2 NEXT UP! Emily Haegi • Tone Madsen Siri Mohammad-Roe Student’s Book Nemendabók
Emily Haegi Tone Madsen Siri Mohammad-Roe NEXT UP! 2 Student’s Book Nemendabók
NEXT UP! 2 – Student's Book ISBN 978-9979-0-3037-9 ©2020 Cappelen Damm AS Höfundar: Emily Haegi, Tone Madsen og Siri Mohammad-Roe Ritstjóri norskrar útgáfu: Cecilie Cathrine Mileman Hönnun og umbrot: Bøk Oslo AS Forsíðumynd: Irina Bg / Shutterstock / NTB Scanpix, Volodymyr Goinyk / Getty Images Hönnun forsíðu: Claus Torp / Tank Design AS Ritstjóri íslenskrar útgáfu: Arna Guðríður S. Sigurðardóttir Þýðandi: Ástríður Einarsdóttir Staðfæring og faglegur yfirlestur: Birkir Már Viðarsson Málfarslestur: Ingólfur Steinsson Lista yfir heimildir, myndhöfunda og ljósmyndir er að finna aftast í bókinni. 1. útgáfa 2026 Miðstöð menntunar og skólaþjónustu Reykjavík Prentun: Prentmiðlun ehf. - Lettland Bókin er gefin út á Íslandi með leyfi Cappelen Damm AS . Bók þessa má ekki afrita með neinum hætti, svo sem með ljósmyndun, prentun, hljóðritun eða á annan sambærilegan hátt, að hluta eða í heild, án skriflegs leyfis höfunda og útgefenda.
Short introduction to Next up! 2 Student’s Book In Next up! 2 Student’s Book, we have put together five chapters for you about different topics. Each chapter consists of eight texts, including a Model text, an Easy read and a Further reading. Every chapter will introduce important new words or phrases to your vocabulary. These words will be a focus throughout the chapter so you can learn to use them with confidence. These short tasks help you prepare to read. Through reading each model text and working with the tasks, you will practise writing a particular type of text. In Next up! 2, you will learn how to write a personal recount, an informative article, a film review, a short story and an opinion piece. These texts are simple and easy to read. You will get to use skills learnt so far, and also work with important vocabulary and grammar. These texts offer you more of a challenge. You will get additional information on each topic and take your vocabulary and your thinking a little further. Complete these tasks to reflect on both your learning process and what you have learnt by working with each chapter. When you work with tasks and get stuck, look for this symbol. At the end of the book, you will find the Reference section. This is separated for you into two learning areas: Grammar: Seven word-classes explained in Icelandic, with examples in English. Language: Useful information about the English language, as well as tips about how to read, write and communicate successfully. Good luck with your studies! Emily, Siri & Tone Focus words Before reading MODEL TEXT easy read further reading Test Yourself
Contents Chapter What’s your story? 6 Language and grammar: adverbs, the relative pronouns who, which, that Multicultural stories personal recounts 10 What makes you you? informative article 16 Model text A visit to the doctor (Roald Dahl) novel excerpt 21 No More Birthdays (Hal Sirowitz) poem 30 Crumbs (Hal Sirowitz) poem 31 The Burning House Project photographs 34 The Art of Being Normal (Lisa Williamson) novel excerpt 36 Easy read Kidding Around (Dave Ward) poem 47 Further reading Illegal life informative article 50 Talking The Burning House Project oral assessment: presentation 54 Test yourself 56 Chapter Role models 102 Language and grammar: adjectives, adverbs Voices in our time (A. Villaseñor, J. Arnold, T. Abdullah) stories 106 The Absolutely True Diary … (Sherman Alexie) novel excerpt 113 Model text The Boy Who Harnessed the Wind review 120 You can Make it Happen! photograph 127 Thank You, Ma’am (Langston Hughes) short story 129 South Africa and the artheid era informative article 138 Robben Island: The dark years (Nelson Mandela) autobiography excerpt 140 Easy read Yusra Mardini (F. Cavallo and E. Favilli) story 146 Further reading Suffragettes informative article 149 Test yourself 154 Chapter Communication 58 Language and grammar: idioms, irregular verbs, negation Note from Dad (Unknown) short letter 62 Model text The Montgomery Bus Boycott informative article 67 I, too (Langston Hughes) poem 77 Lost in translation signs 82 A Day’s Wait (Ernest Hemingway) short story 84 Easy read informative article 92 Further reading Critical literacy – the ability to ask questions informative article 95 Test yourself 100
Chapter Love and loss 156 Language and grammar: descriptive language, literary techniques, prepositions You’ve Got A Friend (Carole King) song lyrics 160 How to heal a broken heart advice 164 Model text Going Home (Pete Hamill) short story 170 Funeral Blues (W.H. Auden) poem 180 Do Not Stand at my Grave and Weep (Mary Elizabeth Frye) poem 183 Love of the game photograph 187 Chief Seattle’s letter letter 188 Easy read Cute meetings stories 194 Further reading Love for every body informative article 297 Test yourself 201 Chapter Choices 202 Language and grammar: linking words, idioms, the future tense You are so much more than a test (Unknown) letter 206 The Scholarship Jacket (Marta Salinas) short story 210 Blackout poetry poem 221 Model text It’s my choice to make! opinion piece 222 The Perks of Being a Wallflower (Stephen Chbosky) script excerpt 228 Empty Seat (Yuan Qiongqiong) short story 236 Easy read How to get a summer job advice 241 Further reading Choices for sale informative article 245 Talking A conversation about the topic “choices” oral assessment: conversation 248 Test yourself 250 Reference section 252 Málfræði (Grammar) 254 Tungumál (Language) 274 Lestrartækni (Reading strategies) 280 Tegundir texta og markmið með ritun (Text types) 281 Gagnrýnin lestur og heimildanotkun (Critical literacy) 282
1 What’s your story? Who are you? That’s a difficult question to answer, isn’t it? As long as we live, we are in the making. We are continuously influenced by our surroundings, our family and friends. As we grow, we make our own choices and seek other adventures, which again will have an impact on who we become. But we also carry the stories of our ancestors within us. So, instead of just asking ourselves who we are, let’s explore some stories of how we came to be. What do you think is going on in this photo? What or who do you think they might be looking at? What’s their story? Freewrite for a couple of minutes. Main targets: • to use English to explore your identity • to read, retell and discuss different types of texts • to retell an experience from your own life • to do an oral presentation Language and grammar: • adverbs • the relative pronouns who, which, that Model text: personal recount
Focus words UNDERSTANDING 1 Work with focus words Read the text: Ihave many relatives, and there seems to be a tradition in my family to settle abroad. Several of my aunts, uncles and cousins live in the USA, and Ihave three cousins in Switzerland. My grandmother advised my uncle to study in Australia and he never came back after his studies. She misses him because they are so close. My closest relative is my brother. He is four years older than Iam, but he always listens to my advice. a) Write down the focus words you find. b) The focus words advice and advise look similar, but, not only do we spell them differently, they also belong to different word classes. First, translate the sentences where you find these two focus words into Icelandic. Then, decide which word class each focus word belongs to. 2 Culture Culture is synonymous with customs: the holidays we celebrate, the food we eat, how we greet each other, how we dress, and our religion or philosophy of life. a) What would you say is typical for Icelandic culture? Create a graphic organiser: draw a circle and write “Icelandic culture” inside it. Extend lines from the circle and write all the things you can think of that are connected. b) Do the same with either “British culture” or “American culture”. environment relatives advice Hæfniviðmið • Aflað sér upplýsinga úr texta, greint aðalatriði frá aukaatriðum og nýtt sér í verkefnavinnu. • Lesið, skilið og unnið með fjölbreyttan orðaforða úr ýmsum textum. • Sýnt að hann þekkir til samfélagsgerðar, menningar og einkenna þjóðfélagsins.
9 culture traditions advise biography TALKING 3 Environment Our environment is what surrounds us. It can be natural, built or social. Natural environment is all living and non-living things that occur naturally, like climate, rocks and plants. Built environment is all man-made things, such as park benches, roads and buildings. a) Work with a partner. Describe to each other the natural and built environment where you are right now. Take turns describing it to each other. Example: Our classroom is on the ground floor in a large, flat building. Outside, … etc. b) Social environment refers to society and the people we interact with. Draw a graphic organiser. Write “my social environment” in your circle. Extend lines which link to at least six things that relate to your social environment. Present your social environment map to your partner. Compare maps and add to your map anything your partner has thought of that you missed. Some elements of social environment can be: • your family • your friends • your football team • your local community Hæfniviðmið • Tekið þátt í samræðum um kunnugleg málefni og látið skoðun sína í ljós.
NEXT UP! 2 10 Multicultural stories Our stories start before we are born. Our parents make choices that not only affect their lives but, in turn, influence what our lives will be like. Meet three teenagers whose parents left their mother countries to find work, to seek safety or because they fell in love. Janet My parents came to Australia to find work. I was born in Melbourne and have only been to China once. It is strange to think that my parents have lived a life very different from the life we lead here in Australia. They grew up in a small village as children of farmers, but I am growing up in a city of more than four million people. In China, children are expected to take care of their parents when they grow old. My grandparents live with my uncle, but my father is expected to help with money. My parents decided it was easier for them to earn a living in Australia, so they packed up and left. I know that was a difficult choice to make. Now, they send money home every month. Before reading Think about where your parents or caregivers come from. Do they come from the place where you live now? What do you know about your family’s background or the background of those you live with? a village – þorp to expect – búast við to earn a living – afla sér lífsviðurværis
11 1 What’s your story? My mum misses her Chinese village a lot and insists on speaking Mandarin at home, although her English is fine. I realise that my background is different from many of my friends’. At school, I feel Australian. At home, where my parents speak a different language and cook different food, I feel more Chinese. Hassan Coming to England was not really a choice for my family. We had to leave our home in Afghanistan, as it became dangerous to stay. We lost everything: our home, our belongings, our family and friends. I am happy I managed to stay with my family, though. Many of the other Afghanis I know had to flee alone. Life for me here is bittersweet. I like Manchester. I like going to school, learning new things and making new friends. I like not having to be afraid. But, I miss the rest of my family; most of them live in a refugee camp in Pakistan. There are things I do not understand here yet. It takes time to learn the language and understand the way of life. I look forward to settling in more, but, to be honest, I really hope to go back to Afghanistan one day. Mandarin – mandarín, opinbert tungumál í Kína belongings – eigur to flee – flýja bittersweet – súrsætt, bæði jákvætt og neikvætt yet – hér: ennþá a refugee camp – flóttamannabúðir to settle in – koma sér fyrir
NEXT UP! 2 12 Arun My dad worked for an IT company when he met my mum here in New Jersey. He was about to go back to India when they fell in love and he decided to stay. My dad tries hard to compensate for not living in India. He celebrates Diwali harder than any Indian I know! Good for me, though. I get to enjoy both the American and the Indian celebrations. I wish my dad had spoken Hindi to me when I was growing up. I think it could have made me feel more connected to India. My dad has a glorified view of his homeland, but when we go there, he finds it chaotic. I guess he is too used to life in the US now. My uncles keep teasing me about arranging a marriage for me with an Indian girl, although arranged marriage is not a tradition in my family. I know they’re just pulling my leg, but it reminds me that traditions in India are quite different to what I’m used to in the US. It is strange to think about what my life would have been like if my parents had settled in India instead. UNDERSTANDING 4 Find information Create a graphic organiser of Janet’s story. Draw a circle and write “Janet” in it. Extend lines from the circle and write keywords about Janet. Reread the text to see if you have missed any important information. Do the same with Hassan’s and Arun’s stories. 5 Make a quiz Work in groups of three. Each student should choose one of the three people in the text: Janet, Hassan or Arun. Write four questions about the person based on the text. Example: In which Australian city did Janet’s parents settle? to compensate for – hér: bæta upp fyrir Diwali – hindúísk ljósahátíð glorified – upphafið, fegrað to pull somebody’s leg – stríða einhverjum to settle – setjast að Hæfniviðmið • Lesið sér til fróðleiks rauntexta af fjöl- breyttum miðlum, brugðist við efni þeirra eða unnið úr þeim á annan hátt.
13 1 What’s your story? Then, put the text away. Student A asks a question. The person who answers the question correctly gets a point. Continue asking each other questions. The person with most points after all three have finished asking their questions wins the quiz. TALKING 6 People on the move Work with a partner. Answer the following questions: a) Why might people move from one country to another? Write a list of the reasons you come up with. b) Do you know anyone who has moved from his or her home country? Tell your partner the story. Or, if you do not know anyone who has had to move, what are some things a person might have to do before moving to a new country? c) What do you think would be most challenging about moving to a new country? First, freewrite for a couple of minutes. Then, share your thoughts with your partner. If you or your family have moved to Iceland from another country, you can freewrite about your own experience. Chinese New Year Parade in Australia Hæfniviðmið • Tekið þátt í samræðum um kunnugleg málefni og látið skoðun sína í ljós.
NEXT UP! 2 14 7 Reflect on multiculturalism Work with a partner. In your everyday life, you are surrounded by different cultures. a) Both of you can write a list of other cultures you have encountered and the way you have encountered them. Compare your list with your partner’s. We experience different cultures through different things, for example the food we eat, music we listen to, films we watch, various traditions and celebrations, etc. Example: Ioften eat the Indian dish Tikka Masala. My favourite artist is Canadian. Icelebrate Halloween as they do in the USA. Ilove Japanese animation. b) Talk about what your life would be like if we did not have products, music or foods from other countries. What food would you eat and what would you miss out on? What music would you listen to? Etc. Hæfniviðmið • Sýnt að hann þekkir til samfélagsgerðar, menningar og einkenna þjóðfélagsins. • Gert sér grein fyrir fjölbreyttum uppruna íbúa á viðkomandi málsvæði og áhrifum fordóma.
15 1 What’s your story? WRITING 8 Where would you go? If you could move anywhere in the world, where would you go? If you would rather stay where you are, explain why. Write a paragraph of at least six sentences. Remember to give reasons for your answer. If you like, you can use some of these sentence starters: Iwould love to move to … Iwould like to stay here in … One reason for this is … Another reason is … 9 Write a letter What do you think would be challenging and strange for people moving to Iceland? What do you think would be positive? Imagine you have just moved to Iceland from another country. Write a letter home to describe your experience. If you like, you can start like this: Dear … (place and date) I came to … in Iceland a while ago. So far, living in Iceland has been … One of the things Ifind challenging is … GRAMMAR 10 Compare adjectives Write these adjectives in the positive, comparative and superlative form: different, bitter, hard, difficult, strange, easy, dangerous You can read about adjectives on page 268 in the Reference section. Hæfniviðmið • Skrifað lipran, sam- felldan texta af ólíkum gerðum í samræmi við inntak og tilgang með skrifunum. • Skrifað um skoðanir sínar, tilfinningar, reynslu og þekkingu með fjölbreyttum orðaforða. • Sýnt góð tök á orða- forða, meginreglum málnotkunar og notað tengiorð við hæfi.
NEXT UP! 2 16 What makes you you? Do you sometimes ask yourself the question “who am I”? You are, of course, your physical self – your brain and body. But what about your stories? How do the things we experience shape us as human beings? Let’s explore some of the factors that make you you. Genes Your genes are passed on to you from your biological parents, half of them from your mother, the other half from your father. These genes determine many of your physical traits, such as the colour of your eyes. They can also determine some of your mannerisms, such as your laughter or the way you raise your eyebrows. Genes are in every single cell of your body and play an important part in making you unique. Even identical twins are unique; although they share the same DNA, their genes are not the same. Environment Of course, it’s not just your genes that determine who you are. Your upbringing and the people who surround you play an important role in shaping you as a person. In fact, there is Before reading What do you believe makes you who you are? Freewrite for a couple of minutes. to experience – upplifa to shape – móta genes – gen to pass on – miðla áfram to determine – ákvarða traits – einkenni mannerism – hegðunarmynstur identical twins – eineggja tvíburar upbringing – uppeldi to surround – umkringja
17 1 What’s your story? an ongoing debate about the impact our surroundings have on us as human beings. This debate is often referred to as “nature vs nurture”. For certain aspects of your personality, it is harder to say if they are a result of your genes or your upbringing. However, whilst it’s safe to say that genes and environment work together, many people would say that their personal experiences do more to help mould them as an individual. Friends Do you remember the first friend you made and how you became friends? When you are small, adults often pair you with suitable playmates. As you grow older, your world expands and you choose you own friends. People who have similar interests often become friends. Some researchers have found that two friends have more genes in common than two strangers do. So maybe it is not a coincidence that you are friends with the people you are? However, whilst your friends may be similar to you in some ways, they may also challenge you. You will come to realise that what is important and true for you may not be for others. Spending time with people who have other experiences and different backgrounds might make you understand more about who you are as a person. Your stories Throughout life, your experiences will shape you into who you are. Reading a book or watching a film can change the way you see things. Even a single meeting with a particular person might influence the direction you take. This is what makes it so interesting to be human, you do not know what awaits you around the next corner. We cannot choose our genes. However, we make choices on a daily basis, choices that again shape our lives. Who would you have been today if you had chosen differently, or if your life had been filled with other experiences and other stories? And what experiences will influence and shape you in the future? ongoing – í gangi an impact – áhrif surroundings – umhverfi aspects – hér: hliðar whilst – þrátt fyrir to mould – móta suitable – viðeigandi to expand – hér: opna sig a researcher – vísindamaður a coincidence – tilviljun to realise – átta sig á particular – sérstakur to influence – hafa áhrif á on a daily basis – daglega
NEXT UP! 2 18 UNDERSTANDING 11 Organise information a) After reading the text, divide a piece of paper into four squares. Write the four subheadings – Genes, Environment, Friends and Your stories – in the four squares. Write three to five keywords in each square from what you remember of each paragraph. When you have finished, check the text to see if you have forgotten to include something important. Read the whole text through once without stopping. Then, read one paragraph at a time, close the text and write keywords. Repeat with each paragraph. b) Work with a partner. Retell two paragraphs each using only the keywords you have written down. 12 Reflect on the text Write the answers to the following questions in full sentences: a) In what ways are you similar to your parents, family members or caregivers? Similarities that you could write about include physical traits, values and mannerisms. b) In what ways are you different from your parents, family members or caregivers? What do you disagree on? Are you good at something they are not? Write down at least three differences. c) Think about one of your close friends. Why are you friends with that person? In what ways are you similar, and in what ways are you different from each other? Write a short text to explain. If you like, you can use some of these sentence starters: … is my best friend. We became friends … One of the reasons we get along so well, is … I like … because … Hæfniviðmið • Tileinkað sér og nýtt fjölbreyttan orðaforða og viðeigandi hugtök sem tengjast ólíkum viðfangsefnum (Lykilhæfni) • Skrifað um skoðanir sínar, tilfinningar, reynslu og þekkingu með fjölbreyttum orðaforða.
19 1 What’s your story? We use the following linking words to show contrast: whereas while but TALKING 13 Family culture a) Work with a partner. Talk about your families and find similarities and differences. Topics you can talk about are: Your daily routines Family rules Traditions (celebrations, etc.) Religion or philosophy of life b) Work in groups of four. Each student should talk about one of the topics they discussed with their partner from task a). Example: On school nights, we both have to be in at the same time, but Ican stay out later on weekends than Lucas. Icelebrate Eid, whereas Emilie celebrates Christmas. Etc. WRITING 14 Nature vs nurture Read the text: Of course, it’s not just your genes that determine who you are. Your upbringing and the people who surround you play an important role in shaping you as a person. What do you believe plays the most important role in shaping us into who we are: our genes, our environment, or both? Write a paragraph of at least seven lines. Give reasons for your opinion. If you like, you can start like this: I believe … In my opinion … The reason Ibelieve this is … Hæfniviðmið • Tekið þátt í samræðum um kunnugleg málefni og látið skoðun sína í ljós. • Skrifað um skoðanir sínar, tilfinningar, reynslu og þekkingu með fjölbreyttum orðaforða.
NEXT UP! 2 20 The relative pronouns who, which and that In English, the Icelandic word “sem” can be replaced with who, which and that. Who refers to people. Example: The man who came to see you just left. Which can refer to animals or things. Example: You need your own phone, which you can use after school. Ormur, which is my uncle’s name, is an Icelandic name. That can refer to people, animals or things. Example: She plays on a team that usually wins. The surfers that won the competition are Australian. 15 An experience that changed me Have you ever had an experience that changed you or made you see things differently? Examples may be: meeting someone, reading a book, moving to a different place, hearing someone’s story on TV or on a podcast Write a paragraph to describe your experience. Explain how this changed you. Or, write a text of one paragraph about something that could be a life-changing experience for you. GRAMMAR 16 Work with relative pronouns Connect the two sentences using either who, which or that. a) The cat drank the milk. The cat is gone. b) The man painted the house. He did a bad job. c) The car crashed into the fence. The car was red. Hæfniviðmið • Skrifað um skoðanir sínar, tilfinningar, reynslu og þekkingu með fjölbreyttum orðaforða. • Sýnt góð tök á orðaforða, meginreglum málnotkunar og notað tengiorð við hæfi.
21 1 What’s your story? A visit to the doctor “A visit to the doctor” is an excerpt from Roald Dahl’s book Boy: Tales of Childhood. Boy is often referred to as an autobiography, but Dahl himself wrote in the introduction: “This is not an autobiography. I would never write a history of myself. On the other hand, throughout my young days at school and just afterwards a number of things happened to me that I have never forgotten.” I have only one unpleasant memory of the summer holidays in Norway. We were in the grandparents’ house in Oslo and my mother said to me, ‘We are going to the doctor this afternoon. He wants to look at your nose and mouth.’ I think I was eight at the time. ‘What’s wrong with my nose and mouth?’ I asked. ‘Nothing much,’ my mother said. ‘But I think you’ve got adenoids.’ ‘What are they?’ I asked her. ‘Don’t worry about it,’ she said. ‘It’s nothing.’ I held my mother’s hand as we walked to the doctor’s house. It took us about half an hour. There was a kind of dentist’s chair in the surgery and I was lifted into it. The doctor had a round mirror strapped to his forehead and he peered up my nose and into my mouth. He then took my mother aside and they held a whispered conversation. I saw my mother looking rather grim, but she nodded. The doctor now put some water to boil in an aluminium mug over a gas flame, and into the boiling water he placed a long thin shiny steel instrument. I sat there watching the steam coming off the boiling water. I was not in the least apprehensive. I was too young to realize that something out of the ordinary was going to happen. Then a nurse dressed in white came in. She was carrying a red rubber apron and a curved white enamel bowl. She put the apron over the front of my body and tied it around my neck. It was far too big. Then she held the enamel bowl under my chin. The curve of the bowl fitted perfectly against the curve of my chest. MODEL TEXT unpleasant – óþægilegur adenoids – nefkirtlar a surgery – hér: skoðunarherbergi to peer – rýna, skima grim – harður, grimmdarlegur apprehensive – órólegur rubber – gúmmí an apron – svunta enamel – glerungur
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23 1 What’s your story? The doctor was bending over me. In his hand he held that long shiny steel instrument. He held it right in front of my face, and to this day I can still describe it perfectly. It was about the thickness and length of a pencil, and like most pencils it had a lot of sides to it. Toward the end, the metal became much thinner, and at the very end of the thin bit of metal there was a tiny blade set at an angle. The blade wasn’t more than a centimetre long, very small, very sharp and very shiny. ‘Open your mouth,’ the doctor said, speaking Norwegian. I refused. I thought he was going to do something to my teeth, and everything anyone had ever done to my teeth had been painful. ‘It won’t take two seconds,’ the doctor said. He spoke gently, and I was seduced by his voice. Like an ass, I opened my mouth. The tiny blade flashed in the bright light and disappeared into my mouth. It went high up into the roof of my mouth, and the hand that held the blade gave four or five very quick little twists and the next moment, out of my mouth into the basin came tumbling a whole mass of flesh and blood. I was too shocked and outraged to do anything but yelp. I was horrified by the huge red lumps that had fallen out of my mouth into the white basin and my first thought was that the doctor had cut out the whole of the middle of my head. ‘Those were your adenoids,’ I heard the doctor saying. I sat there gasping. The roof of my mouth seemed to be on fire. I grabbed my mother’s hand and held on to it tight. I couldn’t believe that anyone would do this to me. ‘Stay where you are,’ the doctor said. ‘You’ll be all right in a minute.’ Blood was still coming out of my mouth and dripping into the basin the nurse was holding. ‘Spit it all out,’ she said, ‘there’s a good boy.’ ‘You’ll be able to breathe much better through your nose after this,’ the doctor said. an angle – horn seduced – blekktur an ass – asni (í merkingunni heimskur) roof of the mouth – gómur a basin – vaskur to tumble – detta outraged – æfareiður to yelp – skrækja
NEXT UP! 2 24 The nurse wiped my lips and washed my face with a wet flannel. Then they lifted me out of the chair and stood me on my feet. I felt a bit groggy. ‘We’ll get you home,’ my mother said, taking my hand. Down the stairs we went and on to the street. We started walking. I said walking. No trolley-car or taxi. We walked the full half-hour journey back to my grandparents’ house, and when we arrived at last, I can remember as clearly as anything my grandmother saying, ‘Let him sit down in that chair and rest for a while. After all, he’s had an operation.’ Someone placed a chair for me beside my grandmother’s armchair, and I sat down. My grandmother reached over and covered one of my hands in both of hers. ‘That won’t be the last time you’ll go to a doctor in your life,’ she said. ‘And with a bit of luck, they won’t do you too much harm.’ That was in 1924, and taking out a child’s adenoids, and often the tonsils as well, without any anaesthetic was common practice in those days. I wonder, though, what you would think if some doctor did that to you today. UNDERSTANDING 17 Work with the text a) This incident is something Roald Dahl remembers very clearly from his childhood. Why do you think that is? Write at least four sentences. b) What do you think the doctor should have done differently? Write an explanation and remember to give reasons for your opinion. c) Reread the last paragraph. What is different about going to the doctor in 1924, as Dahl describes it, and going to the doctor for a similar procedure today? Describe the differences. Useful words: anaesthetic, doctor, doctor’s surgery, communicate, explain a flannel – þvottaklútur groggy – máttlaus a trolley-car – sporvagn tonsils – hálskirtlar anaesthetic – svæfing/deyfing Hæfniviðmið • Lesið sér til fróðleiks rauntexta af fjöl- breyttum miðlum, brugðist við efni þeirra eða unnið úr þeim á annan hátt. • Skrifað lipran, sam- felldan texta af ólíkum gerðum í samræmi við inntak og tilgang með skrifunum.
25 1 What’s your story? GRAMMAR 18 Work with adverbs Read the text: The doctor was bending over me. In his hand he held that long shiny steel instrument. He held it right in front of my face, and to this day Ican still describe it perfectly. It was about the thickness and length of a pencil, and like most pencils it had a lot of sides to it. Toward the end, the metal became much thinner, and at the very end of the thin bit of metal there was a tiny blade set at an angle. The blade wasn’t more than a centimetre long, very small, very sharp and very shiny. a) Find the adjectives in the text and write them down. b) Find the adverbs in the text and write them down. 19 Compare adverbs We compare adverbs that end with -ly with more and most. Example: slowly – more slowly – most slowly a) Write adverbs formed from these adjectives: terrible, quick, cruel, weird → Adverbs An adjective describes a noun, for example: He is a happy boy. An adverb is a word that describes, or modifies, a verb, an adjective or another adverb. Examples: He talks happily about his childhood. (describes a verb) The very handsome boy sat next to me. (describes an adjective) He talks very happily about his childhood. (describes another adverb) Many adverbs end with -ly: slowly, quickly, brutally, beautifully, strangely Adverbs can also show where something happened (here, in, somewhere) and when something happened (tomorrow, now, always). Hæfniviðmið • Sýnt góð tök á orða- forða, meginreglum málnotkunar og notað tengiorð við hæfi.
NEXT UP! 2 26 b) Write each adverbs in the comparative and superlative form as shown in the example on page 25. c) Adverbs of manner must be placed either before the verb or at the end of the clause. Example: She greedily ate the pie. (correct) She ate the pie greedily. (correct) She ate greedily the pie. (incorrect) Write four sentences using the comparative and superlative form of the adverbs from task b). Example: She was most terribly mistaken. TALKING 20 Act out the story Work in groups of four. Divide the following roles between you: the boy, his mother, the doctor, the nurse Write down the lines that the different characters say in the story. If you like, you can also write some additional lines. Rehearse with your group and perform in front of your teacher, another group or the rest of the class. 21 Talk about memories a) Think about your favourite childhood memory. Write down some notes to help you retell the story. In your recount, include adverbs of manner (words that describe the way something happened), for example silently, suddenly, thoughtfully, softly, successfully, unexpectedly, etc. You may use the following questions to help shape your recount: an adverb of manner – háttaratviksorð a clause – setning, aukasetning Hæfniviðmið • Samið, æft og flutt eigið efni, einn eða í félagi við aðra. • Tekið þátt í óformlegu samtali með því að umorða og nota föst orðasambönd úr daglegu máli.
27 1 What’s your story? Where and when did it take place? Who were you with? What happened? Why is this such a good memory? b) Work with a partner. Retell the story of your favourite childhood memory. You can use your notes as support when you retell your story. Structure your recount with linking words, such as to begin with, then, afterwards, later, etc.
NEXT UP! 2 28 Write a personal recount A personal recount is a story from your life, the way you remember it. “A visit to the doctor” is an example of a personal recount. Now, it is your turn to write about one of your own experiences! Your personal recount can be about something funny or scary, happy or sad. Personal recount The structure of a personal recount is similar to that of a story: • an introduction to explain the setting • an event that is the focus of the recount • a build-up of suspense • a climax • an ending Plan your writing Think about an experience you have had that you think made a difference in your life. An experience could be: getting a pet starting a new school making a big mistake losing someone close to you a) Sequence the events, the lead-up to the experience and the experience itself, in the order in which they happened. Write no more than four to six sentences. Example: Ihad wanted a dog for years. My mother and Ivisited a kennel in spring. We took the puppy home with us at the beginning of the summer holidays. Having a dog changed my life, because … Hæfniviðmið • Skrifað lipran, sam- felldan texta af ólíkum gerðum í samræmi við inntak og tilgang með skrifunum. • Lært af mistökum sínum og séð í þeim nýja möguleika til framfara (Lykilhæfni)
29 1 What’s your story? Structure your personal recount Structure Content Title The title should give a hint about the event of the recount. It should also make the reader curious. Introduction Explain the setting. Useful questions: How old were you? Where did it take place? Who was involved? Building suspense Include descriptions to help build suspense. What were you feeling and thinking? How did people around you act and react? Use adjectives to describe. Climax This is the peak of your story – the most exciting / interesting / scary / funny / worrying part. Ending If you like, you can include your own reflections in the ending. Why do you remember this experience so well? When you write about something that has happened, you use past tense verbs. Scan your text and check that you have conjugated the verbs correctly. You can cross-check the irregular verbs you have used with the table on page 260 in the Reference section. Checklist: • I have written a story about a personal experience. • I have given my story a suitable title. • My story has an opening, a build-up of suspense, a climax and an ending. • I have used adjectives and adverbs to make my story come alive. • I have checked that I have conjugated the verbs correctly. • I have made sure I don’t use the same words too often.
NEXT UP! 2 30 Hal Sirowitz (1949– ) is an American poet. He taught children with special needs in New York City before he started competing in poetry slams. In these competitions, poets recite their work and the audience or a panel of judges gives them scores from zero to ten. His poetry has been translated into thirteen languages. No More Birthdays Don’t swing the umbrella in the store, Mother said. There are all these glass jars of spaghetti sauce above your head that can fall on you, & you can die. Then you won’t be able to go to tonight’s party, or go to the bowling alley tomorrow. And instead of celebrating your birthday with soda & cake, we’ll have anniversaries of your death with tea & crackers. And your father and i won’t be able to eat spaghetti anymore, because the marinara sauce will remind us of you. Before reading Consider this question: Do you ever think your parents overreact to something you say or do? a poetry slam – keppni þar sem flutt eru ljóð to recite – flytja (ljóð eða texta) an audience – áhorfendur a panel of judges – dómnefnd an umbrella – regnhlíf a jar – krukka soda – gos an anniversary – hér: árleg hátíð marinara sauce – tómatsósa
31 1 What’s your story? Crumbs Don’t eat any more food in your room, Mother said. You’ll get more bugs. They depend on people like you. Otherwise, they would starve. But who do you want to make happy, your mother or a bunch of ants? What have they done for you? Nothing. They have no feelings. They’ll eat your candy. Yet you treat them better than you treat me. You keep feeding them. But you never offer me anything. Before reading Both of these poems are from a collection of poetry called Mother Said. Think about the following: What kind of things do mothers say to their children? a bug – skordýr to depend on – vera háður to starve – svelta a bunch of – fjöldi/hellingur to offer – bjóða
NEXT UP! 2 32 UNDERSTANDING 22 Work with the poems a) Reread the comments the mother makes to her child. How would you describe her? Write at least three sentences. Use examples from the poems to support your description. b) How would you describe these poems? Do they make you sad? Do they make you laugh? Or maybe they leave you with mixed emotions. Write an explanation and point to examples from the poems in your explanation. c) Choose one of the poems and draw a comic strip of four to six frames inspired by the poem. Include wording from the poem in your comic strip. You could also add your own comments or headings for each frame. TALKING 23 Act it out Work with a partner. Choose one of the poems. Use the lines the mother says and imagine that the child answers her. Write the dialogue. Practise with your partner and memorise the lines. Perform in front of a small group or in front of the class. Example: Mother: Don’t eat any more food in your room. Child: … 24 Recite poetry Choose one of the poems or another poem you like and practise reciting the poem. Work in groups of four. Each of you recite the poem you have chosen. The others in the group give scores up to ten, where ten is the best. The judges should also give reasons for their score. The person with most points wins. To recite a poem means to read it aloud using your body language and voice to emphasise different parts of the poem. Hæfniviðmið • Skrifað um skoðanir sínar, tilfinningar, reynslu og þekkingu með fjölbreyttum orðaforða. • Tekið þátt í óformlegu samtali með því að umorða og nota föst orðasambönd úr daglegu máli. • Samið, æft og flutt eigið efni, einn eða í félagi við aðra. • Geti sinnt hlutverki sínu í samstarfi og axlað ábyrgð (Lykilhæfni)
33 1 What’s your story? 25 Talk about advice We have all been given advice at some point in our lives. Work with a partner and answer the following questions. Remember to give reasons for your opinions. a) What is the best advice someone gave you, and what is the worst? b) What is the best advice you have given someone else? c) List all the advice your parents, grandparents, teachers, or other caregivers have given you over the years. Good advice can be anything from brushing your teeth to making important choices in your life. WRITING 26 Write a poem Use the list of advice from task 25 c) to write your own poem on the same topic as “Crumbs” or “No More Birthdays”. or Think about a happy, sad or funny event in your life. Write down five to ten keywords about this event. Use the keywords to write a poem in the style of “Crumbs” and “No More Birthdays”. 27 Give reasons Which of the poems do you like best? Give reasons for your opinion. Write at least five sentences. If you like, you can start like this: The poem Ilike best is … Ilike this poem, because … Hæfniviðmið • Tekið þátt í óformlegu samtali með því að umorða og nota föst orðasambönd úr daglegu máli. • Samið texta og leikið sér með málið þar sem sköpunargáfan og ímyndunaraflið fá að njóta sín. • Skrifað um skoðanir sínar, tilfinningar, reynslu og þekkingu með fjölbreyttum orðaforða.
NEXT UP! 2 34 The Burning House Project If your house were burning, what would you take with you? Inspired by this question, Foster Huntington published ten photos of things to rescue from a burning house. Suddenly, a complete stranger submitted a similar photo on Huntington’s blog. Since then, pages and pages of photos have been submitted online from people all over the world. to submit – senda inn Dario Lupini, USA Deedra Baker, France
35 1 What’s your story? UNDERSTANDING 28 Reflect on the photos a) Look at the two photos. What do they tell you about the people who submitted them? Write at least three sentences about each. b) What type of things do you think most people would save from a burning house? What type of things do you think are of less importance? Write an explanation and remember to give reasons for your opinions. c) Why do you think people from all over the world wanted to participate in the project? Write a short explanation. d) Imagine that someone who does not know you had a look inside your bedroom. What do you think he or she would be able to tell about you by looking at your things? Freewrite for a couple of minutes. TALKING 29 Reflect on your own things a) Write a list of the seven things you would take if your house were on fire. Of course, people and pets are already safe. b) Work with a partner. Take turns talking about the things you would save, and explain why they are important to you. You can ask each other follow-up questions. 30 Explore a quote There is a saying that goes, If you own too many things, they will start owning you. Work with a partner and discuss the following questions: What do you think this saying means? Do you agree with the saying? Why? / Why not? Can you think of a thing that might “own you”? Hæfniviðmið • Skrifað skilmerkilega um efni sem hann hefur lesið, séð eða heyrt. • Tekist á við margs konar aðstæður í almennum samskiptum, miðlað og tekið á móti upplýsingum. • Tekið þátt í samræðum um kunnugleg málefni og látið skoðun sína í ljós.
NEXT UP! 2 36 The Art of Being Normal by Lisa Williamson David Piper is an outsider with a big secret. His classmates call him a freak. His parents think he is gay while his two best friends know the truth. Leo Denton is the new student in school. His only wish is to be invisible. It turns out that David is not the only one with a secret. For Isla 1 One afternoon, when I was eight years old, my class was told to write about what we wanted to be when we grew up. Miss Box went round the class, asking each one of us to stand up and share what we had written. Zachary Olsen wanted to play in the Premier League. Lexi Taylor wanted to be an actress. Harry Beaumont planned on being Prime Minister. Simon Allen wanted to be Harry Potter, so badly that the previous term he had scratched a lightning bolt on to his forehead with a pair of craft scissors. But I didn’t want to be any of these things. This is what I wrote: I want to be a girl. […] 3 It’s the last Friday of the summer holidays. On Monday I go back to school. I have been fourteen years old for exactly nine days. I’m lying on the sofa with the curtains closed. Mum and Dad are at work. Livvy is at her best friend Cressy’s house. I’m watching an old episode of America's Next Top Model with a packet of Maryland double-chocolate-chip cookies balanced on my stomach. Tyra Banks has just told Ashley she is not going to be America’s Next Top Model. Ashley Before reading Read the introduction to the excerpt. What do you think David is hiding? Why do you think Leo wants to be invisible? Discuss with a partner. a freak – skrímsli a lightning bolt – elding craft scissors – föndurskæri gender – kyn Lisa Williamson (1980– ) comes from Nottingham, England. At the age of 19, she moved to London to study drama at Middlesex University. Between acting jobs on stage and TV, she worked at the Gender Identity Development Service. Encountering teenagers who struggled with gender identity inspired her to start writing. The Art of Being Normal (2015) is her debut novel.
37 1 What’s your story? is in floods of tears and all the other girls are hugging her even though they spent almost the entire episode going on about how much they hated Ashley and wanted her to leave. The America's Next Top Model house is nothing if not brutal. Ashley’s tears are interrupted by the sound of a key turning in the front door. I sit up, carefully placing the packet of cookies on the coffee table beside me. ‘David, I’m home,’ Mum calls. to interrupt – trufla Trampoline (2016), Charlotte Evans
NEXT UP! 2 38 She’s back early from her meeting. I frown as I listen to her kick off her shoes and drop her keys in the dish by the door with a clatter. I quickly grab the crochet blanket at my feet, pulling it up over my body and tucking it under my chin, getting into position just before Mum walks into the living room. Immediately she pulls a face. ‘What?’ I ask, wiping cookie crumbs from my mouth. ‘You might want to open the curtains, David,’ she says, hands on hips. ‘But then I won’t be able to see the screen properly.’ She ignores me and marches over to the window, throwing open the curtains. The late afternoon sun floods the room, making the air look dusty. I writhe on the sofa, shielding my eyes. ‘Oh for heaven’s sake, David,’ Mum says. ‘You’re not a bloody vampire.’ ‘I might be,’ I mutter. She tuts. ‘Look,’ she says, gesturing towards the window. ‘It’s beautiful out. Are you seriously telling me you’d prefer to lie on the sofa in the dark all day?’ ‘Correct.’ She narrows her eyes before perching on the sofa by my feet. ‘No wonder you’re so pasty,’ she says, tracing her finger down the side of my bare foot. I kick her away. ‘Would you rather I lie in the sun all day and get skin cancer?’ ‘No, David,’ she says, sighing. ‘What I’d rather is see you doing something with your summer holidays other than staying indoors watching rubbish all day. If you’re not watching TV, you’re holed up in your room on the computer.’ The phone rings. Saved by the bell. As Mum stands up the blanket snags on her ring. I reach to grab it but it’s too late, she’s already looking down at me, a quizzical expression on her face. to frown – hrukka ennið a clatter – glamur a crochet blanket – heklað teppi to tuck – troða chin – haka to pull a face – gretta sig to writhe – kippast til to tut – hnusa to perch – koma sér fyrir pasty – fölur rubbish – hér: rusl sjónvarpsefni holed up – lokaður inni to snag – festast
39 1 What’s your story? ‘David, are you wearing my nightie?’ It’s the nightie Mum packed to take to the hospital when she had Livvy. I don’t think she’s worn it since; Mum and Dad usually sleep naked. I know this because I’ve bumped into them on the landing in the middle of the night enough times to be scarred for life. ‘I thought it might keep me cool,’ I say quickly. ‘You know, like those long white dress things Arab men wear.’ ‘Hmmmmm,’ Mum says. ‘You’d better get that,’ I say, nodding towards the phone. I keep the nightie on for dinner, figuring it’ll be less suspicious that way. ‘You look like such a weirdo,’ Livvy says, her eyes narrowing with vague disgust. ‘Now, Livvy,’ Mum says. ‘But he does!’ Livvy protests. Mum and Dad exchange looks. I concentrate really hard on balancing peas on my fork. After dinner I go upstairs. I take out the list I made at the beginning of the summer holidays and sit cross-legged on the bed with it spread out in front of me. Things to achieve this summer by David Piper: 1. Grow my hair long enough to tie back in a ponytail 2. Watch every season of Project Runway in chronological order 3. Beat Dad at Wii Tennis 4. Teach Phil to dance so we can enter Britain’s Got Talent next year and win £250,000 5. Finish my geography coursework 6. Tell Mum and Dad […] a nightie – náttkjóll a landing – stigapallur suspicious – grunsamlegur disgust – viðbjóður to achieve – ná árangri
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