 InnledningenDet er her leseren skal bli dratt inn i handlingen og bli kjent med personene i fortellingen. Dette bør du ha med i en innledning:-- Hvem? Hvem er med i fortellingen? Gutter, jenter, unge, gamle?-- Når? Når foregår handlingen? I vår tid, i framtiden, i middelalderen?-- Hvor? Hvor foregår handlingen? I Norge, på landet, i byen?

--- 123 til 210xxx3 HoveddelenHer skal vi bli ordentlig kjent med personene og handlingen. Ikke fortell hvordan personene er som mennesker, men la dem si og gjøre ting som lar leseren forstå dette selv. Pass på at du holder leseren spent på hva som kommer til å skje i fortellingen. Du må for all del ikke avsløre noe som tar spenningen bort.

xxx3 AvslutningenAlt du til nå har skrevet, bygger seg opp til avslutningen. Leseren kan ofte nesten ikke vente med å få lest avslutningen, så bruk tid på å lage den god. Fortellingen kan ende lykkelig eller sørgelig, men la den ikke ende kjedelig.

xxx3 Hvor langt må jeg skrive?Et spørsmål mange elever er opptatt av, er hvor langt de må skrive. Det er veldig vanskelig å si noe om dette som skal gjelde for alle elever og for alle oppgaver. Det kommer an på så mye. Hvis du for eksempel er sikker i språkføringen din og skriver et godt engelsk, er det naturlig at du skriver lengre tekster enn en som føler seg usikker på skrivingen. Som du så på side 120, er det svært viktig å beregne god tid til å jobbe videre med kladden din. Forsøk heller å få til en kort, men velskrevet tekst enn en lang tekst du ikke har rukket å jobbe noe særlig med. Husk at det ikke er lengden på teksten som er avgjørende for om resultatet blir godt.

xxx3 FaktatekstHvis du skal skrive en faktatekst, er det vanlig å søke etter informasjon på Internett. Da gjør du kanskje notater direkte fra skjermen. Noen ganger skriver du også ut en eller flere sider som du siden bearbeider og omskaper til din egen tekst. En feil svært mange elever gjør når de skal skrive faktatekster, er at det blir altfor mye avskrift av kilden (der de fant stoffet). Husk derfor på dette når du skal skrive en slik tekst:-- Før du går til datamaskinen, bør du bestemme deg for hva du skal

skrive om. Deretter er det viktig at du tenker igjennom hvilke søkeord det kan være lurt å skrive i søkemotoren. Kanskje læreren din kjenner til en god nettside?

-- Les stoffet godt. Jobb med å få en forståelse av hva stoffet handler om. Lag en disposisjon, og skriv teksten så klart og enkelt som mulig med dine egne ord. Det er ikke nok å forandre på noen ord her og der i kildeteksten og så levere det som ditt eget. Du må omarbeide stoffet helt, slik at det blir et nytt produkt. Ordboka blir et viktig hjelpemiddel i dette arbeidet. Hvis du gjør dette, får du vist at du behersker stoffet og er i stand til å bruke kildene fornuftig. Det ligger mye språklæring i dette arbeidet.

xxx3 Etter skrivingenNår du har skrevet ferdig teksten, skal den ofte presenteres i en eller annen form. Kanskje skal den vises i et presentasjonsverktøy sammen med illustrasjoner og kommentarer?

--- 124 til 210Kanskje har du skrevet et brev som skal sendes? Ofte skal tekstene leses og kommenteres av medelever eller læreren. Husk:-- Ta vare på alle tekster. Legg dem i elevpermen din med en gang du

får dem tilbake med kommentarer. Da er alt du skriver, samlet på ett sted. Det er viktig, både for at du regelmessig skal kunne ta dem

fram og lære av tekst og kommentarer, og av hensyn til mappevurdering.

-- Ikke se på språkfeil som noe negativt. De er en naturlig del av språkutviklingen din, og du må gå gjennom en fase med relativt mange feil før du blir en sikrere språkbruker. Forsøk å lære av feilene dine ved å gå gjennom tekster du har fått tilbake. I denne prosessen er det lurt å jobbe med ordbok og grammatikkdelen i _Crossroads B_.

-- For å bli en bedre skriver, må du skrive mye og ofte. Men visste du at du blir bedre til å skrive hvis du leser mye?

xxx2 Å snakke engelskFor at du skal bli god i muntlig engelsk, er det viktig at du bruker engelsk som arbeidsspråk i engelsktimene. Husk at du bare har noen få timer engelsk i uken. Da gjelder det å benytte timene godt. Ikke bryt over til norsk hvis du skal gjøre noe som ikke har med selve oppgavene å gjøre. Hvis du skal spørre om å få drikke vann, gå til tannlegen eller kanskje låne noe av en medelev - bruk engelsk. Bare tenk på alle de ordene som du da må lære deg, og som du likevel må kunne for å kommunisere godt på engelsk. Gå heller ikke over til norsk hvis du mangler et ord eller et uttrykk. (Se nedenfor.)  Under de fleste muntlige aktiviteter bør du ha fokuset ditt rettet mot det du skal si, og ikke så mye mot hvordan det er riktig å si det. Hvis du tenker altfor mye på at språket ditt må være korrekt, blir du veldig bundet, og samtalen vil gå tregt. De fleste muntlige aktivitetene handler om å trene på å kommunisere på engelsk med flyt, og da er det mye viktigere at du får fram budskapet ditt enn at det er grammatisk helt riktig. Helt annerledes blir det selvfølgelig under aktiviteter som du holder på med for å trene på riktig språkbruk. Da er det korrekthet som er målet for aktiviteten og ikke språklig flyt.  Mange elever har litt frykt for å snakke engelsk høyt hvis andre hører dem. Ikke tro at du er alene om å ha det slik. I et vanlig klasserom vil det nesten alltid være flere elever som synes det er ubehagelig å snakke engelsk høyt i timene. Snakk med læreren din om det hvis dette er et problem for deg. Øv deg så mye som mulig i å snakke i par eller i liten gruppe. Etter hvert som du erfarer at det går ganske greit, kan du forsøke deg i større grupper og på å ta ordet i klassen. Som nevnt, er språkfeil en naturlig del av læringsprosessen, og det er bare gjennom å praktisere muntlig engelsk at du vil bli flinkere til å uttrykke deg og dermed tryggere på deg selv.

--- 125 til 210xxx3 Hvis du mangler ordHvis du ikke har akkurat det ordet eller uttrykket du trenger i en samtalesituasjon, er det flere lure ting du kan gjøre:-- Forklar ved hjelp av andre ord. La oss tenke oss at du snakker om

fotball, og at du mangler to viktige ord for å få sagt det du vil si. Disse ordene er _fotballbane_ (football field/pitch/ground) og _dommer_ (referee). Hva kan du da gjøre? Jo, kanskje si det på

denne måten: "I watched a football match yesterday. It was a great match, but somebody threw a bottle onto, you know, the grass they play on, and the man in black who blows the whistle and decides things, I haven't got the exact word, stopped the match." Det er ingen tvil om at du ville bli forstått uten problemer. Husk at du aldri kan gå over til norsk når du kommuniserer med mennesker i andre land, så lær deg å bruke denne strategien.

-- Bruk ansiktsuttrykk og kroppsspråk. Ordene er viktige i muntlig kommunikasjon, men du kan hjelpe til med å bruke ansiktsuttrykk og kroppsspråk. Du kan for eksempel peke på ting, tegne i luften, trekke på skuldrene og himle med øynene.

Hvis du selv ikke forstår det andre sier til deg, er det lurt å be samtalepartneren om å gjenta, snakke høyere eller tydeligere, bruke et annet ord eller si det hele på nytt på en annen måte. Lær deg derfor hvordan du sier slike ting på engelsk. Du kan for eksempel si:- Pardon.- Could you repeat that, please?- Could you please speak up a bit?- I'm afraid I didn't get it. Do you mind slowing down a bit?- I'm sorry. My English isn't all that good. Could you say that again,

please?- Could you rephrase that, please?

xxx2 Å lese engelskVi håper du finner gode og interessante tekster både i _Crossroads A_ og _B_. Men det er selvsagt ikke nok bare å lese lærebøker. For at du skal bli en god leser og lære mye av lesingen, er det viktig at du leser alle slags tekster på engelsk. Tegneserier, for eksempel, er veldig bra. De kan være dyre å kjøpe her i landet, men det er mulig å låne utenlandske tegneserier på biblioteket. Les gjerne ukeblader, reisemagasiner og liknende. Ikke vær redd for å gå løs på aviser. I nesten hver eneste avisutgave er det tekster som ikke er så krevende, og det å ha klart å lese en liten avistekst og ha fått med seg det viktigste, er svært tilfredsstillende for mange.  Mange åttendeklassinger er litt engstelige for å gyve løs på en hel roman på engelsk. Ikke vær det! Romanlesing er gøy og utrolig lærerikt. Det gjelder bare å finne en roman som passer for nettopp deg. Derfor er det lurt å gå på biblioteket og be om å få hjelp av en bibliotekar. La han eller henne finne fram noen bøker til deg, sett deg ned i ro og mak og bla gjennom dem. Høres det ut som en spennende eller interessant handling? Virker språket greit? Det er bare en fordel at boka er litt vanskelig språklig, så lenge den ikke er altfor vanskelig.

--- 126 til 210Husk at det er mulig å forlenge lånet, så du behøver ikke være redd for at du ikke kommer gjennom den - hvis du da ikke velger _The Lord of the Rings_ som din aller første roman.

Når du leser, er det lurt å være klar over dette:-- Du behøver ikke forstå alt. Slå opp en del ord, og særlig ord som går

igjen. Men må du slå opp hele tiden, kan det ta bort noe av lesegleden. Dessuten sitter du kanskje på bussen og leser, eller andre steder der du ikke har ordbok. Forsøk derfor å gjette deg fram til hva vanskelige ord betyr. Noen ganger likner det engelske ordet på et norsk ord. Kan de ha omtrent samme betydning? Det ser du ofte ut fra sammenhengen ordet står i.

-- Du bør slå opp ukjente ord langt oftere i kortere tekster og i faktatekster enn i romaner. Kan du tenke deg hvorfor?

-- Det er lurt å ta notater mens du leser. Ofte skal du presentere det du har lest, når du er ferdig med teksten. Det er en langt enklere oppgave hvis du har gode notater. Gjem notatene sammen med de andre tekstene i elevmappen din.

-- Alle ordene du slår opp i ordboka, bør du skrive inn i gloseboka di. Ikke skriv inn bare enkeltord, men også uttrykk og fraser.

xxx2 Formelt og uformelt språkVi bruker ikke det samme språket i alle sammenhenger, men tilpasser språket vårt til språksituasjonen. Det hverdagslige språket som vi bruker sammen med venner og familie, kalles _uformelt_ språk. Men når vi er i et jobbintervju, er programleder på TV eller noe liknende, må vi tilpasse språket og gå over til _formelt_ språk. Det å vite når vi skal bruke formelt og uformelt språk, og hva som kjennetegner dem, er en viktig del av å beherske et språk. Vi bruker oftere et formelt språk når vi skriver enn når vi snakker.

xxx3 Uformelt skriftlig språkDet uformelle skriftlige språket bruker vi når vi skriver brev til folk vi kjenner godt. Et kjennetegn på uformelt språk er mange sammentrukne former, som for eksempel: I'm, they're, we've osv. Et annet kjennetegn er at vi bruker slangord. Kort sagt bruker vi det språket vi bruker til daglig.

Ved sammentrukne former skal det alltid være apostrof. Den skal stå rett etter pronomenet.  Eksempler:I'm (I am), you're (you are), he's (he is), we'll (we will), they've (they have)

xxx3 Formelt skriftlig språkNår du skriver innlegg i avisen og brev til mennesker du ikke kjenner, for eksempel jobbsøknader og henvendelser til firmaer, bruker du et formelt skriftlig språk. Det gjør du også når du skriver en tekst der du argumenterer for ditt syn på en sak.

--- 127 til 210

Dette språket kjennetegnes først og fremst av at de sammentrukne formene brukes lite (stort sett bare i halespørsmål), og at det ikke er vanlig med _slangord_.

xxx3 Uformelt muntlig språkDette er språket du bruker til daglig blant venner og familie. Forskjellen fra formelt muntlig språk er særlig bruken av slangord.

xxx3 Formelt muntlig språkDet formelle muntlige språket kjennetegnes ved at ordene som brukes, er litt "stivere" og mindre hverdagslige enn ved uformelt muntlig språk.

De sammentrukne formene brukes i både formelt og uformelt muntlig språk.

xxx3 Hva må du huske på?Det viktigste for deg å huske på når det gjelder formelt og uformelt språk, er:-- Ikke bruk sammentrukne former og slang når du skriver avisinnlegg,

argumenterende tekster og brev til folk du ikke kjenner.-- I de fleste andre skriftlige tekster kan du bruke de sammentrukne

formene.-- Bruk slang bare i uformelt skriftlig og muntlig språk.

Formene _gonna_ og _wanna_ bør du unngå i skriftlig språk. Du bør skrive dem bare når du gjengir hva andre sier. Eksempel: "Do you wanna come over tonight? We're gonna have a party," he said.

--- 128 til 210xxx3 Uformelt brev{{Brev:}}Dear Maggie,

How are you? Are you still in love with that Spanish guy in your class? Carlos, was it? Anyway, I hope you're fine and that I'll see you soon. You will come home for Christmas, won't you?  Maggie, I've been thinking a lot lately about doing what you did, spending a school year in Spain. I can't do it without my parents, of course, but the whole family have been speaking about taking a year abroad. As you know, Dad is a doctor, so he'll easily get work almost anywhere, and Mum is keen on taking a whole year off.  From what you have told me, Spain seems to be a very interesting country, and the Spanish schools appear to be ok. If we go for it, I can either go to a Spanish school or to the Norwegian school. I've heard that the Norwegian school is cool, but I'll probably learn more Spanish if I choose a local Spanish school.

  I can't wait till you come home, Maggie. You will bring me some of the goodies you brought me in June, won't you? Don't forget a picture of your sweetheart, ok?

Ciao, ciao! See you soon!

Your best friend Tina{{Brev slutt}}

--- 129 til 210xxx3 Formelt brev{{Brev:}}45 Brixton RoadBarnabyLiverpool WS 14 8QT28/10/06

The PrincipalColegio de Santa Maria19387 AlicanteSpain

Dear Madam,

Next summer my family and I will move to Alicante for a year as I have accepted a temporary position at the Hospital de Alicante. In regard to our plans, I write to you to inquire if my daughter may attend your school in this period. She already speaks some Spanish, and she is highly motivated to study hard.  I look forward to receiving your reply at your convenience.

Sincerely,

Mr Jonathan Hayborne{{Brev slutt}}

--- 130 til 210xxx2 OrdbokDet tar tid å lære et nytt språk, men du kan gjøre mye for at du skal lære raskere.  I dette kapitlet skal vi ta for oss ett av de viktigste verktøyene vi har til rådighet for å få et godt ordforråd, nemlig ordboka. Det er svært viktig at du har tilgang på en god ordbok både hjemme og på skolen. Du kan rett og slett ikke klare deg uten!  Men før du kan dra nytte av en ordbok, må du lære deg hvordan den skal brukes. Det krever litt trening for å lære å bruke den effektivt, derfor har vi lagd noen øvelser som det er lurt at du gjør.  Det finnes to typer ordbøker: enspråklige og tospråklige. I de enspråklige ordbøkene er alle forklaringer på engelsk, mens i de

tospråklige er alle engelske ord og uttrykk oversatt til norsk. Det er denne typen som er mest brukt i ungdomsskolen.  Ordene er plassert alfabetisk, akkurat som i telefonkatalogen eller et leksikon. Før du får trening i å bruke ordboka, vil du bruke en del tid på slå opp. Litt innsats nå i starten av 8. trinn vil være vel verd innsatsen. La oss ta en titt på hvordan en slik ordbok fungerer.

Det er alltid infinitivformen av verbet som står oppført i ordboka. Eksempel: smile, lese, gå, svømme, spise, sove.  Det er alltid ubestemt form entall av substantiv som står oppført. Eksempel: bil, epletre, hus, sykkel, mann, dame, blomst.  På neste side ser du et utdrag fra en tospråklig ordbok. Vi ser at det er en forklaring på uttale til høyre for ordet. For å ha glede av den, må du ha jobbet med fonetikk (Se side 134.) Det er veldig nyttig og lurt å lære seg riktig uttale av ordet du slår opp. Hvis du sier ordet noen ganger med riktig uttale, enten inni deg eller høyt, vil du i tillegg til å få en fin uttale på ordet også huske det mye bedre.  Til høyre for ordet står en viktig opplysning, nemlig hvilken ordklasse ordet tilhører. Er det et substantiv, et adjektiv, et verb eller et adverb? (Se sidene 137, 149, 154 og 173.)  La oss ta det norske ordet _rømme_ som eksempel. Du skriver en fortelling om en person som er tatt til fange og som klarte å rømme, men du husker ikke hva rømme er på engelsk. Du slår opp ordet, og glemmer å sjekke om ordet du har funnet, er et verb. Da kan du lett komme til å skrive substantivet rømme, nemlig det vi lager rømmegrøt av. Setningen din kan derfor lett bli ufrivillig komisk:* He planned to sour cream.

--- 131 til 210{{Faksimile av en ordbokside. Her er bare ordene fra _tøy_ til _tøylesløs_ tatt med. ' viser her ordets hovedtrykk:}}

_tøy_ et (stoff) ma'terial; (~stykke) cloth; (klær) clothes fl., clothing, se også klær.

_tøye_ v. extend, pull, stretch; (~ en bestemmelse) stretch a regulation.

_tøyle_ en rein; få frie ~r get a free hand; stramme ~ne tighten the reins// v. (styre en lyst) curb; ~ seg (beherske seg) re'strain oneself.

_tøylesløs_ adj. (løssluppen) li'centious.{{Slutt}}

Også språklige uttrykk står oppført under hovedordet. Som du ser av eksemplet ovenfor, står uttrykket _få frie tøyler_ under hovedordet _tøyle_.

--- 132 til 210{{Oppgaver:}}_Written tasks_>>> 1

Hvilket ord hadde det vært riktig å bruke i stedet for "sour cream"?

Det er også viktig å se på hvilken sammenheng ordet du trenger, skal stå i. Denne gangen skal du skrive at du _pleier_ å spille fotball i fritiden din. Du slår opp ordet, og ser at det er et verb. Fint, tenker du kanskje, nå kan jeg trygt skrive ordet. Dette må jo være riktig. Ordet du finner er _nurse_, og du skriver derfor: * I nurse to play football.  Det er helt riktig at _nurse_ er et verb, og at det betyr _pleie_. Men det har likevel en helt annen betydning enn ordet du er ute etter. Det betyr nemlig å _stelle eller pleie noen_. Se derfor alltid nøye etter om det står flere enn ett ord av den samme ordklassen. Da gjelder det å bruke det som passer inn i sammenhengen.

>>> 2Skriv setningen i oppgave 1 slik du mener den skulle ha vært.

_Oral tasks_>>> 3Hvis du skrev setningene ovenfor, ville du ha blitt forstått av en norsktalende person? Hvorfor? Hvorfor ikke? Diskuter.

>>> 4Ville du ha blitt forstått av en person som ikke kan norsk? Hvorfor? Hvorfor ikke? Diskuter.

>>> 5Når du skal kommunisere på engelsk, hva er viktigst av å ha et grammatisk riktig språk og et stort ordforråd? Diskuter.

Noen ganger står ordet du søker som et hovedoppslagsord med fete typer, for eksempel ordene _tyv_ og _tørr_ (se ordbokutdraget på forrige side {{forkortet i denne utgaven, disse to ordene er ikke med}}). Hvis du ikke finner det som et hovedoppslagsord, er det sannsynlig at du finner det under hovedoppslagsordet. Da finner du tegnet ~ foran ordet. For eksempel ser du at ordene _tyverialarm_ og _tørrfisk_ står oppført under hvert sitt hovedord.

--- 133 til 210_Written tasks_>>> 6Du har en skriveoppgave og er usikker på substantivene _fjellene_, _terrasser_ og _sykkelen_. Hva må du slå opp på i ordboka?

>>> 7Du skriver en kriminalhistorie og har bruk for verbene _spionerte_, _skutt_ og _jagde_. Hva må du slå opp på?

>>> 8

Slå opp på verbet _kjøre_. Du vil se at dette verbet kan ha forskjellige oversettelser. Plukk ut tre forskjellige oversettelser av verbet og skriv en setning med hvert av dem.

>>> 9Gjør det samme med verbet _kikke_.

>>> 10Se om du kan finne det engelske uttrykket "Pull somebody's leg":-- Hva betyr uttrykket?-- Hva måtte du slå opp på?

>>> 11Forsøk å finne det norske uttrykket "Være på frifot". Hva måtte du slå opp på?

>>> 12Slå opp ordene og uttrykkene nedenfor. Skriv ned de engelske oversettelsene og hva du måtte slå opp på: (Hvis du ikke har en god ordbok, vil du kanskje ikke finne alt.)  Skoleskip, skipsklokke, klassekamerat, tørketrommel, svømmeføtter, tidligere, tidspunkt, se seg tilbake, gifte seg, vise noen veien.

>>> 13Hvilken ordklasse tilhører ordene:a) Expressionb) Developc) Himselfd) Telle) Interestingf) Quicklyg) Beautifulh) Here{{Oppgaver slutt}}

--- 134 til 210xxx2 Fonetikk og intonasjonFonetikk er læren om språklydene. For å kunne benytte deg av den informasjonen om uttale som du finner i ordbøker og ordlister, må du ha lært litt om det fonetiske alfabetet. Det er slett ikke så vanskelig som du kanskje tror, selv om dette alfabetet ser noe annerledes ut enn det du er vant til.  Det vanlige alfabetet er bare en oversikt over alle vokalene og konsonantene i et språk. Det sier ikke noe om hvordan ord skal uttales. Noen språk er lydrette, det vil si at uttalen av et ord er omtrent slik som det skrives. Engelsk, derimot, er ikke et lydrett språk. Det er stor forskjell på hvordan et ord skrives, og hvordan vi uttaler det. Bare tenk på ord som _please_ og _beautiful_. Hvis vi hadde uttalt dem slik de skrives, ville vi sannsynligvis ikke blitt forstått.

  Derfor er det viktig å lære hvordan de forskjellige ordene uttales. Mange ord lærer du ved å høre dem. Hver gang læreren din sier et ord eller du hører det på en film eller av en du snakker engelsk med, får du informasjon om hvordan ordet uttales. Men når vi leser, støter vi ofte på nye ord som vi ikke vet hvordan skal uttales. Du kan ikke være avhengig av at en lærer eller en annen person til enhver tid skal fortelle deg hvordan ord uttales. Du må skaffe deg den kunnskapen selv. Derfor bør du jobbe med å lære deg det fonetiske alfabetet.  Det er ikke helt usannsynlig at du allerede kan litt av det fonetiske alfabetet. La oss finne ut det.

{{Oppgaver:}}_Written task_>>> 1Hvilke ord er dette? Skriv dem på vanlig måte:a) ['pɪːpl]b) [haʊs]c) ['ɡɑːdn]d) [bəʊt]e) [aɪs'kriːm]f) [fə' ɡɪv]g) [draɪv]

Hvor mange klarte du?{{Oppgaver slutt}}

xxx3 Det fonetiske alfabetet_Lange vokaler:_[iː] - sweep [swiːp] - feie[ɑː] - car [kɑː] - bil[ɔː] - door [dɔː] - dør[uː] - blue [bluː] - blå[ɜː] - bird [bɜːd] - fugl

_Korte vokaler:_[ɪ] - hip [hɪp] - hofte[e] - pet [pet] - kjæledyr[æ] - bad [bæd] - slem, dårlig[ʌ] - cup [kʌp] - kopp[ɒ] - spot [spɒt] - flekk[ʊ] - put [pʊt] - legge[ə] - a [ə] - en, ei eller et

--- 135 til 210_Diftonger:_[eɪ] - day [deɪ] - dag[aɪ] - eye [aɪ] - øye[ɔɪ] - boy [bɔɪ] - gutt[aʊ] - house [haʊs] - hus

[əʊ] - boat [bəʊt] - båt[ɪə] - hear [hɪə] - høre[eə] - hair [heə] - hår[ʊə] - pure [pjʊə] - ren, ekte

_Ustemte konsonanter:_[p] - pen [pen] - penn[t] - tongue [tʌŋ] - tunge[k] - cat [kæt] - katt[f] - flat [flæt] - leilighet[θ] - think [θɪŋk] - tenke[s] - sing [sɪŋ] - synge[ʃ] - sheep [ʃiːp] - sau[tʃ] - chair [tʃeə] - stol

_Stemte konsonanter:_[b] - bank [bæŋk] - bank[d] - dingo ['dɪŋɡəʊ] - dingo[ɡ] - go [ɡəʊ] - gå[v] - very [verɪ] - veldig[ð] - then [ðen] - da, den gang[z] - zoo [zuː] - zoologisk hage[ʒ] - vision [vɪʒn] - visjon, syn[dʒ] - jury ['dʒʊərɪ] - jury[l] - lamp [læmp] - lampe[r] - red [red] - rød[j] - yes [jes] - ja[w] - we [wiː] - vi[m] - man [mæn] - mann[n] - noise [nɔɪz] - støy, bråk[ŋ] - long [lɒŋ] - lang[h] - hat [hæt] - hatt

['] Dette tegnet betyr hovedtrykk.[ˌ] Dette tegnet betyr bitrykk.[r] Dette tegnet står for _linking r (binde-r)_. Den uttales i britisk-

engelsk bare foran vokal.[χ] Denne lyden finnes bare i den skotske uttalen av ordet loch, [loχ].

{{Oppgaver:}}_Written and oral tasks_>>> 2Sammen med en i klassen skriver du ned åtte engelske ord som du kjenner godt. Si disse ordene for hverandre og bli enige om hvordan riktig uttale er. Ved hjelp av det fonetiske alfabetet skriver dere ned disse åtte ordene med fonetisk skrift. Etterpå slår dere opp ordene i en ordbok. Hvordan gikk det? Klarte dere å skrive noen av ordene riktig? Hvis ikke, må dere øve mer.

>>> 3Slå opp i Word Quest i ett av kapitlene i _Crossroads A_. {{Lydskrift er ikke med i Word Quest i den tilrettelagte versjonen}} Les lydskriften til et ord for en i klassen som så skriver ned ordet på vanlig måte. Sjekk at han eller hun har gjort det riktig. Fortsett på samme måte med ca. ti ord hver.{{Oppgaver slutt}}

--- 136 til 210xxx3 IntonasjonNår du har hørt engelskspråklige snakke, har du sikkert lagt merke til at det ikke bare er ordene som er annerledes enn de norske. Setningsmelodien er også forskjellig fra norsk. Setningsmelodien i et språk er kombinasjonen av høye, lave, fallende og stigende toner.  Du skal ikke lære noe særlig om intonasjon i 8. klasse, men forsøk å legge merke til setningsmelodien i det engelske språket når du lytter til engelskspråklige mennesker eller ser på filmer. Du kan lære en masse om intonasjon ved å lytte aktivt.  Hvis du bare skal lære deg én ting som har med intonasjon å gjøre, så forsøk å huske å ha en stigende tone i slutten av setningen når du ber eller spør om noe. Det kan oppfattes som uhøflig og kommanderende å ha fallende tone i slike tilfeller.

{{Oppgaver:}}_Oral tasks_>>> 4Sitt sammen to og to og øv dere på å si disse setningene med stigende tone på det siste ordet:a) Excuse me, do you know what time it is?b) Excuse me, could you tell me the way to Trafalgar Square, please?c) Can I have another cup of tea, please?d) Do you think I could borrow your iPod for a couple of days?

>>> 5Dere er på restaurant. Sitt sammen i en liten gruppe og øv dere på å si disse setningene med stigende tone på det siste ordet:a) Can I have a glass of coke, please?b) Do you recommend the Greek salad?c) Could you pass me the pepper, please?d) Would you like your steak well done, Sir?e) What would you like to drink, gentlemen?f) Would you like some more coffee, Madam?{{Oppgaver slutt}}

--- 137 til 210xxx2 Substantiv - NounsDet er vanlig å skille mellom to typer substantiver:

-- Egennavn (proper nouns) er navn på bestemte personer, dyr, ting og steder, og vi skriver dem med stor forbokstav: Anne Brown, Fido, Ferrari, Spain, North Sea.  Titler regnes også som egennavn og skrives med stor forbokstav: The President of the USA, Secretary General, Doctor Peterson. (Se side 194.)

--Fellesnavn (common nouns) er navn som _ikke_ peker på bestemte personer eller ting: girl, dog, car, country, sea, cat

{{Oppgaver:}}_Written task_>>> 1Finn egennavn og fellesnavn og skriv dem ned:a) Spain is a beautiful country.b) My uncle has bought a new car. It's a Renault.c) Susie is my sister.d) The Pacific Ocean is the world's biggest ocean.e) Which school do you go to? I go to St. Alban's High School.{{Oppgaver slutt}}

xxx3 Flertall_Flertall på -s_Vi får flertallsformen av de fleste substantiver ved å legge til -s:road - roadsgirl - girlsbook - booksbird - birdsapple - apples

Vi kan si at så lenge det høres naturlig ut å legge til en -s i flertall, er det som regel riktig.

_Flertall på -es_Hvis substantivet ender på en hvislelyd, blir det vanskelig å uttale ordet ved bare å legge til en -s. Vi må derfor legge inn en vokal foran s-en for å lette uttalen. Disse ordene ender derfor på -es [ɪz]:bus - busesbox - boxeschurch - churcheswish - wishes

--- 138 til 210Noen vanlige substantiv som ender på -o, får også -es i flertall:potato - potatoeshero - heroesecho - echoestomato - tomatoes

Noen vanlige unntak er:

photo - photospiano - pianossoprano - sopranosradio - radios

_Noen andre flertallsformer:_A) Fra -y til -ies:Substantiv som i entall slutter på konsonant + y, får i flertall endelsen -ies:baby - babiescity - citiescountry - countriesparty - parties

B) Mennesker og kroppenchild - childrenfoot - feetman - mentooth - teethwoman - women

C) Dyreriketdeer - deerfish - fish (eller fishes)goose - geesemouse - miceox - oxensheep - sheepsalmon - salmontrout - trout

{{Bilde: Tegning av et par som ser på to hjortedyr. De sier: "Look dear, a deer!" "No, I can see two deer, dear!"}}

D) Noen substantiver som ender på -fe og -f, får -ves i flertall:calf - calveshalf - halvesknife - knivesleaf - leaveslife - livesthief - thievesshelf - shelveswife - wives

--- 139 til 210{{Oppgaver:}}_Written tasks_>>> 2Finn alle substantivene (fellesnavn) i setningene og sett dem i flertall:

a) My wife surprised me yesterday. She actually ate a tomato.b) Uncle George drove his new motorcycle to the city last night.c) Our house was burgled last week. The thief, who was a woman, was

caught red handed (på fersken) by my neighbour. He really is my hero.

d) There was a new child in kindergarten today.e) Which country is the biggest in Europe?f) When I was in Canada I saw a wolf and a deer.g) My oldest son really wants his own pet. But he has still not decided

if he should go for a fish, a mouse or a turtle.h) I went fishing in the Lake District last summer, but I only caught a

small salmon and a trout.

>>> 3Fyll ut med riktig form av ordet:a) My sister has three white .... (mouse) in a cage.b) There were more .... (woman) than .... (man) at the party.c) My .... (foot) are aching after all this walking.d) I think all .... (child) should have a pet.e) How many .... (trout) did you catch?f) My favourite .... (country) are Spain, France and Italy.g) How many .... (city) did you visit last summer?h) People should live their .... (life) without hurting anyone.i) Could you please cut this apple in two .... (half)?j) It is so beautiful in the autumn when the .... (leaf) are turning yellow!k) Are they .... (cow) or .... (ox)?l) A bunch of .... (thief) stole all my .... (sheep) yesterday.{{Oppgaver slutt}}

--- 140 til 210xxx3 Utellelige substantivNoen substantiver kan ikke telles. De har derfor ingen egen flertallsform. De forekommer bare i entall. Men fordi de ikke kan telles, kan vi ikke sette a eller an foran disse substantivene.  Noen av dem er:advice (råd)bread (brød)equipment (utstyr)furniture (møbler)garbage (søppel)homework (lekser)information (opplysning(er))knowledge (kunnskap(er))luggage (bagasje)money (penger)news (nyhet(er))rice (ris)medicine (medisiner)

Det er ikke riktig å si *two advices eller *three medicines. Bruk heller ord som _some_ eller _a lot of_: some medicine, some rice, a lot of money.  Andre muligheter: a piece of advice, a loaf of bread, a grain of rice.

Ikke: *Where are the medicines?Si i stedet: Where is the medicine?

Ikke: *Have you seen my moneys? *I cannot find them.Si i stedet: Have you seen my money? I cannot find it.

Ikke: *Thank you for the informations. *They were useful.Si i stedet: Thank you for the information. It was useful.

{{Oppgaver:}}_Written task_>>> 4Sett inn et passende ord slik at setningen blir fullstendig:a) Linda has bought .... furniture for her new flat.b) I have a .... of luggage.c) She gave me a .... of information.d) I have already bought two .... of bread.{{Oppgaver slutt}}

--- 141 til 210xxx3 Uttale-s uttales som [s] etter de ustemte konsonantlydene f, k, p, t, θ.  Eksempler:Shops, boats, forks.

Etter de stemte konsonantlydene og alle vokaler blir -s uttalt som [z].  Eksempler:Hubs, roads, rooms, apples, heroes.

{{Oppgaver:}}_Oral task_>>> 5Lytt til lærerens uttale av ordene ovenfor. Si deretter ordene høyt til partneren din. Bytt rolle.

_Written task_>>> 6Skriv ned tre ord som ender på -s etter ustemt konsonantlyd, og tre ord som ender på -s etter stemt konsonantlyd. Be partneren din lese ordene høyt. Leser han eller hun ordene riktig?{{Oppgaver slutt}}

xxx3 Eieform (genitiv)

Eieformen av substantivet kan vi på engelsk uttrykke på to måter: s-genitiv og of-genitiv.

_S-genitiv_Dette er den vanligste eieformen på engelsk.

a) Når ordet er i entall, legger vi til 's: Peter's car, the teacher's daughter, the girl's book.

b) Vi gjør det på samme måte når et flertallsord ikke ender på -s: The children's hospital, the men's club, the women's dogs.

c) Flertallsord som ender på -s, får bare apostrof: The boys' mother, the teachers' cars, the girls' books.

d) Når et personnavn ender på -s, legger vi som oftest til 's: St. James's Park, Mr. Nichols's friend.

Mange elever synes det er vanskelig å plassere _apostrofen_ riktig. Husk at den skal plasseres etter _den_ eller _de_ som _har_ eller _eier_ noe. Still deg spørsmålet: Hvem er det som eier eller har noe? Hvis svaret er:Freddy, blir det Freddy's.the girl, blir det the girl's.the girls, blir det the girls'.

--- 142 til 210_Of-genitiv_Denne formen kan brukes på samme måte som s-genitiven, men den er ikke så vanlig. Bruk derfor s-genitiven mest.

I en del faste uttrykk må du bruke of-genitiv:the owner of the housethe children of the revolutiona slip of the tonguea friend of the familya pint of beerthe winter of 2005the best time of yearthe cause of the plane crash

_A friend of mine_Uttrykk som "en venn av meg, en venn av henne" osv. uttrykkes slik på engelsk: A friend of mine, yours, his, hers, ours, yours, theirs, my mother's, his uncle's, their teacher's.  Eksempler:Robbie is a good friend of my sister's, but Charlie is not a friend of

hers.She is a friend of ours. Do you think he is a friend of theirs?

{{Oppgaver:}}_Written tasks_

>>> 7Lag s-genitiv:a) Paul + car =b) Aunt Mary + children =c) The boys + father =d) The dog + leash =e) uncle + car =f) James Bond + boat =g) The girl + motorcycle =h) The girls + friends =i) Christina Aguilera + voice =j) Robin Hood + bow and arrow =

>>> 8Skriv en liten historie hvor du har med minst fire s-genitiver.

>>> 9Oversett til engelsk:a) Han er en venn av meg.b) Hun er en venn av bestemoren min.c) Paco er en venn av oss.d) Jeg var en venn av dem.{{Oppgaver slutt}}

--- 143 til 210xxx2 Pronomen - PronounsPronomen betyr "I stedet for substantiv". Hvis du bruker dem riktig, vil det skape bedre flyt i språket ditt.

xxx3 Personlig pronomenPersonlige pronomen er blant de vanligste. Vi bruker en mengde av denne typen pronomen hver eneste dag når vi snakker eller skriver. At de er viktige, kommer tydelig fram når vi ser på disse setningene:  Ralph lives in Sydney. Ralph is an engineer and Ralph lives in a big house. The house is red and very old.

Hva er i veien med denne korte teksten? Jo, det blir mange gjentakelser og dårlig flyt i språket. La oss sette inn noen pronomen og se hva som skjer:  Ralph lives in Sydney. He is an engineer and he lives in a big house. It is red and very old.

Det ble straks bedre, synes du ikke? Nå skal vi se litt nærmere på personlige pronomen. Det er to former av personlige pronomen: subjektsform og objektsform.

_Subjektsform - Objektsform_ Entall:1. person: I - me

2. person: you - you3. person: he, she, it - him, her, it

Flertall:1. person: we - us2. person: you - you3. person: they - them

Vi bruker subjektsformen når pronomenet er subjekt i setningen. (Subjektet er den som gjør noe i setningen - den aktive.) {{Setningsledd settes i hakeparentes med typeangivelsen foran ordene. Dette gjelder for resten av kapitlet.}} Eksempler:[S: We] got a new book yesterday.[S: She] borrowed Peter's bicycle.

Objektsformen bruker vi når pronomenet er objekt eller indirekte objekt i setningen, og etter preposisjon.

-- Direkte objekt finner vi ved å spørre hva eller hvem.-- Det indirekte objektet er den som mottar eller som handlingen retter

seg mot - den passive.

S: = subjektD.O.: = direkte objektI.O.: = indirekte objekt

Eksempler:Pronomenet er direkte objekt:[S: I] saw [D.O.: them].[S: I] remember [D.O.: him].

Pronomenet er indirekte objekt (I.O.):[S: Father Christmas] gave [I.O.: us] a new book on Christmas Eve.[S: Peter] lent [I.O.: her] his bicycle.

--- 144 til 210{{Oppgaver:}}_Written tasks_>>> 1Velg det riktige personlige pronomenet:a) She gave .... (they/them) a nice present.b) I asked .... (she/her) a question.c) They looked at .... (us/we) for a long time.d) We made .... (he/him) a cup of tea.e) .... (they/them) showed us their house.f) .... (her/she) was the best tennis player ever.g) .... (us/we) started to cry.

>>> 2Hvilke av pronomenene du fylte inn ovenfor, er subjektspronomener, og hvilke er objektspronomener? Plasser dem i hver sin kolonne.

_Oral task_>>> 3Forklar med dine egne ord hva et subjektspronomen og et objektspronomen er.{{Oppgaver slutt}}

xxx3 Refleksive pronomenNår objektet i en setning er det samme som subjektet, er objektet et refleksivt pronomen. Det ene ordet er en refleks eller et speilbilde av det andre.  Eksempler:[S: I] introduced [D.O.: myself] to all the children.[S: She] cut [D.O.: herself] badly.

_Entall - Flertall_1. person: myself (meg) - ourselves (oss)2. person: yourself (deg) - yourselves (dere)3. person: himself, herself, itself (seg) - themselves (seg)

Det skal ikke alltid være et refleksivt pronomen på engelsk selv om vi har det i en tilsvarende setning på norsk:Ingen beveget seg. - Nobody moved.Han oppførte seg bra. - He behaved well.Når skal dere gifte dere? - When are you getting married?

_Each other__Each other_ eller _one another_ tilsvarer det norske "hverandre".  Eksempler:They love each other.We must learn to respect one another.

--- 145 til 210{{Oppgaver:}}_Written tasks_>>> 4Sett inn refleksive pronomen:a) I washed ....b) You washed ....c) He washed ....d) She washed ....e) It washed ....f) We washed ....g) You (flertall) washed ....h) They washed ....{{Oppgaver slutt}}

xxx3 It is, There is, There are_It is_ bruker vi:-- Når det er snakk om tid og avstand. Eksempler: What time is it? It is

eight o'clock. It is not a long way from here to Nairobi. It is only 50 kilometres away.

-- Når det er snakk om vær og temperatur. Eksempler: It is raining today. In Malaga it is always sunny. It is always cold in winter, but in summer it is nice and warm.

-- Når vi skal si noe mer om et substantiv (3. person) som allerede er nevnt. Eksempler: There is a hotel around the corner. It is the biggest in town. Do you remember the dog we saw yesterday? It is a Dachshund.

_There is / there are_ bruker vi når vi skal fortelle om noe som finnes/eksisterer (og det er første gang vi forteller om det).  Entall = there is  Flertall = there are

Eksempler: There is a cat in the garden. There is a new kid in town. Do you think there is a diving board at the camp? There are two apple trees in my garden. There are 25 students in my class. Tell me, are there always this many birds around here?

Selv om vi bruker _it is_ om været, slik som _it is raining_, _it is cold_ og _it is sunny_, må vi bruke _there is_ hvis værfenomenet er et substantiv. Eksempel: There is a hurricane coming in. There was an earthquake in Indonesia.

--- 146 til 210{{Oppgaver:}}_Written tasks_>>> 5It is/was, there is/are, there was/were:a) .... cold today, isn't it?b) .... a gentleman here to see you.c) .... a long way to Los Angeles.d) .... three apple trees in my garden.e) In the city centre .... a nice vegetarian restaurant.f) Ask that woman if .... a clothes shop in this part of town.g) They told me that .... quite a few sharks around here.h) .... three snakes here yesterday.i) We think .... a man from Scandinavia at the party.j) When I was a kid, .... always lots of foxes in this forest.k) .... an earthquake in Peru two days ago.l) When they arrived, .... winter.m) In my music book .... two pictures of Madonna.n) .... a war going on in that country for many years.o) .... raining today, and yesterday .... a thunderstorm.

>>> 6Riktig eller galt? Sett kryss ved rett setning:a) There is three TV shows tonight.b) There were only one loaf of bread left.c) There was cold yesterday, wasn't it?d) There is a man at the door who wants to speak to you.e) Was there many girls at the party?f) Were you alone when it happened?g) It is cold today.h) Is it far to Kairo?i) Are there still two farmacies in town?

_Written and oral task_>>> 7Lag ti setninger med _It is/was, there is/are, there was/were_. Diskuter med partneren din om de er riktige før dere ber om en kommentar fra læreren.{{Oppgaver slutt}}

--- 147 til 210xxx2 Spørsmål - QuestionsVi lager vanligvis spørsmål på tre måter:

xxx3 Ved hjelp av spørrepronomenhow - hvordan, hvor (for eksempel i _hvor stor_ eller _hvor mye_)what - hva, hvilkenwhen - nårwhere - hvorwhich - hvilkenwho - hvemwhose - hvem sin/sitt/sinewhy - hvorfor

xxx3 Ved hjelp av be og haveAre they French?Is the water cold?Has she said anything?Have you decided yet?

xxx3 Ved hjelp av hjelpeverbet doDo you like fish?Does he play golf?

Når vi lager spørresetninger og nektende setninger med hjelpeverbet _do_, skal hovedverbet stå i infinitiv. Det er bare hjelpeverbet som bøyes.

Eksempler:

Pres: = presensPret: = preteritumI: = infinitiv

[Pres: Does] she [I: live] with her parents?[Pret: Did] you [I: eat] all of your pizza?[Pret: Did] you [I: see] the show yesterday?Peter [Pret: did] not [I: try] to win.

{{Oppgaver:}}_Written tasks_>>> 1Fyll ut det tomme feltet med et ord slik at spørresetningen blir riktig:a) .... they from here?b) .... she been to Ireland?c) .... you done your homework?d) .... the weather nice yesterday?e) .... he told his father yet?f) .... you remember Fred?g) .... they go to Canada last summer?h) .... we need a fishing rod?i) .... it cold today?j) .... the birds quieter today?k) .... she like fish?l) .... you remember to bring your camera?m) .... you very scared when you met the lion?n) .... is it like being alone?o) .... you broken your ankle?

--- 148 til 210>>> 2Oversett til engelsk:a) Bor du i London? Nei, det gjør jeg ikke.b) Snakker Carl Fransk? Ja, det gjør han.c) Liker Sheila musikk? Nei, det gjør hun ikke.d) Har broren din vært i England? Ja, det har han.e) Liker dere jordbær? Ja, det gjør vi.f) Har dere ny bil? Nei, det har vi ikke.g) Så du filmen i går? Ja, det gjorde jeg.h) Spiste dere kaken? Nei, det gjorde vi ikke.

>>> 3Bytt rekkefølgen av ordene slik at setningene blir riktige:a) have you nice yesterday? Did a tripb) it? time What isc) you the please? me Could pass sugar,d) than was It today hotter is yesterday, ite) English? or you Scottish Aref) to you Trafalgar the tell Could Square, please? way me

g) there a Is here? school around{{Oppgaver slutt}}

xxx2 Any, some og andre tilsvarende ordNoe = some, any, something, anything.Noen = someone, somebody, anyone, anybody.

_Ved spørsmål:_Hvis vi forventer at svaret på spørsmålet er _ja_, bruker vi _some, something, someone_ og _somebody_.  Eksempler:Would you like some orange juice?Do you think they will play something from their latest album?Was there someone at the door?

I alle andre tilfeller når vi ikke vet noe om hva svaret vil bli, bruker vi _any, anything, anyone, anybody_. Hvis svaret er bekreftende, bruker vi _some_.  Eksempler:Is there any tea left? Yes, I think there is some. Do you have any British

newspapers? I think I have some.Is there anybody out there? Yeah, there is somebody out there.

_Ved nektelser:_Når svaret blir _nei_ til slike spørsmål, bruker vi _any_.  Eksempler:No thank you, I don't want any.I don't have any British newspapers.I don't think there is anybody out there.

--- 149 til 210{{Oppgaver:}}_Written tasks_>>> 1Fyll ut med _some / someone (somebody)_ eller _any / anyone (anybody)_:a) Would you like .... more tea?b) Could I have .... coffee instead, please?c) I think there is .... at the door.d) Can .... please tell me why the stereo is broken?e) Is there .... sugar left?f) There is .... milk in the fridge.g) Do you want .... candy?h) You wouldn't want .... of these old toys, I suppose?i) It's so dark in here. I can't see ....j) Has .... seen .... of my computer games?k) I'm afraid I don't have .... ice cream left.

>>> 2

Lag en setning med hvert av ordene _some, someone, somebody, any, anyone_ og _anybody_.{{Oppgaver slutt}}

xxx2 Adjektiv - AdjectivesEt adjektiv sier noe om hvordan noe eller noen (substantiv eller pronomen) er eller ser ut. Eksempel: Blue, little, big, kind, crazy, tired, beautiful.  Adjektivet hører derfor til substantivet (eller pronomenet).  Adjektivene står ofte foran substantivet: A _yellow_ car, the _angry young_ men, the _boring_ music.  Det kan også stå etter verbene _be_ (am, is, are, was, were), _appear, look, seem, get, become, sound, smell, taste_ og _feel_: The film was _funny_. My father is _old_. His wife looked _beautiful_. The house seems _big_. She sounded _angry_. The food smells _nice_. The pizza tastes _good_.  Adjektiv kan også si noe om hvor noe eller noen kommer fra og språket som snakkes: Pedro and Consuelo are Spanish. They speak Castilian and Catalan.

--- 150 til 210xxx3 Gradbøyning av adjektiverPå norsk sier vi _fin, finere, finest_ og _god, bedre, best_. Det kaller vi gradbøyning. Vi gjør det på akkurat samme måte på engelsk når adjektivet har én stavelse:John's house is _big_.Sara's is _bigger_.Zeb has the _biggest_ house.

Noen flere eksempler:_Positiv - Komparativ - Superlativ_cold - colder - coldestnice - nicer - nicestthin - thinner - thinnest

Er du sikker på hva en stavelse er? Det er hvor mange trykk det er i ordet. _Car_ har for eksempel én stavelse, mens _window_ har to.  Eksempler:en stavelse: sweet roundto stavelser: little yellowtre stavelser: marvellous wonderful

--- 151 til 210xxx3 Adjektiver med to stavelserEt adjektiv som består av to stavelser, blir gradbøyd på samme måte som nedenfor hvis det ender på -y eller -er:

_Positiv - Komparativ - Superlativ_lucky - luckier - luckiest

lazy - lazier - laziesthappy - happier - happiestclever - cleverer - cleverest

De fleste andre adjektiver på to eller flere stavelser gradbøyes ved hjelp av more (mer) og most (mest) eller less (mindre) og least (minst).  Eksempel:

_Positiv - Komparativ - Superlativ_beautiful - more beautiful - (the) most beautifulridiculous - more ridiculous - (the) most ridiculousinteresting - less interesting - (the) least interestingexpensive - less expensive - (the) least expensive

xxx3 Uregelrett gradbøyningNoen få vanlige adjektiver gradbøyes ikke slik som du har sett til nå. Disse adjektivene må du lære:

_Positiv- Komparativ - Superlativ_good/well - better - (the) bestbad/ill - worse - (the) worstmany/much - more - (the) mostlittle - less - (the) least

--- 152 til 210{{Oppgaver:}}_Written tasks_>>> 1Finn adjektivene i teksten nedenfor og skriv dem ned. Sammenlikn med en annen i klassen.  Anne is a dentist, and most of her patients say she is a good one. She thinks she has an interesting job and enjoys every day at her little dental surgery. In her spare time she often takes a spin in her red sports car or goes jogging round the beautiful lake nearby her house. Her husband, Paul, is a famous artist, and they often go to some fabulous small art exhibitions together in the charming town where they live. Next year they plan to go to Norway for a long weekend. They have always wanted to visit the Munch museum and see the wonderful paintings, and Paul has always wanted to go to Northern Norway to paint the spectacular sceneries up in the "Land of the Midnight Sun".

>>> 2Skriv en liten fortelling om vennskap hvor du bruker så mange som mulig av disse adjektivene: good, lonely, blue, small, wonderful, interesting, dangerous, happy.

>>> 3Sett inn et passende adjektiv:

a) Her .... horse is ....b) The .... house across the street is ....c) In Spain there is a .... village close to the .... sea.d) A friend of mine lived on a small .... island for three years.e) The Himalayas are the most .... mountains I have ever seen.f) Margaret bought a .... skirt and a .... top.g) This restaurant seems to be quite ....h) She was ...., but her friend was ....

>>> 4Gradbøy disse adjektivene (positiv, komparativ, superlativ). Husk å sjekke regelen for gradbøyning: smart, old, nice, large, tricky, silly, gorgeous, wonderful, disgusting, interesting.

>>> 5Lag tre setninger hvor adjektivet står foran substantivet og tre hvor det står etter verbene _be, look, sound_.

>>> 6Sett inn riktig adjektiv:a) She has .... (mindre) money than her sister.b) I was ill, but Roger was .... (verre).c) That is the .... (minst) interesting film I have seen.d) This pizza is .... (bedre) than usual.

--- 153 til 210_Written and oral task_>>> 7Skriv en liten fortelling om et fint sted du har vært. Ikke bruk flere enn tre adjektiver. Skriv så fortellingen på nytt, denne gangen med minst ti adjektiver.

-- Les fortellingene dine i en liten gruppe.-- Diskuter hvilken historie som er best.

Hva gjør adjektivene med en historie? Diskuter.{{Oppgaver slutt}}

xxx3 NasjonalitetsordAn Australian is from Australia and speaks English.A Belgian is from Belgium and speaks Belgian.A Chinese is from China and speaks Chinese.A Dane is from Denmark and speaks Danish.An Estonian is from Estonia and speaks Estonian.A Finn is from Finland and speaks Finnish.A Frenchman is from France and speaks French.A German is from Germany and speaks German.A Greek is from Greece and speaks Greek.An Icelander is from Iceland and speaks Icelandic.

An Iraqi is from Iraq and speaks Iraqi.An Italian is from Italy and speaks Italian.A Japanese is from Japan and speaks Japanese.A Latvian is from Latvia and speaks Latvian.A Lithuanian is from Lithuania and speaks Lithuanian.A Moroccan is from Morocco and speaks Moroccan.A Norwegian is from Norway and speaks Norwegian.A Pakistani is from Pakistan and speaks Pakistani.A Pole is from Poland and speaks Polish.A Portuguese is from Portugal and speaks Portuguese.A Russian is from Russia and speaks Russian.A Scot is from Scotland and speaks Scottish.A Spaniard is from Spain and speaks Spanish.A Swede is from Sweden and speaks Swedish.A Turk is from Turkey and speaks Turkish.A Vietnamese is from Vietnam and speaks Vietnamese.A Welshman is from Wales and speaks Welsh.

--- 154 til 210{{Oppgaver:}}_Written tasks_>>> 8Sett inn riktig nasjonalitetsadjektiv:a) Mogens is from Denmark. He speaks ....b) Carla is from Italy. She speaks ....c) Teitur is from Iceland. He speaks ....d) Horst is from Germany. He speaks ....e) Matti is from Finland. He speaks ....f) Lydia is from France. She speaks ....g) Anette is from Norway. She speaks ....h) Samina is from Pakistan. She speaks ....i) Van is from Vietnam. He speaks ....

>>> 9Oversett til engelsk:a) Snakker du engelsk?b) Er Pjotr fra Polen?c) Jeg snakker ikke finsk, men jeg har vært i Finland.d) Det finnes mange forskjellige indiske språk.e) Hellas er et fint land.f) Er spansk lettere enn fransk og italiensk?g) Jeg møtte en portugisisk jente i går.{{Oppgaver slutt}}

xxx2 Verb - VerbsI alle setninger, både på norsk og engelsk, er det minst ett verb. Det er verbet som sier noe om hva som skjer. Ofte er det snakk om en handling, for eksempel i setningen _Peter borrowed a pencil_. I andre setninger brukes verbet til å beskrive en tilstand: _Maria is ill._

  Vi skiller mellom to typer verb: _hovedverb_ og _hjelpeverb_. Et hovedverb kan stå alene i en setning. Det kan ikke et hjelpeverb. Hjelpeverbet hjelper andre verb med å danne verbtider.

xxx3 HovedverbOfte er det bare ett verb i en setning - et hovedverb. Det kan stå i to forskjellige tider: Infinitiv/presens og preteritum.

_Infinitiv__Infinitiv_ kalles gjerne for verbets grunnform. Når du slår opp et verb i en ordbok, er det alltid infinitiven av verbet du finner. (Se side 130.)

_Presens (nåtid)_Marian _plays_ football every day.I _like_ apples.Her grandparents _live_ in Auckland.

Vi bruker presens når vi skal fortelle om noe i nåtid og om vaner og ting som pleier å skje.  Eksempler:She _goes_ to work every morning at 8 o'clock.Her dog (it) _likes_ to play.Garth (he) _plays_ the piano pretty well.

Vi kan også bruke presens om framtid (se side 164) hvis det er noe som er bestemt og helt sikkert kommer til å skje.  Eksempler:_I am flying_ to London tomorrow morning.We _are opening_ the new clothes shop on Friday. (Les om presens

samtidsform på s. 165.)The train _leaves_ at 2 o'clock.

--- 155 til 210_Preteritum (fortid)_Preteritum er den formen vi bruker når vi skal fortelle om noe som har skjedd og er avsluttet.  Eksempler:My schoolteacher was in Australia last year.We were late for the show.Mark and John were very fond of the new girl in class.

{{Oppgaver:}}_Written tasks_>>> 1Forklar hva som menes med _infinitiv_.

>>> 2Skriv verbene i infinitiv: running, stopped, sang, asked

>>> 3Når bruker vi presens av verbet?{{Oppgaver slutt}}

xxx3 Regelrette og uregelrette verbRobbie _played_ rugby yesterday.His cousin _worked_ at the factory.All the children _sang_ a song before class started.

Legger du merke til at verbene i de tre setningene ovenfor ikke har samme endelse selv om alle tre står i preteritum? De to første er regelrette verb, mens det siste er et uregelrett verb.  Akkurat som på norsk, bøyer vi på engelsk verbene i presens, presens perfektum og preteritum. Vi danner preteritum og presens perfektum av verbene ved å legge til endelsen -ed eller -d. Dette er regelen. Derfor kalles slike verb _regelrette verb_.  Eksempler:_Presens - Preteritum - Presens perfektum_listen - listened - have listenedrepair - repaired - have repairedinvestigate - investigated - have investigated

Men det er en del verb som ikke følger denne regelen. Disse verbene er _uregelrette_. Du bør forsøke å lære deg så mange som mulig av dem. Du trenger å kunne disse verbene i ditt daglige arbeid med engelsk. Det er nemlig ikke slik at siden de er uregelrette, er de også sjeldne. Tvert imot. Mange av de uregelrette verbene er blant de aller vanligste og mest dagligdagse verbene. (Se side 168.)  Eksempler:_Presens - Preteritum - Presens perfektum_sing - sang - have sungeat - ate - have eatenteach - taught - have taught

--- 156 til 210{{Oppgaver:}}_Written tasks_>>> 4Hvilke av disse preteritumsformene er regelrette, og hvilke er uregelrette? worked, opened, blew, sang, hoped, wrote.

>>> 5Velg tre verb i presens perfektum og tre i preteritum fra lista på sidene 168-173. Skriv en setning med hver av dem.

>>> 6Skriv inn uregelrette verb. Sjekk gjerne med lista på sidene 168-173.a) My sister .... (build) a new house last year.b) The cat .... (catch) a mouse.

c) Martin's bird .... (fly) away.d) I .... (find) my ball in the neighbourhood.e) Dina .... (make) a fortune in Australia.f) Have they .... (drive) all the way from Yorkshire?g) Has she .... (forget) her iPod?h) The badger .... (dig) a big hole in my garden.i) Ricky has .... (bite) his little sister twice this week.j) She .... (shake) her head.{{Oppgaver slutt}}

xxx3 HjelpeverbDe fleste verbtider blir til ved hjelp av et hovedverb og et hjelpeverb. Vi kaller slike verb for _sammensatte verb_.  Vi har hjelpeverb på norsk også. I setningen _Jeg har vært på kino_ er _har_ hjelpeverb og _vært_ perfektum av hovedverbet. På engelsk bruker vi hjelpeverb mer enn på norsk, så det er viktig at du raskest mulig lærer deg hvordan du bruker dem riktig.

Eksempler på sammensatte verb:V = verbHV = hovedverbHJV = hjelpeverb

Rex [HJV: has] [HV: moved] to London.[HJV: Have] you [HV: heard] the news?[HJV: Do] you [HV: read] newspapers?My dog [HJV: does] not [HV: like] cats.

Hjelpeverbene _be_, _do_ og _have_ er tre av de viktigste. De kalles _fullstendige_ fordi de også kan være hovedverb. Kanskje du vil få noen til å høre deg i disse verbene? Det er svært viktig å kunne dem godt, fordi du vil få bruk for dem hele tiden.

--- 157 til 210{{Oppgaver:}}>>> 7Skriv inn et passende hjelpeverb i presens:a) .... you live in Norway?b) .... you done your homework?c) .... she like music?d) .... Fred and Barney eat wild boar every day?e) .... Maurice been to Spain?f) Millie .... bought a dog.g) George and Nancy .... been married for ten years.h) Robert's uncle .... written a book.i) I .... not think that was funny!j) Our cat .... been away for two weeks.k) Karen .... not believe in God.l) .... me a favour, will you?

>>> 8Skriv tre setninger med hjelpeverb på norsk og tre på engelsk.{{Oppgaver slutt}}

_To be_{{Tabell: 4 kolonner, 7 rader}}

Tall Presens(present tense)

Preteritum(past tense)

Presens perfektum (present perfect)

Entall 1. I am (I'm) I was I have beenEntall 2. you are (you're) you were you have beenEntall 3. he, she, it is

(he's, she's, it's)he, she, it was he, she, it has been

Flertall 1. we are (we're) we were we have beenFlertall 2. you are (you're) you were you have beenFlertall 3. they are (they're) they were they have been

{{Tabell slutt}}

_To do_{{Tabell: 4 kolonner, 7 rader}}

Tall Presens(present tense)

Preteritum(past tense)

Presens perfektum (present perfect)

Entall 1. I do I did I have doneEntall 2. you do you did you have doneEntall 3. he, she, it does he, she, it did he, she, it has doneFlertall 1. we do we did we have doneFlertall 2. you do you did you have doneFlertall 3. they do they did they have done

{{Tabell slutt}}

--- 158 til 210_To have_{{Tabell: 4 kolonner, 7 rader}}

Tall Presens(present tense)

Preteritum(past tense)

Presens perfektum (present perfect)

Entall 1. I have I had I have hadEntall 2. you have you had you have hadEntall 3. he, she, it has he, she, it had he, she, it has hadFlertall 1. we have we had we have hadFlertall 2. you have you had you have hadFlertall 3. they have they had they have had

{{Tabell slutt}}

Legg merke til at 3. person (he, she, it) presens av alle tre hjelpeverbene ender på en -s (is, does, has). Det gjelder ikke bare hjelpeverb, men også hovedverbene. Det er det som skiller presens fra infinitiv. (Se side 154.)

Alle de tre hjelpeverbene vi har sett på nå, kan også være hovedverb i en setning:_Be_ som hovedverb: We _are_ in Norway._Be_ som hjelpeverb: He _is singing_._Do_ som hovedverb: I _do_ the best I can._Do_ som hjelpeverb: _Do_ you _live_ here?_Have_ som hovedverb: I _have_ a house._Have_ som hjelpeverb: _Have_ you _eaten_ all the blueberries?

xxx3 Slik bruker vi hjelpeverbene_A) Sammensatte verb_Vi bruker hjelpeverbene i sammensatte verb for å danne forskjellige verbtider.  Eksempler:[HJV: Have] you [HV: done] your homework?I [HJV: do] not [HV: work] in the city.

_B) Spørresetninger og nektende setninger_Når vi lager spørresetninger og nektende setninger på engelsk, bruker vi oftest _be_, _do_ eller _have_. (Se side 156.)  Eksempler:_Is_ she fond of cats? Yes, she is. No, she is not (isn't)._Do_ you live in New York city? Yes, I do. No, I do not (don't)._Has_ your brother bought a new bike? Yes, he has. No, he has not

(hasn't).

--- 159 til 210_C) Passiv_Vi bruker hjelpeverbet _be_ til å danne _passiv_ (the bridge _was built_ by the Romans). (Se side 161-162.)

_D) Samtidsformer_To _be_ blir brukt for å danne presens og preteritum samtidsform. (She _is dancing_, he _was singing_.) (Se nedenfor.)

_E) Som halespørsmål_Garry is Welsh, _isn't he_?His cars are quite old, _aren't they_?You made the cake all by yourself, _didn't you_?They asked you for some money, _didn't they_?She has been to Greece, _hasn't she_?We still have plenty of time, _haven't we_?

(Se side 161.)

xxx3 SamtidsformerNår vi legger vekt på at handlingen i en setning pågår og ikke er avsluttet, bruker vi presens samtidsform. Denne formen består av to be + -ing-formen av hovedverbet (singing, playing, watching). Vi

bruker ofte preteritum samtidsform når noe skjer mens noe annet holder på.

_Presens samtidsform:_Sammenlikn setningene:Tom _reads_ a newspaper every day (Noe han pleier å gjøre.)

(Presens).Tom _is reading_ a newspaper (Han gjør det akkurat nå). (Presens

samtidsform).

Eksempler:What _is_ Raji _doing_? He _is fixing_ his bicycle.Look at Susan. She _is running_ really fast.

{{Oppgaver:}}_Written tasks_>>> 9Skriv inn vanlig presens eller presens samtidsform:a) What is Michael doing? He .... (watch) TV.b) Michelle .... (read) the newspaper every morning.c) Look! A fox .... (run) across the field.d) Do you play any instruments? Yeah, I .... (play) the guitar.e) I wonder who .... (play) music this late at night.f) Some birds .... (fly) thousands of kilometres every spring and

autumn.g) What's the noise? Mr Anderson .... (mow) his lawn.

>>> 10Hvilke av disse setningene har feil verbtid? Plukk dem ut og skriv dem slik du mener er riktig:a) When I entered the room, the old man sat in his wheelchair.b) I am reading the newspaper every morning.c) Every year I go to Pakistan.d) What is Pat doing? She reads a book.e) Dear mum. I travel in France these days.{{Oppgaver slutt}}

--- 160 til 210_Preteritum samtidsform:_Sammenlikn setningene:Kathy worked there for three years (Hun jobbet der). (Preteritum).Charles Dickens was working on a novel when his brother came to

visit. (Han holdt på med å jobbe). (Preteritum samtidsform).

Eksempler:When I entered the room, Kathy was playing the piano.On Wednesday, when we were at the picnic, it was raining cats and

dogs.

{{Oppgaver:}}_Written tasks_>>> 11Skriv inn preteritum (fortid) eller preteritum samtidsform:a) Graham .... (crash) his car yesterday.b) Lisa .... (paint) a landscape when I came in.c) I .... (fix) my car when I heard the shot.d) It was so beautiful. All the birds .... (sing).e) Brian .... (watch) the match.f) Patricia .... (watch) a film when the telephone .... (ring).g) I .... (run) the New York Marathon in 2005.

>>> 12Hvilke av disse setningene har feil verbtid? Plukk dem ut og skriv dem slik du mener er riktig:a) She repaired her car when it started to rain.b) When the fire started I had a bath.c) I lived in Dortmund for five years.d) I lived in London when my mother died.e) He was swimming towards me when the boat nearly hit him.f) Did he eat chocolate when you saw him?g) What were you trying to say when he interrupted you?{{Oppgaver slutt}}

--- 161 til 210xxx3 HalespørsmålPå engelsk er det vanlig med halespørsmål som dette:The weather is lovely, isn't it?You don't smoke, do you?

Legg merke til at et nektende spørsmål blir lagt til etter en bekreftende påstand, og et bekreftende spørsmål etter en nektende påstand. Dersom verbalet inneholder et hjelpeverb, gjentar vi hjelpeverbet.  Eksempler:You _have_ a brother, _haven't_ you?You _can_ swim, _can't_ you?

Hvis verbalet er et hovedverb, blir det _do_ i halespørsmålet.  Eksempler:You live in New York, _don't_ you?You got a new bike for Christmas, _didn't_ you?

Etter _let's_ bruker vi _shall_.  Eksempler:Let's go to the beach, shall we?Let's stay home tonight, shall we?

{{Oppgaver:}}_Written tasks_

>>> 13Sett inn halespørsmål:a) You saw the film yesterday, ....?b) Pete has got a new guitar, ....?c) Your father lives in Australia, ....?d) Chinese kids are better at maths than us, ....?e) Let's visit Roberta, ....?

>>> 14Lag fem setninger med halespørsmål.{{Oppgaver slutt}}

xxx3 Aktiv og passivMange setninger på engelsk består av subjekt, verbal og direkte objekt. I de fleste tilfeller står subjektet før verbet og objektet etter verbet. Vi har da en _aktivsetning_.  Eksempler:[S: The Romans] built [D.O.: the bridge].[S: Munch] painted [D.O.: the picture].[S: Peter] ate [D.O.: the pizza].

--- 162 til 210Noen ganger velger vi å snu litt på det. Objektet i en aktivsetning blir da til subjektet i en passivsetning. Subjektet i aktivsetningen blir i passivsetningen ofte til en såkalt _preposisjonsfrase_ fordi vi setter inn preposisjonen _by_. Vanskelig? Egentlig ikke. Når du gjør om en aktivsetning til passiv, må du bare huske på:-- å gjøre objektet i aktivsetningen til subjekt i passivsetningen-- å gjøre om verbet til en form av _to be_ (is, was, were) + perfektum

partisipp av verbet (gone, eaten, washed osv.)-- å sette preposisjonen _by_ foran det som var subjektet i

aktivsetningen

La oss se hvordan aktivsetningene på forrige side blir til passivsetninger:PF = preposisjonsfrase[S: The bridge] was built [PF: by the Romans].[S: The picture] was painted [PF: by Munch].[S: The pizza] was eaten [PF: by Peter].

{{Oppgaver:}}_Written tasks_>>> 15Gjør om til passiv:a) Peter washed the car.b) Catherine fixed the motorcycle.c) The hotel gave him a present.d) Boadicea destroyed London.e) The students helped the old lady.

>>> 16Skriv fire aktivsetninger og gjør dem om til passivsetninger.{{Oppgaver slutt}}

xxx3 Infinitiv og ing-formenDer hvor vi på norsk bruker infinitiv, kan vi på engelsk bruke både infinitiv og ing-formen av verbet.  Eksempler:It is always interesting to be here.Being here is always interesting.It is never easy to say goodbye.Saying goodbye is never easy.

Det står aldri infinitiv etter preposisjon slik som på norsk (Han er interessert i å komme). "Preposisjon og å kan ikke gå."

--- 163 til 210xxx3 Ing-form etter preposisjonVi skal alltid bruke ing-formen etter en preposisjon.  Eksempler:She left without telling us the truth.She was scared of travelling by plane.

Merk deg at det heter _to look forward to_ + ing-form og _to be used to_ + ing-form.  Eksempler:I look forward to seeing you.She looks forward to going abroad.They are used to being alone.We are used to eating a lot.

{{Oppgaver:}}_Written tasks_>>> 17Skriv tre setninger med verbet i infinitiv og tre med ing-formen av verbet.

>>> 18Finn setningene med feil og rett dem:a) I like to listen to music.b) I love playing the guitar.c) I am interested in to meet some of your students.d) He really looks forward to see you.e) She is used to ski.

>>> 19Skriv inn infinitiv (husk infinitivsmerket _to_ der det er nødvendig) eller ing-form:

a) Her little sister is interested in .... (sing) and .... (dance).b) She told me about .... (live) in India.c) I want .... (become) a doctor.d) See if you can find Rob and .... (tell) him .... (come) home right

away.e) We are really looking forward .... (see) you on Thursday.f) They are used .... (speak) English.{{Oppgaver slutt}}

xxx3 Modale hjelpeverbCan, could, will, would, shall, should, may, might og must kalles _modale_ hjelpeverb.  Her er noen eksempler på riktig bruk:_Can_ he sing?I _could_ do it for you._Will_ you please do me a favour?I _would_ never have done it.I _shall_ (I'll) be there at nine.You _should_ have known better.You _may_ come in now.It _might_ be sunny tomorrow.You _must_ be back by ten.

--- 164 til 210Vi bruker også ofte de modale hjelpeverbene for å uttrykke høflighet, særlig _could_, _would_ og _may_._Could_ you pass me the salt, please?_Would_ it be possible to borrow this magazine?_May_ I park my car here?

{{Oppgaver:}}_Written tasks_>>> 20Oversett til norsk:a) May I sit down here?b) You must not worry about all this.c) I might go to South Africa next year.d) Could you do me a favour, please?e) He would have done it if he could.f) Can you play the piano?

>>> 21Oversett til engelsk (bruk ett modalt hjelpeverb i hver setning):a) Kan jeg få lov til å prøve sykkelen din?b) Han må vaske bilen sin.c) Jeg kommer kanskje til å få en bedre jobb.d) Kunne du spørre faren din?e) Vil du være så snill å gjøre det for meg?f) Du kan klare det.

{{Oppgaver slutt}}

xxx3 Å uttrykke framtidFramtidige handlinger kan uttrykkes på forskjellige måter på engelsk. La oss se på de vanligste:

_Be + going to_En av de vanligste måtene å uttrykke noe som skal skje i framtiden, er setninger av typen be + going to. Du bruker dette uttrykket når det som skal skje, er planlagt.  Eksempler:I'm going to do it tomorrow.He's going to paint the house next week.We're going to rent a cottage at the coast this summer.They're going to ask his father for a loan.

_Will/shall_Hvis det som skal skje, ikke er planlagt, men at det bestemmes mens du snakker, bruker du _will_ (eller _shall_ i 1. person entall og flertall).

--- 165 til 210Eksempler:What would you like to drink? I'll have a cup of tea, please.Dad's car is dirty; one of us has to wash it. Ok, I'll do it.Thanks for the invitation. I'll be there at seven o'clock.Thanks for supporting me, Martin. I won't let you down.

xxx3 Presens og presens samtidsformHvis noe er bestemt på forhånd, er det vanlig å bruke presens samtidsform.  Eksempler:I am going to Spain on Sunday.He is playing tennis tomorrow afternoon.What is she doing today? She is meeting her friends after school.

Når du snakker om rutetabeller, for eksempel for tog, buss og bane eller tidspunkt for kino, teater og konserter, kan du bruke vanlig presens for å snakke om framtid.  Eksempler:The film begins at five o'clock.The coach to Cambridge leaves at 9.15.When does the football match start?

--- 166 til 210{{Oppgaver:}}_Written tasks_>>> 22Forklar forskjellen på will og be + going to.

>>> 23Sett inn _will_ eller _be + going to_:a) We're out of milk! I .... go and buy some.b) I .... repair my bicycle next week.c) We .... go to the party on Saturday.d) He .... ask her to marry him.e) Are you thirsty? I .... get you a cup of tea.f) Uncle Sam is a bit lonely these days. Ok, I .... visit him tomorrow.g) Somebody must prepare some food! All right, we .... do it.h) Could you clean the floor, Phil? I .... do it first thing in the morning.

>>> 24Når kan vi bruke presens for å uttrykke framtid?

>>> 25Skriv tre setninger der du bruker presens for å uttrykke framtid.{{Oppgaver slutt}}

xxx3 Samsvar mellom subjekt og verbalEn feil mange gjør som holder på å lære engelsk, er å ikke passe på at det er samsvar mellom subjektet og verbalet i setningen. Hvis subjektet er i entall, må også verbalet være i entall, og et flertallssubjekt krever et flertallsverbal. Det må være likevekt mellom subjekt og verbal. Subjektet i en setning er den eller de som gjør noe.  La oss se på noen setninger. I de fem første er det samsvar mellom subjekt og verbal, men ikke i de fem siste.

_Samsvar:_1. Peter is my best friend. (He is).2. Charlotte and Christian are twins. (They are).3. Betty works down town. (She + verb + -s).4. The white dog with the black spots belongs to my neighbour. (It +

verb + -s).5. Mary and I were in Liverpool last week. (We were).

_Ikke samsvar:_6. *The Henderson sisters was afraid of the dog. The Henderson sisters

= they. Men det heter jo ikke *they was. Riktig: The Henderson sisters _were_ afraid of the dog.

--- 167 til 2107. *David play football every day. David = he. Da må vi ha verb + -s.

Riktig: David _plays_ football every day.8. *My grandfather's cat have one eye. My grandfather's cat = it. Det

heter _it has_ og ikke * _it have_. Riktig: My grandfather's cat _has_ one eye.

9. *My wife and I am very happy together. Det er riktig at det heter _I am_, men her er subjektet _My wife and I_ = we. Vi vet at det heter _we are_. Riktig: My wife and I _are_ very happy together.

10. *We was on the mountaintop. Det heter jo ikke *_we was_. Riktig: We _were_ on the mountaintop.

En av de aller vanligste feilene som gjøres, er at det ikke er samsvar mellom subjekt og verbal. Særlig når du skriver, bør du tenke på:1. Hvis det er et entallssubjekt, må verbalet være i entall.2. Hvis det er et flertallssubjekt, må verbalet være i flertall.3. Hvis setningen står i presens og subjektet er _he, she_ eller _it_ eller

et tilsvarende navn (Robert, Anna, Skippy osv.), skal verbet ende på -s. (sings, works, likes, plays, travels osv.)

{{Oppgaver:}}_Written tasks_>>> 26Sett inn riktig verb slik at det blir samsvar mellom subjekt og verbal. Husk på 3. person-s i presens entall og riktig tid av verbet:a) My sister and I .... (be) at the concert last Wednesday.b) Patsy .... (speak) both German and Italian.c) I .... (be) one of the last to leave the party.d) Freddy .... (do) not go to work last week.e) Manuel .... (do) not like fish.f) John McLaughlin .... (be) one of the world's best guitarists.g) Both my nephews .... (have) tried scuba diving.h) When I was ten I .... (have) never seen a lion.i) My brother .... (do) his homework when he comes home from school.j) Have you .... (have) the measles?k) You and your family .... (be) in Scotland last summer, weren't you?l) .... (do) your little sister like turtles?m) We have .... (be) in this village twice before.n) I am blonde, but my brother .... (be) dark.o) .... (be) you at the football match yesterday?p) Where .... (be) they on Thursday?

--- 168 til 210>>> 27Rett setningene. Alle setningene nedenfor har en samsvarsfeil. Skriv dem om slik at de blir korrekte:a) My brother and I was afraid of Donny's dog.b) Sheila Roberson work at the public library.c) His mother have been to the hospital.d) Fred are one of my best friends.e) His sisters was in Egypt last month.f) He were not the only Russian boy in his neighbourhood.g) Does they speak Japanese?h) Do she like fried shrimps?{{Oppgaver slutt}}

xxx3 Uregelrette verb

Husk at når du bruker verb i presens perfektum, må du ha en form av hjelpeverbet _have_ foran (I have, you have, he, she it has, we have, you have, they have). Eksempler: I have begun, she has chosen.

_Infinitiv/presens - Preteritum - Presens perfektum -- Norsk_arise - arose - arisen -- oppståawake - awoke - awoken -- våknebe - was, were - been -- værebear - born - born/borne -- bære, fødebeat - beat - beaten/beat -- slåbecome - became - become -- blibegin - began - begun -- begynnebend - bent - bent -- bøyebet - bet - bet -- veddebind - bound - bound -- bindebite - bit - bitten -- bitebleed - bled - bled -- bløblow - blew - blown -- blåsebreak - broke - broken -- brekke, ødeleggebreed - bred - bred -- avlebring - brought - brought -- ha med segbroadcast - broadcast/ed - broadcast/ed -- kringkaste

--- 169 til 210build - built - built -- byggeburn - burned/burnt - burned/burnt -- brenneburst - burst - burst -- briste, sprekkebust - busted/bust - busted/bust -- ødeleggebuy - bought - bought -- kjøpecast - cast - cast -- besette en rolle, kastecatch - caught - caught -- fangechoose - chose - chosen -- velgecling - clung - clung -- klamre seg fastcome - came - come -- kommecost - cost - cost -- kostecreep - crept - crept -- krypecut - cut - cut -- kuttedeal - dealt - dealt -- gjøre forretningerdig - dug - dug -- gravedive - dove/dived - dived -- stupedo - did - done -- gjøredraw - drew - drawn -- tegnedream - dreamt/dreamed - dreamt/dreamed -- drømmedrink - drank - drunk -- drikkedrive - drove - driven -- kjøreeat - ate - eaten -- spisefall - fell - fallen -- fallefeed - fed - fed -- matefeel - felt - felt -- føle

fight - fought - fought -- slåssfind - found - found -- finnefit - fit/fitted - fit/fitted -- passeflee - fled - fled -- flykte, rømmefling - flung - flung -- slenge, hivefly - flew - flown -- flyforbid - forbade - forbidden -- forbyforesee - foresaw - foreseen -- forutseforget - forgot - forgotten -- glemmeforgive - forgave - forgiven -- tilgi

--- 170 til 210forsake - forsook - forsaken -- gi slipp påfreeze - froze - frozen -- fryseget - got - got/gotten -- få, mottagive - gave - given -- gigo - went - gone -- dra, reisegrow - grew - grown -- vokse, økehang - hung/hanged - hung/hanged -- hengehave - had - had -- hahear - heard - heard -- hørehide - hid - hidden -- gjemmehit - hit - hit -- treffehold - held - held -- holdehurt - hurt - hurt -- skade, sårekeep - kept - kept -- holde, eie, hakneel - knelt/kneeled - knelt/kneeled -- kneleknit - knit/knitted - knit/knitted -- strikkeknow - knew - known -- vite, kjennelay - laid - laid -- leggelead - led - led -- lede, førelean - leant - leant -- lene, støtteleap - leapt - leapt -- hoppe, springelearn - learned - learned -- læreleave - left - left -- forlatelend - lent - lent -- låne bortlet - let - let -- la, tillate, leie utlie (lie down) - lay - lain -- liggelight - lit/lighted - lit/lighted -- tenne, belyselose - lost - lost -- mistemake - made - made -- lage, skapemean - meant - meant -- menemeet - met - met -- møte, treffemishear - misheard - misheard -- høre feilmislay - mislaid - mislaid -- rote bortmisread - misread - misread -- lese feil, feiltolkemisspell - misspelled/misspelt - misspelled/misspelt -- feilstave

--- 171 til 210

mistake - mistook - mistaken -- ta feil, forvekslemisunderstand - misunderstood - misunderstood -- misforståmiswrite - miswrote - miswritten -- skrive feilmow - mowed - mowed/mown -- klippe plenenoutdo - outdid - outdone -- overgåovercome - overcame - overcome -- overvinneoverdo - overdid - overdone -- overdriveoverfeed - overfed - overfed -- gi for mye matoverpay - overpaid - overpaid -- overbetaleoversleep - overslept - overslept -- forsove segovertake - overtook - overtaken -- ta igjen, innhentepay - paid - paid -- betaleplead - pleaded/pled - pleaded/pled -- trygleprove - proved - proven/proved -- beviseput - put - put -- legge, settequit - quit/quitted - quit/quitted -- slutteread - read - read -- lesering - rang - rung -- ringe, kimerise - rose - risen -- stå opp, stigerun - ran - run -- løpesaw - sawed - sawed/sawn -- sagesay - said - said -- sisee - saw - seen -- seseek - sought - sought -- søkesell - sold - sold -- selgesend - sent - sent -- sendeset - set - set -- sette, stille, legge utsew - sewed - sewn/sewed -- syshake - shook - shaken -- risteshave - shaved - shaved/shaven -- barbere segshine - shone - shone -- skinneshoot - shot - shot -- skyteshow - showed - shown -- viseshrink - shrank - shrunk -- krympeshut - shut - shut -- lukke

--- 172 til 210sing - sang - sung -- syngesink - sank - sunk -- synkesit - sat - sat -- sittesleep - slept - slept -- soveslide - slid - slid -- sklisling - slung - slung -- slynge, slengeslay - slew - slain -- drepesow - sowed - sown -- såspeak - spoke - spoken -- snakkespeed - sped/speeded - sped/speeded -- haste, ilespell - spelt - spelt -- stavespin - spun - spun -- spinne

spit - spit/spat - spit/spat -- spyttesplit - split - split -- splitte, delespoil - spoilt/spoiled - spoilt/spoiled -- skjemme bortspread - spread - spread -- sprestand - stood - stood -- ståstick - stuck - stuck -- stikke, sette faststing - stung - stung -- stikkestrive - strove/strived - striven/strived -- strebeswear - swore - sworn -- sverge, bannesweat - sweat/sweated - sweat/sweated -- svettesweep - swept - swept -- feie, fare overswim - swam - swum -- svømmeswing - swung - swung -- svinge, dreietake - took - taken -- tateach - taught - taught -- lære borttear - tore - torn -- spjære, rive i stykkertell - told - told -- fortellethink - thought - thought -- tenkethrow - threw - thrown -- kasteunderstand - understood - understood -- forståundo - undid - undone -- knappe/knyte oppunwind - unwound - unwound -- slappe avwake - woke - woken -- vekke, våkne

--- 173 til 210weave - wove - woven -- veve, flettewed - wed - wed -- gifte segweep - wept - wept -- gråtewin - won - won -- vinnewind - wound - wound -- trekke oppwrite - wrote - written -- skrive

xxx2 Adverb - AdverbsMens adjektivet er nær knyttet til substantivet, er adverbet knyttet til verbet. Det sier noe mer om verbet, for eksempel på hvilket sted eller på hvilken måte verbhandlingen foregår. Det kan også si noe om et adjektiv eller et annet adverb.

xxx3 Adverb som er dannet av adjektivMange av de vanligste adverbene er dannet ved at endelsen -ly er lagt til adjektivet, for eksempel: quickly, slowly eller clearly. Slike adverb kalles _måtesadverb_ fordi de sier noe om måten verbhandlingen foregår på.  Eksempler:She walked _carefully_.He played the violin _wonderfully_.The old man drove very _slowly_.

Ser du at adverbene sier noe om hvordan hun gikk, hvordan han spilte, og hvordan den gamle mannen kjørte?

Også noen adjektiver ender på -ly: lonely, friendly, ugly, deadly, silly.

Sammenlikn adjektivet og adverbet:Adj = adjektivAdv = adverb _Adjektiv:_[S: This man] is [Adj: kind]. (Adjektivet sier noe om substantivet, nemlig mannen.)

_Adverb:_The woman [V: answered] [Adv: kindly]. (Adverbet sier ikke noe om kvinnen (substantivet), men om måten hun svarte på.)

Hvis adjektivet slutter på -y, skifter denne til -i før adverbsendelsen -ly legges til:Happy -> happilylucky -> luckily

--- 174 til 210xxx3 Andre adverbI tillegg til måtesadverbene vi har sett på, skal vi se nærmere på to andre typer adverb: _tidsadverb_ og _stedsadverb_.

_Tidsadverb_Noen vanlige tidsadverb er: today, tomorrow, yesterday, often, always og never.  Eksempler:I am going to [V: buy] the car [Adv: tomorrow].I [V: swam] across the river [Adv: yesterday].

_Stedsadverb__Here, there, everywhere, downstairs og upstairs_ er noen vanlige stedsadverb.  Eksempler:She [V: carried] her baby [Adv: upstairs].You can [V: put] the bottles [Adv: there].

xxx3 GradbøyningGradbøyning av adverb gjøres akkurat som ved gradbøyning av adjektiv.  Adverb på én stavelse og _early_ blir gradbøyd slik:_Positiv - Komparativ - Superlativ_late - later - latestearly - earlier - earliest

Adverb som ender på -ly (ikke _early_), blir gradbøyd ved hjelp av _more_ og _most_.  Eksempler:She [V: drives] more [Adv: carefully] than I do.Peter [V: speaks] the most [Adv: fluently] of us all.

xxx3 Uregelrett gradbøyning_Positiv - Komparativ - Superlativ_well - better - bestbadly - worse - worstlittle - less - leastmuch - more - most

Husk at _good_ er et adjektiv, men _well_ er et adverb.  Eksempler:Adjektiv: This food is really good. I hope you have a good explanation.Adverb: She sings well. You have prepared yourself well.

--- 175 til 210{{Oppgaver:}}_Written tasks_>>> 1Gjør adjektivene om til adverb og skriv én setning med hvert adverb:a) Niceb) Wonderfulc) Quickd) Good

>>> 2Hvilke av de understrekede ordene er adverb, og hvilke er adjektiv?a) My brother is _tall_.b) I think the Lord of the Rings films are _great_.c) Jessica Alba is a _wonderful_ actress. She always acts _well_.d) Mr Jackson has got a _new_ sail boat.e) She is going to buy a _red_ dress _tomorrow_.f) Come over _here_!g) They _quickly_ drove down from the mountains.h) I saw her _yesterday_.i) Their cottage is _red_.j) They lived _happily_ together.

>>> 3Skriv fem setninger som inneholder ett eller flere adverb.

>>> 4Fyll ut med et passende adverb i hvert av de åpne feltene:a) She came home ....b) We .... met when I lived in New York.c) You are always welcome ....

d) Granny .... carried the little baby down the stairs.e) This is horrible! She plays the violin .... than my nephew.f) Good night, drive ....!g) Your English is almost perfect. You really speak ....{{Oppgaver slutt}}

--- 176 til 210xxx2 Konjunksjoner - Conjunctions(sideordningsord)

Konjunksjoner blir også kalt _sideordningsord_. Det er ord som binder sammen likeverdige ord og setninger. Eksempler på konjunksjoner er _and_, _but_ og _or_.  Eksempler:Apples _and_ oranges are fruits.She lives in France, _but_ she doesn't speak French.It must have been in the 70s _or_ the 80s.

Konjunksjonene kalles ofte bindeord, og du kan lese mer om dem på side 191.

xxx2 Subjunksjoner - Subordinating conjunctions(underordningsord)

Subjunksjonene er også bindeord som du kan lese mer om på side 191. Men de binder ikke sammen likeverdige ord og setninger, slik som konjunksjonene. De binder sammen helsetninger og leddsetninger.

En helsetning er en setning som kan stå alene.  Eksempler:Millie is a dog.Mel and Jill were very tired.

En leddsetning kan derimot ikke stå alene.  Eksempler:because you were patient.if he arrives earlier.

Det er lett å se at setningene ovenfor er meningsløse hvis de ikke er en del av en større helhet, for eksempel:He has learned to speak because you were patient. (subjunksjon:

because)We can take him out to lunch if he arrives earlier. (subjunksjon: if)

Vi ser at subjunksjonen innleder leddsetningen.

_Subjunksjonen _som__

Vi skal nå se nærmere på subjunksjonen _som_. På norsk bruker vi dette ordet om både mennesker, dyr og ting. Slik er det ikke på engelsk:

_Who_ brukes om mennesker og kjæledyr.  Eksempler:There is the man _who_ told me about the robbery.It is my cat _who_ won the prize.

--- 177 til 210Etter en preposisjon brukes _whom_.  Eksempel:Uncle George, with _whom_ I spent my holidays, is dead.

Språket blir litt stivt og høytidelig når vi bruker _whom_, og det er ofte bedre å omskrive slik at preposisjonen kommer sist i setningen:  Uncle George, _who_ I spent my holidays with, is dead.

_That_ brukes om både mennesker og ting.  Eksempler:The little girl _that_ lives next door to my grandmother is from India.The picture _that_ I showed you is very old.

_Which_ brukes om dyr og ting, men aldri om mennesker.  Eksempler:The red Ferrari, _which_ is the only sports car in this neighbourhood, is

my brother's.Paula has an elephant _which_ is bigger than a house.

Dersom _som_ innleder en setning som er en tilleggsopplysning, skal vi ikke bruke _that_. Dessuten må vi huske å sette komma før og etter setningen.  Eksempler:My apple tree, _which_ is more than 50 years old, is dying.The highest mountain in Norway, _which_ is covered with snow these

days, is Galdhøpiggen.

{{Oppgaver:}}_Written tasks_>>> 1Sett inn riktig konjunksjon eller subjunksjon:a) I like apples .... oranges.b) Do you live in Oslo .... Bergen?c) I'd love to come over, .... I haven't got time.d) The man .... reported the murder is the murderer.e) A skyscraper is a house .... is taller than normal.f) My dog, .... is five years old, is a Chihuahua.g) I don't know to .... he spoke.

>>> 2Hva er forskjellen på en konjunksjon og en subjunksjon?

--- 178 til 210>>> 3Who, whom, which, that? Sett inn riktig alternativ. Flere enn én kan være riktig:The frog .... is jumping over there is cute.Ask the lady .... is standing in the corner.My rabbit, .... has the longest ears you've ever seen, is white.The teacher with, .... I had the discussion is Mr. Nicholson.Her brother, .... is ten years older than her, is a doctor.The cabins .... are not painted are the oldest.

>>> 4Lag tre setninger med hver av subjunksjonene _who, whom, which og that_.{{Oppgaver slutt}}

xxx2 Determinativer - Determinatives(bestemmerord)

xxx3 Artikler_Den ubestemte artikkelen a_Vi bruker den ubestemte artikkelen _a_ på samme måte som vi bruker de ubestemte artiklene _en, ei og ett_ på norsk. Det som er viktig å huske på, er at _a_ skifter til _an_ foran vokallyd.  Eksempler:Alicia is a girl. I ate a carrot. I would like a cup of tea, please.

I alle eksemplene ovenfor kommer det en konsonantlyd etter artikkelen. Det er derfor riktig å bruke _a_.

I eksemplene nedenfor kommer artikkelen foran en vokallyd. Derfor er det _an_ som brukes.  Eksempler:Chico is an old bird. Alan eats an apple every day. This monkey is an orangutan. The book is written by an Indian writer.

--- 179 til 210Når du skal vurdere om du skal bruke _a_ eller _an_, må du ikke bare se på om ordet etter artikkelen begynner med vokal eller konsonant. Det er hvordan vokalen eller konsonanten uttales (eller ikke uttales), som er avgjørende. Det kan du se av eksemplene nedenfor:The train leaves in _an_ hour. (h-en i _hour_ uttales ikke, så ordet

starter derfor med en vokallyd.)The old man is married to _a_ young woman. (y-en i _young_ uttales

som en konsonant.)

Altså:a + konsonantlydan + vokallyd

På engelsk bruker vi den ubestemte artikkelen en del steder hvor det ikke er vanlig på norsk, for eksempel foran religionstilhørighet og yrker.  Eksempler:He is _an_ electrician. She is _a_ doctor. Bobby wants to become _a_ dentist. She is _a_ Muslim. He is _a_ Christian.

_Den bestemte artikkelen _the__Den bestemte artikkelen brukes ofte omtrent som på norsk.  Eksempler:_The_ old man was very kind.Could you tell me _the_ way to the nearest post office, please?

Noen ganger skal vi ikke ha bestemt artikkel på engelsk der hvor vi har det på norsk.  Eksempler:Life is wonderful. School is fun. I go to church every Christmas. Society has changed a lot.  I disse eksemplene snakker vi ikke om et bestemt liv, en bestemt skole, en bestemt kirke eller et bestemt samfunn. Derfor skal det ikke være bestemt artikkel.  Men det skal det være hvis vi mener bestemte liv, skoler, kirker eller samfunn.  Eksempler:The life of a factory worker was much harder before than it is now. The school I go to is very old. The church where I was married is white. The American society is different from ours.

I play _the_ guitar. She plays _the_ flute. Percy plays _the_ horn, osv.

--- 180 til 210{{Oppgaver:}}_Written tasks_>>> 1Sett inn bestemt eller ubestemt artikkel eller la det stå åpent:a) She is .... young talented tennis player.b) Would you like .... apple .... orange or .... banana?c) How early do you go to .... school in the morning?d) I will be there in half .... hour.e) Pat thinks .... school is boring.f) Lots of people only go to .... church at Christmas.g) Clara wants to become .... veterinarian.h) Is Raja .... Muslim or .... Hindu?i) Do you know if Fransisco plays .... guitar?

>>> 2Sett inn _a_ eller _an_:a) Pedro is .... engineer.b) I took .... boat to China.c) She is .... young football player.d) We will arrive in .... hour or two.e) She bought .... apple, .... water melon and .... pie.f) He is .... ordinary boy.g) She is .... interesting woman.h) Paula is .... English woman.{{Oppgaver slutt}}

xxx2 Eiendomsord - PossessivesDet finnes to typer eiendomsord på engelsk: de som står foran et substantiv, og de som står alene.

_Foran substantiv - Alene_my - mineyour - yourshis, her, its - his, hersour - oursyour - yourstheir - theirs

Eksempler:Is this _your_ bicycle or is it _mine_?It is _yours. My_ bicycle is smaller.I found _my_ CD, but I can't find _hers_.Is this book _ours_ or is it _theirs_?

--- 181 til 210{{Oppgaver:}}_Written tasks_>>> 1Sett inn riktig eiendomsord:a) Is this .... (you) bicycle? No, It is not .... (me).b) Is this .... (me) or .... (you)?c) .... (they) house is older than .... (we).d) Those trousers are not .... (she).e) This is not .... (they) car .... (they) is not white.f) .... (we) new friend is from Colombia.g) Are these glasses .... (he) or .... (she)?h) .... (she) horse is beautiful.

>>> 2Velg riktig eiendomsord:a) _My/mine_ suitcase is stolen!b) Is this _your/yours_ bicycle?c) Is this scarf _your/yours_ or _my/mine_?

d) _Her/hers_ father died when she was fifteen.e) I love The Getaways. Have you heard _their/theirs_ latest CD?f) They say we have a good stereo, but _their/theirs_ is better than

_our/ours_.g) This is _your/yours_. Where is _my/mine_?{{Oppgaver slutt}}

xxx2 Pekeord - DemonstrativesPekeordene på engelsk er _this, these, that, those_.  Riktig bruk:This, these om det som er nær oss.That, those om det som er lenger unna.

Eksempler:This book is exciting!These flowers smell good!Those flowers are red!That car is blue!Those books belong to my father

--- 182 til 210{{Oppgaver:}}_Written tasks_>>> 1Velg riktig pekeord:a) This/these/that/those book(s) (here) are very old.b) This/these/that/those picture(s) (over there) is a genuine Picasso.c) This/these/that/those telephone(s) (here) is brand new.d) This/these/that/those pencil(s) (here) are very expensive.e) This/these/that/those flower(s) (over there) are all yellow.f) This/these/that/those car(s) (over there) is a Renault.g) This/these/that/those tomato(s) (here) are sweet.h) This/these/that/those cat(s) (over there) are all stray.

>>> 2Lag til sammen ti setninger med _this, these, that, those_.{{Oppgaver slutt}}

xxx2 Tallord - Numeralsxxx3 Grunntall - Ordenstall1 - one - the first2 - two - the second3 - three - the third4 - four - the fourth5 - five - the fifth6 - six - the sixth7 - seven - the seventh8 - eight - the eighth9 - nine - the ninth

10 - ten - the tenth11 - eleven - the eleventh12 - twelve - the twelfth13 - thirteen - the thirteenth14 - fourteen - the fourteenth15 - fifteen - the fifteenth16 - sixteen - the sixteenth17 - seventeen - the seventeenth18 - eighteen - the eighteenth19 - nineteen - the nineteenth20 - twenty - the twentieth21 - twenty-one - the twenty-first22 - twenty-two - the twenty-second23 - twenty-three - the twenty-third24 - twenty-four - the twenty-fourth25 - twenty-five - the twenty-fifth26 - twenty-six - the twenty-sixth27 - twenty-seven - the twenty-seventh28 - twenty-eight - the twenty-eighth29 - twenty-nine - the twenty-ninth30 - thirty - the thirtieth40 - forty - the fortieth50 - fifty - the fiftieth60 - sixty - the sixtieth70 - seventy - the seventieth80 - eighty - the eightieth90 - ninety - the ninetieth100 - a/one hundred - the (one) hundredth

--- 183 til 210148 - a/one hundred and forty-eight - the hundred and forty-eighth200 - two hundred - the two hundredth1,000 - a/one thousand - the (one) thousandth2,000 - two thousand - the two thousandth1,000,000 - a/one million - the (one) millionth1,000,000,000 - a/one thousand million - the (one) thousand millionth

eller - a/one billion (am. engelsk) - the (one) billionth

xxx3 Tallet 0-- Zero: Brukes ved blant annet temperatur.

  It is 10 degrees below zero. Det er 10 kuldegrader.-- Nought: Særlig i britisk-engelsk.

  0.5 points (Amerikansk: Zero)-- 0: Brukes ved sifre og årstall.

  My telephone number is 024 055 029.  He was killed in the Battle of Trafalgar in 1805.

-- Nil (britisk): Brukes i lagspill.  Blackburn beat Middlesborough 5-0.

-- Love: Brukes i tennis og badminton.

  Federer took a 30-love lead in the game.

xxx3 De fire regneartene-- Addition: 2 +2 =4 Two and two is/are four / Two plus two is/are four.-- Subtraction: 10 -4 =6 Four from ten leaves six / Ten minus four

equals six.-- Multiplication: 4 *4=16 Four times four is sixteen / Four multiplied by

four is sixteen.-- Division: 8 :4 =2 Eight divided by four is two.

--- 184 til 210_Desimalbrøk_0.4 nought point four / zero point four0.25 nought point two five / zero point two five0.75 nought point seven five / zero point seven five1.5 one point five

Legg merke til at vi bruker punktum og ikke komma i desimalbrøk. I store tall bruker vi komma: 200,000,000.

_Dato_Datoer kan skrives på forskjellige måter. En enkel og grei variant er: 7 February, 11 March osv. Uttalen er: The seventh of February, the eleventh of March osv.

Legg merke til at månedene skrives med stor forbokstav. Det gjør de ikke på norsk.

{{Oppgaver:}}_Oral task_>>> 1Les alle ordenstallene til og med hundre høyt sammen med en partner. Les annethvert tall. Får dere til "Lespelyden"?

_Written tasks_>>> 2Lag to regneoppgaver på engelsk.

>>> 3Skriv med bokstaver:a) 8 +8 =16b) 9 -4 =5c) 3 *3 =9d) 20 :4 =5

>>> 4Skriv tallet to hundre tusen som desimaltall.

>>> 5

Skriv datoen for fødselsdagen din.{{Oppgaver slutt}}

--- 185 til 210xxx2 Preposisjoner - PrepositionsPreposisjoner er småord som har stor betydning fordi de inneholder mye viktig informasjon. De fleste preposisjoner har enten med _tid_ eller _sted_ å gjøre. For at du skal få budskapet ditt klart og tydelig fram, er det viktig at du setter deg inn i bruken av disse småordene. Feil bruk av preposisjoner kan føre til at språket blir uklart, og at det oppstår misforståelser. De fleste vil for eksempel si at det er en ganske stor forskjell på disse to setningene:They were sitting _at_ the table. {{Tegning av tre personer som sitter

rundt bordet og spiser}}They were sitting _on_ the table. {{Tegning av tre personer som sitter

oppå bordet.}}

xxx3 Noen vanlige tidspreposisjonerDet er lett å blande sammen preposisjonene _at_, _on_ og _in_. Derfor ser vi på dem samlet.

_At_Klokkeslett og tidspunkter:at 8 o'clock - klokken 8at present - for tiden, akkurat nåat the moment - for øyeblikketat once - med én gang

Eksempler:On Friday there is a big party _at_ the beach._At_ present, there is no cure for AIDS.You can either come here at once or _at_ 9 o'clock.

--- 186 til 210_On_Dager og datoer:on Thursday - på torsdagon 1 July - den 1. julion my birthday - på bursdagen min

Eksempler:Were you ill _on_ Monday?I hope to see you _on_ Saturday night!Maureen was born _on_ 17 August.

Vi bruker dessuten _on_ i noen tidsuttrykk:She is always _on_ time. - Hun er alltid presis.

_In_

Oppdeling av dagen, og store tidsrom, for eksempel _måneder, årstider, år, tiår og århundrer_:in the morning - om morgenenin summer - om sommerenin April - i aprilin the 1990s - i 1990-årene, på 1990-talletin the 17th century - i det søttende århundre

Eksempler:My brother never eats anything _in_ the evening._In_ winter I always go skiing.Lots of young men let their hair grow _in_ the 1960s.

Vi bruker også _in_ i en del tidsuttrykk:I made it _in_ two hours. - Jeg klarte det på to timer.Will you be there _in_ time? - Vil du være der tidsnok?I will be ready in an hour. - Jeg er ferdig om en time.

xxx3 Andre vanlige tidspreposisjoner_Ago_Siden (om tid):a long time ago - for lenge siden

Eksempler:All my family were in Ireland four years _ago_.I arrived an hour _ago_.

Ikke gjør som på norsk og legg til preposisjonen _for_. Si aldri: * for two days ago. Det blir feil på engelsk.

--- 187 til 210_During_Under (om tid):during World War II - under den andre verdenskrigen

Eksempler:_During_ my stay in England I had an English breakfast every day.I fell asleep twice _during_ the concert.

_For_Hvor lenge noe varer, og hvor lenge det er siden noe skjedde:for three years - i tre år, på tre år

Eksempler:I was in Russia _for_ three years. - Jeg var i Russland i tre år.I haven't seen her _for_ a week. - Jeg har ikke sett henne på en uke.

_While_Mens:

while you were away - mens du var borte

Eksempler:I visited a friend _while_ you were at the cinema. - Jeg besøkte en venn

mens du var på kino.

_By_Innen (på et bestemt tidspunkt eller før).

Eksempler:I must have your paper _by_ Wednesday. - Jeg må ha stilen din innen

onsdag.We must be there _by_ 6 o'clock. - Vi må være der innen klokken seks.

_Until_Til, før:This ticket must be used by 14 August.

Eksempler:She will be at the meeting _until_ 2 o'clock. - Hun er på møtet til

klokken to.I won't see you _until_ Friday. - Jeg ser deg ikke før på fredag.

--- 188 til 210xxx3 Stedspreposisjoner_In, at, on__In_Vi bruker preposisjonen _in_ når noe er innenfor eller inni et område. Svært ofte tilsvarer det preposisjonen _i_ på norsk.  Eksempler:Does Margareth live _in_ the city? - Bor Margareth i byen?There are a lot of fish _in_ the river. - Det er mye fisk i elva.

{{Bilde. Tre tegninger:}}1. The woman is in the house.2. The man is in the garden.3. The children are in the pool.{{Slutt}}

_At_Når noe eller noen er _ved_ et sted, et område eller på et arrangement, bruker vi _at_.  Eksempler:She is standing _at_ the window. - Hun står ved vinduet.I saw you _at_ the concert. - Jeg så deg på konserten.Roger and Elsie live _at_ Hyde Park Corner.

{{Bilde. To tegninger:}}1. The painter is at the house.

2. The girls are at the bus stop.{{Slutt}}

--- 189 til 210_On_Vi bruker _on_ når noe eller noen er på en flate.  Eksempler:There is a picture of an elephant on page seven.You've got something _on_ your chin.The painter has painted some green elephants _on_ the house.

{{Tegning}}Mrs Person has hung up a lovely photograph _on_ the wall.The children are _on_ the beach. {{Tegning}}There is a palm tree _on_ the island. {{Tegning}}

xxx3 Andre stedspreposisjoner{{Tegning som viser:}}The bird flies _over_ the table.There are two cats _under_ the table._Behind_ the old man there is a dog.The white chickens are _beside_ the red wheelbarrow.The girl is _opposite_ the boy.There is a bridge _across_ the river.The woman is sitting _next to_ the old man.The horse is standing _by_ the river.

Det er fort gjort å blande sammen _beside_ (ved siden av) og _besides_ (dessuten).

--- 190 til 210{{Oppgaver:}}_Written tasks_>>> 1Sett inn _at_, _in_ eller _on_:a) I saw her .... the concert.b) Most of the guests came .... eight o'clock.c) We hope to see you .... Wednesday.d) She always likes to get up .... the morning.e) I met her .... the 1990s.f) They are .... school.g) The cat is .... the roof.h) We live .... a small town near York.i) She is going to Rome .... a week.j) The teacher wrote a message .... the blackboard.k) I will meet you .... the airport.l) Every summer I go hiking .... the mountains.m) Open your books .... page 35, please.n) She was standing .... the window when I came in.

>>> 2Sett inn riktig preposisjon:a) I met her a long time .....b) His telephone rang twice .... the show.c) I haven't been to Iran .... two years.d) She has played the piano .... five years.e) I repaired the stereo when you were .... work.f) You must hand in your essays .... (no later than) Friday.

>>> 3Lag én setning med hver preposisjon: Across, behind, next to, opposite, under, over, beside, by (stedspreposisjon), by (tidspreposisjon).

_Written and oral task_>>> 4Du trenger to ark. Skriv en tekst med mange preposisjoner på det ene arket. Skriv den deretter på nytt på det andre arket, denne gang med bare en linje der hvor preposisjonen sto. Gi teksten uten preposisjoner til en i klassen. Gi ham eller henne beskjed om å fylle ut med passende preposisjoner.

-- Blir det de samme preposisjonene som du hadde på det første arket?-- Diskuter hvilken tekst som er best, og hvorfor den er det.-- Bli enige om hvilke preposisjoner som skal settes inn. Skriv deretter

teksten på nytt og vis den til læreren din for kommentar.{{Oppgaver slutt}}

--- 191 til 210xxx2 TekstbindingFor å binde teksten sammen og skape flyt i det vi sier og skriver, må vi bruke forskjellige bindeord og bindefraser. Disse ordene er med på å binde eller lime teksten sammen slik at det blir mest mulig sammenheng og flyt i det du skriver. Slik blir teksten god å lese, og leseren får en fin opplevelse i møte med teksten din.  Du kjenner helt sikkert til en del av disse bindeordene. Noen av dem har du sikkert brukt mange ganger. Likevel er det nok flere av dem du ikke har vært så mye borti. Det er kanskje nettopp disse du bør begynne å eksperimentere med. Øv deg på å lage små tekster med alle slags bindeord, og be læreren din om en kommentar. Husk at øvelse gjør mester, eller som vi sier det på engelsk: Practice makes perfect.

_And (og)_Eksempler:1. She was tired _and_ hungry.2. He is a good friend of mine, _and_ he has never let me down.

_Because (fordi)_

Eksempler:1. He didn't buy a new car, _because_ he couldn't afford it.2. I am in love with her _because_ she is such a sweet person.

_But (men)_Eksempler:1. She was strong, _but_ her brother was stronger.2. I would like to buy a new car, _but_ I cannot afford it.

_Or (eller)_Eksempler:1. Are you Irish _or_ Scottish?2. Have you ever tried paragliding before, _or_ is this your first time?

_So (så)_Eksempler:1. She missed the bus, _so_ she was late for school.2. The hurricane destroyed their house, _so_ they had to spend the

night in a hotel.

_Therefore (derfor)_Eksempler:1. You are such a nice person, _therefore_ I want to give you this

present.2. We have run out of petrol, _therefore_ we have to walk all the way

home.

--- 192 til 210_If (hvis)_Eksempler:1. I will call the police _if_ you don't turn down the volume.2. _If_ you had been older, I would have let you go to the party.

_Although / even though (selv om)_Eksempler:_Although_ she is a good guitarist, she will never become a new Jimi

Hendrix._Even though_ the sun is shining, it may rain tomorrow.

_In spite of (til tross for)_Eksempler:1. He was grateful and happy _in spite of_ all the pain.2. People came to see the football match _in spite of_ the terrible

weather.

_Nevertheless (likevel, ikke desto mindre)_Eksempler:1. He had hurt her feelings. _Nevertheless_, she forgave him.

2. Thailand is extremely far away. _Nevertheless_, it has become a very popular tourist destination for Norwegians.

_However (imidlertid, men, likevel)_Eksempler:1. He really wanted to buy that cottage. _However_, he could not afford

it.2. They did not buy her the Golden Retriever, because she was slightly

allergic to fur. _However_, they bought her a turtle.

_Moreover (dessuten)_Eksempler:1. I didn't like that place. It was dirty and expensive. _Moreover_, most

people were unfriendly.2. I know I will be happy here. They have a horse, a rabbit and two

dogs. _Moreover_, the weather forecast is good.

_Which (noe som)_Eksempler:1. There was a traffic jam on the road to the beach, _which_ made

Michael a bit irritated and stressed.2. They spoke to a good psychologist, _which_ helped them overcome

their problem.

Det skal alltid stå komma etter _nevertheless, however, moreover_ og foran _which_ (når which peker tilbake på noe i teksten).

--- 193 til 210xxx2 Argumenterende teksterSærlig når du skriver en tekst der du gir uttrykk for hva du mener, argumenterende tekster, er det en del faste uttrykk som det er lurt å lære seg:In my view = etter mitt syn, slik jeg ser detFirst of all / firstly = aller først, for det førsteSecondly = for det andreThirdly = for det tredje

Når du skal avrunde en slik type tekst, kan du for eksempel si:To sum up = for å summere opp (det som er sagt eller skrevet)Finally = til slutt

Når du skal uttrykke det norske "jeg mener at", må du ikke bruke ordet _mean_. Bruk i stedet _think_.  Eksempler:I think this is wrong.What do you think about the war in Iraq?I wonder what she thinks about my new hair style.

{{Oppgaver:}}

_Written tasks_>>> 1Skriv en kort argumenterende tekst om hvorfor du mener, eller ikke mener, at fotball er viktig. Bruk flere bindeord i teksten, og gjerne ett eller flere av de faste uttrykkene som er nevnt.

>>> 2Oversett til engelsk.a) Etter mitt syn er Norge et fint land.b) Selv om det regner, skal vi spille kampen.c) Du har vært uhøflig. Derfor må jeg ringe foreldrene dine.d) Hun er ung. Likevel gjorde hun en god jobb.e) For det første er han en snill gutt. For det andre er han ung.

Dessuten er han en god svømmer.{{Oppgaver slutt}}

--- 194 til 210xxx2 Noen skrivereglerxxx3 Stor forbokstav-- Navn på dager, måneder, høytider og kjente historiske hendelser:

Monday, April, Easter, World War II-- Titler: Queen Elizabeth II, Sir Paul McCartney, Mr Johnson, Ms Black-- Nasjonalitetsord: Norway - Norwegian, Spain - Spanish, England -

English-- Ord som betegner religion: Christian, Muslim, Hindu, Jew-- Navn på politiske partier: The Labour Party, the Conservative Party-- Innledning og avslutning av brev: Dear Sir/Madam, Dear Ms

Robinson, Yours sincerely, Kind regards, Best regards, All the best

Pronomenet _jeg_ på engelsk skrives alltid med stor _I_.

xxx3 Komma-- Etter overskrifter i brev: Dear Sir, Dear Ms Caine,-- Etter avslutning på brev: Yours sincerely, Yours faithfully, Kind

regards,-- Foran direkte tale: She answered in a low voice, "I will never go

back." He walked slowly up to the teacher's desk and said, "I haven't done my homework, Miss."

-- Ved halespørsmål: It's a lovely house, isn't it? You haven't been here before, have you?

-- Foran og bak innskutte ord og uttrykk: You must, by the way, remember to feed the bird. There was, as far as I remember, a storm last year.

xxx3 Hermetegn-- Når vi i teksten nevner en tittel, for eksempel på en bok eller en film:

Did you see "The Haunted Hen House 2" last night?-- Når fortelleren lar personene snakke direkte, for eksempel i en

dialog: "I don't know," she said. "But you were there, you must have

seen something!" "I was in another room listening to music, when it happened."

--- 195 til 210xxx2 MålenheterI Storbritannia og i USA er av og til mål og vekt oppgitt i andre målenheter enn hva vi er vant til. Det henger igjen fra gamle dager. I Norge begynte vi tidlig å bruke det metriske systemet, mens i Storbritannia og i USA bruker noen altså fortsatt de gamle betegnelsene.

xxx3 Lengde1 inch = 2,54 cm1 yard = 3 feet = 0,9144 m1 foot = 12 inches = 0,3048 m1 mile = 1760 yards = 1,609 m

xxx3 Vekt1 ounce (oz) = 28,35 g1 pound (lb) = 16 ounces = 0,454 kg1 stone (s) = 14 pounds = 6,356 kg

For å angi en persons vekt bruker britene som regel stone (uten flertallsendelse), mens amerikanerne bruker pound.

xxx3 Volum_Britisk - Amerikansk_1 pint: 0,568 l - 0,473 l1 gallon = 4 quarts: 4,55 l - 3,785 l

xxx3 TemperaturBåde Celsius og Fahrenheit brukes.

_Celsius - Fahrenheit_40 - 10410 - 500 - 32-10 - 14-40 - -40

Omregningsformler:Fra Celsius til Fahrenheit (C *1,8) +32Fra Fahrenheit til Celsius (F -32) *0,55

--- 196 til 210xxx1 Answer sheetxxx2 Enjoy Readingxxx3 Reading literature p. 101. It is a 1st person narrative.

4. It is a 3rd person narrative.

xxx3 Reading poetry_A: I Should Have Studied p. 14_1. abcb

_B: Do Not Stand at my Grave and Weep p. 15_4. We become part of nature.

_D: Cat and Mouse p. 17_1. aa b cc b

_E: Birthday Wish p. 18_2. Almost 34 weeks.

_F: One Inch Tall p. 20_2. aa bbb c

_G: If I Could Catch a Rainbow p. 21_1. a b c b3. Main verbs: catch, do share, feel, build, call, find, be, take, toss, find,

build, catch, let, know.  Nouns: rainbow, day, mountain, place, serenity, troubles, sea, things, friend

xxx3 Short stories_A: Two Faces to One Name p. 25_1. That she has met a Jewish boy she is very fond of.2. She was very pleased.3. They were both interested in photography and writing letters.4. Because she thought a relationship with a Jewish boy would be

impossible.5. There was a happy ending.

_B: The Snooks Family p. 28_1. 3rd person point of view.2. That they were not able to blow out the candle.5. Ingen årsak.6. Because she had not planned to do it.

_C: Smart Ice Cream p. 33_1. It is a 1st person narrative. The narrator uses the pronoun I.2. A self-centred boastful young man.5. Because he was smarter than him.10. That.

_D: I've Got Gloria p. 41_1. To scare her because she had flunked him in an exam.2. He wanted one thousand dollars.

5. He regretted what he had done.6. Because she called back and asked what number it was and who

was speaking.8. Dognapping is the same as kidnapping a dog.9. Because there is a lot of dialogue.

--- 197 til 210_E: The Song of the Syrup p. 43_1. The main character is a boy.2. He was not allowed to take any of the syrup in the jug.3. Because the boy didn't listen to her.9. Toxic, virulent, venomous.11.

a) syrupb) sweetc) drowsyd) lardere) beef) liquidg) poisonous

_F: Wunderpants p. 54_1. A young boy called David.10. The wunderpants starts to get tight. They hurt. They are shrinking.

They are shrinking smaller and smaller. The pain is awful. I have to get them off.

_G They don't Mean it! p. 63_1. A young Chinese girl who has recently moved to the USA with her

family.2. It is about adapting to a new culture.3. They have learned American table manners, mother has stopped

complimenting people on how old and fat they look, and they have learned the language.

4. Because noodles symbolize a long life.

_H: The Hitchhiker p. 76-77_2. He used to be a hod carrier, but now he is a pickpocket.3. Fingersmith.4. He was on his way to a jeweller in London.5. He was going to the races at Epsom.6. The hitchhiker stole the police officer's note book.7. 1st person point of view.10. The subject is in the plural, but the verb is in the singular. Correct:

All car makers are liars.11.

a) Keep going.b) That's very hard to do.c) Don't talk to him more than necessary.

d) So he has.12.

a) "... if you weren't any good at it."b) "You never saw anything."c) "We were caught."

xxx3 Extracts from novels_A: David Copperfield p. 82_1. 1st person point of view.3. Because Steerforth is rich.4. The story is set in London.9. _We'll_ is a contracted form, and therefore it needs an apostrophe.

_Mother's_ is a genitive, so an apostrophe is necessary.

_B: Harry Potter and the Philosopher's Stone p. 86_1. Hedwig.2. Uncle Vernon, aunt Petunia and Dudley. Their last name is Dursley.11. Harry's trunk was dumped on to a trolley by Uncle Vernon.

--- 198 til 21013.

a) The thieves were caught by the police.b) The damages were paid for by his uncle.c) The house was constructed by Gaudi.d) The antelope was killed by the lion.e) The music was composed by Howard Shore.

xxx3 Fairytales_A: The Ugly Duckling p. 90_1. She could not understand that the ugly duckling could be hers.2. Because they thought it was ugly.3. It was caught and put in a cage. When the woman realised that the

duckling would not lay eggs, she decided to stuff him with food to make him fat and then eat him. Luckily the duckling managed to escape.

4. The farmer took good care of the duckling during the winter, and in the spring he set it free by the pond.

_B: The Magic Flute p. 98_1. If Sukumar played the flute with love in his heart, he would come

closer to his dear mother who was dead but still lived in his heart.2. He told him that all people are able to recognise his love through his

music.3. He was nine.4. Because he was unhappy and restless.11. It was not something they used to do. They were doing it the night

Sukumar returned to the village. Therefore, we must use the ing-form of the verb.

12.

a) falseb) falsec) falsed) truee) falsef) trueg) true

xxx3 News_Revealed: The eight-year-old girl who saved Harry Potter p. 101_1. 70 pounds.2. 562 million pounds.3. None.4. Bloomsbury Publishing.5. She was thrilled.6. Harry Potter might not have been published.

xxx3 Cartoons_A: The World of Disney p. 104_1. Walt Disney.2. They are known for creating Disney characters (and drawing and

writing Disney stories).3. Grandma Duck.

xxx2 Grammatikkxxx3 Ordbok s.132-1331. escape2. I usually play football6. fjell, terrasse, sykkel7. spionere, skyte, jage

--- 199 til 21013. Hvilken ordklasse tilhører ordene?

a) substantivb) verbc) pronomend) verbe) adjektivf) adverbg) adjektivh) adverb

xxx3 Fonetikk og intonasjon s. 1341. Hvilke ord er dette? Skriv dem på vanlig måte:

a) peopleb) housec) gardend) boate) ice cream

f) forgiveg) drive

xxx3 Substantiv - Nouns s. 137-140_Egennavn og Fellesnavn s. 137_1. Finn egennavn og fellesnavn og skriv dem ned:a) Spain (egennavn)b) uncle (fellesnavn), Renault (egennavn)c) Susie (egennavn), sister (fellesnavn)d) Pacific Ocean (egennavn), ocean (fellesnavn)e) school (fellesnavn), St. Alban's High School (egennavn)

_Flertall s. 139_2. Finn alle substantivene (fellesnavn) i setningene og sett dem i

flertall:a) wives, tomatoesb) motorcycles, cities, nightsc) houses, weeks, thieves, women, neighbours, heroesd) children, kindergartene) countriesf) wolves, deerg) sons, pets, fish(es), mice, turtlesh) summers, salmon, trout

3. Fyll ut med riktig form av ordet:a) miceb) women, menc) feetd) childrene) troutf) countriesg) citiesh) livesi) halvesj) leavesk) cows, oxenl) thieves, sheep

_Utellelige substantiv s. 140_4. Sett inn et passende ord slik at setningen blir fullstendig:

a) someb) piecec) pieced) loaves

--- 200 til 210_Eieform (genitiv) s. 142_7. Lag s-genitiv:

a) Paul's car.b) Aunt Mary's children.

c) The boys' father.d) The dog's leash.e) My uncle's car.f) James Bond's boat.g) The girl's motorcycle.h) The girls' friends.i) Christina Aguilera's voice.j) Robin Hood's bow and arrow.

9 Oversett til engelsk:a) He is a friend of mine.b) She is a friend of my grandmother's.c) Paco is a friend of ours.d) I was a friend of theirs.

xxx3 Pronomen - Pronouns_Personlig pronomen s. 144_1. Velg det riktige personlige pronomenet:

a) themb) herc) usd) hime) theyf) sheg) we

2. Subjektspronomener: they, she, we. Objektspronomener: them, her, us, him.

_Refleksive pronomen s. 145_4. Sett inn refleksive pronomen:

a) myselfb) yourselfc) himselfd) herselfe) itselff) ourselvesg) yourselvesh) themselves

_It is, There is, There are s. 146_5. It is/was, there is/are, there was/were

a) It isb) There isc) It isd) There aree) there isf) there isg) there are/there wereh) There werei) there is/there was j) there were

k) There wasl) it wasm) there are/there were n) There waso) It is/it was, there was

6. Riktig eller galt? Sett kryss ved rett setning:a) feilb) feilc) feild) riktige) feilf) riktigg) riktigh) riktigi) riktig

--- 201 til 210xxx3 Spørsmål - Questions s. 147-1481. Fyll ut det tomme feltet med et ord slik at spørresetningen blir riktig:

a) Areb) Hasc) Haved) Wase) Hasf) Dog) Didh) Doi) Isj) Arek) Doesl) Didm) Weren) Whato) Have

2. Oversett til engelsk.a) Do you live in London? No, I do not (don't).b) Does Carl speak French? Yes, he does.c) Does Sheila like music? No, she does not.d) Has your brother been to England? Yes, he has.e) Do you like strawberries? Yes, we do.f) Do you have a new car? No, we do not (don't).g) Did you watch the film yesterday? Yes, I did.h) Did you eat the cake? No, we did not (didn't).

3. Bytt rekkefølgen av ordene slik at setningene blir riktige:a) Did you have a nice trip yesterday?b) What time is it?c) Could you pass me the sugar, please?d) It is hotter today than it was yesterday.e) Are you Scottish or English?f) Could you tell me the way to Trafalgar Square, please?

g) Is there a school around here?

xxx3 Any, some og andre tilsvarende ord s. 1491. Fyll ut med _some / someone (somebody)_ eller _any / anyone (anybody)_:

a) someb) somec) somebody/someoned) somebody/someonee) anyf) someg) someh) anyi) anythingj) anybody / anyone, anyk) any

xxx3 Adjektiv - Adjectives s. 1521. Finn adjektivene i teksten nedenfor og skriv dem ned. Sammenlikn

med en annen i klassen: good, interesting, little, dental, red, beautiful, famous, fabulous, small, charming, long, wonderful, spectacular.

3. Her er det mange muligheter. Spør læreren din.

--- 202 til 2104. Gradbøy disse adjektivene (positiv, komparativ, superlativ). Husk å

sjekke regelen for gradbøyning:smart - smarter - smartestold - older - oldestnice - nicer - nicestlarge - larger - largesttricky - trickier - trickiestsilly - sillier - silliestgorgeous - more gorgeous - most gorgeouswonderful - more wonderful - most wonderfuldisgusting - more disgusting - most disgustinginteresting - more interesting - most interesting

6. Sett inn riktig adjektiv:a) lessb) worsec) leastd) better

_Nasjonalitetsord s. 154_8. Sett inn riktig nasjonalitetsadjektiv:

a) Danishb) Italianc) Icelandicd) German

e) Finnishf) Frenchg) Norwegiani) Pakistanij) Vietnamese

9. Oversett til engelsk:a) Do you speak English?b) Is Pjotr from Poland?c) I do not speak Finnish, but I have been to Finland.d) There are lots of different Indian languages.e) Greece is a nice country.f) Is Spanish easier to learn than French and Italian?g) I met a Portuguese girl yesterday.

xxx3 Verb - Verbs_Hovedverb s. 155_1. Sjekk svaret på side 154.2. run, stop, sing, ask.3. Sjekk svaret på side 154.

_Regelrette og uregelrette verb s. 156_4. Hvilke av disse preteritumsformene er regelrette, og hvilke er

uregelrette?Regelrette: worked, opened, hopedUregelrette: blew, sang, wrote

6. Skriv inn uregelrette verb. Sjekk gjerne med listen på sidene 168-173:a) builtb) caughtc) flewd) founde) madef) driveng) forgottenh) dugi) bittenj) shook

--- 203 til 210_Hjelpeverb s. 157_7. Skriv inn et passende hjelpeverb i presens:

a) Dob) Havec) Doesd) Doe) Hasf) hasg) haveh) has

i) doj) hask) doesl) Do

_Samtidsformer s. 159-160_9. Skriv inn vanlig presens eller presens samtidsform:

a) is watchingb) readsc) is runningd) playe) is playingf) flyg) is mowing

10. Hvilke av disse setningene har feil verbtid? Plukk dem ut og skriv dem slik du mener er riktig:a) Ikke _sat_, men _was sitting_.b) Ikke _am reading_, men _read_.c) Riktig.d) Ikke _reads_, men _is reading_.e) Ikke _travel_, men _am travelling_.

11. Skriv inn preteritum (fortid) eller preteritum samtidsform:a) crashedb) was paintingc) was fixingd) were singinge) watchedf) was watching, rangg) ran

12. Hvilke av disse setningene har feil verbtid? Plukk dem ut og skriv dem slik du mener er riktig.a) She was repairing her car when it started to rain.b) When the fire started I was having a bath.c) I lived in Dortmund for five years.d) I was living in London when my mother died.e) He was swimming towards me when the boat nearly hit him.f) Was he eating chocolate when you saw him?g) What were you trying to say when he interrupted you?

_Halespørsmål s. 161_13. Sett inn halespørsmål:

a) didn't youb) hasn't hec) doesn't hed) aren't theye) shall we

--- 204 til 210_Aktiv og passiv s. 162_

15. Gjør om til passiv.a) The car was washed by Peter.b) The motorcycle was fixed by Catherine.c) He was given a present by the hotel.d) London was destroyed by Boadicea.e) The old lady was helped by the students.

_Infinitiv og ing-formen og Ing-form etter preposisjon s. 163_18. Finn setningene med feil og rett dem:

a) Riktig.b) Riktig.c) Feil: I am interested in meeting some of your students.d) Feil: He really looks forward to seeing you.e) Feil: She is used to skiing.

19. Skriv inn infinitiv (husk infinitivsmerket _to_ der det er nødvendig) eller ing-form:a) singing, dancingb) livingc) to becomed) tell, to comee) seeingf) speaking

_Modale hjelpeverb s. 164_20. Oversett til norsk:

a) Kan jeg sette meg her?b) Du må ikke bekymre deg over alt dette.c) Jeg skal kanskje dra til Sør-Afrika til neste år.d) Kunne du være så snill og gjøre meg en tjeneste?e) Han ville ha gjort det hvis han hadde kunnet.f) Kan du spille piano?

21. Oversett til engelsk (bruk ett modalt hjelpeverb i hver setning):a) Can I borrow your bike?b) He must wash his car.c) I may/might get a better job.d) Could you ask your father?e) Would you please do this for me?f) You can make it.

_Å uttrykke framtid og Presens og presens samtidsform s. 166_22. Vi bruker _be + going to_ når det som skal skje er planlagt. Hvis

det ikke er planlagt, bruker vi _will_.23. Sett inn _will_ eller _be + going to_:

a) willb) am going toc) are going tod) is going toe) willf) will

g) willh) will

24. Når det som skal skje i framtida er helt sikkert.

--- 205 til 210_Samsvar mellom subjekt og verbal s. 167-168_26. Sett inn riktig verb slik at det blir samsvar mellom subjekt og

verbal. Husk på 3. person-s i presens entall og riktig tid av verbet:a) wereb) speaksc) wasd) dide) doesf) isg) haveh) hadi) doesj) hadk) werel) Doesm) beenn) iso) Werep) were

27. Rett setningene. Alle setningene nedenfor har en samsvarsfeil. Skriv dem om slik at de blir korrekte:a) My brother and I _were_ afraid of Donny's dog.b) Sheila Roberson _works_ at the public library.c) His mother _has_ been to the hospital.d) Fred _is_ one of my best friends.e) His sisters _were_ in Egypt last month.f) He _was_ not the only Russian boy in his neighbourhood.g) _Do_ they speak Japanese?h) _Does_ she like fried shrimps?

xxx3 Adverb - Adverbs s. 1751. Gjør adjektivene om til adverb og skriv én setning med hvert

adverb:a) Nicelyb) Wonderfullyc) Quicklyd) Well

2. Hvilke av de understrekede ordene er adverb, og hvilke er adjektiv?a) tall (adjektiv)b) great (adjektiv)c) wonderful (adjektiv), well (adverb)d) new (adjektiv)e) red (adjektiv), tomorrow (adverb)f) here (adverb)

g) quickly (adverb)h) yesterday (adverb)i) red (adjektiv)j) happily (adverb)

4. Fyll ut med et passende adverb i hvert av de åpne feltene: Her er noen forslag:a) yesterday, lateb) often, sometimesc) hered) quickly, eagerly, gentlye) better, worsef) safely, carefullyg) well

--- 206 til 210xxx3 Konjunksjoner - Conjunctions og Subjunksjoner - Subordinating

conjunctions s. 177-1781. Sett inn riktig konjunksjon eller subjunksjon:

a) andb) orc) butd) whoe) that, whichf) who, whichg) whom

2. Se side 176.3. Who, whom, which, that? Sett kryss for riktig alternativ. Flere enn én

kan være riktig.a) that, whichb) who, thatc) who, whichd) whome) whof) that, which

xxx3 Determinativer - Determinatives s. 1801. Sett inn bestemt eller ubestemt artikkel eller la det stå åpent:

a) ab) an, an, ac)d) ane)f)g) ah) a, ai) the

2. Sett inn _a_ eller _an_:a) anb) a

c) ad) ane) an, a, af) ang) anh) an

xxx3 Eiendomsord - Possessives s. 1811. Sett inn riktig eiendomsord:

a) your, mineb) mine, yoursc) Their, oursd) herse) their, Theirsf) Ourg) his, hersh) Her

2. Velg riktig eiendomsord:a) myb) yourc) yours, mined) here) theirf) theirs, oursg) yours, mine

xxx3 Pekeord - Demonstratives s. 1821. Velg riktig pekeord:

a) Theseb) That

--- 207 til 210c) Thisd) Thesee) Thosef) Thatg) Theseh) Those

xxx3 Preposisjoner - Prepositions s. 1901. Sett inn _at_, _in_ eller _on_:

a) atb) atc) ond) ine) inf) atg) onh) in

i) inj) onk) atl) inm) onn) at, in

2. Sett inn riktig preposisjon:a) agob) duringc) ford) fore) atf) by

xxx3 Argumenterende tekster s. 1932. Oversett til engelsk:

a) In my view, Norway is a nice country.b) Even though it is raining, we will play the match.c) You have been rude. Therefore I have to call your parents.d) She is young. Nevertheless, she did a great job.e) Firstly, he is a good boy. Secondly, he is young. Moreover, he is a

good swimmer.

--- 208 til 210xxx1 WordlistAAdjektiv 130, 149, 151Adverb 172, 173, 174Aktivsetning 161, 162Ansiktsuttrykk 125Apostrof 126, 141Arbeidsspråk 118, 124Autentisk engelsk 119Avslutning 122, 123

BBearbeide 123Bekreftende påstand 161Bekreftende spørsmål 161Bestemmerord 178Bindefraser 191Bindeord 176, 191Budskap 124

DDeterminativ 178Disposisjon 120, 123

E

Egennavn 137, 143Eieform 141Eiendomsord 180Enspråklig 30Entallssubjekt 167

FFaktatekst 123, 126Fellesnavn 137Flertall 137, 138, 144, 145Flertallssubjekt 166, 167Fonetikk 130, 134Formelt språk 126, 127Framtid (å uttrykke framtid) 154, 164, 165Fraser 127Fremmedspråk 117, 120Førskrivefasen 120

GGenitiv 141, 142Gradbøyning av adjektiv 150, 151Gradbøyning av adverb 174Grammatikk 117, 118Grunntall 182

HHalespørsmål 159, 161, 194Helsetning 176Hermetegn 194Hjelpeverb 147, 154Hoveddel 123Hovedverb 154Hvislelyd 137

IIdémyldring 120Infinitiv 154Ing-form 159, 162, 163Innledning 122Intonasjon 137, 134, 136

KKilde 123Kildetekst 123Komparativ 150, 151Konjunksjoner 176Konsonantlyd 178, 179Kroppsspråk 125

LLeddsetning 176Leseglede 127Læringsprosess 124

MMappevurdering 124Modale hjelpeverb 163, 164Morsmål 117, 118, 120Målenheter 195Måtesadverb 173, 174

NNaturmetoden 117Nektelse 148Nektende setninger 158Nektende spørsmål 161Nektende påstand 161

OObjektsform 143Omskape 123Ordbok 118, 119, 122, 123, 124, 126, 130, 134Ordenstall 182

--- 209 til 210PPekeord 181Personlig pronomen 143Positiv 150, 151Preposisjoner 162, 163, 177, 185, 186, 188Presens 158Presens samtidsform 154, 159, 165Pronomen 143, 144Prosesskriving 122

RRefleksive pronomen 144Roman 118, 125, 126

SSammensatte verb 156, 158Samtidsformer 159Setningsmelodi 136Skrivemåte 122Skriveregler 194Slangord 126, 127Språkbruk 118, 124Språklig flyt 124

Språklære 117, 119Spørrepronomen 147, 149Spørresetninger 158Stedsadverb 174Stedspreposisjoner 188, 189Strategi 125Subjekt 161, 162, 166, 167Subjektsform 143Subjunksjoner 176Substantiv 130, 137, 138, 140, 141, 143, 145, 149Superlativ 150, 151

TTallord 182Tankekart 120Tekstbinding 191Tidsadverb 174Tidspreposisjoner 185, 186Tospråklig 130

UUformelt språk 126, 127Uregelrette verb 155, 156Utkast 122

VVerb 154, 155Verbtider 156, 158Vokallyd 178, 179

xxx1 Foto og andre illustrasjoner{{Ikke relevant for denne tilrettelagte versjonen - fjernet}}

--- 210 til 210xxx1 Acknowledgements"Birthday Wish"  © 1998 by Diane Z. Shore.Reprinted from _Miles of Smiles_ with permission from Meadowbrook Press

"Cat and Mouse"  © 2004 by Eric Ode.Reprinted from _Rolling in the Aisles_ with permission from Meadowbrook Press

"Do Not Stand at my Grave and Weep"  Mary Fryewww.lcsheriff.org/donotstandatmygraveandweep.html

"Harry Potter and the Philosopher's Stone"  J.K. RowlingCopyright © J. K. Rowling 1997

"If I Could Catch a Rainbow"  Sandra Lewis Pringle

"I'm Glad I'm Me"  Phil Bolsta

"I Should Have Studied"  © 2000 by Bruce Lansky. Reprinted from _If Pigs Could Fly ..._ with permission from Meadowbrook Press

"I've got Gloria"  by M. E. Kerr,© 1997 by M. E. Kerr, from _No easy answers: Short stories about teenagers making tough choices_ by Donald Gallo, editor. Used by permission of Random House Children's Books, a division of Random House, Inc.

"One Inch Tall"  Shell Silverstein

"Revealed: The eight-year-old girl who saved Harry Potter"  © John Lawless. Reproduced with permission of _The Independent_

"Smart Ice Cream"  Paul Jennings: _Unreal!_, Penguin Group (Australia)

"The Hitchhiker"  Roald Dahl: _The wonderful story of Henry Sugar_, Penguin

"The Magic Flute"  Madhav Ghimire: _Manachinte Murali_

"The Snooks Family"  _Favourite Funny Stories_

"The Ugly Duckling"  H.C. Andersen

"They don't mean it"  Lensey Namioka, © 2004, from _First crossing: Stories about teen immigrants,_ edited by Donald R. Gallo. Reprinted by permission of Lensey Namioka

"Two Faces to One Name"  Rim Emil Mash'ur

"Wunderpants"  Paul Jennings: _Unreal!_, Penguin Group (Australia)

Ordbokutdrag side 131: Lingua Engelsk-norsk, norsk-engelsk skoleordbok, Universitetsforlaget AS, 1999.

Every effort has been made to trace owners of copyright material, but in some cases this has not proved possible. The publishers would be glad to hear from further copyright owners of material reproduced in _Crossroads 8B_.

xxx1 Informasjon fra originalbokaxxx2 Forside{{Bilder. Forklaringer:}}1. London: Westminsterpalasset og Big Ben.2. Gutt og jente hopper høyt og ler.{{Slutt}}

Halvor Heger og Nina Wroldsen:Crossroads 8BEngelsk for ungdomstrinnetElevbokBokmål

xxx2 Utdrag fra tittelblad© 2006 Forlaget Fag og Kultur ASwww.fagogkultur.no

1. utgave / 1. opplag 2006

Læreboka er utviklet etter _Kunnskapsløftet. Læreplaner for gjennomgående fag i grunnskolen og videregående opplæring. Læreplaner for grunnskolen_ fastsatt av Utdannings- og forskningsdepartementet september 2005.

ISBN-978-82-11-00731-5

Materialet i denne publikasjonen er omfattet av åndsverklovens bestemmelser. Uten særskilt avtale med Forlaget Fag og Kultur er enhver eksemplarfremstilling og tilgjengeliggjøring bare tillatt i den utstrekning det er hjemlet i lov eller tillatt gjennom avtale med Kopinor, interesseorgan for rettighetshavere til åndsverk.  Utnyttelse i strid med lov eller avtale kan medføre erstatningsansvar og inndragning, og kan straffes med bøter eller fengsel.

xxx2 Bakside{{Bilde: London: Westminsterpalasset og Big Ben}}

Dette er Crossroads:-- Spennende temaer-- Virkelige møter med mennesker i den engelsktalende verden-- Leseglede og fengende tekster-- Et mylder av oppgaver-- Avvæpnende grammatikk-- Lyd tatt på alvor

_Crossroads_ er et læreverk i engelsk for 8.-10. trinn med følgende komponenter:  Elevbok A og B, elevbok lettlest, lydmateriell (CD-er), ressursperm for læreren og nettsider.

_Crossroads_ tar utgangspunkt i Læreplaner for grunnskolen 2006-08 og imøtekommer læreplanens krav om å vektlegge de grunnleggende ferdighetene.

Møt menneskene, opplev kulturen og lær språket!

:::xxx::: 2018-07-27