foreign languages - otava oppimisen palvelut...a song introduces the topic of the chapter. the key...

FOREIGN LANGUAGESfrom Finland

Jump in!Jump in!

Elisa HaukkaMarjo Rantanen

2 ENGLISH, Years 1–2

Jump in! Jump in! is a new series for early primary English lear-ning. With games, play and songs, it makes learning English fun. There are plenty of activities for different levels, so differentiated instruction is a breeze. Jump in! is easy to use and includes a variety of materials to support your teaching. The series emphasises broad-based skills and enables subject-matter integration.

Pupil’s bookThe pupil’s book contains plenty of active tasks to practise collaborative skills, working in groups and self-directed lear-ning. The first few chapters practise the basics, after which the chapters can be taught in any order. This makes subject-matter integration easy. Each chapter includes 10 new words to practise in addition to reinforcing the basic vocabulary from the first chapters. Pronunciation practice and common phrases are also included. A section of ‘extras’ at the back of the book contains additional exercises.

Extra digital activitiesPupils can use the fun interactive digital activities to practise basic vocabulary and phrases in a variety of ways.

Teacher’s guideThe teacher’s guide includes extra materials to aid in les-son planning and in-class work, such as teaching tips, time-management plans, activity cards, additional tasks and tips for using multimedia, as well as guidance on subject-matter integration.

Jump in! – materials available• Pupil’s book• Extra digital activities• Teacher’s guide (B&W, print)• Teacher’s guide (full-colour PDF)• Digital teaching material• Audio materials (CD)

textbook authors: elisa haukka, marjo rantanenillustrations by: hanna rinne

New!

Digital teaching materialThe digital teaching material includes the Pupil’s book, ans-wer key, the teacher’s guide and audio materials.

Audio materialsThe audio materials include listening tasks and songs. These materials are available on a CD.

NEW

CURRICULUM

ENGLISH, Years 1–2 3

Games and songs make learning fun.

Card-based activities encourage pupils to work together. The activity cards are included in the teacher’s guide.

Teacher’s guideSubstantial resources to support your classroom teaching. Available as a B&W printed book or a full-colour PDF.

Pupil’s bookThe chapters in the pupil’s book progress from identification-type exercises to write-in tasks and onwards to differentiated tasks.

Write-in tasks help pupils remember new information.

Jump in! can also be used as support or supplementary material, as well as in multi-year classes and flexible early primary classes.

Find out more online: otava.fi/jumpin_inenglish


High five!High five! is a dynamic new series that encourages pupils to learn and work together. This exciting series combines relatable, everyday situations with an added element of adventure and fun. Pupils will enjoy the stories and jump into learning with ease. High five! is not only fun for the pupils, it’s fun for the teachers to use as well. It offers flexibility for both weekly timetables and for different ability levels. Use the innovative digital materials to liven up lessons and to differentiate instruction.

High five! and the new curriculum• New vocabulary is used right away in communicative

situations.• The materials include plenty of games and activities.• Tips and self-test pages help pupils in learning to learn.• Support for differentiating instruction upwards and

downwards: The first spread of each chapter includes additional vocabulary (Go ahead) and extra texts, also tips in the Teacher’s Guide are designed to facilitate differentiated instruction. Individual portfolio tasks can be differentiated according to each pupil’s language level. The series also includes a separate workbook which offers differentiated activities aimed at pupils with special needs.

• A wide variety of digital materials support differentiated instruction and development of multimedia skills.

NEW

CURRICULUM


TextsThe richly illustrated textbook, filled with a variety of text types, trains multiliteracy skills. Illustrated vocabulary and key phra-ses for each chapter are presented on a double-page spread, which can also be used for differentiated instruction for lower and higher skill levels. Catchy chants reinforce grammar struc-tures, and pronunciation practice is given in lively action stories. All chapters include songs and games. Faster learners will benefit from additional vocabulary and texts.

textbook authors: mari kalaja, niina korpela, raija kuja-kyyny-pajula, jamie mäkinen, päivi pelli-kouvoillustrations by: noora katto, mikko kankaanpää

Forthcoming levels:High five! 5 available in 2018High five! 6 available in 2019

The complete High five! series• Textbook• Workbook• Workbook for pupils with

special needs• Answer key• Audio recordings• Teacher’s guide (B&W,

print)• Teacher’s guide (digital,

full-colour PDF)

• Digital textbook• Additional digital activities• Digital teaching material• Digital tests• Evaluation materials

Digital materialsYou can choose to use the digital textbook instead of the print textbook and workbook. Users of the print books can also use the additional digital activities. The digital teaching material serves as support for lesson planning and in classroom activities. The teacher’s guide includes pages from the textbook and workbook with clickable answers, as well as sound files and other teaching materials. See also p. 7 of this catalogue.

New! New!

ActivitiesThe user-friendly workbook enables you to plan lessons with flexibility. Each chapter starts by presenting and practising the key information. Then pupils dive into the illustration, story and grammar with a variety of tasks. Portfolio tasks help pupils to synthesise and deepen their understanding. The exercises are followed by a self-assessment page and additional tasks. Each lesson includes revision exercises, and there is a separate func-tional section for the last month of the school year.

Find out more online: otava.fi/highfive_inenglish

Do you have a pet?

No, I don’t.

a cat[kᴂt]

a dog[dᴐg]

a rabbit[rᴂbit]

a hamster[hᴂmstә(r)]

a rat[rᴂt]

a goldfish[gәuldfiʃ]

a snake[sneik]

a tiger[taigә(r)]

a lion[laiәn]

a zebra[zebrә]

an elephant[elifәnt]

a giraffe[dʒiˈrɑːf]

Go ahead!

Do you have a dog?

Yes, I do. I have a goldfish.

a crocodile[krɔkədail]

a lizard[lizəd]

a pony[pəuni]

a mouse[maus]

a spider[spaidə(r)]

a monkey[mʌŋki]

...go!steady...Ready...3Do you have a pet?

Do you have a pet?Yes, I do. I have a dog And it says “woof”.

Do you have a pet? Yes, I do. I have a cat And it says “meow”.

Do you have a pet? Yes, I do. I have a fish And it says “glub”.

24 25


The ‘Go!’ section practises key communicative skills. You can also practi se vocabulary by replacing the marked part in the sentence.

The ‘Go ahead!’ vocabu-lary provides differenti-ated instruction upwards. Exercises in the workbook reinforce these items.

Pupils improve their visual literacy by studying the illustration.

A song introduces the topic of the chapter.

The key vocabulary for the chapter is illustrated.

The texts are engaging and exciting.

The background pictures present real locations and aspects of British culture.

3 So many animals!

Simon has a new friend. His name is Tom.

SIMON: Do you have a pet, Tom?TOM: No, I don’t. But I love animals. Do you have a pet?SIMON: Yes, I do. I have a cat. His name is Charlie.EMMA: And I have a rabbit. Her name is Poppy.TOM: Listen! Open your book, Simon!EMMA: Look! A snake.TOM: Wow! Cool!SIMON: Now you have a pet, Tom. A black snake.EMMA: And two dogs, a goldfish, eight hamsters… TOM: So many animals!SIMON: A tiger, a zebra, an elephant, a giraffe, a lion… You have a zoo! TOM: Oh no. Your phone, Simon!EMMA: And my football!TOM: Close your book, quick!

Do you have a pet?

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Action!So many balls!

ROSIE: A ball.CHARLIE: Balls! So many balls!

ROSIE: A book.CHARLIE: Books! So many books!

ROSIE: A rabbit.CHARLIE: Rabbits! So many rabbits!

ROSIE: A snake.CHARLIE: Snakes! So many snakes!

3 Cats and tigers

FINISH

START

a rabbita goldfish

a tiger

a giraffe

ACT!

ACT!

ACT!

ACT!ACT!

ACT!

ACT!

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Each chapter includes a game that encourages cooperative lear-ning. The games reinforce vocabu-lary and structu-res presented in the chapter.

Rosie the Rat and Charlie the Cat encourage pupils to discuss their own ideas.

Chants are a fun, memorable way to introduce key grammar points.

High five! 3 Texts


Digital textbookThe High five! digital textbook includes the content from both the print edition of the pupil’s book and workbook in a fun learning environment. It also includes audio recordings and cultural videos as well as a comprehensive vocabulary search.As the students complete tasks, they collect special prizes. They select their own avatar to represent them in the games and exercises. They receive instant feedback as they take responsibility for their own learning. The teacher can monitor how many tasks students have completed and their scores, while learning paths guide students to focus on their own areas of development.

Tap the blue circles to mark exercises – useful for assig-ning homework.

Tap the portfo-lio icon to open the pupil’s own pages and voca-bulary search. The dice are also in the portfolio.

The stars light up to show that an exercise has been completed and how well the pupil did.

Additional digital activities

The additional digital activities provide interactive tasks and games for users of the printed books. Pupils receive imme-diate feedback on their perfor-mance and can use tools for self-evaluation.

The start screens in the digital textbook and the additional digital exercises resemble a videogame. The avatar character reminds the user of the last completed exercise.

Digital

Digital teacher’s material

The digital teacher’s material includes an interactive version of the textbook content (including karaoke function) as well as sound recordings and workbook exercises with clickable answers. Also included are a number of games, cultural videos and images with exercises to activate pupils’ skills, along with additional grammar exercises. The materials also include teacher’s materials and progress checks with liste-ning tasks.

Check out the digital tests too!

8 ENGLISH, Years 7-9

SceneScene is a new English series that gives innovative, pragmatic help for pupils to develop their language skills. Scene is accessible and adaptable to the interests of teachers and pupils. With exercises at different levels, there is something for every pupil. Scene encourages teenagers to speak and communicate in real-life situations. The materials provide teachers with practical tools for inspiring teaching, with differentiated instruction for every classroom group.

textbook authors: kristian banfield, antti hiitti, jaana lumiala, essi parikka, christopher sloan, niina tolkkiteacher’s guide, digital materials, test bank: textbook authors and aija blom, pirjetta luoma, pauliina ursinillustrations by: harri heikkanen

Find out more online: otava.fi/scene-inenglish

Scene and the new curriculum• Focuses on active learning.• The materials offer plenty of opportunities for collabora-

tive work.• Scene extends learning beyond the textbook and encoura-

ges pupils to learn with authentic materials.• A variety of inspiring culture-related tasks that span sub-

ject boundaries.• Scene encourages teenagers to speak and communicate in

real-life situations.• Pupils are encouraged to use IT as a learning tool.

The Scene series includes:• Textbook• Digital textbook• Workbook• Digital workbook• Sound files (MP3)• Digital teacher’s guide• Test bank

NEW

CURRICULUM

ENGLISH, Years 7-9 9

In Action

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What?

How About This Shirt?Hi Liam! Are you ready to go shopping?

Yeah, I really need some new T-shirts.

My old T-shirts are all so last season.I’m looking for a new jacket.

Tinkerbell tore my old one.Jane’s cat? That cat is really bad with clothes.

Tinkerbell’s hair is always all over my blue

hoodie.

I think I want to get something for Jane,

too. A shirt maybe? But it can’t be black!

That’s right! Hey, the shirts in that shop look

nice. Should we go in and have a look?Yeah, why not? They have some colourful tops

as well. Maybe those would be good for Jane.I think that they would suit

her well. Now you just have

to know what size to buy.

1. a) Sano kaikki ylläsi olevat vaatteet parillesi englanniksi.

b) Sano parillesi englanniksi kaikki sanaston vaatteet, joita ei löydy vaatekaapistasi.

2. Kerro parillesi, mitä sinulla on ylläsi seuraavissa tilanteissa. Vuorotelkaa.

I am wearing…

1. Olet lähdössä aamulla kouluun.

2. Olet kaverisi kanssa juoksulenkillä.

3. Olet isoäitisi 70-vuotissyntymäpäivillä.

4. Olet työhaastattelussa kesätöihin kahvilaan.

5. Olet edustamassa kouluasi presidentin

vastaanotolla.

3. Selitä vaatesanaston sanoja parillesi englanniksi. Voit myös piirtää. Parisi arvaa. Vuorotelkaa.

Set 6Text 11

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I caught the travel bug when I was ten years old and my best friend gave me a great book: Jules Verne’s Around the World in Eighty Days. The main character in the story, Phileas Fogg, bets with his friends that he will be able to go around the world in eighty days, in 1872.

When my girlfriend and I went to travel in Canada and the United States, we decided to try something similar to finish our trip: go around Manhattan in three days! We knew it was not as adventurous as Phileas Fogg’s journey around the world, but it was still quite a challenge. However, our trip started in Canada.

Toronto, 3/7We are now staying in Toronto with my French friend, who has lived

in Canada for four years. This morning he told me that he doesn’t

like cold Canadian winters and wants to move to a warmer country.

I replied that Finnish winters are cold too and that –10 °C is common.

He laughed and said that the average temperature last winter was

about –25 °C in Toronto. I then started to think about how lucky I am

to live in such a warm place as Finland.

We still have one more day in Toronto before we start to explore Montreal, Quebec City and go to the Saguenay fjord to see whales.

Set 4In Action

73

1. a) Lue keskustelu parisi kanssa englanniksi. Vaihtakaa rooleja.

b) Lue keskustelu parisi kanssa suomeksi.

c) Lue keskustelu parisi kanssa. Muuta alleviivattuja kohtia. Vaihtakaa rooleja.

2. Kysy ja vastaa parisi kanssa. Vuorotelkaa.1. Do you like to go shopping?

Why / Why not?

2. What clothes have you bought in the

last two months?

3. What are your favourite clothes?

4. What colours do you like?

5. Have you ever bought clothes for anyone else?

What did you buy?

6. Do you ever buy second-hand clothes?

Why / why not?

3. Kehu parisi vaatteita ja esitä hänelle niistä kysymyksiä. Parisi vastaa. Vuorotelkaa.

4. Näyttele parisi kanssa seuraavat tilanteet englanniksi. Valitkaa roolit. 1. Menet vaatekauppaan palauttamaan väärän

kokoisia farkkuja, mutta myyjä ei suostu

ottamaan niitä vastaan.

2. Löydät alennusmyynnistä viimeisen paidan

omaa kokoasi, mutta toinen asiakas ottaa

paidasta kiinni samaan aikaan. Haluatte

kumpikin paidan itsellenne.

3. Haluat ostaa Lontoossa torimyyjältä takin,

mutta hän pyytää siitä 60 puntaa. Olet itse

valmis maksamaan 30 puntaa.

4. Haluat antaa vanhoja vaatteitasi hyvän-

tekeväisyyteen. Soitat Punaiselle Ristille ja kysyt

työntekijältä, millaisia vaatteita tarvitaan ja

kuinka paljon. Työntekijä vastaa kysymyksiisi.

» Muista eläytyä! Käytä erilaisia äänenpainoja, ilmeitä ja eleitä. Reagoi parisi sanoihin ja

toimintaan kunnolla, voit myös hieman liioitella.

Punainen Risti Red Cross

Textbooks The textbooks contain reading passages about real people and topics relevant to young people. The materials encourage oral communication – all pupils can communicate at their level. Pupils will learn about the English-speaking world and its various dialects. Topic-based vocabulary lists are used in communicative situations. Each textbook contains six chapters with different themes. Each chapter consists of two basic texts and a higher-level differentiated text, the FlexiText. Scene 1 Texts This textbook contains six chapters on the themes of: home, family, leisure, food, school, Finland from a foreigner’s perspecti-ve, and travel. The subjects are presented in a way that appeals to teenagers. The text types include blog entries, newspaper articles, presentations, quizzes, travel diaries and book extracts. Pupils learn about the cultures of the USA, UK, Australia, the Caribbean and Canada. Scene 2 Texts Scene 2 is about film, music, games and the media. Pupils will consider their own identities and friendships. Comics, carica-tures, news reports and statistics are some of the text types used at this level. Pupils will gain new perspectives on different aspects of culture and learn about Wales, Scotland and Ireland, as well as English as a lingua franca. Available from late 2017 Scene 3 Texts The focus shifts to the future. Themes addressed in this book are work and study, society, travel and environmental protection. Available from late 2018

Workbooks

The exercises in Scene encourage pupils to use their English actively. The materials include tasks at various levels so pupils can find topics relevant to them.Action! – Work together and let your creativity flow.Go online! – Put down the textbook and use authentic sources.Show and Tell – Share your own experiences and ideas that are important to you.Get This! – Practise key grammar structures orally by using inductive reasoning.How Am I Doing? – Regular, concrete evaluation of pupils’ skills development.FlexiText – There’s no reason to be bored. Pupils can work indivi-dually or in groups with the FlexiText and its related tasks.

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Clothes

hat hattubelt vyö

Sports and Urheilu ja Leisure vapaa-aikatop yläosa, toppileggings leggingsithoodie, hooded huppari sweatshirt sweater villapaita, neulejeans farkutsweatshirt collegepaitatracksuit verryttelypukucap lippalakkisneakers tennarittrainers lenkkitossutsweatpants collegehousut

Summer Kesäshorts shortsitswimming trunks (miesten) uimahousut T-shirt t-paitasandals sandaalitflip-flops varvastossutbikini bikinitswimsuit uimapukuWellingtons, kumisaappaat wellies

Winter Talvicoat (päällys)takkigloves hansikkaatbeanie piposcarf, scarves huivi, huivitmittens lapasetboots saappaat

Formal Virallinen pukeutuminendress mekkosuit (miesten) pukushoes kengätbow rusettitie solmio, kravatti

Casual Epävirallinen pukeutuminencardigan villatakkitunic tunikaskirt hamejacket, blazer (pikku)takki, (naisilla) jakkushirt paitatrousers (BrE), housut pants (AmE)

More Than Words Set 6Text 11

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Set 4More Than Words

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Underwear and Alus- ja yö- Nightwear pukeutuminenbra rintaliivitbriefs (BrE), alushousut underpants (AmE) knickers (BrE), (naisten) alus- panties housutpants, boxer (miesten) alus- shorts (BrE), housut shorts (AmE) nightie yöpaitatights sukkahousutlong johns pitkät alushousutsocks sukatpyjamas pyjama

Colours Väritblack mustabrown ruskeagreen vihreägrey harmaaorange oranssipink vaaleanpunainenpurple violettired punainenwhite valkoinenyellow keltainenblue sininennavy tummansininenturquoise turkoosisilver hopeagold kultabronze pronssi

Sizes KootS small pieniM medium keskikokoinenL large suuriXL extra large erittäin suuri

Patterns Kuviotplaid ruudullinenstriped raidallinendotted pilkullinen

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TEXT

11 The Travel Bug Christopher is one of the writers of this book and before he became a writer, he had always wanted to be a world traveller. It all started with a book.

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Set 6Text 11

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30

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Train ride from Canada to New York City, 19/7We are now on a twelve-hour train ride to New York City. Some of the most

positive experiences during the last two weeks in Canada include:

- the street art tour and the delicious food in an Ethiopian restaurant in Toronto (the best part: we ate it with our fingers)

- the Mount Royal mountain park located in the city centre of Montreal

- the beautiful view of the Saint Lawrence river from Quebec city

- the Saguenay fjord and the whales in Tadoussac.

We have finally made it to the USA. When we got to the American

border, the border patrol agents climbed into our train: ”Your

passports please! You also need 8 US dollars for your visa.” My

girlfriend then whispered to me: ”We only have Canadian dollars!”

We panicked for a moment, but luckily there was a nice lady who

exchanged our Canadian dollars for American dollars.

Set 6Text 11

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Set 6Text 11

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Brooklyn, New York City 22/7We tried to see and do as much as possible in two days. What I will

remember the most from this place when we get back to Finland is:

- the ferry ride to Staten Island and the amazing view of the Manhattan skyline

- the wacky musical that we saw on Broadway - the yoga session which we took part in on

Times Square with a thousand other people.

If we still wanted to go around Manhattan in three days, we had

to dramatically speed things up. That was when we came up with

another idea. We realised that we didn’t have to go everywhere in

Manhattan, we could just literally go around the island. On our third

day in New York City, we rented bicycles and discovered something

rather astonishing. It is possible to go around Manhattan in one day,

as long as you have a good bicycle!

Scene 1 Texts

TEXT

8

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School LooksSet 4Text 8

75

Tove, 15 years old,

goes to Grubbeskolan in Umeå,

Sweden

I have chosen a warm and cosy outfit for this photograph because I

don’t want to freeze while I’m at school. It includes a white cardigan

on top of a turtleneck jumper, with bootcut trousers and warm boots.

I like clothes that are comfortable and make me feel confident as well.

I have always been really interested in fashion, and I love to try to

match different outfits!

A typical Swedish girl’s outfit for school is a pair of black jeans with

white sneakers or black boots. These usually go with a cute top or

a simple shirt. Swedish boys often wear jeans and sneakers with a

sweatshirt or a T-shirt. Many boys also like to wear a hat or a cap.

Anselm, 12 years old,

goes to Falcons School for Boys in London,

England

I have put on my school uniform for the picture. It includes a white

shirt with long sleeves, grey trousers, a grey pullover and grey socks.

We also have to wear a school tie, a blue jacket and black leather

shoes. To keep us warm in winter we wear a coat and a hat which have

the school logo on them, and I also put on the blue-striped scarf that

goes with the winter uniform.

I have always liked my school uniform. However, I think it’s also nice

to choose my own clothes for school.There are a few days each year

when we are allowed to wear our own clothes at school. For example

there was a charity event called “Jeans for Genes” in September when

we came to school dressed in jeans.

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Surf ‘n’ Turf Set 3

Perth

Darwin

Canberra

Sydney

59

• mitkä ovat olleet isoja tapahtumia kaupungin

historiassa

• ketkä ovat olleet historiallisesti merkittäviä

henkilöitä

• ketkä ovat tällä hetkellä tunnettuja henkilöitä

ja mistä he ovat tunnettuja.

1. Työskentele parisi kanssa tai ryhmässä. Olette paikallisia turistioppaita jossakin kartassa sijaitsevista kaupungeista. Etsikää tietoa valitsemastanne Australian kaupungista ja kirjoittakaa opastus englanniksi. Esittäkää luokassa tai kuvatkaa opastuksenne.

Australia

Sydney

Perth Canberra

Culture

Darwin

Voitte kertoa esimerkiksi:

• missä kaupunki sijaitsee

• paljonko kaupungissa on asukkaita

• millainen luonto kaupungissa ja sen ympärillä on

• mitkä ovat kaupungin kuuluisimpia nähtävyyksiä ja

rakennuksia

2. Piirrä Australian kartta vihkoosi. Voit työskennellä myös parisi kanssa.

• Merkitse karttaan esittelemäsi kaupunki sekä muita

Australian kaupunkeja.

• Voit piirtää karttaan myös kuvia australialaisista eläimistä.

• Merkitse karttaan maantieteellisiä paikkoja

(esim. suurimpia vesistöjä, vuoria, saaria,

valliriuttoja, etäisyyksiä).

10 ENGLISH, Years 7-9

You can use Scene in a fully digital format or choose to combine print and digital materials.

Digital textbook

The digital textbook contains the same materials as the print edi-tion, plus sound files and videos. Using the digital textbook gives you more time to work individually with pupils.

Digital workbook

The digital workbook contains the same exercises as the print edi-tion. Pupils can listen to vocabulary lists and tasks, and even record their own pronunciation. The tasks are interactive and give imme-diate feedback, so pupils can monitor their own progress. The teacher’s overview lets you see individual pupils’ and groups’ scores.

Sound files (MP3)

The sound files include recordings of all the texts and vocabu-lary lists in the textbooks along with topic-based vocabulary and more. The sound files are available in MP3 format.

Suggested ways of combining Scene course components:

Print textbook + print workbookPrint textbook + digital workbookDigital textbook + print workbookDigital textbook + digital workbook

Digital materials bring new options

Välj en sak från uppslaget på sidan 14–15 och låt ditt par gissa vad du tänker på.

ENGLISH, Years 7-9 11

Sound files (MP3)

These include audio recordings of all the texts and vocabulary lists from the textbook as well as topic-based vocabulary lists, communicative situations and listening comprehension tasks.

Test bank

The series includes tests and vocabulary quiz-zes to make your work easier. The test bank also includes texts with accompanying comprehen-sion questions that can be edited.

Digital teacher’s guide

The digital teacher’s guide helps you make your teaching more engaging. The materials work on computers/laptops, tablets, visualisers and interactive whiteboards.

• The digital teacher’s guide includes everything in one place.

• The guide helps you in lesson planning and making your teaching more engaging.

• The easy-to-navigate format includes teaching tips, extra tasks, scripts for read-aloud exercises, answer keys to textbook exercises, and games for the whole class.

• The guide also includes the textbook content in an interactive format, along with the sound files and videos that accompany the textbook.

• The videos feature characters from the textbook as well as scenes with cultural content.

Versatile digital teacher’s guide

Intro

Sök...

The Insights series includes:• Textbook• Digital textbook• Vocabulary app• MP3 sound files• Digital teacher’s guide• Digital tests

Teacher’s materials• Textbook• Answer key• Classroom sound files (MP3)• Tests (RTF files)• Digital teacher’s guide

InsightsInsights brings new perspectives and experiences to the English classroom. Authentic texts present a variety of genres and communicative situations. The digital materials include interactive exercises. With the digital tests, students can practise the task types they will encounter in the new Finnish matriculation exam.

Engaging, diverse content• Insights is compatible with the new Finnish upper secondary

curriculum.

• Insights includes a broad introduction to the English-speaking world.

• The series includes enhanced digital textbooks with interactive exercises and videos.

• Digital materials enable students to progress and revise at their own pace.

• Insights helps students to seek out interesting materials on their own and gets them excited about using English actively.

• Each level includes 1–2 workshop units to develop students’ skills in discussing and working together.

• The workshop topics are relevant to young people’s interests: I love Finland, Living online, Destination Australia, Rhyme time, Visual arts and Advertising.

• Explanations of grammar are clear and thorough, with a variety of exercises.

• Plenty of speaking practice is included in the chapter-themed exercises and grammar exercises.

• The digital teacher’s guide makes teaching easier and brings more variety to your lessons.

• The series includes digital tests to provide practice in the types of tasks that will be in the new online university entrance exam.

textbook authors: elina karapalo, paula keltto, mark kilmer, päivi kuusivaara, teijo päkkilä, annukka suonio

Find out more online: otava.fi/insights_inenglish

12 ENGLISH, upper secondaryNEW

CURRICULUM

Digital teacher’s guideThe digital teacher’s guide is easy to use and contains a huge variety of materials related to the course. It includes the digital student tex-tbook with sound and video files, answer keys to textbook exercises that can be clicked or projected onto a big screen, grammar expla-nations, additional classroom materials, lesson planning tips and help for utilising IT and communications technology. The digital teacher’s guide includes everything you’ll need to teach this series!

Digital tests for upper secondary EnglishThe task types are relevant to the new matriculation exam. The digital tests include plenty of questions about all the content areas plus video-based tasks. The test system is easy to use.

Insights 1This level emphasises study skills, focuses on conversation skills and introduces several com-municative strategies. Topics include young people’s lives, school, family, Finnish culture and English as a global language.

Insights 2This level helps students use various commu-nicative strategies and express their opinions appropriately in different situations. Students will also improve their communicative compe-tence and develop multiliteracy skills. Topics include hobbies, leisure time, online discus-sions, well-being and lifestyles.

Levels 1–5 are available now!

Insights 3This level provides practice in under-standing and interpreting different cul-tural topics, expanding multiliteracy skills, expressing precise meaning and produc-ing different types of texts. Topics include cultural aspects of literature, visual arts and local and international traditions.

Insights 4 This level focuses on understanding and interpreting the society, how it works, what kind of problems we meet and how we can solve them. Students learn how to express their opinions from different points of view. Topics include volunteer work, politics, crime and human rights.

18

2. My first apartment

2My firstapartment

ː

19

1. How old are you?

a. 15 and under

b. 16 – 18 c. 19 – 22 d. 23 and up

2. How clean is your room?

a. Well, it is possible to find your way to the bed.

b. A place for everything and everything in its place!

c. Neat and tidy! Thanks, Mom!

3. How are you at doing daily chores?

a. Daily chores? What? Why?

b. I do them every now and then, but not all that often.

c. Very good! Naturally everyone’s got to chip in!

4. How many dishes can you prepare?

a. Omelettes and sandwiches count, don’t they?

b. I could easily be the next Master Chef.

c. I know the number for our nearest pizza take-away.

d. I’m fairly good at cooking!

In her blog, Jane Allyson writes about

moving out of her parents’ home and

living on her own for the first time.

Have you thought about moving out? Do you think you are ready for it? Take the quiz and see what the experts of

Insights think. Ask and answer with your partner. Then count your points and hear the verdict. 184

h the joy of finally being on my own... of being

able to sit on the floor and eat my dinner off

my lap... being able to watch TV until 3 in

the morning... being able to eat my breakfast at an

unreasonable time, and not getting up out of bed for

three days not even to go to the loo!

Yep you have guessed it, I was living the dream after

moving out of my folks’ home and renting my first

apartment. Good job my Mom wasn’t there to see

what I was doing.

I turned from being a nice, clean, well-mannered and

well-kept young lady into a bum, overnight, and I

reveled in it. For about 2 weeks. Then I woke up.

I woke up to the reality of food bills, electric and gas

meters, lonely nights, shared amenities, and

OTHE LANDLORD, who insisted on having his rent every

week without fail.

I woke up to the reality of shared chores... so that was

how the toilet got cleaned? And you have to do what

to get rid of the nasty ring about the bath? And this

flapping thing made out of old ropes you call that a

mop? Right. Hello Mom, I’m coming home. But that

was the problem. Home wasn’t where my parents

lived, home was here, where I was, right now.

OK, moving out of my home into my one-room

apartment was hard, but I realized that I had to make

the best of things and so I created my own home that

suited my nature, so that anyone who visited me could

see that the place was all mine and that I had stamped

my own mark all over it.

5. How will you afford your new home?

a. Who, me? That’s what my parents are for.

b. Get a part-time job and live economically to pay the bills.

c. Ask my parents for help if needed.

d. I’ll get a roommate. Someone I know and who I can trust.

6. What does your family think of the idea of you

moving out on your own?

a. They don’t think it’s a sensible idea.

b. They are rather supportive of the idea.

c. They can’t wait to be rid of me!

7. How serious are you about your future goals?

a. I’ve planned everything down to the letter.

b. I have some ideas about my future career and

family life. Nothing definite yet, though.

c. How does that song go? Whatever will be, will be.

The future’s not ours to see.

8. Do you consider yourself a realistic person?

a. Very realistic!

b. I have a vivid imagination and live life to the fullest.

c. Mostly a down-to-earth person.

5

10

15

20

25

30

24

2. My first apartment

l 2e Find the words in the text that have the same (synonyms) or opposite (antonyms) meanings as the following adjectives.

SYNONYM ANTONYM

disgustinggenerous

massiveslow

singlerough

chubbynecessary

defensivegeneral

envioussmart

l 2f Listen to Sandra who has just moved out of her parents’ house. She’ll give you some advice on how to cope with the challenges of living on your own. Answer the questions in Finnish.1. Millaisia kuluja oman asunnon vuokraamisesta syntyy (mainitse ainakin 4)?2. Miten voit säästää muuttokuluissa?3. Missä tapauksessa voit menettää vuokratakuun?4. Mitä haittaa/hyötyä on keskustan ulkopuolella asumisesta?5. Mitkä asiat kannattaa sopia etukäteen, jos jaat asunnon?

l 2g Work in pairs.

STEP 1 You and your friend have found a summer job in England and you are looking for an apartment to share. Your workplace is in the centre of the city and your total monthly budget is £600 per person. A monthly bus pass costs £30. Discuss the pros and cons of the following apartments and decide which one would be the best for you.

STEP 2 Now that you have decided which apartment you want, it’s time to call the landlord. Read the conversation with your partner.

STEP 3 Since you didn’t get the apartment, you need to try again. Come up with your own telephone conversation and remember to be polite.

Go online and look for some rental property listings in London, Oxford or Manchester. Try to find something suitable for a student budget. Then report back to your partner: which apartment you chose and why.

25

Landlady: Roselyn Woods.You: Hello, this is (your name) speaking. I’m calling about the apartment that you have for rent. Is it still available?Landlady: Yes it is. But we do have some requirements for the person who we will rent it to. First of all, we don’t allow smokers. Is that a problem?You: No, not at all. I don’t smoke.Landlady: Good. Secondly, you can’t have pets in the apartment and we would like a deposit of £500.You: Well, I don’t have any pets and I think I can arrange the deposit.Landlady: Would you like to see the apartment before you decide if you want it?You: I’d love to, but unfortunately I’m still in Finland. I’m moving to England next month because I found a great summer job there.Landlady: A summer job? Well, that’s a bit of a problem. I’m looking for someone who would rent the apartment for a longer time, a year at least.You: Oh. That’s a shame. Is this something we could negotiate?Landlady: I’m afraid not. But I wish you good luck and I hope you find something.You: Thank you. Goodbye.

Landlady: Goodbye.

Waverly Close

A charming top floor apartment

in an 18th century cottage.

2 bedrooms, kitchen, bathroom

(bathtub, no shower). Large

shared garden. No laundry

facilities. Only 3 miles from the

centre. Bus stop opposite.

Rent £140 per week.

Norfolk placeNewly renovated apartment. 2 bedrooms, reception room, big kitchen, modern bathroom and balcony. Washer and dryer. Great location in the centre! Parking also available. Rent only £200 per week.

Westfield GardensBasement apartment, 2 bedrooms, study/living area, kitchenette, wc, bathroom. Good size! Access to backyard. 2 miles to centre. Launderette next door. £150 per week.

For rent2. My first apartment

ENGLISH, upper secondary 13

Course materials also available as interactive digital editions!The enhanced digital books include plenty of interactive exercises. The thematic and chapter-based vocab-ulary can be practised in a number of ways. There are audio record-ings of the texts and all listening exercises. The digital materials also include video clips. The digital text-book includes a handy word lookup feature.

14 GERMAN, Years 8–9 and upper secondary

The Magazin.de series includes:• Textbook• Digital textbook• Extra digital activities (for courses 1–2) • Sound files• Digital teacher’s guide• Test bank (digital and Word)

Magazin.de Magazin.de is a new German series for years 8–9 and upper secondary. It follows the new curriculum and focuses on the essentials. Students learn about the language and culture of German-speaking countries based on their own interests and needs. The comprehensive digital materials create new opportunities for language learning.

Magazin.de focuses on the essentials of the German language and culture from the perspective of young people. The wide variety of texts address everyday situations for teenagers and encourage interaction in different ways. Every text is accompa-nied by a topic-based vocabulary list and exercises.Grammar structures have been carefully chosen, based on various types of communicative situations. Grammar presen-tations are brief and concise.There are plenty of exercises, which makes it easy to differen-tiate instruction. The exercises let students practise their basic writing and speaking skills individually, in pairs and in groups.

Magazin.de and the new curriculum

• Students are encouraged to think independently and use the study techniques that work for them.

• IT plays an important role, and the series develops stu-dents’ IT skills in a number of ways.

• The topics have been selected on the basis of students’ lives and communicative needs.

• The wide variety of text types in Magazin.de promote lan-guage competence and multiliteracy.

textbook authors: christan busse, pia-helena bär, ines crocker, anu hyypiä, ritva tolvanen, heidi östringteacher’s guide, digital materials, test bank: textbook authors and eeva palmuillustrations by: petri suni

There are 10 courses in the series.

Find out more online: www.otava.fi/magazingerman

NEW

CURRICULUM

GERMAN, Years 8–9 and upper secondary 15

TextbooksThe textbooks contain texts and exercises about real people and topics relevant to young people. The materials encourage oral communication – all students can communicate on their level. Students learn about the German language and German-speaking countries in the world. The series includes textbooks for 10 courses.

Digital textbooks

The digital textbook material is enriched with interactive exer-cises. Students can practise topic-based and chapter voca-bularies in a variety of ways. They can listen to all of the topic-based vocabularies, texts and exercises from the tex-tbooks. The digital textbook also includes video materials about the German-speaking countries.

Digital teacher’s guide

The practical digital teacher’s guide is easy to use. It includes the digital textbook with sound files and videos, the answer keys for the exercises in the student’s textbook, supplementary lesson materials and lesson planning tips and advice.

Test bank and digital tests

Contains test files and sound files (MP3). The tests in Microsoft Word format can be edited. The questions can be inserted in dif-ferent documents. The digital tests include plenty of questions about all content areas and video-based tasks.

4 Hör bitte zu und wiederhole!

Kuuntele ja toista. Kiinnitä huomiota ääntämiseen!

1. Guten Tag! Ich heiße Stefan Fischer. Ich komme aus Heidelberg.

2. Hallo! Ich bin Jürgen Zimmermann. Ich komme aus Vaduz.

3. Grüß Gott! Mein Name ist Heike Bauer. Ich komme aus Bayreuth.

4. Guten Morgen! Ich bin Ulrike Richter. Ich komme aus Braunschweig.

5. Grüezi! Mein Name ist Otto Müller. Ich komme aus Zürich.

6. Guten Abend! Ich heiße Stefanie Schneider. Ich komme aus Leipzig.

7. Servus! Ich bin Martin Koch. Ich komme aus Wien.

8. Moin! Mein Name ist Uta Schumacher. Ich komme aus Kiel.

Achtung!

kirjoitetaan sanotaan äänne

Heidelberg ”ai” [aɛ]

Bayreuth ”oi” [ɔɛ]

Kiel ”ii” [iː]

6 Hör bitte zu und wiederhole!

Kuuntele ja toista.

CH

ich [ɪç] noch [nɔx]

München [mʏnçən] auch [aux]

Hallöchen! [halø:çən] doch [dɔx]

China [çiːna] Bach [bax]

Chemie [çəmiː] Aachen [a:xən]

vokaalien i, e, ü, ö, ä jälkeen vokaalien a, o, u jälkeen

ja sanan alussa

5 Übe bitte!Etsi tehtävän 4 esittelyistä maantieteelliset nimet, joissa seuraavat äänteet esiintyvät.

Kirjoita ne taulukkoon.

ei ➞ ”ai” [aɛ] ie ➞ ”ii” [iː] eu ➞ ”oi” [ɔɛ]

Achtung!

Saksassa on kaksi suomesta

poikkeavaa kirjainta:

ü (U-Umlaut, ”saksalainen y”)

ja ß (Eszett, ”kaksois-s”).

Achtung!

Kirjainyhdistelmä CH ääntyy kahdella

eri tavalla: [ɪç] ääntyy suun etuosassa

ja [x] ääntyy suun takaosassa.

Harjoittele!

Start

10

7 Such bitte im Internet!

Tutustukaa ryhmissä saksankielisiin maihin (Saksa, Itävalta, Sveitsi,

Liechtenstein). Etsikää tietoa internetistä suomeksi alla olevien vihjeiden

avulla. Esitelkää tuotoksenne muulle ryhmälle.

1. Maantieteelliset faktat

– pääkaupunki ja kolme suurta kaupunkia

– pinta-ala ja asukasluku

– osavaltiot, kantonit tms.

– hallintojärjestelmä

– lippu

– viralliset kielet

2. Historia ja kulttuuri

– tärkeä historiallinen tapahtuma

– perinteinen ruoka ja juoma

3. Kuuluisia henkilöitä

– kuuluisa muusikko

– kuuluisa taiteilija

– kuuluisia urheilija

– kuuluisa poliitikko

Die Pfarrkirche St. Florin in Vaduz

Zürich

Das Schloss Heidelberg

Der Prater in Wien

11

Hạllo! Hei!Hallöchen! Heippa!Moin! Hei! (Pohjois-Saksassa)Servus! Moi! (saksalaisen kielialueen eteläosissa, esim. Itävallassa)Guten Morgen! Hyvää huomenta!Guten Tag! Hyvää päivää!Guten Abend! Hyvää iltaa!Grüß Gọtt! Hyvää huomenta/päivää/iltaa! (saksalaisen kielialueen eteläosissa, esim. Itävallassa)Grezi! Hyvää huomenta/päivää/iltaa! (Sveitsissä)

Hallo! Wie geht’s?

Tschss! Hei hei!

Tschau! Moikka!Servus! Moikka! (saksalaisen kielialueen eteläosissa, esim. Itävallassa)Auf Wiedersehen! Näkemiin! Auf Wiederschauen! Näkemiin! (saksalaisen kielialueen eteläosissa, esim. Itävallassa)

Schönen Tag noch! Hyvää päivänjatkoa!Schönes Wọchenende! Hyvää viikonloppua!Danke gleichfalls! Kiitos samoin!Gute Nạcht! Hyvää yötä!

Wie geht’s (dir)? Mitä (sinulle) kuuluu?Danke gut, und dir? Kiitos, hyvää. Entä sinulle?Mir geht’s sehr gut! Minulle kuuluu tosi hyvää!Wie geht’s Ihnen? Mitä Teille kuuluu?Danke gut, und Ihnen? Kiitos, hyvää. Entä Teille?Mir geht’s auch gut! Minullekin kuuluu hyvää!Es geht mir gut! Minulle kuuluu hyvää!Es geht mir nịcht so gut. Minulle ei kuulu kovin hyvää.Es geht so … Tässähän tämä.

Achtung!

Sanastossa on merkittynä

sanan paino.

Hạllo! [haloː] ạ = lyhyt painotettu vokaali

Hallöchen! [halø:çən] ö = pitkä painotettu vokaali

THEM

A

01

18

1 Film ab!Katso video. Mitä tuttuja sanoja videolla mainitaan? Kirjoita sanat saksaksi tai suomeksi.

2a Film ab!Videolla kuulet neljä erilaista tapaa tervehtiä. Kirjoita tervehdykset saksaksi.

2b Film ab!Katso video uudelleen ja kirjoita saksaksi. 1. Minä olen… 2. Olen nimeltäni… 3. Minun nimeni on… 4. Minä tulen Berliinistä.

2c Film ab!Miten kysyt kuulumisia kolmella eri tavalla? Kirjoita saksaksi.

3a Sprich bitte!Kiertele luokassa ja käy keskustelu ainakin kolmen ryhmäläisesi kanssa. Voit käyttää teemasanastoa apunasi.

3b Übe bitte!Käy keskustelu uudelleen. Valitse itsellesi saksankielinen nimi ja kotikaupunki. Käytä s. 10 teht. 4 apunasi.

ATervehdi.

Esittele itsesi (kuka olet ja mistä tulet).

Kysy kuulumisia.

Vastaa.

Hyvästele.

BTervehdi.

Esittele itsesi (kuka olet ja mistä tulet).

Vastaa. Kysy mitä toiselle kuuluu.

Hyvästele.

Der Fernsehturm in Berlin

Das Brandenburger Tor in Berlin

19

J’aime J’aime is a new French series for years 8–9 and upper secondary school. The series follows the new curriculum and focuses on functional activities in which students utilise various types of authentic texts.

The teaching materials are based on teenagers’ interests and needs. Practical, everyday situations are used to teach grammar and vocabulary. This series is goal-oriented and focuses on the essentials, which motivates students to continue learning.The materials include plenty of listening and pronunciation practice. Special attention is paid to improving pronunciation. Francophone countries and French culture are presented in an engaging way for teenagers, including through authentic video clips. J’aime teaches students how to learn. It places great emphasis on improving study skills and utilising students’ existing knowledge of other languages and cultures.

textbook authors: hanna heikkilä, nina kivivirta, tarja kuikka, david mauffret, catherine métivier, susanne paavonen, anne riippa, jannika sarimo, tarja virtanen , hanna ylikittitest bank: catherine métivier, anne riippa, erja schunk, tarja virtanen

illustrations by: ville karppanen

Find out more online: otava.fi/jaimefrench

NEW

CURRICULUM16 FRENCH, Years 8–9 and upper secondary

The J’aime series includes:• Textbook• Digital textbook• Sound files• Digital teacher’s guide• Test bank (digital and Word)• Otava’s vocabulary app

J’aime and the new curriculum

• Students take an active role, setting individual goals and monitoring their own progress.

• The materials include project assignments to improve stu-dents’ problem-solving skills and application of their skills.

• All activities are based on practical, everyday situations and their communicative requirements.

• The wide variety of texts help students to cope with diffe-rent text types of varying difficulty through reading, liste-ning and scanning.

Au revoir !l12 Hyvästelyt

a) Kuuntele ja toista

Kuuntele ja lue keskustelut. Toistakaa eläytyen.

Mitä hyvästeltäessä käytettäviä sanontoja huomaatte?

Vocabulaire p. 31

b) PäätteleTutki keskusteluja tarkemmin ja päättele miten hyvästelisit...

• ystäväsi, jonka toivot tapaavasi uudelleen

• koulukaverisi, jonka tiedät tapaavasi taas pian

• sinua palvelleen vaatekaupan myyjän.

c) Kuuntele ja valitse

Katso video. Mitä henkilöt sanovat hyvästellessään?

à bientôt à la prochaine salut

Fanny

Shalane

Marvin

Mounia

Morgan

À bientôt, Gaëla !

À bientôt !

Au revoir, Markus !

Au revoir, Ali !

Au revoir, Markus, et à la prochaine !

À la prochaine, Aurélie !

26

l13 Keskusteluja

a) Kuuntele ja täydennä

Kuuntele ja täydennä keskustelu.

Louis : ____________, Aurélie !

Aurélie : Salut, Louis ! ________________ ?

Louis : Ça va, ça va. ________________ ?

Aurélie : Ça va ____________________________. __________________________ !

Louis : À la prochaine !

b) Kuuntele ja kirjoita

Kirjoita kuulemasi keskustelu.

c) KeskusteleTervehtikää toisianne ranskalaiseen tapaan. Selvittäkää toistenne...

• nimet

• ikä• kansallisuus.

Hyvästelkää asiaan kuuluvin elein.

l14 Les Vieilles Charrues : etsi tietoa

Mikä tapahtuma on Les Vieilles Charrues [levjɛjʃaʀy]?

Tutkikaa tapahtuman nettisivuja. Mitä saatte selville?

Un festival bretonUnité 1

27

Entre terre et merl1 Lomalla Bretagnessa

a) Kuuntele ja listaaKatso video. Listaa ensivaikutelmiasi Bretagnesta.

b) Lue ja selvitäTutki Bretagnea esittelevää matkailuesitettä. Mitä saat selville?

Kun luet vieraskie-listä tekstiä, voit pää-tellä uusien sanojen merkityksiä muiden osaamiesi kielten avulla. Muista myös, että lukiessasi sinun ei tarvitse ymmärtää jokaista sanaa saa-daksesi käsityksen tekstin sisällöstä.

La Bretagne :• une région à l’ouest de la France• Rennes, la capitale de la région

Les habitants :• les Bretons• un peu plus de 3 millions

La Bretagne

Les langues :• le français, la langue officielle• on parle aussi breton, une langue celtique• la Bretagne s’appelle Breizh en breton

et son drapeau s’appelle Gwenn ha Du

Vannes

88

c) EtsiEtsi matkailuesitteen kuvista seuraavat bretagnelaiset erikoisuudet ja numeroi ne.1. le biniou, un instrument traditionnel2. le breton, une langue parlée en Bretagne3. le drapeau breton Gwenn ha Du4. les mégalithes de Carnac5. les petits biscuits bretons délicieux

Les spécialités :• les crêpes et les galettes avec

le cidre ou le jus de pommes• le gâteau breton et le far breton• le caramel au beurre salé• le poisson et les fruits de mer• le Breizh-cola

Le tourisme :• une région touristique importante en juillet et en août• les sports nautiques• le festival de musique Les Vieilles Charrues• l’histoire : les mégalithes de Carnac

et la forêt des chevaliers de la table ronde

Le climat :• doux et océanique

Unité 4

89

Unité 8 Un weekend a Bruxelles[ Ali ja Audrey viettävät viikonloppua Brysselissä Alin

siskon Aïchan luona. Audrey saa kokea siellä yllätyksen. ]

Tässä jaksossa opit...

• kysymään ja neuvomaan tietä

• asioimaan apteekissa ja lääkärissä sekä kertomaan vaivoistasi

• käyttämään järjestyslukuja ja lukusanoja 70–

• tuntemaan Brysseliä ja Belgiaa.

200

Curiosités belgesl1 Tietovisa Belgiasta

a) Tiedä tai arvaaKilpailkaa ryhmissä ja valitkaa mielestänne oikeat vastaukset. Niitä voi olla useampiakin.

1. Mitkä ovat Belgian viralliset kielet?a) hollanti, portugali, ranskab) saksa, englanti, ranskac) saksa, hollanti, ranska

2. Belgian johdossa on...a) presidentti.b) kuningas.c) Euroopan parlamentti.

3. Mikä seuraavista on belgialainen keksintö?a) moottoripyöräb) saksofonic) puhelin

4. Minkä sarjakuvahahmon kotimaa on Belgia?a) Tinttib) Smurffitc) Lucky Luke

5. Mikä seuraavista on tyypillinen belgialainen ruokalaji?a) ranskalaiset perunat majoneesillab) kasvishampurilainenc) tortilla ja salsa

6. Mitkä ovat Belgian tärkeitä vientituotteita?a) jalostetut timantitb) suklaac) pitsit

7. Mitkä ovat Belgian lipun värit?a) keltainen, vihreä, punainenb) sininen, keltainen, punainenc) musta, keltainen, punainen

8. Mikä on Belgian kansallislaulu?a) La Brabançonneb) La Marseillaisec) Le Cantique Suisse

9. Mikä seuraavista on belgialainen kaupunki?a) Yaoundéb) Dakarc) Waterloo

10. Mikä on L’union fait la force (Yhtenäisyydessä on voimaa)?a) Belgian tunnuslauseb) Belgian jalkapallomaajoukkueen

kannustuslauluc) Belgian merivoimien iskulause

b) Tutki ja esitäHakekaa tietoa Brysselistä tai Belgiasta. Tehkää lyhyt ranskankielinen mainos siitä, mitä kaikkea Belgiassa voi kokea. Voitte keskittyä esim. suklaaseen, sarjakuviin, nähtävyyksiin tai musiikkiin.

Unité 8

201

FRENCH, Years 8–9 and upper secondary 17

TextbooksThe textbooks contain texts and exercises about situations and topics relevant to young people. The materials encourage oral communication – all students can communicate on their own level. Students learn about the Francophone world and meet an international group of friends. Emphasis is placed on students’ active learning and individual goals. The series includes text-books for 8 courses divided into 4 textbooks: J’aime 1, J’aime 2, J’aime 3 and J’aime 4.

Digital textbookThe digital textbook contains all the materials from the print textbook as well as sound files and interactive exercises, which give students direct feedback on their skills. The digital textbook also includes videos from French-speaking countries around the world.

Digital teacher’s guideThe digital teacher’s guide includes instructions for using the materials, additional tasks (including differentiated tasks), answer keys to the exercises in the student’s book, a port-folio section, a special section on holidays, and the student’s digital textbook with sound files and video clips.

Test bank and digital testsThe test bank contains test files and sound files (MP3). The tests in Microsoft Word format can be edited. The questi-ons can be inserted into different documents. The digital tests include plenty of questions about all content areas and video-based tasks.

The Ateljee series includes:• Textbooks• Workbooks• Digital textbooks• Digital teacher’s guide• Sound files (MP3)• Digital tests

Ateljee

Ateljee is a Russian series for years 8–9 and upper secondary. Ateljee builds students’ language skills through speaking and doing. Students take an active role and communicate with others about topics relevant to them. Ateljee encourages students to use the language right from the start which makes learning Russian feel rewarding.

With Ateljee, the students have enough time to acquire the skills needed for everyday communication and for interpreting and produ-cing different kind of texts. Ateljee is designed for teacher-led group learning. Students are gradually able to study more independently and the role of the teacher changes. Ateljee 1 contains courses 1–3, Ateljee 2 contains courses 4–7 and Ateljee 3 contains course 8 (digital textbook only).

Ateljee and the new curriculum

• Students take an active role in learning, improving their active langu-age skills through speaking and doing.

• The series emphasises self-directed learning. • IT and media play a key role in teaching.

textbook authors: arina enckell, erja loukkojärvi-el kamel, marja mononen-aaltonen, oxana mustonen (ateljee 2–3), tuovi viitasalo (ateljee 3)

Find out more online: otava.fi/ateljee_inenglish

18 RUSSIAN, Years 8–9 and upper secondary NEW

CURRICULUM

TextbooksThe textbooks give models of language usage and exercises to build students’ Russian skills systematically. In Ateljee 1 the focus is on spoken language, in Ateljee 2 on different text types and in Ateljee 3 on grammar.

WorkbooksThe exercises approach the language holistically while develo-ping multiple skills.

Sound files (MP3) The sound files include authentic episodes featuring native Russian speakers, as well as vocabulary and expressions to enable students to produce natural-sounding speech.

Digital textbooks The digital textbook contains the same material as in the printed textbook and workbook enriched. The exercises are interactive and provide instant feedback. The exercises can be done over and over again. Sound files of the texts help stu-dents practise listening, and they can record their own pro-nunciation. There are numerous ways to practise vocabulary, including flash cards. With the handy new vocabulary search, students can find the words they’re looking for quickly, along with their inflections and stress. The bookmark and highlight functions also make learning easier.

Digital teacher’s guideThe digital teacher’s guide includes the digital student’s book, sound files, support materials for the classroom and a test bank, as well as the ‘Reading group’ – a collection of brief easy-to-understand reading passages to practise reading comprehension and writing.

4. Kerrot henkilön kansallisuuden…

– Это мой двоюродный брат Микко и его отец Юрген.

– Юрген?

– Да, Юрген. Он немец.

– Да? Микко не финн?

– В Финляндии – финн, в Германии – немец.

я minä olen мы me olemmeты sinä olet вы te olette

он / она hän on они he ovat

Tässä ovat ystäväni

6. Näin esittelet ystäviäsi tuttavillesi ja vanhemmillesi.

– Познакомьтесь! Ида – Туомо.

– Очень рада.

– Очень рад.

– Познакомьтесь! Алексей – моя мама.

– Очень приятно.


– Папа, это Катя. Познакомьтесь!


– Мне тоже.

TEEMA- SANASTO

TEEMA- SANASTO

TEEMA- SANASTO

5. … ja mitä kieliä hän puhuu.

– Микко говорит по-фински?

– Да, говорит.

– А по-шведски?

– По-шведски? Нет, по-шведски он не говорит.

Кто вы по национальности? Mikä on teidän kansallisuutenne?

Я…

Он…

Она…

финн, финка

албанец, албанка

афганец, афганка

вьетнамец, вьетнамка

индус, индуска

иракец, жительница Ирака

иранец, иранка

китаец, китаянка

курд, курдка

немец, немка

русский, русская

сомалиец, сомалийка

таец, тайка

турок, турчанка

швед, шведка

эстонец, эстонка

Вы говорите...? Puhutteko...?

Я говорю…

Ты говоришь…

Он / Она говорит…

Мы говорим…

Вы говорите…

Они говорят…

по-фински

по-албански

по-английски

по-арабски

по-испански

по-вьетнамски

по-китайски

по-тайски

по-курдски

по-немецки

по-русски

по-сомалийски

по-турецки

по-шведски

по-эстонски

на дари

на пашту

на фарси

на хинди

Это мои друзья

друг ystävä подруга ystävätär друзья ystävät

мальчик poika девочка tyttö

приятель ystävä, kaveri приятельница ystävä, kaveri

бойфренд, мой парень,

мой молодой человек

poikaystävä

гёрлфренд, моя девушка

tyttöystävä

44 Ателье 1 — Ateljee | 3 Это моя семья и мои друзья Tässä ovat perheeni ja ystäväni 3 Это моя семья и мои друзья Tässä ovat perheeni ja ystäväni | Ателье 1 — Ateljee 45

Кириллица 2

Samat, mutta eri konsonantit

v В вn Н нr Р рh Х х

Имя Etunimi

Анна Варвара Вера Виктория Наталья Анатолий Валентин

Виктор Иван Константин Лев Михаил Павел Пётр

Отчество Isännimi

Иванович Ивановна Алексеевич Алексеевна

Фамилия Sukunimi

Ленин / Ленина Путин / Путина Орлов / Орлова Тихонов / Тихонова

Пушкин / Пушкина Чайковский / Чайковская

Семья Perhe

сын poika сестра sisko жена vaimo

внук pojan- / tyttärenpoika внучка pojan- / tyttärentytär

Профессия Ammatti

поэт учитель opettaja писатель kirjailija политик пилот математик

таксист артист архитектор ветеринар композитор космонавт

министр няня lastenhoitaja пианист ректор спортсмен химик kemisti

Sanan lopussa

в ääntyy[f].

14 Ателье 1 — Ateljee | 1 Кириллица Kyrilliset kirjaimet

RUSSIAN, Years 8–9 and upper secondary 19

Otava Publishing Company Ltd is a major Finnish publishing house with a history that stretches back over 120 years. Otava publishes both printed and digital educational materials for a wide range of subjects and for all levels of education. Today’s educational material is based on the concepts of blended learning and multichannel publishing. These materials have been one of the reasons behind the Finnish PISA success.

Magdalena L indberg International salesOtava [email protected]

Otava Publishing CompanyUudenmaankatu 10FI-00120 Helsinki, Finlandwww.otava.fi

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foreign languages - otava oppimisen palvelut...a song introduces the topic of the chapter. the key...

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