Magazine 0205.indd - Cappelen Damm

Illustrasjon: Inger Dale
C a p p e l e n s t i d s s k r i f t f o r e n g e l s k l æ r e r e
nr02-2005
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Leder
Kjære leser
I skrivende stund er det usikkert hva regjeringsskiftet vil
innebære for Kunnskapsløftet, men for engelskfagets del
er trolig det meste fastlagt. Vi har fått en ny læreplan
for 1.–13. klasse, og vet nå hva vi har å forholde oss til i
jobben vår med å utvikle læremidler.
Vi som jobber med engelskbøker i Cappelen, har gått
inn i reformarbeidet med klare ambisjoner om å følge
opp intensjonene i den nye læreplanen. Dette har vært
en spennende og til tider frustrerende prosess, da
læreplanen gjennomgikk relativt store endringer i fasene
fra høringsrunde og fram til planen forelå i endelig
versjon. Men vi har nå kommet langt i arbeidet, og vi har
ikke nøyd oss med å “fl ikke” på gamle suksesser. Vi er
ganske stolte av det våre forfattere har fått til. Når dere
mottar våre nye bøker i mars, vil dere selv kunne vurdere
om vi har grunn til å være fornøyde.
Noe av det morsomste med å utvikle nye læreverk er å
introdusere nye forfattere med spennende perspektiver
på engelskfaget. I vårt nye engelskverk for yrkesfagene,
Tracks, har engelsklærere med mange års erfaring fra
arbeid på yrkesfaglige studieretninger stått for innholdet.
En av dem, Petter Fuhre fra Rosthaug videregående skole,
kan du lese om i dette bladet.
Noen kommer – og noen går. Mange av dere har trolig et
forhold til Richard Peel, som har vært en særdeles aktiv
lærebokforfatter i mange år. Nå har denne ekte britiske
gentleman valgt å takke for seg i Cappelen. Vi ba ham om
å skrive et lite avskjedskåseri for oss, og det kan du lese
på s. 14.
En annen Richard fra England har derimot endelig takket ja
til å gå inn i forfatterrollen for fullt. Richard Burgess har,
etter lang tids “oppvartning” fra ivrige forlagsredaktører,
det siste året jobbet sammen med Theresa Bowles Sørhus
med å utvikle en ny utgave av Passage. Vi gir dere en
smakebit på Richards skrivekunster i dette nummeret.
Forhåpentlig vil dere ha litt glede av [ mægəzi:n] i
høstmørket. Vi sees på kurs når sola begynner å varme
igjen!
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[ mægəzi:n]
CAPPELEN UNDERVISNING
videregående skole,
Postboks 350 Sentrum,
0101 Oslo
Telefon: 22 36 51 95/5177
E-post: birger.nicolaysen@cappelen.no
innhold
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English Monarchs
By Richard Burgess
Ny alumnusforening for engelsk ved
Universitetet i Oslo
Read It!
By John Anthony
On leaving stable
By Richard Peel
16 Ny skoleordbok
Ansvarlig redaktør:
Birger Nicolaysen
Redaksjon:
Kirsten Aadahl
Produksjon: PrePress as
Petter Fuhre – språkmektig
musiker, lærer og lærebokforfatter
Notiser:
Smått og stort om engelskfaget
When English was a truly foreign
language
By Siri Hundstadbråten

ENGLISH
MONARCHS
By Richard Burgess
King Arthur and his Round Table
Boudicca (1st century AD) – Celtic warrior
queen
In the beginning there was no England,
Scotland or Wales. There was Britannia. Or, at
least, that was what the Romans called the
windswept island they occupied in AD 43. The
native Britons were, of course, not pleased to
see the Romans and put up fi erce resistance.
None was fi ercer than Boudicca, queen of the
Iceni tribe. She was a widow who had inherited
her husband’s power and rights, and demanded
recognition from the Romans. Women’s
liberation had not caught on in Rome and it
was decided that she should be put in her
place. Boudicca was publicly beaten and her
daughters raped.
But the Romans had made a big mistake.
Boudicca’s revenge was swift and terrible. By
all accounts she was a terrifying spectacle
- very tall with a loud, harsh voice and a mass
of red hair hanging down to her hips. First
she took the Roman town of Colchester and
slaughtered its inhabitants. Then she moved
on to London, which she razed to the ground.
But she knew victory could not last. When the
Richard Burgess er født i Dover i England i 1956
og fl yttet til Norge i 1976. Han jobber som lektor
ved Fredrik II videregående skole i Fredrikstad
og ved Høgskolen i Østfold. Han har tidligere
vært forfatter av en av bøkene i Cappelens serie
American Ways (engelsk for yrkesfag). Richard har
også utgitt fl ere bøker på sitt eget forlag – Fredrik
Forlag – og har hatt diverse frilansoppdrag, bl.a. i
Undervisningsradioen.
Sammen med Theresa Bowles Sørhus er Richard
forfatter av den nye utgaven av Passage, skrevet for
Vg1 på studiespesialiserende utdanningsprogram.
fi nal showdown with the Roman army came,
she poisoned herself and her daughters rather
than submit.
Arthur (5th century AD) – the resistance
fi ghter who became a mythical hero
Everyone has heard of King Arthur. Most
people have heard stories or seen fi lms about
the castle at Camelot, the wizard Merlin,
the sword Excalibur etc. Well, most of this
belongs to the world of romance and was
invented by writers the 19th century. But Arthur
seems to have been a real person too. The real
Arthur (or Artorius) belongs to a period that
is often called the Dark Ages for the simple
reason that we know so little about it.
The Dark Ages start around AD 410 with the
withdrawal of Roman soldiers from Britain.
By now the Celtic Britons had become very
sophisticated in their tastes and ways,
living in towns, enjoying theatre, hot baths
and a well-organized society. But these were
troubled times with Germanic tribes looking
for new lands to conquer. Without the Roman
army the British were defenceless, and soon
waves of Angles and Saxons arrived from
over the North Sea. The newcomers were not
interested in theatre – and even less in hot
baths. In British eyes they were a bunch of
hooligans. Unfortunately they were also armed
to the teeth…
It is in this struggle against the tide of
invasions that a real-life Arthur appears.
We know very little about him, other than
that he became an important fi gure in British
resistance to the invaders. According to one
source he fought and won twelve battles
against the Saxons. But in the long run it was
a lost cause. In fact, to this day, the Welsh
word for England – Lloegyr – means “the lost
lands”.
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William the Conqueror (1027-1087)
If there is one date that every English person
knows, it is 1066 – the date of the Battle of
Hastings. The last successful invasion of
Britain, it was an event that changed the
country for ever. The invaders came from
across the Channel in Normandy. Their leader
was one Guillaume, called William the
Bastard by his English enemies, but forever
remembered as William the Conqueror. Not
only did he claim direct descent from the dead
English king, he said that his rival claimant,
Earl Harold of Wessex, had promised him
allegiance. Harold denied any such thing. The
two huge armies met at a place near Hastings
now known as Battle. It was a close-run thing,
lasting for six hours. At the end of the day it
was the Normans superior cavalry that tipped
the balance. Harold was killed, possibly with
an arrow in the eye.
William the Conqueror, king of England 1066–1087
England became an occupied country with
French the new language of administration
and power. It took several generations before
the distinction between occupier and occupied
became blurred and before the population
began to speak the same tongue. Ironically it
was English that won, although it was a new,
improved English – full of French loanwords.
Henry VIII (1491-1547) – the king who
broke with Rome
In the 14th century winds of religious change
were blowing over Europe. People like Martin
Luther were questioning the authority of the
Church and starting their own “protestant”
forms of Christian worship. We call this
period the Reformation. In England the young
King Henry VIII was a strong supporter of the
Catholic Church and opposed to mad, newfangled
ideas like translating the Bible into
English so that everybody could understand
it. In fact, he was happy to burn people at the
stake for suggesting such things.
Odd then that Henry VIII should be
remembered chiefl y as the king who broke with
Rome and the Catholic Church. The reason
for his change of heart was that he had tired
of his fi rst wife, the Spanish Catherine of
Aragorn. Not only was she not as young and
pretty as his mistress, Ann Boleyn, but more
importantly she had been unable to give
him what he desired most: a son. When the
Pope refused his request for a divorce, Henry
declared himself head of the English church
– the Church of England or the Anglican Church
as we know it today.
Ann soon bore him a child – a daughter. The
king – now immensely fat and bad-tempered
– suspected her of adultery and had her
executed. During his life Henry had altogether
six wives. Two he divorced, two were executed,
one died in childbirth (a son!) and one survived
him. By all accounts he wasn’t an easy man to
live with.
Elizabeth I (1533-1603) – the Virgin
Queen
If only Henry had known that the best-loved
monarch of them all, with a historical period
named after her, would be his daughter.
Elizabeth, born of poor Ann Boleyn, reigned for
45 years and the Elizabethan period is one of
the most exciting in English history. It saw
England become a world power, defeating its
arch-enemy Spain and establishing colonies
in America. It was the period when William
Shakespeare wrote the plays and poems that
he is still famous for today.
At the centre of it all was Elizabeth, looking
like a goddess in her extravagant dresses and
with her face powdered white. Intelligent and
well-educated, she liked the company of men,
Queen Victoria, queen of England 1837–1901, empress of India 1876–1901
but she never married. The new colonies in
America were named Virginia in honour of the
Virgin Queen. As for behaving like a monarch,
her father need not have worried. Elizabeth
managed to turn her sex to an advantage.
When the huge Spanish Armada was on its way
to attack England, she held a famous speech
at Tilbury Dock in London, dressed in armour
like a new Boudicca. “I know I have the body
of a weak and feeble woman,” she cried, “but I
have the heart and stomach of a king, and of a
king of England too.” The crowd loved it!
George III (1738-1820) – the king who
talked to trees
It is not very fl attering to be remembered as
the king who lost the American colonies and
talked to trees, but that is the unlucky fate
of George III. In fact, it’s very unfair too,
because during his reign Britain actually
became stronger than ever before. True, the
American colonies were lost when colonists
decided they had had quite enough of English
taxes and declared independence. But it was
also during his reign that Britain defeated
Napoleon and became the leading world power.

As for talking to trees, it was one of the more
innocent things that George III did during the
bouts of madness that affl icted him during his
59-year reign. He could be violent and abusive
too, and had to be bound in a straitjacket to
restrain him. The madness of the king was no
secret, and for the last nine years of his life
his son, who later became George IV, had to
rule as Prince Regent.
Victoria (1819- 1901) – Empress and
Mother
Victoria was queen for 63 years and gave her
name to a period which is still important for
modern Britons. This was when Britain became
the world’s leading industrial power and the
centre of a huge empire. By the end of her
reign she was Queen and Empress of a quarter
of the world’s population.
When she came to the throne in 1837, a mere
18 years old, the monarchy was having a very
bad press. Many people had come to associate
it with it unnecessary expense and sexual
scandals. (Does that ring a bell?) Young
Victoria was determined that she would be
a role model for her people. Family values,
strict Christian morality and hard work
were central to her public image. She and
her beloved German husband Albert had nine
children, many of whom married into European
monarchies. When Albert died of typhoid in
1861, Victoria was devastated and spent the
rest of her life in mourning, out of the public
eye.
Edward VIII (1894 – 1972) – the King
who chose not to be
You may not be able to apply for the job of
monarch, but you can hand in your resignation.
Edward VIII did just this. When the dashing
prince succeeded to the throne in 1936 it
was well-known secret that he was having
an affair with Wallis Simpson, the wife of an
American businessman. When she divorced her
husband, Edward VIII planned to marry her.
But his government were strongly against the
idea, arguing that the British public would
never accept Mrs Simpson as Queen. Faced
with the choice between losing the crown or
the woman, he chose the former. “I have found
it impossible” he said in a moving speech at
his abdication, “to carry the heavy burden of
responsibility and to discharge my duties as
King as I would wish to do without the help
and support of the woman I love.”
It has only recently come to light why the
government was so opposed to the marriage.
The fact that she was a twice-divorced
American was just half of the story, it seems.
According to FBI reports, Mrs Simpson had
strong links to Nazi Germany and was even
rumoured to be having an affair with the
German Ambassador in London.
Edward and Mrs Simpson – the Duke and Duchess of Windsor
Queen Elizabeth II
Elizabeth II (1926 -)
Royal affairs and infi delities used to be
the stuff of rumour. In the modern media
world it is the stuff of fat headlines and
paparazzi photographers. Pity, then, poor
Elizabeth II, head of a Royal Family where
such scandals have become a way of life.
Her sister Margaret’s diffi cult love-life was
constantly in the news. Of her four children,
three are divorced. Charles’ rift with Diana
was particularly painful and public, and
when Diana later died in a car accident the
reputation of the Windsors hit an all-time low.
In the midst of it all, though, the Queen has
kept her popularity. Her own private life – and
her relationship with her gaffe-prone husband,
Prince Philip – is seldom criticised, and most
people agree that she works very hard. She
spends about three hours a day on paper work
alone and is the most widely-travelled headof-state
in the world. After half a century
on the throne many wonder how the British
monarchy will survive without her.
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Petter Fuhre
Den unge Rosthaug-læreren Petter Fuhre nøyde
seg ikke med å spille en CD for elevene da Irland
dukket opp på pensum. Han tok heller gitaren fatt,
lærte seg sangen i læreboka, og fremførte den i
klasserommet.
- Det skjedde noe med meg der. Jeg ble så fascinert
av melodiene og stemningene i musikken. Det
ble starten på et årelangt dykk i irsk og skotsk
musikkskatt, forteller musikeren fra Åmot. Snart
fi kk han med seg fl ere, og nå kan bandet Killieburne
Brae se tilbake på fi re år med rivende utvikling
som irsk folkrockband. – Den perfekte pub- og
konsertopplevelse, lover Petter.
Øre for språk
Selv mener musikeren og språklæreren at det er
sammenheng mellom musikaliteten og språkøret
hans. - Språk er på mange måter musikk. Å oppfatte
språk dreier seg blant annet om å oppfatte lydene
og melodiene i språket, proklamerer 35-åringen, som
lever med musikk hele tiden. Alltid trommer han
med fi ngrene på arbeidspulten, og alltid tenker han
nye arrangementer.
Men at han kunne vandret rett inn i et av dronning
Elizabeths teselskaper med sin Queen´s English,
slik en av engelsklærerkollegene hans mener, vil
han ikke høre på. – Toppen RP, sier Petter, som
etter å ha fl ørtet litt med Cockney-aksenten en
tid, bestemte seg for å forene musikklidenskap og
engelskuttale.
Frelst på Irland
Nå er det irsk som står på tapetet, og ikke et
middelmådig irsk.
- Målet er å lære meg å snakke med vestirsk aksent.
Det er den mykeste og vakreste engelsken jeg kan
tenke meg, forteller han. For å nøre opp under
Irlandsfascinasjonen hans sendte skolen ham på
kurset ”Absorbing Ireland”, i Irland.
– Rafterys kurs for engelsklærere er vel nokså kjent
blant norske lærere nå, og kan på det varmeste
anbefales, mener Petter. Irsk kultur er fantastisk.
Det er noe i væremåten og sjargongen. Menneskene
er så vennlige og pratsomme, sier irlandselskeren.
Irland har også satt sitt preg på yrkesfagdelen av
det nye læreverket:
- Et av kapitlene dreier seg om Séan fra Galway.
Han spiller blant annet tinnfl øyte, som er
favorittinstrumentet mitt, sier Petter med et fl ir.
Beskjeden lærer
Pratsom er Petter selv stort sett bare i trygge
omgivelser.
- Jeg trives på scenen, men blir stille i sosiale
sammenhenger med mange ukjente, bekjenner han.
Likevel bestemte han seg tidlig for å bli lærer.
- Jeg begynte å observere lærerne mine i
begynnelsen av videregående. Noen sier at nivået
Nye læreverk gir muligheter for å introdusere nye og spennende forfattere. [ ' mægə'zi:n]
har snakket med Petter Fuhre fra Rosthaug videregående skole. Petter er hovedforfatter av
engelskbøkene for teknikk og industriell produksjon og elektrofag.
har sunket i skolen, men nivået på hva? Evnen til
å hoste opp ferdigtygde faktakunnskaper? Selv
tror han ungdommenes evne til samarbeid og til
å tenke kreativt er bedre nå enn da han gikk på
videregående skole. Elever i dag stiller nok høyere
krav til variasjon og dynamikk i undervisningen.
Det henger sammen med samfunnet for øvrig, der
øyeblikksunderholdning preger hverdagen – på
godt og vondt. Samtidig viser elevundersøkelser
at tradisjonell tavleundervisning er savnet når
prosjekt-hype og “learning by doing” har tatt helt
av.
Variasjon og mangfold har vært ledetråder for
arbeidet med det nye læreverket, i både tekster og
oppgaver. Ikke minst er dette viktig i en lærebok for
yrkesfag, mener Petter. Det betyr imidlertid ikke at
lærestoffet skal gjøres banalt. Mek-elever hevdes
å ha intellektet i håndleddet. Dette er selvfølgelig
like fl åsete som det er feil. På Rosthaug leser
Petters VK1 Kjøretøy Hamlet.
- Også yrkesfagelever takler autentisk engelsk,
ingen tvil. Forenklet engelsk kan faktisk virke
uinspirerende og nesten fordummende. Men
autentiske tekster bør være relativt korte. Det har
vi tatt hensyn til i den nye boka.
Indianere
Petter tegnet mye da han var gutt, før musikken tok
ham.
- Jeg tegnet det jeg var opptatt av: KISS, dinosaurer
og indianere. Indianerne danner en egen epoke i
musikerlærerens liv.
- Vi var et par stykker som konkurrerte om å skrive
de lengste og mest dramatiske stilene på skolen.
Den nye læreplanen har et punkt om urbefolkning
som jeg ønsker velkommen. Det å lese litteratur
skrevet fra maoriens eller aboriginerens ståsted gir
oss vestlige nye, sunne perspektiver.
Skriving av lærebok
Vi er nysgjerrige på hvordan Petter reagerte da han
fi kk tilbud om å skrive lærebok.
- I utgangspunktet ble jeg invitert til å være med
i en konsulentgruppe og ante lite om omfanget.
Trodde det ville dreie seg om korrekturlesing,
oppgaveideer og lignende. Det å få hovedansvaret
for en av yrkesretningene kom først som et lite
sjokk, som raskt ble erstattet av iver og ambisjon
og inspirasjon. Og en hel del ydmykhet for et tungt
fagfelt og et ansvarsfylt oppdrag.
Ikke alt har vært like enkelt i manusarbeidet, synes
Petter. - Vi har latt yrkesfagkapitlene dreie seg om
fi re personer i den engelsktalende verden, for å gjøre
stoffet interessant og virkelighetsnært. Dette har
skapt utfordringer mht. autentisitet og språklig
nivå tilpasset norske elever. Tommy fra Sydney har
jo ikke norske elever i tankene når han prater med
formannen på skipsverftet.
Petter lyser opp når vi spør hva som har vært de
morsomste erfaringene så langt.
- Uten tvil selve skrivingen. Og diskusjonene i
lærebokgruppa. Vi har hatt – og har – et svært
fruktbart samarbeid, som helt klart gir bedre bøker.
Nå er forfatterne svært spent på reaksjonene på
bøkene.
- Selvfølgelig er vi det – av fl ere årsaker. Læreres og
elevers oppfatninger er slett ikke alltid like. Men
det er her variasjon og mangfold er så viktig. Jeg er
overbevist om at alle vil bli fornøyd med mye. Det er
jo det vi har hatt som mål gjennom hele prosessen.
- Det blir også spennende å se hvordan de
forskjellige bøkene på markedet vil se ut. Den nye
læreplanen er ikke like spesifi kk på omfanget av
yrkesbiten i læreverket (jf. 40–60 % i gammel
læreplan). Derfor kan vi få se vidt forskjellige
tilbud. Vi har imidlertid jobbet ut fra det syn at det
yrkesfaglige er helt essensielt i læreverk for elever
på YF. Det er også interessant for elevene.
Jeg håper og tror vi lykkes med målsettingene for
det nye læreverket, sier Petter, som gjerne vil at
vi får med at det har vært viktig for forfatterne
å ta den nye læreplanen på alvor, å gi et enda
videre omfang av yrkesfaglige temaer, å skape nye,
inspirerende og utfordrende tekster og oppgaver, og
å legge best mulig til rette for elever på forskjellig
nivå.
Våren 2006 kommer Tracks,
Cappelens nye læreverk for
engelsk på yrkesforberedende
utdanningsprogram. Læreverket er
skrevet etter ny læreplan i engelsk
og har egne bøker for følgende
yrkesfag:
• Bygg- og anleggsteknikk
• Design og håndverk
• Elektrofag
• Helse- og sosialfag
• Medier og kommunikasjon
• Naturbruk / Restaurant- og
matfag
• Service og samferdsel
• Teknikk og industriell
produksjon

Ny alumnusforening for engelsk
ved Universitetet i Oslo
Har du tråkket rundt her noen år?
Da er kanskje denne foreningen
noe for deg!
Medlemskap er gratis, og registreringen enkel. Den
gjøres på følgende måte:
14
- Gå til http://alumnus.uio.no
- Les demoen, eller gå direkte til Bli medlem.
- På første Bli medlem-side velges
Alumnusforeningen for engelsk.
- På neste side fyller man inn de relevante
opplysningene. Disse kan siden enkelt endres.
- Klikk Lagre, og det er det!
- Man får umiddelbart tilsendt passord via
e-post. Dette kan også endres etter behag.
Brukernavnet er e-postadressen.
Engelskavdelingen ved Institutt for litteratur,
områdestudier og europeiske språk ønsker
sine alumner velkommen inn i den nye
Alumnusforeningen for engelsk!
”Alumnus” er latin for ”tidligere elev”, og foreningen
er ment som et samlingspunkt for tidligere studenter,
nåværende masterstudenter og ansatte, til faglig og
sosial vederkvegelse. Gjennom foreningen kan man
holde kontakt med sine studievenner, få siste nytt
fra instituttet, abonnere på UiOs magasiner, delta på
faglige og sosiale arrangementer, stille spørsmål,
debattere, få tilgang til fagstoff, eller bidra selv med
fagstoff. Meningen er at foreningen skal være dynamisk
begge veier, slik at det ikke blir enveiskommunikasjon
fra instituttet til alumnene, men også andre veien.
Samfunnskontakt er et satsningsområde for UiO, og
alumnusnettverkene er en del av denne satsningen.
Engelskavdelingen er fornøyd med å være blant de
første som starter opp, og håper på god respons fra
alumnene.
Den nye foreningen er en videreføring av IBAlumni som
ble startet ved IBA i 2001. Det viste seg imidlertid at
det var vanskelig å administrere foreningen uten en
god teknologisk plattform, så foreningen ble lagt på
is inntil videre. Nå er den teknologiske plattformen på
plass, og avdelingen ser frem til å videreutvikle dette
møtestedet.
For å bli medlem i foreningen må man ha hovedfag i
engelsk fra UiO, eller en mastergrad med engelskfaglig
studieretning innenfor studieprogrammene Europeiske
og amerikanske studier, Språk, Litteraturstudier eller
Lærerutdanningen. Hvis man ikke oppfyller kravene
for medlemskap, men har en sterk interesse for faget
og et stort ønske om å bli medlem, kan man søke om
medlemskap på særskilt grunnlag.
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Notiser:
smått og stort
om engelskfaget
For første gang siden
1995 blir det nå mindre populært å studere i utlandet, og det viser seg at
det er studier i engelskspråklige land som opplever det største frafallet.
Lånekassen melder at nedgangen i antall norske gradsstudenter i utlandet
har sunket med litt over sju prosent det siste året. På de siste tre årene er
andelen elever som reiser til engelskspråklige land redusert med 25
prosent.
Størst er nedgangen for USA, som har opplevd en halvering av
norske studenter i løpet av en femårsperiode, melder ANB. Nedgangen
skyldes ifølge Lånekassen den nye finansieringsordningen som regjeringen
innførte i høst. Studenter i engelskspråklige land vil med ny ordning sitte
igjen med en gjeldsbyrde på opptil 400 000 kroner for en treårig grad,
hevder utenlandsstudentenes interesseorganisasjon ANSA.
I forrige nummer
av dette bladet ble det i denne spalten referert til en
europeisk undersøkelse som viste at norske elever er
helt i toppsjiktet i Europa når det gjelder engelskferdigheter.
Nå viser en doktoravhandling utført av
Glenn Ole Hellekjær ved Høgskolen i Østfold, at mange
norske studenter får store problemer med engelsk fagspråk
når de begynner på høyere utdanning. En tredjedel
av studentene har vansker med å lese engelsk faglitteratur,
ifølge tester Hellekjær har gjort.
Hellekjær hevder derfor at engelskfaget i videregående
skole må endres hvis elevene skal kunne møte kravene
i videre utdanning. “Undervisningen må i langt større
grad legge vekt på leseglede og mengdelesing av lengre
tekster.
De som har lest mye, har en bedre evne til å forstå
betydningen av nye ord ut fra lesesammenhengen,”
uttaler han til Aftenposten 14. september.
En annen
nordmenn beherske
sor i statsvitenskap
illusjon i dette land
i Aftenposten 7. okto
norwenglish”. Hagtve
norske bedrifter som
konsernspråk. Da bur
holde standarder, fore
politikere, akademike
på engelsk. Hagtvet m
som er korrekt engelsk
Resultatet av dette er
pidgin-engelsk, eller en

som har gått hardt ut mot forestillingen om at
r engelsk på en god måte, er Bernt Hagtvet, profesved
Universitetet i Oslo. “Vi nærer en alvorlig
et: Vi tror vi kan engelsk,” skriver han i en kronikk
ber, med den talende tittelen “Trusselen fra
t er svært skeptisk til den rådende trenden der
Statoil går over til å bruke engelsk som internt
e kanskje Statoil leie inn filologer for å opprett-
slår han, og minner om hvor hjelpeløse norske
e og forretningsfolk blir når de skal kommunisere
ner nordmenn mangler ydmykhet overfor hva
og vilje til å motta kritikk for dårlig språkbruk.
at vi konstruerer en egen variant av kolonitidens
norsk pomor-engelsk.
Læreplanen for engelsk programfag er nå til høring. I læreplanutkastet
står følgende formulering:
“Samfunnsfaglig engelsk og litteratur og kultur bygger på
internasjonal engelsk.”
Vi har fått bekreftet fra ellers sikre kilder at dette betyr at det
vil bli følgende struktur på engelsk programfag:
Vg1: elevene må velge internasjonal engelsk (5 timer)
Vg2: elevene velger enten samfunnsfaglig engelsk (5 timer)
eller litteratur og kultur (5 timer)
Dersom en elev kun skal ha internasjonal engelsk, kan dette
kurset velges på Vg3.
Dette innebærer en klar endring i forhold til førsteutkastet til
ny læreplan (jf. forrige nummer av [ mægəzi:n]), der ideen var
at samtlige kurs kunne velges av elever fra alle studieforberedende
utdanningsprogram på alle årstrinn, inkludert Vg1.
At engelsk språkbruk brer om seg i samfunnet, ser
vi ikke minst i næringslivet. I utdanningsmagasinet
Kaleidoskopet kan vi lese om hvordan norske selskaper
konstruerer stadig nye titler til sine ansatte,
og disse titlene skal selvsagt være engelske.
Northern Europe External Relations Senior Manager
og Area Sales Manager Business Travel Norway
er eksempler på dette. Ifølge Nils M. Sortland,
Universitetslektor i organisasjonspsykologi, gjør
en engelsk tittel at en stilling virker større og mer
meningsfull. Man er en del av et globalt nettverk og
kan sammenlikne seg med personer man ser opp til,
på samme måte som barn ser opp til popstjerner.
Jobbtitler brukes ofte for å oppnå tyngde overfor
kunder. Men Sortland advarer mot inflasjon i flotte
titler: “Dersom tittelen ikke står til arbeidstakerens
funksjoner, får det motsatt virkning,” påpeker
han.

10
Read It!
Reviewed It! Read
The Closed Circle
By Jonathan Coe
Some of you might remember my
review of The Rotters’ Club in the
last edition of the magazine. I
promised to review the sequel The
Closed Circle in the next edition
and quite surprisingly my editor
agreed. If you remember, The
Rotters’ Club was Jonathan Coe’s
story of a group of young people
attending King Edward’s School in
Birmingham. This is a novel about
adolescents in school and about
Britain and Birmingham in the
1970s that can interest our pupils
because it has a perspective on
life of people their age, shows life
in a British school and informs us
about a volatile period in recent
British history. The novel ends with
two hopeless predictions by one
particularly visionary-challenged
character, Sam Chase. One was that
the quiet and introspective Benjamin
Trotter would win the girl of
his dreams, Cicely, and the other
was that Margaret Thatcher would
never become Prime Minister.
When we return to the characters in The Closed
Circle, 25 years on, Thatcher is long gone, but
only after many turbulent (many would say
destructive) years as Prime Minister and Cicely,
who disappeared from Benjamin’s life, is still
nowhere to be found. The main characters of The
Rotters’ Club, who worked on the school paper
together, have gone their separate ways and are
now in their forties: Emily is an eager Christian
and married, more or less, to Benjamin; Claire
is recovering from a traumatic relationship with
a married Italian and appears to be a restless
wanderer; Doug has landed a top job as a political
columnist on a major newspaper and judges the
world with a sardonic eye while comfortably
married into the upper class; and the youngest
Trotter, Paul, the over-confi dent and smug one, is
a New Labour MP, what else would he be ?
The story starts with Claire writing an imaginary
letter to her still missing sister (the mixture of
narrative styles is continued from the fi rst book).
We then meet Benjamin again. His marriage to
Emily is failing and he falls in love with a young
woman, Malvina, in a bookshop. Unfortunately,
Benjamin’s head is still in the clouds and Malvina
turns around and falls for his brother Paul, the
aforementioned Labour MP, which of course
threatens his marriage. The characters certainly
refl ect the times.
The framework of the novel is still Ben’s niece
revealing much of the story from what she has
heard and learned about by paying impossibly
close attention to family details. The times are
still volatile, but now there are demonstrations
against the threatened closure of the Birmingham
Rover factory, a smashed-up McDonald’s, the
return of far-right politics, September 11, war in
Afghanistan, the war in Iraq. Coe also returns
to his theme of how the terrible things we are
capable of doing in this world have far greater
effects than we probably imagined. For example,
Lois, Benjamin’s sister, never recovers from the
IRA pub bombing in 1970s Birmingham, remaining
a shattered victim of other people’s important
causes and disaffection. Of this Claire says: “And
I started thinking of all the other families, all the
by John Anthony
other people, whose lives must have been touched
by that event, and how you could go mad trying to
trace the thing back to its source…”
From being dreamy kids high on hormones and
somewhat innocent and ignorant of their world,
the characters are now struggling with the
responsibilities and problems of adulthood.
Benjamin is searching for himself in vain, Doug
is assigned to a new post, literary editor, the
political journalist’s equivalent to being sent to
Siberia, and Paul is pursuing his directionless
career in New Labour. We see the characters dealing
with sadness, loss and lack of accomplishment,
and struggling to understand a world they
neither expected nor really wanted. Benjamin,
who was going to be a writer and composer, is an
accountant, yikes!
The book still has its charms, but to enjoy it, the
reader has to have read The Rotters’ Club fi rst.
The characters will be more understandable and
the reader will be more interested in their fates.
But in some ways the book is more about Britain
in the 90s than about the characters, and it is
perhaps here that Coe still shows some literary
magic, although even here the social criticism
feels a little perfunctory at times. I get
the impression that Coe is a little tired of his
characters and is more on the mark and funny
when he is looking at our contemporary world. For
example, Paul has great trouble trying to explain
Tony Blair and how the Labour party leader ended
up more like a neoconservative servant of the US
Republican President than the leader of a once
grand socialist movement. We are also witness
to a world quickly losing sight of integrity and
ethics as fat-cat executives are extravagantly
rewarded for their business failures, golden
handshakes and all.
Now in their forties, the lives these characters
lead are, well, rather glum, and the views they
have on the contemporary world refl ect, well, the
teacher’s generation, with a mixture of regret
and disbelief at what the world has become. Coe
examines this on the political and social level,
looking at road rage, for example, and marveling

at how much a café dares to charge for a coffee
and bagel (and even gets away with it). As our
pupils are also often very critical of modern
society, they should enjoy these insights and
comments.
Having mentioned some reservations I have to
admit that the book still has interesting and
entertaining observations of our contemporary
times. In one passage Doug is witness to the new
class of celebrity at a club:
…His gaze was fi xed, instead, on a scene
unfolding in the corner of the restaurant
nearest to the entrance, where the young
couple who had arrived just behind Paul in a white
stretch limo were enjoying the attentions of a
crowd of journalists and photographers. This
couple, whom Paul had not recognized, had last
year been two of the contestants on Britain’s
most popular primetime reality TV show. For
weeks they had kept the public guessing as
to whether or not they were going to have sex
with each other on camera. The tabloid papers
had devoted hundreds of column inches to the
subject. Neither of them had talent, or wisdom, or
education, or even much personality to speak of.
But they were young and good-looking, and they
dressed well, and they had been on television, and
that was enough. And so the photographers kept
taking pictures, and the journalists kept trying
to make them say something quotable or amusing
(which was diffi cult, because they had
no wit, either).
This remains one of the great anomalies of the
contemporary world. We strive for a good education
and talk about raising standards in the
knowledge society but many of our new heroes
and celebrities appear to be quite the opposite of
this picture. I believe that when I was growing up
the ticket into the celebrity entertainment world
was some kind of talent, or at least presumed
talent, a talent that would be judged by serious,
over-demanding and self-important critics. Today,
sadly, we seem to see being a celebrity as a
talent in itself. The reality programmes and other
enterprises like Idol glorify the mundane and
encourage this idea of being
somebody by being somebody.
Perhaps more telling is the
following contrast that
Doug sees at the club:
Meanwhile,
Doug could not
help noticing,
right next to them,
waiting for his wife
to emerge from the
ladies’, the fi gure of
Professor John Copland:
Britain’s leading geneticist, one of
its better-selling science writers, and regularly
mentioned as a potential Nobel prizewinner. But
no one was taking his photograph, or asking him
to say anything. He could have been a cab driver,
waiting to drive one of the guests home, as far as
anybody else was concerned. And for Doug, this
situation encapsulated so perfectly everything he
wanted to say about Britain in 2002 – the obscene
weightlessness of its cultural life,
the grotesque triumph of sheen over
substance,…
Ah, Coe says it better than I do. Perhaps an even
more important concern expressed in the book is
the lack of core beliefs and ideals that Coe sees
as a prevailing weakness of modern society. Doug
Anderton presses Paul Trotter about Tony Blair
and the “New Labour revolution”, asking him to
defi ne the “third way”, the party’s fancy but vapid
slogan. He then demands that Paul defi ne both his
party’s and his own personal core beliefs, which
he is unable to do beyond saying New Labour is an
“alternative” to the “sterile, worn-out dichotomy
between left and right”, whatever he thinks that
means.
What is disappointing, however, is that I sense
the writer has lost interest in his characters by
the end of the novel, that this continuation of
The Rotters’ Club is not a labour of love, but an
obligation – closure as they like to say on bad
THE
CLOSED CIRCLE
JONATHAN COE
American
quasi-psychology
programmes. As
Coe approaches
the end of his
circle I suppress
a yawn as the book
disintegrates into
an incomplete and
clumsy wrapping up
of loose ends.
Anyone who liked The
Rotters’ Club will be
happy to know that we
fi nd out what happened to Claire’s sister, and
Cicely does make a rather belated appearance.
More importantly, we fi nd out the real source of
Benjamin’s religious experience in the fi rst book,
I won’t spoil it, but will say this, the majestic
appearance of the swimming trunks was something
less than an act of God.
So is this a book for our students? Perhaps.
If they have enjoyed The Rotters’ Club this does
bring the story to something of a full circle,
and it can be interesting for young readers just
starting out on their great journey into life to see
how things turned out for the students of King
Edward’s School in Birmingham. The novel does
provide an interesting look at contemporary
Britain and it is always worthwhile to learn about
a contemporary society from its own literature.
We can also see how life changes people and how
our society changes so quickly away from us.
But the narrative is told more from an adult’s
perspective this time, it sometimes feels like the
author is just going through the motions and the
despondency of many of the characters undermines
the author’s attempt at humorous social
criticism. All in all, it is a bit glum and even Coe
seems to have had enough by novel’s end.
11

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When English was a truly fore
by Siri Hundstadbråten
language and le
When I moved house this summer, I came across some old English
textbooks. Soon I was struck by how much teaching aids refl ect the period
in which they were made. On Your Own in England by Gunnar Haarberg,
published in 1960, shows how much times have changed for teachers and
learners of English. Haarberg’s book was aimed at an adult audience of
language-conscious and determined learners. For this reason, it is not
entirely comparable to upper secondary school textbooks with which I
am most familiar. Still, the ambitions, methodology and content of On
Your Own in England, contrast so strongly with what is comme il faut
today that it deserves a closer look.
As the title indicates, On Your Own in England is supposed to help
the learner handle common situations during a stay in England. It is
structured around dialogues taking place on the boat to England, in
customs, on the train, in a taxi, at the hotel and so on. At fi rst glance
the situations seemed predictable enough, but on closer inspection,
I realised that some of them were far from being so. Have you ever
wondered what to say at the cobbler’s for instance? How to ask for a “a
sole and heel, please” says a lot for post-war thrift, but is hardly what
would be considered a basic skill today.
Being able to order in a restaurant, on the other hand, is still highly
relevant. Here it was the menu rather than the dialogue that attracted
my attention. The menu may be summed up in word – traditional. There
is no sign of cross-kitchen, celebrity chefs or indeed curry, which has
now become the archetypal British dish. Watch out for a really fi lling
meal!
SOUP
Chicken broth
Oxtail soup
Clear soup
MEAT
Mutton chop
Roast beef with Yorkshire pudding
Roast lamb, with onion or mint sauce
Rump steak
Veal cutlet
VEGETABLES
Baked potatoes
Mashed potatoes
Brussels sprouts
Cabbage
Caulifl ower
Lettuce salad
Scarlet runner beans
PUDDINGS
Apricot pudding
Rice pudding
Tapioca pudding
DESSERTS OR SWEETS
Baked jam roll and custard
Cream sponge cake
Layer cake
Pie and cream
Another classic activity in a book of this kind is shopping. The scene
entitled “Mr. Nordmann goes shopping in London” says it all. There is
an “oh so polite conversation” in the men’s department where our fellow
countryman is looking for a tweed jacket. Afterwards we are presented
with a so-called speech drill, which makes me long for the times when
men were men and women were glad of it.
– I’d like/I want/Could I have/Can I have a stick of shaving soap,
please
– some shaving cream, please
– a packet of razor blades, please
– some tooth-paste, please
– a tooth-brush, please
– not a nylon tooth-brush, but a bristle one, please
– twenty cigarettes, please
– a box of matches, please
– some tobacco, please
– a four-once tin, please
– a mild mixture, please
– some cigars, please
Even though the protagonist is male, women have not been completely
left out of the book. There is a female version of the shopping scene in
which a Norwegian lady is looking for a pair of sensible walking shoes.

ign
arning it a solemn pursuit
The service is impeccable and even
extends to reassuring the customer:
“I’m sure your husband will like them,
madam.” If you have ever wondered
whether women’s lib was really worth
the trouble, here is your answer.
No book of this kind would be
complete without a visit to a
pub, perhaps the most English of
institutions. What would be more
natural for a visitor than to start
by asking for a glass of beer?
When the landlord answers him
by asking what kind of beer
he would like, the Norwegian,
or “you”, has no option but
to admit: “You see, this is
my fi rst visit to an English
pub. So I’m afraid I’ll have
to return the question:
What kinds of beer do you
have?” The rest of their
conversation reads like
a cross-examination on
beer and pub life.
A lot more useful,
however, is the fi nal element of
the pub lesson: “What to say when you want to stand
somebody a drink or standing a round of drinks”. Please make a mental
note of the following expressions:
May I get you a drink?
What will you have?
What’s yours?
What would you like?
Great efforts have been made to make sure the learner comes across as
a generally well-meaning person. There is even advice on how to stand
a round of drinks: “The next is mine.” A better way of winning friends in
England would be hard to fi nd.
The writer has an extremely well-developed eye for detail, to the extent
that every possible piece of information seems to be included. Avoiding
unforeseen or embarrassing situations is clearly one of the author’s
major concerns. The listing of the signs on the London train is a case
in point.
“Notices in the train
(Window) PRESS AND PULL DOWN TO OPEN
(Door) SLIDE TO OPEN
Did I hear anyone whisper false modesty?
(Lavatory) VACANT-ENGAGED”
Wouldn’t it be more
sensible to encourage
a rather more practical
attitude to fi nding out the
meaning of these words?
The signs to be expected
in the London underground
are of the same kind: “Way
out – To Street – Lifts – No
Exit – All tickets to be shown
at the barrier – This Side Out .”
It is as if Haarberg wants to say
“No embarrassment, please, I’m
Norwegian.”
After having made such a great
effort learning English, Ola
Nordmann is fi nally rewarded. When
arranging for the journey home, the
conversation runs as follows:
You: Ola Nordmann. Shall I spell it
for you?
A: No, thank you. I’m getting used to
the Norwegian names now. Nationality,
Norwegian, I take it.
You: Yes, you can hear that, I suppose.
A: I can’t. Honestly, you speak English
very well indeed. How long have you been
here for?
You: About nine months.
A: You’ve picked up quite a lot, I think.
Apart from being quite funny On Your Own in England proved a useful
reminder to me that learning and teaching English has not always
been about communicative competence. In fact, for a long time it was
a question of how to avoid making mistakes, rather than expressing
oneself. The title of the book conveys the idea that having to practise
one’s English when alone is such a great challenge that it requires a
self-help book, telling you exactly what to do and say.
Today there is nothing special about being on one’s own abroad, indeed
it is what we are preparing our students for, and many of them have
already had such experiences. Our students know that they will have to
rely on their skills in English and it is in fact their main incentive. As
I have tried to show, things were clearly different in the 1960s. I am
tempted to quote Alan Paton: “The past is a different country. They do
things differently there.”
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There are a number of things in everyday life which are very diffi cult. Buying the
correct fi lter for your vacuum cleaner without actually transporting the wretched
machine to the shop is diffi cult. Keeping paint brushes – I mean the sort you use
when you paint your house – soft and pliant so they can be re-used after a week
is, I fi nd, practically impossible. Removing the plastic off a new CD without biting
it with your teeth requires a knack I do not possess. Watching the ten-minute
“Vikinglotto” slot on TV without feeling despair for the future of the human race
is practically impossible. And meeting deadlines when you are a textbook writer and at the same
time coping with the rest of your life is, if not impossible, at best a tall order.
Well, some people are used to deadlines and take them in their stride.
Journalists, for example. Other people have the ability to dash off a
perfect piece of work at the last minute, spurred on no doubt by the
acute now-or-never pressure – the classic example being Mozart’s
composition of the overture to, and probably other bits of, Don
Giovanni the night before the fi rst ever performance in Prague! Heck,
if you get lured into writing a textbook by Don Birger or Donna Kirsten
you won’t have time to listen to Mozart for a period of several months!
And these days textbook editors are communicative octopuses! They
can remind you of approaching deadlines in so many ways: by email,
by sms, by telephone, by conventional mail, or by summoning you to
Cappelen’s headquarters in Mariboesgate. They are best at doing this
on Thursdays, just when you are preparing for that warm Friday feeling
of the imminent weekend. That’s when they drop the hint or bang the
drum: produce, by Monday!
Oh, you are one of those people who works best under pressure are you,
and believe the old adage that if you want a job done you should give it
to a busy person? Well, Kirsten’s last name is Aadahl and Birger’s is
Nicolaysen, so call them now, and offer your services. And good luck!
And don’t tell me you also believe in freedom of choice, because that’s
a strand of permissiveness the Don and Donna choose to ignore. You
choose story A or article B for a textbook and you can bet your bottom
dollar that one of these two, or one of your colleagues on the team,
has an objection to it, or has found a better story or a more appealing
article. You can quietly point out the literary qualities of your choice,
By Richard Peel
or its topicality, or its accessibility to the target (ow!) age-group, or
rant on about its other qualities, but you will be deftly outmanoeuvred
by a Karin or a Kjell or a Theresa or a John or a Robert pointing out
that it is too long, or too short, or too diffi cult, or too simple. And
they are quite likely to add that the stuff you write yourself has too
many commas, or too many brackets, or that its sentences are way too
long – bad news for me, for I believe long sentences can be one of the
joys of life – or too short – and short sentences can be so effective.
(Can’t they?) Get rid of those clichés, they say: a tall order, bet your
bottom dollar! They’ve got a point there! That’s the maddening thing.
These guys are not fools!
Compromise is the name of the game. Compromise and bargaining. You
support me on this and I’ll support you on that. Wheeling and dealing.
And, in a sense, stealing. That delightful sensation when you buy a
book on the off-chance that it might contain the perfect story that you
can use in a textbook, something fresh … and … yes … there it is.
You send it round to the rest of the gang and, marvel of marvels, they
agree! This is much more satisfying than doing a re-run of one of those
textbook stalwarts, however fi ne they are. (I suspect Hemingway’s
“Hills Like White Elephants” wins the prize for most-used story in
Norway.) If you are one of the people who enjoyed using “Embracing
Verdi”, then you can thank a moment of lucky shopping when I bought a
paperback by a writer unknown to me in a second-hand bookshop in the
town in Wales with more second-hand bookshops than any other town
I’ve been to: Hay on Wye.

Less familiar or completely unknown writers are a spoonful of medicine against
the disease that often goes with compromise: thay you produce a bland, dull
book. But a lot of things get thrown out. (Editors love saying books are getting
too long!) The bargaining and debating at meetings on Cappelen’s third fl oor
in Mariboesgate were often fairly noisy, and we would notice doors along the
usually so quiet corridors tactfully being closed as our words fl ew. And never
more so than when Marcie got worked up over something, as she often did,
winding herself up into a wonderful enthusiasm, then returning to her normal
cruising speed with that affectionate word she enunciated with a special falling
intonation “Anyway …” (How we miss her.)
We could make dozens of books out of the material we rejected! There was one
story I tried to put into every book I worked on, but there was always a majority
against it. It practically gave me a persecution complex. No matter how strongly
I argued that it was very appropriate for December, and revealed interesting
aspects of the American South, and was written in a zestful style with plenty of
authentic dialogue, it got the thumbs down. I moaned and groaned, but it was no
use. Of course, it contains some words that used to be taboo, but this would not
cause anyone who has read The Snapper to raise an eyelid. No, that wasn’t the
reason. The others just didn’t like it too much! So “The Birds for Christmas” never
got an airing. Oh well, I managed to veto anything by Jeffrey Archer getting into
any book I was involved with! (And anyway Mark Richard’s story can now be found
on the internet.)
There were practical problems at our meetings, too. Robert Mikkelsen, for
example, always managed to infl ict bodily injury on the coffee machine so that it
refused to generate more than a pathetic dribble of liquid of indeterminate taste
and lukewarm temperature. Another big problem was the air. Windowless rooms
do tend to be stuffy and debilitating. Amazing that we produced such exciting
books! Mind you, we encouraged Cappelen to send us to comfortable hotels now
and then for working weekends!
Another thing: in the midst of delicate negotiations and discussions of, say, the
sorts of activities we wanted to accompany a text about multicultural America,
in would breeze Trond and start singing snatches from 1960s pop songs, imitating
Joni Mitchel or Mick Jagger, instead of doing something useful like planning good
marketing strategies and seminars at exciting venues.
I hope this little review of a corner of my life (approximately fi fteen years in the
Cappelen English stable) shows how much I miss it – and all the people I worked
with – now that the ripeness of my years has eased me out of those airless
rooms and leisure-free weekends. Actually Trond, as everyone knows, organises
extraordinarily enjoyable seminars, at which it was a real pleasure to meet our
“customers”. And Donna and Don are among the most patient people I know!
One last thought. No more will I have to try to replace with something more
original those tired metaphors “melting pot” and “salad bowl” that make
American history into a kitchen! As I said at the beginning, some things in life
are tricky.
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En god nyhet for elevene dine
– Cappelen introduserer en ordbok de enkelt kan finne frem i
Herbert Svenkerud, Kari Bjerkeng, Anne Lerø
Engelsk skoleordbok er spesielt utviklet for bruk i ungdomsskolen, men egner seg også godt for alle
elever som har problemer med å fi nne fram i ordbøker.
Layout og grafi ske virkemidler er valgt for å sikre en så oversiktlig fremstilling som mulig. Målet er at
elevene lett og raskt skal fi nne det de leter etter. Nytt for denne ordboken er at det er innført en egen blåfarge
for oppslagord, varianter, betydningsnumre og uttrykk.
Under behandlingen av et oppslagsord gir et nytt betydningnummer en ny linje, og dette, sammen med
blåfargen på betydningsnummeret, gjør betydningsinndelingen ekstra tydelig.
Oversettelser som er gruppert etter et betydningsnummer, hører naturlig sammen. Ofte er
betydningsnummeret etterfulgt av en kursivert, kort og presis beskrivelse av betydningen. Slike
spesifi serende opplysninger kommer i parentes foran én eller fl ere oversettelser. I tillegg kan
betydningsforskjeller tydeliggjøres ved hjelp av forklarende parenteser etter oversettelsene.
Til sammen skulle dette sikre at alle betydningsforskjeller og betydningsnyanser kommer klart
frem.
Engelsk skoleordbok har et spesielt fokus på uttrykk og faste vendinger. Disse er alfabetisk
ordnet i egne seksjoner under tilhørende oppslagsord. Ordboken prioriterer med andre ord
det idiomatiske, noe som er særlig viktig i språkopplæringen. Også i uttrykksseksjonene
gjør blåfargen det lett for øyet å fi nne frem. Og på samme måte som for betydningsnumrene
gir et nytt uttrykk en ny linje. Forutsigbarheten i dette, kombinert med de grafi ske
virkemidlene, fører til at man sparer mye tid når man leter seg frem.
Ordutvalget tar sikte på å dekke de helt sentrale ordene i engelsk og norsk; akkurat de ordene elevene dine trenger. Ordboken
inneholder en engelsk-norsk del og en norsk-engelsk del, hver med ca. 16 000 oppslagsord.
Faktasider og minigrammatikk i midtdelen
Praktisk format, faller godt i hånden
Slitesterkt fl exibind, tåler tøff behandling
ISBN 82-02-23336-4
Pris kr 175,-
Vil du stå som mottaker av fagavisen (gratis!)? – Send en e-post til vgsinfo@cappelen.no