3 NEXT UP! Emily Haegi • Tone Madsen Siri Mohammad-Roe Student’s Book Nemendabók
Emily Haegi Tone Madsen Siri Mohammad-Roe NEXT UP! 3 Student’s Book Nemendabók
NEXT UP! 3 – Student's Book ISBN 978-9979-0-3039-3 ©2022 Cappelen Damm AS Höfundar: Emily Haegi, Tone Madsen og Siri Mohammad-Roe Ritstjórar norskrar útgáfu: Cecilie Cathrine Mileman. Dyveke H. Eriksen 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! 3 Student’s Book In Next up! 3 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. The short Before reading tasks help you prepare to read. By reading each model text and working with the tasks, you will practise writing a particular type of text. In Next up! 3, you will learn how to write a speech, an informative article, a discussion text, a reflective essay and an analysis. 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. Each of these texts takes your vocabulary and thinking a little further. They offer you more of a challenge and additional information on each topic. Complete these tasks to reflect on both your learning process and what you have learnt by working with each chapter. If you get stuck when you are working on a task, 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 1 Leading and following 6 Language and grammar: synonyms, antonyms, adjectives, adverbs, subject-verb agreement Harlem (Langston Hughes) poem 10 Rubyfruit Jungle (Rita Mae Brown) novel excerpt 13 How to win an audience informative article 22 Model text I Have a Dream (Martin Luther King, Jr.) speech excerpt 28 Powerful protests photographs 36 Teacher Man (Frank McCourt) novel excerpt 38 Easy read You’ll Never Walk Alone (Oscar Hammerstein II) song lyrics 45 Further reading Girls Not Brides informative article 50 Talking Lead the way! oral assessment: speech 54 Chapter 3 Democracy and citizenship 100 Language and grammar: topic terminology, modal auxiliary verbs United Nations’ Universal Declaration of Human Rights declaration 104 Nobel Lecture, December 10, 2014 (Malala Yousafzai) speech excerpt 111 No Man is an Island (John Donne) poem 118 Model text Should voting be a choice or a duty? discussion text 121 Make love, not war photograph 128 The Handmaid’s Tale (Margaret Atwood) novel excerpt 130 Easy read School shootings #NeverAgain informative article 138 Further reading The invisible target informative article 142 Chapter 2 Earth under pressure 58 Language and grammar: countable and uncountable nouns, the quantifiers some and any War on waste informative article 62 Freaking Green (Laura F. Sanchez) novel excerpt 68 Model text Wildlife at risk informative article 74 Black Summer photograph 82 Going viral informative article 84 I am the Earth song lyrics 88 Easy read Stop illegal wildlife trade! opinion piece 90 Further reading Good news for a change letters 94
Chapter 4 Walls and bridges 148 Language and grammar: linking words, irregular verbs Educated (Tara Westover) memoir excerpt 152 In the Sea There Are Crocodiles (Fabio Geda) biography excerpt 158 Model text The walls we build reflective essay 166 The Hate U Give (Angie Thomas) novel excerpt 172 Migrant Mother photograph 180 Refugee Blues (W. H. Auden) poem 182 Easy read Another brick in the wall short factual text 187 Further reading My Brother at the Canadian Border (Sholeh Wolpé) flash fiction 191 Chapter 5 Connecting 196 Language and grammar: punctuation, verbs in the present continuous Netiquette advice 200 The Eyes Have It (Ruskin Bond) short story 205 Model text Simple does the trick analysis 213 Love for the game photograph 220 Technology (Gwen Pimentel) poem 222 Technology (ASB) poem 222 Easy read Breaking out personal recount 225 Further reading The Real Deal informative article 228 Talking My language learning experience oral assessment: podcast 234 Reference section Málfræði (Grammar) 238 Tungumál (Language) 260 Lestrartækn (Reading strategies) 266 Tegundir texta og markmið með ritun (Text types) 267 Gagnrýnin lestur og heimildanotkun (Critical literacy) 268
A girl pays respects at the ceremony following the death of US Supreme Court justice Ruth Bader Ginsburg, in Washington, D.C., September 23, 2020.
1 Leading and following Most people are born with a desire to belong – to a family, a group of friends, a community, a team, a country. We tend to look to those we can agree with. While there is nothing wrong in wanting to follow other people, sometimes it is important to stop and think for yourself, to dare to ask critical questions. In fact, you might say that positive change only comes about because people dare to question certain ideas or stand up for what they believe in. So, consider this: Who do you follow, and how can you lead the way? Why do you think the girl is dressed up in this costume? Discuss with a partner. Do you remember who you wanted to be when you were a child? How do you think this photo relates to the topic of this chapter? Main targets: • to explore and reflect on messages in different types of texts • to express your thoughts, feelings and opinions • to practise persuading an audience • to reflect on your learning process • to write and deliver a speech Language and grammar: • synonyms and antonyms • adjectives and adverbs • subject-verb agreement Model text: speech
Focus words UNDERSTANDING 1 Work with focus words This year is your last year in lower secondary school. In the months ahead, it is important to stay focused, even if certain topics don’t appeal to you. Your teachers’ purpose is to lead you and support you in the best way they can, but in the end, your education, your learning, is in your hands. You might already be convinced about which line of study you should choose for next year, while your family or friends may try to persuade you to choose differently. Remember that you don’t have to follow in the footsteps of others. a) Write down the focus words you find. b) Which of the focus words are missing? Write them down. c) Translate these words into Icelandic: to convince, convinced. Decide which word class they belong to. d) Translate the rest of the focus words into Icelandic. Write down your translations. Reading the words in context can help you with your translation. Read the whole sentence and even the one before and after. TALKING 2 Work with words Work in pairs. Tear or cut a piece of paper into four. Write each of the following instructions on a separate piece of the paper: spell, define in English, translate, use in a sentence. Put the instructions face down on a table. lead speak persuade convince Hæfniviðmið • Lesið, skilið og unnið með fjölbreyttan orðaforða úr ýmsum textum.
9 appeal speech purpose support Cut another piece of paper into eight. Write each of the focus words on a separate piece of the paper. Put them face down in a pile. Student A draws one note from each pile and follows the instruction for the focus word. Example: Student A draws the instruction spell and the word speech. Student A spells speech aloud and puts the notes back at the bottom of each pile. Now it is student B’s turn. GRAMMAR 3 Work with verbs a) Conjugate the verbs persuade, lead and convince in the past simple and the present perfect. Decide if they are regular (Reg.) or irregular verbs (Irr.). Example: to think – thought – has/have thought (Irr.) You can revise how to conjugate verbs in the past tense on page 240 in the Reference section. b) Write one sentence with each of the verbs in the past simple. 4 Appeal a) The word appeal can be both a verb and a noun. Write two sentences, one using appeal as a verb and one using appeal as a noun. b) Why do we use the article an in front of the noun appeal? Write a short explanation. If you don’t know the meaning of an appeal, check in a dictionary. Hæfniviðmið • Sýnt góð tök á orðaforða, meginreglum málnotkunar og notað tengiorð við hæfi.
NEXT UP! 3 10 Harlem by Langston Hughes What happens to a dream deferred? Does it dry up like a raisin in the sun? Or fester like a sore – And then run? Does it stink like rotten meat? Or crust and sugar over – like a syrupy sweet? Maybe it just sags like a heavy load. Or does it explode? Before reading Consider: What do you know about Harlem, the neighbourhood in Manhattan, New York? What do you think this poem is about? to defer – fresta to fester – sýkjast to run – hér: renna to crust – fá á sig skorpu to sag – síga The American author and social activist Langston Hughes (1902–1967) was a leading figure of the cultural movement called the Harlem Renaissance. Much of Hughes’ work illustrates the troubles and discrimination African Americans were facing at the time. The poem “Harlem” was published in 1951.
11 1 Leading and following UNDERSTANDING 5 Close read the poem Poets use words to create images in the reader’s mind. In this poem, there are several similes that describe “a dream deferred”. Find at least three examples. TALKING 6 Work with the poem Work with a partner. Talk about the following questions and jot down your thoughts. a) There are many questions in the poem. What is the effect of asking questions, do you think? Give reasons for your answer. b) Why do you think the last question is written in italics? c) Why do you think the poem is titled “Harlem”? 7 Identify the theme What might be the theme in “Harlem”? First, discuss with a partner and write down your thoughts in keywords. Then, use your keywords to write about the theme individually. You can point to wording in the poem as evidence for your interpretation. Be sure to consider aspects of American society at the time the poem was written. WRITING 8 The question of relevance “Harlem” came out in 1951, but the poem is still relevant to many readers in today’s society. Why is this poem still relevant? Freewrite for a couple of minutes to reflect. Share your reflection with a partner or in smaller groups. A simile is a comparison using the words like or as: The snow is like a white blanket. to jot – punkta niður italics – skáletrun The idea of the “American Dream” was that anyone could make it in America if they just worked hard enough. Hæfniviðmið • Lesið sér til fróðleiks rauntexta af fjöl- breyttum miðlum, brugðist við efni þeirra eða unnið úr þeim á annan hátt. • Tekið þátt í samræðum um kunnugleg málefni og látið skoðun sína í ljós.
NEXT UP! 3 12 9 Write about a dream deferred Think of other people or groups of people who have had their “dream deferred” because of their appearance, ethnicity, background or beliefs. What was the dream and how or why was it deferred? Write a paragraph or two. 10 Write a poem Choose one of the tasks. Write a poem that connects with the topic of this chapter: leading and following. or Write a poem that starts with the question: “What happened to the American Dream?” You can use end rhyme, or you can write in free verse. Find a photo or create your own drawing to illustrate or inspire your poem. Amanda Gorman reading her poem “The Hill We Climb” on 20 January, 2021. When day comes we step out of the shade, aflame and unafraid, the new dawn blooms as we free it. For there is always light, if only we’re brave enough to see it. If only we’re brave enough to be it. Hæfniviðmið • Samið texta og leikið sér með málið þar sem sköpunargáfan og ímyndunaraflið fá að njóta sín.
13 1 Leading and following Rubyfruit Jungle by Rita Mae Brown Rubyfruit Jungle tells the story of Molly Bolt who is adopted into a poor family. Growing up in 1950s and ‘60s America, she finds it difficult to live up to the expectations of what a girl should be like. Despite an underprivileged background, she is ambitious, defiant and not afraid to be “different”. Her cousin Leroy, on the other hand, desperately wants to fit in. […] That September I went to Naval Air Junior High School, a makeshift school in navy barracks leftover from World War II. The teachers were leftover too, and I was bored out of my mind. I kept to myself to see who was who in that place before I made any friends. There were a fair amount of rich kids at Naval Air. You could tell them by their clothes and the way they talked. I knew enough from English lessons by this time to know they had good grammar. They held themselves away from the red-neck kids. I didn’t mix with anybody. I knew I wasn’t rich but then I wasn’t walking around with little plastic clothespins on my collar like all the red-neck girls either. The boys were much worse than the girls. They had long greasy hair and wore denim jackets with bloody eyeballs drawn on them. Hot as hell they’d wear those denim jackets and black motorcycle boots and they were dirty mouthed to go along with it. Back in the Hollow we were all the same. Maybe Cheryl Spiegelglass had a little more, but the gap didn’t seem so wide. Here it was a distinct line drawn between two camps and I was certain I didn’t want to be on the side with the greasy boys that leered at me and talked filthy. But I had no money. It took me all of seventh grade to figure out how I would take care of myself in this new situation, but I did figure it out. For one thing I made good grades and they counted for a lot. You couldn’t go to college without good grades. Even in Before reading Read the introduction. Consider: What expectations do you imagine girls and boys were faced with in 1950s or ‘60s American society? despite – þrátt fyrir defiant – ögrandi a makeshift school – bráðabirgðaskóli barracks – herskálar a red-neck – sveitamaður (niðrandi) a collar – kragi a gap – bil to leer – glápa Rita Mae Brown (born 1944) is an American writer, activist and feminist, best known for her debut novel, Rubyfruit Jungle (1973). Although a controversial novel at the time, it received great reviews.
NEXT UP! 3 14 junior high school, the rich kids talked about college. If I made those grades, I’d get a scholarship, then I’d go too. I also had to stop talking the way we talked at home. I could think bad grammar all I wanted, but I learned rapidly not to speak it. Then there was the problem of clothes. I couldn’t afford all those clothes. The next fall, when Carrie took me to a Lerner Shop for my wardrobe, I told her I didn’t want two-dollar blouses from Lerner’s. She didn’t get mad like I expected. In fact, she seemed pleased that I was taking an interest in my appearance. It gave her hope for my femininity. She agreed that I could buy a few good things from a better store. Kids at school may have noticed that I wore the same things a lot, but at least they were good things. And I knew I couldn’t make my way by throwing parties. What would we all do, dance to the power plant hum? Anyway, I wasn’t up for bringing those snots home. I decided to become the funniest person in the whole school. If someone makes you laugh you have to like her. I even made my teachers laugh. It worked. It was about this time during the last of eighth grade that Leroy and I began to understand we weren’t going to run away together and become famous actors. One Sunday when the ixora were in full bloom and everything was bright red we went up to Loxahachee. Leroy and I were down by the canal at Old Powerline Road, fishing. Leroy wasn’t a tub anymore. He had grown his hair into a d.a. that curled over his denim jacket with the bloody eyeballs on it. “Hey, is it true you’re flunking out this year?” “Yeah, the old man is ready to take the strap to me but I don’t give a damn. School’s stupid. There’s nothing they can teach me. I want to go make money and buy me a Bonneville Triumph like Craig’s.” “Me too, and I’d paint mine candy apple red.” “You can’t have one. Girls can’t have motorcycles.” “Fuck you, Leroy. I’ll buy an army tank if I want to and run over anyone who tells me I can’t have it.” Leroy cocked his slicked head and looked at me. “You know, I think you’re a queer.” “So what if I am, except I’m not real sure what you mean by that.” Background Carrie is Molly’s adoptive mother. a scholarship – námsstyrkur rapidly – hratt appearance – útlit a power plant – raforkuver a hum – suð snots – krakkaormar ixora – blómategund a tub – þéttur d.a. – skammstöfun fyrir „duck’s ass“ (hárgreiðsla vinsæl í kringum 1950) to flunk out – hætta í skóla/ falla to take the strap to – slá með belti to cock – hér: halla höfði queer – hinsegin
15 1 Leading and following “I mean you ain’t natural, that’s what I mean. It’s time you started worrying about your hair and doing those things that girls are supposed to do.” “Since when are you telling me what to do, lardass? I can still lay you out flat.” Leroy backed off a few paces, because he knew it was true and he wasn’t up for no fight especially since we were near a bed of sandspurs. “How come you’re all of a sudden so interested in my being a lady?” “I dunno. I like you the way you are, but then I get confused. If you’re doing what you please, out there riding around on motorcycles, then what am I supposed to do? I mean how do I know how to act if you act the same way?” “What goddamn difference does it make to you what I do? You do what you want and I do what I want.” “Maybe I don’t know what I want,” his voice wavered. “Besides, I’m a chicken and you’re not. You really would go around on a candy apple red Triumph and give people the finger when they stared at you. I don’t want people down on me.” Leroy started to cry. I pulled him close to me, and we sat on the bank of the canal that was stinking in the noon sun. [...] to lay somebody flat – rota sandspurs – stingandi illgresi to waver – hér: skjálfa/titra a chicken – skræfa to get down on someone – verða reiður út í einhvern
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17 1 Leading and following UNDERSTANDING 11 How to fit in In the excerpt, Molly says, “I kept to myself to see who was who in that place before I made any friends.” Once she knows who’s who, what does Molly do to fit in and get acceptance from the teachers and the other students? a) Reread the excerpt to find at least two examples and write them down. b) What do you think you would have done in a similar situation? Write a couple of sentences to explain. 12 Describe the main characters Work with a partner. Readers get to know a character not just through direct description of the person but also through their words, voice and actions. a) Write a short description of the two main characters based on the impression you get from the excerpt. Molly: … Leroy: … b) In the dialogue, Leroy says to Molly, “I mean how do I know how to act if you act the same way?” What do you think he means by that? Discuss with your partner and take notes from your discussion. Hæfniviðmið • Lesið sér til fróðleiks rauntexta af fjöl- breyttum miðlum, brugðist við efni þeirra eða unnið úr þeim á annan hátt. • Skrifað lipran, samfelldan texta af ólíkum gerðum í samræmi við inntak og tilgang með skrifunum.
NEXT UP! 3 18 TALKING 13 Work with language Work with a partner. There are several examples of hurtful and/or derogatory language in the excerpt. Close read the excerpt to find examples. Why might these words be hurtful or derogatory? Share your thoughts with another pair or in class. 14 Give your opinion It seems that Molly is not afraid of being different from others, whereas Leroy does not want others to dislike him. Think about the following: Is it important to have people who are not afraid of standing out in society, or should we all try to fit in? Prepare at least two arguments before you share with a partner. If you like, you can start like this: I think that daring to be different is … because … WRITING 15 Leading and following How does this excerpt from Rubyfruit Jungle connect with the topic of this chapter? Write a short paragraph to explain. 16 Write about being new How does it feel to be the new girl or boy? Write about a personal experience of being new. How did you handle the situation? Try to include what you learnt from that experience. Write at least one paragraph. derogatory – niðrandi Hæfniviðmið • Tjáð sig skipulega um efni sem hann þekkir eða hefur unnið með í námi sínu og brugðist við spurningum. • Skrifað lipran, samfelldan texta af ólíkum gerðum í samræmi við inntak og tilgang með skrifunum. • Skrifað um skoðanir sínar, tilfinningar, reynslu og þekkingu með fjölbreyttum orðaforða.
19 1 Leading and following GRAMMAR 17 Work with contractions Read the text: Leroy cocked his slicked head and looked at me. “You know, I think you’re a queer.” “So what if I am, except I’m not real sure what you mean by that.” “I mean you ain’t natural, that’s what I mean. It’s time you started worrying about your hair and doing those things that girls are supposed to do.” a) A contraction is a shortened combination of two words. Write down the contractions you find in the text. Then, write each of them out in two words. Example: I’m is the short form of I am. b) What is the infinitive of each of the verbs used in the contractions? Write them down. Example: The verb in I’m is am. The infinitive of am is to be. c) Do you use contractions when writing? When and in which types of text do you use them? Explain briefly. 18 Work with adjectives Read the text: I knew I wasn’t rich but then I wasn’t walking around with little plastic clothespins on my collar like all the red-neck girls either. The boys were much worse than the girls. They had long greasy hair and wore denim jackets with bloody eyeballs drawn on them. Hot as hell they’d wear those denim jackets and black motorcycle boots and they were dirty mouthed to go along with it. a) Find at least five adjectives and write them down. b) Write the adjectives in the positive, comparative and superlative forms. Compare your list with a partner’s. Hæfniviðmið • Sýnt góð tök á orða- forða, meginreglum málnotkunar og notað tengiorð við hæfi.
NEXT UP! 3 20 19 Adjectives and adverbs Read the sentences: I would take care of myself in this new situation. I could think bad grammar all I wanted. She didn’t get mad as I expected. One Sunday when the ixora were in full bloom and everything was bright red we went up to Loxahachee. a) Find the adjectives in each sentence and write a list. Write the corresponding adverbs next to the adjectives you found. Example: quiet (adj.) – quietly (adv.) c) Write sentences of your own using the adverbs. Example: He talked quietly so he wouldn’t wake the children. 20 Synonyms and antonyms Write down at least one synonym and one antonym for each of the following adjectives: rich, little, hot, dirty, mad Share your results with a partner. How many different words can you come up with? 21 It and there Work with a partner. Read the following sentences from Rubyfruit Jungle: There were many rich kids at Naval Air. Then there was the problem of clothes. It was about this time during the last of eighth grade that Leroy and I began to understand that we weren’t going to run away together and become famous actors. Hæfniviðmið • Sýnt góð tök á orða- forða, meginreglum málnotkunar og notað tengiorð við hæfi.
21 1 Leading and following a) Explain to each other why we use it and there in these sentences. If you get stuck, read about it and there on page 254 in the Reference section. b) Individually, write at least four sentences of your own to demonstrate when we use it and when we use there. One of the sentences should be in the plural (there are). c) Share your sentences from task b) with your partner. Explain to each other the use of it and there in your sentences.
NEXT UP! 3 22 How to win an audience We speak to communicate our thoughts, feelings and opinions. We speak to connect with others, to entertain, investigate and persuade. Most of the time we do this without even considering how we go about it. However, sometimes we need to prepare to make sure we say exactly what we want to say. Purpose and message A speech is a prepared talk delivered to an audience. We give speeches on many different occasions: political meetings, demonstrations, weddings and birthdays, to name a few. The purpose of a speech, whether it is to inspire or entertain, is always closely linked to the occasion and the audience. So, what do you need to consider when you want to persuade or motivate an audience? Before reading Scan the text and the image quickly. What do you think you might learn from this text? For what occasion might you need to deliver a speech? Jot down some keywords. to investigate – rannsaka to consider – íhuga an audience – áhorfendur whether – hvort
23 1 Leading and following With a persuasive or motivational speech, you want to convince your audience of something or you want to change the way they look at something. You want to get support for your views, or you might want to inspire your audience to act in some way. For example, perhaps you want to persuade a group of students that voting is not only a right, but a duty, and so inspire them to vote. Or, you may want to motivate them to recycle. Structure Although a speech is a text meant for performing, you have to structure your thoughts. A speech should have an introduction, a body and a conclusion. In the introduction, you can open with a quote or a relevant fact to catch people’s attention. You then state the main reason for your speech in an interesting way. In the body of your speech, you present three main points or arguments. In addition to arguments, anecdotes and stories of personal success might also work well on an audience. In the conclusion, you summarise your arguments. For effect, you can end the speech with a call to action, or get the audience thinking with a rhetorical question. Language The language you use is the key to getting your message across and captivating your audience. Using the personal pronouns I and you lets the audience know it is a direct message from you to them. Us and we are especially valuable for including your audience in the issue. In addition, you can use emotive language to strengthen your message and sway your audience’s feelings about your point. It is also common to repeat words or phrases to make your message completely clear and memorable. This is helped by the rhythm that repetition can bring. The use of poetic devices, such as similes and metaphors, is valuable too. They create images for your audience, making your language come alive. support – styðja a view – skoðun to act – hér: að bregðast við a duty – skylda to state – tjá/ gera grein fyrir to captivate – hrífa emotive – tilfinningaþrunginn to sway – hafa áhrif á a poetic device – ljóðrænt stílbragð An anecdote is a short amusing or interesting story about a real incident or person. We use emotive language to create an emotional response in an audience. For example, do you say: “These trees have stood for hundreds of years.” OR “These majestic trees have stood for generations upon generations.” We use inclusive language to encourage the audience to see their role in an issue but to not feel singled out or blamed. For example, do you say: “If you all do just a little bit more …” OR “If we all do a bit more …” Simile: The trees stood as tall as towers. Metaphor: The circus was a magnet for the children.
NEXT UP! 3 24 Performance Last but not least, you have to consider your performance. It is difficult to persuade or motivate people if you don’t convince them that this is important to you. Think about how you use your voice. You can stress words or phrases that are important and you can pause for effect or to let your message sink in. Think about how you can get your message across with body language, through gestures and facial expressions. Finally, don’t be afraid to look at your audience – after all your purpose is to make them feel they can trust you. to stress – leggja áherslu á gestures – handahreyfingar facial expressions – svipbrigði
25 1 Leading and following UNDERSTANDING 22 Vocabulary a) Write an explanation in English for the following words: opinion, occasion, introduction, body (of a text), conclusion, message b) The paragraph Purpose and message contains three of the chapter’s focus words. Find them and write down the sentences where they occur. c) Pick three words from task a) and the focus words in task b) to make a new sentence with each word. If you like, you can use these words to write a short text instead. 23 Organise information After reading the text, divide a piece of paper into four squares. Write the four subheadings – Purpose and message, Structure, Language and Performance – in the four squares. Close read the text and write four to six keywords from each of the paragraphs. Read through the whole text one time without stopping. Then, read one paragraph at a time, close the book and write keywords. Repeat with each paragraph. TALKING 24 Summarise Work with a partner. Use your keywords from task 23 to summarise two paragraphs of the text each. Listen carefully to the summary your partner reads out. Compare notes to make sure you agree on the summaries. Hæfniviðmið • Lesið, skilið og unnið með fjölbreyttan orðaforða úr ýmsum textum. • Aflað sér upplýsinga úr texta, greint aðalatriði frá aukaatriðum og nýtt sér í verkefnavinnu. • Tjáð sig skipulega um efni sem hann þekkir eða hefur unnið með í námi sínu og brugðist við spurningum.
NEXT UP! 3 26 How to structure a speech Example: Why recycle? Introduction Start with a quote: “There is no such thing as ‘away’. When we throw anything away it must go somewhere.” (Annie Leonard, The Story of Stuff) OR Start with a shocking fact: More than eight million tons of plastic are dumped in our oceans every year. AND Find an interesting way to state the main reason for the speech: Saving the environment is everyone’s business. Body Present three main points or arguments: to conserve resources, to save energy, to protect the environment Conclusion Summarise your arguments. End with a rhetorical question: Or should we just let our oceans choke on plastics? OR End with a call to action: Bring your own shopping bag and say no to straws! 25 Write arguments From the text, you have learnt that in the body of a speech you present three main points or arguments. Imagine that you are going to deliver a persuasive speech about the following topics. Computer gaming should be a school subject School should start at 10 a.m. Protect the wild animals of the north a) Think of at least two main arguments that you would like to include for each of the three topics. b) Explain your arguments to a partner. Can you come up with a third argument for each topic together? Hæfniviðmið • Skrifað um skoðanir sínar, tilfinningar, reynslu og þekkingu með fjölbreyttum orðaforða. • Tjáð hugmyndir og tilfinningar á skýran og skipulagðan hátt. (Lykilhæfni)
27 1 Leading and following GRAMMAR 26 Subject-verb agreement When we speak of subject-verb agreement in grammar, it means that there is a correspondence between the subject and the verb. Example: S V The boys are happy. The boys (plural subject) agrees with are (plural verb form). S V The car is red. The car (singular subject) agrees with is (singular verb form). Study these sentences: The purpose of a speech is to entertain. The language you use is the key to getting your message across. The pages are full of scribblings. The writers are anonymous. a) Copy the sentences and identify the subject (S) and the verb (V) in each of the sentences. b) Replace the subject in each of the sentences with a pronoun. Example: S V The writers are anonymous. a They are anonymous. You can read more about subject-verb agreement on page 246 in the Reference section. Hæfniviðmið • Sýnt góð tök á orða- forða, meginreglum málnotkunar og notað tengiorð við hæfi.
NEXT UP! 3 28 Martin Luther King, Jr. (1929–1968) was a Baptist minister who played a key role in the American Civil Rights Movement. He believed that peaceful protest was the most effective weapon against racism and injustice in American society. In 1963, he organised a march in Washington, D.C. in support of President Kennedy’s anti-segregation laws. More than 200 000 people took part in the march, after which King delivered his famous speech, “I Have a Dream”. In 1964, the Civil Rights Act made discrimination illegal, and King was awarded the Nobel Peace Prize. In 1968, he was assassinated by a sniper in Memphis, Tennessee. I Have a Dream Martin Luther King, Jr. was not only an influential leader, he was also a great speaker. In 1963, he delivered his speech, “I Have a Dream”, outside the Lincoln Memorial in Washington, D.C. The speech became a turning point for the Civil Rights Movement and is, to this day, one of the greatest American speeches ever given. I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation. Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity. But one hundred years later, the Negro still is not free. One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination. One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later, the Negro MODEL TEXT to assassinate – ráða af dögum a sniper – leyniskytta a score – tuttugu Emancipation Proclamation – frelsisyfirlýsing momentous – örlagaríkt a decree – tilskipun a beacon – viti to sear – svíða withering – eyðandi captivity – fangavist manacles – handjárn vast – gífurlegt
29 1 Leading and following is still languishing in the corners of American society and finds himself an exile in his own land. So we have come here today to dramatize a shameful condition. […] I am not unmindful that some of you have come here out of great trials and tribulations. Some of you have come fresh from narrow jail cells. Some of you have come from areas where your quest for freedom left you battered by the storms of persecution and staggered by the winds of police brutality. You have been the veterans of creative suffering. Continue to work with the faith that unearned suffering is redemptive. […] I say to you today, my friends, so even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream deeply rooted in the American dream. The ideal by which equality of opportunity is available to any American, allowing the highest aspirations and goals to be achieved. I have a dream that one day this nation will rise up and live out the true meaning of its creed: “We hold these truths to be self-evident: that all men are created equal.” preliminary – bráðabirgða prosperity – velgengni to languish – hnigna a condition – hér: ástand unmindful – ómeðvitaður trials – prófraunir tribulations – þjáningar a quest – leit persecution – ofsóknir staggered – slegin redemptive – fyrirgefandi aspirations – hér: metnaður to achieve – ná creed – sannfæring self-evident – augljóst In 1862, President Abraham Lincoln issued a preliminary Emancipation Proclamation declaring that all slaves “shall be then, thenceforward, and forever free.” The 13th Amendment, which abolished slavery, was passed in 1865. However, it would still take many years until black Americans were given the same rights as white Americans.
NEXT UP! 3 30 I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood. I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice. I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character. I have a dream today. I have a dream that one day, down in Alabama, with its vicious racists, with its governor having his lips dripping with the words of interposition and nullification; one day right there in Alabama, little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers. I have a dream today. I have a dream that one day every valley shall be exalted, every hill and mountain shall be made low, the rough places will be made plain, and the crooked places will be made straight, and the glory of the Lord shall be revealed, and all flesh shall see it together. This is our hope. This is the faith that I go back to the South with. With this faith we will be able to hew out of the mountain of despair a stone of hope. With this faith we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this faith we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day. This will be the day when all of God’s children will be able to sing with a new meaning, “My country, ‘tis of thee, sweet land of liberty, of thee I sing. Land where my fathers died, land of the pilgrim’s pride, from every mountainside, let freedom ring.” And if America is to be a great nation, this must become true. So let freedom ring from the prodigious hilltops of New former – fyrrverandi to swelter – kveljast oppression – kúgun vicious – illgjarn interposition – hér: hindrun nullification – hér: ógilding exalted – upphafin to hew out – að höggva út despair – örvænting jangling – skrjáfandi a discord – ósætti prodigious – stórkostlegur The governor of Alabama at the time, George Wallace, tried to stop black students from entering the University of Alabama. In his own speech as governor, he called for “segregation now, segregation tomorrow, segregation forever.” The song King quotes is “My Country ‘Tis of Thee”, also known as “America”. Samuel F. Smith wrote this song as a hymn to the nation in 1832.
31 1 Leading and following Hampshire. Let freedom ring from the mighty mountains of New York. Let freedom ring from the heightening Alleghenies of Pennsylvania! Let freedom ring from the snowcapped Rockies of Colorado! Let freedom ring from the curvaceous slopes of California! But not only that; let freedom ring from Stone Mountain of Georgia! Let freedom ring from Lookout Mountain of Tennessee! Let freedom ring from every hill and molehill of Mississippi. From every mountainside, let freedom ring. And when this happens, when we allow freedom to ring, when we let it ring from every village and every hamlet, from every state and every city, we will be able to speed up that day when all of God’s children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old Negro spiritual, “Free at last! free at last! thank God Almighty, we are free at last!” the Alleghenies – Allegheny fjöllin curvaceous – sveigður a slope – brekka a molehill – moldvörpuhóll a hamlet – þorp Negro spirituals – trúarlegir söngvar af afrískum uppruna sem urðu til hjá þrælum í Bandaríkjunum á tímum þrælahalds. A crowd of teenage boys protest against school integration and wave Confederate flags in Montgomery, Alabama, in 1963.
NEXT UP! 3 32 UNDERSTANDING 27 Purpose and setting The occasion and the audience are closely linked to the purpose and the content of a speech. Use the categories to write notes about “I Have a Dream”: Occasion: Audience: Purpose: 28 Identify the message What is the dream that Martin Luther King, Jr. talks about? What is he dreaming of? First, close read the speech and write your notes in keywords. Then, write three sentences to explain what his message is. 29 Identify the structure Work with a partner. A speech has an introduction, body and conclusion. Although you have read an excerpt and not the entire speech, you can still identify a structure. Scan the speech and write your notes in keywords. Introduction: What does King do to introduce his speech, his purpose, his topic? Body: What main arguments can you identify? What does King do to make his arguments convincing? Conclusion: How is King’s speech concluded? Does he summarise, end with a rhetorical question, or end with a call to action? Hæfniviðmið • Aflað sér upplýsinga úr texta, greint aðalatriði frá aukaatriðum og nýtt sér í verkefnavinnu. • Lesið, skilið og unnið með efni og hugtök tengt öðrum náms- greinum. • Sýnt að hann þekkir til samfélagsgerðar, menningar og einkenna þjóðfélagsins. • Gert sér grein fyrir fjölbreyttum uppruna íbúa á viðkomandi málsvæði og áhrifum fordóma.
33 1 Leading and following TALKING 30 Work with language Work with a partner. a) In “I Have a Dream”, King speaks directly to the audience, repeats certain phrases, and uses metaphors and emotive language. Close read the speech to find examples of these language techniques. Write down your notes in keywords or sentences. Give at least two examples for each category. Repetition: Metaphors and similes: Emotive language: b) How does this use of language make you feel? How do you imagine the audience at the march felt when King delivered his speech? Freewrite for a couple of minutes. The massive crowd at the civil rights march held in Washington, D.C., on 28 August, 1963, when Martin Luther King, Jr. delivered his “I Have a Dream” speech. Hæfniviðmið • Skrifað skilmerkilega um efni sem hann hefur lesið, séð eða heyrt.
NEXT UP! 3 34 Write a speech With his speech, Martin Luther King, Jr. wanted to persuade the people in power that for America to be a great nation, its people had to be treated as equal. He also wanted to motivate the African American community to work together peacefully so they could be “free at last”. Now you are going to write your own persuasive speech. What change do you want to see in the world? Plan your writing What would you like to persuade or motivate people to do? Examples of topics could be animal rights, plastic pollution, self-esteem, the benefits of sports, education, or something else that interests you. a) Freewrite for a few minutes. b) Who do you imagine is the right audience for your speech? What might be the occasion? Audience: Occasion: c) Based on your notes from task a), write three main points or arguments you could use to persuade or motivate your audience. Add some keywords relevant to each point. Example: Topic: plastic pollution Main point 1: We must reduce the amount of plastic waste that ends up in the oceans, because the oceans are important to all life on earth. Keywords: marine life, pollution, zero plastic, think twice, reuse, sustainability d) Why do you think your classmates should, or would, be interested in your topic? Write down at least two reasons. Hæfniviðmið • 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. • Tjáð hugmyndir og tilfinningar á skýran og skipulagðan hátt. (Lykilhæfni) • Rætt á skýran hátt um málefni þannig að áhugi viðmælenda sé vakinn. (Lykilhæfni)
35 1 Leading and following Structure your speech Structure Content Examples Title It can be a good idea to decide on a title after you have written a first draft. “I Have a Dream” is a phrase that King repeats throughout his speech. Introduction Open with an interesting quote or shocking fact to catch the reader’s attention. Creatively state the main reason for your speech. The quote “All men are created equal” in MLK’s speech points to The Declaration of Independence. Body Present your three main arguments. Use the personal pronouns I, you, and inclusive language, we and us, to connect with your audience. Repeat important words and phrases. For examples, go back to page 23 and revise the use of language in a speech. Conclusion Repeat your main message. End with a call for action or with a rhetorical question for your audience to think about. We use a call for action to motivate the audience to go out and make a change. We use rhetorical questions to press a point, not to get an answer: “Are not all men created equal?” Go to page 22 and 26 to learn more about how to plan and structure your speech. Checklist: • I have written a persuasive speech about a specific topic. • I have come up with a catchy title. • I have structured my speech with an introduction, a body and a conclusion. • I have used personal pronouns and inclusive language, and have repeated important words and phrases, to get my message through. • I have checked my verbs to ensure subject-verb agreement.
NEXT UP! 3 36 Powerful protests In the 1968 Olympics, African American sprinters John Carlos and Tommie Smith did their own silent protest against segregation and racism. They raised their gloved fists in a Black Power salute while the national anthem was played. Smith and Carlos were sent home in disgrace and banned from the Olympics for life. At home, the black community treated them as heroes. Few know that the man standing in front of them, Australian Peter Norman, was siding with them in his own quiet way. On the left side of his a national anthem – þjóðsöngur disgrace – skömm to side with – taka afstöðu með Left: Colin Kaepernick, #7 of the San Francisco 49ers, kneels on the sideline during the national anthem. Right: Smith and John Carlos raising gloved Black Power fists as civil rights protest.
37 1 Leading and following chest, he wore a small badge that read “Olympic Project for Human Rights”. This organisation opposed racism in sport. Norman became outcast when he returned to Australia and he never competed in the Olympics again. In the summer of 2016, the 49ers’ backup quarterback Colin Kaepernick remained seated during the US national anthem in silent protest of racial oppression and police brutality. At that time, there had been a number of shootings of black men by white police officers. Kaepernick has since begun kneeling during the anthem instead of sitting. Several other NFL players and a number of high-school and college players have followed his example. TALKING 31 Describe the photos Work with a partner. Student A describes what they see in one of the photos. Student B transcribes what their partner is describing. Next, student B describes the other photo and student A transcribes. 32 Compare Work with a partner. Read the captions for each picture. Use the caption information, in addition to your answers in task 31, to compare the two protests. What do the images have in common? What do they tell us about American and Australian society? WRITING 33 Leading and following How do these photos connect with the topic of this chapter? Freewrite for a couple of minutes. a badge – merki to oppose – andmæla outcast – utanveltu to transcribe – skrifa niður Hæfniviðmið • Tekist á við margs konar aðstæður í almennum samskiptum, miðlað og tekið á móti upplýsingum. • Skrifað skilmerkilega um efni sem hann hefur lesið, séð eða heyrt.
NEXT UP! 3 38 Frank McCourt (1930–2009) was born in Brooklyn, New York, to Irish immigrant parents. He lived in Ireland from the age of four, and returned to New York when he was nineteen. After earning a master’s degree from Brooklyn College, he started teaching high-school English. McCourt published his first novel, Angela’s Ashes, after retiring from teaching. His novel is a memoir of his childhood in Ireland, and was an instant worldwide success. His third book, Teacher Man, is a memoir of his experiences as a high-school teacher in one of the most deprived areas in New York City. Teacher Man […] Mikey Dolan handed me a note from his mother explaining his absence the day before: Dear Mr. McCort, Mikey’s grandmother who is my mother eighty years of age fell down the stairs from too much coffee and I kept Mikey at home to take care of her and his baby sister so I could go to my job at the coffee shop in the ferry terminal. Please excuse Mikey and he’ll do his best in the future as he likes your class. Sincerely yours, Imelda Dolan. P.S. His grandmother is OK. When Mikey handed me the note, so blatantly forged under my nose, I said nothing. I had seen him writing it at his desk with his left hand to disguise his own handwriting, which, because of his years in Catholic primary schools, was the best in the class. The nuns didn’t care whether you went to heaven or hell or married a Protestant as long as your handwriting was clear and handsome and if you were weak in that department they’d bend your thumbs back till you screamed for mercy and promised a calligraphy that would open the doors of heaven. Also, if you wrote with the left hand, it was clear proof you were born with a Satanic streak and it was the business of the sisters to bend your Before reading The narrator, Frank McCourt, writes about his experiences as a high-school teacher. Consider: What sort of things do you expect to read about? A memoir is a written collection of events and moments that have taken place in a person’s life, told by that person. absence – fjarvera blatantly – bersýnilega to forge – að falsa to disguise – fela mercy – miskunn calligraphy – skrautskrift a Satanic streak – djöfullegt einkenni
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