read & proceed low

Håkan Plith John Whitlam Kjell Weinius

READ & PROCEEDNEW INTERACTIVE EDITION

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READ & PROCEED – NEW INTERACTIVEEDITION består av följande komponenter:textbok, audio-cd, interaktiv elev-cdsamt lärarpärm.

1 TEXTBOKEN

Innehåller sju tematiskt ordnade kapitel,som vart och ett innehåller en informativtext (facts) och ett utdrag ur en romansamt en hörförståelse (fiction). Samtligatexter inom respektive kapitel speglar allt-så ett och samma tema.

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C Grammatiska länkarHär ställs ett grammatiskt problem underdebatt, och eleverna uppmanas att utifrånvissa givna fall dra sina egna slutsatser ochdärefter gå till Advanced Grammar Check föratt kontrollera och öva vidare.

D Realia – IT-stödFör att skaffa sig mer information omrespektive tema än vad som bjuds i själva

textboken uppmanas eleverna att självasöka information kring ett givet antal nära-liggande ämnesområden i uppslagsböcker,på cd-rom eller via Appias hemsida påInternet (www.studentlitteraur.se/appia).

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G RomanläsningEfter att ha läst hela Read & Proceed ellerdelar av boken skall eleverna välja att läsa en,två eller flera av de romaner som behand-las i vart och ett av de sju kapitlen. Till den ändan har varje roman försetts med ett antal studieuppgifter. Som en hjälp vidromanläsningen erbjuder Studentlitteratur-Appia också gloshäften till varje roman.

2 CD-AUDIO

Samtliga kapiteltexter samt uppgifterna tillhörförståelsen finns inspelade på tre cd-skivor.

3 INTERAKTIV ELEV-CD

Den medföljande cd-romen är fullt integre-rad med textmaterialet och kan användas i skolan och på elevens egen hemdator.

Till lärare och elev

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Cd:n omfattar följande: • Inspelningar av texterna. Eleven kan

själv lyssna på alla texter och kan sam-tidigt välja att läsa, antingen i bokeneller på skärmen. Uppspelning av ljudetstyrs enkelt från skärmen.

• Många av orden i texterna är även”klickbara” i texten på skärmen. Enmusklick på ordet tar fram en översätt-ning och i vissa fall även kommentareroch grammatikhänvisningar.

• Bokens styckeordlistor kan även övas i form av ”dra och släpp”-övningar påcd:n. När man matchar orden rätt hörsuttalet.

• En komplett grammatik med regler,övningar och ljud (Grammar in ActionIII). Denna grammatik är baserad påreglerna i Advanced Grammar Check.

• Hörövningar. Kursens hörövningarfinns också med, så att eleven kan lyssna i egen takt.

• Webblänkar. När datorn är uppkoppladpå nätet når eleven en länksamling viaförlagets server direkt från cd:n.

• Till varje kapitel finns en klickbarstudieguide med bl.a. facit till helamaterialet.

4 LÄRARPÄRM

I lärarpärmen finns, förutom ”tapescripts”till samtliga hörförståelser, också CheckYourself-avsnitt till varje kapitel. Här kaneleverna kontrollera dels förståelsen av denintensiva texten (i form av modifieradecloze tests), dels de övningar som före-kommer i anslutning till denna. Dessa

sidor kan också användas som kapiteltestav de lärare som använder Read & Proceedi traditionell undervisning. Ett större slut-test på hela bokens intensiva delar ingårockså. Som en service för dem som i enstörre grupp vill diskutera de problemorien-terade grammatiksidor som ingår i varjekapitel i boken, finns dessa sidor ocksåsom stordiaunderlag i lärarmaterialet. Förytterligare träning av ordbildningsläranfinns två sidor som delvis anknyter tillAdvanced Vocabulary Check. Facit till samt-liga övningar och test finns som kopie-ringsunderlag.

Lycka till med arbetet!Författarna.

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1 Leadership 7 How the Leaders Led 8 Nouns in the plural 14Progress, furniture 15

2 Northern Ireland 27 Northern Ireland Revisited 28 The Ritz 34When were you born? 35

3 Global English 47 An English-Speaking World 48 Swedish “det” 54The poor man – the poor 55

4 Teenage Love 67 Only 17 – and Already Pronouns 74Parents 68 Tag questions 75

5 American Education 87 America – History Swedish “skall – skulle” 94and Education 88 Word order 95

6 Eating Disorders 107 Anorexia Nervosa Scissors, stairs, etc. 114and Bulimia 108 Love is blind 115

7 New Family Patterns 127 One-Parent Families Infinitive or ing-form 134in Britain 128 Contracted clauses 135

CHAPTER FACTS GRAMMAR

Contents

Word Creation – Overview 147

Wordlist 148

Alphabetical Wordlist 153

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World War II 16 The Experiment I 17 The Experiment II 22 The Wave 24(from “The Wave”) (by Morton Rhue)

The United A Painful Decision I 37 A Painful Across the Kingdom 36 (from “Across the Decision II 42 Barricades 44

Barricades”) (by Joan Lingard)

The Commonwealth Marital Freedom I 57 Marital Freedom II 62 (Un)arranged 56 (From ”(Un)arranged Marriage 64

Marriage) (by Bali Rai)

Love and A Positive Test I 77 A Positive Test II 82 Dear Nobody 84Shakespeare’s (from “Dear Nobody”) (by Berlie Doherty)World 76

The United States 96 O Captain! O Captain! Dead Poets My Captain! I 97 My Captain! II 102 Society 104(from “Dead Poets (by N. H. Kleinbaum)Society”)

Medicine 116 Terrorized Terrorized The Best Little by Food I 117 by Food II 122 Girl in the World 124(from “The Best Little (by S. Levenkron)Girl in the World”)

Family – Relation- Unexpected Unexpected About a Boy 144ships 136 Relationships I 137 Relationships II 142 (by Nick Hornby)

(from ”About a Boy”)

REALIA FICTION LISTENING NOVEL

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StudentlitteraturSkola och vuxenutbildningBox 141221 00 LUND

Besöksadress: Åkergränden 1Tfn: 046-31 20 00www.studentlitteratur.se

KOPIERINGSFÖRBUD

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Den som bryter mot Lagen om upphovsrätt kan enligt 53 § åtalas av allmän åklagare och dömas till böter eller fängelse i upp till två år samt bli skyldig att erlägga ersättning till upphovsman/rätts innehavare.

Art.nr 7477ISBN 978-91-44-03137-8

© 1997, 2001, 2003 Håkan Plith, John Whitlam, Kjell Weinius och Studentlitteratur AB

Upplaga 3:6

Omslag: Catharina EkströmGrafisk form: Werner Schmidt och Henrik HastRedaktör: Peter Byström och Anky JosefsonBildredaktör: Ingela LindqvistOmslagsfoto: Mitsuru Yamaguchi/Photonica/JohnérIllustrationer: Christina Nauckhoff

Printed by Elanders Beijing Printing Co. Ltd, China 2010

_7477_copysida 2007.indd 6_7477_copysida 2007.indd 6 08-05-22 13.11.4208-05-22 13.11.42

Leadership

1FACTS

How the Leaders Led

GRAMMAR

Nouns in the plural Progress, furniture, etc.

REALIA

World War II

FICTION

The Experiment I

LISTENING

The Experiment II

NOVEL

The Wave

CO

NTE

NTS

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8 CHAPTER 1 ■ LEADERSHIP ■ FACTS

How the LeadersLedOn June 6, 1944, in World War II,the Allied Forces landed on thecoast of Normandy in France in order to attack the Germans. The leader of these forces wasGeneral Eisenhower. Amid thesmoke and screams, what madeinexperienced, terrified men goforward on D-Day?

PREPARING FOR WAR

For General Eisenhower the troops werewilling to make an exception. Unlike manyhigh officers, he seemed to be no sadist.When he found something wrong in aninspection, it was likely to be the officers,not the men, he criticised. He treated sol-diers like people with feelings, not crimi-nals with something to hide.

On June 5, 1944, the night before theinvasion, he visited the paratroops whowere gathering near their planes. As hewalked from group to group, they werecomforted by having someone give themattention. For many this was the last timein their short lives. “What’s your job, sol-dier?” “Ammunition bearer, sir.” “Where is your home?” “Pennsylvania, sir.” “Didyou get those shoulders working in a coalmine?” “Yes, sir.” “Good luck to you to-night, soldier.” A paratrooper who sawhim frowning made him smile by saying,

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9CHAPTER 1 ■ LEADERSHIP ■ FACTS

“Now quit worrying, General, we’ll takecare of this thing for you.” Eisenhowerwatched a few take-offs and then walkedslowly back to the headquarters. Therewere tears in his eyes. He knew, and thesoldiers knew, what they were facing.

The whole country knew on June 6that something very serious, somethingthat might fail, was taking place. All overAmerica church bells tolled and inColumbus, Ohio, at 7:30 in the evening,all trams stopped for five minutes whilepeople prayed in the streets.

If the home front needed an arm tolean on, the boys on their way to theFrench coast needed it even more. Mostwere green troops, never before tested inbattle. A colonel commanding an airbornebattalion said to his men before they wenton board their aircraft, “Although I am nota religious man, I would like all of you tokneel with me in prayer – and do not lookdown with a bowed head but look up, sothat we can see God and ask His blessingand help in what we are about to do.” (Thecolonel was killed the next day.) As sometroops left they passed a priest standing infront of his church making the sign of thecross as each truck went by.

ALMOST NOTHING WENT RIGHT

The Germans had been fortifying theFrench coast for years. They had dug shel-ters and trenches to protect their machineguns and mortars. They had placed count-less obstacles to stop landing-craft, installedmiles of barbed wire and planted 4 millionmines.

Since the Germans couldn’t be flank-ed, they would have to be surprised by amodern kind of movement, a vertical one.That was the reason for the attack thenight before by the 13,000 paratroopersdropped from more than 800 planes. They

were to land behind the Germans andsupport the landings.

But almost nothing went right. Therough seas that persuaded the Germansthat no landing could take place right thencaused many surprises for the attackers.Soldiers’ legs were smashed, crushed be-tween ships and landing-craft. Seventeenloaded landing-craft carrying more than500 men were sunk by high waves on theway in, and many of the overloaded troopsdrowned. All the artillery sank, and so didall but five of the 32 floating tanks. Someof their crews did not escape, and theirbones are still in their tanks on the seabottom. The troops in the landing-crafthad been given anti-seasickness pills, buttheir main effect was to cause sleepiness,and on the way in, the soldiers, packed inso tightly that they could hardly move,were as sick as dogs. Many were so scaredthat they lost control of their bladders and bowels. Leaders discovered that theirwater-soaked radios didn’t work and thatthe noise of the bombardment preventedshouted orders from being heard at all. Asthe craft finally grounded and the men ranout, they found themselves not on thebeach but in waist-deep, sometimes neck-deep water, facing machine-gun fire. Manywere killed before leaving their boats. Mencarrying explosives blew up and the luckyones struggled through the red foam tocrawl to the beach.

MANY MEN CRIED

If the landing on Utah Beach went muchbetter than expected, Omaha was a catas-trophe. Very little progress was made. Forhours, instead of advancing according toschedule, soldiers lay on the beach, para-lyzed by surprise and horror while theGerman artillery and mortars and machi-ne guns pounded their bodies. Many men

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10 CHAPTER 1 ■ LEADERSHIP ■ FACTS

cried, many called for their mothers. In 10minutes one rifle company of 205 mensaw 197 of them killed or wounded, inclu-ding every officer and sergeant. With ruin-ed radios, soldiers ashore couldn’t tell theships to stop the further waves from lan-ding on “that terrible strip of sand,” as onesurvivor calls it.

LEADERSHIP

After hours of motionless horror, whatfinally got them moving off that deadlybeach? “Leadership,” of course – but whatis it? Did it take the form of example, com-mands, threats of punishment? The groundforces, when training leaders, like to usethe image of a wet piece of spaghetti on aslippery surface. Push it from behind andit goes nowhere. You have to pull it fromthe front. But what if the leader shouts“Follow me!” and no one does? Why domen sometimes follow him, and shoutenthusiastically too? The leader must havesomething called “character.” The follow-ers must like him and want to be like him– or want him to like them. When it’s allover, they want him to clap them on theshoulder and say he’s proud of them.Sometimes quite unemotional reasons willget them moving. At Omaha, one officer,sick of the carnage, stood up and shouted,“Two kinds of people are staying on thisbeach, the dead and those who are goingto die.” That did it. In the next 24 hours175,000 men and 50,000 vehicles cameashore.

General Eisenhower was short on com-bat experience but not on imaginationand sympathy. He knew beforehand thatthe invasion could easily fail, that the men

who depended on his plan of attack couldbe murdered uselessly. After his painfuldecision, on the night of June 5, to give the“Go” signal regardless of the risky weather,he quietly wrote on a bit of notebook papera brief statement to issue if D-Day shouldturn out to be a disaster:

“Our landings ... have failed to gain asatisfactory foothold and I have with-drawn the troops ... If any blame or faultattaches to the attempt, it is mine alone.”

The troops were right about him. Theyrespected him, and that’s why, despitetheir fear, they did what he said had to bedone. He was the leader and he followed a noble code, perhaps more common thenthan now: when you succeed, give all thecredit to others; when you fail, take all the blame yourself.NEWSWEEK, MAY 23, 1994

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NEWSWEEK, MAY 23, 1994

11CHAPTER 1 ■ LEADERSHIP ■ EXERCISES

WORKING WITH THE TEXTA Read the text and find the following words and phrases. Translate them into

English and put them under the correct headline as they appear in the text.

Headlines

a) Preparing for war c) Many men criedb) Almost nothing went right d) Leadership

Words and phrases

1 för general Eisenhower var trupperna 16 Omaha var en katastrofvilliga att göra ett undantag 17 ytterst få framsteg gjordes

2 behandlade soldater som människor 18 förlamade av överraskning och skräck3 sluta att oroa Er, General 19 strandremsa4 tittade på några starter 20 timmar av orörlig skräck5 kyrkklockor ringde 21 ledarskap6 knäböja med mig i bön 22 ett stycke våt spaghetti7 skyddsrum och skyttegravar 23 karaktär8 oräkneliga hinder 24 klappa dem på skuldran9 fallskärmstrupper 25 de som skall dö

10 den hårda sjön 26 saknade stridserfarenhet11 de överlastade trupperna drunknade 27 smärtsamt beslut12 sjösjukepiller 28 kort meddelande13 spydde som katter 29 skuld eller fel14 maskingevärseld 30 ädel lag15 rött skum

SPEAKINGB Now that you have translated the words and phrases above, you should be able

to retell the story using your notes.

DISCUSSC It says in the text that “The leader must have something called character.”

1 Work in groups and list at least five qualities which you may look for in a leader. Rank them in order from one to five, where one is the quality you think is the most important.

2 One member from each group writes the list on the whiteboard. Compare your lists and discuss in class. Try to come up with one list which everybody can agree on.

3 Give at least three examples of good leaders, dead or alive. Give reasons for your choice!

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12 CHAPTER 1 ■ LEADERSHIP ■ EXERCISES

IDIOMSD As sick as a dog

If you are as sick as a dog, it means that you feel very sick. Combine a word from group awith a word from group b in the same way as sick (a) and dog (b) are used in the exampleabove. Use these combinations to describe each person/animal in the sentences 1–10 belowand when translating sentences 11–16.Example: The soldier on board the ship couldn’t stop vomiting. He was as sick as a dog.

Complete the following sentences.

1 My little brother is such a nice person. He is ...2 The wrestler was able to lift his opponent above his head. He was ...3 One of the soldiers was very outspoken and told the general that he didn’t like him.

He was ...4 Johnny couldn’t hear a word. He was ...5 When Sam told Linda he loved her, she blushed all over. She was ...6 The breathalyser showed that the driver had no alcohol in his blood. He was ...7 Although the pen was lying on the desk right in front of Tina, she couldn’t see it.

She was ...8 The little dog had been hit by a car and showed no signs of life. It was ...9 Kessa had been on a diet for two months. She was ...

10 The new teacher did a lot of crazy things in the classroom. He was ...

Translate the following sentences into English.

11 Min mamma blir sällan upprörd. Hon är lugn som en filbunke.12 Kevin hade druckit för många öl. Han var full som en alika.13 Brian ser stor och stark ut, men han är from som ett lamm.14 Ben kommer inte att ändra sig. Han är envis som synden.15 Mary håller med den hon sist talade med. Hon är hal som en ål.16 Jag har aldrig varit så trött i hela mitt liv. Mina ögonlock kändes tunga som bly.

bbatbeetrootbrass

cucumberdoornaileel

goldhatterjudge

lambleadlord

muleoxpost

rake

ablindboldcool

deaddeafdrunk

gentlegoodheavy

madredslippery

soberstrongstubborn

thin

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WORD CREATIONE Study the suffixes and their meanings in the box below. (See also page 147.)

F Use the suffixes -er/-or and make nouns from the following verbs:

1 lead 5 survive 9 govern 13 shop 2 imitate 6 visit 10 travel 14 open 3 print 7 compete 11 sail 15 act 4 employ 8 create 12 write 16 donate

G What do the following persons do?

1 artist 4 dentist 7 scientist2 cartoonist 5 novelist 8 psychiatrist3 columnist 6 physicist 9 zoologist

PHRASAL VERBSH Choose one of the phrases in the box to complete the sentences using the correct form

of the verb. (Use a dictionary.)

1 I would like you all to kneel with me in prayer – and don’t just at the floor.2 What a nice party! We’re already the next invitation.3 My sister has promised to our children while we are away on holiday.4 ! There’s a child crossing the road.5 Linda tried not to the handsome new boy in the class.6 The captain went up to the bridge to enemy ships.7 You had better these phrases in a dictionary.8 The old admiral could on a long and successful career in the navy.9 The newly married couple were a house to buy.

10 When Samuel had become rich, he his old friends who were still poor.11 What you say sounds very odd. We’ll have to the matter.12 You should try to help the injured instead of just .

look afterlook atlook back

look downlook down onlook for

look forward tolook intolook on

look outlook uplook out for

Suffix Meaning Example

-er/-or den eller det som gör något (-are) (observe) observer(inspect) inspector

-ist den som gör något (drama) dramatist

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14 CHAPTER 1 ■ LEADERSHIP ■ GRAMMAR

Nouns in the plural

A Study the compound nouns (sammansatta substantiv) in the box below. Try to explain the difference in making the plural of such nouns.

B Study the rules on page 4 in Advanced Grammar Check!

C Put the following compound nouns in the plural. Don’t forget the rules!

1 baby-sitter (barnvakt) (Regel A1)2 mother-to-be (blivande moder) (A2)3 woman doctor (kvinnlig läkare) (A3)4 brother-in-law (svåger) (A2)5 man-servant (herrbetjänt) (A3)6 sit-in (sittstrejk) (A1)7 Girl Scout (A.E. flickscout) (A1)8 grown-up (vuxen) (A1)

Singular Plural1 take-off Eisenhower watched a few take-offs.2 sister-in-law My sisters-in-law are both from Wales.3 woman driver Women drivers are said to drive carefully.

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15CHAPTER 1 ■ LEADERSHIP ■ GRAMMAR

Progress, furniture, etc

A Compare the words printed in bold below. What is the grammatical difference between the Swedish and English words?


C Using the rules, translate the words in bold.

1 Föroreningarna i Östersjön var inte så allvarliga då som de är nu.The pollution of the Baltic not as serious then as now.

2 De där läxorna var lätta.homework easy.

3 Många framsteg har gjorts på detta område.progress been made in this field.

4 Dessa bevis är inte tillräckliga.evidence not enough.

1 Mycket få framsteg gjordes. Very little progress was made.2 De här möblerna är mycket gamla. This furniture is very old.3 Var är pengarna? Where is the money?4 Han gav mig några goda råd. He gave me some good advice.

In what way does this affect the translation of pronouns and verbs?

5 De här upplysningarna är mycket viktiga. This information is vital.6 Hur går (=är) affärerna? How is business?

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16 CHAPTER 1 ■ LEADERSHIP ■ REALIA

World War II

A Choose one of the following subjects and find information about it in an encyclopedia,on CD-ROM or on the Internet (www.studentlitteratur.se/appia) and present it to the class ora group in a four or five-minute talk. Work in pairs.

B After the presentation everybody should be able to identify the following terms and names and link them to the right subject above.

A Eisenhower I PropagandaB Warsaw J Germany dividedC Dachau K KGBD Hawaii L RadarE Lebensraum M Harry S. TrumanF Fascism N SuicideG Victory at all costs O 9 April, 1940H Desert war P Vichy

1 The Battle of Britain 9 Montgomery2 Churchill 10 Mussolini3 Concentration Camp 11 Operation Overlord4 Ghetto 12 Pearl Harbor5 Goebbels 13 Petain6 Hiroshima 14 Quisling7 Hitler 15 Stalin8 Kamikaze 16 Yalta www

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17CHAPTER 1 ■ LEADERSHIP ■ FICTION

The Experiment IThis story is based on a true incident that occurred in a high school history class in Palo Alto, California, in 1969.

They were studying World War Two, and the film Ben Ross was showing hisclass that day was a documentary depicting the atrocities the Nazis commit-ted in their concentration camps. In the darkened classroom the class staredat the movie screen. They saw emaciated men and women starved so seve-rely that they appeared to be nothing more than skeletons covered with skin.People whose knee joints were the widest parts of their legs.

Ben had already seen this film or films like it half a dozen times. But thesight of such ruthless inhumane cruelty by the Nazis still horrified him andmade him feel angry. As the film rolled on, he spoke emotionally to the class:‘What you are watching took place in Germany between 1934 and 1945. Itwas the work of a man named Adolf Hitler, originally a menial labourer andhouse painter, who turned to politics after World War One. Germany hadbeen defeated in that war, its leadership was at a low ebb, inflation was high,and thousands were homeless, hungry, and jobless.

‘For Hitler it was an opportunity to rise quickly through the politicalranks of the Nazi Party. He espoused the theory that the Jews were the destroyers of civilization and that the Germans were a superior race. Todaywe know that Hitler was a paranoid, a psychopath, literally a madman. In1923 he was thrown in jail for his political activities, but by 1934 he and hisparty had seized control of the German government.’

Ben paused for a moment to let the students watch more of the film. They could see the gas chambers now, and the piles of bodies laid out likestove wood. The human skeletons still alive had the gruesome task of stack-

incident händelseoccur [ə�k��] inträffadocumentary dokumentärfilmdepict skildraatrocity [ə�trɒsəti]

grymhet, illdådcommit begåmovie screen filmdukemaciated [i�meisieitid]

utmärgladstarve svältasevere [si�viə] allvarligappear [ə�piə] förefallaskeleton benrangel, skelett

knee [ni�] joint knäledruthless [�ru�θləs] obarmhärtig,

skoningslösinhumane [inhjυ�mein]

omänskligcruelty grymhethorrify slå med fasa, uppröraemotional [i�məυʃənl] känslosamoriginally [ə�rid�(ə)n(ə)li]

ursprungligenmenial [�mi�njəl] labourer

okvalificerad arbetaredefeat besegrabe at a low ebb stå lågt i kurs

rank ledespouse [i�spaυz] omfatta, hylladestroyer förstöraresuperior överlägsen, högreparanoid paranoid (en som

lider av förföljelsemani)psychopath [�saikə(υ)p θ]

psykopatliterally bokstavligtseize [si�z] gripapile högstove [stəυv] spisgruesome hemsk, ohyggligstack trava

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18 CHAPTER 1 ■ LEADERSHIP ■ FICTION

ing the dead under the watching eyes of the Nazi soldiers. Ben felt his sto-mach churn. How on God’s earth could anyone make anyone else do some-thing like that, he asked himself.

He told the students: ‘The death camps were what Hitler called his “Finalsolution to the Jewish problem”. But anyone – not just Jews – deemed by theNazis as unfit for their superior race was sent there. They were herded intocamps all over Eastern Europe, and once there they were worked, starved,and tortured, and when they couldn’t work any more, they were exterminatedin the gas chambers. Their remains were disposed of in ovens.’ Ben pausedfor a moment and then added: ’The life expectancy of the prisoners in thecamps was two hundred and seventy days. But many did not survive a week.’

On the screen they could see the buildings that housed the ovens. Benthought of telling the students that the smoke rising from the chimneysabove the buildings was from burning human flesh. But he didn’t. The expe-

stomach magechurn vara i uppror

(om mage)solution lösningdeem dömaunfit olämplig,

ovärdig

herd driva (boskap)torture [�tɔ�tʃə] torteraexterminate utrotaremain kvarlevadispose of slänga bort,

göra sig av medoven [��vn] ugn

add tilläggalife expectancy medellivslängdsurvive överlevaflesh kött

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19CHAPTER 1 ■ LEADERSHIP ■ FICTION

rience of watching this film would be awful enough. Thank God man hadnot invented a way to convey smells through film, because the worst thingof all would have been the stench of it, the stench of the most heinous actever committed in the history of the human race.

The film was ending and Ben told his students: ’In all, the Nazis murderedmore than ten million men, women, and children in their extermination camps.’

The film was over. A student near the door flicked the classroom lightson. As Ben looked around the room, most of the students looked stunned.Ben had not meant to shock them, but he’d known that the film would.Most of these students had grown up in the small, suburban community thatspread out lazily around Gordon High. They were the products of stable,middle-class families, and despite the violence-saturated media around them,they were surprisingly naive and sheltered. Even now a few of the studentswere starting to fool around. The misery and horror depicted in the filmmust have seemed to them like just another television programme. RobertBillings, sitting near the windows, was asleep with his head buried in hisarms on his desk. But near the front of the room, Amy Smith appeared to bewiping a tear out of her eye. Laurie Saunders looked upset too. ‘I know manyof you are upset,’ Ben told the class. ‘But I did not show you this film todayjust to get an emotional reaction from you. I want you to think about whatyou saw and what I told you. Does anyone have any questions?’

Amy Smith quickly raised her hand.‘Yes, Amy?’‘Were all the Germans Nazis?’ she asked.Ben shook his head. ‘No, as a matter of fact, less than ten per cent of the

German population belonged to the Nazi Party.’‘Then why didn’t anyone try to stop them?’ Amy asked.‘I can’t tell you for sure, Amy,’ Ross told her. ’I can only guess that they

were scared. The Nazis might have been a minority, but they were a highlyorganized, armed, and dangerous minority. You have to remember that therest of the German population was unorganized, and unarmed and frightened.They had also gone through a terrible period of inflation that had virtuallyruined their country. Perhaps some of them hoped the Nazis would be ableto restore their society. Anyway, after the war, the majority of Germans saidthey didn’t know about the atrocities.’

invent uppfinnaconvey förmedla, överförastench stankheinous [�heinəs] avskyvärdact handlingextermination camp

förintelselägerflick on slå påstunned alldeles lamslagen

suburban förorts-community samhällestable stabildespite trotsviolence-saturated [�s tʃəreitid]

fylld (genomsyrad) av våldshelter skyddafool around larva sigmisery [�mizəri] elände

horror ohygglighetbury [�beri] begravawipe torkaupset upprördpopulation befolkningunarmed obeväpnadvirtually [�v��tjυəli] så gott somruin ruinera, förstörarestore återuppbygga

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20 CHAPTER 1 ■ LEADERSHIP ■ FICTION

Near the front of the room, a young black named Eric raised his handurgently. ‘That’s crazy,’ he said. ’How could you slaughter ten million peoplewithout somebody noticing?’

‘Yeah,’ said Brad, the boy who had picked on Robert Billings before classbegan. ’That can’t be true.’

It was obvious to Ben that the film had affected a large part of the class, andhe was pleased. It was good to see them concerned about something. ‘Well,’he said to Eric and Brad, ’I can only tell you that after the war the Germansclaimed they knew nothing of the concentration camps or the killings.’

Now Laurie Saunders raised her hand. ’But Eric’s right,’ she said. ’Howcould the Germans sit back while the Nazis slaughtered people all aroundthem and say they didn’t know about it? How could they do that? Howcould they even say that?’

‘All I can tell you,’ Ben said, ’is that the Nazis were highly organized andfeared. The behaviour of the rest of the German population is a mystery – why they didn’t try to stop it, how they could say they didn’t know. Wejust don’t know the answers.’

Eric’s hand was up again. ‘All I can say is, I would never let such a smallminority of people rule the majority.’

‘Yeah,’ said Brad. ’I wouldn’t let a couple of Nazis scare me into pretend-ing I didn’t see or hear anything.’

Something bothered Ben Ross. He couldn’t quite put his finger on it, but hewas intrigued by the questions the kids in his history class had asked himafter the film that day. It made him wonder. Why hadn’t he been able to givethe students adequate answers to their questions? Was the behaviour of themajority of Germans during the Nazi regime really so inexplicable? It madehim wonder. Was this something even historians could not account for? Was it something one could only understand by being there? Or, if possible,by re-creating a similar situation ... ?

MORTON RHUE, “THE WAVE”

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vara bekymrad över

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behaviour beteende, sätt att reagera

pretend låtsasintrigue [in�tri��] fängsla,

väcka intresse

adequate [� dikwət]tillfredsställande

inexplicable [inek�splikəbl]oförklarlig

account for reda utre-create skapa på nyttsimilar liknande

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MORTON RHUE, “THE WAVE”


WORKING WITH THE TEXTI Decide whether the following statements are true or false.

1 Mr Ross was a language teacher.2 Teaching about the Nazis and World War II was always an unpleasant experience

for Mr Ross.3 The documentary showed when the Nazis invaded the Jewish ghetto in Warsaw.4 Mr Ross told his students that Adolf Hitler had founded the Nazi party.5 Mr Ross told his students that the smoke from the chimneys in the death camp came

from burning human flesh.6 Mr Ross told his students that the majority of the prisoners were dead after three months

in the concentration camp.7 Mr Ross told his students that it was not only Jews who were sent to the death camps.8 All the students seemed to take the film very seriously.9 Mr Ross had shown the documentary about Nazi atrocities to shock his students.

10 The majority of the students in Mr Ross’ history class were black.11 Mr Ross was pleased that the documentary had made a profound impression on most

of his students.12 Eric and Brad did not agree about the Germans being unaware of Nazi atrocities.13 Mr Ross told his students that only a minority of the Germans were members of

the Nazi Party.14 A few students could not understand the reaction of most Germans.15 Mr Ross couldn’t give satisfactory answers to all the questions the students asked.

DISCUSSJ With this text and your own knowledge of World War II, how would you explain the fact

that some people still sympathize with Nazi ideas?

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22 CHAPTER 1 ■ LEADERSHIP ■ LISTENING

The Experiment IIBEFORE LISTENING

K Mr Ross decided to run an experiment in his history class to give the students “a taste of what life in Nazi Germany might have been like”. How do you think Mr Ross carried out thisexperiment? Look at the picture and go through the wordlist before you listen to the tape.

ultimately i sista handcommunity gemenskapachieve [ə�tʃi�v] uppnåallegiance [ə�li�d�(ə)ns]

lojalitet, trohetaccomplish uträttaensure garanterastand at attention stå i givaktprevious [�pri�vjəs] föregåendesingle-mindedness

ensidig hängivenhetobedience [ə�bi�djəns] lydnadcreepy läskig

compete tävla, konkurreracommon gemensamcause sakconceive [kən�si�v]

föreställa (sig)equal [�i�kw(ə)l] jämlikeexclude uteslutarecruit värvapledge lova (högtidligt)conclude avslutaintend ha för avsikt, tänkareview [ri�vju�]

gå igenom (på nytt)

assignment [ə�sainmənt]uppgift

announce meddelabe startled

bli häpen (överraskad)corny töntigtestimonial vitsordsubconsciously [s�b�kɒnʃəsli]

omedvetetsalute hälsningchant [tʃɑ�nt] skanderaprompt mana påconfident säker (på att)

7477 kap 1 03-12-16 14.17 Sida 22


AFTER LISTENINGL Tick the correct alternative.

1 Mr Ross told his students that of the three keywords ...

a) “action” was the most important.b) “discipline” was the most important.c) “community” was the most important.

2 Laurie, one of the students, ...a) felt uncomfortable about what

was going on in the group.b) felt a unity and high energy

she’d never felt before,c) disliked Mr Ross for his singlemindedness.

3 Mr Ross told his students that they ...a) would achieve more if they cooperated.b) would learn faster by competing against

each other.c) would not have to work hard

to succeed.

4 To become a member of “The Wave” you had to ...

a) know a student in Mr Ross’ history class.

b) demonstrate a good knowledge of history.

c) know its rules and promise to keep to them.

5 Mr Ross told his students ...a) to seek new members for “The Wave”.b) not to turn students from other classes

on to “The Wave”.c) to give “The Wave” salute whenever

they met outside the classroom.

DISCUSSM The texts you’ve just read and listened to show how the powerful forces of group pressure

can persuade people to join certain movements, give up their individual rights and even hurt others. Give examples from different areas of life.

6 David thought that ...a) “The Wave” might be a good

name for their football team.b) the spirit of “The Wave” might

be of use to their football team.c) “The Wave” could help them recruit

new players for their football team.

7 George Snyder, one of the students,stood up and told Mr Ross that he had a feeling of ...

a) being part of something great.b) being excluded from the group.c) not being equal to the rest of

the class.

8 When Mr Ross heard the students’ testimonies about “The Wave” he felt that he ...

a) had to go on with the day’s classworkleaving ”The Wave” for a while.

b) would disappoint his students if he stopped the experiment.

c) would get into trouble if he went on with the experiment.

9 When the students gave the salute and chanted the motto of “The Wave”spontaneously, Mr Ross ...

a) realized that he had lost control of the experiment.

b) felt that he still had control of the experiment.

c) was frightened that the studentsmight act on their own.

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24 CHAPTER 1 ■ LEADERSHIP ■ NOVEL

The Wave When Ben Ross shows hisstudents a film about NaziGermany and the persecu-tion of the Jews, they can’tbelieve it could happenagain. So Ben experimentswith a new disciplinarysystem in an attempt toshow students how power-

ful group pressure can be.To his surprise his pupilsrespond to his orders withunusual enthusiasm and be-fore long “The Wave” sweepsthrough the entire school.Only Laurie Saunders and a few others are suspicious of the symbol, slogans and

salutes and recognize theviolent undercurrents of“The Wave” – but can theystop it before it’s too late?Ask your teacher for “TheWave” by Morton Rhue andyou will have an interestingreading experience.

7477 kap 1 03-12-16 14.18 Sida 24

GROUP WORKA When you have read the whole novel,

ask some of your classmates to preparefive questions each about “The Wave”. As they have not read the novel, theyshould start by rereading the text entitledThe Experiment I.

B Hand out your written summary to thegroup and let your friends read it andcome up with suggestions on how toarrange the extracts on the next page in the right order as they appear in the book. As the person in charge of thegroup’s work you may give them someuseful hints. After holding a discussionyou may have to rewrite your summary ifit does not provide enough information.

C Get your friends in the group to discusswhich of the extracts on page 26 theythink best reflects the main conflict of thenovel. Ask them to give reasons for theirchoice. After a short discussion youshould reveal your own expert opinion.Describe what has happened just beforeand just after that extract and why youhave chosen a certain extract.

D Get your friends to discuss what kind of people they have come across in italicsin the extracts they have read. After sometime you must be prepared to describewhat kind of people they really are and therelationship between them as you see it.

E Start a discussion in the group about what might happen to the characters in italics after the story has ended.

INDIVIDUAL WORKA Arrange the extracts from “The Wave”

on page 26 in the right order as theyappear in the book.

B Write a summary of the plot of the novel using about 1,000 words.

C Which of the extracts on page 26 do you think best reflects the main conflictof the novel? Give the reasons for yourchoice. Describe what has happened just before and just after that extract.

D The names of some characters appear in italics in the extracts on page 26.Describe what kind of people these characters really are and the relation-ships between them once you have read the whole novel.

E After you have finished reading the novel, imagine you are one of the characters and write what you thinkmight happen after the story has ended. Start like this: I am XX and after the final scene in the book I ...

25CHAPTER 1 ■ LEADERSHIP ■ NOVEL

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26 CHAPTER 1 ■ LEADERSHIP ■ NOVEL

EXTRACTS FROM THE NOVEL

A The principal paused momentarily andthen said, ’But that’s not what I’m

concerned about, Ben. I’m concerned aboutthe students. This Wave thing seems tooopen-ended for my liking. I know you haven’tbroken any rules, but there are limits.’

‘I’m completely aware of that,’ Beninsisted. ‘You have to understand that thisexperiment can’t go any further than I let itgo. The whole basis for The Wave is the ideaof a group willing to follow their leader. Andas long as I’m involved in this, I assure you itcan’t get out of hand.’

B Most of the members of the footballteam were there by this time, and as

David looked around at their faces he couldsee that they were interested.

‘Okay,’ said one. ’What do we do?’David hesitated for a moment. What they

could do was The Wave. But who was he totell them? He’d only learned of it the daybefore himself. Suddenly he felt someonenudging him.

‘Tell them,’ Eric whispered. ‘Tell ’emabout The Wave.’

C David and Laurie looked up to findAmy Smith and Brian Ammon, the

quarterback, both heading for their tablefrom opposite directions.

‘What do you mean you were here first?’Brian asked.

‘Well, I meant I wanted to be here first,’Amy replied.

‘Meaning to be first doesn’t count,’ Briansaid. ’Besides, I have to talk to Dave aboutfootball.’

‘And I have to talk to Laurie,’ Amy said.

D It was incredible, Ben Ross thought ashe walked towards the auditorium.

Ahead of him, two of his students sat at asmall table in front of the auditorium doors,checking membership cards. Wave memberswere streaming into the auditorium, manycarrying Wave banners and signs. Rosscouldn’t help thinking that before the adventof The Wave it would have taken a week toorganize so many students. Today it hadtaken only a few hours. He sighed. So muchfor the positive side of discipline, community,and action. He wondered, if he was success-ful in ’de-programming’ the students fromThe Wave, how long it would be before he’dbegin seeing sloppy homework again. Hesmiled. Is this the price we pay for freedom?

E The rest of the class agreed. As they gotinto the correct order, they couldn’t help

noticing that Robert was at the head of the line.‘The new head of the class,’ someone

whispered as they waited nervously for theirteacher to give them the sign.

Ben snapped his fingers and the columnof students moved quickly and quietly intothe room. As the last student reached hisseat, Ben clicked the stopwatch off. He wassmiling.

‘Sixteen seconds.’

F ‘Besides,’ David said, ‘Laurie isn’t break-ing any rule.’ ‘If she was really against

The Wave she would be,’ Robert said. Therest of the table became silent, surprised thatRobert had said anything. Some of themweren’t even used to hearing his voice, heusually said so little.

‘What I mean is,’ Robert said nervously,‘the whole idea of The Wave is that the peo-ple in it have to support it. If we’re really acommunity, we all have to agree.’

7477 kap 1 03-12-16 14.18 Sida 26

FACTS

Northern Ireland – Revisited

GRAMMAR

The RitzWhen were you born?

REALIA

The United Kingdom

FICTION

A Painful Decision I

LISTENING

A Painful Decision II

NOVEL

Across the Barricades

CO

NTE

NTS

NorthernIreland

2

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28 CHAPTER 2 ■ NORTHERN IRELAND ■ FACTS

Northern Ireland – RevisitedNorthern Ireland used to be one of theworld's trouble spots. News from thatpart of Ireland often involved riots,bombings and casualties. In this articlethe author, an American professor ofsociology, tells us about the present situation.

A SOCIETY TORN APART

Ten years ago, I spent some time inNorthern Ireland, traveling around andlecturing at Queen’s University in Belfast,mainly trying to get a sense of TheTroubles at first hand. I found that I didn’thave to look far to see evidence of thecontinuing struggle between the Catholicrepublicans, who sought unification withthe Republic of Ireland, and the Protestantunionists loyal to the British crown. Onevery street corner there were three Britishsoldiers. Armored British military trucksroamed the streets. The Royal Ulster Con-stabulary – the police force long distrustedby the Catholics – was on patrol. And manybuildings were surrounded by barbed wireto protect them from bombs.

The threats were very real. During my stay at that time, there were several outbreaks of violence adding to the toll,

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29CHAPTER 2 ■ NORTHERN IRELAND ■ FACTS

which would reach over 3,500 in thirtyyears of fighting. While I visited manyquiet neighborhoods that seemed farremoved from the conflict, the overallimpression was more clearly reflected inthe graffiti on the sides of buildings in Catholic and Protestant areas. This wasa society torn apart by tension.

A FRAGILE PEACE

I had several meetings with those whowere working hard to resolve the conflictand I learned how much of an uphill battle they faced. Anyone who read the papers, watched television or spoke topeople on the streets, knew that it wouldtake incredible faith and courage on theparts of the political leaders to move for-ward. Finally, in 1998, the agreementknown as the Good Friday Peace Accordwas reached.

After years of confrontation, home rulewas finally achieved and the Stormont,home of the Northern Ireland Assembly,closed for so long, was reopened. Sincethen the country has been moving for-ward intermittently: two steps forward,one step back; three steps forward, onestep back. A backward step came whenBritish Prime Minister Tony Blair suspen-ded home rule after the discovery thatSinn Fein, the Irish Republican Army’spolitical arm, had secretly copied classifieddocuments from British offices in theNorthern Ireland Assembly. This incidenthas tested the fragile peace, as have inci-dents of old-style killing.

STEPS FORWARD

But it is said that these setbacks will not beallowed to rob Northern Ireland of the rich rewards already earned in recent years.The peace process has been enhanced by

the release of many long-jailed political pri-soners, a general reduction in violence and,above all, the economic boom of the 1990s.

I had read about all this but had to seeit for myself to fully appreciate it. When Ireturned to Belfast ten years later, I foundthat the city, and all of Northern Ireland,has a different tempo and temper – and adifferent look from a decade ago. What ismost striking upon arrival is the prosperityalong the shopping streets and in the malls.The graffiti so prominent in the dreary, de-pressing, and dangerous Belfast of the 1970sand 1980s is now mainly to be found in thehard-core partisan areas.

While there are still many serious pro-blems, it can be said that the city itself hasundergone not only a clean-up and a face-lift, but a revolution. Although the econo-mic transformation is not as dramatic as thatin the Republic, the Northern Irish haveclearly benefited from the Good Friday PeaceAccord. There has also been an increase inforeign investment and in the number oftourists visiting Northern Ireland.

The river has been cleaned up andgiven a new brick promenade. New officebuildings, a magnificent conference cen-

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30 CHAPTER 2 ■ NORTHERN IRELAND ■ FACTS

ter, and huge Hilton Hotel have risen upalong the quayside. All around town thereare advertisements for concerts, lectures,and festivals. As for wining and dining,Belfast is not what it used to be either. It has become a gourmets’ mecca, withdozens of trendy (and good) new restau-rants. But, even more significant than allthis is the metamorphosis in the politicalclimate that has allowed all the otherchanges to happen.

NO TURNING BACK

Although it may be an Irish illusion, thereis a sense of peace if not tranquility in thecity. During my last visit I saw no soldiersand very few police on the streets –though the police are still in evidence intheir well-protected stations.

I heard heated discussions about thefuture, but most of those to whom I spokeseemed to think that they were on a cour-se from which there was no turning back.Simply put, most residents I met are eagerto put The Troubles behind them and geton with their lives in an atmosphere ofincreasing integration.

Since the suspension of the Assembly,there is talk about the threat of a return tothe ugly and destructive days, but there isalso the strong feeling that this will nothappen. Times have changed, and eventhough Northern Ireland is under strain,the majority of its people are keenly awarethat peace has brought the new prosperity– and that to keep that dividend, the pro-vince must keep the peace.THE CHRISTIAN SCIENCE MONITOR,

OCTOBER, 2002

WORKING WITH THE TEXTA Find the following words in the text:

1 Announcement in a newspaper, on television, or on a poster about a product, event etc. 2 Condition in which a person or community is doing well economically and has a good

standard of living. 3 Delay something or stop it from being in effect for a while. 4 Dull and uninteresting. 5 Event or process in which someone or something changes into something completely

different.6 Event that delays your progress or makes your position less favourable than it was before.7 An extra benefit that you did not expect to get.8 Feeling that is created in a situation when people are anxious and do not trust each other.9 Happening or appearing occasionally rather than constantly.

10 Improve.11 Inhabitant.12 Member of an armed force in a country occupied by enemy soldiers. 13 Officially declared to be secret, for example by a government. 14 Period of ten years. 15 Police force of a particular place or area in Britain.

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THE CHRISTIAN SCIENCE MONITOR,

OCTOBER, 2002

31CHAPTER 2 ■ NORTHERN IRELAND ■ EXERCISES

16 Rise in number, level or amount. 17 Shopping area where cars are not allowed. 18 Situation of calm and stability.19 Something that you are given, for example because you have worked hard.20 Something that you see or experience that causes you to believe that something

is true or has really happened.21 Something which requires a great deal of effort and determination.22 The act of bringing things or people together.23 The day on which Christians remember the crucifixion of Jesus Christ. 24 The total number of deaths or accidents that occur in a particular period of time.25 Thin and delicate and therefore easily broken or damaged.

B Now that you have found the right words in the text, work in pairs and have an interviewbased on the text. One of you can be the interviewer and the other the journalist. Ask atleast ten questions and make sure that you use as many of the words above as possibleeither in the questions or the answers.

SPEAKINGC Give a short speech explaining the background to the text. Find out a few facts about the

following subjects and base your speech on these:

the Republic of IrelandNorthern Irelandthe Catholic Republicansthe Protestant Unionists the Good Friday Peace Accordhome rulethe Irish Republican Army.

Search the Internet for information.

DEBATED From the Irish conflict we learn that violence is often used to defend both religious and

political opinions. Discuss the type of situation in which you think violence can be justified.

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32 CHAPTER 2 ■ NORTHERN IRELAND ■ EXERCISES

WORD FIELDE Match the following political words with the right definitions (1–16) below and translate

them into Swedish.

1 a written proposal for a new law …2 a Member of Parliament …3 the casting or counting of votes in an election …4 a direct vote by the population on some important issue …5 Member of Parliament who doesn’t hold office in the government or opposition …6 a state governed by representatives and a president …7 the head of government or leading minister …8 choosing someone or a party by voting …9 a political area whose inhabitants are represented by an MP …

10 a state ruled by a king or a queen …11 a member chosen by his party to make sure that no one fails to vote on important

questions in Parliament …12 an election in just one constituency …13 the most important ministers in the government …14 a list with names of candidates standing for office …15 the programme of a political party or a government …16 government of, by and for the people …

F Fill the gaps with a suitable word from the box in exercise E using the correct form.Britain is a (1). The present head of state is Queen Elisabeth II. As Britain is also a (2), the party that wins the most seats in a general (3) forms the government. The leader of this party becomes the (4). He usually takes

(5) decisions after hearing his (6), which is made up of the leadingministers. In Parliament (7) are discussed before becoming Acts, i.e. laws. The party (8) make sure that all party members vote. Britain is divided into some630 (9) from each of which an (10) is returned to the House ofCommons. Most Members of Parliament are (11), i.e. they do not hold an officein government or opposition. On election day voters mark their choice of candidate on a

(12) paper. Later the same day the (13) is declared. If an MP dies orretires, a (14) is held. Sometimes a (15) is held on an important issue.

WRITINGG Write a short description of the political system in your own country, using as many of the

words above as possible. words above as possible.

backbenchercabinetmonarchyPrime Minister

ballotconstituencyMPreferendum

billdemocracypolicyrepublic

by-electionelectionpollwhip

7477 kap 2 03-12-16 14.52 Sida 32


WORD CREATIONH Study the prefixes and their meanings in the box below. (See also page 147.)

I Use the prefixes above with the following stems to create new words:-establish, -vene, -cycle, -exist, -conscious, -operate, -ordinate, -national, -paint, -author.

J Use the words in exercise I and translate the following sentences:1 Katolikerna vägrade att samarbeta med protestanterna.2 Parlamentsledamoten hade många mellanfolkliga kontakter.3 Vårt hus behöver målas om.4 Många av mina idéer kommer från det undermedvetna.5 Premiärministern försökte återupprätta de gamla förbindelserna med Ryssland.6 Rektorn gick emellan för att stoppa slagsmålet.7 De två kulturerna har samexisterat under lång tid.8 Prinsen är beredd att underordna sitt privatliv (to) nationens intressen.9 John Whitlam är medförfattare till (of) denna bok.

10 Vissa bränslen (fuels) kan inte återanvändas.

K Make a list of words with the same prefixes as those in exercise H, either from the alphabetical wordlist or from Advanced Vocabulary Check.

PREPOSITIONSL Fill in the right preposition. Choose among the following: from, in and of.

1 My parents have a lot of confidence … their children.2 The heavy snowfall discouraged us … leaving the house.3 Last Sunday’s result convinced me … Carl’s capacity.4 We tried to prevent the drunken actor … going on stage.5 This shop deals only … American cars.6 Linda had a palm leaf on her head to protect her … the sun.7 It was obvious that Nick was concealing a secret … us.8 The Johnsons take great pride … their children.9 Lack … co-operation between Protestants and Catholics led the government

to give up its strategy.10 Brian borrowed a large sum of money … his father.11 I have lost all my faith … fair play after this match.12 Our parents didn’t approve … our marriage.13 We went to the dump to dispose … some old furniture.

Prefix Meaning Examples

co- sam/man/, med co-driverinter- mellan inter-cityre- åter, om igen recreatesub- under subnormal

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34 CHAPTER 2 ■ NORTHERN IRELAND ■ GRAMMAR

The Ritz

A What is the grammatical difference between Swedish and English as regards the wordsprinted in bold?


C Use the rules to add the words that are implied (underförstådda) in the following sentences.

1 They saw a film at the Odeon (...).2 She reads the Guardian (...) every morning.3 We cruised slowly along the Nile (...).4 After the show we had a drink at the Swan (...).5 Could they really have sailed across the Pacific (...)?

1 Jakob besegrades av William James was defeated by William i slaget vid Boyne. in the Battle of the Boyne.

2 De bor på Ritz. They are staying at the Ritz.

3 Jag läser Observer. I read the Observer.

4 Jag såg Hamlet på Haymarket. I saw Hamlet at the Haymarket.

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35CHAPTER 2 ■ NORTHERN IRELAND ■ GRAMMAR

When were you born?

A What is the grammatical difference between Swedish and English as regards the words printed in bold?


C Using the rules, translate the following sentences.

1 Min moster är född i Belfast.2 Om du hade bett mig, hade jag gjort det.3 Måste du gå redan? Det var synd!4 Vi ordnar det där i morgon.5 Det vore intressant att få träffa Steven.

1 Det var trevligt att träffa dig igen. It is nice to see you again.

2 När är du född? When were you born?

3 Betty har bott i Dublin i sex år. Betty lived in Dublin for six years.

4 Jag ringer dig i morgon. I will call you tomorrow.

5 Det vore trevligt, om du kunde komma. It would be nice if you could come.

6 Detta hade ändrat Irlands historia, This would have changed theom inte irländarna hade föredragit history of Ireland if the Irish hadatt förbli katoliker. not preferred to remain Catholic.

7477 kap 2 03-12-16 14.52 Sida 35

www

36 CHAPTER 2 ■ NORTHERN IRELAND ■ REALIA

The United Kingdom

A Choose one of the following subjects and find information about it in an encyclopedia,on CD-ROM or on the Internet (www.studentlitteratur.se/appia) and present it to the class or a group in a four or five-minute talk. Work in pairs.


A Albert J UndergraduateB Civil War K Moon and sunC Druids L Auld Lang SyneD Eton M Sir Christopher WrenE Mountaineering N Conservative PartyF Charles Edward Stuart O Test matchesG King Harold P WestminsterH King John Q World ServiceI Life peers R Manchester

1 Battle of Hastings2 BBC3 Celts4 Robert Burns5 Cricket6 House of Commons7 House of Lords8 Industrial Revolution9 Magna Carta

10 Snowdonia11 Oliver Cromwell12 Public Schools13 Queen Victoria14 Saint Paul’s Cathedral15 Stonehenge16 Tory17 Culloden18 Cambridge and Oxford

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37CHAPTER 2 ■ NORTHERN IRELAND ■ FICTION

A Painful Decision IThey both know their relationship is dangerous. Kevin is a Catholic boy andSadie is a Protestant girl. In the following text Kevin’s sister, Brede, has come to Sadie’s home in the Protestant district of Belfast to tell her that Kevin is in trouble. The first person she meets is Sadie’s brother Tommy.

‘I haven’t come to cause trouble,’ Brede said.‘I know that. Don’t be daft. It’s nice to see you.’‘And you.’ She smiled. ’But I came to see Sadie. I must. Is she in?’Tommy nodded. ‘She’s upstairs getting ready to go out. You’ve just caught

her. I think she’s going to meet Kevin but I don’t know.’‘She is. That’s why I want to speak to her.’‘Wait here. I’ll get her.’Brede stood close to the house, aware that the Mullets’ lace curtain was

being held back and two pairs of eyes were watching her. Sadie came quickly.‘What’s up, Brede?’ she asked.‘Can we go somewhere? Somewhere we can talk.’Sadie pulled the door shut behind her and together they walked up the

street.‘Your neighbours are watching,’ said Brede.Sadie turned and waved at the Mullets’ house. The lace curtain dropped.

Brede laughed, forgetting her troubles for a moment.‘You haven’t changed much, Sadie. I’m glad.’‘It’s great to see you, Brede. But I haven’t got long. I’m meeting Kevin at

half seven.’‘That’s what I’ve come to see you about.’Sadie sighed. ‘You’re not going to try to talk me out of seeing him too, are

you? I’ve had Tommy at me already. It’s not that he’s got anything againstKevin, you know that. But it’s peace at any price for him!’

‘Peace would be nice,’ said Brede.

cause orsakadaft tokig, dumnod nicka

close to näraaware medvetenlace spets

wave vinkadrop fallasigh sucka

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38 CHAPTER 2 ■ NORTHERN IRELAND ■ FICTION

glance at kasta en blick påfrown [fraυn] rynka pannanfurther along längre ned (på)bother besvära

take a sip smutta (på)swiftly hastigtbeat up klå uppbruise [bru�z] blåmärke

cut jack, skråmastitch stygn

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‘Sometimes the price is too high.’‘Sometimes the price is high the other way too.’Sadie glanced at Brede and frowned. ’We’ll go to a little café further along

the main street. No one’ll bother us there.’The café was empty. Sadie bought two cups of coffee and they sat at the

back of the shop, their chairs close together.‘You need a hot drink, Brede. You’re dead pale looking.’Brede took a sip of coffee before she spoke. ‘We had a shock last night.’‘Kevin?’ asked Sadie swiftly.‘Yes. He was beaten up.’‘Badly?’‘Quite. A lot of bruises, and a cut on his head and leg. He’d to get three

stitches in his head.’

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39CHAPTER 2 ■ NORTHERN IRELAND ■ FICTION

‘Oh, my goodness!’ Sadie gulped, putting her hand to her mouth.‘Is he all right?’‘More or less. Mr Kelly found him lying outside the scrapyard late last

night. He was unconscious. Mr Kelly called an ambulance and they took himto hospital.’

‘Is he there now?’‘They let him home this morning.’‘Was it because of me, Brede? Was it?’‘Yes, I think so.’ Brede’s voice was scarcely audible. Her eyes were unhappy.‘Who did it?’‘There were three of them. One was Brian Rafferty. He used to be Kevin’s

friend.’‘Three of them! Cowards! If I got my hands on them!’‘They’d do the same to you.’Sadie finished her coffee with one gulp. ‘Did he ask you to come and tell

me?’‘No. He doesn’t know I’m here. He’s going to meet you, Sadie, I know it.’

Brede raised her eyes to Sadie’s. ‘He’ll not let you down. But I’ve come to askyou not to meet him.’

‘But that would mean I’d be letting him down,’ cried Sadie.‘But you don’t want him to be beaten up again, do you?’‘No. But –’‘Then don’t see him again. Please don’t see him again.’ Brede pleaded.‘You mean not even tonight? Let him wait there and me not come ... He’d

think I’d let him down.’‘Sadie, it might be best. He’s too proud to try to see you again if you don’t

see him. I know it’s hard but it would be easier for him if he thought you’dgiven in. After all, he was beaten up.’

It was very quiet in the café. The owner had gone through to the backroom. The sound of the traffic from the street was strangely distant andremote.

Sadie looked into Brede’s pleading, anxious eyes, eyes the same colour asher brother’s, dark brown, flecked with lighter spots.

‘I know it’s hard,’ Brede repeated. Sadie felt a lump in her throat like a boilthat was threatening to burst at any moment.

gulp [��lp] svälja häftigt; klunkscrapyard skrotupplagunconscious [�n�kɒnʃəs]

medvetslösscarcely [�skeəsli] knapptaudible [�ɔ�dəbl] hörbar

coward [�kaυəd] fegislet sb down svika någonplead vädjadistant avlägsen, fjärranremote avlägsenflecked fläckig

light ljusspot fläcklump klumpboil böldthreaten [�θretn] hotaburst brista

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40 CHAPTER 2 ■ NORTHERN IRELAND ■ FICTION

‘I don’t know, Brede, I don’t know,’ I don’t know anything at all, thoughtSadie, I don’t seem to know anything. I want to see Kevin and he wants tosee me and all these people are trying to get between us. Everything in lifehad seemed straightforward before: there had been choices but she had neverbeen afraid to choose, and to choose what she felt was right. What was righthere: to give in to Brian Rafferty and his friends and Linda Mullet and herfamily and all the others, or to do what she wanted to do? It didn’t seemmuch to ask, to want to walk by the river, to climb a hill with someone youliked.

‘You don’t want him to be hurt again, do you?’ Brede was saying, cuttinginto her thoughts.

‘Of course not.’‘Then you won’t see him?’ Brede sat back.‘I’m not sure.’ Sadie lifted her head. ‘I can’t promise, Brede. I have to

think about it.’‘Think carefully then.’ Brede stood up. She straightened her back, with

her hand at the side of her hip, the way her mother did when she was tired.’There’s times when it might be all right for a Catholic boy to be walking outwith a Protestant girl, but now’s not one of them. And in streets like these.There’s enough blood, Sadie, without any more getting shed.’

And with that, Brede left the café. Sadie stared at the sticky, red table.What Brede said was true. And Brede’s motives were good. She liked Brede –that was why she had listened. If Linda Mullet had said the same things shewould have walked out defiantly to meet Kevin McCoy. But now ... Nowwhat?

She looked at the clock above the café counter. Ten minutes past seven.In twenty minutes time Kevin would be standing by the river waiting for her,trusting that she would come.

The café owner came back. ‘Another coffee?’ he asked.She shook her head. She got up, pushed back her chair, and walked out

into the fresh air.JOAN LINGARD, “ACROSS THE BARRICADES”

straightforwardenkel, okomplicerad

straighten räta (upp)

hip höftshed utgjutasticky kladdig

defiant [di�faiənt] trotsigcounter disk

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JOAN LINGARD, “ACROSS THE BARRICADES”


WORKING WITH THE TEXTM Decide whether the following statements are true or false.

1 Tommy dislikes Kevin.2 Sadie’s neighbours, the Mullets, were curious people.3 Tommy had not tried to convince Sadie to stay at home.4 Tommy wanted his family and Kevin’s to be left in peace.5 Sadie and Brede went to a café to meet some friends.6 Kevin had been seriously injured but had never lost consciousness.7 Sadie could hardly hear what Brede was telling her.8 Sadie did not want to take revenge on the boys who beat Kevin up.9 Brede thought that if Sadie didn’t turn up to meet Kevin he wouldn’t get in touch

with her again.10 The girls were disturbed by the heavy traffic in the street outside.11 Brede’s dark brown eyes reminded Sadie of Kevin.12 After talking with Brede Sadie didn’t know which way to turn.13 It was obvious that Kevin could not be hurt if Sadie decided to go and see him.14 According to Brede it was impossible at the present time for a Catholic boy to

take a Protestant girl out.15 Sadie didn’t agree to what Brede had said during their conversation at the café.

DISCUSSN It was obvious that Sadie had a very difficult choice to make. If she went to see Kevin she

might cause him more trouble. On the other hand, if she didn’t go, she would be giving into his enemies. Try to come up with as many arguments as possible for and against Sadie’sgoing to see Kevin.

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42 CHAPTER 2 ■ NORTHERN IRELAND ■ LISTENING

A Painful Decision IIBEFORE LISTENING

O In Sadie’s and Kevin’s situation you could make a lot of enemies if you decided to see each other and you could be exposed to a number of risks. What risks do you think might be involved in this case? When you have listed as many risks as possible, you may find one example by looking at the picture and listening to the tape.

armoured car pansarbilWhat’s up? Vad står på?clatter klapprafrown rynka pannannip kila, slinkaimaginary [i�m d�in(ə)ri] fantasi-Quit it! Lägg av!daft dum

pant flämtaflip open öppna (med en snärt)scrapyard skrotupplagthug [θ��] ligistmoisten fuktasurge [s��d�] vågreprisal [ri�praiz(ə)l]

vedergällning

wee litenbrat snorvalptell tales skvallrareluctant [ri�l�ktənt]

ovillig, obenägenreveal avslöjaderisively [di�raisivli] hånfulltbarracks kasern

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AFTER LISTENINGP Tick the correct alternative.

1 Kevin didn’t fall asleep because …a) he was not used to hearing voices outside.b) he was surprised to hear armoured cars

back in their street.c) he was disturbed by his brother.

2 Kevin …a) had a room of his own.b) shared a room with his brother.c) shared a room with his brother and sister.

3 When Kevin and his brother heard voices on the pavement …

a) they both stayed in their beds.b) they went downstairs to the front room.c) brother Gerald went to the window

and looked out.

4 When the soldiers entered the house, Kevin …a) thought they had come for his father.b) didn’t understand why they had come

for him.c) knew he was in trouble.

5 Uncle Albert told Kevin …a) that the soldiers had come for him.b) to escape over the back wall.c) to get dressed and come down to

the front room.

SPEAKINGQ By reading and listening to the two texts in this chapter you have already touched on a

serious conflict. Describe this conflict and other similar conflicts where people are separatedby some kind of barrier.

WRITINGR Write a short article for the local newspaper where you report the incident which took place

in Kevin’s home.

6 When the soldiers showed Kevin a box …a) he first said that he hadn’t seen it before.b) he first said that he had seen it

under Brian Rafferty’s bed.c) he first kept quiet and didn’t say

anything at all.

7 The box contained …a) a gun and ammunition.b) a gun and a knife.c) two guns.

8 The soldiers had reason to believe that Kevin had hidden the box in a scrapyard because …

a) somebody had seen him take the box into the yard.

b) he worked there and had a key to the yard.

c) the place wasn’t locked up.

9 Getting into Mr Kelly’s scrapyard was …a) difficult because only a few people

had a key.b) easy because it was often unlocked.c) easy because there was no wall around it.

10 The police didn’t want to tell Mr McCoywho the witness was because …

a) they didn’t know his/her name.b) they wanted to threaten Mr McCoy.c) they wanted to protect the witness.

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44 CHAPTER 2 ■ NORTHERN IRELAND ■ NOVEL

Kevin is Catholic and SadieProtestant. They both knowthat their relationship isdangerous because, in theseterrifying times in Belfast,no Catholic boy and Protes-tant girl can go out togetherwithout violence flaring uparound them. But they aretwo young people withminds of their own and

insist on seeing each other.Will their love survive amidthe clashes between Catho-lics and Protestants? Willthey go on seeing eachother in the face of strongdisapproval from relativesand friends who even resortto physical violence?

The novel “Across theBarricades” by Joan Lingard

gives us a vivid descrip-tion of what life is like for ordinary young people inBelfast. It is the second ofthe author’s exciting storiesabout Kevin and Sadie. Askyour teacher for the bookand a word list. The lan-guage of the book is fairlyeasy and should not causeyou any problems.

Across the Barricades

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ask some of your classmates to preparefive questions each about “Across theBarricades”. As they have not read thenovel, they should start by rereading the text entitled A Painful Decision I.

B Hand out your written summary to thegroup and let your friends read it andcome up with suggestions on how toarrange the extracts on the next page in the right order as they appear in thebook. As the person in charge of thegroup’s work you may give them someuseful hints. After holding a discussion youmay have to rewrite your summary if itdoes not provide enough information.

C Get your friends in the group to discusswhich of the extracts on page 46 theythink best reflects the main conflict of the novel. Ask them to give reasons fortheir choice. After a short discussion youshould reveal your own expert opinion.Describe what has happened just beforeand just after that extract and why youhave chosen a certain extract.

D Get your friends to discuss what kind ofpeople they have come across in italics inthe extracts they have read. After sometime you must be prepared to describewhat kind of people they really are and therelationship between them as you see it.

E Start a discussion in the group aboutwhat might happen to the characters in italics after the story has ended.

INDIVIDUAL WORKA Arrange the extracts from “Across the

Barricades” on page 46 in the right orderas they appear in the book.

B Write a summary of the plot of the novelusing about 1,000 words.

C Which of the extracts on page 46 do youthink best reflects the main conflict of thenovel? Give the reasons for your choice.Describe what has happened just beforeand just after that extract.

D The names of some characters appear in italics in the extracts on page 46.Describe what kind of people these characters really are and the relation-ships between them once you have read the whole novel.

E After you have finished reading the novel,imagine you are one of the charactersand write what you think might happenafter the story has ended. Start like this:I am XX and after the final scene in thebook I …

45CHAPTER 2 ■ NORTHERN IRELAND ■ NOVEL

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46 CHAPTER 2 ■ NORTHERN IRELAND ■ NOVEL


A Kevin thought of Rafferty’s gang.Should he give Brian’s name to the

policemen? But then he would have to saythat Brian Rafferty the night before had beenlying in his bed too ill to come out. Howcould he say that there were two other boyswho might have been involved but he didnot know their faces or their names?

Mr Blake thought of the letters but thereseemed little point in mentioning them. Hehad burned them anyway so there was noevidence left.

B Sadie left her abruptly and went inthrough the side entrance for employ-

ees. She met the head of the hat departmentinside the door.

“What do you think you’re doing here?”“Just taking a last nostalgic look,” said

Sadie and walked out again. She saw the rearview of Linda disappearing into the crowd.

Sadie walked back along to the City Hall.She supposed she should go to the LabourExchange and try to get a job but theywould probably offer her another job in ashop and she felt she could not face that.

C “It’s about Kate Kelly. I think you oughtto know that she has a grudge against

my brother Kevin.” Brede gulped and went on.“You see she’s rather keen on him and

he’s given her the go-by. So I don’t think youcould call her an unbiased witness.”

The officer smiled fleetingly. “Perhaps not.”

D “I’m not afraid of fighting if I see a needfor it, but I’m not for people dying.”

“But it’s the enemy that’ll die,” cried Brian.“You’re not such an eejit as to believe

that.” Kevin shook his head. “If there’s bul-lets flying your mother could be standing inthe road, or mine.”

He walked over to the door.“So you won’t be one of us?” said Brian

slowly. “Traitor!”“Call me what you like. There’s dozens of

Catholics who aren’t one of you either, anddon’t you forget that!”

E “Linda dear,” said Mrs Jackson, “now ifthere’s anything you think we should

know you must tell us.”Linda looked at Tommy’s back. He did not

move.“That’s right, Linda,” said Mr Jackson.

“Your father wouldn’t like it if you didn’t.”“I suppose I’ll have to, won’t I?” Linda

kept her eyes on Tommy. “I mean to say,what else can I do?” She paused. “She waswith that Catholic boy Kevin McCoy.”

F He picked up the suitcase and set offagain. Ahead, at the entrance to the

scrapyard, he saw Kate Kelly. She was leaningagainst the gate post watching him. As hecame nearer she straightened up and cametowards him. “Can I speak to you, Kevin?”

“I’ve nothing to say to you.”“I just wanted to say I was sorry. I must

have made a mistake about that box.”

G Sadie and Mr Blake stayed for an hour.“That was good crack,” said Sadie on

the way back to his house. “I like a good chatand I liked Moira.”

“I thought you would.”“I saw she’d a crucifix in the hall. Is she a

Catholic then?”Mr Blake was amused. “Yes, she’s a

Catholic.”“I thought the place would have been

smothered with holy pictures and statues.”“You’ve got some funny ideas, Sadie. By the

way, Mike, Moira’s husband, is a Protestant.”

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FACTS

An English-SpeakingWorld

GRAMMAR

Swedish “det”The poor man – the poor

REALIA

The Commonwealth

FICTION

Marital Freedom I

LISTENING

Marital Freedom II

NOVEL

(Un)arrangedMarriage

CO

NTE

NTSGlobal English

3

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48 CHAPTER 3 ■ GLOBAL ENGLISH ■ FACTS

5

An English-SpeakingWorldThe English language is a means of communication used in more parts of the world than any other language. In this article we will also see how it works at many different levels.

ges for the people of outer space therecomes a statement, from the Secretary-General of the United Nations, speaking onbehalf of 147 member states – in English.

The rise of English is a remarkable success story. When Julius Caesar landedin Britain nearly two thousand years ago,English did not exist. Five hundred yearslater, English, not understandable to mo-dern ears, was probably spoken by about

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A GLOBAL LANGUAGE

On 5 September 1977, the American space-craft Voyager One took off on its historicmission to Jupiter and beyond. On board,the scientists, who knew that Voyagerwould one day travel through distant starsystems, had installed a recorded greetingfrom the people of the planet Earth. Beforea brief message in fifty-five different langua-

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49CHAPTER 3 ■ GLOBAL ENGLISH ■ FACTS

as few people asnowadaysspeakCherokee – and withabout as littleinfluence.Nearly a thou-sand years later, atthe end of the six-teenth century, whenWilliam Shakespeare wasin his prime,English wasthe native speech of bet-ween five and seven millionEnglishmen and it was spoken only in parts of the British Isles.

Four hundred years later, the contrast is extraordinary. Between 1600 and thepresent, in armies, navies, companies andexpeditions, the speakers of English – in-cluding Scots, Irish, Welsh, American andmany more – travelled into every corner ofthe globe, carrying their language and cul-ture with them. Today, English is used byat least 750 million people, and barely halfof those speak it as a mother tongue. Somepeople estimate that this figure is closer toone billion. Whatever the total, English atthe end of the twentieth century is morewidely scattered, more widely spoken andwritten, than any other language has everbeen. It has become the language of theplanet, the first truly global language.

Three-quarters of the world’s mail, andits faxes and IT communication, are inEnglish and so are more than half theworld’s technical and scientific periodi-cals: it is the language of technology fromSilicon Valley to Shanghai. English is themedium for 80 per cent of the informationstored in the world’s computers. Nearlyhalf of all business deals in Europe are conducted in English. It is the language ofsports and glamour: the official language

of the Olympics and the Miss Universecompetition. English is the official voice of the air, of the sea, and of Christianity: it is the common language of the WorldCouncil of Churches. Five of the largestbroadcasting companies in the world(CBS, NBC, ABC, BBC, CBC) transmit inEnglish to audiences that are often largerthan one hundred million.

FIRST LANGUAGE

The statistics of English are astonishing.Of all the world’s languages (which nownumber some 2,700), it is obviously therichest in vocabulary. The Oxford EnglishDictionary lists about 500,000 words; anda further half million technical and scien-tific terms remain to be listed. Accordingto traditional estimates, German has avocabulary of about 185,000 words andFrench fewer than 100,000. About 350million people use the English vocabularyas a mother tongue. This means that aboutone-tenth of the world’s population, scatte-red across every continent and outnum-bered only by the speakers of the manyvarieties of Chinese, speak English.

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English spoken as a second language.

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50 CHAPTER 3 ■ GLOBAL ENGLISH ■ FACTS

English has a few rivals, but no equals.Neither Spanish nor Arabic, both interna-tional languages, has this global influence.

SECOND LANGUAGE

The remarkable story of how English spreadwithin predominantly English-speakingsocieties like the United States, Canada,Australia and New Zealand is not unique.It is a process in language that is as old asGreek, or Chinese. The most importantdevelopment, which has occurred only inthe last one hundred years or so, is the useof English by three or four hundred millionpeople for whom it is not a native language.English has become a second language incountries like India, Nigeria or Singaporewhere it is used for administration, broad-casting and education. In these countries,English is a vital alternative language, whichoften unifies huge territories and differentpopulations. When Rajiv Gandhi appealedfor an end to the violence that broke outafter the assassination of his mother, MrsIndira Gandhi, he went on television andspoke to his people in English.

Indian English has begun, also, todevelop its own literary credibility. Beforeindependence in 1947, there were Englishwriters, like E. M. Forster, who wrote aboutIndia as outsiders; and there were theirIndian imitators. These were despised bytheir colleagues who disliked the “alien”English language as a literary form. It wassaid that Indians who wrote in English “do not have a real public in India, where literature is dependent on the differentnative languages”. In spite of the contro-versy, Indian English writing – fiction,

poetry, essays and journalism – has gained an impressive international reputation. AnIndian professor, P. Lal, runs a writers’ work-shop in which he promotes the writing of Indian English. His circle has included,among others, the novelist Anita Desai. It isa sign of the times that his efforts on behalfof Indian English, which people laughed atin the 1960s, are now widely respected.

FOREIGN LANGUAGE

Then there is English as a foreign langua-ge, used in countries (like Sweden orHolland) where it is backed up by a tradi-tion of English teaching, or where it hasbeen more recently adopted, Senegal forinstance. Here it is used to have contactwith people in other countries, usually topromote trade and scientific progress, butto the benefit of international communi-cation generally. A Swedish poet is read bya few thousands. Translated into English,he can be read by hundreds of thousands.

MANY ENGLISHES

The emergence of English as a global phe-nomenon – as either a first, second orforeign language – has recently inspired theidea that we should talk not of English,but of many Englishes, especially in ThirdWorld countries, where the use of Englishis no longer part of the colonial legacy, butthe result of decisions made since inde-pendence. But what kind of English is it?The future, of course, is unpredictable, butone thing is certain: the present change ofEnglish is part of a progress that goes backto Shakespeare and beyond.

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51CHAPTER 3 ■ GLOBAL ENGLISH ■ EXERCISES

WORKING WITH THE TEXTA What do the following figures stand for?

a 100,000 e 5–7,000,000b 185,000 f 750,000,000c 2,700 g 80%d 350,000,000 h 500,000

B What is meant by English as first language, second language, foreign languageand “many Englishes”? Define the terms.

DISCUSSC Arrange the following countries according to the kind of English (first, second or foreign

language) that is spoken in the country. Use an encyclopedia or a CD-ROM to find the information you need:

The Philippines Denmark Switzerland KenyaUganda Canada BelgiumNew Zealand Australia South Africa

D Listen to the following voices on the tape and decide which one is:

1 British English 4 Indian English2 American English 5 South African English3 Australian English

E Each bar in the graph below represents the number of speakers of a great language. Match the right language with the right bar. Choose from among the following languages:Hindi, Japanese, French, Chinese, Spanish, German, English, Arabic.

1200

Million people

Language

1000

800

600

400

200

0A

1100

B

400

C

350

D

340

E

150

F

125

G

95

H

65

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52 CHAPTER 3 ■ GLOBAL ENGLISH ■ EXERCISES

WRITINGF Find some information on the Internet about Bali Rai (see page 64) and write a short biography.

LANGUAGE HISTORYG Throughout history England has been invaded by many different peoples whose

languages have had a strong influence on English vocabulary.

From which of the two language groups, the Germanic or the Romance group, do the following loan words come? Before you use an etymological dictionary, try comparing thewords with similar words in other languages you know and draw your own conclusions:

glad, Chester, people, window, story, house, progress, egg, field, make, honor, money,sure.

H Many of the words of Romance origin were used by the upper classes in society while the lowerclasses kept the Germanic words. This fact explains why there are so many synonyms in English.Try to find the more common Germanic synonyms of the following Romance loan words:

aid, conceal, comprehend, commence, liberty, amity, cordial.

I As a result of colonial expansion in the last two centuries many new words have entered the English language. From which languages have the following words been borrowed?

wigwam, barbecue, zebra, punch, boomerang

The main “language invasions”1 During the 1st century AD England was conquered by the Romans who built

many military camps and roads. They spoke Latin, which is the origin of theRomance languages. Many Latin words also entered the English languagethrough other channels later in its history. This is the reason why more than 60% of English vocabulary consists of Latin loan words.

2 In the 5th century some Germanic peoples (Angles, Saxons and Jutes) from southern Denmark and northern Germany invaded Britain. They spoke Germanic languages. Since many of the words these people brought into the country were common words used in everyday life, they form the basic vocabulary of the language. Thus English is today counted amongthe Germanic languages.

3 The Vikings invaded Britain periodically from the 8th century on. Their language was Old Norse, which was also a Germanic language.

4 In the battle of Hastings in 1066, the Normans (French) defeated England and became rulers of England until 1450. The language they spoke was French, which is a Romance language.

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WORD CREATIONJ Study the suffixes and their meanings in the box below. (See also page 147.)

K Use the suffixes above and make adjectives from the following words. With some words you can use more than one suffix.

1 boy 6 count 11 hope 16 care2 drink 7 continent 12 understand 17 education3 cloud 8 nation 13 forget 18 culture4 grey 9 forgive 14 globe 19 convert5 predict 10 child 15 emotion 20 tradition

L Choose from among the words you have created above and translate the following sentences into English.1 Resultaten i de här matcherna är alltid förutsägbara.2 Min gamla faster är hopplöst glömsk.3 Är vattnet i Bombay drickbart?4 Någon vårdslös person har glömt att stänga fönstret.5 Hans reaktion var helt begriplig.6 Kvinnor sägs vara mer känslomässiga än män.7 Solen sken från en molnfri himmel.8 Amnesty International har ett världsomspännande nätverk.9 Kessas uppförande var barnsligt.

10 Vissa synder kan vara förlåtliga.11 Mannen hade ett pojkaktigt leende.12 Sir Winston fick en mycket traditionell utbildning.13 Kommer du på festen? – Förhoppningsvis.

Suffix Meaning Example-ish -aktig (oprecist) (green) greenish-able/-ible -bar, som kan göras (divide) divisible-ful -full (power) powerful-less -lös, -fri (harm) harmless-al -lig, som har att göra med (origin) original

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54 CHAPTER 3 ■ GLOBAL ENGLISH ■ GRAMMAR

Swedish “det”

A In what different ways can the Swedish word “det” be translated into English?


C Using the rules, translate the following sentences into English.

1 Det finns ingenting vi kan göra.2 Har du träffat familjen Johnson? – Ja, det är trevliga människor.3 Har din syster redan gett sig av? – Jag antar det.4 Andrew lovade att hjälpa mig och det gjorde Trevor också.5 Jag visste inte var mina kläder var. Det gjorde inte mamma heller.6 Jag känner Tom väl. Det är en mycket trevlig pojke.

1 There is no tea left.2 Next there comes a statement from the Secretary-General.3 I know Sarah. She is a nice girl.4 Will she come? – I hope so.5 Ms Parker left and so did her son.6 Whose books are these? – They are mine.7 Mike never told me. Nor did Pat.

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55CHAPTER 3 ■ GLOBAL ENGLISH ■ GRAMMAR

The poor man – the poor

A Look at the words printed in bold and the underlined words. What is the difference betweenthe lefthand and the righthand column? How do the two languages differ when expressingthis change in meaning?


C Using the rules, translate the following sentences into English.

1 Polisen kunde inte identifiera den döde.2 Vi får inte glömma de döda.3 Bara de rika har råd att bo i Beverly Hills.4 Är faster Augusta den enda rika du känner?5 Du ber mig att göra det omöjliga.

1 I gave the poor man some coins. We should help the poor.(Jag gav den fattige några mynt.) (Vi bör hjälpa de fattiga.)

2 He helped the blind lady across Our library has talking books the street. for the blind.(Han hjälpte den blinda över gatan.) (Vårt bibliotek har talböcker för blinda.)

3 The ridiculous thing about the His behaviour is bordering on whole story is that I never said that. the ridiculous.(Det löjliga med hela historien är att (Hans uppförande gränsar till jag aldrig sade det.) det löjliga.)

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56 CHAPTER 3 ■ GLOBAL ENGLISH ■ REALIA

The Commonwealth

A Choose one of the following subjects and find information about it in an encyclopedia, on CD-ROM or on the Internet (www.studentlitteratur.se/appia) and present it to the class or a group in a four or five-minute talk. Work in pairs.


A Afrikaans I MaoriB Banjul J ManitobaC Dingo K SikhsD East Pakistan L TamilE Georgetown M The Order of St. JohnF Idi Amin N TobagoG Kenyatta O Wole SoyinkaH Malay Peninsula P Rock

1 Australia2 Bangladesh3 Canada4 Gambia5 Guyana6 India7 Kenya8 Gibraltar

9 Malta10 New Zealand11 Nigeria12 Singapore13 South Africa14 Sri Lanka15 Uganda16 West Indies www

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57CHAPTER 3 ■ GLOBAL ENGLISH ■ FICTION

Marital Freedom IManny is the son of Indian immigrants living in Leicester. He is 17 and in lovewith Lisa, an English girl. Manny’s family have already chosen a future bride forhim in India, but Manny has no intention of following family traditions.

Manny has just had a talk with Mr Sandhu, one of his teachers, who is concerned about his poor performance in most subjects.

‘Mr Sandhu asked you what?’ Lisa looked really shocked when I told her.‘How did he know about us?’

‘I don’t know. He’s probably seen us together around school. It’s not likewe hide our relationship. He wasn’t having a go at me or anything. He wasconcerned.’

It sounded amazing but it was true. Sandhu knew that I was having pro-blems at home. He’d asked me about Lisa and how my parents were about it.When I told him that they didn’t know about her, he just laughed and star-ted banging on about the generation gap and the pressures of being youngand Asian in Britain.

‘He was talking about the difference in culture and things like that. Hesaid he understood all about it.’

‘So did you tell him about the way your parents are forcing you to havean arranged marriage?’

‘A little bit. I just told him that my parents expected me to be somethingI’m not and about how they think school is a waste of time. And the craziestthing is that he’s married to a white woman.’

‘Who? Mr Sandhu?’ Lisa looked amazed.‘Yeah, told me himself. Says that if I think it’s hard now, imagine what it

was like for him in the 1960s.’‘I don’t think I want to. Some of the looks I get when we go into town are

enough. Aren’t people really strange?’‘No, some of them are just stupid and can’t see past what colour a certain

person is.’‘I’m glad my parents aren’t like that.’ Lisa looked at me with her bright

green eyes and then looked away in embarrassment. ‘I don’t mean that I’mglad that your parents are like that. It’s just that . . .’

‘Hey, chill out. I know what you mean.’

intention avsiktit’s not like we hide ...

vi döljer ju inte precis ...relationship förhållandehave a go at testa, fiska efter

concerned [kən�s��nd]bekymrad

bang on gå pågeneration gap

generationsklyfta

embarrassment [im�b rəsmənt]förlägenhet

chill out lugna ner sig

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58 CHAPTER 3 ■ GLOBAL ENGLISH ■ FICTION

We were sitting on some steps that led up to the tennis courts during theafternoon break. Ady wasn’t in school, or at least noone had seen him. Hehad been hanging around with his brother quite a lot recently, and I hadn’treally heard from him. Knowing him, he was probably with Sarah some-where, listening to underground garage music and talking rubbish with his capon back to front. I realized suddenly how much I missed him and decided totry and call him. As I thought about him Lisa gave me a peck on the cheek andthe teachers came out to round up everyone for the last lessons of the day.

‘My mum’s picking me up after school. Are you going to wait for me andget a lift home?’

‘Will that be all right with her? I don’t want to be a bother to her.’ Sheknew I couldn’t have my old man see me pull up in a car with two whitewomen. He just wouldn’t understand.

‘Of course it’s all right. Meet you outside at four.’

* * *

While we waited for Lisa’s mum after school, I talked a little more to Lisaabout the whole deal to do with arranged marriages the way my parents saw

recently [�ri�səntli] på sista tidenrubbish rappakalja

peck pussround up samla, driva ihop

pull up stannadeal affär; uppgörelse

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59CHAPTER 3 ■ GLOBAL ENGLISH ■ FICTION

it. Lisa told me again to say ‘no’ and to keep on saying it until my parentsgave up.

‘They can’t make you do something you don’t want to do.’‘I know that. It’s just that I can’t say no. I’ve tried.’‘So just keep on trying until you get through to them. Talk to them.’‘You don’t understand, Lisa. It isn’t that simple. The girl I’m supposed to

marry is going to be here, and my old man is threatening to take me to Indiaif I don’t agree. My mum just cries every time we talk about it.’

‘So what are you going to do? Say yes to keep them happy? What aboutwhat you want?’

That was the problem. I knew that I didn’t want to get married young tosome girl who I didn’t even know. I didn’t want to end up like Ranjit andHarry, doing that whole wife and kids thing. I didn’t want to spend my lifelooking after my parents in their old age and having to go to the weddingsof distant cousins because it was the right thing to do. I knew what I didn’twant to do. It was just that I didn’t know what I actually wanted to do. Anddeep down inside I was scared that if I did say no, my dad would kill me andmy mum would kill herself as she kept on threatening to do, because of theshame. How could I do that to them? How? And how was I supposed toexplain that to Lisa who was never going to have to choose between whatshe wanted out of life and her family? She didn’t have to fight to be seen asan individual.

‘I told you what they’ve been like. All my mum does is cry, starts slapp-ing her thighs and threatens to kill herself.’

‘But she did that with your brothers too. And you know that she doesn’tmean it, don’t you?’

‘Yeah, but what if she does?’‘She won’t, Manny, I promise.’ She held my hand and squeezed it really

hard, trying to reassure me. ’It’ll be fine after a while. When they’ve accep-ted you for you.’

‘I really don’t think that will ever happen, Lisa. They’re just too set intheir old ways to accept what I want to do with my life. They’ll just see it asa slap in the face.’

Lisa kissed me on the cheek and squeezed my hand again. I looked at herand tried to smile. She managed a smile for both of us.

get through to someonefå någon att förstå

threaten [�θretn] hotaend up like bli somdistant avlägsen

actually [� ktʃuəli] i själva verket

slap slå, daskathigh [θai] lårsqueeze [skwi�z] trycka

reassure [�ri�ə�ʃuə]lugna; uppmuntra

they’re set in their old waysde sitter fast i sina gamla vanor

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60 CHAPTER 3 ■ GLOBAL ENGLISH ■ FICTION

‘On a more selfish level, what about me?’‘You know how I feel about you, Lisa.’‘And you know that I love you too. But if you end up having an arranged

marriage, provided we’re still together at that point, are you going to just castme aside?’

This time I kissed her, on the lips and gave her a big hug. ‘Never. And wewill still be together – I know we will.’

‘Oh Manny, what are we going to do?’‘We’ll just unarrange the marriage.’Lisa’s mum pulled up as we were kissing. I pulled away in embarrassment

but Lisa took hold of my hand again and led me to the car, a metallic blueVectra with a diesel engine. Lisa’s mum brought down the driver’s side win-dow and smiled out at me.

‘Hi, Manny. Jump in!’I’d met Lisa’s mum – Amanda, as she liked me to call her – several times

before and this certainly wasn’t the first time she’d given me a lift. Sadly, shetoo knew the way my old man was about my going out with Lisa. She wasn’thappy about the situation, but she had said it was something for Lisa and meto sort out – not her business.

Lisa turned to me. ’Can you come for dinner?’‘Nah, I’d better get home. I’ve got loads of homework to do and then

there’s what my old. . .’ I started to say it but I always felt embarrassed aboutit in front of Lisa’s mum. Lisa saved me again. She squeezed my hand andopened the rear door of the car.

‘Come on, get in and we’ll drop you off at the bottom of your road.’I just looked at her and nodded and suddenly hated the way I had to

sneak around in order to be with the girl that I loved ...I didn’t speak again for the rest of the way home.

BALI RAI, “(UN)ARRANGED MARRIAGE”

level [�levl] nivåprovided under förutsättning atthug [h��] kram

sort out reda utloads of massor avrear door bakdörr

sneak aroundsmyga omkring

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BALI RAI, “(UN)ARRANGED MARRIAGE”


WORKING WITH THE TEXTM Decide whether the following statements are true or false.

1 Mr. Sandhu tries to talk Manny out of seeing Lisa. 2 Manny’s parents do not care much about education. 3 Mr. Sandhu is married to a white woman. 4 Manny and Lisa attend the same school. 5 Lisa’s parents do not want her to see Manny. 6 Manny likes his friend Ady a lot. 7 Lisa does not believe that Manny has to marry someone he does not know. 8 Manny’s mother slaps him in the face when he talks about Lisa. 9 Neither Ranjit nor Harry, Manny’s brothers, have followed family tradition.

10 Manny fears for his life if he disobeys his father. 11 Manny is not sure about his feelings for Lisa. 12 It is difficult for Lisa to fully understand Manny’s problem as she has been brought

up differently.13 Lisa’s mother does not want to be seen by Manny’s father. 14 Manny knows what he does not want to do, but not what he does want to do.

DISCUSSN Manny’s father has very strict views on how his son should be brought up. Old Indian

family traditions have to be passed on to the next generation. Do you think immigrant parents in general are too hard on their sons and daughters?

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62 CHAPTER 3 ■ GLOBAL ENGLISH ■ LISTENING

Marital Freedom IIBEFORE LISTENING

O To prevent him from seeing Lisa, Manny's parents have taken him and his brothers on a holiday to India to visit their relatives. Manny is staying with his uncle Gurvinder and his cousin Inderjit and looking forward to going back soon to England and Lisa.Go through the wordlist below and try to figure out what’s happening in the picture.

shin smalbenalien [�eiljən] främmande

(människa)level nivånick knycka; snuvastroke strykasoothe [su�ð] lugna, stillanot give a toss skita iconcerned [kən�s��nd]

bekymradcourtyard

gård(splan)dry heave få spykänningar fluid [�flu�id] vätska

retch försöka kräkasspin snurrasway svajadupe luraclue [klu�] ledtrådcrap skitsnackdodgy [�dɒd�i] knepig; svekfullrecall [ri�kɔ�l] minnaspick up on notera, förståplay havoc with [�h vək]

gå hårt fram medache [eik] göra ont, värkaDomestos namn på ett

rengöringsmedel

sap försvaga, tära påexhausted [i��zɔ�stid]

uttröttadoccasionally [ə�kei�nəli] då och dågrove lund; skogsdungegrief sorg, smärtablank ignorerapretend låtsasdisused [dis�ju�zd] outnyttjadstorage [�stɔ�rid�] lagercoop [ku�p] burdirt floor jordgolvadjust [ə�d��st] rätta till, ordnafag cigarett

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1 Manny is furious because …a) his passport has been stolen.b) he has been left in India by his parents.c) he has lost a computer game.

2 Uncle Gurvinder and Inderjit claim that …a) they were forced to lie to him.b) they were forced to take him to another town.c) they had no idea about his parents’ plans.

3 Manny’s relatives …a) just laugh at him.b) leave him alone.c) are sympathetic towards him.

4 Manny is angry with himself because …a) he did not realize what his parents were up to.b) he did not go with his parents to Delhi.c) he came to India in the first place.

5 Manny dreamed that …a) he won the cup final for Liverpool.b) he scored three goals in the cup final.c) he played for Wembley in the cup final

but lost.

DISCUSSQ If someone tells a “white lie”, they say something untruthful in order to avoid hurting

someone else’s feelings, and not with any bad intentions. Discuss whether Manny’s parents’“white lie” could be justified.

R Have you ever told a “white lie” and in what situation?

S Can a “white lie” ever be justified? If so, give an example.

6 In order to sort out his thoughts, Manny …

a) reads Robinson Crusoe.b) writes a lot in his notebook.c) goes for long walks in the country.

7 Manny spends most of his day …a) in a dark room in his relatives’

farmhouse.b) on the roof of his relatives’ farmhouse.c) in an open space behind the farm-

house.

8 In order to show his relatives that he isnot satisfied with his situation, he …

a) simply ignores them.b) tries to reason with them.c) tries to escape.

9 At first Manny finds lying in the hammock …

a) relaxing.b) boring.c) difficult.

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64 CHAPTER 3 ■ GLOBAL ENGLISH ■ NOVEL

With his first novel, ”(Un)-arranged Marriage”, Bali Raiexplores some of the prob-lems faced by young im-migrants. Manjit (Manny)is an Indian teenager inLeicester, who finds himselftorn between his duty tohis family, as defined bytheir traditional culture,and the need to live hisown life as a British boy.

When only fourteenyears old, he finds out thathis abusive, alcoholic fatherhas already planned hismarriage. It is to take placewhen Manny turns seven-teen and the bride will bethe daughter of one of hisfather's friends in India.

Over the next three years,Manny lets his growingdesperation at this ‘arran-

ged’ marriage ruin a promi-sing education. He startsplaying truant, spending histime hanging around shop-ping centres in Leicesterwith his friend, Addy.

Just before his seven-teenth birthday, the familygoes on holiday to India.But when they return,Manny is left behind, sup-posedly “for his own good”.

(Un)arranged Marriage

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ask some of your classmates to preparefive questions each about “(Un)arrangedMarriage”. As they have not read thenovel, they should start by rereading thetext entitled Marital Freedom 1.


C Get your friends in the group to discusswhich of the extracts on page 66 theythink best reflects the main conflict of thenovel. Ask them to give reasons for theirchoice. After a short discussion youshould reveal your own expert opinion.Describe what has happened just beforeand just after that extract and why youhave chosen a certain extract.



INDIVIDUAL WORKA Arrange the extracts from “(Un)arranged

Marriage” on page 66 in the right orderas they appear in the book.



D The names of some characters appear in italics in the extracts on page 66.Describe what kind of people these char-acters really are and the relationshipsbetween them once you have read thewhole novel.


65CHAPTER 3 ■ GLOBAL ENGLISH ■ NOVEL

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66 CHAPTER 3 ■ GLOBAL ENGLISH ■ NOVEL


A ’Yes, I promise that you won’t have tostay there. We’re going for eight

weeks. That’s all.’I thought about it for a minute before

replying. I mean, I wasn’t going to come outand say ’yes’ just because Jas was being niceto me. I wasn’t that stupid. But deep inside Ireally felt that she was being truthful and, ofcourse, she was right. How could they makeme stay in India against my will? I wasn’t a kidany more. And the way that Jas was takingan interest in me, asking me how I felt, mademe feel wanted. Warm on the inside. Almostlike I was a member of the family. Almost.

B ’Good, I said smiling. ’I’ll come withyou and show you how to use the

camera. So that you can have pictures ofyour family to show me. Next time I come toAdumpur.’

Mohan thought for a moment, his fore-head creasing. ’And they won’t mind, yourfamily, if you leave such an expensive thingwith this old monkey?’

I laughed at him and punched him on thearm. ’Uncle-ji, if anyone was born to havetails, it is my family. Not you and yours’.

That seemed to kill any doubts thatMohan had about accepting my gift becausehe chuckled to himself all the way back to hishouse.

C We were just getting on to the motor-way when I told Ranjit that I needed

to go to the loo. He sighed, telling me that I should have gone back at the house, but Ireminded him that it was my wedding dayand he had to listen to me for a change.Harry started sniggering and said that I wasshitting myself because I wasn’t a real man.

’He’s just scared, innit, ’case his missus istoo much woman for him,’ Harry said.

D I was really excited about starting Year9, hoping that Ady could arrange for

me to meet Lisa properly. Back in the summerwhen we had gone for coffee, we hadn’t saidmuch to each other, apart from little bits aboutwhat class we were in and stuff like that. I hadthe impression that she didn’t like me butAdy told me that she was just like that. Kindof aloof. Every time I saw her in school I wastempted to go and say hallo but she hadignored me so far and I was beginning togive up on ever being able to ask her out.

E I had been in India for weeks and it wasonly now by talking to Uncle Jag that I

had learnt anything about the place. I deci-ded to press him some more, now that hewas on a roll.

’You said you could help them. How comeyou don’t?’

’They don’t ask me to and they don’twant my help. I’ve offered it before.’

’Yeah, you sent them some money orsomething,’ I said.

He looked surprised that I knew and rai-sed his eyebrows. ’More than once, Manny.And they just give it back to me. God knows.I’ve got enough of it.’

F ’Manjit, I am talking to you.’ His voicewas supercalm, which was a pleasant

surprise.’Yes, Daddy-ji,’ I replied, as Michael Owen

went on one of his runs, dribbling past theSpurs midfield with ease. We were going tomurder them. No problem.

’I have spoken to a friend of mine inIndia, about his daughter.’

He paused for a moment. I think maybehe was waiting for me to say something. Toreact.

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FACTS

Only 17 – andAlready Parents

GRAMMAR

PronounsTag questions

REALIA

Love andShakespeare’s World

FICTION

A Positive Test I

LISTENING

A Positive Test II

NOVEL

Dear Nobody

CO

NTE

NTS

Teenage Love

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68 CHAPTER 4 ■ TEENAGE LOVE ■ FACTS

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Only 17 – andAlreadyParents

Neil cools Lynne’s brow with a damp clothas she recovers from another contraction. Atthe other side of Lynne’s bed is her mum,Isabel, who has come along to give support.

LOVE AT FIRST SIGHT

The couple, both 17, met through Lynne’sfriend Donna who told her about a “good-looking guy” who worked in a campingshop in the city centre.

“Like anyone else I was keen to checkhim out, more out of curiosity than any-thing else,” says Lynne. “But when Donnatook me along to meet him, Neil turnedout to be better looking than I imagined.”

“I guess you could say it was love at firstsight. Fortunately, the feeling was mutualand not long after, Neil asked me out.”

“I’m not the romantic type but I reallyfell for Lynne,” Neil says with a blush.

5

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Lynne and Neil are in seventh heaven about the birth of their first baby. Just 18 months ago they were a starry-eyed pair of teenagers on their first date. Now on the threshold of parent-hood, Lynne is in a delivery room at Glasgow Royal Maternity Hospital preparing to give birth.

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Lynne, Neil and Sean.

Pregnancy test designed for convenient home testing.

69CHAPTER 4 ■ TEENAGE LOVE ■ FACTS

“She’s a great-looking girl with loads ofpersonality. Let’s put it like this – I can’timagine us not being together.”

MISSED THE PILL

As the relationship developed Lynne deci-ded that to avoid pregnancy she should goon the Pill.

“My mum sensed that we were veryinvolved and took me along to the familyplanning clinic. But I missed a Pill and theinevitable happened. I became pregnantand nine months later here we are in thelabour suite,” Lynne explains.

“I know some people will think thatwe’re too young but I made a mature deci-sion to keep my baby and we have thesupport of our families. I’m a lot luckierthan many teenage mums. This is a verywanted and loved baby.”

IN LABOUR

Lynne’s labour is induced at 11.15 pm onSaturday night. She’s almost 42 weekspregnant and her obstetrician feels itwould be better not to let the pregnancyproceed any further.

Ultrasound scans suggest that the babyis already well over 8 1/2 lb and ready tobe born. Like most first time mums, Lynnecan’t wait to see her child.

“I’m one of three girls and would loveto have a boy. But we don’t really mind aslong as the baby is healthy,” she says.

As the city wakens on a sleepy Sundaymorning Lynne’s labour is progressingslowly. The contractions are coming fast andfurious, but the baby is lying at an awk-ward angle and the cervix is not dilating.

Isabel is holding her daughter’s handand remembers when she gave birth.

“Lynne arrived after a four hour labourand I thought her labour would be short,

too. But I guess every baby is different.”Lynne grips Isabel’s hand tightly to

help ease another contraction.“To be honest it’s not really easy to

watch your daughter in labour. Everybodyfeels a little pain, don’t they? But I’m herebecause Lynne wants me to be,” saysIsabel.

Outside the delivery room Lynne’s dad,Derek, is waiting for news. The midwifesuggests that labour may last some time.Isabel goes outside to tell Derek to gohome. She’ll call him with news.

Lynne has an epidural at the suggestionof her doctor. She’s given doses of gas andair when she says she still feels the con-tractions.

CHILDBIRTH BOOKS

Neil has read several childbirth books andattended antenatal and parentcraft classes.

“It’s never really like the books, is it?”he remarks. “You imagine that everythingwill happen in a couple of hours.”

It’s obvious that the couple are veryclose. Neil is uneasy about the thought thatthe pain may become a bit hard to bear.

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70 CHAPTER 4 ■ TEENAGE LOVE ■ FACTS

“You wish that you could take the painyourself,” he confides. “It’s not easy to seeyour partner in labour.”

Lynne and her mum have always beenclose and she is planning to stay withIsabel for a couple of years with the babybefore setting up home with Neil.

“I’m too young to be in a flat with ababy and it would be stupid when I havesuch a great, supportive mum,” Lynnesays. “I plan to go back to my work at alocal company and my mum will child-mind for me.”

DAD WASN’T HAPPY

Neil is a frequent visitor to the family homeand both grannies are delighted with thearrival of the couple’s new baby. But thegranddads weren’t so keen to start with.

“I guess dads always see their childrenas kids and aren’t too happy about usbecoming parents when we’re still teena-gers,” Lynne reasons.

It took Lynne’s dad Derek a couple ofweeks to get used to the idea that she waspregnant.

“I told him and he was not pleased at all,” Isabel revealed. “The atmosphere athome was cool to say the least, and I wasin the middle. But he changed his mindand now he’s as keen as anyone for thebaby to arrive.”

“My dad wasn’t happy,” Lynne agrees,“but I reminded him that he and Mumwere both teenagers when I was born andthey’re still together. Neither of themseems to be unhappy eighteen years later.

But I suppose that parents don’t alwayswant the same for their own children.”

SERIOUS PROBLEM

The labour has dragged on into Mondaymorning. Just after 6.30 am, the foetalmonitor alerts the midwife to a seriousproblem. The baby’s heart has stopped andLynne is quickly transferred to the theatrenext door for an emergency Caesarean section.

Around 6.40 am Sean, a bouncing 9 lb7 oz baby boy, arrives into the world.Outside Isabel is pacing up and downanxiously.

A TRULY MAGIC MOMENT

A midwife comes out holding Sean andsays he’s the biggest baby she’s carried forsome time. He’s perfect.

“It’s a boy!” she says. “I’m surprisedyou didn’t hear him. He’s got a good set oflungs on him.”

Isabel is in tears.“I’m so happy and I’m glad it’s over,”

she says. “Lynne and the baby are fine.Now I can’t wait to tell Derek.”

Minutes later back in the theatre, thelook of pride on Neil’s face is unmistaka-ble. “Sean’s just perfect. This is the bestmoment of my life,” he says.

“And he’s got his daddy’s eyes,” saysLynne, smiling.

Soon Sean is nestled in Lynne’s arms.Neil reaches out for his little hand. It is atruly magic moment.

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71CHAPTER 4 ■ TEENAGE LOVE ■ EXERCISES

WORKING WITH THE TEXTA Read the text and find the following words and phrases. Translate them into

English and put them under the correct headline as they appear in the text.

Headlines

a) Love at first sight e) Dad wasn’t happyb) Missed the Pill f) Serious problemc) In labour g) A truly magic momentd) Childbirth books

Words and phrases

1 jag var ivrig att ”kolla” honom 11 ta smärtan själv2 känslan var ömsesidig 12 en mamma som stöttar3 undvika graviditet 13 en flitig besökare4 det oundvikliga hände 14 atmosfären hemma var kylig5 fattade ett moget beslut 15 ingen av dem tycks vara olycklig6 värkarna sätts igång 16 allvarligt problem7 sammandragningarna kommer 17 kejsarsnitt8 i en besvärlig vinkel 18 en barnmorska kommer ut9 ryggmärgsbedövning 19 stolthet i Neils ansikte

10 åtskilliga böcker om barnafödande 20 ett i sanning magiskt ögonblick

SPEAKINGB Now that you have translated the words and phrases above, you should be able

to retell the story using your notes.

DISCUSSC One possible way out of the two teenagers’ situation could have been to have an abortion.

Divide the class into two discussion groups and discuss for and against abortion on principle.Group A takes a standpoint for abortion and Group B against. Equip yourself with as manyarguments as possible from various sources before you start the discussion.

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72 CHAPTER 4 ■ TEENAGE LOVE ■ EXERCISES

PHRASAL VERBSD Choose a phrase from the box below and translate the sentences into English.

Use a dictionary.

1 Eftersom Lynne inte har något arbete, har hon blivit efter med hyran.2 Neil är inte den romantiska typen men han föll verkligen för Lynne.3 Martin knuffade till sin lilla syster så att hon föll omkull.4 Hela landet tycks ha fallit sönder.5 De två kvinnorna råkade i samspråk (conversation) på bussen.6 Den lilla flickan föll av hästen och blev illa skadad.7 Tommy och hans far hade blivit osams.8 Det gamla taket störtade in under tyngden av snön.

WORD CREATIONE Study the suffixes and their functions in the box below. (See also page 147.)

F Use the suffixes above and make nouns from the following verbs and adjectives.(In some cases the spelling of the original word may change.) Make sure you understand the meaning of the words.

Americanize destroy independent refuseanxious develop invade seasickappear differ involve statearrive divide perform surviveattend emerge polite suspectcurious explode preserve treatdecide helpless pure vaindeclare ill real violent

Suffix Function Example-al Bildar substantiv. (bury) burial-ance/-ence – ” – (assist) assistance-ion – ” – (create) creation-ment – ” – (agree) agreement-ity/-ty – ” – (secure) security-ness – ” – (sad) sadness

fall apartfall over

fall behindfall for

fall infall off

fall intofall out

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WORD CREATIONG Use the nouns you formed in exercise F to fill in the blanks.

1 The doctors could not agree on suitable … (behandling) for the patient’s … (sjukdom).2 The soldiers saluted upon the … (ankomst) of the Royal Family.3 The captain’s … (beslut) to launch the lifeboats gave the sailors some hope

of … (överlevnad).4 The … (sprängningen) in the ammunition factory caused the … (förstörelse) of hundreds

of houses.5 The … (amerikanisering) of Swedish television is a … (utveckling) many people do not want.6 I have a … (misstanke) that last night’s poor … (föreställning) of Hamlet may mean the

end of our drama group.7 Out of … (nyfikenhet) I asked him what his … (inblandning) in the case was.8 If you are always thinking of yourself and your … (utseende), you are guilty of … (fåfänga).9 The … (delning) of power between King and Parliament is important for the

… (bevarande) of democracy.

PREPOSITIONSH Add the right preposition to the following words. Choose between to, about and at.

I Translate into English, using the prepositional phrases above.1 Vi är förbluffade över hur vacker hon är.2 Det finns bönder som är grymma mot sina djur.3 Mormor vinkade åt barnen med sin näsduk.4 Deras äktenskap är jämförbart med ett krig.5 Mannen och hans hustru grälade alltid om pengar.6 Läraren var upprörd över det dåliga resultatet.7 Skrik inte åt mig!8 Jägaren siktade på lejonet men missade.9 Peter är alltid lojal mot sina vänner.

10 Jag skryter sällan om mina barns framsteg.11 Domaren kastade en hastig blick på sin klocka.12 Vi har vissa farhågor för din nya plan.13 Min dotter är allergisk mot penicillin.14 Den lilla musen knaprade på osten.15 Pappa är inte alltför lycklig över att vi blir föräldrar.16 Har du någonting att klaga på?

complain …wave …comparable …yell …

glance …argue …allergic …loyal …

upset …aim …cruel …boast …

happy …misgivings …nibble …amazed …

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74 CHAPTER 4 ■ TEENAGE LOVE ■ GRAMMAR

Pronouns

A Translate the sentences below and notice in particular how you translate the words printed in bold. Try to write down what the rules are.


C Using the rules, fill in the gaps in the sentences below.

1 … of the boys in her class is the baby’s father.2 It is a sad fact that … of the twins is good at spelling.3 … of my friends were of any help when I was ill.4 I don’t like … of the two boys.5 You can ask … of your teachers: Mr Harvey, for example.6 He didn’t want to ask … of his parents for advice.7 You can ask … of your classmates if they want to join the football team.8 … of the players have already signed new contracts.9 Unfortunately, … of the teachers at our school teach Italian.

1 You can ask one of my friends.2 You can ask some of my friends.3 You can ask either of my parents.4 None of my friends were there.5 Neither of my parents seems to be unhappy.

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75CHAPTER 4 ■ TEENAGE LOVE ■ GRAMMAR

Tag questions

A Add a tag question and try to write down rules for the use of tag questions.


C Add a tag question to the following sentences.

1 He’d better do it at once, …?2 You shouldn’t tease the dog, …?3 Everybody enjoyed the party, …?4 He’s taken good care of her, …?5 He left you penniless, …?6 Let’s have a break, …?7 They’d never reveal the secret, …?8 I’m a very good driver, …?

1 He’d do it again if you asked him, …?2 He’d broken his leg when he came home, …?3 We’d better obey her, …?4 She’s left her husband, …?5 She’s as ugly as sin, …?

Which of the following sentences have tag questions that do not follow the normal rules?6 I am doing my very best, aren’t I?7 Your parents drive, don’t they?8 Let’s listen to what he’s got to say, shall we?9 You haven’t washed your hands, have you?

10 Everybody feels a little pain, don’t they?

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76 CHAPTER 4 ■ TEENAGE LOVE ■ REALIA

Love and Shakespeare’s World

Love is one of the main themes in Shakespeare’s plays. Here are extracts from six plays where love is an important theme.

A What is the title of each play?

B Work in groups. Choose one of the plays and find out in what context the extractin question should be placed. What happens just before and after the extract?Then summarize the main plot of the play you have chosen. What is the role oflove in the play? (Use the alphabetical wordlist.)

C Work in pairs. Find more information about Shakespeare in an encyclopedia, on CD-ROMor on the Internet (www.studentlitteratur.se/appia) and match up the following:

1 Sonnet 4 The Globe 7 Julius Caesar 10 Much Ado About2 Blank verse 5 The First Folio 8 RSC Nothing3 Pun 6 Stratford-on-Avon 9 History play

A Apron stage D Comedy G Theatre company J WordplayB Birthplace E Poetry H TragedyC Collected works F Richard III I Unrhymed

1See, how she leans her cheek upon her hand!O that I were a glove upon that hand,That I might touch that cheek!(Act 2, Scene 2)

2Be thou as chaste as ice, as pure as snow,thou shalt not escape calumny. Get theeto a nunnery, go.(Act 3, Scene 1)

3IAGO:O, beware, my lord, of jealousy!It is the green-eyed monster which doth mockThe meat it feeds on.(Act 3, Scene 3)

4PUCK:On the groundSleep sound:I’ll applyTo your eye,Gentle lover, remedy.(Act 3, Scene 2)

5DUKE ORSINO:If music be the food of love, play on;Give me excess of it, that, surfeiting,The appetite may sicken, and so die.(Act 1, Scene 1)

6ROSALIND:No, that same wicked bastard of Venus thatwas begot of thought, conceived of spleen and born of madness, that blind rascally boythat abuses every one’s eyes because his own are out, let him be judge how deep I am in love. I’ll tell thee, Aliena, I cannot be out of the sight of Orlando: I’ll go find a shadow and sigh till he come.(Act 4, Scene 1)

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77CHAPTER 4 ■ TEENAGE LOVE ■ FICTION

A Positive Test IThis is a gripping story about two teenagers, Helen and Chris, who are in love with each other. Their story is told mainly through entries in Helen’s diary. The following is an extract from such an entry where Helen is talking to her unborn baby.

Dear Nobody,Yesterday evening I bought another pregnancy test. This time I read theinstructions properly. It had to be done first thing. This morning I shut myselfin my room. Mum was in the kitchen downstairs, singing loudly to some jazzon the radio. She was in one of her rare happy moods. I think maybe whenI was little she used to sing a lot. I don’t really remember. Most of the timeshe’s locked up in her own thoughts, like my nan. They don’t seem to likeeach other much, my mum and her mum. They hardly ever see each other.I hope it doesn’t ever get that bad between Mum and me. I’d hate that.

“I’ll tell her,” I promised myself “Whatever it says, I’ll tell her.” My handswere shaking as I dipped the plastic stick in the test tube. I sat on my bed and waited. I didn’t care if Mum came into the room and saw me. I lifted outthe stick, but I knew before I looked at it what colour it would be. Pink.Positive. Thursday negative. Saturday positive.

The phone rang. Mum was still singing. She didn’t hear it. I let it ring andring. It seemed to be a voice from another planet, trying to make contactwith Earth. At last my brother Robbie pounded down the stairs and answe-red it. “Helen!” he shouted up the stairs. “It’s for you.” I didn’t move.

Robbie put the phone down and went back to his room. He turned on hismusic, loud, to drown out Mum’s singing. I emptied the test glass down thelavatory and put the plastic tray and spatula and stuff in my drawer. I washedmy face and brushed my hair, and then I went down to Mum. I was going totell her.

gripping gripandeentry anteckningdiary [�daiəri] dagbokextract [�ekstr kt] utdragpregnancy [�pre�nənsi] graviditetproperly ordentligt

rare sällsyntmood sinnesstämningnan = nanny farmor, mormordip sticka nedtest tube provrörpound klampa

drown out dränka, överröstalavatory toaletttray brickaspatula [�sp tjυlə] spatel,

liten smal skeddrawer [drɔ�] (byrå)låda

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78 CHAPTER 4 ■ TEENAGE LOVE ■ FICTION

Mum looked round at me when I went into the kitchen. She must havebeen able to tell that I was upset.

“There you are. I thought you were still asleep. I’m making a pie for tea.D’you fancy making the pastry? Your pastry’s always better than mine.”

I would tell her everything and she would hold me and stroke me like shedid when I was a little girl. She would make me better. She would sticking-plaster my hurts and make them go away. She ought to know. Of all the people in the world she ought to know.

upset upprördfancy ha lust att

pastry [�peistri] pajdegstroke stryka

sticking-plaster plåstra om; plåsterhurt skada

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79CHAPTER 4 ■ TEENAGE LOVE ■ FICTION

I fetched flour and butter from the larder and set them out on the work-surface. I was hollow inside. I felt as if I was doing everything in slowmotion. Words were lining themselves up like soldiers in my head. Mumstood back to take a top note, lifting herself up on her toes, making fun ofherself.

“You should join a choir, Mum,” I began. I should have gone straight intoit. I was in a trap now. “You’ve got a really good voice.”

“D’you think so? I don’t know how to read music though, that’s my trouble.”“Get Dad to teach you.”“Ted! He couldn’t teach a frog to leap, that man.”Do it! Do it! Get it over with.I took a deep breath. “Mum,” I began. “I want to tell you something.”The music programme on the radio finished and turned into cricket

scores. Mum clucked and turned the knob. All the sounds distorted. Robbieburst into the kitchen.

“Helen, you moron! I was shouting for you for ages. Chris rang up abouthalf an hour ago. He said if you come in he wants to meet you in the park attwelve.”

“I’m helping Mum,” I said. I felt like crying.The radio sounds howled and stuttered.Mum took the bag of flour from my hand and tipped some on to the

scales. “Off you go, young lady,” she said. “I thought you and Chris had hada row, the way you’ve been behaving. Go and make it up with him.”

“Mum ...”“Off you go, Helen.”I turned away and then I went back to my mum. I put my arms round her

and put my head on her shoulder. She laughed with surprise and tried to easeme away. I wanted her to rock me. I wanted her to hold me tight. I didn’twant to let go.

“What’s all this about?” she asked me.“Yuk!” Robbie said.Then Mum moved away. “This’ll never get the meal cooked,” she said.

“Off you go. Don’t keep the young man waiting.”

flour [�flaυə] mjöllarder skafferiwork-surface ung. arbetsbänkhollow [�hɒləυ] tom, ihåligline up rada uppnote tonchoir [�kwaiə] körtrap fällamusic här: noter

though [ðəυ] men, dockleap hoppascore resultatcluck skrocka, kluckaknob [nɒb] ratt (på radio)distort förvrängaburst into störta in imoron [�mɔ�rɒn] idiothowl [haυl] tjuta, vråla

stutter stammascales våghave a row [raυ] grälaease away befria sigrock gungalet go släppayuk [j�k] smörja; blä

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80 CHAPTER 4 ■ TEENAGE LOVE ■ FICTION

Chris was sitting on a small wooden roundabout in the kiddies’ play-ground, letting his heels drag as it revolved. He had his head bent and didn’tsee me as I went up to him, so the roundabout had to do another revolutionbefore it came back to me again. It gave me time to think my script out.

“Chris!” I said.He jumped off at once. “Don’t talk,” he said. “Let me just hold you. I’ve

missed you. It’s been days and days.”“I wanted to talk to my mum,” I told him. “And I couldn’t.”“Let’s just be together,” he said. “Don’t talk yet.”We walked over to the little river that ran through the park. We came to

the shadows of the trees. Lovely trees. I stroked their rough trunks. I neededtheir solidness. Lovely friendly trees. Imagine living in a country withouttrees.

“What’s the matter?” Chris asked me.“I did a test,” I told him. “And it was negative. I did another test this mor-

ning. And it was positive.”I felt stronger when I’d told him, though I couldn’t let go of the tree, not

yet. I was talking with my cheek pressed against it. I lost contact with myself.Someone else was doing the talking. “How can something be negative andpositive? How can it be and not be?” There is a huge mystery in me that’stoo deep and frightening to be solved.

“I don’t understand,” I said.“Neither do I,” said Chris. “I won’t leave you. You know that. I love you.”It was as if he couldn’t think of anything else to say ....

BERLIE DOHERTY, “DEAR NOBODY”

roundabout karuselldrag släparevolve snurra runtrevolution varv

script manusrough [r�f] grovtrunk stamsolidness stadga, fasthet

let go of släppacheek kindhuge jättestor

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BERLIE DOHERTY, “DEAR NOBODY”


WORKING WITH THE TEXTJ In what order did the following things happen? Number the events from 1 – 14

when you have listened to or read the text.

a When she checked the colour of the stick it was pink. She was pregnant.b She went down to the kitchen to tell her mum the secret.c Robbie was angry with Helen because she hadn’t answered the phone.d This morning Helen had locked herself up in her room to take a pregnancy test.e With shaking hands Helen put a plastic stick in the test tube.f Her mum was making a pie and asked Helen to make the pastry.g Helen hugged her mother feeling she needed comfort.h Helen told her boyfriend that the pregnancy test had been positive.i Mum told her daughter to leave her alone and go and see Chris.j Helen emptied the contents of the test tube into the lavatory and washed her face.k Chris was waiting in the playground.l Just as Helen was going to let her mum know, her brother entered the kitchen.m The telephone rang and her brother ran downstairs to answer.n She heard her mum singing loudly in the kitchen.

SPEAKINGK What kind of advice would you give Helen and Chris? What would you do in their place?

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82 CHAPTER 4 ■ TEENAGE LOVE ■ LISTENING

A Positive Test IIBEFORE LISTENING

L After some time Helen’s mother found out that her daughter was pregnant.How do you think she reacted? Look at the picture and go through the wordlist.

grin flinagasp for air kippa efter luftalien [�eiljən] främmandespittle spott, salivfroth [frɒθ] fradga (sig)ooze [u�z] sippra (fram)in snatches ryckvishollow groppimpled finnigrub gnugga, gnidacrinkle vecka, skrynkla

decency [�di�snsi] anständighetfidget [�fid�it] röra sig nervöstblur [bl��] sudd(ighet)grope treva, famlanudge sb [n�d�] puffa på ngndrain tömma, åderlåtapurse one’s lips

snörpa på munnentermination (of pregnancy)

abortcomfort trösta

rustle [�r�sl] frasa, prasslableach [bli�tʃ] blekamake a fuss ställa till bråkknuckle [�n�kl] knogewell brunnquilt [kwilt] täckeswish fras, prasselleotard [�li�ətɑ�d] gympingdräkt

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AFTER LISTENINGM Tick the correct alternative.

1 When her mother enters the room, Helen …a) is close to tears.b) is angry and prepared for a fight.c) is very calm.

2 Helen’s mother knew that Helen must be pregnant …

a) because Helen told her so.b) by the way Helen behaved.c) because her stomach was sticking out.

3 Helen’s mother wanted to know …a) who was the father of her child.b) how many times they had had sex.c) why they hadn’t used a contraceptive.

4 When Helen saw how her mum reacted she …

a) was ashamed of herself.b) was angry with her boyfriend.c) hated herself.

5 The doctor who examined Helen was very …a) formal and professional.b) kind and understanding.c) arrogant and unpleasant.

6 If Helen was to have an abortion it had to be …

a) before sixteen weeks.b) before six weeks.c) before four weeks.

DISCUSSN Is it or is it not morally acceptable to have a sexual relationship before you are married?

Who is responsible for the child that may be the result of such a relationship? When do youthink you are mature enough to be a parent?

O How would your mother react if you told her that you were about to become a mother or a father? (Or, how would you react if you were the mother of this teenager?)

7 When Helen came back from the doctor’s, …

a) she didn’t want to talk to anybody.b) she lay down on her bed and

fell asleep.c) she was happy that her brother

wasn’t at home.

8 Helen’s mother told her that …a) she had told her dad about her

pregnancy.b) she would not tell her dad about her

pregnancy.c) her brother had told dad about her

pregnancy.

9 Helen’s mother …a) had already arranged for an abortion.b) wanted to discuss the possibility of an

abortion with Helen.c) wanted to discuss the possibility of an

abortion with Helen and her boyfriend.

10 Helen’s reactions throughout the episodetell us that she …

a) has made up her mind to have anabortion.

b) desperately wants to have her child.c) doesn’t know whether to have the

baby or not.

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84 CHAPTER 4 ■ TEENAGE LOVE ■ NOVEL

DearNobody“Maybe it was that some-thing we had never daredtalk about had been build-ing up in us for weeks and took us by surprise andstorm. It certainly wasn’tcalculated.”

This is the start of thefirst entry in the shared dia-ries of Helen and Chris, twoBritish teenagers who facethe reality of pregnancy.Unhappy, confused, Helenbreaks off her relationship

and tries to make sense ofher conflicting feelingsalone. Chris struggles toregain a part in the frighte-ning array of possibilitiesand decisions. For both ofthem, the hardest thing isfacing an uncertain future.

This book will make youthink – about pregnancy,abortion, raising children.And for a book dealing with taboo subjects likethese, it’s a story that leaves

the politics out and perso-nal impact in.

Though written foryoung people, this is amature book that tacklesdifficult questions withoutgiving simple solutions. It’san award-winning and read-able story. Ask for a copy ofthe book and a wordlist. Thelanguage in the book is fair-ly easy.

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GROUP WORKA When you have read the whole novel, ask

some of your classmates to prepare fivequestions each about “Dear Nobody”. As they have not read the novel, theyshould start by rereading the text entitledA Positive Test I.





INDIVIDUAL WORKA Arrange the extracts from “Dear

Nobody” on page 86 in the right orderas they appear in the book.



D The names of some characters appear in italics in the extracts on page 86.Describe what kind of people these characters really are and the relationshipsbetween them once you have read thewhole novel.


85CHAPTER 4 ■ TEENAGE LOVE ■ NOVEL

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86 CHAPTER 4 ■ TEENAGE LOVE ■ NOVEL


A I (Helen) was still trying to focus onyou, trying to see through my fear to

what it was that I was really frightened of,when the nurse came in with a trolley. Shecame too soon. I wasn’t ready yet. She didn’tspeak to me. She held a syringe up to thelight, and I felt hot and scared. I was just onthe edge of panic then. I asked her what itwas for and she told me I was going to havean operation.

B Jill wasn’t watching us but was staringout of the windows. “And I didn’t want

the child, you see. I didn’t ask for it, and I didn’t want it. I couldn’t believe it when Ifound out I was pregnant. At that time it seemed like the worst thing in the world thatcould happen to me. So I went to the doctor,and he was very sympathetic. I believe I waspretty low, you know, with Mac leaving, andall the worry about the stables. I was shockedand unhappy. And he asked me if I wantedan abortion and I said yes.”

C And then Nan said, “When’s that babyof yours due?”

Grandad and Robbie stopped talking im-mediately. I could feel Grandad’s eyes on me. I made myself look up at him.

“What are you on about, Dorrie?”Grandad said. “This is little Helen you’re talk-ing to.”

“I’m not little Helen.” I could hardly talk,I’d started shaking so much. “Nan’s right,Grandad.”

Robbie started giggling again.“I don’t know,” Nan sighed. “There must

be bad blood in our family. Like mother, likedaughter.”

D “Dad,” I said. “What happened to youand Mum?” I’d had no idea I was

going to say that just then.

The woman on the television screen smiled knowingly and murmured to me. Ithought Dad hadn’t heard me at first, theway I’d blurted it out. If he’d asked me torepeat it I wouldn’t have been able to.

“You know what happened.” He seemedto be waiting for the woman to speak again.“She walked out.”

“I mean, why?”

E We were all together at first and theneveryone seemed to melt away in twos

and groups and it was just me and Chris, armsround each other, walking as slow as smoketo make the miles stretch out. I wanted it tolast for ever. I didn’t want to say what I knewI would have to say.

And Chris said to me, at the corner of ourroad, “Nell, we shouldn’t have to say goodnight to each other. We should be togetherall the time now.”

And that was when I told him.

F “It’s not Helen. She’s asleep,” MrsGarton said. I looked at my watch. It

was eight o’clock. “Listen,” she said, lower-ing her voice. It sounded as if she was hissingdown the phone, but I think she was onlytrying to keep her voice down so nobodyelse could hear. But it made my skin creep,the way she hissed, and what she said to me. “She’s told me everything. I want you to know that you’re never to come to thishouse again. Do you understand?”

G He was ten years older than me, andvery quiet and sensitive. He thought

the world of me; he adored me. He made mefeel special again, and wanted. And he had ahouse. He begged me to marry him. It wasmy escape. And I (Chris’ mother) thought Iloved him. Maybe I did, but it wasn’t theright kind of love.

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FACTS

America – History and Education

GRAMMAR

Swedish “skall – skulle”Word order

REALIA

The United States

FICTION

O Captain! My Captain! I

LISTENING

O Captain! My Captain! II

NOVEL

Dead Poets Society

CO

NTE

NTS

AmericanEducation55

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88 CHAPTER 5 ■ AMERICAN EDUCATION ■ FACTS

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America – History and EducationThe American education system is as oldas the nation and its history. This textshows how basic educational ideas areoften rooted in historical development.

other British colonies in North America. In Pennsylvania, for example, where therewere several different religious groups,decisions about education were left to theleaders of each church. In southern colo-nies such as Virginia, those who couldafford tutors hired them for their children.

THE 18TH CENTURY

THE DECLARATION OF INDEPENDENCE

During the 17th and 18th centuries, theEnglish continued to develop new settle-ments along the eastern seaboard of thecontinent. On July 4, 1776, the 13 coloniesissued a Declaration of Independence, and went to war for their freedom fromEngland. They won the war for indepen-dence, but it took until 1789 for them toshape a unified national government. Theshape and power of this new government,described in the Constitution, were deter-

5

THE 17TH CENTURY

THE ENGLISH COLONISTS

Americans trace the origins of their nationto the English colonists who came to theeastern coast of North America in the early17th century. The largest group of thesefirst colonists, the Puritans, founded theMassachusetts Bay Colony in 1630. Likeothers who followed them to America, thePuritans sought the freedom to practicetheir religion – a freedom they could notenjoy in their native country.

One of the things the Puritans believedwas that every person should be able toread the Bible. One hundred percent literacy seemed like a dream in the 17th century. Within just a few years after theirarrival, they took steps to set up a systemof education in their colony.

COMPULSORY EDUCATION

In less than 20 years, the Puritans intro-duced two practices that still influenceAmerican youth: compulsory educationfor all children, and public taxation forschools. The situation was different in

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89CHAPTER 5 ■ AMERICAN EDUCATION ■ FACTS

mined after many debates and compro-mises. The new United States was to be a federal republic – a union of states with a strong central government representingall the people. The states, however, did noteasily give up their own political powers tothis new central government. In fact, theConstitution guaranteed the right of eachstate to provide for the education of itspeople.

THE 19TH CENTURY

LITERACY AND DEMOCRACY

What kind of education did Americanswant for their children in 1800? At thevery least, they wanted each child to learnto write his or her name, to do simplearithmetic, to learn the local rules of con-duct. Most of all, they wanted their child-ren to learn to read.

The first colonists had believed thatliteracy was important to the preservationof religious freedom. Americans in theearly 1800s also believed that the ability toread was important to preserving a demo-cratic republic. Thomas Jefferson, thirdpresident of the United States, argued thatAmericans should be given an excellenteducation. He felt that this was the onlyway to guarantee “the preservation ofliberty.”

IMPORTANT EVENTS

Education in the United States was toremain in the hands of state and localgovernments. But while the nationalgovernment had no role to play in shap-ing American education, many nationalevents did.

The 19th century was a time of greatchange within the United States:

• There was a rapid growth of popula-tion and number of states.

• Giant industries increased rapidly which led to growth of large cities.

• Immigration to the United States swelled. (Between 1820 and 1920,about 33 million people immigrated to America.) Many of America’s immigrants did not speak English.Tensions often grew out of the culturaldifferences between newcomers andthose who had lived in America for a longer time.

• Between 1861 and 1865, a tragic civil war tore America apart. Northern(Union) and Southern (Confederate)armies fought one another at a terrible cost in lives and property. One of the outcomes of this war was the end of slavery.

“ALL MEN ARE CREATED EQUAL”

All of these events and changes placedenormous pressure on the practice of edu-cation in America. Still, there were certainideas that refused to die in the young andchanging nation. As each new group ofimmigrants arrived on American soil, theycaught the spark of these ideas and madethem their own. The Declaration ofIndependence, read aloud at every Fourthof July celebration, reminded Americans:

“We hold these Truths to be self-evi-dent, that all men are created equal, thatthey are endowed by their Creator withcertain inalienable Rights, that amongthese are Life, Liberty, and the Pursuit of Happiness.” Increasingly, Americansbelieved that a basic education was aninalienable right, too.

THE 20TH CENTURY

CENTERS FOR AMERICANIZATION

By the early 20th century, compulsoryeducation was in place in the United

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90 CHAPTER 5 ■ AMERICAN EDUCATION ■ FACTS

States. The old dream of universal literacyseemed about to come true. More thanthat, schools were becoming centers forthe Americanization of immigrants fromall over the world.

SEGREGATION

After 1920, education in America remai-ned very much the same until World WarII. That tragic event introduced changesthat affected every institution in America –including the schools. American parentswanted their children to be educated forthe post-war world. At the same time,American blacks and other minoritygroups demanded educational opportuni-ties equal to those of whites. In 1954, theSupreme Court ruled that the practice ofsegregating blacks into separate schoolswas unconstitutional.

NEW TECHNOLOGY

By 1955, the United States was a nuclearpower, a member of the United Nations,and a competitor with the Soviet Unionfor world influence. American jobs werechanged by new technology (especially bythe computer), and American businessesspread around the globe. Televisionbrought the faces of presidents, entertai-ners and people from all over the worldinto America’s homes each evening.Discoveries by scientists opened up newsecrets of the stars and of the atom.Between 1950 and 1960, more new know-ledge was developed than in all of theworld’s history before 1950.

SPUTNIK

More science courses were added to thecurriculum, some as a result of the orbitingof the first man-made satellite, Sputnik, by the Soviet Union in 1957. The federalgovernment began to spend millions forthe development of new science curriculaand for training teachers to use them.

THE VIETNAM WAR

The late 1960s and early 1970s – years ofthe American involvement in the VietnamWar – were difficult for all Americans.Drug abuse became a problem, even forteenagers. Despite the rapid developmentof new, well-equipped schools, studentsbegan to “drop out”of high school beforegraduation. Average test scores declined.

In an effort to help students deal withtheir problems, schools added more “attrac-tive” courses and increased their counse-ling services. But leading educators acrossthe country claimed that American schoolswere drifting away from their chief task: tostimulate, challenge and educate students.

The Department of Education recomm-mended that schools lengthen the schoolday and year, establish a new core curricu-

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WORKING WITH THE TEXTA After you have read the text you should be able to match up items in the two columns

so that you get a brief outline of American history. Then change the order of the items sothat they appear in the right chronological order.

1 The Supreme Court A first man in space2 The Puritans B all men are created equal3 The Vietnam War C the colonisation4 The Declaration of Independence D drug abuse5 New science curricula E end of slavery6 The Civil War F segregation unconstitutional

SPEAKINGB Describe in more detail what the events above represent and in what ways they

have affected American education.

WRITINGC Write a letter to an American penfriend and describe the Swedish school system.

Tell him/her about the different levels and subjects. Use a dictionary.

DEBATED Should all schools be run by the state or the government or should we also allow inde-

pendent schools? What are the advantages of a uniform state school system and what are the disadvantages? What are the pros and cons of independent schools? Divide the class into two discussion groups and discuss for and against independent schools.

91CHAPTER 5 ■ AMERICAN EDUCATION ■ EXERCISES

lum for all students (four years of English,three years each of math, science and socialstudies, one half year of computer science)and raise the standards of performance ineach subject. Once more, across the nation,

school boards responded. Course require-ments were tightened and as a result of this,test scores for American children rose andmany schools returned to basic education.

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92 CHAPTER 5 ■ AMERICAN EDUCATION ■ EXERCISES

PHRASAL VERBSE Choose a phrase from the box below and translate the sentences into English.

Use a dictionary.

1 Amerika slets sönder av inbördeskriget.2 Brevbäraren gav mig brevet och rusade iväg till nästa hus.3 Björnen slet och drog i den hjälplösa lilla kalven.4 Sam kunde inte slita sig från den spännande romanen.5 Den gamla fabriken hade rivits för två år sedan.6 Mr Keating bad eleverna att riva ut första sidan i boken.

WORD CREATIONF Match up the following kinds of schools with the right definition below.

Use an encyclopedia or a dictionary.

1 the school that a child attends from the age of 5 to the age of 11 …2 the school that an English child attends after primary school, usually at the age

11 or 12 until 16 or 18 years old …3 a mainly upperclass school where education is paid for by parents …4 a private school for pupils up to the age of 13 or 14, where they are made ready

to attend a public school …5 a state school for children over the age of 11 of both sexes, all abilities, and from

every kind of family in the area …6 a school where only boys or girls are taught …7 a school for children over the age of 11, where they study languages, science, etc,

for examinations which may lead to higher education …8 a secondary school like Welton that prepares pupils for higher education …9 a school for higher and professional education, often connected to a university …

10 a school where boys and girls are taught together …11 a secondary school in America, especially for children over the age of 14 …

comprehensiveschool

public schoolprep school

primary schoolsecondary schoolhigh schoolgrammar school

academycoeducational

schoolsingle-sex school

college

tear awaytear out

tear attear off

tear aparttear down

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WORD CREATIONG Study the suffixes and their meanings in the box below. (See also page 147.)

H Use the suffixes above and make verbs from the following adjectives. (In some cases the spelling of the original word may change.)

modern, long, pure, dark, simple, strong, dramatic, central, beautiful, hard, American.

I Use the verbs above to translate the following sentences:(Check your answers in a dictionary.)

1 Många amerikanska skolor försökte göra invandrarna till amerikanare.2 Det här ämnet är komplicerat och svårt att förenkla.3 Havet förmörkades när stormen närmade sig.4 Vissa politiker ville centralisera all utbildning.5 Min fru vill försköna vårt hem.6 Mamma hjälpte mig att förlänga min kjol.7 Man kan använda sand för att rena vatten.8 Hur mycket pengar behöver ni för att göra den här fabriken modern?9 Den här konstruktionen kommer att förstärka bron.

10 Nelly, du gör verkligen situationen dramatisk!11 Limmet (glue) hårdnar på mindre än två minuter.

IDIOMS – GAMES AND SPORTS

J Find the right definition (A – I) for each of the following idioms:

1 to be a good sport2 to play down3 ‘That’s not cricket!’4 to be on a sticky wicket5 not to pull one’s weight6 to win one’s spurs7 to run out of steam8 to follow suit9 the die is cast

K Try to find the corresponding Swedish idioms.

Suffix Meaning Example-ify göra, bli (intense) intensify-ize/-ise göra, bli (legal) legalize-en göra, bli (broad) broaden

A to make little ofB there is no turning backC to be in an awkward situationD to play fairly and not complain when one is beatenE to leave one’s share of the work to othersF to lose power and speedG that’s not fairH to win recognition for one’s abilityI to do exactly the same as the person before you

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94 CHAPTER 5 ■ AMERICAN EDUCATION ■ GRAMMAR

Swedish “skall – skulle”

A Translate the words printed in bold.

B Study the rules on page 34 in Advanced Grammar Check!Which rules apply to the sentences above?


1 Med en miljon pund på banken skulle jag inte arbeta här.2 Allan skulle just till att bryta sig in i huset, när han fick höra polissirenen. (siren = siren)3 Då jag lämnade sjukhuset, visste jag inte att jag aldrig skulle få se honom igen.4 I ditt ställe skulle jag ha tagit pengarna.5 Jag skulle skriva ett brev till Nigel, men jag glömde bort det.6 De försäkrade mig att jag skulle trivas där.

1 Tim said that he would try again tomorrow.2 They were going to start the lesson when the fire alarm sounded.3 Anne was just about to leave the room when the telephone rang.4 The United States was to be a federal republic.5 If Melissa tried harder, she would certainly succeed.6 We were supposed to be going out yesterday, but Paul fell ill.

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95CHAPTER 5 ■ AMERICAN EDUCATION ■ GRAMMAR

Word order

A Compare the words printed in bold on the left with those in italics on the right.What is the difference in word order (subject and verb) between the two languages?

B Study the rules on page 44 inAdvanced Grammar Check!


1 Förra året besökte jag Florida.2 Efter andra världskriget ändrades utbildningen i Amerika.3 I USA är människorna ofta mycket vänliga.4 Sedan vi lämnat Orlando, körde vi norrut.5 Vi ville se huvudstaden och det gjorde vi också.

1 After 1920, education in Americaremained the same.

2 Last summer Mary and I flew to Miami.

3 In Miami we hired a car and drove to Orlando.

4 When we arrived in Orlando, it was raining.

5 Our son had told us to put up at The Happy Dolphin, and so we did.

Efter 1920 förblev utbildningeni Amerika densamma.I somras flög Mary och jagtill Miami.I Miami hyrde vi en bil och körde till Orlando.När vi anlände till Orlando, regnade det.Vår son hade sagt åt oss att ta in på The Happy Dolphin och det gjorde vi också.

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96 CHAPTER 5 ■ AMERICAN EDUCATION ■ REALIA

The United States


B After the presentation everybody should be able to identify the following terms and names and link them to one of the subjects above.

A ApolloB Chief JusticeC PitcherD Death RowE Fiery CrossesF Gettysburg

G MassachusettsH U-2I Model TJ New EnglandK AbolitionL Rosa Parks

M Salt Lake CityN MissilesO The Executive BranchP Federal programQ The SenateR Wounded Knee

1 American Civil War 10 Ku Klux Klan2 Baseball 11 Martin Luther King3 Capital punishment 12 Mormons4 Cuban Crisis 13 Native Americans5 Cold War 14 Pilgrim Fathers6 US Congress 15 The President of the USA7 The New Deal 16 Slavery in the USA8 Harvard University 17 Space exploration9 Henry Ford 18 Supreme Court www

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97CHAPTER 5 ■ AMERICAN EDUCATION ■ FICTION

O Captain! My Captain! IAt Welton Academy, a private school in Vermont, USA, the boys in the 12th grade are preparing to meet their new English teacher, John Keating.

“I’m already six paces behind,” Todd groaned as the boys walked together totheir next class. He didn’t say another word as they dragged themselves intothe English room, dropped their books on their desks, and fell into the seats.

The new English teacher, wearing a shirt and tie but no jacket, sat at thefront of the room, staring out the window. The boys settled down and wait-ed, grateful for a moment to relax and shed some of the pressure of the lastfew hours. Keating continued to stare out the window. The boys started toshuffle uncomfortably.

Finally Keating stood, picked up a yardstick, and started strolling up anddown the aisles. He stopped and stared into the face of one of the boys.“Don’t be embarrassed,” he said kindly to the blushing boy.

He continued to move around the room, looking intently at the boys ashe walked. “Uh-huh,” he said aloud, looking at Todd Anderson. “Uh-huh,” herepeated, moving toward Neil Perry.

“Ha!” He slapped his free hand with the yardstick and strode forcefully tothe front of the room. “Nimble young minds!” Keating shouted, lookingaround at the class and gesturing with the yardstick.

He jumped dramatically onto his desk and turned to face the class.“‘OCaptain! My Captain!’” he recited energetically, then looked around theroom. “Who knows where that’s from? Anybody? No?” He looked piercinglyat the silent boys. No one raised a hand. “It was written, my young scholars,”he said patiently, “by a poet named Walt Whitman about Abraham Lincoln.In this class you may refer to me as either Mr. Keating or ‘O Captain! MyCaptain!’”

grade årskurspace steggroan [�rəυn] stönadrag släpagrateful tacksamshed släppapressure [�preʃə] tryck, pressshuffle hasayardstick måttstockstroll promenera, vandra

aisle [ail] gångembarrassed [im�b rəst]

generadblush [bl�ʃ] rodnaintently med spänd

uppmärksamhetslap smälla, daskastride (strode, stridden)

gå (med långa steg)forcefully kraftfullt

nimble rörlig, kvicktänktmind intellektgesture [�d�estʃə] gestikulerapiercing [�piəsiŋ]

genomträngandescholar [�skɒlə] lärjungerefer [ri�f��] to omnämna

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98 CHAPTER 5 ■ AMERICAN EDUCATION ■ FICTION

He jumped down from the desk and resumed strolling the aisles, speakingas he moved. “So that I become the source of as few rumors as possible, letme tell you that, yes, I was a student at this institution many moons ago, andno, at that time I did not possess this charismatic personality”.

“However, should you choose to emulate my manner, it can only helpyour grade. Pick up your textbooks from the back, gentlemen, and let’s retireto the Honor Room.”

Using the yardstick as a pointer, Keating headed to the door and walkedout. The students sat, silent, not sure what to do.

resume börja återsource [sɔ�s] källa, upphovrumor ryktepossess [pə�zes] ägacharismatic [k ris�m tik]

karismatisk, med utstrålning

emulate [�emjυleit]söka efterlikna

manner sätt att uppträdagrade betygretire dra sig tillbakaHonor Room ung. VIP-rum

pointer pekpinnehead to sätta kurs mot

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99CHAPTER 5 ■ AMERICAN EDUCATION ■ FICTION

“We’d better go with him,” Neil said, leading the class to the back of the room. They each picked up a text, gathered their books, and proceededto the oak-paneled Welton Honor Room, where they had last waited to seeDean Nolan.

Keating walked around the room as the boys straggled in. He studied thewalls, which were lined with class pictures dating back to the 1800s. Trophiesof every description filled shelves and glass cases.

Sensing that everyone was seated, Keating turned toward the class.“Mister” – Keating looked down at his roster – “Pitts,” he said. “An unfortu-nate name. Stand up, Mister Pitts.” Pitts stood. “Open your text, Pitts, topage 542 and read for us the first stanza of the poem,” Keating instructed.

Pitts leafed through his book. “‘To the Virgins, To Make Much of Time’?”he asked.

“That’s the one,” Keating said, as the boys in the class chuckled out loud.“Yes, sir,” Pitts said. He cleared his throat.

“Gather ye rosebuds while ye may,Old time is still a flying,And this same flower that smiles today,Tomorrow will be dying.”

He stopped. “‘Gather ye rosebuds while ye may,’” Keating repeated. “TheLatin term for that sentiment is Carpe Diem. Does anyone know what thatmeans?”

“Carpe Diem,” Meeks, the Latin scholar, said. “Seize the day.”“Very good, Mr....?”“Meeks.”“Seize the day,” Keating repeated. “Why does the poet write these lines?”“Because he’s in a hurry?” one student called out as the others snickered.“No, No, No! It’s because we’re food for worms, lads!” Keating shouted.

“Because we’re only going to experience a limited number of springs, sum-mers, and falls”.

gather samla ihopproceed to fortsätta tilloak-paneled [�p nld]

(vägg) med ekpanelstraggle vandra in i grupperline fodra, klätrophy [�trəυfi] prisdescription slag, sort

glass case glasmonterroster [�rɒstə] klasslistaunfortunate olyckligstanza [�st nzə] strofleaf through bläddra igenomchuckle [�tʃ�kl] småskrattaye = yourosebud rosenknopp

sentiment tanke, idéseize [si�z] gripa, tasnicker gnäggaworm [w��m] masklad pojkelimited begränsadfall (AmE) höst

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100 CHAPTER 5 ■ AMERICAN EDUCATION ■ FICTION

“One day, hard as it is to believe, each and every one of us is going to stopbreathing, turn cold, and die!” He paused dramatically. “Stand up,” he urgedthe students, “and peruse the faces of the boys who attended this schoolsixty or seventy years ago. Don’t be timid; go look at them.”

The boys got up and walked to the class pictures lining the honor-roomwalls. They looked at faces of young men, staring out at them from the past.

“They’re not that different than any of you, are they? Hope in their eyes,just like yours. They believe themselves destined for wonderful things, justlike many of you. Well, where are those smiles now, boys? What of thehope?”

The boys stared at the photos, their faces sober and reflective. Keatingwalked swiftly around the room, pointing from photo to photo.

“Did most of them not wait until it was too late before making their livesinto even one iota of what they were capable? In chasing the almighty deityof success, did they not squander their boyhood dreams? Most of those gent-lemen are fertilizing daffodils now! However, if you get very close, boys, youcan hear them whisper. Go ahead,” he urged, “lean in. Go on. Hear it? Canyou?” The boys were quiet, some of them leaned hesitantly toward thephotographs. “Carpe Diem,” Keating whispered loudly. “Seize the day. Makeyour lives extraordinary.”

Todd, Neil, Knox, Charlie, Cameron, Meeks, Pitts, and the other boys allstared into the pictures on the walls, lost in thoughts that were rudely inter-rupted by the bell.

“Weird,” Pitts said as he gathered up his books.“But different,” Neil said thoughtfully.“Spooky,” Knox added, shivering slightly, as he headed out of the room.“You think he’ll test us on that stuff?” Cameron asked, looking confused.“Oh, come on, Cameron,” Charlie laughed, “don’t you get anything?”

N. H. KLEINBAUM, “DEAD POETS SOCIETY”

urge [��d�] mana påperuse [pə�ru�z] granskaattend gå i (skola)timid [�timid] blygbe destined [�destind] for

vara ämnad försober här: allvarsamreflective tankfullswift snabb, rask(not an) iota [ai�əυtə]

(inte ett) jota

be capable [�keipəbl] ofkunna, duga till

chase jagaalmighty [ɔ�l�maiti] allsmäktigdeity [�deiəti] gudomsquander [�skwɒndə]

slösa bortfertilize [�f��tilaiz] gödsladaffodil [�d fədil] påskliljalean luta sighesitant tvekande

extraordinary [ik�strɔ�d(ə)nəri]något utöver det vanliga

rudely brysktweird [wiəd] underligspooky [�spu�ki] kusligshiver [�ʃivə] rysaconfused förvirrad

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N. H. KLEINBAUM, “DEAD POETS SOCIETY”


WORKING WITH THE TEXTL Decide whether the following statements are true or false.

1 Mr Keating, the boys’ new English teacher, was wearing a striped suit.2 He kept looking at his English class without saying anything.3 The boys began to feel uneasy when Mr Keating didn’t say anything.4 After some time Mr Keating began to walk up and down the classroom.5 All of a sudden he jumped onto his desk and recited a speech by Abraham Lincoln.6 Mr Keating wanted his students to call him Captain Keating.7 Mr Keating had changed a lot since he was a student at Welton Academy.8 He didn’t want his students to imitate his ways of speaking and behaving.9 When Mr Keating left the classroom the students didn’t know whether they should

follow him to the Honor Room or not.10 The Honor Room was used as the school library.11 One of the students read a poem called “Carpe Diem”.12 The poem which the student read dealt with human life being short and fragile.13 The walls in the Honor Room were covered with class pictures of students who had

attended the school.14 Mr Keating asked the boys to find his class picture.15 The boys were puzzled and confused after their first English class with Mr Keating.16 Mr Keating told the boys that studying hard was the most important thing at

Welton Academy.

SPEAKING/WRITINGM Keating’s way of teaching is a bit unusual. Explain why you think it is good or bad.

What would you do if you were the Headmaster of Welton Academy? On the tape you’ll be able to listen to Mr Nolan’s – the Headmaster’s – reaction.

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102 CHAPTER 5 ■ AMERICAN EDUCATION ■ LISTENING

O Captain! My Captain! IIBEFORE LISTENING

N Mr Nolan, the Headmaster at Welton Academy, has come to see Mr Keating in his classroom.Why, do you think? What are the two men discussing? Look at the picture and go throughthe wordlist.

head styra (stegen)scurry [�sk�ri] kilaunorthodox [�n�ɔ�θədɒks]

inte renlärigimpressionable lättpåverkadreprimand tillrättavisningin unison [�ju�nisn] ung. i taktconformity likriktningset fastställa

proven [�pru�v(ə)n] beprövadpatronizingly (överlägset)

beskyddandegraduate [��r djυeit] ta examenhallow helgaconfirmed inbitenrigid [�rid�id] strängdorm studenthemharsh skarp, frän

side with sb ta parti för ngndisbelief misstromarrow märgget stuck fastnadaring djärvhetcaution [�kɔ�ʃ(ə)n] försiktighetexpel relegera,

avstänga från skolanattend (classes) gå på (lektioner)

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AFTER LISTENINGO Tick the correct alternative.

1 Mr Nolan, the headmaster, …a) also teaches English.b) was himself a student at Welton Academy.c) used to teach English at Welton Academy.

2 Mr Nolan wanted to talk to Mr Keating because …

a) people had talked to him about Mr Keating’s strange teaching methods.

b) one of Mr Keating’s students had shown bad behaviour.

c) one of Mr Keating’s students had complained about his teaching.

3 The headmaster and Mr Keating …a) both thought that good education was

based on tradition and discipline.b) didn’t see eye to eye on teaching methods.c) both thought that good education was

learning to think for yourself.

4 Mr Nolan wanted Mr Keating to …a) teach according to the school’s curriculum.b) make the students question what was being

taught.c) give more written tests to the students.

5 In the evening Mr Keating went to the students’ dormitory to …

a) punish one of the students.b) give one of the students a word of advice.c) accompany the students to a club meeting.

DISCUSSP “Carpe Diem,” Keating whispered loudly. “Seize the day. Make your lives extraordinary.”

What does Mr Keating mean by these words? Give as many personal examples as you can of the “Carpe Diem” philosophy.

6 Charlie, one of the students, asked Mr Keating …

a) if he thought that he would getexpelled from the school.

b) what “Carpe Diem” meant.c) if he was no longer on the

students’ side.

7 Mr Keating told Charlie that a sign of wisdom is to know …

a) when to act and when to be cautious.b) where the good opportunities are.c) how to get as much as possible out

of life.

8 Mr Keating thought that WeltonAcademy …

a) was a school of a high standard.b) had its shortcomings but was up

to standard.c) was a school of a low standard.

9 You could say that Mr Keating …a) had a bad sense of humour.b) had a bad temper.c) was self-confident.

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104 CHAPTER 5 ■ AMERICAN EDUCATION ■ NOVEL

Dead PoetsSocietyTodd Anderson and his friends at Welton Academycan hardly believe howdifferent life has becomesince their new Englishprofessor, John Keating,challenged them to “makeyour lives extraordinary!”Inspired by Keating, theboys reactivate the DeadPoets Society – a secret club where, free from thecontrol and expectations of

school and parents, they lettheir passions run wild. AsKeating turns the boys onto the great words of Byron,Shelley and Keats, they dis-cover not only the beautyof language, but the im-portance of making eachmoment count.

But the Dead Poets soonrealize that their newfoundfreedom can have tragicconsequences. Can the club

and the individuality itinspires survive the pressurefrom authorities determi-ned to destroy their dreams?

If you want to know theanswer, ask your teacher for a copy of the book anda word list. The book con-tains some American slangbut is nevertheless fairlyeasy to read.

7477 kap 5 03-12-16 14.46 Sida 104


ask some of your classmates to preparefive questions each about “Dead PoetsSociety”. As they have not read thenovel, they should start by rereading thetext entitled O Captain!My Captain! I.

B Hand out your written summary to thegroup and let your friends read it andcome up with suggestions on how toarrange the extracts on the next page in the right order as they appear in the book. As the person in charge of thegroup’s work you may give them someuseful hints. After holding a discussion youmay have to rewrite your summary if itdoes not provide enough information.




INDIVIDUAL WORKA Arrange the extracts from “Dead Poets

Society” on page 106 in the right orderas they appear in the book.


C Which of the extracts on page 106 doyou think best reflects the main conflictof the novel? Give the reasons for yourchoice. Describe what has happened just before and just after that extract.



105CHAPTER 5 ■ AMERICAN EDUCATION ■ NOVEL

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106 CHAPTER 5 ■ AMERICAN EDUCATION ■ NOVEL


A Keating looked around to make surethat no one was watching. “A secret

organization,” he almost whispered. “I don’tknow how the present administration wouldlook upon it, but I doubt the reaction wouldbe favorable.” His eyes scanned the campusas the boys held their breaths. “Can youboys keep a secret?” They nodded instantly.“The Dead Poets was a society dedicated tosucking the marrow out of life. That phrase isby Thoreau and was invoked at every meet-ing,” he explained. “A small group of uswould meet at the old cave, ...”

B “Mr. Anderson believes that everythinghe has inside of him is worthless and

embarrassing. Correct, Todd? Isn’t that yourfear?”

Todd nodded jerkily.“Then today we will see that what is in-

side of you is worth a great deal.” Keatingtook long strides to the blackboard andrapidly wrote, “‘I SOUND MY BARBARICYAWP OVER THE ROOFS OF THE WORLD.’Walt Whitman.” He turned to the class. “Ayawp, for those of you who don’t know, is aloud cry or yell. Todd, I would like you togive us a demonstration of a barbaric yawp.”

C ”Mr. Dalton,” Nolan said, “if you thinkyou’re the first one to try to get

thrown out of this school, think again.Others have had similar notions and theyhave failed just as surely as you will fail.Assume the position.”

Charlie obeyed, and Nolan pulled out ahuge, old paddle.

“Count aloud, Mr. Dalton,” Nolaninstructed as he slammed the paddle intoCharlie’s buttocks.

D Neil pedaled rapidly through the townsquare on his way to Henley Hall for

rehearsals. He cruised past the town hall anda row of shops and continued along the quietVermont road until he reached the whitebrick buildings of Henley Hall. As he enteredthe auditorium, the director called out to him.

“Hurry up, Neil. We can’t do this scenewithout our Puck.”

E Mr. Perry stood face to face with Neil,who shuffled uncomfortably. “Neil, I’ve

decided that you’re taking too many extra-curricular activities. I’ve spoken to Mr. Nolanabout it, and he’s agreed to let you work onthe school annual next year,” he said, andthen walked toward the door. “But, Father,it’s not fair. I ...”

Mr. Perry’s eyes glared at Neil, whostopped midsentence. Then he opened thedoor and pointed to Neil to leave the room.

F What was going on in the courtyard theother day?” he (Mr. Nolan) asked.

“Courtyard?” Keating repeated.“Boys marching. Clapping in unison ...”“Oh that. That was an exercise to prove a

point. About the evils of conformity. I ...”“John, the curriculum here is set. It’s pro-

ven. It works. If you question it, what’s toprevent them from doing the same?”

“I always thought education was learningto think for yourself,” Keating said.

G “Knox! What are you doing here?”She pulled him away from her girl-

friends into a corner.“I came to apologize for the other night.

I brought you these, and a poem I wrote.”He held out a bouquet of wilted, frostbittenflowers and the poem. Chris looked at thembut did not take them. “If Chet sees you, he’llkill you, don’t you know that?” she cried.

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FACTS

Anorexia Nervosa and Bulimia

GRAMMAR

Scissors, stairs, etc.Love is blind

REALIA

Medicine

FICTION

Terrorized by Food I

LISTENING

Terrorized by Food II

NOVEL

The Best Little Girl in the World

CO

NTE

NTS

EatingDisorders6

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108 CHAPTER 6 ■ EATING DISORDERS ■ FACTS

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Anorexia Nervosa and Bulimia

ANOREXIA NERVOSA

Anorexia Nervosa typically starts in teen-age women as a normal attempt to diet butgradually leads to more and more weightloss, often more than 25 % of original bodyweight. There is great concern about foodand body size, which may lead to compul-sive exercising. The scales become thegreatest enemy. When this happens, manynormal activities may stop. Menstruationceases in women and there are a number ofphysical symptoms such as lowered heartrate and low blood pressure.

People with anorexia nervosa areobsessed with food and deny that theyhave a problem or that they are too thin.It’s virtually impossible to talk them out ofdieting. They may be able to work or studyand have some social life but usually funct-ion far below their capability. They arealso often depressed. There are also somepeople with anorexia who starve them-selves to death. Others maintain a steadybut seriously underweight condition. Inall cases, even severe weight loss does notstop them from looking upon themselvesas “fat”.

Eating disorders are getting more andmore common among people who livewith an irrational fear of being fat.

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109CHAPTER 6 ■ EATING DISORDERS ■ FACTS

BULIMIA

Bulimia is a cycle of uncontrolled bingeeating followed by purging through vomit-ing or the use of laxatives. Individualswith bulimia are often of normal weight oreven slightly overweight. Bulimia can beanything from a mild response to stress toa serious disorder that absorbs nearly all ofa person’s time, energy, and money. In itsmost severe forms, binge eating and purg-ing may occur ten or more times a day.Bulimia usually begins harmlessly as anattempt to control weight. Purging mayseem to be an easy way for a person toovereat without gaining weight. It canquickly become a destructive processthat cannot be controlled. Personswith bulimia are often aware thattheir eating patterns are abnormaland out of control and that theirlives are dominated by their eatinghabits. They may feel guilty anddepressed after a binge. Over time,

the cycle becomes more and more domi-nant in the person’s thoughts and behav-iour. It may damage personal relationshipsand lead to depression, isolation, and lower-ed self-esteem. When a person is caught inthis pattern, the resulting shame and senseof helplessness may make it difficult forthe person to seek the help that is needed.

CAUSES OF EATING DISORDERS

Anorexia nervosa has been known for overa century but it is only since the early1970s that bulimia has been known toprofessionals. One out of every one hund-red women may become anorexic. Menalso develop anorexia nervosa and bulimia

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110 CHAPTER 6 ■ EATING DISORDERS ■ FACTS

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but in far smaller numbers. Both disordersappear to be on the increase. Experts donot know the causes of these disorders norwhy they are increasing, but most agree that biological, psychological, and socialfactors all play a part.

Least is known about biological factors.Some evidence suggests that eating disor-ders may develop if a person has inheriteda tendency for depression. Antidepressantmedication has been found helpful tosome individuals.

More attention has been paid to thepsychological development of personswith eating disorders. It is speculated thatanorexia may function as an attempt togain control over life when a person hasfelt little control in the past. Specialistshave described a profile of individuals withanorexia. They are often “model children”who tend to be intelligent, perfectionistic,and have high personal standards. Theyoften want to please others but have lowself-esteem. They are also often depressed.High expectations within their familiesmay be another important factor.

Persons with bulimia also suffer fromlow self-esteem but tend to be less passivethan persons with anorexia nervosa.Individuals with bulimia tend to be moresocially active, are more likely to date, andmay use alcohol and drugs. Research sug-gests that persons with bulimia tend to bemore anxious than others. Thus the binge-purge cycle may function as a way of reliev-ing anxiety and emotional stress.

Social factors also seem to contribute toeating disorders. The exaggerated stress inour culture on slim, boyish figures forwomen makes it increasingly hard for theadolescent girl to feel acceptable. Increas-ing numbers of teenage girls start dieting

or purging in attempts to live up to the expectations of society. Some of these girlswill be trapped in serious eating disorders.Women have traditionally felt more pressure than men to conform to what isacceptable. This may explain why so manymore women than men develop eating dis-orders.

TREATMENT

An important first step in overcoming aneating disorder is for the person to admitto him or herself and to other people thatan eating disorder is a problem. Medicaland psychological help should be soughtfrom people who are experienced in thetreatment of such disorders. A completephysical examination including lab testswill often be necessary.

Psychotherapy is also usually necessary.It may include individual and/or grouptherapy. One immediate benefit of suchtherapy is the feeling of relief at no longerhaving to keep such an important part ofone’s life a secret. Psychotherapy will oftenfocus on improving self-esteem. It mayalso be useful to add nutrition education,discussions of eating habits, etc.

This combination of medical, psycho-logical, and educational treatments can beeffective on an outpatient basis. Inextreme cases, e.g. a person with anorexianervosa whose weight is extremely low ora person with bulimia who is completelyout of control, a temporary hospital visitmay be necessary. What is most importantis that professional treatment be sought asquickly as possible.

Attempts at self-help are rarely success-ful, and the longer the disorder remains un-checked the harder it may be to overcome.

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WORKING WITH THE TEXTA A lot of people have their own opinions about eating disorders and there are quite a

number of misunderstandings. What is right and wrong according to the text?

1 Anorexia nervosa often starts when girls want to become slimmer.2 If you exercise too much your blood pressure goes up.3 Anorexics often admit that they have an eating problem.4 People with anorexia often feel low.5 An anorexic who loses a lot of weight normally feels very slim.6 People with bulimia are often much too fat.7 Bulimia usually starts when somebody wants to eat a little too much.8 The awareness of an eating disorder among people with bulimia

is the same as among people with anorexia.9 Bulimia does not affect a person’s confidence.

10 Both sexes may become anorexics.11 Lack of mental stability may cause eating disorders.12 Some experts think that anorexia is a way of taking control of things.13 Anorexics are often children who want to satisfy their parents’ wishes.14 People with anorexia and bulimia are socially active.15 People with eating disorders often want to hide their illnesses.16 People with eating disorders should be hospitalized as soon as possible.

ACT IT OUTB Work in pairs. Person A is a doctor who is going to meet a new patient. He/She must try to find

out as much as possible about his/her patient (=person B). Person B is a patient with anorexia,called Alexandra. Person B is supposed to base his/her character on the following text. Act outa scene where the doctor tries to find out as much as possible about his/her patient.

Alexandra developed anorexia nervosa when she was 16. A rather shy, diligent teenager, shetried hard to please everyone. She had an attractive appearance, but was slightly overweight.Like many teenage girls, she was interested in boys but concerned that she wasn’t prettyenough to get their attention. When her father jokingly remarked that she would never geta date if she didn’t take off some weight, she took him seriously and began to diet very hard– never believing she was thin enough even when she became extremely underweight.

Soon after the pounds started dropping off, Alexandra’s menstrual periods stopped. Asanorexia tightened its grip, she became obsessed with dieting and food, and developedstrange eating rituals. Every day she weighed all the food she would eat on a kitchen scale,cutting solid food into very small pieces and precisely measuring liquids. She would thenput her daily ration in small containers, lining them up in neat rows. She also exercisedcompulsively, even after she weakened and became faint. She never took an elevator if shecould walk up steps.

No one was able to convince Alexandra that she was in danger. Finally, she was sent to hospital where she met with a doctor.

111CHAPTER 6 ■ EATING DISORDERS ■ EXERCISES

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112 CHAPTER 6 ■ EATING DISORDERS ■ EXERCISES

WRITINGC After the meeting with Alexandra the doctor writes a report to be sent to her parents

telling them what he/she knows about their daughter and what they ought to do. Write the doctor’s report using approximately 200 words.

PHRASAL VERBSD Choose a phrase from the box below and complete the sentences.

1 The doctor managed to his anorexic patient eating some food.2 Kessa didn’t really want to go to the party, but we managed to her

.3 Martin is a problem child who always to his teachers.4 Why don’t you try to your differences before you go on strike?5 The Prime Minister managed to the leader of the Opposition.6 Kessa, we want to you about your visit to Dr Sherman.7 My elder brother always me and treats me like a baby.8 We tried as hard as we could to Jim climbing to the

top of Mount Everest without oxygen.

WORD FIELDE Match up the following infectious diseases with the right definitions below and translate

them into Swedish.

1 a disease caught by children that is marked by a slight fever and itchy spots on the skin2 a serious infectious disease that causes spots which leave permanent marks3 an infectious disease in which the person has a fever and small red spots on his face

and body4 a disease caught especially by children in which they cough noisily5 a disease caused by infection in cuts and wounds in which the muscles become tight

and hard6 an infectious and dangerous tropical disease which causes the skin to turn yellow7 an infectious disease in which red spots appear on the body; serious in pregnant women8 an infectious disease, esp. of children, marked by red spots and a red painful throat9 an infectious disease, esp. of children, with painful swellings in the neck

chickenpoxscarlet feverGerman measles

smallpoxmeaslestetanus

mumpswhooping coughyellow fever

talk backtalk out of

talk downtalk over

talk down totalk round

talk intotalk to

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WORD CREATIONF Study the prefixes and their meanings in the box below. (See also page 147.)

G Use the prefixes above with the following stems to create new words:

-order, -predictable, -frost, -alcoholic, -responsible, -legal, -believable, -approve, -obey, -mature, -renewable.

H Use the new words above to translate the following sentences:

1 Min mor ogillar (of) mina dåliga vanor.2 Hur kan någon vara så omogen?3 Larry är en mycket oförutsägbar person.4 Vi serverar bara alkoholfria drinkar.5 Nancy uppförde sig som ett oansvarigt barn.6 Du måste frosta av kylskåpet.7 Det är otroligt vad långt en duva kan flyga.8 Det är olagligt att korsa gränsen utan pass.9 Soldaterna lydde inte kaptenens order.

10 Olja är en icke förnyelsebar energikälla.11 Många barn lider av ätstörningar.

IDIOMS – BODY

I Find the right definition for each of the following idioms and try to find the expression generally used in Swedish.

1 to make neither head nor tail of something

2 to let one’s hair down3 to play it by ear4 to have one’s ear to the ground5 a slip of the tongue6 to pull someone’s leg7 to put one’s foot down8 (to escape) by the skin of one’s teeth9 to have a bone to pick with someone

Prefix Meaning Exampleun- o- unabledis- o-, bort- dishonestde- av-, bort- de-icenon- icke- non-violencein- (im-m, il-l, ir-r) o-, icke- incapable

A to use one’s intuition and improviseB to be annoyed with someone and want to

talk about itC to enjoy yourself, especially after working hardD to be completely puzzledE to put a stop to something one doesn’t likeF to have a very narrow escapeG to be well-informed on what is going onH a mistake in one’s speechI to play a joke on someone

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114 CHAPTER 6 ■ EATING DISORDERS ■ GRAMMAR

Scissors, stairs, etc.

A What is the grammatical difference between Swedish and English as regards the words in bold?


C Using the rules, translate the words in bold.

1 Var är min kikare? Where my binoculars?2 Hennes utseende har alltid tilltalat mig. Her looks always appealed to me.3 Jag skulle vilja köpa den där vågen. I would like to buy scales.4 Hur mycket kostar den? How much ?5 Den här boskapen har redan blivit såld. cattle already been sold.

1 Räck mig saxen, är du snäll! Hand me the scissors, please!2 Trappan är brant. The stairs are steep.3 Vågen blir den största fienden. The scales become the greatest enemy.

How does this affect the translation of pronouns and verbs?

4 Se upp för den här trappan! Mind these steps!5 Den är hal. They are slippery.6 Kessas uppförande är rysligt. Kessa’s manners are appalling.

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115CHAPTER 6 ■ EATING DISORDERS ■ GRAMMAR

Love is blind

A Look at the words printed in bold. Why is the indefinite form used in the lefthand column whereas the definite form is used in the righthand column?


C Add the definite article where it is needed.Remember the rules.

1 food is expensive nowadays.2 food we were served yesterday was not very nice.3 Do we have steel we need to build this machine?4 Do you know how steel is produced?5 Japanese cars I have had have all been economical to run.6 Swedish cars have a reputation for safety.

1 Love is blind.(Kärleken är blind.)

2 It is an attempt to gain control over life.(Det är ett försök att få kontroll över livet.)

3 Donkeys have long ears.(Åsnor/na/ har långa öron.)

4 I do not like modern music.

(Jag tycker inte om den moderna musiken.)

The love between Romeo and Juliet ends in tragedy.(Kärleken mellan Romeo och Julia slutar i tragedi.)

The life Kessa led was not healthy.(Livet som Kessa levde var inte sunt.)

The donkeys we saw were small.(Åsnorna vi såg var små.)

I do not like the modern musicyou are playing.(Jag tycker inte om den moderna musiken du spelar.)

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www

116 CHAPTER 6 ■ EATING DISORDERS ■ REALIA

Medicine


B After the presentation everybody should be able to identify the following terms and namesand link them to the right subject above.

A +65B Abnormal cellsC General practitionerD AntibioticE BacteriaF Epidaurus

G GeneticsH Heart diseaseI Immune systemJ Doctor’s oathK OrgansL Pain relief

M QuinineN RadiationO ScurvyP Vaccine

1 Acupuncture2 Bypass surgery3 Penicillin4 X-ray5 Hippocrates6 Louis Pasteur7 Medical transplants8 Asclepius

9 AIDS10 Cancer11 GP12 Vitamins13 Malaria14 Polio15 Gregor Mendel16 Medicare

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117CHAPTER 6 ■ EATING DISORDERS ■ FICTION

Terrorized by Food IFrancesca, or Kessa as she prefers to call herself, is a girl who suffers fromanorexia nervosa. After trying a few other doctors Kessa’s father, Harold, hasdecided to send his daughter to an old friend of his, Dr Waldman.

Harold had not misjudged his childhood friend Dr Waldman. He was a doc-tor of the old school. The tiny waiting room of his office on West Seventy-fourth Street was crowded with worn leather furniture that had obviouslybeen in use as long as he had been in practice. From the single window anoisy air-conditioner blew gusts of cool air into the room. Kessa wished she’dremembered to bring a sweater. Her T-shirt provided little protection againstthe cold drafts. There was neither a receptionist nor a nurse, and in a fewminutes Dr Waldman himself opened the door to the inner office. Kessa sathuddled in a corner while her father and the doctor exchanged greetings.

‘Now, what seems to be wrong with the girl, Hal?’Dr Waldman’s tone was gruff but not unkind.‘She won’t eat. It’s that simple. And she’s losing weight like crazy.’‘You mean she’s lost her appetite?’‘I mean she won’t eat. Her pediatrician and some shrink we sent her to,

the damnedest thief you ever saw, diagnosed it as anorexia nervosa.’Waldman had heard of the disease but had never come across it in a pati-

ent. His Upper West Side practice consisted mostly of the elderly, the black,and the Spanish-speaking. It was a busy practice but not a fashionable one.

suffer from lida avmisjudge [mis�d��d�]

felbedömatiny [�taini] mycket litencrowded with fullproppad

medobviously tydligenbe in practice praktisera

som (läkare)gust of air vindstöt

sweater [�swetə] ylletröjaprovide erbjudaprotection skydddraft draghuddled [�h�dld] ihopkrupenexchange utbytagreeting hälsninggruff butterpediatrician [pi�diə�triʃ(ə)n]

barnläkare

shrink “hjärnskrynklare”,psykiater

damned [d md] förbaskaddisease [di�zi�z] sjukdompractice mottagningbusy livlig, välbesöktfashionable [�f ʃ(ə)nəbl]

elegant, fin

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118 CHAPTER 6 ■ EATING DISORDERS ■ FICTION

gown [�aυn] morgonrockexamination [i�z mi�neiʃ(ə)n]

undersökningappearance [ə�piər(ə)ns]

utseende, yttre

exaggerate [i��z d�əreit]överdriva

inmate [�inmeit] internchest bröststomach [�st�mək] mage

impassive uttryckslöswillful självsvåldig

‘Well, let’s take a look at you,’ he said to Francesca. ’Go into the littleroom off the office and take off everything but your underpants. Thereshould be a gown in there.’ He turned back to Hal. ‘I’ll talk to you after theexamination.’

When Waldman opened the gown to examine her, he was shocked atKessa’s appearance. Harold hadn’t exaggerated. She looked like those pictu-res of inmates in a concentration camp.

‘Well, there’s nothing wrong with your chest or stomach,’ he said, closingthe gown, ‘except that there isn’t enough of either. Let’s see what you weigh.Seventy-seven.’

Through the examination and the weighing, Kessa had kept her eyesstraight ahead, her face impassive, and Waldman was beginning to get angrywith this kid who was willfully making herself ill. He thought of a patient hehad seen less than two hours ago, a Puerto Rican girl just about this one’s age.

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119CHAPTER 6 ■ EATING DISORDERS ■ FICTION

She was losing weight too, but in her case there was a reason for it. Thechild had leukemia. There was enough sickness and suffering in the worldwithout this headstrong girl starving herself to death.

‘How long do you think you can stay alive at that weight?’ The bonyshoulders shrugged, but the face was still impassive. Waldman’s anger wasbuilding. ‘Well, I’ll tell you. Not very long.’ He began to take her blood press-sure and yanked her arm around roughly. ’Your blood pressure’s eighty overfifty. Normal blood pressure for you would be one-twenty over seventy. Youdon’t know what that means, but I’m going to tell you what that means. Itmeans that at any moment you could drop dead from shock.’

The control was gone, and Kessa was close to tears now, more because ofDr Waldman’s tone than the words themselves. He noticed the change anddidn’t care what the reason for it was.

‘But I have no intention of letting you drop dead from shock or any otherresult of this crazy dieting. If you keep this up, young lady, I am going to slapyou right into a hospital. If you keep on refusing to eat, we’ll hospitalize youand stick an IV into your arm and drip enough glucose into you to keep youalive and get some meat on your bones again. And if that doesn’t work, we’llput a tube through your nose that runs down to your stomach. Do you thinkyou’d be comfortable lying in a hospital bed with a tube running throughyour nose into your stomach?’

Kessa could barely hold back the tears now.‘Well, I can tell you, you wouldn’t be in the least comfortable. But there’s

only one way you can keep me from doing that, and that’s by starting to eatand putting on some weight. Is that perfectly clear? You’re to stop all thisdieting nonsense. Now you go get dressed while I tell your father exactlywhat I’ve told you. There isn’t a thing wrong with you, but there will be ifyou don’t start eating.’

Harold entered the small office and took the worn chair in front ofWaldman’s desk. ’I think I may have talked some sense into her, Hal.

leukemia [lυ�ki�miə]leukemi, blodcancer

headstrong envis, halsstarrigstarve svältashrug rycka på (axlarna)anger [� n�ə] ilska, vrede

yank [j ŋk] rycka (i), draroughly [�r�fli] omiltslap slänga, skickahospitalize [�hɒspit(ə)laiz]

lägga in på sjukhusIV ['ai'vi:] intravenös sond

comfortable [�k�mf(ə)təbl]väl till mods

barely knapptdieting [�daiətiŋ] bantningsense vett, förnuft

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120 CHAPTER 6 ■ EATING DISORDERS ■ FICTION

I threatened her with hospitalization, which incidentally is no empty threat.If her weight keeps dropping, it’s the only way to keep her alive. But I don’tthink we’ll have to resort to that. I took a firm hand, and I suggest you dothe same at home. See that she eats.’

‘That’s exactly what I’ve begun doing.’‘Good. And weigh her every day. That way you can keep track of what

she’s doing. You might give me a call in a couple of weeks.’In the cab on the way home Harold was pleased. He’d been right to take

a firm hand, right to take her to a good old-fashioned GP like Waldman whocould talk some sense into her. Enough of Dr Smith and his ’Well, we can’treally say,’ ‘Well, we don’t really know.’ Every time he thought of that god-damn shrink his blood began to boil. Well, he didn’t have to think abouthim anymore. Francesca was in his hands now, his and Waldman’s.

‘What did you think of Dr Waldman?’‘I thought he was disgusting! I thought he was a mean, disgusting man!’It was the longest and most impassioned response Hal had gotten from

his daughter in weeks, but perhaps that was a good sign.‘Well, you don’t have to like him to take his advice.’Kessa thought of the food that had come to terrorize her so. It wasn’t only

that she didn’t want to eat more than those carefully determined portions.She couldn’t eat more.

‘And what if I can’t take his advice?’ she shot back.‘Now, that’s the most ridiculous thing I’ve ever heard. Of course you can

take Waldman’s advice. He told you to start eating, and you can simply makeup your mind to forget this foolish diet and start eating.’ When she said not-hing, Hal went on. ‘And you might as well do it willingly, because if youdon’t I’m just going to keep forcing you to eat.’

STEVEN LEVENKRON, “THE BEST LITTLE GIRL IN THE WORLD”

threaten [�θretn] hotaincidentally [insi�dent(ə)li]

för övrigtresort [ri�zɔ�t] to tillgripakeep track of hålla koll påGP [d�i��pi�] (=General

Practitioner) [pr k�tiʃənə]ung. husläkare

disgusting [dis��stiŋ] avskyvärdmean elak, otäckimpassioned [im�p ʃ(ə)nd]

lidelsefull, fylld av djup känsla

response [ri�spɒns]reaktion, gensvar

determined bestämdridiculous löjlig

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STEVEN LEVENKRON, “THE BEST LITTLE GIRL IN THE WORLD”


WORKING WITH THE TEXTJ The following sentences are from Dr Waldman’s “dialogue” with Kessa.

Arrange them in the correct order using the numbers 1–14.

... If you keep this up, young lady, I’m going to hospitalize you.

... There’s nothing wrong with you, but there will be if you don’t start eating.

... But I have no intention of letting you drop dead.

... Seventy-seven.

... Now you get dressed while I tell your father exactly what I’ve told you.

... It means that at any moment you could drop dead from shock.

... And if you keep on refusing to eat we’ll stick an injection needle into your arm and dripglucose into you to keep you alive.

... Now go into the little room off the office and take off everything but your underpants.

... How long do you think you can stay alive at that weight?

... Well Francesca, let’s take a look at you.

... Let’s see what you weigh.

... Well, I’ll tell you. Not very long.

... Your blood pressure’s eighty over fifty. You don’t know what that means, do you?

... There’s only one way you can stop me from doing that, and that’s by starting to eat.

SPEAKING/WRITINGK It is obvious that Kessa reacted very negatively to the advice she got from Dr Waldman.

Things didn’t improve at all. What do you think was wrong with Dr Waldman’s treatment?

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122 CHAPTER 6 ■ EATING DISORDERS ■ LISTENING

Terrorized by Food IIBEFORE LISTENING

L At a later stage Kessa got in contact with another doctor who had a totally different andmore successful approach. How do you think he treated her and what did he say to her tohelp her? Hold a discussion and then listen to the tape!

gently varsamtadmit medgeattempt [ə�tem(p)t] försökcondition tillståndease [i�z] ledighet, naturlighetkid skämtawary [�weəri] på sin vakt, vaksamdisapprove [disə�pru�v] ogillafit in passa inwail [weil] tjutafatigue [fə�ti��] trötthet,

utmattning

pull shit ung. ställa till med sattygtissue [�tiʃu�;�tisju�] pappersnäsdukpick up one’s ass

ung. lyfta på häckenmanner uppträdanderemain förblimind här: tankarobsession [əb�seʃ(ə)n]

tvångsföreställningparagraph textavsnittpush sb. pressa, driva på ngnmisery [�mizəri] förtvivlan

defensiveness tillstånd av försvarreject [ri�d�ekt] avvisamean elakprotect skyddamake bets slå vadbunch massa, samlingtrap fälla

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AFTER LISTENINGM Tick the correct alternative.

1 Dr Sherman noticed how weak Kessa was …a) after the short walk to his office.b) when she couldn’t get up from the armchair.c) when she started to cry.

2 Dr Sherman tells Kessa that she almost died …a) but is now out of danger.b) and is still not out of danger.c) but didn’t want to alarm her further.

3 What made Dr Sherman so depressed was that Kessa didn’t …

a) admit how sick she was.b) get along with the other girls in the ward.c) feel at home at the hospital.

4 Kessa told Dr Sherman that she …a) had always been able to fit into different

groups.b) worked hard at keeping herself fit.c) had always felt like an outsider.

5 Kessa couldn’t understand why her sister fitted into the family …

a) although she had left home.b) although her parents were so critical of her.c) in spite of her misbehaviour.

DISCUSSN One of the themes in this book is family relations. Discuss how a family can have both positive and

negative influences on a child, depending on how the various members relate to each other.

6 Kessa thought her brother was …a) a model son.b) a lazybones.c) a bastard.

7 Dr Sherman had a theory that Kessa’sfeeling of not belonging …

a) was not caused by situations around her.

b) was caused by situations around her.c) was caused by a childhood trauma.

8 According to Dr Sherman, Kessa was un-friendly towards other people because …

a) she expected them to dislike her.b) she had been badly treated by her

own family.c) she was a mean person.

9 When Dr Sherman talked about magicalgames or tricks he meant …

a) a desire to impress people.b) a habit of fooling other people.c) a habit of doing particular things

in a certain way.

10 Kessa had been using these tricks to …a) make other people like her.b) make herself feel more secure.c) gain weight.

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124 CHAPTER 6 ■ EATING DISORDERS ■ NOVEL

The BestLittle Girl inthe WorldFrancesca is five-foot four,pretty, slim and intelligent– at least that’s how sheappears to the rest of theworld. But what she seeswhen she looks at herself inthe mirror is a fat, flabby,grotesque ‘monster’. That’s

when the idea comes toher: fat Francesca must dieto make way for a new girl,slim Kessa. Suddenly, mealsbecome a threat.Food is theenemy, and must be beat-en! But what starts as deter-mination soon turns into afrightening obsession – ano-rexia nervosa – with every-one but Kessa realizing thather life is in danger.

The struggle by Kessa’sfamily – and her doctor – to

bring her back to normalityforms the basis of a fascina-ting and moving story. Askyour teacher for a copy ofthe book and a word list.The language is somewhatmore difficult than in theprevious books we haverecommended, but we gua-rantee that you will not beable to put the book downonce you start reading it.

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GROUP WORKA When you have read the whole novel, ask

some of your classmates to prepare fivequestions each about “The Best Little Girl in the World”. As they have not read the novel, they should start by rereading the text entitled Terrorized by Food I.

B Hand out your written summary to thegroup and let your friends read it andcome up with suggestions on how toarrange the extracts on the next page in the right order as they appear in the book. As the person in charge of thegroup’s work you may give them someuseful hints. After holding a discussion youmay have to rewrite your summary if itdoes not provide enough information.




INDIVIDUAL WORKA Arrange the extracts from “The Best Little

Girl in the World” on page 126 in theright order as they appear in the book.


C Which of the extracts on page 126 doyou think best reflects the main conflictof the novel? Give the reasons for yourchoice.Describe what has happened justbefore and just after that extract.

D The names of some characters appear initalics in the extracts on page 126.Describe what kind of people these char-acters really are and the relationshipsbetween them once you have read thewhole novel.

E After you have finished reading the novel,imagine you are one of the charactersandwrite what you think might happenafter the story has ended. Start like this:I am XX and after the final scene in thebook I …

125CHAPTER 6 ■ EATING DISORDERS ■ NOVEL

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126 CHAPTER 6 ■ EATING DISORDERS ■ NOVEL


A After Lila went back to sleep, Kessa laywatching the IV dripping into her arm.

There was just enough light in the room tosee the drops falling into the tiny reservoirbelow the full bottle and then into the trans-parent tube. Drip, drip, drip. Fat, fat, fat. Thedrops moved into her relentlessly, one afteranother, filling her up.

B Susanna realized she was as concernedabout the doctor’s opinion of her as

her father. She hadn’t really been stealing thespotlight for all those years, she told herself,but still the unspoken accusation rankled.

Hal was sure a lot of what the doctor saidwas crazy, but he had to admit that some ofit did make sense. Like the part aboutFrancesca’s getting more attention when shewas sick. It was only logical that if she gotmore attention, she’d stay sick.

Grace, for the moment, could only hearFrancesca’s voice screaming the same accu-sation over and over: She’s never loved meand she never will!

C ”We’ve tried to make her eat moreand stop her from exercising too

much.”“I’m sure you have. I wasn’t accusing

you.”Grace seemed not to have heard her. “But

it’s so hard. She’s so distant. And so sullennow. I’m almost afraid to talk to her. And allthose strange little habits.”

“Strange little habits?”“Well, not only how little she eats.” Grace

went on to describe Francesca’s full ritual.“And there’s one other thing. I’ve never actu-ally seen it, but I can guess what’s happe-ning.” She told Gordon about the stains inthe bathroom.

D The idea of an audition held no realityfor Kessa at the moment. The only

thing that mattered was that Madame hadnoticed her, Madame had selected her. Shewas Madame’s choice, Madame’s protégée,Madame’s child. Kessa thought of herparents. She wouldn’t bother to ask them.They knew nothing of Kessa, had no right toshare in Kessa’s triumph, had no right tocome between Kessa and Madame. Finallysomeone cared about her and didn’t worryabout her brother and sister.

E “What are we going to do now?” Thequestion, simple in its desperation,

brought Harold back to the problem. Hecould get as angry as he wanted about Dr Smith and the wasted money, but gettingangry wasn’t going to help Francesca. Butthat was absurd. It couldn’t be hopeless.

F “Are there any more?” Sherman prod-ded, and this time she answered more

easily. She had told the worst – the food andthe bathroom – and now she listed a host ofrules about the way the covers on her bedmust be folded, the knee socks in her drawerrolled, the things on her desk arranged.

“It sounds as if you’re pretty busy. In fact,it sounds as if you don’t have time for any-thing else except your rituals. You’re a slaveto them, Kessa.”

“I guess I am, but I can’t stop doing them.”

G When Kessa returned to her room onthe fifth afternoon after surgery, Lila

was sitting up in bed making a face. “Yousmell something funny in here?” The smell oftuna fish and then rotting tuna fish hadbecome so familiar to Kessa that she didn’treally smell anything.

“Well, I do and it stinks.

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FACTS

One-Parent Families in Britain

GRAMMAR

Infinitive or ing-formContracted clauses

REALIA

Family – Relationships

FICTION

Unexpected Relationships I

LISTENING

Unexpected Relationships II

NOVEL

About a Boy

CO

NTE

NTS

New FamilyPatterns7

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128 CHAPTER 7 ■ NEW FAMILY PATTERNS ■ FACTS

One-Parent Families in BritainThere are an estimated 1.7 million one-parent families in Britain today – nearly a quarter of all families. They care for around three million children – over one in five. Nine out of ten lone parents are women.

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129CHAPTER 7 ■ NEW FAMILY PATTERNS ■ FACTS

A STAGE IN THE LIFE CYCLE

One-parent families reflect changing fami-ly patterns throughout western societies,with more couples cohabiting before bothchildbirth and marriage, and more divorce,re-marriage and stepfamilies. Although thedivorce rate peaked in 1993, two in five mar-riages will still ultimately end in divorce.

The number of one-parent families hastrebled in the last 30 years, with the mostrapid increase from the mid-1980s, but thishas recently slowed. Still, in ten years theremay be two million one-parent families. Aone-parent family is now a stage in the life-cycle, lasting on average about five and ahalf years. A third to a half of children willspend some time in a one-parent family.

Society has been transformed since thecreation of the National Council for OneParent Families in 1918, when the work-house or the asylum were the only optionsfor most unmarried mothers. But onething remains the same: in the year 2001just as in 1918, poverty is the main chal-lenge for lone parents and their children.Three in five lone parents in the UK live inpoverty and nearly half of poor childrennow live in a one-parent family.

In the nineteenth century, lone parentsheaded about the same proportion offamilies as today, but now most are divor-ced or separated rather than widowed.Three in five lone parents are ex-married(divorced, separated or widowed). Lonefathers are mostly ex-married, usuallydivorced or separated. Another contributo-ry factor is domestic violence. Thirty-fiveper cent of lone parents have experiencedviolence in their last relationship withthree-quarters of them sustaining physicalinjuries.

The fastest-growing group of loneparents is now single or never-marriedlone parents; most of these, however, are

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ex-cohabitees and would be better descri-bed as separated.

The average age for a lone parent is 35.Lone fathers tend to be older, with the lar-gest proportion in their forties; lone mot-hers are most likely to be in their thirties.At any one time, less than three per cent ofall lone parents are teenagers.

WHY ARE LONE PARENTS POOR?

The fact that most lone parents are womenis key to understanding why so many one-parent families are poor. On separation ordivorce, mothers and children usually seean average fall in their income of about£20 a week; by comparison, fathers are likely to see an increase of about £10 aweek. Women are likely to earn signifi-cantly less than men, to be in low-paidwork, and are more likely to be employedin the non-standard or ‘flexible’ economy.In addition, divorce and separation meanthe further loss of any shared income.

Added to the cost of children is the lack of any independent source of incomeother than earnings, with the exception of child benefit. This leads to reliance onbenefits and running the risk of unem-ployment and poverty traps. The lack of asecond earner means that lone parents willalmost always be worse off than couples.

• There are an estimated 1.7 million one-

parent families in Britain – nearly a quarter

of all families.

• They care for around 3 million children

– over one in five.

• Ninety percent of lone parents are women.

• More than half of one-parent families in

the UK live below the poverty line.

• Between a third and a half of children will

spend some time in a one-parent family.

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30

7477 kap 7 03-12-16 14.30 Sida 129

• There are an estimated 1.7 million one-

parent families in Britain – nearly a quarter

of all families.

• They care for around 3 million children

– over one in five.

• Ninety percent of lone parents are women.

• More than half of one-parent families in

the UK live below the poverty line.

• Between a third and a half of children will

spend some time in a one-parent family.

130 CHAPTER 7 ■ NEW FAMILY PATTERNS ■ EXERCISES

WORKING WITH THE TEXTA What do the following figures refer to?

a 1918b 1993c £20d £10e 1.7 millionf 3 milliong 35

SPEAKINGB A survey carried out a couple of years ago among one-parent families showed what their

main hardships were. Work in groups and try to ’rank’ their problems (A – F) by adding the right percentage choosing from the figures below. Give reasons for your answers whenpresenting the result. Compare your result with the other groups’.

A … per cent had to skip meals themselves in order to save moneyB … per cent found it hard ’not being able to have a family holiday’C … per cent found it hard to make ends meet financiallyD … per cent found that the hardest thing was ’not being able to

buy enough well-fitting or warm clothes for their child(ren)’E … per cent worried that their children experienced difficulty having

less money than other children at schoolF … per cent did not pay into a pension scheme

90% - 63% - 53% - 41% - 20% - 19%

WRITINGC Write a short essay explaining what you think are the main consequences of changing

family patterns for children.

DISCUSSD It says in the text that most lone parents are divorced or separated. Do divorces only

have negative consequences or could there be advantages too? Discuss in class.

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131CHAPTER 7 ■ NEW FAMILY PATTERNS ■ EXERCISES

TRANSLATEE Translate the following article into English.

Mer än en av fyra 17-åringar iSverige har separerade föräl-drar. Under (= Över) de senaste15 åren har de nya familjernablivit vanliga i samhället.Den vanligaste typen avfamilj består fortfarande av enmor, far och två barn. Men såmånga människor lever i andrasorters familjer att ordet ”kärn-familj” kan förefalla diskrimi-nerande och svårt att använda.Ensamstående föräldrar medbarn är naturligtvis också famil-jer, såväl som även styvfamiljer,homofamiljer och sambor.FN gjorde 1994 till detinternationella familjeåret och

sedan dess är (= har varit) den15 maj internationella familje-dagen. Kofi Annan, FN:s gene-ralsekreterare, påpekar att s.k.nya familjer är nu så talrika attpolitikerna måste planera fördem. Även om bara tre fjärdedelarav alla barn bor med båda sinabiologiska föräldrar, har 88 pro-cent ”tillgång” till båda föräld-rarna, det vill säga deras föräld-rar har gemensam vårdnad. Idaghar det blivit (= är det) mycketlättare för separerade föräldraratt träffa sina barn.

Simone SöderhjelmAftonbladet, 2003-05-15

FN planerar för allatyper av familjer

FN the UN17-åring 17-year-oldvanlig commonbestå av consist ofkärnfamilj nuclear familyförefalla seem

diskriminerande discriminatoryanvända (här) applyhomofamilj same-sex familysambo cohabiteegeneralsekreterare

Secretary-General

påpeka point outtalrik numeroustillgång accessgemensam vårdnad

joint custody

PHRASAL VERBSF Choose a phrasal verb from the box below and translate the sentences into English.

1 Var vänlig och släck ljuset när ni lämnar rummet.2 Partiet nominerade tre kandidater till posten som ordförande.3 Jag har en syster i London som ni kan få bo hos.4 Greyson världsmästare?? Nej, du försöker lura mig!5 Ingenting kunde hindra dem när de väl bestämt sig.6 Vår hund var så gammal och orkeslös att vi måste låta avliva den.7 Jag kopplar er till vår chef.

put downput forward

put offput on

put output through

put up

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132 CHAPTER 7 ■ NEW FAMILY PATTERNS ■ EXERCISES

WORD FIELDG Match up the following words related to family and marriage with

the right definitions below and translate them into Swedish.

1 adultery2 co-habit3 divorcée4 engaged5 groom6 matrimony7 monogamy8 newly-weds9 propose

10 bachelor11 spinster12 widower

a a divorced womanb the practice of having one wife at one timec to live together as though married although not marriedd a man about to be married or just marriede the state of marriage (formal)f to make an offer of marriage to someoneg having agreed to marryh a man who has never been marriedi an unmarried womanj sexual activity between a married person and someone outside the marriagek a man whose wife has died, and who has not married againl a man and woman recently married

WORD CREATIONH Study the prefixes and their meanings in the box below. (See also page 147.)

Prefix Meaning Examplepre- före prehistoricpost- efter post-Marxistpro- för, fram pro-monarchyanti- mot anti-racist

7477 kap 7 03-12-16 14.30 Sida 132


I Use the prefixes on page 132 with the following stems to create new words:

J Use the new words above to translate the following sentences:

1 Många kvinnor tycker inte om landets lagar mot abort.2 Vården (care) efter förlossningen är viktig för barnet.3 Ministern var mycket brittiskvänlig i sitt tal.4 Mördaren och hans offer möttes på en i förväg avtalad plats.5 Vår skola har deltagit i en kampanj mot nedsmutsning.6 Detta är presidentens första framträdande (appearance) efter valet.7 Englands efterkrigshistoria är mycket intressant.8 Varför springs alla lopp motsols?9 Det finns en kärnkraftsvänlig lobby i landet.

10 Jag läste artikeln i en regeringsfientlig tidning.

IDIOMS – FAMILYK Find the correct definition for each of the following idioms and try to find the corresponding

expression in Swedish.

1 to tie the knot 6 to throw the baby out with the bath water2 to run in the family 7 to be left holding the baby3 to get on like a house on fire 8 to be like two peas in a pod4 mother tongue 9 don’t try to teach grandmother to5 to be a chip off the old block suck eggs

a to really enjoy each other's companyb to be forced to take over someone else’s responsibilityc to get marriedd to look very much alikee to pass from one generation to the nextf the first language one learns to speakg don’t try to instruct someone who is more experienced than youh to destroy the good while trying to eliminate the badi to be just like your father or mother

– clockwise– war– British

– arranged– abortion– natal

– nuclear– pollution– election

– government

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134 CHAPTER 7 ■ NEW FAMILY PATTERNS ■ GRAMMAR

Infinitive or ing-form

A Translate the following sentences into Swedish. Note in particular how you translate thewords in bold. Why is the ing-form used in the last three examples?


C Using the rules, translate the words in brackets into English.

1 It is no good … (att försöka).2 You should avoid … (att göra) the same mistake again .3 Mum allowed me … (att använda) her make-up.4 The robber made the shopkeeper … (open) the till.5 Many Swedes are used to … (att läsa) a morning paper.6 I couldn’t help … (att prova) on the beautiful new dress.7 The host allowed the guests … (att smaka) his wine.

1 The new captain made his men obey orders.2 The coach told the players to run faster.3 Mother told us to stop shouting.4 The man left the platform without looking back.5 It’s no use complaining.

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135CHAPTER 7 ■ NEW FAMILY PATTERNS ■ GRAMMAR

Contracted clauses

A The following sentences contain contracted clauses (the words printed in bold). Write morecomplete versions of them, starting with one of the following words: when, who, as, and.


C Using the rules, write contracted versions of the complete clauses printed in bold.

1 He walked across the park and saw many rare birds.2 When he had been told about his condition, he gave up smoking.3 John wrote his first book while he was working as a journalist.4 As they were surrounded on all sides, the soldiers threw down their weapons.5 The man who is known as Jack the Ripper may never have existed.

1 Feeling hungry, we started to look for a restaurant.2 Arriving at the station, we took a taxi to the hotel.3 The people gathered in the room were very quiet.4 We had to swim across the river, losing two bags in the process.

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www

136 CHAPTER 7 ■ NEW FAMILY PATTERNS ■ REALIA

Family – Relationships


B Find the words which correspond to the following definitions. You can get some help by browsing the websites recommended under each topic above.

1 Adoption2 Divorce3 Domestic violence4 Family law5 Cohabitation6 Family planning7 Losing a parent8 Single parent families

9 Love and marriage10 Child poverty11 Child benefit12 Step families13 Day care14 Widows and widowers15 Multi-ethnic families

COHABITATION

he birth of a child

ht court of law

1

2

3

4

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6

7

8

9

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11

12

1 a means of preventing sex from resulting in the birth of a child

2 of the house, home or family 3 related to a racial or national group 4 violence, cruel treatment 5 formal word for brother or sister 6 unmarried

7 act as a peacemaker 8 money provided regularly 9 an agreement ending an argument

10 money provided by the government as a right 11 the right to care for the children, given in a

court of law 12 of, like, or natural for a mother

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137CHAPTER 7 ■ NEW FAMILY PATTERNS ■ FICTION

Unexpected Relationships IWill is in constant search of female companions but has no desire whatsoever to get married and start a family. After a brief fling with a single mother hedecides that this kind of relationship is right for him. Making up a story aboutbeing divorced and having a son, he goes to a meeting for single parents.

SPAT (Single Parents – Alone Together) met on the first Thursday of themonth in a local adult education centre, and tonight was Will’s first time. Hewas almost sure that tonight would be his last time, too: he’d get somethingwrong, like the name of Postman Pat’s cat, or the colour of Noddy’s car (or,more crucially, the name of his own child – for some reason he couldn’t stopthinking of him as Ted, and he had only christened him Ned this morning),and he’d be exposed as a fraud and frogmarched off the premises. If there wasa chance of meeting someone like Angie, however, it had to be worth a try.

The car park at the centre contained just one other vehicle, a beaten-upB-reg 2CV which had, according to the stickers in its window, been toChessington World of Adventure and Alton Towers; Will’s car, a new GTi,hadn’t been anywhere like that at all. Why not? He couldn’t think of anyreason why not, apart from the glaringly obvious one, that he was a child-less single man aged thirtysix and therefore had never had the desire to drivemiles and miles to plunge down a plastic fairy mountain on a tea-tray.

The centre depressed him. He hadn’t set foot inside a place with class-rooms and corridors and homemade posters for nearly twenty years, and hehad forgotten that British education smelt of disinfectant. It hadn’t occurredto him that he wouldn’t be able to find the SPAT party. He thought he’d beled straight to it by the happy buzz of people forgetting their troubles andgetting roaring drunk, but there was no happy buzz, just the distant, mourn-ful clank of a bucket. Finally he spotted a piece of file paper pinned to a class-room door with the word SPAT! scrawled on it in felt-tip pen. The exclama-tion mark put him off. It was trying too hard.

There was only one woman in the room. She was taking bottles – of whitewine, beer, mineral water and supermarket brand cola – out of a cardboard

adult educationvuxenundervisning

crucial [�kru�ʃl] avgörandechristen [�krisn] döpaexpose avslöjafraud [frɔ�d] bluff(makare)frogmarch bära ngn i armar och

ben med huvudet neråtoff the premises ut från

lokalernavehicle [�viəkl] fordon

according to enligtbeaten-up tillbuckladglaringly obvious

påtagligt uppenbarplunge [pl�nd�] dyka nerfairy [�feəri] sago-disinfectant [�disin�fektənt]

desinfektionsmedeloccur [ə�k��] to sb falla ngn inbuzz [b�z] ivrigt pratandedistant avlägsen

mournful [�mɔ�nfυl]sorglig, dyster

bucket [�b�kit] hinkfile arkivpin fästa med (knappnål, stift)scrawl klottrafelt-tip pen tuschpennaexclamation mark

utropsteckenbrand märke, sortcardboard box pappkartong

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138 CHAPTER 7 ■ NEW FAMILY PATTERNS ■ FICTION

desolate [�desələt] ödsligvenue [�venju�] mötesplatspointy spetsig feature (anlets)dragprompt punktligimply [im�plai] antyda

clarify [�kl rifai] förtydligapuzzling förbryllande, gåtfullweary [�wiəri] trött, missmodigfor good measure [�me�ə]

för fullständighetens skull

ignore [i��nɔ�] inte ta någonnotis om

cue; took the cue [kju:](svars)replik; här: frågade följaktligen

5

10

15

box and putting them on to a table in the centre of the room. The rest of thetables had been pushed to the back, the chairs were stacked in rows behindthem. It was the most desolate party venue Will had ever seen.

‘Have I come to the right place?’ he asked the woman. She had pointy fea-tures and red cheeks; she looked like Worzel Gummidge’s friend Aunt Sally.

‘SPAT? Come in. Are you Will? I’m Frances.’He smiled and shook her hand. He had spoken to Frances on the phone

earlier in the day.‘I’m sorry there’s nobody else here yet. We quite often get off to a slow

start. Babysitters.’Of course.’ So he was wrong to be prompt. He had more or less given him-

self away already. And, of course, he should never have said ’of course’,which implied that she had clarified something he was finding puzzling. Heshould have rolled his eyes and said, ‘Tell me about it’, or, ‘Don’t talk to meabout babysitters’, something weary and conspiratorial.

Maybe it wasn’t too late. He rolled his eyes. ‘Don’t talk to me about baby-sitters,’ he said. He laughed bitterly and shook his head, just for good mea-sure. Frances ignored the eccentric conversational timing and took the cue.

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139CHAPTER 7 ■ NEW FAMILY PATTERNS ■ FICTION

‘Did you have trouble tonight, then?’‘No. My mother’s looking after him.’ He was proud of the use of the pro-

noun. It implied familiarity. On the debit side, though, there had been anawful lot of headshaking, eye-rolling and bitter laughter for a man with noapparent babysitting difficulties.

‘I’ve had trouble before, though,’ he added hastily. The conversation wasless than two minutes old and already he was a nervous wreck.

‘Haven’t we all?’ said Frances.Will laughed heartily. ‘Yes,’ he said. ‘I know I have.’It was now perfectly clear, he felt, that he was either a liar or a lunatic, but

before he could dig himself any deeper into a hole which was already ship-ping water other SPAT members – all of them women, all but one of them intheir thirties – started to arrive. Frances introduced him to each of them:Sally and Moira, who looked tough, ignored him completely, helped them-selves to a paper cupful of white wine and disappeared off to the further cor-ner of the room (Moira, Will noted with interest, was wearing a LorenaBobbitt T-shirt); Lizzie, who was small, sweet and scatty; Helen and Susannah,who obviously regarded SPAT as beneath their dignity, and made rudecomments about the wine and the location; Saskia, who was ten yearsyounger than anybody else in the room, and looked more like somebody’sdaughter than somebody’s mother; and Suzie, who was tall, blond, pale,nervy-looking and beautiful. She would do, he thought, and stopped lookingat anyone else who came in. Blond and beautiful were two of the qualitieshe was looking for; pale and nervy-looking were two of the qualities thatgave him the right to do so.

‘Hello,’ he said. ‘I’m Will, I’m new, and I don’t know anybody.’‘Hello, Will. I’m Suzie, I’m old, and I know everybody.’ He laughed. She

laughed. He spent as much of the evening as courtesy allowed in her company.His conversation with Frances had sharpened him up, so he did better on

the Ned front. In any case Suzie wanted to talk, and in these circumstanceshe was extremely happy to listen. There was a lot to listen to. Suzie had beenmarried to a man called Dan, who had started an affair when she was sixmonths pregnant and had left her the day before she went into labour. Danhad only seen his daughter Megan once, accidentally, in the Body Shop inIslington. He hadn’t seemed to want to see her again. Suzie was now poor(she was trying to retrain as a nutritionist) and bitter, and Will could under-stand why.

pronoun [�prəυnaυn]pronomen

debit side minussidanapparent [ə�p rənt] uppenbar,

påtagliglunatic [�lu�nətik] galningship water ta in vatten

scatty knasigbeneath [bi�ni�θ] under dignity [�di�nəti]

värdighetrude oförskämdcourtesy [�k��təsi]

hövlighet, artighet

pregnant gravidgo into labour börja få värkaraccidentally [� ksi�dentəli]

av en slumpretrain [�ri��trein] omskola signutritionist [nju��triʃənist]

näringsexpert; dietist

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140 CHAPTER 7 ■ NEW FAMILY PATTERNS ■ FICTION

Suzie looked around the room.‘One of the reasons I like coming here is that you can be angry and no

one thinks any the less of you,’ she said. ‘Just about everyone’s got some-thing they’re angry about.’

‘Really?’ They didn’t look that angry to Will.‘Let’s see who’s here ... The woman in the denim shirt over there? Her

husband went because he thought their little boy wasn’t his. Ummm ...Helen ... boring ... he went off with someone from work ... Moira ... he cameout ... Susannah Curtis ... I think he was running two families ...’

There were endless ingenious variations on the same theme. Men whotook one look at their new child and went, men who took one look at theirnew colleague and went, men who went for the hell of it. Immediately Willunderstood Moira’s sanctification of Lorena Bobbitt completely; by the timeSuzie had finished her litany of treachery and deceit, he wanted to cut off hisown penis with a kitchen knife.

‘Aren’t there any other men who come to SPAT?’ he asked Suzie.‘Just one. Jeremy. He’s on holiday.’‘So women do leave sometimes?’‘Jeremy’s wife was killed in a car crash.’‘Oh. Oh well.’Will was becoming so depressed about his sex that he decided to redress

the balance.‘So. I’m on my own,’ he said, in what he hoped was a mysteriously wist-

ful tone.‘I’m sorry,’ said Suzie. ‘I haven’t asked you anything about yourself.’‘Oh ... It doesn’t matter.’‘Did you get dumped then?’‘Well, I suppose I did, yes.’ He gave her a sad, stoical smile.‘And does your ex see Ned?’‘Sometimes. She’s not really that bothered.’ He was beginning to feel

better; it was good to be the bearer of bad news about women. True, this badnews was entirely fictitious, but there was, he thought, an emotional truthhere somewhere, and he could see now that his roleplaying had a previously

denim shirt jeansskjortaboring tråkigingenious [in�d�i�njəs] fyndigsanctification [�s ŋktifi�keiʃən]

helgandelitany [�litəni] klagovisa

treachery [�tretʃəri] svekdeceit [di�si�t] falskhet; bedrägeriredress [ri�dres] återställawistful längtansfullstoical [�stəυikəl] stoisk,

behärskad

entirely [in�taiəli] fullständigt,helt och hållet

fictitious [fik�tiʃəs] påhittad

5

10

15

20

25

30

7477 kap 7 03-12-16 14.30 Sida 140


WORKING WITH THE TEXTL Work in pairs. One of you plays the role of Will and answers the following questions

from a friend who is curious to know how Will got on at the SPAT meeting.

1 What was it that worried you most before your first evening with SPAT?2 What was the place like where the SPAT people met?3 How did you find out about the SPAT meeting?4 Did you make any mistakes during the evening?5 Could you describe some of the women who came to the meeting?6 Was there anyone who looked more attractive than the others?7 What did you learn about the background of that woman?8 How did you feel being the only man at the meeting?9 How did you feel when you put on the lone parent act?

DISCUSS – TEXTM What’s your opinion of inventing a son and joining a group for single parents in order

to find a new partner? Will is thirty-six and still single. Discuss what else he could have done to find a partner.

DISCUSS – FILMN The book “About a Boy” has also been made into a film with Hugh Grant playing the lead.

Scene four in this film deals with the same episode as the text. Try and see this scene onvideo or on a DVD and compare it to the text. In what ways is the scene in the film differentfrom the text? Discuss whether you think the film version or the text is better, and give rea-sons for your answer.

unsuspected artistic element to it. He was acting, yes, but in the noblest, most profoundsense of the word. He wasn’t a fraud. He was Robert De Niro.

‘How does he cope with that?’‘Oh ... he’s a good little boy. Very brave.’‘They have amazing resources, kids, don’t they?’To his astonishment he found himself blinking back a tear, and Suzie put a reassuring

hand on his arm. He was in here, no doubt about it.NICK HORNBY, “ABOUT A BOY”

profound [prə�faυnd] djup cope with klara av reassuring [�ri�ə�ʃυəriŋ] lugnande

5

7477 kap 7 03-12-16 14.30 Sida 141

NICK HORNBY, “ABOUT A BOY”

142 CHAPTER 7 ■ NEW FAMILY PATTERNS ■ LISTENING

Unexpected Relationships IIBEFORE LISTENING

O In order to strike up a relationship with Suzie, Will joins in a picnic in Regent’s Park with someother SPAT members. Suzie has brought her daughter, Megan, and Marcus, the son of one ofher friends. Look at the picture and the wordlist below and try to guess what’s going on.

unfold veckla uppbuggy [�b��i] barnvagnvigorous [�vi�ərəs] kraftig, kraftfullequip [i�kwip] utrustafrizzy krulligchartered accountant

auktoriserad revisorto all intents and purposes

i allt väsentligtmutually [�mju�tʃυəli] ömsesidigttickle kittling; kittlasnort fnysarevival [ri�vaivəl]

återupplivande, renässans

failure [�feiljə] misslyckandebe under the weather vara

vissen, vara krassliggo nuts bli tokigbe off colour vara ur gängornabelligerence [bə�lid�ərəns]

stridslystnadtetchy defensiveness retlig

försvarsattitydvulnerable [�v�lnərəbl] sårbarshrug rycka på axlarnatrudge [tr�d�] traskatake at face value godtarounders ung. brännboll

draw the short straw förlorawet oneself kissa på sigcoincidence [kəυ�insidəns]

sammanträffandekeel over slå runt, vältapark-keeper parkvaktbloke kille, grabbfrench loaf baguettemush [m�ʃ] moscriminal offence lagstridig

gärninggrass him up skvallra på honomcrucial [�kru�ʃəl] helt avgörandepath [pɑ�θ] stig

7477 kap 7 03-12-16 14.31 Sida 142



1 Suzie’s daughter Megan is …a) a small child.b) a teenager.c) 25 years old.

2 Marcus is wearing …a) worn jeans and a shirt.b) trainers and sunglasses.c) new trousers and a T-shirt.

3 Marcus’ mother is …a) on holiday.b) working.c) not feeling very well.

4 Will …a) plays a lot with the children.b) sits by himself.c) talks with the other grown-ups.

5 Suzie hates the fact that her daughter …a) looks like a baby-boy.b) looks like her ex-husband.c) does not look like her.

6 Marcus kills a duck with …a) a sandwich.b) a French loaf.c) a stone.

7 Marcus likes …a) dolphins.b) ducks.c) no animals at all.

8 Marcus knows that …a) no-one saw him hit the duck.b) the park-keeper saw him hit the duck.c) people in the park saw him hit the

duck.

9 Will tells the park-keeper that …a) Marcus killed the duck.b) the duck was already dead when

Marcus hit it.c) he himself killed the duck.

10 The park keeper decides to …a) let Marcus go.b) get the police.c) make Will pay for the dead duck.

7477 kap 7 03-12-16 14.31 Sida 143

144 CHAPTER 7 ■ NEW FAMILY PATTERNS ■ NOVEL

About a BoyWill is thirty-six, butthanks to an inheritance, isable to lead the life of anirresponsible teenager. Sohe spends his time havingfun and avoiding commit-ment. When Will happensto meet a single mother, hesees the prospect of an ideal relationship with no strings

attached. To find new girl-friends, he joins a group forsingle parents and invents atwo-year-old son, with hila-rious consequences. Thenhe gets to know Marcus, atwelve-year-old boy, who ishaving to deal with hismother's depression andbeing at a school where he

does not fit in. Meeting thisstrange boy with his old-fashioned ideas changesWill’s life forever.

Whether or not you'veseen the film, this novel isfunny and touching fromstart to finish.

7477 kap 7 03-12-16 14.31 Sida 144


ask some of your classmates to preparefive questions each about “About a Boy”. As they have not read the novel, theyshould start by rereading the text entitledUnexpected Relationships I?

B Hand out your written summary to thegroup and let your friends read it andcome up with suggestions on how toarrange the extracts on the next page in the right order as they appear in the book. As the person in charge of thegroup’s work you may give them someuseful hints. After holding a discussionyou may have to rewrite your summary ifit does not provide enough information.



E Start a discussion in the group aboutwhat might happen to the characters initalics after the story has ended.

INDIVIDUAL WORKA Arrange the extracts from “About a Boy”

on page 146 in the right order as theyappear in the book.


C Which of the extracts on page 146 do you think best reflects the main conflictof the novel? Give the reasons for yourchoice. Describe what has happened justbefore and just after that extract.


E After you have finished reading the novel,imagine you are one of the charactersand write what you think might happenafter the story has ended. Start like this: I am XX and after the final scene in thebook I …

145CHAPTER 7 ■ NEW FAMILY PATTERNS ■ NOVEL

7477 kap 7 03-12-16 14.31 Sida 145

146 CHAPTER 7 ■ NEW FAMILY PATTERNS ■ FACTS


A At exactly 4:15, right in the middle ofCountdown, the buzzer went. If Will

hadn’t seen Marcus bunking off this after-noon, the precision of the timing would haveescaped his notice, but now it just seemedtransparently obvious: Marcus had clearlydecided that arriving at the flat before 4:15would arouse suspicion, so he’d timed it tothe second. It didn’t matter, however; hewasn’t going to answer the door.

B “I suppose you blame me for all this,”said his father. “I suppose you think

that if I’d stayed with your mother youwouldn’t have gone off the rails. And you’reprobably right.” He sighed and Lindsey tookhis hand and stroked it sympathetically.

Marcus sat bolt upright. “What are youtalking about?”

“I’ve messed you up.”“All I did was get off a train,” said Marcus.

His tiredness had vanished now. It had beenreplaced by the kind of anger that he didn’tfeel very often, an anger that gave him thestrength to argue with anyone of any age.

C “You mean that he thinks he’s trendy,and that even though he’s, God knows

how old, he knows which sneakers are fas-hionable, even though he doesn’t know thefirst thing about anything else.” … “Wedon’t need that kind of person. We’re doingall right our way.” … “If you are having trou-ble it’s nothing to do with what shoes youwear, I (= Fiona) can tell you that for not-hing.” … “Marcus, trust me, OK? I’ve beenyour mother for twelve years. I haven’t madetoo bad a job of it. I do think about it. I knowwhat I’m doing.”

D The plan was for Rachel, Will andFiona to go to a pub in Islington while

Marcus was up in Cambridge visiting his father. They would have a drink and a chat,then Will would absent himself and Racheland Fiona would have a drink and a chat, asa result of which Fiona would cheer up, feelbetter about things and lose the urge to topherself. What could possibly go wrong?

Will arrived at the pub first, got himself adrink, sat down, lit a cigarette. Fiona arrivedshortly afterwards;

E Suzie yelled at Will to call for an ambu-lance and told Marcus to make some

black coffee; his mum was moving now andmaking a terrible moaning noise that he hadnever heard before and never wanted tohear again. Suzie was crying, and thenMegan started up too, so in seconds theroom had gone from a terrifying silence andstillness to noisy, terrifying panic.

“Fiona! How could you do this?” Suziescreamed. “You’ve got a kid. How could youdo this?”

It was only then it occurred to Marcusthat all this reflected badly on him.

F He went at the beginning of lunchbreak, the time his form teacher had

told him to go, but Mrs. Morrison wasn’tready for him; he could hear her through thedoor, shouting at someone. He was on hisown at first, but then Ellie McCrae, this sulky,scruffy girl from year ten who hacked off herown hair and wore black lipstick, sat downon the far end of the row of chairs outsidethe office. Ellie was famous. She was alwaysin trouble for something or other, usuallysomething quite bad.

7477 kap 7 03-12-16 14.31 Sida 146

147WORD CREATION ■ OVERVIEW

PREFIXESA Prefix Meaning/Function Example

anti- mot anti-racistco- sam/man/- co-driverde- av-, bort- de-icedis- o-, bort-, van- dishonestin- (imm-, ill-, irr-) o-, icke incapableinter- mellan- inter-citynon- icke- non-violencepost- efter, senare post-marxistpre- före prehistoricpro- för, fram pro-monarchyre- åter, om igen recreatesub- under- subnormalun- o-,motsats unable

SUFFIXESB Suffixes which form Meaning/Function Example

1. NOUNS-al substantivbildande (bury) burial-ance/ence substantivbildande (assist) assistance-er/or -are, den eller det som (observe) observer/

gör något (inspect) inspector-ion substantivbildande (create) creation-ist den som gör något (drama) dramatist-ity/ty substantivbildande (secure) security-ment substantivbildande (agree) agreement-ness substantivbildande (sad) sadness

2. ADJECTIVES-able/ible -bar, som kan göras (divide) divisible-al -lig, som har att göra med (origin) original-ful -full (power) powerful-ish -aktig (oprecist) (green) greenish-less -lös, -fri (harm) harmless

3. VERBS-en göra, bli (broad) broaden-ify göra, bli (intense) intensify-ize/ise göra, bli (legal) legalize

Go to Advanced Vocabulary Check and the alphabetical wordlist and try to find as manyexamples as possible with the above prefixes and suffixes.

7477 Word Creation... 03-12-16 14.28 Sida 147

148 WORDLIST

WORDLISTCHAPTER 1

amid [ə�mid] mitt blandinexperienced [inik�spiəriənst]

oerfaren, orutineradD-Day dagen D, (dvs. den

6 juni 1944 då invasionen av Normandie inleddes)

exception [ik�sepʃ(ə)n]undantag

treat behandlaparatroops [�p rətru�ps]

fallskärmstruppergather [�� ðə] samlascomfort [�k�mfət] tröstagiveattention[ə�tenʃ(ə)n] to

uppmärksammafrown [fraυn] rynka pannan

(Page 7)quit slutatake-off start (flygplan)face gå till mötesfail misslyckastoll [təυl] ringa, klämtatram spårvagnpray [prei] beairborne [�eəbɔ�n] luftburenbattalion [bə�t ljən] bataljonkneel [ni�l] knäböjaprayer [�preə] bönbow [baυ] böjablessing välsignelsefortify [�fɔ�tifai] befästa,

förstärkashelter skydd(srum)trench [trentʃ] skyttegravmortar [�mɔ�tə] granatkastareobstacle [�ɒbstəkl] hinderlanding-craft [�l ndiŋkrɑ�ft]

landstigningsbåtbarbed wire [�bɑ�bd�waiə]

taggtrådflank anfalla i flanken/sidansupport [sə�pɔ�t] stödjarough [�r�f] sea sjögång, svår sjöpersuade [pə�sweid] övertygacause [kɔ�z] orsakasmash krossacrush klämma sönderload lastadrown [draυn] drunknafloat flytacrew [kru�] besättning, manskapescape undkomma

main huvudsakligto be as sick as a dog

spy som en kattbladder [�bl də] (urin)blåsabowels [�baυəlz] magewater-soaked [səυkt]

vattendränktwaist [weist] midjablow up explodera, sprängas

i luftenfoam [fəυm] skumcrawl krypacatastrophe [kə�t strəfi]

katastrofprogress framstegaccording [ə�kɔ�diŋ] to enligtschedule [�ʃedju�l] tidsschemaparalyze [�p rəlaiz] förlamahorror fasa, skräckpound hamra

(Page 10)rifle gevärwounded [�wu�ndid] såradruin [rυin] förstörastrip remsasurvivor [sə�vaivə] överlevandemotionless [�məυʃənləs] orörligcommand [kə�mɑ�nd] befallningthreat [θret] hotpunishment bestraffningground forces markstridskrafterimage [�imid�] bildslippery halsurface [�s��fis] ytaunemotional [�ni�məυʃənl]

känslolösreason orsak, skälsick of innerligt trött påcarnage [�kɑ�nid�] blodbadvehicle [�vi�ikl] fordonashore ilandbe short on (of) vara utan,

ha brist påcombat [�kɒmb t] stridexperience [ik�spiəriəns]

erfarenhetimagination [im d�i�neiʃ(ə)n]

fantasibeforehand [bi�fɔ�h nd] innandepend on vara beroende avuselessly till ingen nyttapainful [�peinfυl] smärtsamregardless of

trots, oberoende avbrief [bri�f] kortstatement [�steitmənt]

meddelande

issue [�iʃu�] sända utdisaster [di�zɑ�stə] olycka,

katastrofgain a foothold få fotfästesatisfactory [s tis�f ktəri]

tillfredsställandewithdraw [wið�drɔ�] dra tillbakablame skuldattach [ə�t tʃ] fästa; här: vila,

falla påattempt [ə�temt] försökdespite [di�spait] trotsnoble ädelcode lagcommon [�kɒmən] vanligcredit [�kredit] ära, beröm

CHAPTER 2

riots [�raiəts] (gatu)orolighetercasualties [�k �jυəltiz] (förluster)

i döda och såradetear (tore, torn) apart [teə]

slita sönderlecture föreläsa; föreläsningmainly i huvudsaksense känslaevidence of bevis påcontinue [kən�tinjυ] fortsättastruggle kampseek (sought, sought) sökaunification [�ju�nifi�keiʃən]

förening, enandeunionist [�ju�njənist] unionsvän

(förespråkare av en union mellan Nordirland ochStorbritannien)

armored [�ɑ�məd] bepansradroam ströva; här: patrulleradistrust misstrobarbed wire taggrådthreat [θret] hot(else)toll antal (döda)

(Page 29)neighborhood grannskapremoved avlägsenoverall impression helhetsintryckreflect återspeglatension spänninguphill motig, mödosamresolve lösaincredible [in�kredəbl] otroligfaith [feiθ] tro, tillförsiktcourage [�k�rid�] modagreement överenskommelseGood Friday Långfredag


149WORDLIST

accord [ə�kɔ�d] överenskommelsehome rule självstyreachieve [ə�tʃi�v] uppnåassembly församlingreopen åter öppnasintermittently [�intə�mitəntli]

stötvis, emellanåtsuspend [sə�spend] (tills vidare)

upphäva, avskaffadiscovery upptäcktclassified hemligstämpladincident händelsefragile [�fr d�ail] bräckligsetback [�setb k] motgång,

bakslagrob sb of sth beröva ngn ngtreward [ri�wɔ�d] belöningin recent years under senare årenhance [in�hɑ�ns] förstärkarelease [ri�li�s] frisläppandelong-jailed som suttit i fängelse

längereduction minskning, nedgångboom uppsving, högkonjunkturappreciate [ə�pri�ʃieit]

uppskatta, inse värdet avtemper temperamentdecade [�dekeid] årtiondestriking slåendeprosperity [prəs�perəti]

välståndmall [mɔ�l] gågata; köpcentrumprominent [�prɒminənt]

framträdandedreary [�driəri] dyster, tristhard-core [�hɑ�d�kɔ�] hårdnackadbenefit from dra nytta avincrease [�inkri�s] ökningbrick tegelsten

(Page 30)huge [hju�d�] mycket storrise (rose, risen) [raiz] resa sigquayside [�ki�said] kaj(område)advertisement [əd�v��tismənt]

reklamas for vad beträffarwining and dining

mat och dryckgourmet [��υəmei] finsmakaremecca Mecka; vallfartsortsignificant [si��nifikənt]

betydelsefullmetamorphosis

[�metə�mɔ�fəsis] förvandlingtranquility [tr ŋ�kwiləti] lugnbe in evidence vara synligheated hetsig

course lopp; här: vägsimply put enkelt uttrycktresident invånaresuspension (tillfällig) stängningthreat [θret] hotugly ful; här: ruskigdestructive [dis�tr�ktiv]

nedbrytandestrain påfrestningkeenly aware väl medvetendividend [�dividend]

(aktie)utdelning

CHAPTER 3

means medellevel nivåspacecraft [�speiskrɑ�ft]

rymdskepptake off lyftamission uppdragbeyond [bi�jɒnd] bortom,

längre bortscientist [�saiəntist]

vetenskapsmandistant [�distənt] avlägsenbrief [bri�f] kortmessage [�mesid�] meddelandestatement [�steitmənt] uttalandeSecretary-General

[�sekrətri�d�enərəl] generalsekreterare

the United Nations[ju��naitid�neiʃ(ə)nz] Förenta Nationerna

on behalf [bi�hɑ�f] of för någons skull/räkning

rise uppgångremarkable [ri�mɑ�kəbl] märkligsuccess [sək�ses] framgång

(Page 49)in one’s prime [praim]

i sin krafts dagarnative speech [�neitiv�spi�tʃ]

modersmålextraordinary [iks�trɔ�dənəri]

märkvärdig, förvånandenavy flottacompany [�k�mpəni] företagincluding [in�klu�diŋ] däriblandbarely [�beəli] knapptmother tongue [t�ŋ] modersmålestimate [�estimeit] uppskatta;

bedömafigure [�fi�ə] siffrawidely allmänt, i vida kretsar

scattered [�sk təd] spriddtruly [�tru�li] verkligt, riktigtperiodical [piəri�ɒdik(ə)l] tidskriftstore [stɔ�] lagracomputer [kəm�pju�tə] datorbusiness deal affärsuppgörelseconduct [kən�d�kt] föracompetition [kɒmpə�ti ʃ(ə)n]

tävlingChristianity [kristi� nəti]

kristenhetWorld Council [�w��ld�kaυnsil]

världsrådbroadcasting company

[�brɔ�dkɑ�stiŋ�k�mpəni]radio- och TV-bolag

transmit [tr nz�mit] sändaaudience [�ɔ�djəns] publik;

lyssnare och tittareastonishing [ə�stɒniʃiŋ]

häpnadsväckandeobviously [�ɒbviəsli] uppenbarligenvocabulary [vəυ�k bjυləri]

ordförrådremain återståaccording [ə�kɔ�diŋ] to enligtpopulation [pɒpjυ�leiʃ(ə)n]

befolkningoutnumber överträffa i antal

(Page 50)equal [�i�kwəl] jämlikepredominantly [pri�dɒminəntli]

övervägandesociety [sə�saiəti] samhälleunique [ju��ni�k] unik, ensam

i sitt slagoccur [ə�k��] hända, inträffavital [�vaitl] livskraftig, levandeunify [�ju�nifai] enahuge [hju�d�] väldig, jättestorappeal [ə�pi�l] for vädja omassassination [əs si�neiʃ(ə)n]

morddevelop [di�veləp] utvecklacredibility [kredə�biləti]

trovärdighetindependence [indi�pendəns]

självständighetdespise [dis�paiz] föraktaalien [�eiljən] främmandebe dependent [di�pendənt] on

vara beroende avin spite of [spait] trotscontroversy [kən�trɒvəsi]

strid, tvistfiction [�fikʃ(ə)n] romaner och

noveller


150 WORDLIST

gain reputation [��einrepjυ�teiʃ(ə)n] vinna ryktbarhet

impressive [im�presiv]imponerande

run a workshop leda en studiegrupp

promote [prə�məυt] främja;gynna

include [in�klu�d] inbegripanovelist [�nɒvəlist]

romanförfattareeffort [�efət] ansträngningrecently [�ri�sntli] nyligenadopt [ə�dɒpt] antafor instance [�instəns]

till exempeltrade handelscientific [saiən�tifik]

vetenskapligprogress [�prəυ�res] framstegbenefit [�benifit] nyttaemergence [i�m��d�əns]

uppdykande, framträdandelegacy [�le�əsi] arvunpredictable [�npri�diktəbl]

oförutsägbar

CHAPTER 4

birth [b��θ] födelsestarry-eyed [�stɑ�riaid] blåögd;

romantiskdate träffthreshold [�θreʃhəυld] tröskelparenthood [�peərənthυd]

föräldraskapdelivery [di�livəri] förlossningcool svalkabrow [braυ] ögonbryn;

här: pannadamp fuktigcloth [klɒθ] trasa, dukrecover [ri�k�və] återhämta sigcontraction [kən�tr kʃ(ə)n]

sammandragningsupport [sə�pɔ�t] stödkeen ivrigcuriosity [kjυəri�ɒsəti] nyfikenhetturn out to be visa sig varaimagine [i�m d�in] föreställa sigfortunately [�fɔ�tʃnətli] lyckligtvismutual [�mju�tʃυəl] ömsesidigblush [bl�ʃ] rodna(d)

(Page 69)loads of [�ləυdzəv] massor av

put här: uttryckarelationship [ri�leiʃ(ə)nʃip]

förhållandedevelop utvecklaspregnancy [�pre�nənsi]

graviditetsense ha på kännbe involved [in�vɒlvd]

ha ett förhållandeinevitable [in�evitəbl] oundvikliglabour suite [�leibəswi�t]

förlossningsavdelningmature [mə�tjυə] mogeninduce [in�dju�s] labour sätta

igång värkarnapm (=post meridiem) [pi��em]

e.m., på eftermiddagenobstetrician [ɒbste�triʃ(ə)n]

förlossningsläkareproceed [prə�si�d] fortsättascan scanning, avsökningsuggest [sə�d�est] tyda pålb (=pound) 454 gramprogress [prəυ��res] fortskridafurious häftig, våldsamawkward [�ɔ�kwəd] besvärligangle [� ŋ�l] vinkelease lindradilate [dai�leit] utvidgacervix [�s��viks] livmoderhalstightly [�taitli] hårtto be honest [�ɒnist]

uppriktigt sagtmidwife barnmorskaepidural [epi�djυərəl]

ryggmärgsbedövningsuggestion [sə�d�estʃ(ə)n]

förslagattend [ə�tend] delta iantenatal [ nti�neitl] and

parentcraft class ung. kurs för blivande föräldrar

obvious tydliguneasy [�n�i�zi] oroligbear uthärda

(Page 70)confide [kən�faid] anförtrosupportive [sə�pɔ�tiv]

som stöttarcompany [�k�mpəni] företag,

firmachildmind [�tʃaildmaind] sköta

barntillsynfrequent [�fri�kwənt] ofta

förekommande; här: flitigreason resonerareveal [ri�vi�l] avslöja

remind [ri�maind] påminnadrag on dra ut, förlängaam (=ante meridiem) [ei�em]

f.m., på förmiddagenfoetal [�fi�tl] foster-monitor [�mɒnitə]

monitor(skärm)alert [ə�l��t] larma, varnatransfer [tr ns�f��] flytta övertheatre operationssalemergeney [i�m��d�ənsi]

akut, brådskandeCaesarean section

[si�zeəriən�sekʃ(ə)n] kejsarsnitt

bounce [baυns] studsa, sprattlaoz (=ounce) [aυns] 28,35 grampace up and down

gå fram och tillbakapride stolthetunmistakable [�nmis�teikəbl]

omöjlig att ta miste pånestle [�nesl] in ligga inbäddad i

CHAPTER 5

root rotadevelopment [di�veləpmənt]

utvecklingtrace hänföra (till)origin [�ɒrid�in] ursprungfound grundaseek (sought, sought) sökapractice [�pr ktis] (AmE) utövanative [�neitiv] country hemlandliteracy [�litrəsi] läs- och

skrivkunnighetcompulsory [kəm�p�lsəri]

obligatoriskpractice vana, brukinfluence [�inflυəns] påverkapublic taxation

[�p�blikt k�seiʃ(ə)n]allmän beskattning

decision [di�si�(ə)n] beslutafford [ə�fɔ�d] ha råd medtutor [�tju�tə] privatlärarethe Declaration of Independence

oavhängighetsförklaringencontinue [kən�tinjυ] fortsättadevelop [di�veləp] utveckla,

bygga (ut)settlement kolonisering,

bosättningseaboard kuststräckaissue [�iʃu�] avgeshape [ʃeip] forma, skapa; form


151WORDLIST

unified [�ju�nifaid] enhetligconstitution [kɒnsti�tju�ʃ(ə)n]

grundlag, författningdetermine [di�t��min] besluta

(Page 89)compromise [�kɒmprəmaiz]

kompromiss, sammanjämkningfederal republic [�fedrəlri�p�blik]

förbundsrepublikgovernment regeringprovide for [prə�vaidfə] sörja förarithmetic [ə�riθmətik]

matematikconduct [�kɒnd�kt] uppförandepreservation [prezə�veiʃ(ə)n]

bevarandeability förmågapreserve [pri�z��v] bevaraargue [�ɑ��ju�] plädera förexcellent [�eksələnt] utmärkt,

förträffligliberty frihetevent [i�vent] händelseremain [ri�mein] förblirapid snabbgrowth [�rəυθ] tillväxtpopulation [pɒpjυ�leiʃ(ə)n]

befolkninggiant [�d�aiənt] jättelikincrease [in�kri�s] ökatension [�tenʃ(ə)n] spänningcivil war inbördeskrigtear [teə] (tore, torn) apart

slita sönderproperty [�prɒpəti] egendomoutcome resultatcreate [kri�eit] skapaequal [�i�kwəl] likapressure [�preʃə] trycksoil markspark gnistacelebration [selə�breiʃ(ə)n]

firanderemind påminnaself-evident [self�evidənt]

självklarendowed [in�daυd] with

utrustad, begåvad medthe Creator [kri�eitə] Skapareninalienable rights

[in�eiljənəbl�raits] omistliga rättigheter

pursuit [pə�sju�t] jakt, strävan

(Page 90)universal allmäncome true gå i uppfyllelse

affect [ə�fekt] påverkademand [di�mɑ�nd] krävaopportunity [ɒpə�tju�nəti]

möjlighet, chansequal to motsvarandesegregate [�se�ri�eit] segregera;

hålla olika rasgrupper skildafrån varandra

unconstitutional [��nkɒnsti�tju�ʃənl] grundlags-, författningsstridig

nuclear power [�nju�kliə�paυə]kärnvapenmakt

United Nations[ju��naitid�neiʃ(ə)nz] Förenta Nationerna

competitor [kəm�petitə]konkurrent

entertainer [entə�teinə]underhållare

discovery upptäcktscientist [�saiəntist]

vetenskapsmanscience [�saiəns]

naturvetenskapligadd lägga tillcurriculum [kə�rikjυləm] läroplanorbit [�ɔ�bit] röra sig i bana kring

(jorden)involvement [in�vɒlvmənt]

inblandningabuse [ə�bju�s] missbrukdespite [dis�pait] trotsrapid snabbdevelopment utvecklingwell-equipped [i�kwipt]

välutrustaddrop out hoppa av; sluta (skolan)graduation [�r djυ�eiʃ(ə)n]

examenaverage [� vərid�]

genomsnittlig, medeltest score [skɔ�] testresultatdecline [di�klain] sjunkaeffort [�efət] ansträngningdeal with ta itu medcounselling [�kaυnsəliŋ]

rådgivnings-educator [�edjυkeitə] pedagog;

lärareclaim hävda, påståchief [tʃi�f] huvudsaklig, viktigasttask [tɑ�sk] uppgiftchallenge [�tʃ lind�] utmanalengthen förlängaestablish [i�st bliʃ] fastställacore [kɔ�] curriculum

ung. kärnämnen

(Page 91)social studies samhällskunskapperformance [pə�fɔ�məns]

prestationsubject [�s�bd�ikt] skolämneschool board skolstyrelserespond [ris�pɒnd] reagerarequirement [ri�kwaiəmənt]

krav, fordringartighten [�taitn] skärpa

CHAPTER 6

disorder [dis�ɔ�də] rubbning,störning

irrational [i�r ʃənl] irrationell,oförnuftig

attempt [ə�temt] försökdiet [�daiət] bantagradually [��r d�υəli] gradvisweight loss [�weitlɒs]

viktminskningconcern [kən�s��n] bekymmer, orosize [saiz] storlekcompulsive [kəm�p�lsiv]

tvångsmässigexercising [�eksəsaiziŋ]

motionerandescales vågcease [si�s] upphöraphysical [�fizikəl] kroppsligheart rate hjärtfrekvensblood pressure [�bl�dpreʃə]

blodtryckbe obsessed [əb�sest] with

ha på hjärnandeny [di�nai] förnekavirtually [�v��tʃυəli] praktiskt

tagettalk sb. out of doing sth.

avråda ngn. från att göra ngt.function [�f�ŋkʃ(ə)n] fungeracapability [keipə�biləti] förmågastarve svältamaintain [mein�tein] upprätthållacondition [kən�diʃ(ə)n] tillståndsevere [si�viə] allvarlig

(Page 109)cycle [�saikl] cykel, periodbinge [bind�] eating hetsätandepurge [p��d�] rensa (magen)vomit [�vɒmit] kräkaslaxative [�l ksətiv] laxermedelslightly lättresponse [ris�pɒns] reaktionabsorb [əb�sɔ�b] uppta


152 WORDLIST

occur [ə�k��] inträffaharmless ofarligovereat äta för mycketgain weight [��ein�weit]

gå upp i viktdestructive [dis�tr�ktiv]

nedbrytandebe aware [ə�weər] of

vara medveten omhabit vanadamage [�d mid�] skadarelationship [ri�leiʃənʃip]

förhållandelower sätta nedself-esteem [selfis�ti�m]

självkänslashame skamsense känslacause [kɔ�z] orsakprofessional [prə�feʃənl]

fackman

(Page 110)appear [ə�piə] förefalla, verkaincrease [�inkri�s] uppgångplay a part spela en rollevidence [�evidəns] bevissuggest [sə�d�est] antyda,

tyda pådevelop [di�veləp] utvecklasinherit [in�herit] ärvatendency [�tendənsi] anlagmedication [medi�kəiʃ(ə)n]

medicineringpay attention [ə�tenʃ(ə)n] to

ägna uppmärksamhet åtgain control [��einkən�trəυl]

få kontrolltend to be ha en benägenhet

att varaplease behagaexpectation [ekspek�teiʃ(ə)n]

förväntningresearch [ri�s��tʃ] forskninganxious [� ŋkʃəs]

ängslig, oroligrelieve [ri�li�v] lindra, dämpaanxiety [ ŋ�zaiəti] ångestemotional [i�məυʃənl]

känslomässigcontribute [kən�tribju�t] bidraexaggerate [i��z d�əreit]

överdrivaslim slankadolescent [ də�lesnt]

ung, tonårs-society [sə�saiəti] samhällebe trapped in sitta fast i

pressure [�preʃə] tryck, påtryckning

conform [kən�fɔ�m] toanpassa sig till

treatment [�tri�tmənt]behandling

admit [əd�mit] medgeseek (sought, sought) sökaexperienced [iks�piəriənst]

erfarenexamination [i�z mi�neiʃ(ə)n]

undersökningincluding [in�klu�diŋ]

omfattandeimmediate [i�mi�djət] omedelbarbenefit [�benifit] fördel, nyttarelief [ri�li�f] lättnadimprove [im�pru�v] förbättraadd lägga tillnutrition [njυ�triʃ(ə)n]

näring(slära)outpatient [�aυtpeiʃ(ə)nt]

poliklinikpatientcase falltemporary [�tempərəri] tillfälligrarely [�reəli] sällansuccessful framgångsrikremain [ri�mein] förbli

CHAPTER 7

estimate [�estimeit] uppskattacare for ha vårdnaden omlone ensam

(Page 129)reflect återspeglapattern mönsterthroughout [θru�aυt] i, övercohabit [kəυ�h bit] bo ihop

utan att vara giftachildbirth barnafödandedivorce skilsmässare-marriage [�ri��m rid�] omgiftestepfamily styvfamiljrate takt, frekvenspeak [pi�k] nå sin höjdpunktultimately [��ltimətli] till sisttreble tredubblasrapid [�r pid] snabbincrease [�inkri�s] ökningrecently nyligen, på senaste tidenstill men ändåstage (genomgångs)stadiumlast räcka,varaon average [� vərid�]

i genomsnitt

transform förändracreation [kri�eiʃən] bildande,

skapandecouncil [�kaυnsl] råd;

rådsförsamlingworkhouse fattighusasylum [ə�sailəm] dårhusoption [�ɒpʃən] alternativremain förblipoverty fattigdomchallenge [�tʃ lind�] utmaningthe UK = the United Kingdom

Förenade kungariket (dvs.England, Wales, Skottland,Nordirland)

head stå i spetsen för, ledaseparate skilja(s)be widowed bli änka/änklingbe ex-married ha varit gift tidigarecontributory [kən�tribjυtəri]

bidragandedomestic violence våld i hemmetexperience råka ut försustain injuries [səs�tein

�ind�əriz] få skadorphysical [�fizikəl] fysisk, kroppsligex-cohabitee [�ekskəυh bi�ti�]

f.d. samboaverage [� vərid�] genomsnittligtend to be tenderar att bliare likely to be är antagligenat any one time vid vilken

tidpunkt som helstfall nedgång, minskningby comparison som jämförelsesignificantly [si��nifikəntli]

påtagligtbe employed vara anställdnon-standard or flexible

economy ung. svartjobbin addition dessutomloss förlustadd lägga tillshare delalack of brist påindependent oberoendesource [sɔ�s] källaexception [ik�sepʃən] undantagchild benefit barnbidragreliance [ri�laiəns] förlitanderun the risk löpa riskenunemployment [��nim�plɔimənt]

arbetslöshettrap fällaearner [��nə] inkomsttagarebe worse off klara sig sämre

(ekonomiskt)couple (gift) par


153ALPHABETICAL WORDLIST

ALPHABETICAL WORDLIST

Aability förmågaabsorb upptaabuse missbruk; missbruka;

bedraaccidentally av en slumpaccord överenskommelseaccording to enligtaccount redogörelseache göra ont, värkaachieve uppnåactually i själva verketadapt anpassa sigadd lägga tilladdition tillägg

(in) addition dessutomadjust rätta till, ordnaadmit medgeadolescent tonårs-adopt antaadore dyrkaadult vuxenadult education vuxen-

undervisningadvent tillkomst, ankomstadvertisement reklamaffect påverkaafford ha råd medairborne luftburenalert larma, varnaalien främmande (människa)am (= ante meridiem)

f.m.; på förmiddagenamid mitt blandangle vinkelannual årlig; årsbokantenatal and parentcraft class

ung. kurs för blivande föräldrar

anxiety ångest, oroanxious ängslig, oroligapparent uppenbar, påtagligappeal for vädja omappear förefalla, verkaapply anbringa, lägga påappreciate uppskatta,

inse värdet avargue gräla; plädera förarithmetic matematikarmored bepansrad

array samlingas for vad beträffarashore ilandassassination mordassembly församlingassume anta; intaastonishing häpnadsväckandeasylum dårhusat any one time vid vilken

tidpunkt som helstattach fästaattempt försökattend delta iattention uppmärksamhet

(pay) attention to ägna uppmärksamhet åt

audience publik; lyssnare och tittare

audition prov (för engagemang)auditorium aulaaverage genomsnittlig, medel

(on) average i genomsnittaward prisaware medvetenawkward besvärlig

Bbang on gå påbanner banderollbarbed wire taggtrådbarely knapptbattalion bataljonbe employed vara anställdbear bära; uthärdabeat taktbeaten-up tillbuckladbeforehand på förhandbeget avlabelligerence stridslystnadbeneath under benefit fördel, nytta

benefit from dra nytta avbesides dessutombeware of akta sig förbeyond bortom, längre bortbinge eating hetsätandebirth födelsebladder (urin)blåsablame skuldblank ignorerablessing välsignelsebloke kille, grabbblood pressure blodtryckblurt out slänga ur sigblush rodna(d)

boom uppsving, högkonjunkturboring tråkigbounce studsa, sprattlabow böjabowels magebrand märke, sortbrave modigbrick tegelstenbrief kortbroadcasting company

radio- och TV-bolagbrow ögonbryn; pannabucket hinkbuggy barnvagnbuoyant spänstigbusiness deal affärsuppgörelsebuttocks ändabuzz ivrigt pratande

CCaesarean section kejsarsnittcalculate beräknacalumny förtalcampus skolgårdcapability förmågacardboard box pappkartongcare for ha vårdnaden omcarefree bekymmerslöscarnage blodbadcase fallcasualties (förluster) i döda

och såradecause orsak; orsakacave grottacease upphöracelebration firandecervix livmoderhalschallenge utmaning; utmanachartered accountant

auktoriserad revisorchaste kyskchat pratstundchief huvudsaklig, viktigastchild benefit barnbidragchildbirth barnafödandechildmind sköta barntillsynchild-rearing barnuppfostranchill out lugna ner sigchristen döpaChristianity kristenhetCity Hall stadshuscivil war inbördeskrigclaim hävda, påstå; anspråkclarify förtydligaclash sammanstötning


154 ALPHABETICAL WORDLIST

classified hemligstämpladcloth trasa, dukclue ledtrådcode lagcohabit bo ihop utan att vara

giftacoincidence sammanträffande(be off) colour vara ur gängornacombat stridcomfort tröst, lättnadcommon vanligcommunity gemenskapcompany företag, firma; sällskap(by) comparison som jämförelsecompetition tävlingcompetitor medtävlare;

konkurrentcompromise kompromiss,

sammanjämkningcompulsive tvångsmässigcompulsory obligatoriskcomputer datorconceive avlaconcern bekymmer, oroconcerned bekymradcondition tillståndconduct uppförande; leda, föraconfide anförtroconform to anpassa sig tillconformity likriktningconfuse förvirraconstitution grundlag,

författningcontinue fortsättacontraction sammandragningcontribute bidracontributory bidragandeconvenient praktisk, bekvämcontroversy strid, tvistcool svalkacoop burcope with klara avcore kärnacouncil råd, styrelsecounselling rådgivnings-couple (gift) parcourage modcourse loppcourtesy hövlighet, artighetcourtyard gård(splan)crack smäll; avbrottcrap skitsnackcreate skapacreation bildande, skapandecredibility trovärdighet

credit ära, berömcrew besättning, manskapcriminal offence lagstridig

gärningcrop skördcrucial helt avgörandecrush klämma söndercue (svars)replikcuriosity nyfikenhetcurriculum kurs-, läroplancycle cykel, period

Ddamage skadadamp fuktigdate träffdeal affär; uppgörelsedebit side minussidandecade årtiondedeceit falskhet; bedrägeridecency anständighetdecision beslutdecline sjunka; avtadedicate ägna sig åtdefeat besegradelivery förlossningdemand krävadenim shirt jeansskjortadeny förnekadepend (on) vara beroende (av)de-program avprogrammeradesolate ödsligdespise föraktadespite trotsdestructive nedbrytandedetermination beslutsamhetdetermine beslutadevelop utveckla(s)development utvecklingdiet bantadignity värdighetdilate utvidgadirector regissördirt floor jordgolvdisapproval ogillandedisaster olyckadiscovery upptäcktdisinfectant desinfektionsmedeldisorder rubbning, störningdistant avlägsendistrust misstrodisused outnyttjaddividend (aktie)utdelningdivorce skilsmässadodgy knepig; svekfull

domestic violence våld i hemmetdoth = doesdrag on dra ut, förlängadraw the short straw förloradread fruktandreary dyster, tristdresser klädskåpdrip droppadrive kampanjdrop out hoppa av, slutadrown drunknadry heave få spykänningar (be) due beräknas kommadupe lura

Eearner inkomsttagareease lindraeating habit matvanaedge kant, randeducator pedagog; lärareeejit sl. idiotefficient effektiv, verkningsfulleffort ansträngningembarrassment förlägenhetemergence uppdykande,

framträdandeemergency akut, brådskandeemotional känslomässigemployee anställdend up like bli somendowed with utrustad,

begåvad (med)enhance förstärkaentertainer underhållareentire helentirely fullständigt, helt

och hålletenvironment miljöepidural ryggmärgsbedövningequal lika; jämlikeequip utrustaescape (from) rädda sig (undan);

undkommaestablish fastställaestimate uppskatta, bedömaevent händelseevidence bevisexaggerate överdrivaexamination undersökningexcellent utmärkt, förträffligexception undantagexcess övermåttexciting spännandeexclamation mark utropstecken



ex-cohabitee f.d. samboexercise utövande; motionexhausted uttröttadexhibit ställa ut(be) ex-married ha varit gift

tidigareexpectation förväntningexperience erfarenhet,

upplevelseexperienced erfarenexpose avslöjaextract utdragextracurricular utanför schematextraordinary ovanlig,

märkvärdig

Fface gå till mötesfag cigarettfail misslyckasfailure misslyckandefairly ganska, tämligenfairy sago-faith tro, tillförsiktfall nedgång, minskningfavour gynna; gunstfavourable gynnsam, positivfeature (anlets)dragfederal republic

förbundsrepublikfelt-tip pen tuschpennafiction romaner och novellerfictitious påhittadfigure siffrafile arkivflabby fet och slappflare up flamma uppfleetingly hastigtflicker fladdrafloat flytafluid vätskafoam skumfocus on koncentrera sig påfoetal foster-forces styrkor, stridskrafterforehead pannafortify befästa, förstärkafortunately lyckligtvisfound grundafragile bräckligfraud bluff(makare)french loaf baguettefrequent ofta förekommandefrightening skrämmandefrizzy krullig

frogmarch bära ngn i armar och ben med huvudet neråt

frown rynka pannanfunction fungerafurious häftig, våldsamfuture framtid

Ggadget grej, prylgain vinna, förvärvagather samlasgay muntergeneration gap

generationsklyftaget through to someone

få någon att förståghastly fasansfullgiant jättelikgiggle fnittraglare stirra (argt)Good Friday Långfredaggourmet finsmakaregovernment regeringgradually gradvisgraduation examengrain sädeskorngrandfather clock golvurgrass him up skvallra på honomgravel grusgrief sorg, smärtaground forces markstridskraftergrove lund; skogsdungegrowth tillväxtgrudge agg, oviljagulp svälja häftigt

Hhard-core hårdnackadharmless ofarlighave a go at testa, fiska efterhead stå i spetsen för, ledahead for styra stegen motheart rate hjärtfrekvensheated hetsighem and haw humma och

harkla sighint tips, antydninghiss väsaholler ropahome rule självstyrehonestly uppriktigt sagthorror fasa, skräckhost mängdhug kramhuge väldig, jättestor

Iignore inte ta någon notis omimage bildimagination fantasiimagine föreställa sigimmediate omedelbarimpact intryckimply antydaimpressive imponerandeimprove förbättrain spite of trotsinalienable rights omistliga

rättigheterincident händelseinclude inbegripa, omfattaincrease öka; ökningincreasingly mer och merincredible otroligindependence oberoende,

självständighetindependent oberoendeinduce föranleda, medförainevitable oundvikliginexperienced oerfaren,

orutineradinfluence påverkaingenious fyndiginherit ärvainsist on insistera påinstance exempel(for) instance till exempelintention avsiktintermittently stötvis, emellanåtinvoke åkalla, frambesvärjainvolve blanda in, invecklainvolvement inblandningirrational irrationell, oförnuftigissue sända ut, avge; utgivningIV intravenös (dropp)

Jjealousy svartsjukajeer hånskrattajerkily töntigt

Kkeel over slå runt, vältakeen ivrigkneel knäböja

Llabour arbete; ansträngningLabour Exchange

arbetsförmedlinglabour (förlossnings)arbete



(go into) labour börja få värkar

labour suite förlossnings-avdelning

landing-craft landstigningsbåtlast räcka,varalaxative laxermedellb (=pound) 454 gramlecture föreläsa; föreläsningleftovers resterlegacy arvlengthen förlängalevel nivåliberty frihetliberty loan krigsobligationlitany klagovisaliteracy läs- och skrivkunnighetload lastaloads of massor avlone ensamlong-jailed som suttit i fängelse

längeloss förlustlower sätta ned, sänkalunatic galning

Mmain huvud-, huvudsakligmainly i huvudsakmaintain upprätthållamake sense of bli klok påmall gågata; köpcentrummarrow märgmature mogenmeans medelmeanwhile under tidenmecca Mecka; vallfartsortmedication medicineringmessage meddelandemetamorphosis förvandlingmidsentence mitt i meningenmidwife barnmorskamission uppdragmock förlöjliga, hånamomentarily för ett ögonblickmortar granatkastaremother tongue modersmålmotionless orörligmournful sorglig, dystermurmur mumlamush mosmutual ömsesidig

Nnative country hemland

native speech modersmålnauseating äcklig, otäcknavy flottaneighbourhood grannskapnestle in ligga inbäddad inick knycka; snuvanoble ädelnotion idénovel romannovelist romanförfattarenuclear power

kärnvapenmaktnudge knuffa, stöta tillnunnery klosternut nöt(go) nuts bli tokignutrition näringsläranutritionist näringsexpert

Oobsession tvångsföreställningobstacle hinderobstetrician förlossningsläkareobviously tydligenoccasionally då och dåoccur hända, inträffaoccur to sb falla ngn inopen-ended öppen, ovissopportunity möjlighet, chansoption alternativorbit röra sig i bana kring

(jorden)ordinary vanligorigin ursprungoutpatient poliklinikpatientoverall impression

helhetsintryckovereat äta för mycketown ägaoz (=ounce) 28,35 gram

Ppace up and down gå fram

och tillbakapainful smärtsamparalyze förlamaparatroops fallskärmstrupperparenthood föräldraskappark-keeper parkvaktpart delpath stigpattern mönsterpeak nå sin höjdpunktpeck pussperform utföra

performance prestationperiodical tidskriftpersecution förföljelsepersuade övertygaphysical fysisk, kroppsligpick up on notera, förståpin fästa med (knappnål, stift)play a part spela en rollplay havoc with

gå hårt fram medplease behagaplunge dyka nerpm (=post meridiem)

e.m., på eftermiddagenpointy spetsig population befolkningpound hamrapower maktpoverty fattigdompractice utöva; vanapray beprayer bönpredominantly övervägandepregnancy graviditetpregnant gravidpremises lokaler; fastigheterpreservation bevarandepreserve bevarapressure tryck, påtryckningpretend låtsaspride stolthetprime främsta, huvudprincipal (AmE) rektorproceed fortsättaprod egga, stöta påprofessional fackmanprofound djupprogress framsteg; fortskridaprominent framträdandepromote främja, gynnaprompt punktligpronoun pronomenproperty egendomprosperity välståndprotégée skyddslingprovide ge; skaffa

provide for sörja förprovided under förutsättning attpublic taxation allmän

beskattningpull up stannapunishment bestraffningpurge rensapursuit jakt, strävanpuzzling förbryllande, gåtfull



Qquayside kaj(område)quit sluta

Rrage raserirankle ligga och gnagarapid snabbrarely sällanrascally lymmelaktigrate takt, frekvensreactivate väcka till livrealize inserear door bakdörrreason orsak, skälreassure lugna; uppmuntrareassuring lugnanderecall minnasrecently nyligen, på senaste

tiden(in) recent years

under senare årrecover återhämta sigredress återställareduction minskning, nedgångreflect återspeglaregain återfå, återvinnaregardless of trots,

oberoende avrehearsal repetitionrelationship förhållanderelease frisläppanderelentless obevekligreliance förlitanderelief lättnadrelieve lindra, dämparemain förbliremarkable märkligre-marriage omgifteremedy botemedelremind påminnaremove flytta; avlägsnareopen åter öppnasreputation rykte, anseenderequirement krav, fordringarresearch forskningresident invånareresolve lösaresort to tillgriparespond reageraresponse reaktionretch försöka kräkasretrain omskola sigreward belöningreveal avslöja, visa

revival återupplivande, renässans

rifle gevärrights rättigheterriot upplopprise (rose, risen) resa sigrise uppgångroam strövaroar vråla, skrika; vrål, skrikrob sb of sth beröva ngn ngtrough grov, hårdround up samla, driva ihoprounders ung. brännbollrubbish rappakaljarude oförskämdrun the risk löpa risken

Ssalute hälsningsanctification helgandesap försvaga, tära påsatisfactory tillfredsställandescales vågscan avsöka, scanna; scanning,

avsökningscatty knasigschedule tidsschemaschoolboard skolstyrelsescience naturvetenskapscientific vetenskapligscientist vetenskapsmanscrapyard skrotupplagscrawl klottraseaboard kuststräckaSecretary-General

generalsekreterareseek (sought, sought) sökasegregate segregera;

hålla olika rasgrupper skildafrån varandra

self-esteem självkänslaself-evident självklarsense ha på känn; känslasensitive känsligseparate skilja(s)setback motgång, bakslagsettlement kolonisering,

bosättningshalt = shallshame skamshape forma, skapashare delashelter skydd(srum)shin smalbenship water ta in vatten

shrug rycka på axlarnashuffle skrapa med (fötterna)sick of innerligt trött påsignificant betydelsefullsignificantly påtagligtsimilar liknandesimply put enkelt uttrycktsize storlekslam smällaslap slå, daskaslightly lättslim slankslippery halsloppy hafsig, slarvigsmash krossasmother täcka, begravasnap knäppasneak around smyga omkringsnort fnysasocial studies samhällskunskapsociety samhällesoil marksolution lösningsoothe lugna, stillasort out reda utsource källaspacecraft rymdskeppspark gnistasparrow sparvspin snurraspleen svårmodsqueeze tryckastable stallstaff personalstage (genomgångs)stadiumstain fläckstarry-eyed blåögd, romantiskstarve svältastatement uttalande,

meddelandestepfamily styvfamiljstoical stoisk, behärskadstorage lagerstore lagrastrain påfrestningstride klivstriking slåendestrip remsastroke strykastruggle kämpa; kampsubject skolämnesuccess framgångsuccessful framgångsriksuck sugasuggest föreslå, antyda



suggestion förslagsullen butter, vresigsupport stödja; stödsupportive som stöttarsurface ytasurfeit övermättasurgery operationsurvive överlevasurvivor överlevandesuspend (tills vidare) upphäva,

avskaffasuspension (tillfällig) stängningsustain injuries få skadorsway svajasyringe spruta

Ttake off lyfta; starta

(om flygplan)task uppgifttax skatttear (tore, torn) apart

slita söndertemper temperamenttemporary tillfälligtend to be ha en benägenhet

att varatendency anlagtender fin, spädtension spänningterrify skrämmatest score testresultattheatre teater; operationssalthee = youthigh lårthou = youthreat hotthreaten hotathreshold tröskelthroughout i, övertickle kittling; kittlatighten skärpa

tightly hårttoll ringa, klämtatopic ämnetrace spåra; hänföratrade handeltraitor förrädaretram spårvagntranquility lugntransfer flytta övertransform förändratransmit sändatransparent genomskinligtrap fälla, snaratreachery svektreat behandlatreatment behandlingtreble tredubblastrench skyttegravtrolley kärra; rullbordtrudge traskatruly verkligt, riktigttuna fish tonfiskturn out to be visa sig varatutor privatlärare

Uugly fulultimately till sistunbiased opartiskuncomfortable illa till modsunconstitutional grundlags-,

författningsstridigundercurrent underströmuneasy oroligunemotional känslolösunemployment arbetslöshetunfold veckla uppunification förening, enandeunified enhetligunify enaunionist unionsvänunique unik, ensam i sitt slag

(in) unison unisont, i samklangunit enhetunited förenadUnited Nations

Förenta Nationernauniversal allmänunmistakable otvetydigunpredictable oförutsägbaruphill motiguselessly till ingen nytta

Vvehicle fordonvenue mötesplatsvigorous kraftig, kraftfullvirtually praktiskt tagetvital livskraftig, levandevivid livligvocabulary ordförrådvomit kräkasvulnerable sårbar

Wwaist midjawater-soaked vattendränktweary trött, missmodigweight loss viktminskningwell-equipped välutrustadwet oneself kissa på sigwicked ond, elakwidely allmäntbe widowed bli änka (änkling)wilted slokandewining and dining

mat och dryckwistful längtansfullwithdraw dra tillbakaworkhouse fattighusworkshop studiegrupp(be) worse off klara sig sämre

(ekonomiskt)wounded sårad


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160

ACKNOWLEDGEMENTS

Every effort has been made to make this list of copyright holders complete as well as correct and anynecessary amendments are invited. We are grateful to the following parties for permission to make useof copyright material:

Aftonbladet for ”FN planerar för alla typer av familjer” from Aftonbladet, May 15, 2003.

Dell Publishing Co., Inc. and TAT Communications Company for “The Experiment” from The Waveby Morton Rhue, © 1981.

Hamish Hamilton Ltd for “A Painful Decision” from Across the Barricades by Joan Lingard, © Joan Lingard, 1972; for “Terrorized by Food” from The Best Little Girl in the World by StevenLevenkron, © Steven Levenkron, 1978 and for “A Positive Test” from Dear Nobody by Berlie Doherty,© Berlie Doherty, 1991.

Janet Boyle for “Only 17 – and Already Parents” from First Steps, No. 16, April 1996, © Janet Boyle, 1996.

National Council for One Parent Families for ”One-Parent Families in Britain”, © National Council for One Parent Families, 2000 – 2001.

Newsweek for “How the Leaders Led” from Newsweek, May 23, 1994

© Peter I. Rose for ”Reaping the Peace Dividend in Northern Ireland” from Christian ScienceMonitor, October 28, 2002.

Penguin Books (2000) for ”Unexpected Relationships” from About a Boy by Nick Hornby, © Nick Hornby, 1998. Reproduced by permission of Penguin Books Ltd.

The DISNEY Publishing Group for “O Captain! My Captain!” from Dead Poets Society by N. H.Kleinbaum, © 1989.

The United States Information Agency for “America – History and Education”, © 1986.

Transworld Publishers, a division of The Random House Group Limited for ”Marital Freedom” from(Un)arranged Marriage by Bali Rai, published by Cosi, © Bali Rai. (A full audio version of (Un)arrangedMarriage is available from ISIS Publishing Limited, 7 Centremead, Osney Mead, Oxford, OX2 0ES,UK. The Swedish translation, (O)planerat bröllop, of the novel is avaiable at Tiden.)

University of Illinois at Urbana-Champaign Counseling Center for “Anorexia Nervosa and Bulimia”,© 1986.

Viking Penguin Inc. for “An English-Speaking World” from The Story of English by R. McCrum, W. Cran and R. MacNeil © 1986.

BILDFÖRTECKNING

D. C. Thomson & Co. Ltd (“First Steps” No. 16, 1996) 68FPG International/Tiofoto 88IBL/Nickelsberg Robert 48Photodisc 7, 47, 67, 69, 90, 107, 127 Pressens Bild/ 8, 10, 18, Lynne Sladky 27, Paul Faith 28, Elisabeth Eden 128Scanpix/Duhamel Francois 87, 98


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