Årsplan engelsk 7. Klasse
Materialet i undervisningen
Som noget nyt i år skal vi arbejde med et internetbaseret materiale i 7.kl. Materialet hedder
Globetrekking og er efter min mening et rigtigt godt undervisningsmateriale. Eleverne skal
anvende deres UNI- login for at komme på siden: www.globetrekking.dk
Udover arbejdet med Globetrekking vil vi fortsat have en ugentlig grammatik lektion. Her skal vi
arbejde med materialet
Forestil dig spændingen ved at stå i en stor lufthavn, hvor du skal rejse til Storbritannien, USA,
Sydafrika, Indien, Canada eller Australien. Du skal vælge et af landene, men hvilket?
"Globetrekking" er et internetbaseret materiale til engelsk. Det er beregnet for 8. og 9. klasse,
men jeg vurderer, at kommende 7. klasse fint kan klare niveauet.
Materialet tager sit udgangspunkt i en virtuel lufthavn, hvor elever og lærere kan klikke sig ind på
forskellige destinationer i den engelsktalende verden. Hvert land har mange undertemaer, man
kan vælge at arbejde med. Det kan være landets historie, mangfoldige kulturer, racisme, sport,
mad og dyreliv. Det er ikke de samme temaer, der behandles ved hvert land, men der er et
gennemgående tema, nemlig unge i de forskellige lande. Smart, da materialet jo skal appellere til
unge mennesker.
Hvert undertema er fyldigt dækket ind med gode tekster, grafik og film- eller lydklip. Materialet
opfordrer til, at elever kan udnytte deres evner for at læse, lytte, tale, skrive og arbejde med
ordforråd. Det er ikke nødvendigvis alle opgaver, der appellerer til alle disse færdigheder på én
gang, men der er rigtig gode muligheder for differentiering indbygget i "Globetrekking".
I lufthavnen findes også en transithal, hvor man kan tanke op med faktuelle oplysninger. Her er
der for eksempel en language lounge, hvor eleven kan læse og lave øvelser med tolv forskellige
basale grammatiske områder. Den rejsende kan også få gode råd ved en informationsskranke.
Desuden er der adgang til to slags ordbøger og en spillehal, hvor eleverne kan more sig med
interessante jeopardy-lignende quizzer.
Arbejdsmetoder og former
Klasseundervisning
Selvstændigt arbejde
Gruppearbejde
Pararbejde
Hvis muligt – holdundervisning
1
Lektier
Lektiemængden vil være svingende. Men som hovedregel er der altid lektier for i engelsk. Se i
lektiedagbogen på Intra.
Ligeledes vil eleverne i kommende skoleår skulle aflevere fem engelske stil – stiloplæggene vil
ligne materialet som anvende til den skriftlige prøve i 9. klasse.
Andet
Teksterne vil have fokus på kultur- og samfundsforhold i engelsktalende lande samt forskellige
tekster med interesse for eleverne. Vi bruger arbejdsmetoder som fremlæggelse, elevoplæg ud fra
stikord og dispositioner med henblik på eksamen i 9. klasse.
Grammatisk arbejdes der med online material. Det tilstræbes derudover, at grammatikken kædes
sammen med den funktionelle brug af sproget.
I forbindelse med emnerne skal eleverne udarbejde små og større skriftlige opgaver, hvor de øver
deres skriftlige udtryksform i forskellige genrer. Desuden vil vi lave en lytte- og læseprøve
udformet som den, eleverne kan møde ved eventuel skriftlig eksamen i 9. klasse.
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Uge
33-38
Tema
Travelling
39-45
Children
46-52
Consumrism
2-8
Family life
9-15
Project writing
16-21
School and education
22-26
Book review
3
Travelling
USA/on the road/travelling the US
Before you read click on this animated map to watch the growth of the USA…
A. Learn the names and locations of the 50 states
Play hangman on the computer and learn the names of the 50 states of the USA.
Click here to find one version of the game. Or find your own, searching for
hangman + states.
USA/on the road/ Get Your Kicks on Route
66
A. Ask and answer questions about Route 66
Work with a partner. As you read the text, note down questions that you could
ask each other in order to see if you have understood the text. After reading, take
turns asking and answering each other’s questions.
B. Place American towns, cities and states on a map
Work alone or with a partner. To do this task you need a map of the U.S. and
internet access.
1. Work with the song “Get Your Kicks on Route 66”.
2. Find all the cities and towns mentioned in the song on your map.
3. Find and list all the states you are passing through. There should be eight
states.
You may print a United States map with state names here + USA with State
Names - pdf)
You may find a United States map with state names and some city names here. In
the same website, you can click on to more detailed maps of any state you wish.
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USA/On the road/´Pardon me, Boys, is
that the Chattanooga Choo Choo?´ Railroads in the U.S.A.
A. Retell the story of the song
Work with a partner. Help each other retell the story which is in the song. These
questions may help you get started:




Who is going on a train ride?
What are the starting point and the end of the trip?
What is the ‘I’ of the song doing during the ride?
What will happen when he gets to Chattanooga?
USA/On the road/´The underground
railroad
Take a quiz about the Underground Railroad
Take a vocabulary quiz
Read "Incidents in the Life of a Slave Girl".
Work with a partner who has also read the story. Find the words that are
marked in bold in the text and make a sensible guess about their meaning. Use
clues from the surrounding text before you choose an answer. Explain to each
other why you think that particular answer is correct.
Click here to work with this task
South Africa/landscapes and cityscapes/ The Soweto Day Tour
Find facts that make Soweto unforgettable
5
The first sentence in the brochure claims that “Soweto is an unforgettable
experience”. Work with a partner and find at least five reasons why Soweto is
unforgettable. Remember that you can include both positive and negative
reasons
B. Write a letter to a friend about living in Soweto
Write a letter to a friend in which you describe how people live in Soweto.
South Africa/landscapes and cityscapes/
Whale Watching
Design a poster or a computer presentation about a whale
Work with a partner. Make a poster or a short presentation (max. 5 minutes) on
either the southern right whale mentioned in the postcard, another kind of
whale or whales in general. You could present information on, for example, the
parts of the world that the whales live in and travel to, their size, their habits,
their food, their relationship with humans and so on.
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Children
UK/the nations of Britain/The Norfolk
Broads
Understanding:
A. Compare your own perfect holiday with the holidays described in the
text
1. Did you already note down ideas for your own perfect holiday? If not, it’s
time to do so now.
2. Also note the ideas described in the interview.
3. Compare your own ideas to the ideas described in the interview. What are
the similarities and differences?
If you would like help to understand the listening text, go to Information Desk.
B. Discuss questions related to ‘Coot Club’
Work with a partner and discuss the following questions. You can find all the
answers in the text.





Why are Dick and Dorothea in the Norfolk Broads?
Do you get the impression that the town of Wroxham is busy or quiet?
How do you know?
Do you think that Mrs Barrable’s boat is in the town? How do you know?
What do Dick and Dorothea expect to do in their holiday?
Why are they disappointed?
Language:
Learn new words
Look back at your key words from the Pre-task activity. Try to add words to
the categories that you already have. For example, find more words to describe
the place you would go, the weather you prefer, the activities you would do etc.
Add new words to your Pocket Dictionary.
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Zoom-Out:
A. Create an advertisement
Work alone or with a partner. Create an advertisement for your ideal holiday.
Your advertisement should give practical information about the holiday and
show the positive aspects of this kind of holiday.
1. Decide where you would like to go and what you would like to do.
2. Find more information about this place. Do some research on the
internet or in travel guidebooks and brochures.
3. Find some suitable photographs and other illustrations on the internet.
4. Use your key words from the Pre-task and/or Language activity.
5. Present your travel advertisement in the form of a leaflet or a poster.
Present your advertisement in class along with other advertisements
done by classmates who did the same task.
B. Continue the story
Continue the story of Dick and Dorothea’s holiday. Write a maximum of one
page. Do you think that Dick and Dorothea will get to sail after all? Or does
something happen which forces them to sail?
You could google the name of the novel from which the text is an excerpt. In
this way you can learn more about this classic novel and find ideas for your
story.
UK/Multicultural UK/the legacy of
empire
Understanding:
Listen for information about the British Empire
Listen to the conversation again. Before you listen, read through the following
questions and focus your attention on the answers to these questions. You will
probably have to listen several times before you have all the answers.

Why was it easy enough for Ewa’s family to be allowed to immigrate to
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Britain?
 In which century was India especially important for the British?
 What kind of work did Chuck’s ancestors do in Jamaica?
 When was slavery abolished?
 When did India become independent?
 When did Jamaica become fully independent?
 When did Chuck’s family come to the UK?
 What kind of job did his grandfather do?
 Why did Rafiq’s grandfather come to Britain?
 Why did a lot of people from the former British colonies come to Britain
after World War Two?
If you would like to know more about how to plan your listening, go to
Information Desk.
If you would like to know more about getting the most out of your listening, go
to Information Desk.
Language:
A. Learn new words
As you work, choose between five and ten words that you would like to learn.
Write definitions or translations of the new words and add them to your
Pocket Dictionary.
If you would like to have some ideas about how to collect new words for your
Pocket Dictionary, go to Information Desk.
B. Study persons of the verb
Work with a partner so that you have someone with whom to discuss your
observations. Read through the interview with Ewa, Chuck and Rafiq. See if
you can find examples of all the persons of the verb in both the present and the
past tense. Copy the sentences into a table like the one below. What persons
are especially tricky? Why?
1st person singular
Present tense
Past tense
I’m from Poland
I thought …
2nd person singular
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3rd person singular
1st person plural
2nd person plural
3rd person plural
If you would like to know more about the persons of the verb, go to Language
Lounge.
Zoom-Out:
Design a wall poster
Look at this interactive timeline.
Design a wall poster that gives the most important information about the history
of the British Empire. For example, look at which countries were included, when
they were included and when they became independent etc.
Remember that you can both pause and rewind the timeline if you want to see
the information again or need more time to read it.
Present your wall poster – or certain aspects of it – in a two-minute presentation
in class.
UK/food/a weight problem
Understanding:
Identify the people concerned
Work alone or with a partner. Find the answers in the text.
Which person…
1. … has put on weight and likes it?
2. … is concerned about a member of his family?
3. … would like to know something about the
development of weight issues?
4. … wants to learn something technical about his/her
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weight?
5. … was offended by someone else?
If you would like to know more about different ways of reading a text, go to
Information Desk.
Language:
Improve your reading strategies when working with English websites
Work with a partner. Discuss how you can work with English websites which
often have texts that are pretty difficult for you to read. You may discuss
questions such as the following – and you may also help each other with ideas
as to how to deal with difficult English websites.
Do you usually understand most of the text in an English website?
 Do you have to understand everything in a website?
 How can you find useful information in a website that seems to contain
difficult language?
 How can you find specific information in a website?
If you want ideas of how to improve your reading skills, you will find plenty of
help in Information Desk. You may go through just one or all six items in the
section about reading. Click here and you will find the first item, Choose your
strategy.

Zoom-Out:
A. Reply to a letter
Answer at least one of the letters. You will find relevant information for your
answer on the following three websites. You do not have to understand
everything on the websites. Just scan the texts for the information that you
need.
BBC News: Obesity rate triples
 Wikipedia: Obesity
 BUPA: Avoiding childhood obesity
If you need to know more about scanning, go to Information Desk.

If you would like to know more about writing letters, go to Information
Desk.
11
B. Design a presentation
Work alone, with a partner or in a small group. Before you start, decide how
much time you will spend doing this task.
1. Choose one of the following forms of communication: a poster, a comic
strip, a rap or a PowerPoint presentation.
2. Design a short presentation to make young people aware of the
importance of healthy living. Use information from the websites to
help you.
3. Give your presentation in class.
If you would like to know more about presentations, go to Information Desk.
Canada/young canadians/young
canadians
Understanding:
A. Answer a set of comprehension questions about teenagers
Click here to work with this task
If you would like to know more about reading strategies in general, go to
Information Desk.
B. Finish sentences about Braceface
Work alone or with a partner – orally or in writing. Finish the following
sentences about Braceface using information from the text.
The series about Braceface is …
 The main character, Sharon, is …
 In every episode of Braceface …
 An example of this is …
 The theme song …
 Braceface thinks her life is complicated because …
If you would like to know more about different ways of reading a text, go to

12
Information Desk.
Zoom-Out:
Make a presentation about a teenage TV series
Work in pairs or in groups of three. More groups can work with this task at
the same time. If so, make sure you don’t all choose the same TV series to
present. Help each other with ideas for series to choose from.
Choose a teenage TV series that you want to present in class. Here are some
of the things you may include in your presentation:
Write a brief description of the series’ setting. Does the series take
place at a school? After school? At the characters’ homes? In a big city?
A small town? In the U.S.? Canada? Australia?
 Describe the basic plot of the series. Do certain things happen every
time? Are some of the characters in love with each other?
 Make a list of the main male and female characters. Aside from the
teenagers, are there parents? Teachers? Police officers? Other
grownups?
 Write a brief characterization of each of the figures. Is there a ‘beauty
queen’? A ‘nerd’? An athlete?
 Prepare to act out a scene from your series.
When all the groups are finished working, present the TV series in class.

You may end the task by comparing the different TV series. Are there things
they have in common, for example, plot, setting or characters? Are there
things that are different? Discuss why you think these TV series might
resemble each other.
Canada/young canadians/fashion
statements
Zoom-Out:
A. Discuss dress codes at school
Arrange a class discussion to find out what you think about dress codes at
school. Here are some questions that you may discuss:
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Should schools have dress codes for pupils – and teachers?
 Should schools forbid low-slung jeans or low-cut blouses?
 Should there be rules for wearing religious symbols?
 Who should make school dress codes if rules are required? Parents?
Students? School staff? Politicians?
 Would school uniforms be the solution?
1. Prepare the discussion in pairs or smaller groups. Find out what you think
and think of arguments to support your views.

2. Prepare vocabulary that you will need in order to express your opinion.
3. Read about ground rules for discussions in Information Desk, and set up the
discussion.
B. Discuss piercings and tattoos
Work with a partner or in a small group. What are you opinions about
piercings and tattoos? Here are some questions that you may discuss:
Should young people be allowed to have piercings without their
parents’ permission?
 Do you think people should pierce themselves with safety pins? Why?
Why not?
 Should young people be allowed to get tattoos without their parents’
permission?
 Why do young people get piercings?
 Why do young people get tattoos?
 Should there be age limits for having tattoos and piercings? Why? Why
not? (In Denmark you have to be 18 to have either. In the USA it
depends on the state, but in most states you have to be 18 to get a tattoo
without your parents’ consent, and 16 if they do consent).
If you want ideas for conduction a discussion, go to Information Desk.

Canada/young Canadians/being a new
Canadian teen
14
Zoom-Out:
Make a role play about the first day at a new school
Work in a small group. You are going to pretend to be pupils in a Canadian high
school or junior high school. Start on you own by brainstorming on the character
that you are going to play.
One of you should choose the role of the new teenager. It is your first day
at your new Canadian school. Imagine how you feel. Are you nervous?
Scared? Brave? Happy? Sad? Excited? How is your English?
 The others are pupils at the new school. How do you react to your new
classmate? Some of you may be friendly, others less friendly. Do you talk
to the new pupil? Do you ask him or her any questions?
When you are ready, start role-playing. You have to find out if the positive or the
negative classmates ‘win’.

If you want to, you may perfect your role play into a small play. Decide on a plot
and an ending. Write the script together and practice your roles until you know
your lines well. Then perform your play in front of the class.
If you need help with the role plays, go to Information Desk.
Canada/ young canadians/miss teen
canadians
Understanding:
Decide if a set of statements are true or false
Click here to work with this task
If you would like to know more about scanning a text for important information,
go to Information Desk.
Language:
Choose the correct word, an adjective or an adverb?
Work with a partner so that you can discuss your answers. In each of the
following sentences you have to choose which is correct, an adjective
(tillægsord) or an adverb (biord). When you agree, go back and check your
15
answers in the text.
Those travels were through any type of weather you could
possible/possibly imagine.
 I went from being a normal/normally teenage girl to having any door I
wanted opened for me.
 Yes, I have used every means of transportation possible/possibly.
 Words cannot describe the feeling when a sick child smiles for the first
time in weeks simple/simply at the sight of your smile and shining
crown.
 Sincere/Sincerely, Amanda Klyn, Miss Teen Canada International 2005
If you need more information about adjectives and adverbs, go to the Language
Lounge.

Zoom-Out:
A. Register for the Miss Teen Canada International Pageant
While reading the Mission Statement for The Miss Teen Canada International
Pageant carefully, make notes of what is expected of a future Miss Teen
Canada. Then write a letter to the pageant in which you tell about yourself,
your ambitions, and your hopes for the future and, most importantly, why The
Miss Teen Canada International Pageant should choose you to be the next Miss
Teen Canada International. What would you do for your home town and for
your country if you were chosen?
If you need help with writing a formal letter, go to Information Desk.
B. Interview Amanda Klyn, Miss Teenage Canada 2005
Work with a partner. One of you must pretend to be a TV talk show host; the
other is going to play the former Miss Teen Canada, Amanda Klyn. The show is
called ‘Canada Today’ and today’s special guest star is the Miss Klyn. The talk
show host will interview Miss Klyn about her experience as Miss Teen Canada
International.
In order to do a good job, you are going to have to do some research. Find out
more about Miss Klyn. Here are some ideas:


Where was she born and where did she go to school?
Why was she in Thailand?
16
Amanda Klyn also tells about “The feeling of pride in your country when
a Canadian soldier saluted me as I placed a wreath on the cenotaph on
Parliament hill on Remembrance Day…” You will have to find out what
the cenotaph is and what Remembrance Day is, so that everyone in the
audience knows what you are talking about.
 Amanda Klyn also met former President Jimmy Carter. Find out who
Jimmy Carter is and what he has done.
When you have prepared interesting questions and answers and have done the
necessary research, pretend that your classroom is a TV studio and that your
classmates are a live studio audience. At the end you may allow the audience to
ask Miss Klyn some questions, too.

If you want to know more about interviews, go to Information Desk.
Canada/ young canadians/driving
Understanding:
Answer a set of comprehension questions
Work alone or with a partner. If you work with a partner, take turns answering
the following questions. All the information you need is in the text. You are
welcome to add questions of your own to the list.
Why is the driving age traditionally lower in Canada than in most other
countries?
 When can you get a learner’s permit if you live in Ontario, Quebec or New
Brunswick?
 What can you do if you have a learner’s permit?
 What limitations may be put on young drivers under the age of 18? Give
two examples.
 Which Canadian province has the lowest driving ages?
 How old do you have to be in this particular province to get a learner’s
permit? And to have a driver’s licence?
 On what condition can you get a learner’s permit before the age of 16?
If you would like to know more about reading a text with detailed
understanding, go to Information Desk.

Zoom-Out:
17
Discuss if the legal driving age should be lowered in Denmark
This task can be done by the entire class divided in two groups or by two
smaller groups. Set up a class discuss about whether the legal driving age
where you live should be lowered to 16 like it is in Canada.
One team should be in favour of lowering the driving age to 16; the other team
should defend the view that the driving age should remain at 18.
Each team should plan their arguments beforehand and think about what their
opponents might say. When you are ready, appoint a chair person and start
debating. The rest of the class will be the jury panel and decide which team had
the best argumentation.
Here are samples of the sort of argumentation you can use:
Arguments FOR
Young people will become better drivers. The younger you start, the
better you learn to drive.
 Young people will learn responsibility.
 Parents won’t have to drive their kids to after school activities.
Arguments AGAINST

The accident rate for young drivers is very high.
Young people will pester their parents to borrow the car.
Young people will have wild parties, drink alcohol and then drive
because they are not mature enough.



Canada/ young Canadians/school
shooting
Understanding:
Answer a set of comprehension question
Answer the following questions alone or with a partner. You may answer them
orally or in writing. All the answers can be found in the article about the Taber
school shooting.


How many students were shooting at Taber High school?
Another terrible school shooting had taken place just a week earlier.
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Where?
 Why was the shooter not a student at Taber High anymore?
 What kind of school memories did the shooter carry with him?
 If the shooter had been tried before the court as an adult, how would that
probably have affected his punishment?
 What illness was the attacker discovered to suffer from?
 What punishment was he sentenced to?
 The psychologist and the teen’s lawyer did not agree on the teen’s
prospects at his release. What were their opinions about him?
If you would like to know more about reading strategies in general, go to
Information Desk.
If you would like to know more about different ways of reading a text, go to
Information Desk.
Language:
Guess at the meaning of new words
Click here to work with this task
If you would like to know more about guessing strategies for learning new
words, go to the Information Desk.
Choose some of the new words. Include them in your
Pocket Dictionary. Make an effort to learn them by choosing one or two of the
activities suggested in Information Desk.
Zoom-Out:
A. Write a letter to your local Member of Parliament
After reading the text and the article about school shootings, you are really
shocked that as many as 22% of Canadian households have a gun in the house,
and that 12-year-olds can easily get guns. As a good Canadian citizen you are
outraged. Write a letter to your Member of Parliament in which you state your
views.
It is always a good strategy to rebut your opponents’ views. Remember, lots of
Canadians have guns because they like to hunt, so your Member of Parliament
might not be too happy about making gun-control laws stricter. What do you
suggest should be done with people who have guns for hunting? How do you
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propose to keep the hunters happy?
This is the correct way to address a Member of Parliament when writing:
Ms Jane Smith, MP
House of Commons
Parliament Buildings
Ottawa, Ontario, K1A 0A6
Dear Member of Parliament:
If you need to know more about writing formal letters in English, go to
Information Desk.
If you would like to know more about expressing your opinion in a letter to a
politician, you may find help in Information Desk.
B. Write an article about school shootings
Write a short newspaper article that presents some of the school shootings you
know about. Remember that school shooting take place in Europe, too. Use the
journalistic questions:
Who? (Who were involved in the school shooting?)
What? (What happened? What is common for the school shootings? etc)
Where? (Where did the shootings take place?)
Why? (Why do school shootings take place? Why didn’t anybody notice
that something was wrong? etc.)
How? (How did it end? How could it have been prevented? How did you
find out about it? How have you investigated it? etc)





India/young in India/child labour in India
Understanding:
Discuss the text with your partner
Work with you partner. Help each other to understand the text and answer these
questions:

What is child labour? Give examples of the kinds of work that Indian
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


children do.
How many child workers are there in India?
Why do the parents of these children make them work?
What does the Indian government feel about child labour?
Zoom-Out:
Do a role play about child labour
Work with a partner. Define two roles that have to do with child labour. There
are many possibilities. Here are a few ideas:


One of you is a child who wants to go to school, the other a father who
needs the money that the child can earn if it doesn’t go to school.
One of you is a father, the other a mother. You discuss whether your child
should go to school or stay home and earn money for the family.
1. Once you agree on the roles and the problem you have to solve, each of
you should prepare your role in greater detail. What kind of person are
you? Why do you react as you do? What do you want the outcome to be?
Can you see any compromises? etc.
2. When you are ready, start your role play. Try to find a solution to your
problem that you both agree on.
3. If you wish to, you may perform your role play in class.
India/young in India/childmarriage
Understanding:
Choose the best answer to a set of comprehension questions
Click here to work with this task
Zoom-Out:
Read another article on child marriage and compare the two texts
1. Clicking on this link will take you to another text on child marriage.
2. Read the text, looking for new information on child marriage. Write down
three new pieces of information which you didn’t find in the first text.
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India/young in India/Bollywood
Understanding:
Make a list of typical elements in a Bollywood film
Work alone, with a partner or in a small group.
1. Make list of all the points you can find in the text that describe typical
Bollywood films.
2. Go through the list and compare each point to typical Danish, European or
American films.
Language:
Work with Bollywood vocabulary
Write definitions and explanations of the following words. Use the text on
Bollywood to help you.
Bollywood
 a masala movie
 filmi music
 playback singers
Add some of the words – or any other interesting words from the text – to your
Pocket Dictionary.

If you would like to know more about working with your Pocket Dictionary, go to
Information Desk.
If you would like to know more about explaining vocabulary, go to Information
Desk.
Australia/Australian history/stolen
children
Understanding:
A. Decide if a set of statements are true or false
22
Click here to work with this task..
If you would like to know more about different ways of reading a text, go to
Information Desk.
B. Read a part of the story and exchange summaries with partners
1. Work in a group of three. Divide the text between you, so that each of you
reads one section of the text in detail.
2. While you read, take note of headlines and keywords to help you remember
your section of the text.
3. When you are ready, take turns summarising the text from the beginning.
Use your notes to support your memory.
4. While you summarise your part of the story, your partners must listen
carefully and ask questions when something is not quite clear. If you can’t
answer the question straight away, check in the text again and help each
other find the correct answer.
Below you will find a table that may help you sort your notes and understand the
text better.
If you would like to know more about reading a text for specific information, go to
Information Desk.
If you want ideas about how to work further with a text you have read, go to
Information Desk.
Grandmother
Rebecca
Who separated the child
from her family?
How was the child
separated from her
family?
Childhood memories
How long was the child
separated from her
family?
23
Mother Grace
Jennifer
How did it affect the child
emotionally to be
separated from her
family?
Were any brothers and
sisters also separated
from the same family?
Were there any positive
effects of the separation?
Language:
Guess the meaning of new vocabulary
Click here to work with this task..
If you would like to know more about guessing strategies for learning new
words, go to the Information Desk.
Write your own precise definition or translation to some of the words in the
test. Add them to your Pocket Dictionary.
Zoom-Out:
Write a poem inspired by Jennifer’s story
Write a poem based on Jennifer’s story. Remember, a poem doesn’t need full
sentences. A focus on impressions or feelings can be a good way to start…
In Information Desk you will find a guide for writing poems in a format called a
cinquain poem. But you are welcome to write whatever sort of poem you want.
24
Consumerism
Canada/young Canadians/teen obesity
Language:
Study roots, prefixes and suffixes
Work alone or preferably with a partner so you can help each other with the
answers. Find examples in the text of words that have the same root but
different prefixes or suffixes.
Fill in forms from the text in a table like the one below and try to find some of
the missing forms in the text or in your dictionary.
Words in bold are found in the text.
Noun
Noun
VerbAdjectiveOthers
(person)(concept)
obesity
bullying bully
violence
If you would like to know more about roots, prefixes and suffixes, go to
Information Desk.
Zoom-Out:
A. Arrange a debate about the school canteen
Arrange a class debate for all the pupils in class. The debate takes place at a
high school. You have been invited to help find out what to do about the school
canteen. The canteen has been running at a loss for a long time, The school
board wants to solve this problem and are seriously considering letting a local
fast food company run the school canteen.
Invited to the debate are:
1. Representatives from the local fast food company
Their goal is to land the contract.
25
They will probably claim that their food is healthy and nourishing. People don’t
automatically get fat from eating fast food. It depends on how much they eat
and how much fruit and salad they eat on the side.
2. Representatives from the school staff
Their goal is to operate the canteen without a loss and to make sure the kids
have lunch.
They might be the school’s principal, a biology teacher, a P.E. teacher (physical
education), and someone from the school cafeteria or canteen. They teach
students about nutrition and help them keep fit and healthy in P.E. classes.
They prefer to serve healthy food in the school canteen, but if kids don’t buy it,
they are willing to consider other options.
3. Parents
Their goal is to make sure the school has a canteen where the kids can buy
lunch.
Some parents may insist on organic food, others may find that too expensive
and boring. Some of them may think that it is the school’s responsibility to
teach their kids to eat the right food. Others may claim that fast food should
not be available at a school at all.
4. Students
Their goal is … yes, what is their goal? To have fast food in the school canteen?
Or to have the school help them fight obesity with healthy eating habits? Or … ?
The class should be divided in four groups, either by choice or by drawing lots.
Each group should prepare arguments for their point of view. When you are
ready, appoint a chair person (the school principal, maybe) – and see if you can
reach an agreement.
If you would like to know about ground rules for discussions and debates, go to
Information Desk.
B. Write an essay about obesity
People in Canada, in Denmark and all over the Western world are getting fatter
and fatter. The narrator in the film clip asks “whose fault is it, the fast food
industry, parents, schools, or should we blame ourselves”.
What do you think? Write a five paragraph essay in which you present the
26
problem and your opinion about it.
US/the American dream/what is the
American dream
Pre-task
1. What dreams do you have for your future?
2. Have you ever heard of the American Dream?What do you think the American
Dream is?
“A chicken in every pot and a car in
every garage” – campaign slogan for President Herbert Hoover in 1928.
Everyone has heard of the American Dream. Every American has his or her own
vision of what this dream is.
Is it becoming a millionaire?
 Becoming America’s next top model?
 Becoming President of the United States?
 Being a famous actress?
 Or is it just having a place you can call your own and where you can be in
peace?
The American Dream is a vision that goes back to the beginnings of the United
States and even before then, when the U.S. was still a British colony.

The first English settlers came to America for two good reasons: to make money
or to have freedom. Many came for both reasons.
To start off with, people came for religious freedom. Later on freedom also
meant freedom from tyranny or freedom from want. Freedom and the chance to
make a better life for yourself and your children were the reason why millions of
people emigrated to the United States. They are why the pioneers moved west.
They are the reason why people still come to the U.S. For these people America
is “The land of opportunity.”
On July 4, 1776 the United States declared its independence from Great Britain.
27
United States Declaration of Independence July 4, 1776
Copyright: National Archives and Records Administration
America’s Declaration of Independence, written by Thomas Jefferson who would
later become America’s third president, explained why America had chosen
independence and what sort of vision the founders of the new country had for
the future.
The Declaration of Independence has these famous words:
“We hold these truths to be self-evident, that all men are created equal, that they
are endowed by their Creator with certain unalienable Rights, that among these
are Life, Liberty and the pursuit of Happiness. – That to secure these rights,
Governments are instituted among Men, deriving their just powers from the
consent of the governed.”
This is what the American Dream is all about. It’s about equality, government of
the people, freedom, and the “pursuit of happiness.”
The term The American Dream was used for the first time in James Truslow
Adams’ book The Epic of America from 1931:
“The American Dream is that dream of a land in which life should be better and
28
richer and fuller for everyone, with opportunity for each according to ability or
achievement… It is not a dream of motor cars and high wages merely, but a dream
of social order in which each man and each woman shall be able to attain to the
fullest stature of which they are innately capable, and be recognized by others for
what they are, regardless of the fortuitous circumstances of birth or position.”
(p.214-215)
To put it more simply, it doesn’t matter what your parents or grandparents did.
If you have the talent and drive to succeed then you will succeed.
US/a powerful brand/a powerful brand
Understanding:
Answer a set of true/false questions
Click here to work with this task
Language:
Learn new words
As you work with this task, choose between five and ten words that you would
like to learn. Write definitions or translation of the new words and add them to
your Pocket Dictionary.
If you would like to have some ideas about how to collect new words for your
Pocket Dictionary, go to Information Desk.
If you would like to know more about working with your Pocket Dictionary, go
to Information Desk.
Zoom-Out:
Make a presentation about an invention made in the USA
Work alone or with a partner. Pick one of the inventions from the list. Choose
an invention that you think has had a great impact on the world.
Prepare a 2-minute presentation. Research for further information on the
internet or in books. Include illustrations in your presentation and remember
to explain why this invention was important.
29
UK/a powerful brand/coca cola and other
soft drinks
Understanding:
A. Answer a set of comprehension questions
Click here to work with this task.
If you would like to know more about reading strategies in general, go to
Information Desk.
B. Share the text with one or two partners
Work with one or two partners. Divide the text between you.
1. Work separately with your own part of the text. Use your dictionary to
understand the text well and write down key words. Rehearse retelling
your part of the text to your partner or partners.
2. When listening to your partner or partners, note questions that you would
like to ask them when they have finished retelling.
3. Exchange questions and give each other feedback on your oral summaries.
If you want ideas about how to work further with a text you have read, go to
Information Desk.
Language:
Learn new words
Choose 5-10 new words in the text that you would like to learn. Put them in
your Pocket Dictionary along with the sentence in which you found them and a
Danish translation of each word.
If you would like to have some ideas about how to collect new words for your
Pocket Dictionary, go to Information Desk.
If you want help with how to remember new words, go to Information Desk.
Zoom-Out:
Make a 2-minute presentations about Prohibition in 1920-1933
During Prohibition the sale, production and transportation of alcohol was
30
strictly forbidden in the U.S. Organized crime became a business during this
period because of the money gangsters saw they could make from it.
Work alone or in a small group. Research for information on the internet and
in books to find out more about the Prohibition period in the U.S. Before you
begin, decide how much time you will spend on this task and how you will
present your information in class. These links may be a good place to start
your research:
Academic Kids
Digital History
US/a powerful brand/MC Donalds
Understanding:
Summarize the creation of the McDonald’s Corporation
Work alone or with a partner. If you work alone, write down the summary. If you
work with a partner, you may do the task orally.
1. Start by reading the text individually. Take notes as you read. Organize
your notes around the years mentioned in the text.
2. Write a summary or take turns explaining to each other how the
McDonald’s Corporation was created. Explain what happened in each year:
In 1937 …
 In 1940 …
 In 1948 …
 In 1954 …
 In 1961 …
If you would like to know more about reading a text for specific information, go
to Information Desk.

If you want ideas about how to work further with a text you have read, go to
Information Desk.
Language:
Study the plural and the genitive
31
Work with a partner so that you can explain the grammar rules to each other.
In each of the following sentences, choose the correct form of the word
‘brother’. Do you need a plural form (flertal) or maybe the genitive (ejefald)?
And where should you put the apostrophe, if any is required? Explain your
choice in each case. When you have finished, go back and check your answers
in the text.





The brother’s/brothers/brothers’ opened a drive-in restaurant in
1940.
The brother’s/brothers/brothers’ called their idea the ‘Speedee
Service System’ – fast food was born.
The brother’s/brothers/brothers’ soon sold franchises of their system,
but they weren’t yet called McDonald’s restaurants.
Kroc saw the potential in the McDonald’s idea and helped turn the
brother’s/brothers/brothers’ restaurant into the McDonald’s
Corporation.
In 1961 Kroc bought out the McDonald brother’s/brothers/brothers’
and turned the company into the multinational corporation we know
today.
Zoom-Out:
A. Discuss your opinion of McDonald’s food
Work with a partner or in a small group. Discuss your experiences and
opinions about McDonald’s or other brands of fast food. Here are some
questions that may help you get started, but you are welcome to add your own:



What do you think of when you hear the name McDonald’s?
Why do you think that McDonald’s have changed their menus to include
more salads, fruit, apples and juice?
What seems to be most important to McDonald’s and other fast food
brands, quality or quantity? Why?
B. Write an essay about fast food
Express you personal opinion about fast food in an essay of about 3-400
32
words. Here are a few ideas:



Describe the effects that fast food may have on the fast growing
international weight problem.
Discuss if fast food chains should take responsibility for people’s eating
habits.
Research to find some hard facts to support your opinion.
C. Interview the McDonald brothers
Work with two partners. One of you is a reporter, the other two are Mac and
Dick McDonald. The reporter has been assigned to interview you about the
McDonald’s chain and why you sold the chain to Ray Kroc.
1. Prepare the interview together or individually. Questions and answers
must be based on the information in the text but you may add questions
of your own and think up the answers.
2. Rehearse the interview.
3. Perform the interview before a live audience in class.
US/a powerful brand/Nike
Understanding:
Answer a set of true/false questions
Click here to work with this task.
If you would like to know more about different ways of reading a text, go to
Information Desk.
Zoom-Out:
A. Make a survey in class about favorite brands of sneakers
Work alone or with a partner. Create a questionnaire that you can use to make
a survey in class about sneakers. Here are some questions that you might want
to examine:

How many people in the class have Nike sneakers? Converse? Reebok?
33
Adidas? Other brands?
 Why do they choose a particular brand of sneakers?
 What do they look for when you choose your sneakers? Brand name?
Color? Fit? Style? Patterns?
Write the questionnaire, hand it out in class and ask your classmates to fill it in.
Process the information and present your findings in class. Use visual support
such as a poster or transparencies with cake charts, or PowerPoint with charts
included.
B. Design your own sneakers
Go to the Converse website. Find the headline ‘The Features’ at the bottom of
the page. Choose ‘Converse One’ – ‘Design your Own’.
See if you can design some really cool shoes! You could actually have them
made and sent to you! When you have finished, write a small description of
your very own design. Note what the different parts of the shoe are called in
the website and use the same terms in your description.
You may draw a picture of your shoe and display it on the notice board along
with you description. If more classmates do the same task, why not have a vote
in class to find out who designed the coolest shoe?
34
Family life
UK/nations of Britain/London lives
Understanding:
A. Listen to Marie's description of London
What do you know about London? Try to answer the following five questions.
Then check your answers by listening to Marie's description of London.
1. London is the biggest city in the European Union. How many people live
there?
2. Greater London is also one of the world's largest cities by area. How big is
it (square kilometres)?
3. How many different languages are spoken in London?
4. One of the best ways to travel in London is by Underground or the "Tube".
How many Underground stations are there?
5. How many bus routes are there in London?
B. Make up questions for the text
1. Work with a partner who has read the same text(s) as you. Make up at
least three questions each about the points in the text(s) that you find the
most important.
2. Exchange your questions with your partner.
3. Discuss each other´s questions and, if you disagree on any of the answers,
check the answers in the text.
Language:
A. Learn about verb contractions
You probably know that apostrophes generally indicate missing letters in
contractions. Find contractions in the text. Put your examples into the first
column of a table.
Write the corresponding non-contracted forms in the second column of the
table.
Contractions
Full forms of
35
contractions
I don´t know
I do not know
If you would like to study apostrophes and contractions, go to Language
Lounge.
B. Study the use of "do" in negative and positive sentences
Study the text in which Londoners describe their city. Find and copy all the
sentences in which the word "not" is a part. Remember also to copy the
sentences in which "not" is contracted to n´t.
Note that in most of these sentences, a form of the verb ´do´ is used to form a
negative sentence. Rewrite the sentences in the positive form, i.e. omit the ´not´
and perform all other necessary changes. Look at these examples:


I don´t know what people are eating now - I know what people are eating
now.
You can´t talk to anyone on the bus nowadays. - You can talk to anyone
on the bus nowadays.
Zoom-Out:
A. Write a story about a day in the life of one of the people from the texts
Choose one of the people from the London texts. Write a story about a day in
the life of this person. For example, you might write about a particularly
difficult passenger that the bus driver had on his bus, or about a crime that the
policeman had to deal with in the centre of London.
If you would like to know more about writing stories, go to Information Desk.
B. Make a presentation of your favourite London sight
Go back to Marie's description of London. Choose one of the famous London
sights that she mentions. Use PowerPoint or Go Interactive to make a short
presentation (max. 5 minutes) of the sight.
Find useful information on the internet or in guidebooks or brochures. You
could, for example, write about, the sight's location, its history, why it is
interesting to visit etc.
36
US/young in the US/typical teenager
Understanding:
A. Discuss if a set of statements are true or false
Click here to work with this task.
If you would like to know more about reading strategies in general, go to
Information Desk.
If you would like to know more about different ways of reading a text, go to
Information Desk.
B. Scan the text about teen drive statistics
First work alone, then compare your answers to a partner’s. Scan through the
‘Teen Drive Statistics’. Only look for the answers to the questions below.







Who made the report?
What is the one factor that makes it less likely for a teenager NOT to fasten
their seatbelt?
What information does the text report about 23.6 percent of young
females?
What are 7.7 percent of young males likely to do?
How many of the fatally injured teenagers did not wear seatbelts?
How much does the number of traffic crashes increase during weekends
compared to other days of the week?
How many teenagers were killed and how many injured in car crashes?
Language:
Play a word game
Work in a group of three.
1. Each of you should choose between five and ten words or phrases from
the text that you would like to learn. Write them on cards or pieces of
paper.
2. Make sure that you know what the words mean. If necessary, look the
37
words up in the dictionary and write definitions. Pile all the words.
3. Take turns to take a word from the top of the pile. Try to define the word
without looking at your definitions AND use the word in a sentence that is
relevant to the text about American teenagers.
4. If you can define the word AND use it in a sentence, you can keep the
word card. If not, it goes back into the bottom of the pile.
The winner is the person who finishes with the most word cards.
Zoom-Out:
Have a discussion in class about teenage driving
Prepare the discussion in pairs or in small groups.
1. Help each other answer the questions below and think of strong
arguments to support your opinion.
2. Also help each other prepare the vocabulary you will need to be able to
take an active part in the discussion.
3. When you are all well prepared, appoint a chairperson and start
discussing.
Discuss the following questions:



Do you think it is a good idea to have video cameras in cars belonging to
teenagers? Why or why not?
What is more important to you, privacy or traffic safety?
Do you think 16-year-old teenagers should be allowed to drive cars?
Why or why not?
US/South Africa/teenagers explain
Understanding:
Make notes about changes since apartheid ended
1. First work alone. Listen to the three young people again. While you listen,
make short notes about how life has changed since apartheid ended. Listen
several times if you want to.
38
You can learn more about listening strategies in Information Desk.
2. Then work with a partner. Using your notes, help each other remember as
many details as possible about changes in South African society.
Language:
Choose words or phrases to learn
Work with the same partner as in the Understanding activity.
1. Think back to what you talked about. Which ideas or events were difficult to
explain?
2. Look up and note at least five words or expressions that would have helped
you. Add them to your Pocket Dictionary.
If you would like to know more about finding new words to learn, go to
Information Desk.
Zoom-Out:
Do a role play
Work in a group of three. Do a role play in which the three teenagers meet.
Divide the characters between you.
Each of you must prepare some questions that you would like to ask the two
other teenagers. You must also prepare to be able to tell about yourself and how
you live.
If you did the other activities first, you may use your notes from the
Understanding activity and the new vocabulary from the Language activity to
help you.
Understanding:
Compare township family life to family life in Denmark
The text is a letter in which a grandmother describes her life. While you read,
focus on noticing in what ways her family life is similar or different from your
family’s life.
If you would like to know more about how to read a text, go to Information
Desk.
39
SA/young in south Africa/families
Language:
Work with verb forms
Work with a partner. Read these sentences about the grandmother and her
family. There are mistakes in the verb forms in some of the sentences. Correct
the mistakes and try to explain – in Danish if you have to – your corrections.
1. They are living in a township.
2. The children in the area are often going to bed hungry.
3. The woman’s grandson is growing up fast.
If you need more information about verb forms, go to Language Lounge.
Zoom-Out:
A. Write a letter
Write a letter to the woman in South Africa. Tell her about family life in Denmark.
If you would like to know more about writing a letter, go to Information Desk.
B. Do a role play
Work with a partner. Create a role play in which one of you is the grandmother
and the other is her daughter.
1. Imagine that the daughter tells the grandmother that she would like to give
up studying and get a job. She would like to be able to contribute money to
the household. However, the grandmother would like her to continue her
studies.
2. The ‘daughter’ should prepare to present her situation and arguments and
the ‘grandmother’ should also prepare her opinions.
3. Imagine that you discuss the situation one evening at home in the
township.
SA/young in south Africa/traditional
lifestyles
Zoom-Out:
40
Make a presentation
Find out more about the Zulu people – or another South African cultural group –
and make a presentation for your classmates. Before you start, define the
amount of time that you will spend on this task.
Read the questions below before you listen so that you know what the purpose
of your listening is.
India/many kinds of India/a fine balance
Understanding:
A. Use a top-down listening strategy on the text
Read the following questions before you listen. While listening, focus only on
finding the answers to these questions. Don’t let yourself become confused or
frustrated by the things you don’t understand.



What type of text is it?
What is the most important massage of the text? Write 3 main points.
What is the situation? (Who? Where? What? Why? When?)
B. Listen and take notes – and listen again!
1. Listen to the extract from ‘A fine balance’. Take notes to help you
remember things. If you need to, stop and go back to the beginning, restart
the sound and listen again. You may listen as many times as you want to.
You’ll probably understand a little more each time.
2. Join a partner who did the same task. Take turns retelling each other the
main points of the story, using your notes.
India/ many kinds of India/living like a
pig
Understanding:
41
Explain the meaning of the fable
Work with a partner or in a small group. Discuss the following questions.




According to the ideas of reincarnation, was it surprising for the guru to
find out that, in his next life, he would be born as a pig? Why/why not?
How did he feel about having to live his next life as a pig?
Why did he regret the order he gave his favourite disciple?
What lesson about life is the fable meant to teach?
42
School and education
Australia/nature and wildlife/school of
the air
Understanding:
Study two websites and respond to some true/false statements
1. Work alone or with a partner. Check the website and the photos and find out if
these statements are true or false. Correct the statements that are false.
Click here to work with this task.
2. Compare your answers with a partner. Go back and check the website till you
agree on your answers.
If you would like to know more about different ways of reading a text, go to
Information Desk.
If you would like to know more about skimming a text to get a general idea of
what it is about, go to Information Desk.
Zoom-Out:
A. Discuss positive and negative aspects of the School of the Air
Work with your partner. Together, work out a list of 5 positive and 5 negative
aspects of the School of the Air.
What can be good about going to school in this way? What would the
alternative be?
 What can be bad about going to school in this way?
B. Do an interview with a student of the School of the Air

Work with a partner. Write and perform a radio interview, in which one of you
is a reporter and the other is a student of the School of the Air. Your interview
should not last more than five minutes.
Plan the interview by helping each other think of some interesting questions
and answers. Write and/or perform the interview.
43
UK/young in the UK/school memories
Discuss the text with a partner
Work with a partner. Discuss the following questions:
1. When were the pupils allowed to put up their hands in Prep? (‘Prep’ is a
lesson for doing homework)
2. Why did Braithwaite put up his hand?
3. Describe the teacher’s response.
4. What was the teacher’s conclusion?
A. Dramatise the text
Work with a partner.
1. One of you should choose the role of the boy, the other the role of the
teacher.
2. Practise your role. Think about the tone of voice you need to use to play
the person in the dialogue.
3. Dramatise the dialogue for your classmates.
UK/young in the UK/school life
A. Find similarities and differences between school systems
While listening, note three differences between the English and the Danish
school systems.
Make a presentation about a school topic
Choose one of the following ‛school topics’:




a typical school day
school uniform
truanting
boarding school
44
Make a five-minute presentation about your topic.
Canada/young in Canada/school shooting
Answer a set of comprehension question
Answer the following questions alone or with a partner. You may answer them
orally or in writing. All the answers can be found in the article about the Taber
school shooting.
How many students were shooting at Taber High school?
 Another terrible school shooting had taken place just a week earlier.
Where?
 Why was the shooter not a student at Taber High anymore?
 What kind of school memories did the shooter carry with him?
 If the shooter had been tried before the court as an adult, how would that
probably have affected his punishment?
 What illness was the attacker discovered to suffer from?
 What punishment was he sentenced to?
 The psychologist and the teen’s lawyer did not agree on the teen’s
prospects at his release. What were their opinions about him?
B. Write an article about school shootings

Write a short newspaper article that presents some of the school shootings you
know about. Remember that school shooting take place in Europe, too. Use the
journalistic questions:
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Who? (Who were involved in the school shooting?)
What? (What happened? What is common for the school shootings? etc)
Where? (Where did the shootings take place?)
Why? (Why do school shootings take place? Why didn’t anybody notice
that something was wrong? etc.)
How? (How did it end? How could it have been prevented? How did you
find out about it? How have you investigated it? etc)
Canada/young Canadians/fashion
statements
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A. Discuss dress codes at school
Arrange a class discussion to find out what you think about dress codes at
school. Here are some questions that you may discuss:
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Should schools have dress codes for pupils – and teachers?
Should schools forbid low-slung jeans or low-cut blouses?
Should there be rules for wearing religious symbols?
Who should make school dress codes if rules are required? Parents?
Students? School staff? Politicians?
Would school uniforms be the solution?
B. Discuss piercings and tattoos
Work with a partner or in a small group. What are you opinions about piercings
and tattoos? Here are some questions that you may discuss:

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Should young people be allowed to have piercings without their parents’
permission?
Do you think people should pierce themselves with safety pins? Why? Why
not?
Should young people be allowed to get tattoos without their parents’
permission?
Why do young people get piercings?
Why do young people get tattoos?
Should there be age limits for having tattoos and piercings? Why? Why
not? (In Denmark you have to be 18 to have either. In the USA it depends
on the state, but in most states you have to be 18 to get a tattoo without
your parents’ consent, and 16 if they do consent).
SA/Young in SA/Education
Understanding:
Listen to a discussion and take notes
Listen to the discussion again and – while listening – note the following:

Basic information about the South African school system
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The effect of apartheid on the education system
 Ways that the government is trying to improve schools
B. Write an e-mail or a letter about Danish schools to a South African class

Write an e-mail or a letter to the South African class in which you tell them about
Danish education. What would you tell them about Danish schools? What are the
main differences between Danish and South African education?
India/many kinds of India/The girl child
in India
Make a list of difficulties Indian girls have to face
Make a list of all the different problems facing these girls that, in many cases,
keep them from going to school.
Write a diary entry of an Indian girl
Imagine that you are one of the girls in the photo series and that you keep a
diary. Use your imagination and the ideas you get from watching the photo
series to write one or two of her diary entries.
India/young in india/childrens rights
Compare lists of children’s rights
Work with a partner. In the pre-task, you have already made your own list of
what you think children’s rights should be. Compare the list on the website to
your own list and to your partner’s list. What is missing on your own list? Is
anything from your list missing on the official list?
A. Make an ideal list of children’s rights
1. Work with a partner. Discuss the differences between your lists of
children’s rights and the official list.
2. Together, write an ideal list of children’s rights and post it in class for
everyone to see.
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