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L E A R N E R 'S GUIDE
... is the heart of the A Piece of Cake materials.
Here you’ ll find ideas for working with all the texts, Cooperative Learning structures,
GRAMMAR Rules and TOOLS to help you get things right.
TEXTBOOK
... presents seven topics from a variety of angles.
Your class starts and rounds off together. In between,
you get to choose texts for your more independent
work. That makes English more interesting and fun
and gives you and your classmates real reasons to
share your new skills and knowledge.
T h e A PIEC E OF CAKE w e b s i t e
... offers a wealth of m aterial - far more than can be
listed here. To give you an idea of its scope, we can
mention soundtracks, goal and evaluation charts,
g ra m m a r worksheets, extra reading and listening
comprehension texts with exercises, lots of external
links and more...
a p ie c e o f c a k e . a lin e a .d k
Learner's Guide
Joan B oesen & Marianne R osendal
© 2011 Alinea, København

- et forlag under Lindhardt og Ringhof Forlag A/S,
et selskab i Egmont
© Jörgen Tholin, Rigmor Eriksson, Moira Linnarud
och Liber AB, Stockholm.
Mekanisk, fotografisk, elektronisk eller

anden gengivelse af denne bog eller
dele heraf er kun tilladt efter
Copy-Dans regler.
Forlagsredaktion
Sissel Amundsen
Pernille Christensen
Billedredakør
Sissel Amundsen
Omslagsdesign
Poul Lange
Grafisk tilrettelægning
Jytte West/Westdesign
Trykkeri
Balto Print
2. udgave 8. oplag 2019
ISBN: 978-87-23-03269-0
www.alinea.dk
Get Yourself Organized O
S
E
T
N
C
and Dig In! 4
1Absolutely British 6
2W itches. The Occult and Other Scary Stuff 20
3The First A m ericans 32
4Out and About 44
5Hawai i - t h e Aloha State 56
6Spotlight on School 72
7Canada - from se a to se a 86
TOOLS 98
GRAMMAR TOOLS 1 28
REGLER FOR ENGELSK GRAMMATIK 134

G e t Y o u r s e lf O r g a n iz e d a n d D ig In !
Organize in Cooperative
Learning team s w ith four
m em bers.
Agree on partners w ith in the → Note your
Set your ow n goals.
obinteam.
alyR dnR
how
S
ikrusedb
P
n-N
ochF
alyC teacher's goals for the topic.
BEFORE YOU START INTRODUCTION

→ GOALS
Begin each topic by reading INTRO texts w ith activities for

the title page here in Learner’s the w hole class.
Guide.
Go on to the pre-topic activities.
These symbols will give you an idea of the main focus of the task:
listening and speaking use the Internet or the

website
words and phrases at alinea.dk/apieceofcake
working with the text pairwork
pronunciation teamwork
gram m ar A stam p like this shows th at you

can use a Cooperative Learning
writing structure. See the descriptions at
the back of Learner’s Guide
make a presentation
(p - 154).
Evaluate your progress using the

games and w orksheets from the
These tasks and texts are for * * * website.
m ore independent work. Update the goal chart you filled
Choose the texts and tasks that out at the beginning of the unit
suit you best. and th in k about new goals.
→
PICK AND CHOOSE →
READING PLUS ROUNDING OFF→ →
EVALUATION
There is an extra text for you to The class rounds off w ith a
read and enjoy. presentation or sim ply by
sharing new skills and
knowledge w ith team m ates.
We're rooting for you!

Jo a n a n d M a r i a n n e
1A b s o l u t e l y
B r i t i s h
In th is unit your c la s s will s ta r t off by checking

out so m e of th e m any differen t th in g s th e re a re
to lea rn ab o u t G reat Britain. You will a lso round
off to g e th e r by sh a rin g your know ledge of th e
sp e c ia l topic you ch o o se to le a rn m ore about.
You will w ork w ith w o rd s and e x p re s s io n s in
w ays th a t help you to re m e m b e r th em b e tte r
th an if you ju st try to m em o rize th em .
You will a lso have a ch a n ce to look

m ore closely at so m e a s p e c t
of th e lan g u a g e like sp ellin g ,
p ronunciation and h o m o p h o n es.
One thing is for su re : th e r e 's a

lot to talk about.
POOL YOUR KNOWLEDGE
brainstorm
You probably know lots about the United Listen to and learn to sing these verses
Kingdom (Great Britain + N orthern of God Save the Queen and Rule Britannia
Ireland) from w atching TV, travelling and (textbook, p. 7). You have to stand while
noticing the w orld around you. Pool your you sing them.
knowledge - especially about how you
th in k Brits differ from Danes. You can use
questions like:
• What famous Brits do you know? jigsaw
• What do you know about British Do the United Kingdom jigsaw activity
history? with your teammates. The worksheets you
• What is going on in Britain today? need are on * * *
• What about British sports, music, website.
teenagers, schools, food, fashion...?
• What is special about the Brits?
• What would you like to know more
about?
Share your knowledge and ideas with the
class.
G
! O A L S f o r t h i s u n i t - y o u r t e a c h e r ’s a n d y o u r o w n
Your teacher w ill tell you which goals he or she has chosen for the whole class to focus on at
this time. Mark them with a line to the right of each goal on your Goals - Evaluation - Strategies
chart. Decide which other goals you personally want to pursue while working with this topic.
Mark your choices, so you can check your progress when you evaluate at the end of this unit.
E x p lo r in g B r ita in o n th e W o r ld W id e W eb [p. 8]
explanations go exploring
Read the text. Take turns explaining these A. Go exploring on the Project Britain
words from the text. Internet site. After you have clicked
around a bit, pick one sub-topic heading
a m a z in g · b orin g
to investigate. All partners in the class
b lim e y · b r illia n t will do this. No two sub-topics can be
the same. It’s first come, first serve.
s h a r e · e v id e n t ly
a s th o u g h · ch eck o u t B. Take a good look to see what your sub-

topic has to offer.
u n u su a l · e t i q u e t t e
s u p e r s titio n s C. Do a short presentation of your sub-

topic for the class. Show them one or
g lo s s a r y
two specific things you found behind
your heading.
D. Choose 2-4 facts or words from your

presentation that it would be good for
your classmates to remember. Make
question/answer cards to use in a game
of Showdown at the end of this unit.
TOOLS: Games - Showdown
P IC K A N D C H O O SE
Look through the rest of the texts in the Absolutely British section of your
textbook. Find the text you would like to work with. Look at the tasks, too.
Choose a text that looks interesting and will help you to reach at least one of
your own personal goals. Your teacher may also choose some tasks for the class
or for you personally in order to help you to reach specific goals.
For this topic: You will be sharing your work with the class. Make 2-4 sets
of question/answer cards that relate to your presentation for the game of
Showdown at the end of this unit. TOOLS: Games: Showdown
K in g A r th u r a n d th e K n ig h ts o f t h e R o u n d T a b l e [p . 1 0 ]
before you read old English to modern English

Brainstorm about what you know about Help one another to change the engraving
the legend of King Arthur. on the sword to modern English.
“Whoso Pulleth Out This Sword of this

explain w ords Stone and Anvil is Rightwise King Born of
A. Read the text. Take turns explaining All England”.
these words from the text.
Write both versions in your notebook.
h eir · e m b e d d e d in
anvil · e n g r a v e d
the legend
C o d e ( o f C h ivalry) · b e h a v io u r
Find information, texts and animations
v i r t u e s · a s p ir e d about this legend by googling King Arthur
+ kids.
a d v is o r · b a c k w a r d s
B. How can the idea of a Code of Chivalry The Sword in the Stone
be applied in your classroom? You might want to read the last text in this
chapter. It is an excerpt from a book called
The Sword in the Stone by T.H. White.
share your know ledge

Decide how to share your knowledge. You
could make a poster, write a narrative,
dramatize the story or put together a
presentation.
TOOLS: Narratives
G B - W h o ’s W h o ? [p. 12]
find w ords job s [§ 33 + 32]

Help one another to find words in the text A. Read and translate one Who's Who
that mean description at a time. What do you
notice about the differences in the way
rich a n d f a s h io n a b le p e o p le w h o we say people’s jobs in English and
tr a v e l a lo t Danish?
t h e S e c o n d W orld W ar B. Make a list of the different jobs as you

b e in g m o d e s t a n d e a s il y s h o c k e d go along - with the a or an.
w o r k e d t o p e r s u a d e p e o p le t o w a n t C. Note that difference between English

and Danish in your LANGUAGE
v e r y im p r e s s iv e
NOTEBOOK.
lo ts of
D. What is it that decides when you should
p e o p le w h o s e j o b i s t o m a k e o t h e r s use a and when you should use an?
laugh
E. Write the rule in your own words in
your LANGUAGE NOTEBOOK.
TOOLS: Your Language Notebook
a fam ous Brit
Choose a famous Brit you
would like to learn more
about - anyone at all. Collect share your know ledge
interesting information about Decide how to share your knowledge.
the person - facts, quotes, You could make a poster, put together a
pictures, sound, whatever is booklet, tell about the person and have
relevant. the class guess who it is or put together a
presentation.
TOOLS: Games - Who Am I?
V in ta g e C lo th in g
G o g r e e n in s ty le [p . 1 4 ]
explain w ords
Use the context and help one another to
explain these words and phrases from the
text.
v in t a g e · g o g r e e n
a p p e a l t o y o u · b lo k e s
b ir d s · lim ite d f u n d s
a h a n g f o r · m a in s t r e a m
p le n t y · s c o o p s
f le a m a r k e t s · b a rg a in h u n tin g
c h a r it y s h o p s · r u m m a g e
p ile s · s p o t t h e b e s t b u y s
fu n k y -g r o o v y
spelling
Test one another in the spelling of the
words you have explained from the text. If
you get a word wrong, add it to the spelling
list at the back of your LANGUAGE
NOTEBOOK. Have your partner check that verb present tense past tense
you can spell it correctly next time.
TOOLS: Your Language Notebook got
f ound
verbs: past te n se [§ 9-11] pay

A. Take turns filling in the boxes shop
You’ll find a worksheet on the
* * * website. go
rummage
B. Find more verbs in the text. Continue Spot
the chart yourselves.
mix
N o t L u c k y E n o u g h to b e in L o n d o n ? [p. 15]
nouns: plural [§ 27-28]

A. Take turns writing the following nouns
in plural: party, card, category, bunch,
hostess, organization.
B. How many ways are used to make

plural? Write the rules in your own
words in your LANGUAGE NOTEBOOK.
decid e what you want to do

Discuss the options you have. You could:
• plan and have a fashion swap party at
home.
• plan and have a fashion swap party in
the classroom.
• plan and have a fashion show in class.
invitations
Create a funky, groovy invitation to send
out.
carry out your fashion sh ow or sw ap

p a rty
Throw your fashion swap party or hold

your fashion show. Enjoy!
For a fashion show you'll be the design ers,

stylists and h ost/h ostess.
You will need to write descriptions of the
clothes.
You will need to find m odels.
It would be good to have a photographer and
a fashion journalist, too.
M a n g a S h a k e s p e a r e [p. 16]
before you read c o n tra c tio n s [§ 20+ 4]

Share what you know about manga. What A. There are seven contractions in the
manga films and comics have you seen/ quote. He’s means one thing in the first
read? What do you think of the manga sentence and something else in the
style? second. Write the seven contractions
in your LANGUAGE NOTEBOOK. Next
to each, write three words: the two that
explain w o rd s make up the contraction and the word
A. Use the context and help one another to that comes after it.
explain these words and phrases from
the text. B. Help one another to remember when it
is that we use the -ing form (continuous
present/udvidet nutid). Write the rule in
m a n g a · a c o m ic a r t i s t
a d o · fa re TOOLS: Your Language Notebook
c o n tem p o r a r y
m ed iu m · t h e s i s verbs: English > < Danish [§ 4]

Read the quote one sentence at a time.
d e t e r m in e d
Translate each sentence. Danish doesn’t
t o do ju s tic e t o have an -ing form. Notice how the -ing
words saying, living, going on, having,
su b -te x t
thinking, killing, killing, bringing,
u n d er ly in g • v ita l thinking and using are translated into
Danish.
a f e e lin g f o r t h e la n g u a g e
lit e r a lly t r a n s l a t e d
create a m anga drawing and write a
r a n d o m · w h im s ic a l
story
Search using the key words how to + manga

and find the tutorial that suits you best.
Draw your own manga character and write
a story to go with it. Present it to the class.
TOOLS: Narratives
B a n k s y
- a s tr e e t a r tis t w ith a m e s s a g e [p. 18]
find w ords contrasts

Help one another to find words in the text Find contrasts in the text. Look for words,
that mean descriptions, situations and ideas.
n o t o fte n se en
f am ous -infam
ous
w ell-k n o w n f o r s o m e t h i n g g o o d
w ell-k n o w n f o r s o m e t h i n g b ad in prison fo r p e tty

t h e f t -S
ocialnse
fig u r e d o u t
h id d e n
vocabulary charades
p r o b a b ly Play vocabulary charades with these words
from the text:
k ick ed o u t f a m o u s · in fa m o u s · e lu s iv e
tr iv ia l
o b s c u r e d · a r t i s t i c · q u ick
d e d ic a te d f a c e · p ic t u r e · p r iso n
a g a i n s t p r iv a te o w n e r s h ip m a s k · h o o d ie · d a y
fa n s id e a · g r a f f it i · p o lic e m a n
s o ld ie r · p e a c e · r io t
a d m ir e r · a u c t io n d e a le r · h id e
s p r a y · w e a r · p a in t
k is s · c o lle c t · pay
TOOLS: Games - Vocabulary Charades
Banksy’s art
Find examples of Banksy’s art on the
Internet. Think about what Banksy is
telling us with each piece of art.
share your know ledge

Select 5-6 pieces of Banky’s street art. Tell
your classmates about Banksy. Show them
the pieces you have chosen and explain
what Banksy’s message is in each case.
W h a t's s o fu n n y ? [p. 20]
explain hom ophones

Help one another to explain A. Find homophones for the words below.
• the two ways to understand “give me a
e i g h t · s o n · t a l e · fo u r · b lew
bath”
• how the man understood “The name is w e e d · w e a r · t h e y ’re · t o o · h ea r
smudged.” p e a c e ·s e a
• what the Essex girl was doing
• where the tourists were Note them in your LANGUAGE
• why the Sherlock Holmes joke is funny NOTEBOOK together with an example
• two ways to understand "all right" of how each word can be used.
• the two meanings for “a lot of fish got
battered” B. Make a list of other homophones
• the difference between the homophones you can think of in your LANGUAGE
“foul” and “fowl” NOTEBOOK. Add to it every time you
• what “Eclipse it” is in standard English meet a new homophone.
TOOLS: Your Language Notebook +
Spelling Rules - homophones
standup com edy, com ic strip or sketch
Choose one of these possibilities:

A. Prepare to tell jokes to the class. Learn B. Make a comic strip that tells a short,
them by heart. Coach one another so humorous story and present it for your
that you get the pronunciation and class.
timing right. Be ready to explain the
joke, if they don’t get it. You could also C. Prepare a funny sketch to show to the
tell a bit about British humour. class.
TOOLS: Reading Strategies - coached
reading
S o c ia l G r a c e s
find w[p
2] ords follow -up
Help one another to find words in the text Here are some ideas:
that mean A. Etiquette at school: make a set of social
rules to follow to get along successfully
p e r io d s o f 1 0 0 y e a r s with people at school.
a c r u e l a n d u n fa ir p e r s o n w ith
B. Etiquette for mobile phones: make a set
p ow er
of rules for using mobile phones when
m a d e in t o a c o lo n y you are in a crowd of people.
lo n g p a n t s o r j e a n s C. Practice your handshake; move around

the classroom, make eye contact, extend
your hand and grip firmly. Talk about
how this form for greeting differs from
ch eck your reading fist-bumps and high-fives.
1. Find the sentence that made you realize
that the writer was being funny?
2. Find three pieces of good advice in the coached reading
text. Prepare to read the text aloud to the
3. Find three examples of where the text is class. Coach one another to speak clearly.
silly. Remember to give the audience time
to understand the text by putting in
pauses. Since this is a humorous text, you
will want to exaggerate some words or
sentences or read them with a funny voice.
Even then, you must speak clearly or your
listeners won’t understand it.
reading
O x fo r d O b s e r v a tio n s [p. 24]
British> < A m erican spelling

Find the British equivalent of these A. Write this list of British words in your
American words. Write both in your LANGUAGE NOTEBOOK. Note the
LANGUAGE NOTEBOOK. When in doubt American spelling next to each word.
use an English dictionary or click on the
icon on the Project Britain website.
c o lo u r · t y r e
tr a v e llin g · c o s y
b a th r o o m /to ile t
f a v o u r it e · t h e a t r e
c a n o f c o r n · f la s h l ig h t
n e ig h b o u r p r o g r a m m e
TV · d e s s e r t · g a s o lin e
d r a u g h t · a e r o p la n e
s t a n d in line · m o v ie
TOOLS: Spelling Rules
v a c a t io n · t r a s h c a n
so c c e r · sw e a ter B. In informal writing Americans

sometimes shorten words so that
TOOLS: Your Language Notebook they are spelled the way they sound.
Write this list in your LANGUAGE
NOTEBOOK and add the standard
British> <A m erican spelling after each.
Find this worksheet on * * *
website and fill in more differences
n it e · t h r u · t h o
between British and American English.
h ic c u p · d o n u t
American English British English
B a r -B -Q
football
t h a n x · lit e
tru ck
vacation TOOLS: Your Language Notebook
postal code
mobile ph one promote your text
Tell the class about your personal narrative
rent
in a way that will make them want to read
post it. Make that possible by producing a copy
to have in the class or making it into a
poster to hang on the wall.
personal narrative
Write about your own experiences in a
place away from home. Illustrate your text.
TOOLS: Narratives
.27]R e a d i n g
[p P lu s
READ AND ENJOY!

The Sword in the Stone
Follow Arthur, a lowly squire at the time we enter the story.
He's in big trouble. He has forgotten his foster brother Sir Kay's sword
for an important tournament.
To help you to evaluate your work on this unit you have the following
options:
• Play Showdown with the Absolutely British question cards the class has
produced along the way.
• Do the Absolutely British listening comprehension task you can find on

t h e * * * website.
• Do the Absolutely British reading comprehension task you can find on

• Fill in the Absolutely British vocabulary cloze test you can find on the
* * * website.
• Do the Absolutely British preposition worksheet you can find on the

* * * website.
• Do the grammar worksheet of your or your teacher’s choice.
!E V A L U A T I O N
Be sure to take the time to evaluate your work and decide what you will save in
your portfolio. Take out the Goals - Evaluation - Strategies chart you filled in at the
beginning of this unit. Bring it up to date with your new status. What are you better
at and what do you know more about as a result of working with this topic? Use that
information to help you to decide what you need to focus on in the next unit.
2W i t c h e s . T h e O c c u l t
a n d O t h e r
S c a r y S t u f f
Are you s u p e rs titio u s ? Have you ev er b een afraid to

w alk on th e c ra c k s in th e sid ew alk ? How do you
feet if a black cat w alk s a c ro s s your path ?
Is th e re m ore b etw een H eaven and E arth
th an m e e ts th e eye?
Most of us a re fasc in ate d by w hat

w e c a n 't be quite s u re of. We look
for e x p la n a tio n s - for creatio n ,
for n a tu ra l p h e n o m e n a , for good
and bad fo rtu n e , for s o u n d s in th e
night...
A djectives can do w o n d e rs for a

sc a ry text, so you'll be collecting th em
a s you go along.
This unit gives you a ch an ce to w ork with

th e w eird and th e w o n d erfu l and p e rh a p s
have a good s c a re in th e p ro ce ss.
POOL YOUR KNOWLEDGE
put on your thinking cap w hispering chain

A. Think about a strange or mysterious A. Each team chooses one of the stories
thing that has happened to you or that they have heard for an experiment with
you’ve heard about. It can be good or the whispering chain. Give the story
bad, but it has to be true. Don’t mix any a good title and write that on a slip of
horror films or fantastic fiction in here. paper.
B. Make short notes about how you will B. The titles are put into a hat or other
tell your story in a way that makes your container. The teacher draws a slip and
team feel how scary it was. tells the class the title.
C. The class lines up. The person who told

share and sca re the story is at the beginning of the line.
Do one round where each team member He or she whispers the story to the next
in turn tells the story he/she has prepared. person in line. That person whispers it
You mustn’t interrupt the storyteller, but to the next person and so on. The last
you may raise your hand to see if you can person in line tells the story he/she has
ask a question. heard to the class.
read and d isc u ss derivatives of “sp e ll”
Read the short texts on p. 3 1 in your A. What does the word “spell” mean in
textbook. Note that they represent different these sentences?
genres. a. How do you spell your last name?
What was the last book you read or film b. We have had a spell of bad weather.
you saw with a supernatural content? If c. If you don’t watch out, she’ll cast a
you’re not a fan, explain w hy not. spell on you.
d. The look on his face spells trouble!
explain B. Use these derivatives of “spell” in

Help one another to explain what is meant sentences:
by: s p e lle r
like a b a t o u t o f hell s p e llin g b e e
t o s t a y fo r a sp e ll ( 2 m e a n in g s)
sp e llb in d in g
A n on s p e ll- c h e c k e r
t o s u f f e r a w it c h t o live
t o s p e ll i t o u t
t o il c a ld r o n t o o u t s p e ll s o m e o n e
s n o w b illo w s o u t
!G O A L S f o r t h i s u n i t - y o u r t e a c h e r ’s a n d y o u r o w n
Your teacher will tell you which goals he or she has chosen for the whole class to focus on at
W itc h e s . W iz a r d s . S o r c e r e r s . D r u id s ...
paragraph sum
.32][
p m aries explain w ords
Write a one sentence summary of each A. Take turns explaining these words from
paragraph in the text. the text.
p o s s e s s e d • su p e r n a tu r a l
p o t i o n s • h erb al m e d ic in e
h u m an n a t u r e • t e n d t o
f a b r ic a t e • p io u s
b la m e d on • t r u s t
round table d iscu ssion
t h e “r ig h t ” w a y • a c c u s e d
Look through the texts for this unit with
your team one at a time. c u r e • s u s p ic io n
Discuss what you think each text is about. in n o c e n t • i n t e r p r e t e d
Take turns telling why you might or
r e c o g n iz e • o c c u r r e n c e
probably will not choose each.
Look through the tasks for each text. r e p u t a t io n • r o o t e d in
Together with your partner, decide which
text you will work with. B. Point to a word. Challenge your partner
TOOLS: Reading Strategies to explain it or give a synonym.
Look through the rest of the texts in the Witches, The Occult and Other Scary Stuff
section of your textbook. Find the text you would like to work with. Look at the
tasks, too. Choose a text that looks interesting and w ill help you to reach at least
one of your own personal goals. Your teacher may also choose some tasks for the
class or for you personally in order to help you to reach specific goals.
Adjectives can do wonders for a scary text. No matter which text or texts
you choose, it’s your job to collect adjectives while you work. At the end of this
unit you will be playing an adjective game, so collect as many as you can.
W itc h C h ild - e n tr y 1 (1 6 5 9 ) [p. 34]
p re-reading What is the truth?

The text you are about to work with is Take turns answering these questions.
written as a journal. In fact, it is the first 1 . Was Mary’s mother an Elfen Queen?
entry. Before going on, talk about the title 2. W hy doesn’t Mary live with her
and the illustrations. What do you think grandmother anymore?
the story is about? 3. W hy did the men kill the cat and the
rabbit so brutally?
4. What three methods did they use in
listen first their attempt to make Eliza Nuttall
Listen to the story before you read it. Listen confess?
for the general meaning or gist of the story. 5. What ‘proof’ was the Witch Pricker
Don’t worry too much about details or searching for?
words that you find difficult. You will work 6. What exactly was the evidence against
with them later. Eliza Nuttall? Make a list.
7. What did Eliza actually do for the
neighbours? Make a list.
read with p o st-its 8. Could the floating test possibly have
Make some notes as you read the text. This had a positive outcome?
strategy is a called journaling. Read more
about it in TOOLS.
TOOLS: Reading Strategies - A Reader's mix and match
Journal A. There are lots of interesting new words
in this excerpt. Find the worksheet on
the * * * website and do
the mix and match task.
B. To see how many of the words you

remember take turns pointing to a word
and challenging your partner to say the
word from the text.
betw een the lines poster or booklet
This text is based on British history. Things Put together a poster or booklet about
like that actually happened. Discuss what witches. It can be about methods that were
might have been behind the accusations used to prove that someone was a witch,
in the story. Do you think that Eliza really witchcraft today or something else related
had magical powers. What knowledge or to witches.
powers do you think she did have? Are you
convinced that she was a witch?
Promote your poster or booklet by giving a
short presentation of it in class.
more about witch hunts TOOLS: Presentations
Read more about witch hunts on Celia
Rees’s website. Use the links on the
* * * website.
S k u ld u g g e r y P le a s a n t [p. 36]
read aloud Skulduggery Pleasant

A. First read the text silently, so that you A. Explore the Skulduggery Pleasant site.
are familiar with it. Use the context Choose the UK entry. It’s got more on it.
to figure out any words you don’t
know. When your partner has finished B. Be sure to listen to the interview with
reading, too, you can ask him/her for author Derek Landy. Find the link on
help. * * * website.
B. Decide who w ill be Stephanie (the girl)

and who w ill be Skulduggery Pleasant. review
Read the text aloud playing your parts. A. book review: If you have read a
TOOLS: Reading Strategies - coached Skulduggery Pleasant book in English
reading or Danish, you can write a review of it to
hang up in class.
TOOLS: Opinion Organizer
body parts
Draw a skeleton in your LANGUAGE B. review of website: If you have clicked
NOTEBOOK. Find all of the words around on the Skulduggery Pleasant
mentioned in the text that name parts of website and tried out a number of the
the body. Label your skeleton. Check your possibilities, you can write a review of it
work with your partner’s to be sure that to hang up in class.
you found all of them.
Promote your review by giving a short
presentation of it for the class.
TOOLS: Presentations
egsS
L
an
rb
yU
ok
p
The M ysterious
.38][ Hitchhiker
p The Long Distance Phone Call
A. Take turns explaining these words from A. Take turns explaining these words from
the text. the text.
p o u rin g · f a i n t fig u r e · r e a liz e d ra g in g • e ld e r ly • a w a k e n e d
H e f ig u r e d · s h iv e r in g · c h i t c h a t t h e o t h e r e n d o f t h e line
c o n f u s e d · s u c h a r u sh m o a n in g • r e c e n t ly • d e c e a s e d
a s s u m e d · k n o w in g ly · h o r r ifie d to r m e n te d • c e m e te r y
be u p s e t · c e m e te r y · draped laid t o r e s t
h e a d sto n e
B. Discuss how the storyteller tries to
B. Discuss how the storyteller tries to make this story scary? Think in terms
make this story believable? Think of time, place, characters, language and
in terms of time, place, characters, storytelling techniques.
language and storytelling techniques.
your own urban legend

urban leg en d s Think up an urban legend type story of
There are lots of urban legends on the your own. It can be spooky, shocking or
Internet. Read a few and see how they fit just plain mindboggling, but be sure to
the description in the info box in your make it as believable as possible. Give it an
textbook. interesting title and layout and hang it up
Find a favorite and practice telling it in the classroom.
to your partner before trying it out on TOOLS: Narratives
your gullible friends. You can start with
something like “You’ll never guess what Promote your story by giving a short
happened to my cousin’s neighbor...” presentation of it for the class.
S h h h h h h . . . d o n ’t m o v e ! [p. 40]
a closer look synonym s

A. Discuss how this story is written. How Find words in the text that mean the same
does the author try to make the feeling as:
or mood of the story clear to you?
f r ig h t e n e d
B. Read the story aloud. Take one role each. b o t h s t a y e d in t h e s a m e

Jenny has her speeches and is also the
c o m m u n ic a tio n w ith G od
narrator. Try reading it in a neutral tone
of voice first. Then read it dramatically, h o v erin g a s an u n c le a r s h a p e
making it as scary as possible.
t h e b o t to m end
C. Discuss what worked best for you: r a t h e r · b la n k e t s · r e c o l le c t

seeing/reading the story on the printed
in t h e c o u r s e o f
page or reading it aloud.
reading
your own sca ry story
Write your own scary story as a diary or
a narrative. It can be based on your own
scary stories experience or completely fictional. You can
Find some scary stories on the Internet. also choose to continue Jenny’s story or tell
Read or listen to at least two of them. it from Debbie’s point of view.
Check * * * website for TOOLS: Narratives
links.
Promote your story by giving a short
T w ilig h t [p. 41]
a clo ser look review

A. Find the places in the text that tell you Choose A, B, C or D.
what it is about Edward that fascinates
Bella. A. book review: If you have read “Twilight”
in English or Danish, you can write a
B. W hy do you think that the novel is review of it to hang up in class.
called “Twilight”?
B. review of the movie: If you have seen
C. Discuss why you find books and movies the movie, you can review that.
about vampires intriguing.
C. book review: If you have read all or part
D. Imagine you were given the gift of of “Midnight Sun”, you can write about
immortality. Make a list of pros and that. Even if you have only read a few
cons. pages, you will have an opinion about
how it is written, if it looks exciting and
why you can or can’t recommend it to
Twilight w e b site s your classmates.
A. Check out Stephanie Meyer’s website.
One thing you can find is the first draft D. book review: You can also review one or
of “Midnight Sun”, which is Edward’s all of the comics about the stars of the
version of “Twilight”. Twilight movies.
B. Find a trailer for “Twilight” on YouTube.
C. Read a comic about your favorite Promote your review by giving a short
Twilight star on the Internet. presentation of it for the class.
Find links to the above on the
* * * website.
sca ry w ords
Go through the text and pick
out as many words you can that
help to make it scary. You can
start with the word gloomy.
Write the scary words in your
LANGUAGE NOTEBOOK.
B an H a rry P o tte r o r F a c e M o re S c h o o l S h o o tin g s [p. 42]
a closer look explain w ords

W ork together to answ er the questions: Take turns explaining these words from the
• W h at does Laura M allory say is bad text.
about the Harry Potter books? Find as
m a in t a in s · a t t e m p t
m any things as you can.
• W h at does Laura M allory w ant children i s p u s h in g f o r t h e s e c o n d t i m e
to read instead of Harry Potter?
b a n n e d · lib ra rie s
• W hat are the argum ents for allowing,
even encouraging, children to read s o u g h t t o · re c e n t ra sh
Harry Potter? Find as m any as you can.
p r o m o te · c la im s · f o s t e r · h a rm fu l
• W hat do you th in k about this issue?
s u ita b le · a s s ig n · rem o v e
m a i n s t a y s · u n iv e r s a l t h e m e s
a d v e r s i t y · p r e s i d in g
appeal
p a g a n s o r n e o -p a g a n s
opinion e s sa y
Write a short opinion essay. First you will
have to tell the reader about the article.
Then you can give your opinion about the
Harry Potter books and your reaction to
Laura Mallory’s article.
Promote your essay by giving a short

R e a d in g P lu s [p. 44]
READ AND ENJOY!
Diary of a Wimpy Vampire

— 1st- 6 th January
Find out what it is really

like to be a teenage
vampire.
options:
• Play hangman with words from this unit.

Tools: Games
• Do the Witches... listening comprehension task you can find on the

* * * website.
• Do the Witches... reading comprehension task you can find on the

* * * website.
• Fill in the Witches... vocabulary cloze test you can find on the
* * * website.
• Do the Witches... preposition worksheet you can find on the

* * * website.
3T h e F i r s t
A m e r i c a n s
We have form ed m o st of o u r id ea s and opinions

ab o u t Native A m erican s and th e ir m eeting
w ith th e E uropean s e ttle r s in th e 17th and 18th
c e n tu rie s from th e film s w e've s e e n and th e
books w e've read . S om e is fact and so m e is
fiction.
In th is unit y our te a m will do a project to find out

m ore ab o u t A m erican Indians th e n and now.
Your focus is on re s e a rc h , planning a p roject and
w riting a s h o rt tex t. You will a rra n g e an exhibit to
s h a re your findings with th e c la s s and g et th e ir
feed b ack .
A fter th a t you could invite o th e r s tu d e n ts to s e e

your exhibition - o r even your p a re n ts . They
w ould definitely love to s e e w h at th e c la ss
h a s b een doing in English.
PUT YOUR THOUGHTS INTO WORDS
on your own c o m p a re lists

A. Write the first 10 nouns that come to A. Discuss the lists and agree on the 10
mind when you hear the words Native nouns and 10 adjectives that best
Americans. describe the first Americans. The final
lists of 10 words must include at least
B. When you are done, write 10 adjectives one noun and one adjective from each
that you would use to describe Native member of the team.
Americans.
B. Keep your final lists in a safe place. You
w ill be using them when you evaluate.
J a y b ir d E x p la in s [p. 50]
synonym s
After reading the short text about Puritans
(p.51) and the introductory text, go back
and find synonyms for the following words
and phrases.
r u le s · a s t h e w o rd o f t r u t h
f o r b a d e , d id n o t a llo w
f o r e s t · v illa g e
w i t h o u t a n y o n e k n ow in g i t
a b s o l u t e l y h o rrib le · g o d l e s s
w ild p e o p le · w i t h o u t c lo t h in g
w i t h o u t a n y k n o w le d g e
h a v e a n id e a
d o in g w h a t o n e i s t o l d · u n s a f e
pre-reading
Read the first sentence after the
introduction. Guess what Jaybird will tell
Mary. 6. The Pennacook Indians that survived
built up their village again.
A f t e r th a t, re a d th e te x t. 7. A good w hite m an helped Jaybird and
his tribe w ith schooling and m edical
treatm ent.
ch eck your reading 8. It was difficult for Jaybird to choose
True or false? If a statement is false, change betw een living w ith the good w hite
it so that it becomes true. m an and returning to his village.
1 . To begin with the Indians were
unfriendly and wouldn’t help the
European settlers. betw een the lines
2. The settlers cleared the land so that they Discuss Jaybird’s choice to return to his
could farm. own people.
3. The first white settlers killed many A. What does he mean by “I grew old
American Indians with their guns. enough to know that there is more to
4. The first people who brought diseases to being a white man than learning his
the Native Americans were fishermen language and wearing his clothes”?
from Europe.
5. Indians died of diseases that were not B. In 1952 the Danish government sent
fatal for Europeans. a group of children from Greenland
to Denmark as an experiment. They verb on a slip of paper. Keep your verbs
thought that it would be an advantage until all the verbs have been found.
for the children to be more Danish.
They meant well, but for most of the B. Remind one another about how to form
children that experiment ended in the past tense of regular verbs.
tragedy. If you have seen the film,
compare it to Jaybird’s situation. C. Sort the verbs: Take turns placing your
verbs in the proper pile - regular or
C. W hy was it so painful for the Pennacook irregular. When you put your verb into
tribe to discover that the settlers had a pile, you have to show why it belongs
overtaken their summer camp? there. You do that by putting it into
sentences that start with:
a) present: Usually I
regular and irregular verbs b) past: Yesterday I
[§1-3 + 9-12 + 15-16] c) present perfect: I h ave
Look at the last paragraph of this excerpt. D. Third person -s: Take your verbs out
A. Take turns reading a sentence and finding of the piles using a sentence that starts
the verb or verbs. If need be, you can ask with:
for help from your teammates. Write each Usually he/she
Look through the rest of the texts in the The First Americans section of your
textbook. Find the text you would like to work with as a team. The one you
choose w ill be the point of departure for your team project.
You will be sharing your project with the class using Carousel Feedback.
That means that you will put together an exhibition of your results. As you
work, think about ways to make your exhibition inviting and informative.
N o t A ll N a tiv e A m e r ic a n s L iv e d in T e p e e s [p. 53]
d isc u ss
A. Take turns going through the plan your project
information on the chart with your Decide what interests you most about your
teammates. Each member of the team tribe and what you want to know more
should take Indian life in one section of about. If team members cover more than
the United States. Help one another to one sub-topic, be sure to concentrate on
figure out any strange words you meet. T
L
U
S
N
O
scC
ein
th
foru
I one
JE
R
P T at a time.
Don’t worry too much about them. You
will probably find out what they mean
as you work on your project.
B. Choose a tribe to learn more about for

your project.
a sp e c ific tribe
A. Start by using the link on the * * *
website to find more
information about your specific tribe.
B. You can google and follow links to find

out more about your tribe. Don’t forget
to check the source behind the link. Not
all information you find on the Internet
should be taken on face value.
T h e W a r r io r M a id e n [p. 54]
u se the context Legend: a story that has been handed

When reading the text, take turns using down through time. Legends are about
the context to figure out what these words inspiring individuals who have done
mean: heroic things. They are based on fact
but become even more marvelous as
a b d u c t e d · rem a in in g
they are retold over the years.
s t a r v in g · c o u n c il
Myth: a story that has been handed
s p ir its · sh e e r
down through time: Myths usually
b o u ld e r s · c r u s h e d explain creation, natural phenomena
or social customs. They are fictional.
s a c h e m s · w am pum
c o u r a g e ·a b a n d o n e d
r e fu se · endured
p r e te n d e d · b e tr a y Native American myths and legends

A. Start by using the link on the * * *
fla n k e d · p o is e d
website to find more Native
t h i c k e t s · p ie rc in g American myths and legends.
s c a r c e l y · p illagin g
B. Each team member chooses a myth
w o o d b in e · h o n e y s u c k l e or legend to read and form an opinion
about.
betw een the lines

A. Work together to put together an oral plan your project
recount of this legend. The youngest A. Report back to your team about the
person on the team starts off. After two myth/legend you have read. Give a
or three sentences the person to the left short summary along with your reasons
takes over. That continues until you for recommending that your myth or
have told the whole story. legend be or not be the one the team
works with.
B. Discuss why this legend is so important
that it has survived for over 200 years. B. Your project will include an
What lessons does it teach the reader? introduction to your team’s myth/
legend, a summary, illustrations and
information about the tribe from which
it came. Discuss how the team will meet
these requirements.
for further instructions

CONSULT
TOOLS PROJECTS SECTION
T h r e e F a m o u s A m e r ic a n I n d ia n C h ie fs [p. 56]
explain w ords plan your project

After you have read the three portraits, go Discuss the possibilities for your project.
back and take turns explaining these words Decide what interests you most about your
from the text: famous Indian and what you want to know
more about. If team members cover more
d i s a s t e r s · su r v iv e d
than one sub-topic, be sure to concentrate
m ir a c u lo u s ly · r e p u t a t io n on one at a time.
su p e r n a tu r a l · su rren d ered for further instructions

CONSULT
c o u r a g e · m e d ic in e m an TOOLSPROJE CTSSECTION
w a r r io r s · f le e
s ta r v a tio n
a sp e c ific chief or fam ous Native

American
A. Start by using the link on the

* * * website to get
some inspiration about outstanding
Native Americans.
B. You can google and follow links to find

out more about the Native American
that interests you most. Don’t forget to
check the source behind the link. Not
all information you find on the Internet
should be taken on face value.
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A V is it to a N a tiv e A m e r ic a n R e s e r v a tio n [p. 61]
ch eck your reading cultural identity

• W hy has the reservation got a French A. Find links that deal with the
name? comparison between Native American
• W hy does Gaiashkibos sometimes leave and general American culture on the
the reservation? * * * website.
• W hy do you think that Indians are
poorer than other Americans? B. Discuss the information you find on the
• Gaiashkibos sounds sad when he talks charts. Agree on four differences you
about white Americans. Why? find especially interesting.
• W hy do you think that the Americans
wanted the Indians to give up their own
culture? plan your project
• What did the Americans do to make the A. Plan a story in which the four differences
Indians give up their culture? play a part. Each one of you will be
responsible for writing a part of the story
find the w ords that illustrates one of the differences.
A. Find words in the text that mean Decide the order of the episodes, who
will be introducing the action and who
d i f f e r e n t fr o m , n o t like will see to it that it has a good ending.
a s t o r e w h ere y o u can buy fo o d

B. Write the first draft for your part of the
a n d all s o r t s o f t h i n g s
story.
b r o u g h t up
C. Make a sketch or find a picture to
o r d in a r y illustrate your part of the story.
foru
I TOOLS: Narratives
JE
R
P
T
L
U
S
N
O
scC
ein
th
u n d ersta n d
l i f t up
really, in f a c t
B. Find words in the text that mean the

opposite of
a llo w e d · a c c e p t e d
r o u g h ly · w e a k n e s s
F ro m I n d ia n to N a tiv e A m e r ic a n [p. 62]
T h is c o u r s e
"
find antonym s m e a n s a Lot to m e

Find words that mean the opposite of: b e c a u s e I le a r n e d a b o u t m y
o w n p e o p le .
end I k n o w th e ir v a lu e s a n d m a n y
b ro u g h t b a c k ( 2 w o r d s ) ot h e r g r e a t t h i n g s a b o u t t h e m .
f a ls e · rem em ber N o w I'm g l a d I’m a n

I n d ia n ..."
n a t i ve s · c o r r e c t
w e a lt h y · h o p e l e s s
a s h a m e d · o ld - f a s h io n e d
unhappy
cultural identity
A. Find links that deal with the
comparison between Native American
and ‘white’ American culture on the
com parison with Denmark * * * website.
Discuss A or B:
A. In the 1950’s Denmark tried to help a B. Discuss the information you find on the
group of children from Greenland to charts. Choose four differences in Native
become more Danish. The idea was American values or behavior that might
that it would be an advantage for them create problems or misunderstandings
since Danish culture was thought to at school.
be superior and the Danish language
more useful. If you have heard about
the results of that experiment, you can plan your project
compare it to this text. A. Each of you should choose one
situation to illustrate for a poster
B. We have many students from different (or set of posters) about cultural
ethnic backgrounds in our schools. misunderstandings at school. Your
Discuss how their situation compares illustration will need speech bubbles
to that of the Native American student (and maybe thought bubbles, too). It
who is quoted in the text. What could must also be accompanied by a short
we do differently in our schools? text.
B. Make a first draft of your sketch and

speech bubble.
C. Write the first draft of your text.

CONSULTT S
L
O
PROJECTS SECTION
.65]T h a n k s g i v i n g
[p
Norman Rockw ell’s illustration research

Discuss Norman Rockwell’s famous A. There are lots of Thanksgiving links on
Thanksgiving painting. How does he use the Internet. You can find facts, stories,
the foreground, middle and background? jokes, recipes, puzzles, quizzes, recipes
What about his use of color? How would and more. Click around a bit and see
you describe the mood in the picture? How what interests you. Choose one website
has he created that mood? What does this to share with your teammates.
illustration tell you about Thanksgiving?
B. Take turns showing your teammates the
website you have chosen.
a closer look
After reading the text, close your book.
Then take turns using these keywords to ex p ress your thanks
recount the text to your partner. Choose a genre in which to express your
thanks. Here are some suggestions:
f o u r t h · P ilgrim F a t h e r s
• a personal narrative that describes the
w o r s h ip · M a y flo w e r reason you are thankful
• a poem that tells what you are thankful
w in t e r · f r ie n d s · c r o p s · h a r v e s t
for
p a r ty · s tu ffin g · a ls o · t o d a y • a thank you note to the person you
would like to thank
all t h e t r im m in g s · g r a c e
• a decorated jar containing slips with
small notes of thanks for different
things (the person you give it to can
thanks pick out a random slip every so often)
Discuss what you personally are thankful TOOLS: Narratives
for or someone you would like to thank.
This may be more difficult than it sounds, for further instructions
so help one another to put your thoughts CONSULT
into words. Write your own key words in TOOLS PROJECTS SECTION
Freedom From Want © N orm an Rockwell 1943

READ AND ENJOY !

One Boy’s Stark Reality sbodraised on the Spokane
lxiw
anA
herm
S
reservation in the state o f W a sh in g to n . T h is e x c e rp t

from his autobiographical novel is about a period of his
life w hen tim es were hard. You canreadthfisw
o
chapters online.
options:
• Use the feedback you got on your project display.
• Take out the lists of 10 nouns and 10 adjectives that you made at the
beginning of this unit. Discuss both lists with your team. Improve the
lists by removing the words that you no longer are satisfied with and
replacing them with better ones. Report your decisions to the class.
• Do the The First Americans listening comprehension task you can find
on the * * * website.
• Do the The First Americans reading com prehension task you can find on
th e * * * website.
• Fill in the The First Americans vocabulary cloze test you can find on the
* * * website.
Do the The First Americans preposition worksheet you can find on the
* * * website.
4O u t a n d A b o u t
Sit in front of th e TV o r c o m p u te r too m u ch ? Are you

a couch p o tato ? P e rh a p s you h a v e n ’t found th e right
form of activity yet?
We a ll benefit from being out and a b o u t a t le a s t p a rt

of th e day. You will find lots of id ea s and in spiration
in th is ch ap ter. S om e of th e activities a re so e x tre m e
th a t you have to be a d a re devil to do th em . O th ers a re
o n e s you can le a rn in th e tim e it ta k e s to co m p lete
th is unit.
W h atev er your p re fe re n c e , th e re a re lots of different

c h a lle n g e s h e re - both physical and acad em ic. All it
ta k e s is practice.
Now le t's g et s ta rte d !

step up to the p la t e ...
To “step up to the plate” is an expression “Take Me Out to the Ball Game” is often
used in baseball and softball. There it sung at American baseball games. You can
means just what is says. Home plate is the hear it by using the link on the * * *
rubber mat the batter stands next to when website.
he/she is ready to bat. Outside the game to
“step up to the plate” just means to be ready Find the rules for softball on the
to do something. * * * website. See if you can get
your PE teacher to arrange for you to play
Baseball is such a popular sport in the USA softball at your school.
that many baseball expressions are used
in other situations. Check out the ones in
your textbook and use them in sentences.
T h e O n e T h e y C a ll T h e W o lf [p.72]
ch eck your reading explain

Who said what? A. Write the following words and phrases
Match the statement with the person who in your notebook. Use the context to
said or thought it. figure out what they mean. Take turns
explaining them.
W o lv e s a r e f e r o c io u s w o lf · r u m o r · t r y i n g o u t · b o u n c e d
c r e a t u r e s . H e d o e s n ’t
look all t h a t m e a n . s o c c e r · c e le b rity
a r o u n d t h e s e p a r t s · e n v io u s
O kay, if I'm r ig h t, y o u
have t o ta k e o u t m y u n b e a ta b le · I w o n d e r · s e a rc h in g
g a r b a g e a f t e r p r a c tic e . s in c e h e w a s b o rn · a g r e e d
I m o v e d h e r e fr o m t h e s t a n d s · d a n g lin g · c e r t a i n l y
C h ica g o . je w e lry · a d m i t · f e r o c io u s
M a tt
I’m t h e o n e t h e y ca ll a w h o le f o o t t a l l e r · g a r b a g e
A a r on T he W olf. a f t e r p r a c t i c e · D eal! · w e s h o o k o n i t
P e te M y d a d ’s in t h e
m ilita r y . B. Check th at you rem em ber the words.
One p artner gives an explanation; the
J u s tin other m u st identify the word.
W ith him w e ’ll b e
u n b e a t a b le .
C aitlin C. How are rumor and jewelry spelled in
M u s t b e s o m e b o d y ’s British English?
TOOLS: Spelling
s is t e r .
W e’re s o lu ck y t o h a v e
him t r y in g o u t f o r o u r word c la s s e s [§ 27 + 28 + 47]
A. Put these nouns from the list in the plural:
t e am .
wolf - rumor - celebrity - foot - deal
I h a d t o a d m it t h e kid
B. Find five adjectives on the list.
w as good.
GRAMMAR TOOLS: Parts of Speech
... w e m o v e d h e r e fr o m
C. What word class does certainly belong
D enver.
to?
review
Write and illustrate a review of the story.
Look through the rest of the texts in the Out and About section of your
Choose a text that looks interesting and w ill help you to reach at least one
of your own personal goals. Your teacher may also choose some tasks for the
W h y E x e r c is e is C o o l [p.74]
ch eck your reading

You need to be online to read the whole
text. While online, you can listen to the
text as well. Read and/or listen to it a
couple of times before you close your book,
go off line and answer the questions.
• Explain what exercise is.
• What good is exercise?
• What kind of exercise makes your heart
stronger?
• How do you know that you’re doing
aerobic exercise? What are the signs?
• What is the main job of the heart?
• Name as many examples as you can
of aerobic activities. Which is your
favorite?
• Name as many kinds of exercise that
build strength as you can. Which are
you going to do today?
• What does it mean to be flexible?
• Name as many things as you can that
are good for flexibility.
• What are calories and why do we need
them?
• When do you need the most calories?
• What is the name of the chemical your
brain produces when you exercise and
what does it do?
adding - ing
A. Write this list of verbs in your notebook verb + ing
or use the worksheet from the * * *
website. Write each with the t h ink thinking
-in g ending next to it. be
TOOLS Spelling - When you need to add
play
an ending
da nc e
B. Write your own spelling rules for
help
-in g endings in your LANGUAGE
NOTEBOOK. pump
carry
C. Test one another orally.
swim
jog
skate
create a quiz
A. Create a multiple choice quiz for ski
your classmates, so they can test their
bike
knowledge about why exercise is both
important and cool. row
Y o u c o u ld s ta r t w i t h s o m e th in g lik e : skip
1. What counts as exercise?
run
a. dancing
b. doing push-ups ride
c. reaching down to touch your toes
tumble
d. all of the above
touch
B. Make an answer key so they can check score
their answers. Be ready to answer any
questions they may have. h it
D o u b le D u tc h
watch and.76] listen

[p
Find the Double Dutch links for the video grammar gam es
and the lyrics on * * * What do you need to practice? Try out
website. some online grammar games. You can find
Watch and enjoy the video. links on t h e * * * website.
Read through the lyrics and watch the
video again.
skipping rap
a closer look Using Malcolm McLaren’s Double Dutch
Read the text in your textbook aloud to one rhythm, write your own rap to skip to.
another, one section at a time. Since counting is very helpful when you
What is an eggbeater? skip Double Dutch, you might want to use
Show one another which way the ropes are numbers, even just 1 -2 ,1 -2, in your rap text.
turned.
Discuss what you thought of the jumpers
on the video. Double Dutch
How did you think the music and lyrics Teach the class your skipping rap. Show
went with the video? and tell them how to skip Double Dutch.
What do you think of Double Dutch? Give them some tips about how to get it
right.
give Double Dutch a try
Find a link to the instructions on the
* * * website and get
started. It’s going to take some practice to
get it right.
B o r e d ?
G ra b a b o a r d !
ch eck your.78] reading

[p
A. Answer these questions about surfing:
• Where did the idea of surfing start?
• Can you name some of the
Polynesian islands?
• What does a surfer scan the coast
for?
• What can make surfing on a
surfboard expensive?
• Which of the board sports
mentioned in the last paragraph are
water sports?
B. One partner writes three questions

about skateboarding. The other partner
does the same for snowboarding. hom ophone gam es
Having trouble with homophones like
C. Switch papers and answer one another’s bored and board? Try out some online
questions. homophone games. You can find links on
TOOLS: Spelling - Homophones
find the w ords
Find the words in the text to match these
synonyms: other board sports
Look into one or more other board sports.
Some possibilities are waveboarding,
t h e o l d e s t · big rou n d w a v e s
sandboarding, windsurfing, kitesurfing,
h a p p y · d if f ic u lt t a s k riverboarding, river surfing, flowboarding,
mountainboarding, snowskating,
lo n g e s t d is ta n c e
wakeboarding, dirtsurfing and sky surfing.
a l o t o f m o n e y (2 words)
c r e a t iv e ·j u s t
poster
f a s t e n e d on · d e a t h - d e f y i n g Make an awesome poster to present the
board sport of your choice.
d e c i d e s · t o d o (3 words)
r o a d s a n d s id e w a lk s
Promote your poster by giving a short
w e a th e r c o n d itio n s
u n fr ie n d ly TOOLS: Presentations
m ak in g d o w ith (2 words)
K a ra te [p. 80]
important w ords
Before your work with the texts, be sure
you know what these words mean:
m a r tia l a r t s · s e l f - d e f e n s e
e m p h a s is · s e lf - d e v e l o p m e n t
proper · p ersev era n ce
f e a r l e s s n e s s · v ir t u e
le a d e r s h ip s k ills
a closer look
A. Read the lines from the movies aloud in
roles, one set at a time.
B. Each time you read a section, stop

to discuss what the message is, what
Daniel or Dre is learning.
trailers
Check out trailers for both movies.
You can find links on the * * *
website.
gramm ar g a m es
What do you need to practice? Try out
some online grammar games. You can find
links on t h e *website.
review
If you have seen one or both of the movies,
you can write a review. If not, you can write
a review of one or more of the trailers.
Promote your review by giving a short

a clo ser
.82] look
[p
m
-tin
ou
ark
P
Discuss these questions.
• W h at reasons does the text give for
practicing Parkour?
• W h at do you th in k of the connection
betw een sport and philosophy?
find the w ords

Find the words in the text th at m ean the
same as
g o o d p h y s ic a l fo r m
g o o d , a p p r o p r ia t e
tr a in e r s
lo o se and s o f t
p a n ts
m a le w h o d o e s p a rk o u r
f e m a l e d o e s p a rk o u r
gsarein t h e w a y
in
th
d i f f i c u fectivn
sl t t o d o
w a w e sreativlyhecktInrfoim
T
Y
X
dk,bvM
.B
lug‘n’yceC
aP
hispotfrm up.cCo m e
asdvw
gramm ar g a m es review or poster
W hat do you need to practice? Try out Choose A, B or C.
some online gram m ar games. You can find A. W rite a review of one or m ore of the
links on the *website. parkour sites you found on the Internet
B. Make a poster to show and tell about

parkour.
C. Make a poster to tell about a Plug ‘n’

Play facility in Denmark.
Prom ote your poster or review by giving a

resntaioshort presentation of it for the class.
:P
S
L
O
T
A d r e n a lin e A d v e n tu r e s
ch eck them out

.83]acloserk jum ping and
Discuss w ingsuit [p Find videos of BASE w ingsuit jum ping
the other extrem e activities and some of the other extrem e sports
m entioned in this text. m entioned in your textbook on the
• W hich do you th in k is the m ost Internet so you can get a feeling of
dangerous? w hat it m ight be like to do them .
• W hich do you th ink m ight be the
m ost fun?
• Do you know anyone w ho has tried gramm ar g a m es
one of them ? W h at do you need to practice?
• W hich ones w ould you like to try? Try out some online gram m ar
games. You can find links on the
* * * website.
Find words in the textfin ex th at m ean the same

orsth
w
d
as: poster
c h e m ic a l p r o d u c e d b y t h e Make a poster about the sport or activity of
b o d y in t i m e s o f s t r e s s o r your choice. It can be one of the ones you
e x c ite m e n t have learned m ore about w hile working
w ith this unit, som ething you have done
dem and yourself or som ething you w ould like to
e x p e r tis e do.
bravery
Prom ote your poster by giving a short
fly in g high
str o n g TOOLS: Presentations
fa llin g v e r y f a s t
h o w o b j e c t s m o v e th r o u g h a ir
n o t m o v e a b le , fix e d
s t a y a w a y fr o m (3 words)
To help you to evaluate your work R

c?on this unit you have the following
tsw
p
om
gC
rfin
u
eS
h
!T
Y
JO
N
D
A
E
options:
• Have a photo scavenger hunt.

TOOLS: Games
• Do the Out and About listening comprehension task you can find on the
* * * website.
• Do the Out and About reading comprehension task you can find on the
* * * website.
• Fill in the Out and About vocabulary cloze test you can find on the
* * * website.
• Do the Out and About preposition worksheet you can find on the
* * * website.
Do the grammar worksheet of your or your teacher’s choice.
Be sure to take the time to evaluate your work and decide what you w ill save in
H
5 a w a i i
- t h e A l o h a S t a t e
Hawaii is like no o th e r s ta te in th e United S ta te s of A m erica.

It is not even co n n e cte d to th e N orth A m erican co n tin en t.
H aw aii's g e o g ra p h y is d ifferent. The ethnic m a k e -u p of its
population is d ifferent. Its e a rlie s t histo ry w as s e p a r a te from
th a t of th e USA.
M ost people think of Hawaii a s a

vacation w o n d e rla n d . But th e re is
m ore to it th an th a t. In th is unit you
will lea rn a bit a b o u t th e history
of Hawaii and m e e t so m e fam o u s
H aw aiians.
You’ll have a ch a n ce to u se w hat you

know a b o u t v e rb s in th e infinitive
and p re s e n t and p a st te n s e s . You will
a lso g et to p e rfe c t your own pow erful
p a ra g ra p h .
The final p roduct for th e w hole c la ss

will be an a w e so m e Hawaii m ind m ap
w ith e x tra info to let people know w hat
Hawaii is really like.
mindm ap
What do you know about Hawaii? This is the first step towards the huge,
A. Start a rough mind map with Hawaii collaborative Hawaii mind map the class
in the middle and branches out to the will be able to produce at the end of this
categories history, today, geography, unit.
people, customs, myths and vacation TOOLS: Mind Map
activities on it. If there is another
category you want to include, that’s fine. The text and map (Textbook p. 89) provide
information that you may want to add to
B. Add on all of the words you can think of your mind map.
that relate to the different categories.
DearM
sBoesen [p.90]acloserlook explore
It would be a good idea to have your book A. From your list choose three key words
open to the map of Hawaii as you read to start with. Google them and see what
Jesse’s e-mail and discuss these questions. you find. You can also check YouTube.
• What does Jesse mean by “cool” in the
first sentence? B. Make notes about each result in your
• What is Jesse referring to when he notebook.
writes “Jaws”?
• What could the acronym “aka” mean?
Jesse uses it in paragraphs 2 and 4. C.
• How many meters tall are 70 foot Share the most interesting hits with
waves? your team.
• What does the prefix “demi-” mean in
“demigod”?
• What is a ukulele and how many strings strong s e n te n c e s
has it got? A. Write one really effective and strong
• What does the prefix “post” mean in sentence to tell about the most
“post-secondary school”? interesting thing you found on the
• What is meant by “a very global Internet.
population”?
• What is a “wannabe”? B. Get response from your team. How
• What movie does “Han Solo wannabes” interesting is it? Is it correct?
refer to?
• What is a peg-leg? C. Have your teacher check it, too.
• What does “where surf legends are
made” mean? D. Make a clean copy of your sentence, so
• W h a t is a seam ount? it looks good.
• Explain the word “unsuspecting”?
• What would the opposite of E. Save it to place on the final mind map.
unsuspecting be? TOOLS: Strong Sentences
• What is a lei?
• What is the hula?
key w ords
Make a list of as many key words as you can
from Jesse’s mail. What you are looking for 1 inch = 2.54 cm1 foot =
are words you could use as search words in 30.48 cm 1 yard = 0.914 m 1 mile
google e.g. Jaws waves, Maui, Iz. = 1609 m 12 inches = 1 foot 3
feet = 1 yard 1760 yards = 1 m ile
Look through the rest of the texts in the Hawaii - the Aloha State section of your textbook. Find
the text or sub-topic you would like to go into depth with. For this unit, a set of goals has been
decided upon ahead of time. No matter which text you choose, you w ill work with reading
comprehension, identifying key words in a text, doing a bit of research on the Internet, writing
a powerful paragraph, conjugating verbs and making notes about verb forms and functions.
Besides that you will be discussing and negotiating with your partners part of the time and
learning more about Hawaii all the time.
This u nit w ill be rounded off w ith a collaborative Hawaii m ind map. In addition to your
sentence, your contribution w ill be an illustration and a pow erful five-sentence paragraph
about the subtopic of your choice. TOOLS: Powerful Paragraphs
A fte r th e A r r iv a l o f t h e F ir s t E u r o p e a n s [p. 92]
ch eck your reading

A. Answer these questions based on the
text.
• Where did the first people in Hawaii

come from?
• W hy did so many Hawaiians die of
illnesses in the years 1780-1820?
• How many kingdoms do you think
there were before Kamehameha I united
the islands?
• What did Kamehameha do to
modernize Hawaii?
B. Divide the rest of the text between you

and write three more questions each.
C. Challenge your teammates to answer

your questions.
find key w ords

Go through the text to find dates and key
words. Thirty would be a good number.
They will be good to use when you write
your paragraph.
verbs[ § 1 -4+9-12] m ore about history
A
.The m ain verbs from the first paragraph A. Divide the text into four sections. Each
of the text are in the chart below. Copy team m em ber w ill be responsible for
this list into your LANGUAGE one subtopic from the text.
NOTEBOOK. Fill in the forms th at are
missing. .B
Search the Internet for more
inform ation about your subtopic. You
Find at least ten verbs in the rest of the will find a helpful link on the * * *
text. Put them into your chart. Fill in the website. Look for a good
tense th a t is missing. illustration you can use, too.
C. W h at is the function of the present

tense? W h en do we use the past tense? a powerful paragraph
W rite the answers in your LANGUAGE A. Each of you m ust com pose a pow erful
NOTEBOOK. five-sentence paragraph about your
subtopic.
infinitive present tense past tense B. Get response from your team and your
discover/ teacher before producing the final copy
to discover discovered nci
C
erfulagphs+
ow
:P
S
L
O
T to go w ith your illustration.
discovers
to read read/ reads read
to be am / is /are wa s /were
to come cam e
lived
arrived
tried
to disturb
brought
spread
died
mindm ap + paragraph
When everyone is ready, it’s time to share
your knowledge and put the mind map
together. Your category is history. In turn,
read your paragraphs for the class and
place them on the mind map.
L iliu o k a la n i - th e L a s t Q u e e n [p . 9 4 ]
ch eck your reading

These are the answers. What are the
questions?
• Aloha ‘Oe
• When she was a prisoner.
• American businessmen.
• A love song. verbs [§1-4+9-12]
• Because she tried to get some power A. Here are some verbs from the first two
back. paragraphs of the text. They are in a
• Her brother had given it away. variety of tenses, but you only need
• It would be an advantage for them for to think about the three forms on
Hawaii to be a republic. the chart. Copy this chart into your
• Selling Hawaiian sugar. LANGUAGE NOTEBOOK. Fill in the
• In an ordinary house. forms that are missing.
• For as long as she lived.
infinitive past tense
present tense
to be a m /is/a re was/were
find key w ords
Go through the text and find key words. to sound sound/sounds sounded
They will be good to use when you write th in k /
your paragraph.
took
wrote
Queen Lilioukalani
tried
A. Find out more about Queen Lilioukalani
and listen to “Aloha ‘Oe”. Check out to give aw ay
the links on the * * *
website. B. Find as many more verbs as you can in
the rest of the text. Put them into the
B. W hile you are on the Internet, you can chart. Fill in the forms that are missing.
learn to do the hula on YouTube. It’s the
traditional dance that goes with Queen C. What is the function of the present
Lilioukalani’s “Aloha ‘Oe”. tense? When do we use the past tense?
Write the answers in your LANGUAGE
NOTEBOOK.
a powerful paragraph GRAMMAR TOOLS: Parts of Speech
A. Each of you must compose a powerful
five-sentence paragraph about an aspect
of Queen Lilioukalani’s life. mindmap + paragraph
B. Get response from your team and your your knowledge and put the mind map
teacher before producing the final copy together. Your category is people. Read
to go with your illustration. your paragraph for the class and place it on
TOOLS: Powerful Paragraphs + the mind map.
Peer Conferencing
H a w a i'i 7 8 [p. 96]
ch eck your reading

Listen to the song and read the text.
Answer the following questions.
• Where do the first two lines of the song
come from?
• W hy do you think that it begins and
ends in Hawaiian instead of English?
• What is the song protesting against?
• How would songwriter Mickey Ioane
answer the questions at the end of the
song?
find key w ords

Go through the song and find key words.
your paragraph.
verbs [§1-4+9-12+24] Hawaiian statehood - for and against

A. Here are some verbs from the first two Find out more about Hawaiian statehood as
paragraphs of the text. They are in a seen from a native Hawaiian point of view
variety of tenses, but you only need to and about singer Israel Kamakwawiw’ole
think about the three forms on the chart. (aka Iz). Check out the links on the
Copy this chart into your LANGUAGE * * * website.
NOTEBOOK. Fill in the forms that are
missing.
a powerful paragraph
present Each of you must compose a powerful
infinitive past tense
tense five-sentence paragraph about an aspect
to visit visit/visits visited of how European and American interests
saw have changed the course of Hawaiian life
and culture. Look into who benefitted from
to feel
Hawaii becoming the 50th state in the USA
to imagine and who lost out.
TOOLS: Powerful Paragraphs +
to be am / is/ are was/w ere
Peer Conferencing
B. Find as many more verbs as you can in

the rest of the text. Put them into the mindmap + paragraph
chart. Fill in the forms that are missing. When everyone is ready, it’s time to share
C. Many of the verbs you have found in the together. Your category is history. Read
text are in the infinitive. W hy is that? your paragraph for the class and place it on
TOOLS: Parts of Speech the mind map.
F a th e r D a m ie n - fr ie n d o f le p e r s [p. 97]
betw een the lines verb s [§1-4+9-12]

Discuss these questions after reading the A. Here are the main verbs from the first
text. two paragraphs of the text. Copy this
• What kind of a person was Father list into your LANGUAGE NOTEBOOK.
Damien? Fill in the forms that are missing.
• What is leprosy?
• How were lepers treated before Father infinitive present tense past tense
Damien went to Molokai to help them? to be a m /is/are wa s /were
• How did Father Damien change the
to tak e ta k e /ta k e s took
lives of the people with leprosy?
• What consequences did the work he did suffered
on Molokai have for Father Damien? becom e/
becomes
a m /is/ are
find key w ords dam aged
Go through the text and find key words. made
shrank
your paragraph.
B. Find the verbs in the rest of the text. Put
them into the chart. Fill in the forms
a powerful paragraph that are missing.
A. Each of you must compose a powerful
five-sentence paragraph about an aspect C. What is the function of the present
of Father Damien’s life. tense? When do we use the past tense?
B. Get response from your team and your NOTEBOOK.
te a c h e r b e fo re p ro d u c in g th e fin a l copy TOOLS: Parts of Speech
to go with your illustration.
Peer Conferencing Father Damien
Get to know more about Father Damien.
You will find links on the
* * * website.
mindmap + paragraph
together. Your category is people. Read
your paragraph for the class and place it on
the mind map.
B a r a c k O b a m a - 4 4 th P r e s i d e n t o f th e U S A [p. 98]
ch eck your reading C. What is the function of the present

A. Here are two answers. What are the tense? When do we use the past tense?
questions? Write the answers in your LANGUAGE
• on the 4thof August NOTEBOOK.
• Africa TOOLS: Parts of Speech
B. Take turns finding answers. Challenge Barack Obama

your partner to pose the question. Find out more about Barack Obama. Check
out the links on t h e * * *
website.
find key w ords
Go through the text and find key words.
They w ill be good to use when you write a powerful paragraph
your paragraph. A. Each of you must compose a powerful
five-sentence paragraph about an aspect
of Barack Obama’s life.
verbs [§1-4+9-12]
A. Here are some verbs from the text. B. Get response from your team and your
Copy this list into your LANGUAGE teacher before producing the final copy
NOTEBOOK. Fill in the forms that are to go with your illustration.
missing. TOOLS: Powerful Paragraphs +
Peer Conferencing
infinitive present tense past tense
to be am /is/ are wa s /were mindmap + paragraph
When everyone is ready it’s time to share
to move moved
lived together. Your category is people. Read
spent your paragraph for the class and place it on
wen t the mind map.
studied
becam e
bring/
to fight
worked
to make
B. Find the verbs in the rest of the text. Put

them into the chart. Fill in the forms
that are missing.
.10]H a w a i i T o d a y
[p
ch eck your reading verbs [§1-4+9-12]

True or false? If it’s false, change it to make A. Here are some verbs from the beginning
it true. of the text. Copy this list into your
• There is a lot of racial conflict in Hawaii. LANGUAGE NOTEBOOK. Fill in the
• Hawaiian is the major language spoken forms that are missing.
in Hawaii.
• Many tourists go to Hawaii because the infinitive present tense past tense
weather is good. to seem seem / seems seemed
• The weather is always wet on the coasts.
to be am / i s/a re was/w ere
• The Hawaiian islands were formed by
volcanoes. to speak
• None of the volcanoes are active any m e e t/
more. wa n t to /
• There aren’t many ways people can earn
to say
money in Hawaii.
/v a ries
• The famous hula dance is related to hip
hop. / rains
• Huge waves from the South Pacific /falls
make surfing fun in Hawaii.
• Two dangers for surfers are the huge
waves and the great white sharks. B. Find at least ten verbs in the rest of the
text. Put them into the chart. Fill in the
form s th a t are missing.
find key w ords
Go through the text and find key words. C. What is the function of the present
They will be good to use when you write tense? When do we use the past tense?
your paragraph. Write the answers in your LANGUAGE
NOTEBOOK.
Hawaii today mindmap + paragraph
A. Divide the text into four sections. Each When everyone is ready, it’s time to
team member w ill be responsible for share your knowledge and put the mind
one subtopic from the text. map together. Your team’s categories are
language, climate, geography, vacation
B. Search the Internet for more activities and today. In turn, read your
information about your subtopic. You paragraph for the class and place them on
will find a helpful link on the * * * the mind map.
website. Look for a good
illustration you can use, too.
a powerful paragraph
A. Compose a powerful five-sentence
paragraph about your subtopic.
B. Get response from your team and your

teacher before producing the final copy
Peer Conferencing
H a w a i i ’s M o st F a m o u s G o d d e s s - P e le [p. 103]
ch eck your reading find key w ords

• What was Pele known for? Go through the text and find key words.
• What was her sister known for? They will be good to use when you write
• How did Pele become a goddess? your paragraph.
• What did Leilani intend to do?
• What did Leilani’s grandmother warn
her about? Hawaiian m yths
• What happened as Leilani made her Find out more about Pele and other
way up the mountainside? Hawaiian myths. Check out the links on
• What was her reaction to Pele’s activity? the * * * website. Be on the
• W hy do you think that the earth lookout for a good illustration.
stopped shaking?
a powerful paragraph verbs [§1-4+9-12]
A. Each of you must compose a powerful A. Here are the main verbs from the first
five-sentence paragraph that tells two paragraphs. Copy this list into your
something about the Hawaiian Goddess LANGUAGE NOTEBOOK. Fill in the
Pele. forms that are missing.
B. Get response from your team and your infinitive present tense past tense
teacher before producing the final copy to be am / is/ are was/w ere
to mean m ean/ means m eant
Peer Conferencing to c a ll c a ll/ca lls c a lled
live/
flew
love/
to listen
/says
sent
had
/s e e ms
left
went
m ade
B. Find at least ten verbs in the rest of the

text. Put them into the chart. Fill in the
forms that are missing.
C. What is the function of the present

tense? When do we use the past tense?
NOTEBOOK.
mindmap + paragraph
together. Your category is myths. Read your
paragraph for the class and place it on the
mind map.
READ AND ENJOY!
Pele's Revenge Unfortunately, Pele does not take no for an answer ...
options:
• Play adjectives on a roll.

TOOLS: Games
• Do the Hawaii listening comprehension task you can find on the

* * * website.
• Do the Hawaii reading comprehension task you can find on the

* * * website.
• Fill in the Hawaii vocabulary cloze test you can find on the
* * * website.
• Do the Hawaii preposition worksheet you can find on the

* * * website.
6S p o t l i g h t o n
S c h o o l
You le a rn lo ts of th in g s in school. Not all of th em

have to do w ith th e s u b je c ts on your tim eta b le .
That is tru e for sc h o o ls all over th e w orld.
In th is unit you will have th e ch a n ce to look into

differen t a s p e c ts of sc h o o ls and learn in g in G reat
Britain and A m erica. You will do so m e re s e a rc h
and s h a re your re s u lts w ith your p a rtn e r or
te a m m a te s .
W ords a re in focus h e re and so a re different

w riting g e n re s . Be s u re to ch eck out th e TOOLS
and find th e G raphic O rganizer th a t s u its your
p u rp o se .
S e v e ra l of th e ta s k s a sk for your own reaction,

so you m ay a lso le a rn a bit a b o u t y o u rself in th e
p ro c e ss.
COMBINE YOUR KNOWLEDGE
brainstorm Read the short texts about British and

You know how you go to school in Denmark, American schools (Textbook p. 106) and
but what do you know about going to school listen to the poem.
in Britain or the United States?
A. Take two pieces of paper and write I Pulled an "A"

Britain on one and the USA on the other. Share your thoughts about getting grades -
Write down everything you can think of even if you haven’t actually tried it yet.
about schools in those two countries. In what ways can getting grades be
positive?
B. Get together with another team and In what ways might grades have a negative
compare your information. effect?
D o rk D ia r ie s
reading resp
.108][p on se collect your favorites
A. For each page of Nikki’s diary you A. Nikki uses very colorful language in
should write at least one comment. That her diary. Choose 10 words and phrases
is easiest if you use post-its, but you you especially like. Write them in your
can write in your notebook, too. You LANGUAGE NOTEBOOK.
can write something you think, feel, TOOLS: Your Language Notebook
expect to happen, are afraid will happen
- or something you know because of B.
the way it is written or because of the Show your list to your partner. Take
drawings. turns making sentences with your
words/phrases.
B. Choose one or two places in the text
that you especially like and be ready to C. Check one another to be sure that you
explain why. can spell them. If not, put them on your
spelling list, too.
b etw een the lines

A. Compare comments and discuss the
text with your teammates - one page
at a time. Take turns being the one to
start and lead the discussion. Be sure to
get answers to any questions you might
have.
B. Find as many clues as you can to show

that the action takes place in America?
acronym s
A. What are these acronyms from the text
short for:
B TW
OMG
WCD
IQ
B. What other acronyms do you know

and/or use when you send text messages
or chat?
adverbs and adjectives [§ 47+ 48]

A. Change the following adverbs from the
text into adjectives:
adverb adjective
brutally
edit your diary
actually A. Exchange diary texts with your partner
probably and give one another constructive
feedback.
practically
B. Edit your text using the feedback you
B. Take turns finding adjectives in the text. found useful.
This text is full of them. Write them in
your LANGUAGE NOTEBOOK. C. Check your text for spelling, grammar,
How many can you find? punctuation, flow, etc.
D. Have your teacher give you response:
praise, suggestions and corrections.
diary
Write your own illustrated diary about a E. Produce the final copy of your text the
week at school. It can be real or fictive. It way you want it to look as a finished
can be fun to read or thoughtful. Just like product. Make it into a presentation
any other piece of writing it should have a poster.
beginning, a middle and an end.
xhibit
e
Hang everyone’s diary posters in the
classroom, hallway, common room or
school library.
Look through the rest of the texts in the Spotlight on School section of your
Choose a text that looks interesting and will help you to reach at least one
of your own personal goals. Your teacher may also choose some tasks for the
W h a t K id s L e a r n in G ra d e 7 [p. 113]
before you read ch eck your reading

A. Make a timetable for your school week 1. What subject does ENGLISH at this
with all of your subjects. Have boxes for Long Island middle school correspond
your after school activities, too. to on your timetable?
2. In which subject are there field trips?
B. Divide a page in your LANGUAGE 3. Which of the topics to be covered in
NOTEBOOK into four sections. Each MATHEMATICS look familiar? Google
section gets a heading: Danish, Math, or look up the ones you aren’t familiar
English, German or French. with.
4. When do the students at this middle
C. Write some keywords under each school start learning a foreign
heading to show what you are doing or language?
learning about in each subject at this 5. In what connection do students in
time. Danish schools discuss the topics that
TOOLS: Your Language Notebook are covered in HEALTH EDUCATION?
a closer look at variation in writing
A. Find three synonyms for different in

the first sentence under ENGLISH. Try
reading the sentence out loud using the
word “different” all three times. Not as
good, right?
B. Find two synonyms for tactics in the

same sentence. Try reading the sentence
using the same word in both places.
What do you think?
C. Remember to check your texts to see

if you have used a word or expression
more than once. If so, find a synonym
that w ill make the text more interesting.
find w ords and ex p ressio n s com pare sch o o ls
Help one another to find words and What did you find interesting about what
expressions in the text that mean the same American students learn in the 7thgrade.
as: Note the bell schedule on this page, too.
They have pretty much the same 8 subjects
in the list o f subjects: at the same time every day and one period
r e q u ired for lunch.
Write an essay that discusses what we
in the ENGLISH section: could learn from American schools and/or
im p rovin g what they could learn from us.
TOOLS: Opinion Organizer + Useful
a n a ly z in g
Expressions
p la c e d in
BELL SCHEDULE
in the MATHEMATICS section:
in p r e p a r a tio n f o r a lg e b r a
TIME
lo o k s a t a g a in PERIOD
7 :3 5
lea r n w ell A d v i s o r y
- 7 :4 5
7:48 - 8:28 1
w h o le n u m b e r s , b o t h p o s i t i v e
8:32 - 9:12
a n d n e g a t iv e 2
c h a r a c te r is tic s 9:16 - 9:56 3
4
4 x + 7 (x + 2 ) = 4 7 1 0 :0 0
- 1 0 :4 0
10:44 - 11:24
2 :1 5
43% 11:28 - 12:09

6 - L u n c h 1
12:13 - 12:54
in the FOREIGN LANGUAGE section: 7 - L u n c h 2
12:58 - 1:38
8
s p e c ia l a t t e n t i o n
1:41-2:21
sk e tc h e s 9
2:40 - 3:35
e a g e r n e s s , d e s ir e A fte r S c h o o l C lu b s
in the HEALTH EDUCATION section:

te e n a g e share your ideas
b ein g m e a n t o o t h e r s Share your observations and ideas with
your partner or your team.
go o d w a y s t o behave
fe e lin g g o o d a b o u t o n e s e l f
p e o p le w h o w ork a t t h e s c h o o l
D iffe r e n t K in d s o f S m a r ts [p. 114]
think aloud verbs: the present continuous (-ing)

A. Discuss what kinds of activities you [§4 + 5]
usually pick when your teacher gives
you a choice. A. Look around in your class and see what
all your classmates are doing right now.
B. Read the text and use it to identify Take turns describing what you see. You
which intelligences you use most. will be using is or are + the -ing form.
B. Write five of your observations in your

LANGUAGE NOTEBOOK.
C. In your own words, write the rale for

using the present continuous. Tell how
it is different from the regular present.
te st yourself M A ST E R IN G NEW SKILLS A N D
Take one of the MI tests that are available KNOW LEDGE
on the * * * website.
Don’t forget that it is what is called a Tell m e -
“popular” test, not science. Take it for fun. It a n d I will f o r g e t .
w ill give you an idea of which intelligences T ea ch m e -
you prefer, but not the whole picture. a n d I will r e m e m b e r.
Involve m e -
a n d I will lea rn .
challenge yourself
Pick one of the intelligences you don’t favor
and plan how you can experiment with
using that one next time you get to choose think aloud
the way you will work. A. Think aloud as you find examples of
your own experience with each of the
three situations described above.
B. What is the difference between

remembering (sentence 2) and learning
(sentence 3).
learning by teaching
A. Organize what you have learned about
yourselves and learning.
B. Make a plan for how you can involve

your teammates or another team
instead of just telling them about what
you now know about learning.
C. Carry out your plan.
D. Have them evaluate what they have

learned from you. Do they feel as
though they know something new
about thinking and learning now? Can
they apply it to themselves? Was it fun?
Interesting? Helpful? Ask them what
you want to know
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T im e fo r a B r e a k ! [p.117]
ch eck your reading

1. What time of the year is it when Maria
visits Pat’s school?
2. What time of the day is it?
3. Where do the pupils have their lunch?
4. W hy doesn’t Pat eat the school lunch?
5. What happens at Pat’s school if the
pupils break the rules?
find w ords and exp ression s

Find words in the text that mean
antonym s
f r e e p e r io d b e t w e e n l e s s o n s Find words that mean the opposite of
v e r y h u n g ry c h e a p · s t a r t · la te r
run q u ick ly
s o m e o n e y o u w r it e t o a n d g e t
l e t t e r s fr o m role play
Make up a dialogue between a girl or boy
fo o d y o u g e t fr o m a n im a ls
from an English-speaking country and a
n o t a t all Danish student. You can, for example, ask
each other the following questions:
m o th e r and fa th e r
• What subjects do you take?
h a lf p a s t fo u r • Which subject do you like best?
• Which subject do you like the least?
• What are your school lunches like?
the apostrophe [§20 + 35] • Are there any rules in your school that
A. Find and list in your LANGUAGE you don’t like?
NOTEBOOK the 13 words in the text • What is good about your school and
that have apostrophes. Next to each what is not so good?
contraction write the two words it is • What is there to do after school?
made up of.
B. Two of the apostrophes are not in

contractions. What do they tell the role play
reader? Play your dialogue for your teammates or
for another team.
C. Write the rules for the two different uses
of the apostrophe in your own words in
your LANGUAGE NOTEBOOK
Br. English ≠ Am. English
c r i s p s - p otato chips
c h i p s - French fries
A fte r -s c h o o l C lu b s [p. 118]
ch eck your reading ch o o se topic A. B or C

True or false? If a statement is false, you A. What is your opinion of the assortment
should correct it. of clubs that these American 7th graders
1. Band is only for students who already can choose from at their school? If these
know how to play an instrument. clubs were at your school, which one
2. You probably don’t have to go to drama would you join? What is there for you
club meetings every time. to do after school each day?
3. There are no 6thgraders on the Write an essay that discusses after
volleyball team. school activities for 7th graders in the
4. Intramurals must be a club where girls US and in Denmark.
and boys meet to socialize. TOOLS: Opinion Organizer + Useful
5. Anybody can join the jazz club. Expressions
6. Good grades w ill get you into the
National Junior Honor Society. B. You are a reporter for the student
7. The students actually publish their own newspaper at your school. Give it a
school newspaper. name. Write an article about what you
8. Some kids must be crazy about spelling. and your classmates do after school.
9. Some students do kind things for people TOOLS: Opinion Organizer + Useful
who are less fortunate than they are. Expressions
10. Young Naturalists is a club for students
who want to go naked. C. Write a creative piece for OPUS, the
school literary magazine. It can be a
story, a poem or a book review.
explain the w ords TOOLS: Narratives + Opinion Organizer
Use the context to help one another to
understand these words and expressions
from the text: share your ideas
Share the writing task you chose to do with
e n r ic h · e n h a n c e · a u d itio n
your partner or your team.
r e h e a r s a l s · p a r t ic i p a t e · s o c c e r
l a c r o s s e · t r a c k · p e n d in g
in tr a m u r a ls · s n e a k e r s
im p r o v is a tio n a l s k ills
c o n tem p o r a r y
an o v e r a ll a v e r a g e o f 9 3 % o r h ig h e r
d a n c e tr o u p e · n a tu r a lis ts
BONUS QUESTION:
What kind of a club do you think
“Pure Imagination” is?
T h o u g h ts B e fo r e H ig h S c h o o l [p. 120]
ch eck your reading th em es

1. What kind of school w ill Jeremy go to Each paragraph in Jeremy’s narrative,
after the summer vacation? starting at “I look forward to it...”, has its
2. What “stories” has he heard about his own theme. Write the numbers 1 to 12 in
new school? your notebooks. Next to each write a
3. Which foreign language do most pupils keyword or phrase to show what that
in Jeremy’s new school take? Why? paragraph is about.
4. Explain what it means to be “grouped
by ability”.
5. W hy would he like to go to a private your opinion
school, and why can’t he do it? Choose one of the themes you found in
6 . What kind of job has he got? Jeremy’s narrative and use it as the subject
of a story, personal narrative or opinion
essay.
find w ords and exp ression s TOOLS: Narratives + Useful Expressions
A. Help one another to find words and
expressions in the text that mean the
same as: share your work
t h e d a y s o r w e e k s w h en y o u a r e Share your results with your team. Lead
f r e e fr o m s c h o o l them in a discussion of the topic.
a j o b w h e r e y o u k e e p an e y e on
p e o p le on t h e b e a c h
a str e a m o f w a ter
t h e s u b j e c t in w h ich y o u lea rn
a d d it io n a n d s u b t r a c t i o n
t h e o p p o s i t e o f o p t io n a l
B. Choose five m ore words in the text

about Jeremy and explain them in the
same way to your partner.
If S chool Were More R

!Like B aseb allT
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eadingP
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et.
To help you to evaluate your work on this unit you have the following options:
• Have a spelling bee with the most difficult words you can find in this unit.
TOOLS: Games
• Do the Spotlight on School listening comprehension task you can find on the
* * * website.
• Do the Spotlight on School reading comprehension task you can find on the
* * * website.
• Fill in the Spotlight on School vocabulary cloze test you can find on the
* * * website.
• Do the Spotlight on School preposition worksheet you can find on the

* * * website.
7C a n a d a -
f r o m s e a
t o s e a
C anada s tr e tc h e s 7 ,560 k ilo m e te rs a c ro s s

six tim e z o n e s from th e A tlantic to th e Pacific
O cean. From th e arctic n o rth to th e A m erican
b o a rd e r in th e so u th it covers m o re th a n half
of th e N o rth ern H em isp h ere.
In th is unit your te a m will do a project to find

out m ore a b o u t d ifferen t a s p e c ts of C anada.
You will be doing re s e a rc h , planning a project

and w riting a s h o rt text. You will exhibit
your findings and g et fee d b a c k from your
c la s s m a te s .
How ab o u t inviting o th e r s tu d e n ts - o r even

your p a re n ts - to s e e your exhibition, too?
POOL YOUR KNOWLEDGE
brainstorm Canada’s National Anthem

What do you know about this vast and Find the link on the * * *
rugged country where English is one of website and listen to Canada’s national
the two official languages? Who lives in anthem in English and French.
Canada and how did they get there? What Can anyone translate the French?
are the landscape and climate like in the
different parts in Canada? What kinds of
animals are native to Canada?
T h e S p e ll o f th e Y u k o n [p. 1 26]
before you read collect w ords and phrases

A. Before you read the poem, be sure to A. This poem is full of unusual words and
read the info box about the Klondike expressive language. You can almost see
gold rush. what Robert W. Service means:
I scrabbled and mucked like a slave
B. Uncle Scrooge has been in the Klondike, and I hurled m y youth into a grave.
too. You’ll find a link to that story on the
* * * B. Find at least 10 words or phrases to save
in your LANGUAGE NOTEBOOK.
read or listen C. Add to your collection whenever you

You w ill find a link on the * * * meet words and phrases that appeal to
website so you can listen to this you.
poem. Don’t worry about understanding
every single word. As long as you can
follow the general meaning, that’s fine. The Bard of the Yukon
A. Find information about poet Robert W.
Service on the Internet.
betw een the lines
Go through the poem with your team one B. Find and enjoy other of Service’s poems.
verse at a time, so you are clear about what
the poet/narrator has experienced and how
he feels about it. Take turns summing each
verse up as you go along.
Discuss what you thought of the poem.
Look through the rest of the texts in the Canada - from sea to sea section of your
textbook. Find the text you would like to work with as a team. The one you
choose will be the point of departure for your team project.
You will be sharing your project with the class using Carousel Feedback.
That means that you will put together a display of your results. As you work,
think about ways to make your display inviting and informative.
A n im a ls o f th e Y u k o n [p. 128]
find w o rd s Canadian wildlife

A. Read the texts, then find words and A. Start by using the link on the * * *
phrases in the texts to match these website to find information
about more animals that are native to
n o t v e r y fr u itfu l
Canada.
g r a s s - l ik e p la n t t h a t g r o w s on
w e t ground B. Decide on your team topic. You can
work with specific animals or with a
t r e e s t h a t grow n ear w a te r
topic like animals of the Arctic, how
h o rn -lik e g r o w t h s on t h e h e a d s animals survive in the Arctic climate or
o f deer endangered species in Canada.
p l a c e s w ith m a n y t r e e s
plan your project
r e d d is h · s p o t
Decide what interests you most about
s h o r t and f a t Canadian wildlife and what you want
to know more about. If team members
lo s e s b e c a u s e it fa lls o ff
cover more than one sub-topic, be sure to
t a k e s i t s p la c e concentrate on one at a time.
r e s is ts , k eep s o ff for further instructions

CONSULT
s le e p
m a t c h s o a s t o b e d if f ic u lt t o
see
s a f e t y · s o f t p illo w s · g r o u p s
B. Compare answers with your teammates.
C. Check that you remember the words by

giving your partner the word and asking
for the explanation.
C a n a d a ’s O r ig in a l I n h a b ita n ts [p. 130]
find w ords Canada’s native peop les

A. Read the text and find words and A. Start by using the link on the * * *
phrases in it to match these website to find more
information about native peoples in the
f l a t a r e a t h a t i s h ig h e r t h a n t h e different sections of Canada.
land a r o u n d i t
B. Decide on your team topic. Each team
f l a t d r y land
member can work in detail with a group
s o u t h o f t h e A r c t ic so that you cover four different sections
r e s id e n ts of Canada. The team can concentrate on
one section, going into even more detail.
s u p p lie d , o f f e r e d A third possibility is that you look
arrival into life in Canada before and after the
arrival of European trappers and traders.
d i f f e r e n t e t h n ic g r o u p s
in s u ltin g
a ll-in c lu s iv e plan your project

n a t iv e Canada’s original inhabitats and what
you want to know more about. If team
B. Com pare answers w ith your team m ates. members cover more than one sub-topic,
be sure to concentrate on one at a time.
C. Check that you remember the words by
giving your partner the word and asking for further instructions
for the explanation. CONSULT
W e lc o m e to th e P o w -W o w [p. 132]
explain w ords p o w -w o w s
A. Explain these expressions from the first Check the Internet for possible subtopics.
paragraph of the text Decide what interests you most about
pow-wows: tribal dancing, music, regalia
(costumes), native handcrafts, food and
r e la x
the like. What do you want to know more
o c c a s io n about?
a tte n d
plan your project
a s is t h e c a s e Discuss the possibilities for your team
project. If team members cover more than
e x p e c te d t o
one sub-topic, be sure to concentrate on
e tiq u e tte one at a time.
a s k p e r m is s io n for further instructions

fea th er CONSULT
B. Partner challenge: Find words in

paragraph 2 (partner A) and 3 (partner
B) to ask one another about.
T h e G r e a te s t O u td o o r S h o w o n E a r th [p. 134]
collect cow boy w ords plan your project

Read the text and find as many words as Discuss the possibilities for your team
you can that are associated with cowboys. project. If team members cover more than
Make a list and compare it with that of one sub-topic, be sure to concentrate on
your teammates. one at a time.

the rodeo CONSULT
Check the Internet for possible subtopics. TOOLS PROJECTSSECTION
rodeos like the Calgary Stampede: one of
the rodeo events, the other activities at the
fairgrounds, the Saddledome, accidents and
animals injured at the Stampede, animal
rights protests...
What do you want to know more about?
N ia g a r a F a lls
find wp
.137][ ords Canadian adventures
Find words and phrases in the text that A. You can choose to learn more about
mean Horseshoe Falls or decide to look into
other Canadian adventures. Here are
s tr e tc h in g a c r o s s some possibilities:
• killer whale watching
aw esom e • storm watching on Vancouver Island
s e c tio n • rafting the Shubenacadie tidal bore
• cycling the Icefields Parkway
n o r th e r n • canoeing/kayaking in Nahanni
National Park Reserve
p r o m p te d
• polar bear spotting in Churchill
t a k e a c h a n c e on g o in g • swimming with belugas
• sleeping in an ice hotel in Quebec
enorm ous
f a l l s q u ic k ly fr o m a high p la c e B. Look into at least one attraction. Collect

interesting information about it and
o p e n in g s find at least one picture to illustrate the
text you will write about it.
dangerous
ch osen
plan your project
r e c k le s s , fo o lh a r d y Decide how to organize - one topic in depth
w a te r m ovem en t u sed t o c r e a te or four sub-topics. What interests you most
e le c tr ic ity and what you want to know more about?
If team members cover more than one sub-
t e r r ib ly loud topic, be sure to concentrate on one at a
Itime.
JE
R
P
T
L
U
S
N
O
scC
in
e
th
rfu
o
" F r a n g la is " [p. 1 38]
find w ords
The ringuette players speak a mixture of ch o o se a topic
English and French. Find the French A. Start by using the links on the * * *
expressions in the text and figure out what website to find ideas for a
they mean. topic you can focus on as a team.
A. Find words and phrases in the text to B. Decide on your team topic. You can
match these focus on the game of ringuette, the city
of Quebec, or what it might be like to
w h a t y o u g e t w h en y o u m ix be taught some of your subjects, like
d iffe r e n t th in g s history, PE and chemistry/physics, in
English instead of Danish.
g e n e r a lly
m any
plan your project
s o m e th in g you n eed t o d o Decide which of the topics suggested
interests you most or outline one of your
b ein g c o m p le t e l y s u r r o u n d e d by
own and ask your teacher to approve it. If
s o m e th in g
team members cover more than one sub-
little by little topic, be sure to concentrate on one at a
I time.
JE
R
P
T
L
U
S
N
O
scC
in
e
th
rfu
o
t h e o p p o s ite
id e a o r g o a l
c o n t in u e t o p r a c t i c e a sk ill s o a s
n o t t o lo s e it
w h a t y o u a r e if y o u s p e a k a
fo r e ig n la n g u a g e v e r y w ell
B. D anish can be tricky.

How would you, for example, explain
janteloven, rugbrød, røget sild, moster,
fætter, hyggeligtand Sankthansaften.
C. What about “dog” in Det var dog

mærkeligt!and “jo” and “godt” in Du kan
jo godt lide is!
D. Compare answers with your teammates.

J u s tin B ie b e r - a fa m o u s C a n a d ia n [p. 140]
find w ords a fam ous Canadian

Find words and phrases in the text that A. Decide whether the team wants to
mean work with Justin Bieber or find other
famous Canadians to look into. Some
ins t r u m e n t s y o u h it possibilities are Jim Carrey, Shania
Twain, Michael J. Fox, Celine Dion,
h a s c h a r is m a
Linda Evangelista, James Naismith, and
l i s t s w ith p o p u la r ity r a t i n g s the inventors of Trivial Pursuit, Scott
Abbot and Chris Haney. You can choose
q u ic k ly im p r o v e d a Canadian team, politician, author,
painter - whatever.
in a r e a lly im p r e s s iv e w a y
c e le b r it y e v e r y o n e k n o w s B. Google your celebrity and collect

interesting information about him/her/
a d v is o r · q u ick ly
them as well as at least one picture to
a w e s o m e · p o w er fu l illustrate your sub-topic.
contractions plan your project

A. Find the text to One Time on the Discuss the possibilities for your project. If
Internet. What are the following words team members cover more than one sub-
in the song short for: topic, be sure to concentrate on one at a
time.
I’m a · i t ’s · w e g o n ’ k e e p · clim b in ’ for further instructions

CONSULT
L em m e · m a k in ’ · Y ou ’re · d o n ’t
S h e ’s · I’m g o n ’ t e l l · I’ll
‘c a u s e · W anna
B. Compare answers with your teammates.

L o tto w in n e r s ’ g e n e r o s it y . . . [p. 141]
explain w ords lucky w inners?

Explain these words and phrases from the Not all lottery winners do what Allen and
text: Violet Large did. There are lots of lottery
g e n e r o s ity winner stories on the Internet, both texts
and YouTube videos. Search using “lottery
to u c h e s h e a r ts
winners” and find both positive stories
a t h om e and ab road and sad ones. Make two lists - one noting
the joys of winning a massive amount of
e ld e r ly money and the other with the dangers.
o v e r w h e lm e d
p h ila n th r o p y plan your project

A. What do you want to know more
h e f ie ld e d a n o t h e r call
about? Happy winners? Other stories
a m o d e s t hom e of astounding generosity? A life ruined
by lottery winnings? How you would
c o u n t r y f o lk s spend the money if you won?
draw
B. Decide how to organize - one topic in
depth or four sub-topics. Decide if you
find w ords want to report on your findings or write
Find words and phrases in the text that a story based on aspects of the lottery
mean that you found interesting. In any case,
in c a s e o f e m e r g e n c y give your piece a catchy title and find an
illustration that goes well with it.
a m a z in g
cau sed
ea g e r t o sh a re CONSULT
TOOLSPROJECTS SECTION
s a v e d fo r la te r u se
s t o p p in g w ork d u e t o a g e
R e a d in g P lu s [p. 1 42]
READ AND ENJOY!

Love of Life
It is one th in g to s trike gold in the hills of the
Yukon. It is quite another to get back
hom e w ith it . . .
To help you to evaluate your work on this unit you have the following options:
• Use the feedback you got on your project display.
• Play Battle Quiz.

TOOLS: Games
• Do the Canada listening comprehension task you can find on t h e * * *

website.
• Do the Canada reading comprehension task you can find on t h e * * *

website.
• Fill in the Canada vocabulary cloze test you can find on t h e * * *

website.
• Do the Canada preposition worksheet you can find on the * * * website.
T O O L S
Your English Portfolio 100
Your Language Notebook 100
Correction Key 102
Goals - Evaluation - Strategies 104
Before you write... 105
Strong S en te n c es 106
Powerful Paragraphs 106
Narratives 107
Opinion Organizer 108
Peer Conferencing 109
Mind Map 109
Projects 110
Presentations 111
Reading Strategies 112
International Collaboration 114
Gam es 116
How to Sound English 120
The English Sounds 121
The Danish/English Dictionary 122
Useful Expressions 124
Spelling Rules 125

G r a m m a r T o o ls
Parts of S p eech 128
What You Need to Know About the Verb Chart 131
Verb Chart 131
R e g le r fo r e n g e ls k g r a m m a tik
Verber - Udsagnsord - Verbs 1 3 4
Substantiver - Navneord - Nouns 1 4 0
A-A n 142
The (den b estem te artikel) 142
Genitiv - Ejefald - Genetive 143
P r o n o m in e r -S te d o r d -P r o n o u n s 143
Adjektiver - Tillægsord - Adjectives 147
N ationalitetsbetegnelser - Nationality 147
Adverbier - Biord - Adverbs 148
Tal- N u m b e r s 150
Præpositioner - Forholdsord - Prepositions 150
Kollokationer - Ordforbindelser - Collocations 151
Konjunktioner - Bindeord - Linking Words 151
Ord- og Ledstillinger - Word Order 152
C o o p e r a tiv e L e a r n in g S tr u c tu r e s
Cooperative Learning Structures 1 5 4

Y o u r E n g lis h P o r tfo lio
Your English Portfolio is where you keep

everything you need for English. If you can
get a ring binder, some plastic pockets andaso
l:
h
g
,im
k
b
n
4
ftcverA
Y o u r L a n g u a g e N o te b o o k
The A4 notebook is for your Language • collocations - words that go together

Notebook. a volcano e r u p ts, it d o esn ’t explode
fruit can be r o tte n , but b u tter g e t s
Your language notebook is for the things rancid
that you personally need to know about
English. That could be some grammar • derivitives - words that come from
rules or examples of correct usage. It could other words
be words and phrases that you like to care careful c a r e le ss c a r e le ss n e s s
use. Most likely it will include your own uncaring
personal spelling list with the words that personal personally impersonal
you find tricky.
• homophones - words that sound alike
Other things that could be included in your th eir th ere th e y ’re
notebook are: se n t cent scen t
collocations
• idioms - phrases that have a special
derivitives
meaning usually expressed by creating
homophones
a picture
idioms
a piece o f cake = something easy to
interesting stu ff
do
punctuation
a wolf in sheep’s clothing = someone
tips and ideas
who pretends to be nice but isn’t
words to remember
really
writing tips
spelling
Grammar tasks w ill remind you to make
some notes about grammar if you need
them. Other ideas for things to note in your You can start by making notes based on
notebook will come from your teacher’s your teacher’s response to your latest piece
feedback in response to the texts you write. of written work. In that way you will be
able to:
You need to organize your language • consult your notes when you proofread
notebook in a way that will make it easy your next piece of writing before
to find things again. You could divide it turning it in
into sections using the parts of speech • add to your notebook when you get new
as the first headings and then using other feedback from your teacher
headings like: • add to your notebook when you run
into things you want to remember
C o r r e c tio n K ey
The correction key is mostly for use feedback =feedforward

with the texts you are going to share Having a lot of marks on your paper just
with others. That is when you w ill need means that you have things to remember
feedback before you make the final copy. or learn. That, after all, is what you are in
Use your language notebook and check school for.
your text carefully before turning it in. Collect the feedback that your teacher
Your teacher w ill show you where (s)he gives you in your Language Notebook. You
thinks that it is especially good as well as may want to write your own explanation
what to do to improve it. or grammar rule in order to remember it
better.
You have to correct the things you know but Use your feedback notes to check your
haveforgotten written work before you give it to your
Where your mistakes are things you teacher.
probably should know or can look up, your
teacher will make marks that show you Using the correction key helps you tofigure
what kind of a mistake it is. out what you need to work with
A misspelled word w ill have a wavy line When your teacher has used the correction
under it. You can look that up. key, it w ill be easy for you to see what you
If you are missing a 3rdperson -s, there need to focus on.
will be two lines under that verb to show If there are a number of wavy lines, you
that you’ve got the right word but the need to be more careful about checking
wrong form. Your teacher may give you the your spelling. If there are a number of
number of that rule [§ 1], so you can look it words with a single line under them, you
up. are having trouble finding the correct
word. Where there are double lines under a
Sometimes corrections are simply word, you have the right word but not the
in fo r m a tio n f o r y o u correct form. That information, combined
There w ill be mistakes you can’t figure with your teacher’s comments, w ill help
out how to correct on your own. That you to define your learning goals for the
could be things like a tricky preposition, a next unit of work.
collocation, an idiom or a difficult word. In
that case, your teacher w ill simply give you Once you have a correct version ofyour text,
the right answer/form, so that you can use you are ready to give it a great layout and
it in the final version of your work. publish it.
C O R R E C T IO N K EY
Mark Example Explanation
Well done!
w rong spelling
w rong word
right word b u t w rong tense

or form
w rong preposition
capital letter
two words
one word
Som ething is m issing here.
om it - word
om it - punctuation
reverse order
w rong w ord order
w rong position - punctuation
see note m arked *
new paragraph - move dow n a

line and in a bit
alternative suggestion(s)
acceptable possibilities
Inappropriate language!
Find a m ore acceptable word or
phrase, please.
G o a ls - E v a lu a tio n - S tr a te g ie s
Goals for this year

Your Goals - Evaluation - Strategies chart
gives you lots of information. You will find
it on the website in each unit under Goals.
On the right you can see a list of the goals Strategies and Tools
the Ministry of Education says you should The Strategies and Tools column is there
have reached by the end of the 7thgrade. to help you figure out how to improve in
For each sub-category, like listening or the different categories. There are lots of
English around the world, there is a goal TOOLS in your Learner’s Guide that are
for what you should be able to do and one there just for that purpose. This chart helps
for what you should know. It’s important to you find them. These tools and strategies
know what is expected of you, so you can will enable you to take matters into your
work towards these goals. own hands and work independently.
When you start working on a new topic,
your teacher w ill tell you which goals he/ You can do it!
she has chosen for the class. You can mark
them on your chart by drawing a line to the
left of those goals.
You will also decide on some personal
goals for each topic. You can mark them
with a line in a different color, a double
line, a wiggly line or in some other way.
The goals you and your teacher choose
w ill determine how you will work with
the Textbook, Learner’s Guide, the APoC
website, worksheets and whiteboard-
resources.
Evaluation
The middle column is where you rate
your progress throughout the year. At the
beginning of the year you mark how close
the goal sentence is to being true. If it is
not true yet, you can circle the red star with
the 1 or the orange one with the 2. Those
are things you w ill want to be sure to work
on. If you are quite confident, you may
circle the 4, or even the 5.
When you evaluate at the end of a
unit, you w ill hopefully be aware of some
things you are better at. It is quite likely
that you also have improved in areas you
weren’t consciously focusing on. That often
happens in foreign language studies, soyo rw
n
.T
icftg
eq
ak
m
ld
sh
u
B e fo r e y o u w r i t e ...
Flow Chart
A flow chart is a graphic organizer. You use it to make notes about things you want to tell in a
specific order. This one gives you tips about getting ready to write.
Set Your Spell Check.

Choose British or American English.
Choose Your Strategy.

b r a in s to r m
t a lk i t t h r o u g h
d r a w y o u r id e a
w r it e k e y w o r d s
m a k e a m ind m a p
Write Non-Stop.
Get your ideas down on paper.
YOU CAN W O RRY A B OUT G R A M M A R , SPELLING

A N D O RG ANIZIN G LATER.
b. Organize Your Ideas in a Graphic Organizer

indthsaoergpcz*w
F
S tr o n g S e n t e n c e s
Give your reader something to think about. A strong sentence is the

best way to get your reader’s attention.
O nly t h e m o s t d a r in g s u r f e r s v e n t u r e t o t a k e on t h e m o n s t e r w a v e s
t h a t b arrel t o w a r d s t h e s h o r e s o f O ahu in t h e w in t e r t im e .
Strong Sentences:
• start with something the reader will notice
• use active verbs
• contain well-chosen words
• have interesting or important content
• are clear
• are worth reading
• can be thought-provoking
• w ill probably use a conjunction or two
A strong sentence is used to begin a piece of writing, as the topic

sentence in a paragraph and for captions or labels.
P o w e r fu l P a r a g r a p h s
Hook your readers with a strong topic sentence.
Use 3-5 sentences to develop your main idea. Stick to the

subject. Give details, facts examples or arguments.
Round off by referring back to your topic sentence or

signaling what the next paragraph will be about
N a r r a tiv e s
Sim ple Narrative Map

This graphic organizer has tips for you about writing a good narrative.
It is really meant for writing notes in each box, not sentences.
Beginning
Here the reader meets the characters, learns about the time and
place of the action and gets some hints about what is to come.
Middle
The action develops. The story gets more interesting or
exciting, building towards a climax. We see how the characters
handle the challenge.
End
The last part of the story shows the reader how the problem is
resolved.
Fictional narratives: short stories, legends, myths, fables,

anecdotes, fairy tales...
b.FNon-fictional narratives: personal narratives, accounts, reports...
indthsaoergpcz*w
O p in io n O r g a n iz e r
A great tool for organizing notes for any text th at aim s to convince your reader
th at you are right. It is also helpful w hen preparing for discussions and debates.
Hook your readers w ith your introductory paragraph. Get them interested in w hat
you have to say.
back it up w ith facts, examples, quotes,

experts, your ow n experience
TOOLS: Useful Expressions
1 st p o in t
back it u p ...
2 nd p o in t
back it u p ...
3 rd p o in t ( s t r o n g e s t o r
m o s t s u r p r is in g )
C o n c lu s io n
b. Sum up how you have m ade your case.
indthsaoergpcz*w
F
P e e r C o n fe r e n c in g
Two heads are better than one. When you have written a text, it’s a good idea to
get feedback from a reader.
Ask your partner or team to read your text. Things they might comment on are:
• Did the title and first sentence make them want to read on?
• Is there any part of the text that seems confusing?
• What is the best thing about the text?
• Is the ending strong and clear?
• Have they got any good ideas to offer?
How you use the feedback you get from your classmates w ill be up to you.
It’s your text.
Your computer spelling check can be of some help, but it can’t catch all
misspelled words.
As far as grammar, punctuation and the like go, your teacher is the expert.
M in d M ap
P r o je c ts
division of labor
• Divide the work among teammates fairly.
• Everyone should do some research.
• Everyone should be responsible for at least one short text.
• Everyone should produce or find something to illustrate their sub-topic.
TOOLS: Before you w rite... + Strong Sentences + Powerful Paragraphs + Narratives + Opinion
Organizer
the editing p r o c e ss
1. Have your teammates give you constructive feedback on your text.
2. Edit + check grammar, spelling and punctuation.
3. Turn your text in to your teacher for response.
4. Correct errors + make the final copy.

TOOLS: LANGUAGE NOTEBOOK + Correction Key
getting ready to exhibit your findings

• Discuss what your exhibit w ill look like.
• Make a sign to show what your project is about.
• Plan where to place the sign, texts, artifacts/models/illustrations and
response sheet.
exhibition with Carousel Feedback

Set up your exhibition and follow the instructions for Carousel
Feedback at the back of Learner’s Guide.
P r e s e n ta tio n s
A cla ssica l presentation

You can do a classical presentation - with
cue cards and good visuals in front of the
class.
G o o d a d v ic e :
• Rehearse with your partner ahead of

tim e. Get and give feedback. Check
that you stay within the tim e lim it.
Useful phrases for presentations
• Be sure you have everything you
O p en in g p h r a s e s
need.
• My topic is...
• Speak clearly and at a tempo your • To begin with I’d like to say...
audience can follow. • What I am going to tell you about today is...
• I’d like to begin by saying...
• Use keywords on cue cards. • To start with I’m going to...
• I’m going to tell you about...
• Look at an imaginary third eye on
the foreheads in the audience. That
G e t t in g fr o m o n e p o in t t o t h e n e x t
makes people think that you’re
looking into their eyes. • My first (second, third, next, final) point is...
• Next... Then...
• Furthermore...
• Another thing I looked into (found
especially interesting) was...
• The next thing that I think will interest you
is...
• Even more interesting (puzzling, exciting)
is...
Final p o i n t s
• Finally...
• I’d like to finish by saying...
• To round this off I’d like to say...
• In conclusion...
• The thing I’d like you to remember is...
R e a d in g S tr a te g ie s
Think before you read: Reading for pleasure

What are you going to use the text for? A text you are reading for pleasure, like a
Strategies: Reading Plus text, should be on your level,
• to find specific information without too many difficult words.
scan the text
• to get the general meaning • Read at your own speed.
skim the text
• to learn • Only stop for a difficult word if it
read, study the text and make notes disturbs your understanding and you
• for interest and enjoyment can’t figure out what it could possibly
read without worrying about mean.
unimportant details
• Try to avoid looking words up.
• What do the title, layout and
illustrations tell you?
• What do you already know about the A Reader’s Journal

text or topic? Keeping a reader’s journal can help you to
get more out of reading. A reader’s journal
• What do you think the text will be can be used for both learning and pleasure.
about?
for learning
Note keywords from the text. Write
down important ideas. Note the
Reading to learn questions you have. Make a word list.
A text you w ill be using for the purpose of Write a summary. Find a good quote.
learning should be just a bit more difficult Make an illustration. Do exercises.
than one you could whizz through without
thinking. for pleasure
Write your reactions to the text -
• Read the text through once. questions, feelings, associations...
Find a quote that you like. Use the text
• Reread the text and make note of as inspiration to create a text of your
words or things you are not sure that own. Make some illustrations for the
you understand. text. Share your reactions to the text
with a friend.
• If possible, discuss the text with a
partner.
• If necessary, look up the difficult

words.
Coached Reading
Coached reading simply means that one
person acts as a coach who listens critically
to the reader and gives good advice. Here
are things the coach w ill be listening for:
• You need to speak clearly, so that your

audience can follow what you are
saying.
• For the most part it is better to speak

just a bit more slowly than when you
are having a conversation.
• Use the tone and loudness of your

voice to get the mood and meaning
across (uncertainty, fear, anger,
longing, shame...)
• Don’t forget that pauses also create

meaning, for example a pause after
“He heard voices at the back door...”
will help to build up the suspense.
R eaders’ Theater
This is a fun way for a team or class to work • Take turns being the coach. The
with a good story. Reader’s Theater helps job of the coach is to give feedback
raise awareness about pronunciation and and helpful hints to readers. The
intonation as well as building confidence things to work on are flow, tempo,
in reading and speaking. volume, clarity of pronunciation and
meaningful intonation.
• Choose a text with a lot of dialogue.
Get to know the text by reading it • Read for an audience.
through once.
• Divide the roles between the readers.
• Practice reading roles in small groups.
• No memorizing, no props, no
costumes, no sets...
I n te r n a tio n a l C o lla b o r a tio n
Why?
The best way to learn English is by using • Wonder Box: Exchange boxes full of
it. When you communicate with someone surprises with your partner class.
who doesn’t speak your language, it is
important to speak and write it as correctly • Documentaries: Make films for one
as possible. another about yourselves or about a
In international collaboration you can topic you agree on.
share your knowledge and interests with
other teens who are learning English as a
foreign language. Hear about their lives
and thoughts in return. Make friends
across the miles. Get wiser in a globalized
world by exchanging cultural and personal
information with teenagers in another
country. Find out what is universal (= true
of all teenagers) and what is specific to
your culture and theirs.
How?
There are many ways of engaging in an
international project. One way is via school
partnerships.
You and your partner school decide how

you want to exchange information.
• Pen Pal Project: Partners write e-mails

or snail mails to one another.
• Web Conferences: Use Skype Video

Conferencing with your partner class.
• Collaborative Journal: Make a personal

journal to send to your partner school.
First you, then students in your
partner class, take turns taking the
journal home. Share your thoughts
or describe a day or two in your lives.
After a month or so your partner school
returns the journal. It will now be full of
information, pictures and/or drawings
about all of you.
G a m e s
Vocabulary Charades Showdown

Before you start, the whole class will need 1. Question cards are stacked in center of
to choose words they want to remember the team table.
from the unit. 2. One student on each team is the
Showdown Captain for the first round.
You need: Showdown Captain draws the top card
• two teams of at least 4 students each and reads the question.
• cards with words from the unit 3. Working solo, all students write their
• a hat, box or bag answers.
• a stopwatch or other time keeper 4. When finished, teammates signal
• an agreed time limit for guessing they’re ready.The Showdown captain
calls “show down.”
To play: 5. Teammates show answers; Showdown
• The person who is up draws a word Captain leads the check.
card. No one else may see it. 6 . If correct, the team celebrates; if not,
• That student must get his/her own team teammates reteach then celebrate.
members to guess the word by acting 7. The person to the left of the Showdown
out, gesturing and the like. No sounds or Captain becomes the new Showdown
words may pass his/her lips. 8 . Captain for the next round (repeat from
• If the team does not guess it by the time Step 2).
the bell goes off, the other team has one
chance to “steal” the answer by making
a guess. Who Am I?
• A point is given to the team that Before you start, each student should pick a
guesses correctly in the time limit or famous person.
successfully steals the answer.
• The turn then passes to the next team. You need:
• Continue until all cards are used up or • the whole class
g for the break.
adyG
until the bell rings L • cards, each with the name of a famous
b
o
R
s
ain
ertP r
eb
B
stin
u
G
IN
L
W
O
R
J.K
person on it
• tape
To play
• Tape a name card to the back of each
student.
• Everyone walks around in the
classroom. The idea is that you talk to
each player as if they are the person on
their card. Be sure not to mention the
name on anyone’s back.
• Students who guess their identity
continue in the game. When everyone
has guessed his or her identity the game
is over.
Hangman Photo S caven ger Hunt
Play Hangman with a partner using words You need:
or sentences from the unit. For Witches, • the whole class organized in teams
the Occult and Other Scary Stuff, some • digital cameras - a cell phone would
words could be: mythology, creature, be perfect
witch, sorcerer, occult, wizard, witchcraft, • a list of possible photos
Sculduggery Pleasant, urban legends, • a time limit
vampire, Harry Potter, cast a spell, etc... A
sentence might be: They decided to float To play:
her. • Photograph as many things as you can
from the list. At least one person from
the team has to be in the picture, too.
• Develop your own list or use this one:
• somebody playing ball
• someone on a treadmill
• three skateboards
• someone skipping rope
• kids jumping Double Dutch
You need: • a schoolmate demonstrating a karate
• two players Upper Block
• a piece of paper • a schoolmate doing a parkour move
• a pen or pencil • a football goal
• the gym at your school
To play: • a student doing push ups
• Draw a gallows like the one shown. • a bat
Choose a word or sentence you would
like to challenge your partner to guess. • When time is up, you present your
Draw lines to show the missing letters. photos along with the checklist. Your
For sentences, show the spaces between team w ill be awarded one point for each
words. successful photo.
• Your partner says a letter he/she thinks
might fit in the word/sentence. Write
that letter off to the side. Adjective Bingo
• If the guess is correct, write the letter Before you start, the whole class should go
where it belongs - also if it occurs more hunting for adjectives in the unit.
than once. If the guess is wrong, draw a
head hanging on the gallows. You need:
• Every wrong guess represents a body • the whole class, with one person acting
part - head, neck, right arm, left arm, as the “caller”
body, right leg, left leg. • lots of cards on which there are
• The game is over when the figure has adjectives from the unit - no doubles
been hung. To make the game longer, • a hat, box or bag to have the cards in
you can agree on adding hands, feet, • a bingo board (5 squares by 5) which
fingers, toes, eyes, nose, mouth, hair... each student has filled in with
adjectives from the unit. It doesn’t
matter if two students have chosen one
or some of the same adjectives.
• markers to cover the words (paper Spelling Bee
squares or the like) Before you start you need to make word
cards to play with. You can start by using
To play: the words on your spelling list. Look
• The caller picks a card randomly from through the texts for words you want to
the hat and calls out the adjective. be able to spell. Find some really tricky or
• The first player who covers five difficult words, too.
adjectives in a row is the row winner.
• The game continues until someone has You need:
covered the whole board. • your team
• lots of cards with words from the texts
you’ve read
Adjective On a Roll
Before you start, the whole class should go To play:
hunting for adjectives in the unit. • One person w ill be the quizmaster. The
other teammates w ill be the contestants.
You need: • The quizmaster draws a word and
• teams - you will be competing within pronounces it for the contestant.
your team, not with other teams • The contestant can ask the quizmaster
• one dice to pronounce the word again, put it in
• lots of cards on which there are a sentence and/or tell what the word
adjectives from the unit - no doubles means.
• The contestant spells the word. If it is
To play: correct, the contestant gets the card. If
• Throw the dice. If you roll a the spelling was wrong, the quizmaster
puts the card at the bottom of the pile.
Put the adjective in a sentence. • Right or wrong, the turn goes to the
next player.
Spell the adjective. • The game is over when time is up or
the cards are used up. The winner is the
Inflect the adjective, (comparative + player with the most cards.
superlative).
Find a synonym for the adjective. Battle Quiz - based on projects

Before you start, each team needs to make
Find an antonym for the adjective. 6 quiz questions with an answer guide for
their project.
Change the adjective into an adverb
OR classify it as positive, negative, You need:
formal or informal. • partners with pencil and paper
• 6 questions related to each project that
• If you answer correctly, you may keep has been presented for the class
the adjective card as a point. • an answer guide
• The player with the most cards/points is • a Quiz Master
the winner. • a scorekeeper
To play: You need:
• All questions and the answer guide are You each need a copy of the game board
handed to the Quiz Master and his/her with two identical frames. You have to
helper, who keeps the score. print it out from the * * *
• The Quiz Master reads each question website. The top frame is for marking your
twice. own words and the bottom one for keeping
• Partners write the answer they agree track of your guesses.
upon on their paper.
• The Quiz Master and his/her helper To play:
check the answers and find the winning The rules are like in “Battleship” (sænke
team. slagskibe), so you play this game with your
partner. Secretly each player circles the
following:
Phonetics - Catch Me If You Can
This game is designed to raise your • three single words anywhere on the
awareness of sounds that are difficult for board
Danish learners and give you practice in • two sets of two words either next to
pronunciation. It will also help you to see one another or directly over/under one
how miscommunication can occur, if you another
pronounce words incorrectly. • one set of three words, again either
vertically or horizontally - not
You need to prop something up between diagonally
you so that you can’t see one another’s
boards, then the game can begin. Player A guesses a word and player B says
whether or not it is one of the ones she
chose to circle. A hit gives that player
another turn; a miss gives the turn to the
other player. The game is over when one
player has guessed all 10 words his partner
chose to circle.
H o w to S o u n d E n g lis h
One of the best ways to learn to sound Other things that will help you to sound
English is to imitate the English you hear English are:
around you - and dare to exaggerate.
1. Listen to native speakers in real life,

on TV or on the * * * thinking in English:
soundtracks and try to make your voice Avoid direct Danish translations, like
go way up and way down just like they * I stood out o f the bed this morning, which
do. should be I got up this morning, and
*Yesterday came he too late, instead of
2. Dare to start at a high level of pitch Yesterday he came too late.
and go down gradually in steps. It can
be hard to get away from the Danish
middle pitch, so start even higher than
you think you should. Have a friend
coach you. getting the str e ss right:
There is a difference between ‘produce,
3. Stress the important words in a which is a noun (food grown on a
sentence. Don’t try too hard to say every farm), and pro’duce, which is a verb (to
single word clearly. This is the same in make something) and between ‘record
Danish, so do what comes naturally (a noun) and re’cord (a verb).
4. English speakers use more energy when Both Danish and English have the
they are speaking than Danes do. Be word information, but in Danish it is
sure to put some extra energy into your informa’tion, while it’s infor’mation
rises and falls. in English.
5. Play with the language. Experiment

with using stress and pitch.
6 . Imitate some of the English you hear on getting the pronunciation right:
TV, and remember - EXAGGERATE! Work with the sounds that are difficult
for Danes, like
/z / + / θ / + /ʒ/ + /dʒ/ + /v/ + /w / + / ɐ / + /ʌ/
+ elongation of the vowel before /b / +

/d / + /g / + /ʒ/ + /dʒ/ + /z /
(voiced consonant sounds).
See all of the English sounds on the

next page.
T h e E n g lis h S o u n d s
Most English sounds are a piece of cake for Danish learners, but there are a few tricky ones.
Check out the info boxes, listen to the sounds on the * w
ebsite, then play
the phonetics game: CATCH ME IF YOU CAN!
TOOLS: Games + How to sound English (online)
Vowels Consonants
Long Diphthongs Voiced
Short vow els (diftonger) Voiceless (Stem te)
vow els (Ustem te)
/ i:/ w he e l /e ɪ / d ay /g / g ot
/ɪ/ sit /a :/ hea rt /a ɪ / w hy / k / key / b/ b ed
/e / he n / ↄ :/ s h o rt / ↄ ɪ/ t oy / p / p en /d / d ig
/æ / hat /u :/ s h oe / əʊ/ go /t/ t ru st /v / vain
/ʌ/ lu ck / ɜ :/ w o rd /a ʊ / c ow /f/ fo o t /z / lie s
/ɐ/ sp ot / ɪə / hear / s / n ice /ʒ/ u s ual
/ʊ/ good /e ə/ t h e re / ʃ / w ish /d ʒ/ j um p
/ə/ a w ay /ʊə/ t our / t ʃ / c h ick en /ð/ t h is
/i/ happy / θ / th o u g h t /m / m an
/h / hot /n / n ice
/ ŋ/ lo n g
/ l/ l ig h t
/ r/ re s t
/j/ y ello w
/w / w h en
Tricky Sounds
/zf.l
h
ord
yw
tcigm
sn
p
eu
ak
:M
G
N
E
L
A
H
C Another Tricky Sound
Practice making the difference It can be im portant to distinguish betw een /ɐ / and
between: /ʌ/. Practice these w ord pairs:
/f/ and /v/ /ɐ / /ʌ/
safe -save body - buddy
w aif -wave knot - n u t
fife -five gone -gun
lock -luck
/w / and /v/ hot -hut
worse - verse
w et vet
-
w hile vile
- The T rickiest Sound of All
For Danes the trickiest sound of all is probably /ʌ /.
/θ / and /t/ or /f/ or / s / All of these words are pronounced w ith /z /.
three - tree - free Try pronouncing them :
thought - taught - fought - sought zom bie - prize - his - knees - p en s - buzz
th in k - sink p u rrs - ra z o r - p h a se - lies - sn o o ze - zoo - zip
T h e D a n is h -E n g lis h D ic tio n a r y
The Danish English dictionary can be a big Troubleshooting

help when you are writing English. Since When you can’t find the word you are
there is a lot of information in it, you have looking for, you can ask yourself these
to know how to find the information you questions:
need.
1. Have I spelled it right?
Remember: Try again.
Look the word up using its ‘stem’ form.
It’s smart to read or at least skim the whole 2. Am I looking in the right dictionary?
set of definitions. That way you may find The dictionaries look like one another.
it in the context you’re looking for. It’s Check that you’ve got the right one. If
never a good idea to try to translate word it is both Dansk-Engelsk and Engelsk-
for word. Dansk, be sure that you’re looking in
The list of irregular English verbs is at the the right section.
back of the dictionary.
It takes practice to become good at using 3. Am I looking under the ‘stem’ form?
the dictionary! The verbs er, var, and været are found
under the infinitive være.
For the verbs danser, dansede, danset, look The Danish - English Dictionary
under the infinitive danse. Challenge
Nouns are listed in the singular: dreng,
færge. 1 How would you translate the word
lejlighed to British English? To American
The stem form of an adjektive is the English?
same as the positive: sød, grøn, fræk. 2. Make a list of the different ways to
translate the phrase til sidst. Make
Sometimes adverbs that look like sentences with at least 4 different ones.
adjectives with a - t added on are not 3. How do you spell nabo in British English?
listed (e.g. rigtigt, fornuftigt). You’ll In American English?
have to look them up, find the closest 4. Translate these sentences. Take special
definition and probably add an - ly to care to get the verb right:
make it an adverb. a. Han malede sit værelse.
Han gjorde det rigtigt denne gang. b. Hun løb hjemmefra.
He did it correctly this time. c. Jeg har gjort det.
Han bærer sig altid fornuftigt ad. d. Mit hjerte slår.
He always behaves sensibly. 5. Aggressivt is an adverb. How can you
translate: Han svarede aggressivt?
4. Am I looking for an idiom or set 6. Find as many ways as you can to
phrase? translate at male fanden på væggen.
Look it up under the most important 7. How can you translate kærlighed og
word in the phrase e.g. Du skal komme kildevand?
med det samme. Look it up under 8. How do you say at pudse min næse?
samme. There you’ll find med det ~ (ↄ : 9. Translate du kan sagtens være glad.
straks) at once. 10. Translate at stikke hen til bageren.
5. Where is the past and past perfect

form?
If you need the past or the past perfect
form of a verb, you can find the irregular
English verbs at the back of the Danish-
English dictionary as well as in the
grammar section of Learner's Guide,
steal (stjæle) stole, stolen
stick (klæbe, stikke) stuck, stuck
6. Do I understand what the dictionary

is trying to tell me?
Each dictionary has its own way of
trying to make it easy for you to find the
information you need. There is always a
key to the abbreviations and things like
bold type, italics, parentheses that the
dictionary uses as information short cuts.
Remember that it is there and use it.
U s e fu l E x p r e s s io n s
Transitional w ords and phrases

Transitional words and phrases make you sound more like a native speaker.
They can communicate relationships between ideas or express your attitude.
Here are some you can use when you:
add something: also, again, as well as, refer to time or sequence: at first, first
besides, coupled with, furthermore, in of all, to begin with, in the first place,
addition, likewise, moreover, similarly, and at the same time, for now, for the time
being, the next step, in time, in turn,
agree: you’re quite right, I couldn’t agree later on, meanwhile, next, then, soon,
more, I couldn’t have put it better myself in the meantime, later, while, earlier,
simultaneously, afterward, in conclusion
contrast or compare: in contrast,
conversely, instead, on one hand, on the restate your point: in essence, in other
other hand, on the contrary, rather, yet, but, words, namely, that is, that is to say, in
however, still, nevertheless short, in brief, to put it differently
disagree: I wouldn’t say/do that. I’m afraid show consequence: accordingly, as a

I have to disagree with you, Don’t get me result, consequently, for this reason, for
wrong..., Even so, if..., Don’t forget that..., this purpose, hence, otherwise, so then,
That may be true, but... subsequently, therefore, thus, thereupon,
wherefore
exemplify: chiefly, especially, for
instance, in particular, markedly, show direction: here, there, over there,
namely, particularly, including, beyond, nearly, opposite, under, above,
specifically, such as to the left, to the right, in the distance
generalize: as a rule, as usual, for the show similarity: comparatively, coupled

most part, generally, generally speaking, with, correspondingly, identically, likewise,
ordinarily, usually similarly, moreover, together with, by the
same token
give reasons: owing to, due to, because, in
spite of the fact that summarize: all in all, all things
considered, briefly, by and large, in
illustrate a point: for example, for conclusion, on the whole, in short, to sum
instance, for one thing, as an illustration, up, to summarize, finally (NEVER “at last”)
illustrated with, as an example, in this case
want to emphasize something: above
make exceptions: aside from, barring, all, chiefly, with attention to, especially,
besides, but, except, excluding, exclusive of, particularly, singularly, surprisingly
other than, outside of, save enough
need a filler: by the way, incidentally, want to be polite: please, thank you,
obviously, of course thanks, you’re welcome, don’t mention
it, excuse me or sorry (to get someone’s
attention or apologize)
S p e llin g R u le s
British American
British or American? fo k u s
You can experiment with British and ou/o harbour harbor
American spelling and vocabulary, but colour color
within one piece of writing you have to
ll/l traveller traveler
choose the one or the other.
Before you start writing, set the dialled dialed
language for your spell check to British re/er metre meter
or American English. theatre theater
s/z cosy cozy
analyse analyze
Capitalization - English u s e s mme/m programme program
capital letters for:
• weekdays
Tuesday Word division
In English, words are divided according to
• months
their meaning, not by syllables.
September
An English dictionary will show you
• holidays were the hyphen goes. Don’t divide a word
Christmas if you are not sure of where to put the
hyphen.
• religions
Muslim
Apostrophe
• nationalities, no matter how they are
The apostrophe has two main functions:
used
• in contractions - the apostrophe shows
Ireland · Irish · Irishman
where one or more letters are missing.
• the pronoun d o e s n o t → d o esn ’t
I • to show possession - you add’s to show
ownership. If the word already ends in s,
• most of the words in the titles of films, then you put an apostrophe after that s.
books, short stories and the like. Articles th e girl’s hat
and some short grammatical words are both b oys’ h a ts
always capitalized if they are the first
word in the title, but not always when BEWARE!
they appear in the middle.
• Possessive pronouns are already
A Day in th e Life o f a Muggle
possessive. They don’t need an
• Mr, Mrs, M iss and Ms apostrophe anywhere.
yours · his · hers · it s · ours · th eirs
• established concepts:
th e Second World War • No apostrophe in connection with verbs
P resident Obama or simple plurals.
th e Age of Globalization
One word or two? Words that get mixed up
You can’t depend on Danish. The com puter Some words are very tricky. Collect the
spelling check can help you here. W h en in ones th a t m uddle you in your LANGUAGE
doubt, use a dictionary. If you can’t find it NOTEBOOK. Here are some examples:
in the dictionary, th en it’s two words.
were where
BEWARE! These words are w ritten as one fun funny
w ord in English: no know now
m yself · yourself · him self · herself · its e lf belief believe
fall fell feel
cau se because
i before e, excep t after c loan borrow
A handy rhym e to rem em ber is: teach learn
i before e, of off
e x c ep t a fte r c e ffe c t a ffe c t
or when sounded like an / e ɪ /
a s in neighbor / ’n e ɪ b ə /
and weigh. /w e ɪ /
Unfortunately, you will ru n into

exceptions:
height · neither · either · leisure · weird
Hom ophones
H om ophones are words th at sound the
same but have different m eanings and
are spelled differently. Below are some
examples. Check th a t you know w hat
each w ord m eans and collect these and
other hom ophones in your LANGUAGE
NOTEBOOK.
to to o tw o
piece peace
th ere their they're
threw through
no know
aloud allowed
by buy
tail ta le
so sew
fairy ferry
aloud allowed
a hold ahold
When you need to add an e n d in g ...
if the word already ends with: what you do is:
add -es:
-s, -z, -x, -sh or -ch a match → 63 matches I watch →he watches
and you want to add -s one box →two boxes you fix →Tom fixes
they buzz →it buzzes
[nouns →plural] [verbs →3rd person singular, present tense]
add -es:
-o a tomato →a bunch of tomatoes I do →she does

and you want to add -s
BUT: my video →lots of videos [verbs →3rd person singular, present tense]
[nouns -* plural]
change -f or -fe to -ves:
-f or -fe
and you want to add -s thief →thieves BUT: belief →beliefs
themself →themselves [nouns →plural]
drop the -e before adding the ending:
silent -e
and the ending begins with a love →loving, lovable
vowel become → becoming
double the consonant

a consonant and the ending
begins with a vowel stop -* stopped, stopping, stopper, stoppage
double the consonant

a consonant and that syllable
is stressed occur →occurring, occurred, occurrence
change y to i and add the ending (unless you are adding -ing):
lady →ladies I try →he tries

[noun - plural] [verb - 3rd person singular, tense]
happy →happier, happiest they cry →they cried
[adjective - comparative +superlative] [verb - regular past tense]
a consonant + y happy →happily
[adjective to adverb]
BUT: the rule does not apply when
early →earlier + earliest adding -ing:
[adjective - comparative +superlative] we tidy →we are tidying
worry →worried, worrier, worries we apply →we are applying
[derivitives] [verb - continuous tense]
drop the -le before adding -ly:

-le and you want to add -ly horrible →horribly
terrible →terribly
G r a m m a r T o o ls
Ken often w rites very in terestin g
(English) proper noun adverb verb adverb adjective
(Danish) egennavn biord udsagnsord biord tillægsord
(Latin) proprium adverbium verbum adverbium adjektiv
Aproper noun is the An adverb tells Averb describes an An adverb tells An adjective tells
name af a person, something about action, condition or something about something about a
place or thing. a verb, adjective, experience. a verb, adjective, noun or a pronoun.
adverb, phrase or adverb, phrase or
whole sentence. whole sentence.
Parts of S p eech ( = ordklasser) Prepositions

In order to talk about grammar, you need to Prepositions are the trickiest word class in
be able to recognize the parts of speech. any foreign language. You need to collect
them in your LANGUAGE NOTEBOOK.
The main parts of speech are:
• nouns A good English language dictionary will
• pronouns often show you which preposition to use
• verbs in different situations. There are more
• prepositions examples on the * * *
• adjectives website, but here are a few to show you
• adverbs. why you need to be in the know about
prepositions:
Other parts of speech that help us to
express ourselves are: in a month - om en måned
• articles: a, an, the for a month - i en måned
• conjunctions connect words and a month ago - for en måned siden
phrases: and, that, when, although...
• interjections: Oh! Ah! Ugh! Whew! at the office - på kontoret
in the picture - på billedet
in English - på engelsk
by train - m ed toget
by the house - ved huset
at the table - ved bordet
borrow money from -låne penge af

below zero - under frysepunktet
in less than an hour -på under en time
le tte r s to his friends at home.
noun preposition pronoun noun preposition noun
navneord forholdsord stedord navneord forholdsord navneord
substantiv præposition pronomen substantiv præposition substantiv
Anoun can refer to Prepositions Apronoun takes Anoun can refer to Prepositions Anoun can refer to
a person, place or connect and show the place of the a person, place or connect and show a person, place or
thing. relationship, often noun. thing. relationship, often thing.
of time or place. of time or place.
Trouble shooting
It can be tricky to find the subject of a
sentence, so th a t you can get the verb right
- especially in the sim ple present tense.
You know th a t you need an -s on the verb if
he, she or it could replace the subject of the
sentence.
The problem is th at m any sentences have

complex subjects or subjects th at are far
away from the verb th a t has to m atch
them . The challenge is to find the real
subject, the w ord th at the verb is telling
about. Here’s a tricky one:
M o re w in d o w s in t h a t o ld h a u n te d h o u s e b r e a k e v e r y d a y .
The w hole complex subject is underlined.

Don’t let the fact th a t “house” comes right
before the verb “break” fool you. “house”
to break (sim ple present tense)
m ay be closest to the verb, b u t it isn’t the
house th at breaks, “m ore” tells about how
singular plural
m any w indow s and “in th at old haunted I break we break
house” tells w here the w indow s are. It is, of
You break you break
course, “w indow s” th at is the subject. They
he, she, it breaks they break
break.
Modal Verbs
Modals are used as auxiliary (helping) verbs and they express the speaker’s
or writer’s assumption or purpose. Modals are very subtle at times and can be
difficult to master. In the chart, you can see some typical examples of usage.
m odal exam ple direct or indirect m eaning

verb
can Jennifer can swim. she is able to
Can we go now? would it be OK?
James can be rather rude. he has a tendency to be rude
could We could wait a little longer. possibility or weak suggestion

Could you do that for me? simple question or polite request
may May I use the phone? simple request

May I? simple question or an offer to do something
That may be. possibility
might That might be. weak possibility

You might have called earlier! but you didn’t and I’m angry
will I w ill if you will. would be willing to do something

It will be below zero tonight. certainty + future
would We would love to see your new car. wish

Would you please be more polite. request or demand
shall You shall have it within the week. promise

I shall see to it that you regret that! threat + future
should James should be here soon. probability/possibility

We should do it as soon as possible. strong suggestion - we ought to
You should have told her. obligation
must You must visit us some day soon. strong suggestion - invitation
You must pick up your things. demand or just concern
I must finish this first. obligation
It must be about time now. strong probability
ought We ought to paint the kitchen. strong suggestion or obligation

He ought to be here soon. probability
Trouble shooting
B e w a r e o f s h a ll a n d sh o u ld !
They sound so much like the Danish ‘skal’ and ‘skulle’ that you could be tempted to
use them in the same way. As the examples below will show you, that doesn’t work.
Vi skal i Tivoli i aften. - t,asglr. going to go to Tivoli tonight.

We are b
ou
n
h
vice:W
d
A
Den skal være færdig til i morgen. - It has got to be finished by tomorrow.
Han skulle holde jul hos os. - He was supposed to spend Christmas with us.
Han burde besøge sin far lidt oftere. - He should visit his father more often.
W h a t Y ou N e e d to K n o w A b o u t th e V erb C h a rt
The verb chart lists the irregular verbs.

You can also find it at the back of the Danish-English dictionary.
Regular verbs end in -ed in the past and past participle. [§ 9 + 15 + 17]
This is the verb in infinitive.

It is also the form used as the
present tense - EXCEPT fo r the third eat The only verb
b
This is the past tense. eatb
This is the past participle. We use it
person singular. For that you need to that you need to know m ore than together w ith "to have" to form the
add an -s. [§ 1-4+14] one form fo r is "to be". [§12+14] perfect tenses. [§10+14+16+18]
beaten
V erb C h a rt
infinitive
present tense (Danish translation) past tense past participle
be (være) was/were been

arise (opstå) arose arisen
be (være) was/were been
beat (slå) beat beaten
become (blive) became become
begin (begynde) began begun
bleed (bløde) bled bled
blow (blæse, puste) blew blown
break (brække a f ,bryde) broke broken
bring (bringe) brought brought
build (bygge) built built
buy (købe) bought bought
catch (fange) caught caught
choose (vælge) chose chosen
come (komme) came come
cost (koste) cost cost
creep (krybe) crept crept
cut (skære) cut cut
do (gøre) did done
draw (tegne) drew drawn
dream (drømme) dreamt dreamt/dreamed
drink (drikke) drank drunk
drive (køre) drove driven
eat (spise) ate eaten
fall (falde) fell fallen
feel (føle) felt felt
fight (slås) fought fought
find (finde) found found
fly (flyve) flew flown
forget (glemme) forgot forgotten
freeze (fryse) froze frozen
get (få) got got (AmE gotten)
give (give) gave given
go (gå) went gone
grow (vokse) grew grown
have (have) had had
hear (høre) heard heard
hide (gemme) hid hidden
hit (slå) hit hit
hold (holde) held held
hurt (såre) hurt hurt
keep (beholde) kept kept
know (vide, kende) knew known
lay (lægge) laid laid
learn (lære) learnt/learned learnt/learned
leave (forlade) left left
let (tillade) let let
lie (ligge) lay lain
light (tænde) lit lit
lose (miste) lost lost
make (lave) made made
mean (mene, betyde) meant meant
meet (møde) met met
pay (betale) paid paid
put (stille, sætte, lægge) put put
read (læse) read read
ride (ride) rode ridden
ring (ringe) rang rung
rise (stige op) rose risen
run (løbe) ran run
say (sige) said said
see (se) saw seen
seek (søge) sought sought
sell (sælge) sold sold
send (sende) sent sent
shake (ryste) shook shaken
shine (skinne) shone shone
shoot (skyde) shot shot
show (vise) showed shown
shrink (krympe) shrank shrunk
shut (lukke) shut shut
sing (synge) sang sung
sink (synke) sank sunk
sit (sidde) sat sat
sleep (sove) slept slept
smell (lugte) smelt/smelled smelt/smelled
speak (tale) spoke spoken
spell (stave) spelt/spelled spelt/spelled
spend (bruge, tilbringe) spent spent
spin (spinde) spun spun
spring (springe) sprang sprung
steal (stjæle) stole stolen
sting (klæbe, stikke) stung stung
stink (stinke) stank stunk
swear (sværge) swore sworn
swell (svulme) swelled swollen
swim (svømme) swam swum
swing (svinge) swung swung
take (tage) took taken
teach (undervise) taught taught
tear (rive) tore torn
tell (fortælle) told told
think (tænke, synes, tro) thought thought
throw (kaste) threw thrown
understand (forstå) understood understood
wake (vågne, vække) woke woken
wear (bære, have på) wore worn
weep (græde) wept wept
win (vinde) won won
write (skrive) wrote written
R e g le r fo r e n g e ls k g r a m m a tik
Du kan finde en tilsvarende liste med disse regler på engelsk i Learner’s Guide fo r 8. og g. klasse
samt på A Piece of Cakes webside.
V E R B ER - U D SA G N SO R D - V ER BS
§1 nutid + “3. person - s "

Nutid for regelmæssige verber er - med undtagelse af 3. person ental (he, she, it) - det
samme som verbets infinitivform:
t o bike → T h ey bike t o s c h o o l
For 3. person ental (he, she, it), skal der - s på verbets infinitivform.
S a lly lik e s R on . F o r t u n a t e ly h e lik e s her, t o o .
BEMÆRK: Everyone, everybody, everything, nothing, anybody, etc. betragtes som 3. person
ental. Derfor skal de også have - s på verbet i nutid.
E v e r y o n e l o v e s ic e c r e a m .
§2 ofte brugte verber som er UNDTAGELSER
to be: to have: to do: to go:

I am
you are
he, she, it is he, she, it has he, she, it does he, she, it goes
we are
you are
they are
§3 kongruens
Find verbet.
Find grundleddets egentlige kerne. BEMÆRK: Det er ikke nødvendigvis det substantiv, der
står tættest på verbet. Skal der -s på verbet (Se §1 )?
§4 TROUBLESHOOTING: Vælg den korrekte tid
Nutid bruges til:

•det man plejer at gøre, det der er en vane
Mary works a t the pub.
• tilstande
The boat leaks.
• reglen, sandheden
Haste makes waste!
Udvidet nutid bruges KUN, når der er tale om noget, der gøres eller sker,
imens man fortæller om det:
We are playing World of Warcraft, so don’t disturb us.
§5 -in g
Udvidet nutid, ”ing-formen”, dannes af den passende nutidsform af verbet to be
(se §2) + -ing på hovedverbet.
I am playing.
She is playing.
We are playing.
§6 -in g
”ing-formen” anvendes efter præpositioner, fx:
at in of on to by.
I’m good a t singing.

We’re tired of listening.
I am used to hearing her complain.
§7 -in g
Man skal bruge ing-form efter visse verber, fx
avoid can’t help dislike enjoy finish give up

go/keep on mind practice put off stop quit
Please quit saying that!

I don’t mind doing it.
Violet gave up smoking.
§8 -in g
Nogle gange kan ing-formen modsvare et længere dansk udtryk:
Han blev taget i at stjæle.

He was caught stealing.
Det at bide negle er en dårlig vane.

Biting ones nails is a nasty habit.
§9 r eg elm æ ssig datid -e d

Regelmæssige verber danner simpel datid ved hjælp af-ed på infinitiven.
Mom parked the car in the driveway.
The class listened carefully.
§10 bøjningsskem aet = Verb Chart

Bøjningsskemaet findes såvel bagest i den dansk-engelske ordbog som i TOOLS i Learner’s
Guide. Det er et hjælpemiddel til at skabe overblik over de uregelmæssige verber.
Det viser de forskellige former, vi bruger, når vi angiver verbernes tid.
• Infinitiv bruges til at danne nutid samt i forbindelse med do-omskrivning

og udtryk med modalverber. (NB: se §1 )
• Datid angiver datidsformen.
• Den korte tillægsform bruges sammen med to have til at danne førnutid
og førdatid (førnutid: have been/has been + førdatid: had been). [§14]
I bøjningsskemaet angives formerne altid i følgende rækkefølge:
Infinitiv (oversættelse) datid kort tillægsform

be (være) (NB: se § 2) was/were been
beat (slå) beat beaten
become (blive) became became
§11 u re g e lm æ ssig e verber i datid

Ved de uregelmæssige verber må datidsformen læres udenad. Du kender mange allerede.
(Se listen i TOOLS, s. 1 31-13 3). Datid er den anden form i bøjningsmønstret (jf. §10).
John beat me a t tennis last time we were a t the club.
§12 u reg elm æ ssig e verber: UNDTAGELSE
Verbet to be er det eneste verbum, der har flere former i datid.
Det kan hedde både was og were alt efter, hvilken person man taler om:
I was - we were
you were - you were
he, she, it was -they were
BEMÆRK! Nogle gange bruger man datid på engelsk, hvor man bruger nutid på dansk:
Hvornår er du født?
When were you born?
”Frk Smilas fornemmelse for sne” er skrevet af Peter Høeg.

”Smila’s Sense of Snow” was written by Peter Høeg.
§13 -in g
Udvidet datid dannes med was eller were + -ing på hovedverbet:
Jeg var ved at læse en bog, da jeg hørte et skrig.

I was reading a book when I heard a scream.
§14 TROUBLESHOOTING: Vælg den korrekte tid.

• Datid (§9-12) er den tid, der anvendes, når man taler om noget, der er sket
eller noget, der plejede at ske.
Arthur washed the dishes this morning.
• Udvidet datid (§13) anvendes som regel om noget, der var i gang (ved at ske),
da noget andet pludselig skete.
They were eating breakfast when the neighbours came barging in.
• Førnutid (§15-16) er en slags ubestemt datid.

Tilstanden kan være ophørt eller stadigvæk være gældende alt afhængig af resten af
sætningen, men førnutid kan IKKE bruges sammen med præcise tidsadverbier som
yesterday, last week, a month ago.
Fred has eaten all of the muffins!
• Førdatid (§17-18) fortæller om noget, der er overstået. Den bruges tit sammen med en
tidsangivelse, dog, som ved førnutid, ikke præcise tidsadverbier.
Læg mærke til placeringen af adverbiet, always, mellem verbets led, had og wondered.
We had always wondered why he had done it. Now we know.
§15 førnutid
Regelmæssige verber danner førnutid med to have i nutid + den korte tillægsform af
hovedverbet (ed-formen).
Oliver has painted his room dark blue.
I have painted mine bright yellow.
§16 førnutid
Uregelmæssige verber danner førnutid ved hjælp af to have i nutid + den 3. form i
bøjningsmønstret (korte tillægsform a f hovedverbet). (Se §10)
Emma has lost a new smartphone.
I hope her parents have bought her a new one.
§17 førdatid
Regelmæssige verber danner førdatid med to have i datid + den korte tillægsform af
hovedverbet (ed-form).
I had watched the program earlier.
Barb and Jessie said they had watched it, too.
§18 førdatid
Uregelmæssige verber danner førdatid med to have i datid + den 3. form i
bøjningsmønstret (korte tillægsform af hovedverbet). Se listen i TOOLS, s. 1 31 - 1 3 3
eller oversigten i den dansk-engelske ordbog.
John and Emily had taught George to swim and
he in turn had taught Donnie.
§19 fremtid
Fremtid udtrykkes på flere forskellige måder på engelsk:
• will + verbets infinitiv:
We all will go insane if you don’t stop!
• to be (i nutid - se §2) + going to + verbets infinitive

One of these days Tom is going to catch Jerry.
• to be (i nutid - se §2) + to + verbets infinitive

He is to meet with them next Monday.
§20 sam m entræ kninger
I sammentrækninger fx doesn’t og we’ll, sættes apostroffen som regel der,
hvor et eller flere bogstaver er blevet udeladt.
d o e s n o t → d o e s n ’t w e will → w e ’ll MEN: will n o t → w o n ’t
§21 sam m entræ kninger

Sammentrækninger anvendes ikke i mere formelle tekster, men må godt bruges i mindre
formelle tekster.
§22 do-om skrivning

I nutid og datid anvender man ofte do-omskrivning ved nægtende sætninger
samt ved spørgsmål, der IKKE indledes med et spørgeord (who, how, when, etc.).
For eksempler se § 23. Find spørgeord i §42.
§23 do
Formen af to do viser, om sætningen står i nutid eller datid.
Nutid: do eller does + hovedverbets infinitivform

Datid: did + hovedverbets infinitivform
BEMÆRK: I alle tilfælde står hovedverbet i infinitiv.
Spørgsmål Nægtende sætninger

D o y o u like d in o s a u r s ? (n u tid ) I d o n ’t w a n t t o h e a r it! (n u tid )
D o e s i t w ork t h i s w a y ? (n u tid ) O liver d o e s n ’t s t u d y m u ch , (n u tid )
Did H anna a rriv e s a f e l y ? ( d a tid ) T h ey d id n ’t b e lie v e m e. ( d a tid )
§24 m odalverber
Modalverber, som shall, will, should, would, map, might, must, can, could, bruges sammen med
hovedudsagnsordets grundform (infinitiv uden at/to) - ligesom på dansk.
T h a t m a y b e t r u e . W e s h o u ld c h e c k i t o u t .
For eksempler på modalverberne i brug, tjek listen i Grammar Tools: Modal Verbs.
§25 m odalverber
BEMÆRK: Shall og should er særligt lumske modalverber for danskere.
Shall svarer sjældent til “skal” og should svarer heller ikke altid til “skulle”:
Vi skal i biografen.
W e a r e g o in g t o g o t o t h e c in e m a .
Den skal være færdig til i morgen.

I t h a s g o t t o / m u s t b e f in is h e d b y to m o r r o w .
Han skulle holde jul hos sin bror.

H e w a s s u p p o s e d t o s p e n d C h r i s t m a s a t h is b r o t h e r ’s .
Han burde holde jul hos sin onkel.

H e s h o u ld s p e n d C h r i s t m a s a t h is u n c le ’s .
§26 spørgen d e bisætning

Efter en positiv sætning kommer en negativ spørgende bisætning og omvendt
- nøjagtig ligesom på dansk.
Paul i s g o o d a t b a s e b a ll, i s n ’t h e ?
Paul i s n ’t v e r y g o o d a t f o o t b a ll, i s h e ?
S U B S T A N T IV E R - N A V N E O R D - N O U N S
§27 flertals - s
Sæt -s på substantivets entalsform for at danne flertal.
a p p le s boys cucum ber doors e a g le s

§28 fle rtals - s : UNDTAGELSER
Der er særlige regler for substantiver, der ender med
hvislelyd (-s, -z, -x, -sh, -ch), -f, -fe, -o og en konsonant + -y.
(For flere detaljer se Grammar Tools: Spelling Rules - Adding endings)
b ox - b o x e s h a lf - h a lv e s k n ife - k n iv e s
p o ta to - p o ta to e s la d y - la d ie s
Nogle engelske substantiver er helt uregelmæssige i flertal. Slå ordet op, hvis du er i tvivl,
m an - m en ch ild - c h ild r e n fo o t-fe e t sh e e p -sh e e p
§29 logisk flertal

Logisk flertal bruges ofte på engelsk, hvor man vil bruge ental på dansk.
Du er nødt til at se det fra den engelske vinkel, når du skriver engelsk.
C h a n g e w ord l i s t s w ith y o u r p a r tn e r .
(Engelsk vinkel: Der er jo to ordlister, selvom hver elev har sin.)
T h ey j u s t s h o o k t h e ir h e a d s .
(Engelsk vinkel: Der er mindst to hoveder der rystes, på trods af at de ryster hver sit.)
§30 tæ llelige på dansk - utæ llelige på en g elsk

Der findes også nogle substantiver, der kan være i flertal (er tællelige) på dansk,
men betragtes som ental (ikke tællelige) på engelsk.
Nogle af de mest almindelige er:
f u r n itu r e hom ew ork in fo r m a tio n m oney n ew s p o llu tio n
I've a l o t o f n e w s a n d i t i s all g o o d .
T h is h o m e w o r k i s p r e t t y d i f f i c u l t . I 'm n o t s u r e I c a n d o i t .
BEMÆRK: Substantivets “tal” påvirker både verbet og pronominet.
§31 egen navne - an d erled es på dansk

På engelsk hører navnene på fx månederne (September), dagene (Tuesday), helligdagene
(Christmas) og religioner (Muslim) også til denne ordklasse.
BEMÆRK: Egennavne begynder med stort og optræder mest i ental.

A /A N
§32 a/an
• Hvis ordet efter artiklen begynder med en konsonantlyd, skal man bruge a.
• Hvis ordet efter artiklen starter med en vokallyd, bruger man an.
BEMÆRK: Det er lyden i begyndelsen af det næstfølgende ord og ikke stavemåden,

der afgør a/an spørgsmålet. Prøv selv.
a day a m an a y o u n g m an a u n iform
an hour an old m an a n u m b rella
§33 a/an - an d erled es end på dansk

På engelsk anvender man artiklen foran jobbetegnelser.
H e i s a w r ite r .
I nogle tilfælde oversættes den engelske a/an til andet end den ubestemte artikel
på dansk.
Tommy har hovedpine.

Tom m y h a s a h ea d a ch e.
De holder fest i aften.

T h e y ’re h avin g a p a r t y t o n ig h t .
Hun styrede derudad med 220 km i timen.

S h e w h iz z e d a lo n g a t 2 2 0 km a n hour!
T H E (D E N B E S T E M T E A R T IK E L )
§34 the
Den bestemte artikel kan være betydningsbærende.
I modsætning til dansk bruger engelsk sjældent bestemt artikel foran begreber som
nature, life, og society eller bygninger, når der er tale om deres funktion.
W e m u s t w ork t o p r o t e c t n a t u r e . -MEN: I t ’s all in t h e n a t u r e o f t h in g s .

Life i s g o o d ! - MEN: T h is i s t h e life!
B a r b a r a i s in p r is o n . ( f u n c t io n ) MEN: T he lo c a l p r is o n i s new . (b u ild in g)
G E N IT IV - E J E F A L D - G E N IT IV E
§35 genitiv
Udover ejestedordene (se §37) har engelsk to måder at udtrykke ejefald (genitiv) på:
• For mennesker, dyr, der står os nær samt ting vi personificerer, tilføj ’s:
S a n d r a ’s s m ile e v e r y b o d y ’s f a v o r i t e D e n m a r k ’s la w s
• Hvis substantivet allerede slutter på -s, fordi det står i flertal, sætter man kun
apostroffen:
t h e b o y s ’ b ik e s m y p a r e n t s ’ f r ie n d s
• I forbindelse med ting og med andre dyr bruger man en of-konstruktion.

th e roof o f th e h ou se t h e n e c k o f t h e g ir a f f e
P R O N O M IN E R - S T E D O R D - P R O N O U N S
§36 personlige pronom iner

Personlige stedord kan fungere som subjekt eller objekt i en sætning.
• subjekt former:
I you he sh e it we you th e y
• objekt former:
me you him her it us you th e m
BEMÆRK: I staves altid med stort, selv midt i en sætning.

§37 p o s s e s s iv e pronom iner (ejestedord)
Engelsk har to slags ejestedord: de bundne og de frie.
• bundne former:
my your h is her its our your t h e ir
Den bundne form kan ikke bruges alene. Den står før det man “ejer”,
dog ikke nødventigvis lige før.
H er m e a t - e a t i n g p la n t s e e m s s o h u n g ry t o d a y !
• frie former:
m in e yours h is hers its ours yours th e ir s
Den frie form anvendes, når det, man “ejer”, er underforstået.

Derfor kan den stå alene.
I t ’s D a v id ’s m e a t - e a t i n g p la n t, n o t h e r s !
BEMÆRK: Disse ord udtrykker ejefald, uden at man skal tilføje apostrof.
§38 refleksive pronom iner (tilbagevisende stedord)

I de fleste tilfælde svarer de engelske tilbagevisende stedord til de danske,
men i nogle tilfælde er der forskel. Brug ordbogen, vis du er i tvivl.
Hun plukkede alle blomsterne til sig selv

S h e p lu c k e d all t h e f lo w e r s f o r h e r s e l f
Han bekymrer sig om sine penge.

H e w o r r ie s a b o u t h is m o n e y .
BEMÆRK STAVEMÅDEN - ikke i to ord, men i et:

m y s e lf y o u r s e lf h im s e lf h e r s e lf its e lf
o u r s e lv e y o u r s e lv e s t h e m s e lv e s
§39 relative pronom iner (henførende stedord)
Henførende stedord viser tilbage til noget eller nogen i den foregående sætning.
På dansk hedder de: som, der, hvis og hvilken.
På engelsk bruger man:

• who (om personer)
T h is i s t h e m an w h o s a v e d m y life.
• which (om dyr, ting og hele sætninger)

I m a d e a h a s t y d e c is io n w h ich I im m e d ia t e ly r e g r e t t e d .
• that (om personer, dyr og ting)

T h e r e ’s t h e d o g t h a t I w a s t e llin g y o u a b o u t .
• whose (ejefald - om personer, dyr og ting)

S h e ’s t h e la d y w h o s e h o u s e b u r n e d d o w n .
• whom (om en person i meget formelt sprog - ofte i forbindelse med en præposition)
W hom m a y I s a y i s c a llin g ?
H e ’s t h e g e n t le m a n a b o u t w h o m I t o l d y o u e a r lier , Sir.
§40 dem onstrative pronom iner (påpegende stedord)

De påpegende stedord er:
this (ental, tæt på)

th a t (ental, længere væk)
these (flertal, tæt på)
those (flertal, længere væk)
T h is i s m y burger. T h a t o n e i s y o u r s
T h e s e c a r r o t s a r e f o r m e. T h o s e fr e n c h f r i e s a r e f o r y o u .
BEMÆRK: Danskere har tendens til at bruge this, når that vil lyde mere engelsk.
Hvis du er i tvivl, vælg that.
§41 indefinitte pronom iner (ubestem te stedord)
Some (something, someone, osv.) betyder nogen, noget, nogle, en eller anden, et eller andet,
visse, en del.
Man går ud fra at noget findes.
Any (anything, anyone, osv.) betyder nogen, noget, nogle,nogen overhovedet nogle/hvem/
hvad/hvilken som helst.
Man går ud fra, at noget ikke er sandt eller ikke findes eller også er man ved at undersøge,
om det er sandt eller findes.
DERFOR:
I konstaterende sætninger anvender man some, somebody, something osv.
S o m e b o d y m u s t h a v e s o m e id e a o f w h e r e w e a r e .
I nægtende sætninger anvender man oftest any, anybody, anything osv.

N o b o d y t h o u g h t t o bring m a p s , d i r e c t i o n s o r a n y t h in g h elp fu l.
I spørgende sætninger anvender man oftest any, anybody, anything osv.

H a s a n y b o d y g o t a n y id e a a b o u t w h e r e t o g o fr o m h e r e ?
§42 interrogative pronom iner (spørgende stedord)
who w h o se w hat w h ich w h ich o f
Who og whose anvendes om personer.

W h o s e fr ie n d a r e y o u ? W ho d id y o u c o m e w it h ?
What anvendes i alle andre tilfælde, hvor der ikke er tale om et valg.
W h at is you r n am e?
Which anvendes både om personer og ting. Det bruges, når man har et begrænset
antal personer eller ting at vælge imellem. Man kan også bruge which of.
W hich girl i s r e s p o n s ib le f o r t h e m u s ic ?
W hich o f t h e b o y s d o y o u like t h e b e s t ?
A D J E K T IV E R - T IL L Æ G S O R D - A D J E C T IV E S
§43 - e r /-e s t
Tillægsord på en stavelse samt tostavelses tillægsord, der ender på-y,
gradbøjes ved hjælp af endelserne -er og - est fx
fin e -fin e r -fin e s t big - b i g g e r - b i g g e s t c r a z y - c r a z ie r - c r a z i e s t
§44 m ore/m ost

Længere tillægsord gradbøjes ved hjælp af more og most.
Til de lange adjektiver regnes de tostavelsesadjektiver, der ikke slutter med - y

samt alle adjektiver med tre eller flere stavelser.
b orin g - m o r e b orin g - m o s t borin g

t e r r ib le - m o r e t e r r ib le - m o s t t e r r ib le
i n t e llig e n t - m o r e i n t e llig e n t - m o s t in t e llig e n t
§45 u reg elm æ ssig e adjektiver

Nogle adjektiver bøjes uregelmæssigt. Dem må man lære udenad, fx:
good - b e tte r - b est
b ad , ill - w orse - w orst
l i t t l e (mængde, ikke størrelse) - le ss - le a s t
N A T IO N A L IT E T S B E T E G N E L S E R - N A T IO N A L IT Y
§46 altid m ed stort

Nationalitetsbetegnelser staves altid med stort, lige meget hvilken funktion de har:
Denmark - substantiver (egennavne) der angiver landets navn

Danish - substantiver der benævner sprog
Danish - adjektiver der betegner nationalitet
Dane - adjektiver der fungerer som substantiver og bruges om de mennesker,
der kommer fra landet
The D a n ish b o y s p e a k s D a n ish in D e n m a r k j u s t like all t h e o t h e r D a n e s .

A D V E R B IE R - B IO R D - A D V E R B S
§47 adverbiernes funktioner

Imens tillægsord bruges, når man vil beskrive, hvordan nogle eller noget er,
har biord mange anvendelser.
Biord bruges til at fortælle mere om:
verber:
Det kan fx fortælle om måden, hensigten eller graden af det, der bliver udtrykt
gennem verbet, eller de kan fortælle om den tid, ”verbet handler om” eller det sted,
hvor ”verbet foregår”.
M aria s i n g s b e a u t if u lly
“beautifully” fortæller, om den måde Maria synger på.
T h o m a s s p o k e b r ie fly
“briefly” fortæller, hvor lang tid Thomas talte.
adjektiver:
S im o n i s u n u s u a lly t a l e n t e d
“unusually” fortæller noget om graden af Simons talent.
S im o n i s in t e r n a t io n a lly r e n o w n e d
“internationally” fortæller noget om, hvor Simon er kendt.
andre adverbier:
M aria s a n g e s p e c i a l ly b e a u t if u lly in W e s t S i d e S t o r y
“especially” fortæller noget om graden af “beautifully”.
hele sætninger:
C e r ta in ly , y o u c a n u n d e r s t a n d t h a t !
“Certainly” henviser til sandsynligheden af resten af sætningen.
It w a s , h o w ev er, n e v e r m e n t io n e d a g a in
“however” henviser til noget tidligere nævnt.
H o p efu lly , t h i s h a s b e e n a l e s s o n t o all o f u s

Hopefully fortæller om holdningen til det, der tales om.
§48 adverbier m ed - l y og ”fødte” adverbier
Biord ender ofte med -ly. Tit dannes biord ved at føje -ly til et tillægsord.
s a d - s a d ly h a p p y - h a p p ily
Nogle ord er “fødte” biord. De er ikke afledte af tillægsord og har derfor ikke den
karakteristiske ly-endelse.
a lm o s t o fte n how ever n e v e r th e le s s to m o r o r r o w u p s ta ir s
§49 gradbøjning af adverbier

Gradbøjning af biord sker på den samme måde som med tillægsord.
Biord på én stavelse og biord på to stavelser, der ender på -y gradbøjes som regel
med -er og -est.
fa s t - fa ste r - fa s te s t
e a r ly - e a r lie r - e a r l i e s t
Biord med flere stavelser og dem der ender på -ly, bøjes med more og most.
p o lit e ly - m o r e p o lit e ly - m o s t p o lit e ly
c a lm ly - m o r e c a lm ly - m o s t c a lm ly
Nogle biord bøjes uregelmæssigt:

positiv komparativ superlativ
well better best

little less least
ill worse worst
much more most
TAL - N U M B E R S
§50 Tal
I tekster skrives tal fra et til ti som ord. Større tal skrives som ord hvis de står først i en
sætning.
Thirteen of my friends came by for brunch this morning
Mellem tiere og enere anvender man bindestreg:

twenty-one.
BEMÆRK: Der bruges en forkortelse i angivelse af ordenstal, aldrig et punktum.

1 st , 2 nd, 3 rd , 4 th
Det er vigtigt at vide, at man på engelsk skriver komma der, hvor man på dansk sætter
punktum - og omvendt.
dansk: kr. 3 2 1 . 6 5 4 , 8 7 = engelsk: kr. 3 2 1 ,6 5 4 .8 7
Øv dig i at sige zero med /z/.
P R Æ P O S IT IO N E R - F O R H O L D SO R D - P R E P O S IT IO N S
§51 præ positioner

Præpositioner er meget lumske. Her er nogle eksempler:
om fem minutter i fem minutter for fem minutter siden

in five minutes for five minutes five minutes ago
på kontoret på billedet
a t the office in the picture
Du er nødt til at lære dem gennem læsning og øvelse.

Der er hjælp at finde på * * * hjemmesiden.
K OL L OK A T I ON E R - O R D F O R B I N D E L S E R - C O L L O C A T IO N S
§52 udtryk, der hører sam m en

Når du får en kollokation forkert, skal du finde hovedordet (understreget i eksemplerne)
og slå det op i ordbogen.
Der kan man som regel se, hvilke ord hører sammen fx:
You commit a crime. (You don’t do it.)

You do your homework. (You don’t make it.)
The volcano erupted. (You wouldn’t say exploded here.)
Samle kollokationer i din LANGUAGE NOTEBOOK.
§53 phrasal verbs

Phrasal verbs er verber, der har en tilhørende præposition.
Præpositionen er afgørende for meningen.
Når du får præpositionen forkert, skal du slå hovedverbet op i ordbogen.
Der skulle du kunne finde den præposition, du søger, samt evt. eksempler på udtrykket i
brug.
I appreciate it when you stand up for me. (stand up for =forsvarer)

I need for someone to stand in for me. (stand in = være stedfortræder)
K O N JU N K T IO N E R - B IN D E O R D - L IN K IN G W O R D S
§54 varier dit sprog

Pas på overforbrug af and, but, so og and then!
Der findes mange flere og mere præcise bindeord.
Ved deres hjælp kan man variere sine sætninger. Nogle forslag kunne være:
if, while, until, unless, although, as soon as, once, when, since, after,
before, because, yet, as, whenever, though, nevertheless, hence, still,
however, therefore ...
Se listen i TOOLS: U seful Expressions

§55 ligefrem O
W
IN
T
S
E
L
-G
D
R
ordstilling (XO)
I konstaterende sætninger bruger engelsk ligefrem ordstilling.
Det betyder, at subjekt kommer før udsagnsled - også når sætningen begynder
med et tidsudtryk.
§56 næ gtende sæ tninger (omskrivning m ed “to do”)
I nægtende sætninger anvender man på begge sprog ligefrem ordstilling.

På engelsk sker det ofte ved hjælp af c/o-omskrivning (se § 22 + 23).
BEMÆRK: reglen gælder ikke for "to be".
§57 om skrivning med “to do”

Når man bruger do-omskrivning til at lave spørgsmål, kommer hovedverbet i modsætning
til dansk efter grundleddet. (Se §22 + 23)
BEMÆRK: reglen gælder ikke for "to be" og "to have".
§58 ligefrem ordstilling med adverbier og adverbiale udtryk

Når en sætning indledes med et adverbium eller adverbial udtryk, bevarer engelsk
- i modsætning til dansk - ligefrem ordstilling (XO).
Pludselig fik jeg det bedre.

Suddenly I fe lt better.
Med andre ord kan jeg alligevel gå med til festen.

In other words, I can go to the party a fte r all.
§59 placering af adverbier
Mådesadverbier placeres som regel efter hovedverbet.
S h e d a n c e s b e a u t if u lly .
Hyppighedsadverbier placeres som regel før hovedverbet.

I never d an ce.
I tilfælde med sammensatte verber placeres adverbiet som regel mellem verberne.
S h e h a s a lw a y s d a n c e d b a lle t.
Tidsadverbier kan placeres først i en sætning.

Y e s t e r d a y I m is p la c e d m y g l a s s e s .
Steds- og tidsadverbier placeres som regel sidst i en sætning.

I m is p la c e d m y g l a s s e s y e s t e r d a y .
J a m ie fo u n d t h e m in t h e k itc h e n u n d e r a c o o k b o o k .
§60 placering - flere adverbier

Hvis der er m ere end et adverbialt udtryk, så er rækkefølgen: måde → sted → tid.
C o o p e r a tiv e L e a r n in g S tr u c tu r e s
Sometimes you’ll come across a task with a stamp next to it.

Here’s how you can work with that particular task.
RallyRobin ©
Take turns answering questions or generating ideas on how to solve
the task at hand.
RallyCoach ©
1. Pair up with a partner within your team. Determine who is A and
who is B.
2. Partner A solves the problem, while Partner B coaches, checks the
accuracy of the question and praises.
3. If the answer is not correct, Partner B coaches Partner A to the
correct answer.
4. Switch roles for the next question.
Fan-N-Pick ©
1. Each member in the team writes questions for the text on
separate cards.
2. Student A fans out the question cards and presents them to
Student B and says: “Pick a card.”
3. Student B picks a card, reads the question out loud and gives the
team some time to think (5 seconds).
4. Student C answers or explains.
5. Student D adds information, helps out, gives feedback and praises
Student C.
6. The roles rotate clockwise: Student B fans out the questions,
Student C reads etc.
Showdown ©
1. Question cards are stacked in center of the team table.
2. One student on each team is the Showdown Captain for the first
round. Showdown Captain draws the top card and reads the
question.
3. Working solo, all students write their answers.
4. When finished, teammates signal they’re ready.The Showdown
captain calls “show down.”
5. Teammates show answers; Showdown Captain leads the check.
6. If correct, the team celebrates; if not, teammates reteach then
celebrate.
7. The person to the left of the Showdown Captain becomes the
new Showdown Captain for the next round.
Carousel Feedback ©
1. Display your team projects in class. Leave a sheet for feedback by
your project.
2. All teams leave their own projects and rotate to the next project.
3. The teams take some time to discuss the project they are visiting.
4. Once they have agreed on feedback, Student A writes the team’s
feedback and posts it by the project.
5. Teacher calls time.
6. Teams rotate and discuss the next project. Student B writes the
team’s feedback and posts it by the project.
7. Teams rotate until they end up back at their own project.
8. Teams read and discuss the feedback they have received on their
own projects.
© Kagan Cooperative Learning. Jette Stenlev & Spencer Kagan.

Alinea
Images
Poul Lange illustrations/photos: 32,38, 43, 57, 66, 67, 70, 71, 99b
Julek Heller: 9
Dork Diaries #2 Tales from a Not-So-Popular-Party-Girl: 74-75 excerpt by
Rachel Renee Russel. Reprinted by permission of Writers house LLC, New
York.
Hamlet - Manga: 13 © SelfMadeHero, 2007. Artist Emma Vieceli
Bridgeman Art Library: 39 The Trail of Tears (oil on canvas], Lindneux, Robert
Ottokar (1871-1970) / Woolaroc Museum, Oklahoma, USA/ Peter Newark
Western Americana
Corbis/Polfoto:
5&82 Car Culture, 10 Churchill/Bettmann, David Beckham/Christian Liewig/
Liewig Media Sports, Prince
William & Kate/AP/Aynsley China, 11 Mike Kemp/In Pictures, 12 Chen Haining/
Xinhua Press, 16 Arthur Ash, 21 The Art Archive/Witches' Sabbath by Francisco
Jose de Goya y Lucientes, 22 Jimmy Collins, 29 Meng Chenguang/XinHua/
Xinhua Press, 33 AP Photo/Pablo Martinez Monsivais, 35, 36 Marilyn Angel
Wynn/Corbis, 38 Sitting Bull/Bettmann, Crazy Horse/Blaine Harrington III, 40
Tom Bean, 45 Jeff Lewis/Icon SMI, 48 Creasource, 49 Michael S. Yamashita,
50 Robert Wagenhoffer, 55 Elyse Butler/Aurora Photos, 62&96 Bettmann,
64 Mike Zens, 68-69 John and Lisa Merrill, 70 Frans Lanting, 73&76 Brooks
Kraft/Sygma, 78 Patrik Giardino, 80 B. A. Stewart and David S. Boyer/National
Geographic Society, 83t Ed Murray/Star Ledger, 83b Chris Ryan, 84 Jess
Dyrenforth/NewSport, 85 Brant Ward, 87 Alt Canada Photos/Gary Fiegehen, 90
Tim Graham/Sygma, 91 Robert Wagenhoffer, 93 Stephen Mallon, 94AP/Yves
Tessier, 95 Chris Gordon, 97 Bettmann
Polfoto:
4t&86 First Light/Dave Reede, 4b&6, 14 BANKSY/Topfoto, 15 Eddie Izzard/
Topfoto, 18AP/Annie Liebowitz, 20&27 Index Stock Photolibrary/Palmi
Einarsson, 23 (AP/Matt Dunham], 30 Topfoto, 42 AP/Norman Rockwell
Museum, 51 AP Photo/Columbia Pictures/Jasin Boland, 52 Claus Bjørn Larsen,
54 AP Photo/Laurent Gilleron, 56&59 Lonely Planet Images/Ann Cecil, 60-61
Douglas Peebles, 65 AP, 67 Nordicphotos/Chad Ehlers, 96 AP/Michael Gorman
Getty Images: 26 [The Intruder, 1949, Photo by Carl Sutton/Picture Post), 72
Image Source, 76 Blend Images/Jon Feingersh, 81, 87 Aurora Photos/Robert
Kendrick/portrait of buckaroo, 92 Sports Illustrated/Hy Peskin, 126 Darrell
Eager
IZ: 63 Israel Ka'ano'i Kamakawiwo'ole / Courtesy of Mountain Apple Company,
Hawaii 2011
Photos.com: 7, 88
Ken often writes very interesting letters to his friends at home.
(English) propernoun adverb verb adverb adjective noun preposition pronoun noun preposition noun
(Danish) egennavn biord udsagnsord biord tillægsord navneord forholdsord stedord navneord forholdsord navneord
(Latin) proprium adverbium verbum adverbium adjektiv substantiv præposition pronomen substantiv præposition substantiv
Apropernounisthe Anadverbtells Averbdescribesan Anadverbtells Anadjectivetells Anouncanreferto Prepositions Apronountakes Anouncanreferto Prepositions Anouncanreferto
nameafaperson, somethingabout action,conditionor somethingabout somethingabouta aperson,placeor connectandshow theplaceofthe aperson,placeor connectandshow aperson,placeor
placeorthing. averb,adjective, experience. averb,adjective, nounorapronoun, thing, relationship,often noun, thing, relationship,often thing,
adverb,phraseor adverb,phraseor oftimeorplace. oftimeorplace,
wholesentence, wholesentence,

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Om dette eksemplar

Dette eksemplar er fremstillet af Nota til Benjamin Martin

© 2011 Alinea, København

Mekanisk, fotografisk, elektronisk eller

2W itches. The Occult and Other Scary Stuff 20

3The First A m ericans 32

4Out and About 44

5Hawai i - t h e Aloha State 56

REGLER FOR ENGELSK GRAMMATIK 134

BEFORE YOU START INTRODUCTION

Begin each topic by reading INTRO texts w ith activities for

listening and speaking use the Internet or the

working with the text pairwork

gram m ar A stam p like this shows th at you

Evaluate your progress using the

We're rooting for you!

In th is unit your c la s s will s ta r t off by checking

You will a lso have a ch a n ce to look

One thing is for su re : th e r e 's a

a s th o u g h · ch eck o u t B. Take a good look to see what your sub-

s u p e r s titio n s C. Do a short presentation of your sub-

D. Choose 2-4 facts or words from your

before you read old English to modern English

“Whoso Pulleth Out This Sword of this

share your know ledge

find w ords job s [§ 33 + 32]

t h e S e c o n d W orld W ar B. Make a list of the different jobs as you

w o r k e d t o p e r s u a d e p e o p le t o w a n t C. Note that difference between English

verbs: past te n se [§ 9-11] pay

nouns: plural [§ 27-28]

B. How many ways are used to make

decid e what you want to do

carry out your fashion sh ow or sw ap

Throw your fashion swap party or hold

For a fashion show you'll be the design ers,

before you read c o n tra c tio n s [§ 20+ 4]

m ed iu m · t h e s i s verbs: English > < Danish [§ 4]

Search using the key words how to + manga

- a s tr e e t a r tis t w ith a m e s s a g e [p. 18]

find w ords contrasts

w ell-k n o w n f o r s o m e t h i n g b ad in prison fo r p e tty

TOOLS: Games - Vocabulary Charades

share your know ledge

explain hom ophones

standup com edy, com ic strip or sketch

Choose one of these possibilities:

lo n g p a n t s o r j e a n s C. Practice your handshake; move around

British> < A m erican spelling

so c c e r · sw e a ter B. In informal writing Americans

READ AND ENJOY!

• Do the Absolutely British listening comprehension task you can find on

• Do the Absolutely British reading comprehension task you can find on

• Do the Absolutely British preposition worksheet you can find on the

• Do the grammar worksheet of your or your teacher’s choice.

Are you s u p e rs titio u s ? Have you ev er b een afraid to

Most of us a re fasc in ate d by w hat

A djectives can do w o n d e rs for a

This unit gives you a ch an ce to w ork with

put on your thinking cap w hispering chain

C. The class lines up. The person who told

explain B. Use these derivatives of “spell” in

W itc h C h ild - e n tr y 1 (1 6 5 9 ) [p. 34]

p re-reading What is the truth?

B. To see how many of the words you