A Piece of Cake 9, Learner's Guide by Alinea

A Piece of Cake 9

Joan Boesen & Marianne Rosendal

LEARNER’S GUIDE

- it ’s a n a t t i tu d e!

LEARNER’S GUIDE … is the heart of the A Piece of Cake materials. Here you’ll find ideas for working with all the texts, Cooperative Learning structures, GRAMMAR Rules and TOOLS to help you get things right.

TEXTBOOK … presents seven topics from a variety of angles. Your class starts and rounds off together. In between, you get to choose texts for your more independent work. That makes English more interesting and fun and gives you and your classmates real reasons to share your new skills and knowledge.

The A PIECE OF CAKE website … offers a wealth of material – far more than can be listed here. To give you an idea of its scope, we can mention soundtracks, goal and evaluation charts, graphic organizers, grammar worksheets, extra reading and listening comprehension texts with exercises, lots of external links and more…

alinea.dk/apieceofcake 9

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Engelsk · 9. klasse · Elevbog

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Joan Boesen & Marianne Rosendal

Learner's guide 9

Alinea

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A Piece of Cake 9 Learner’s Guide Joan Boesen & Marianne Rosendal © 2011 Alinea, København – et forlag under Lindhardt og Ringhof Forlag A/S, et selskab i Egmont © Jörgen Tholin, Rigmor Eriksson, Moira Linnarud och Liber AB, Stockholm. Forlagsredaktion Jan Krogh Larsen Sissel Amundsen Omslagsdesign Poul Lange Grafisk tilrettelægning Jytte West/Westdesign Trykkeri Livonia Print Mekanisk, fotografisk, elektronisk eller anden gengivelse af denne bog eller dele heraf er kun tilladt efter Copy-Dans regler. 2. udgave 5. oplag 2019 ISBN: 978-87-23-03268-3

www.alinea.dk Illustrations: Poul Lange: 54 & photos 6&8 Jytte West: 69, 70 & 112-141 Images: Aurora Photos: 62-63 Robb Kendrick Corbis/Polfoto: 4&22 David Turnley, 7 Jutta Klee, 9 Dana Lixenberg, 10&17 Bettmann, 19 Michel Setboun, 21 John A. Angelillo, 23 Leonard de Selva, 25 David J. & Janice L. Frent Collection, 26 Jon Jones/Sygma, 35 © Andy Warhol Foundation for Visual Arts/ Billedkusnt.dk, Copenhagen, 38 Sarony/Bettmann, 39 Richard Cummins, 40 Destinations, 43, 45 John Harper, 58 Jill Wachter/Retna Ltd, 65 Hannes Hepp, 80-81 Bruno Cossa/Grand Tour, 87 Lynn Goldsmith, 91 Martyn Goddard, 95 David Bergman, 98 Lacy Atkins/San Francisco Chronicle, 101 Peter Turnley, 102 Bob Krist, 105 Roger de la Harpe, 108 Janet Jarman, 124 Chip Simons/Science Faction Getty Images: 24 Hulton Archive, 34 Roger Viollet, 47 Daniel Farson/Hulton Archive, 52 Nika Fadul/Flickr, 61 David De Lossy/Photodisc Pica Pressfoto: 86 Malin Lundberg Polfoto: 11 AP Photo/NYPD via ABC News/Greg Semendinger, 14&53 Matt Sayles/ AP, 27 Ed Andrieski, 28 Eric Gay/AP Photo, 30 John Stillwell/PA Photos, 37 Reuter, 56 Cinetext Bildarchiv, 68+82 Rob Griffith/AP, 72 ø. Topfoto, 72 m. Darren Jew/AP Photo, 74 Torsten Blackwood, 93 Denis Poroy/AP Seitz/Gamma/IBL: 85 Scanpix: 18 Kelly Price/Reuters, 98 Photoalto Peter Solness: 79

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Get Yourself Organized

Next Stop NYC

Events That Shook the World 22 A Look at Ireland

Love is in the Air

Whatâ&#x20AC;&#x2122;s Up Down Under?

Teen Issues

Aspects of South Africa

100

TOOLS 110

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GRAMMAR TOOLS

146

GRAMMAR RULES

152

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Get yourself organized and dig in!

GOALS-EVALUATION-STRATEGIES A Piece of Cake 9

INTERCULTURAL CONTACT

ENGLISH AROUND THE WORLD

I can use English as an internationa 2 l 3 1 main viewpoints themeans

I know how verbal and cultural ORAL COMMUNICATION standards can influence intercultural communication in English. EVALUATION 2 1 strategies. I am familiar with reading I can analyze English texts as far to I understand most of what I hear 1 2 3 4 genre and language usage. when it comes to authentic texts about culture and society.

LISTENING PRESENTATION

CONVERSATION

Set your own goals. Note your teacher's goals for the topic.

Intro

Begin each topic by reading the title page here in Learner’s Guide. Go on to the pre-topic activities.

GOALS

to choose I have knowledge of how and content. appropriate language I am familiar with opening, linking and 1 responding gambits, so I can change the subject, begin to speak and keep talking.

I can do a detailed presentation of facts and opinions.

I know of techniques for giving a wellorganized presentation.

contact.

page 1/5

4 5 ion tasks. • Do the Reading comprehens

4 1

5 2

• Seek out some intercultural

• Do the Reading comprehens ion task “Appropriate

• Do the Listening comprehension tasks. 2 3 4 Genre Tips, TOOLS p. 5 of the • • Listen to the recording texts 125-129 • Poetic Devices, TOOLS online. p. 130 – 131

I am familiar with criteria for I know how to combine techniques for 2 3 1 4 2 5 3 analyzing texts. in1 I can express myself coherently listening. as to purpose, longer pieces of writing recipient and situation.

I can be active in spontaneous conversation.

5 STRATEGIES AND TOOLS

p. 89-90 • Read “Taboo Words”, Learner’s Guide p. 94 reading/reading • Genre Tips, coached aloud, TOOLS p. 125 3 • Observe through your 4 5 reading and try your hand at actual intercultural communication.

GOALS

INTRODUCTION

of communication in different I can understandA Piece of Cake 9 GOALS-EVALUATION-STRATEGIES situations. in authentic texts.

page 3/5

and Inappropriate Language”, STRATEGIES AND TOOLS Learner’s Guide

5 2

• Do the writing tasks p. 118-119 • 4Writing Prompts, TOOLS 5

• Take active part in discussions with your partner, team or class. Organizers, TOOLS p. 120-121 • Graphic 5 4 • Models, TOOLS p. 122-124 125-129 • Genre Tips, TOOLS p. p. 143 Expressions • Useful Expressions, TOOLS p. 143 , TOOLS • Useful

• Presentation Idea Bank, TOOLS p. 132-133

INTRO TEXTS

Ra lly Ro bi n

Organize in Cooperative Learning teams with four members. Agree on partners within the team.

BEFORE YOU START

EVALUATIO

GOALS

READING

Qui

for appropriate

cultures and societies. N

TEXTS AND OTHER MEDIA

Quiz-

A Piece of Cake

and inappropriate language, and I am TION knowledgeaUNICA ble about standards and WRITTEN COMM values in different

STRATEGIES AND TOOLS

9 alinea.dk/apieceofcake Cake 8 © Alinea A Piece of

Ra lly Ta bl e

o a ch

EVALUATION

GOALS-EVALUATION-STRATEGIES I know about rules

WRITING

RallyC

e z - Tr a d

page 5/5

CULTURE AND SOCIE TY GOALS I am able to act spontaneous ly in international cultural encounters.

INTRO texts and activities, including the reading and listening comprehension tasks, are for the whole class.

Next Stop NYC 6

In this unit you can go sightseeing in New York City. Take this opportunity to explore a place where diversity is the rule, not the exception. Visit Ellis Island, once the “gateway” to the USA. Meet immigrants who are trying to gain admission to the country. Meet New Yorkers in fact and fiction. What interests you most? Immigrants, neighborhoods, parades and festivals, everyday heroes, the city itself? The choice will be yours …

Approaching the topic

• Do the words Harlem, Central Park or Soho ring a bell? • Do you associate jazz, hip hop, reggae or art with NYC? • Do you know that the “Fame” school is in the city? • Have you heard about the monument of Hans Christian Andersen in Central Park? • What do you know about “The Big Apple”?

A. Write the first 10 words that come to mind when you think about New York City.

b. Discuss your words, why you thought of them and how valid they are. Narrow your lists down so that there are only 10 words in all . c. Compare the new list with that of the other pair in your team. Agree with them on the best 10 words to present to the class.

GOALS for this unit – your teacher’s and your own

Intro

Your teacher will tell you which goals he or she feels that the whole class needs to focus on. Use the two charts, Goals for this year and Goals and Evaluation, to keep track of the goals you are currently focusing on. They will be used for the final evaluation of your work with this unit, as well.

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listening and speaking

use the Internet or the A Piece of Cake website at alinea.dk/apieceofcake

words and phrases working with the text

pairwork pronunciation grammar

RallyCoach

teamwork

writing make a presentation

This stamp shows that you can use a Cooperative Learning structure. See the descriptions at the back of Learner’s Guide. GOALS-EVALUATION-STRATEGIES A Piece of Cake 9

page 5/5

CULTURE AND SOCIE TY GOALS

EVALUATION

INTERCULTURAL CONTACT

I am able to act spontaneous ly in international cultural encounters.

A Piece of Cake

GOALS-EVALUATION-STRATEGIES I know about rules

9 1

for appropriate

and inappropriate language, and I am TION knowledgeaUNICA ble about standards and WRITTEN COMM values in different

cultures and societies. N

LOOK BACK à ANTHOLOGY AND LOOK AHEAD

PRESENTATION

These texts and tasks are for more independent work. Find the table of contents that lists the anthology texts by theme. Choose the texts and do the tasks to the best of your ability. Use the Tools that are provided for you in Learner’s Guide.

READING

LISTENING

TEXTS AND OTHER MEDIA

WRITING

CONVERSATION PRESENTATION

to choose I have knowledge of how and content. appropriate language I am familiar with opening, linking and 1 responding gambits, so I can change the subject, begin to speak and keep talking.

I know of techniques for giving a wellorganized presentation.

PROJECT

4 5 ion tasks. • Do the Reading comprehens

4 1

page 1/5

• Do the Listening comprehension tasks. 2 3 4 Genre Tips, TOOLS p. 5 of the • • Listen to the recording texts 125-129 • Poetic Devices, TOOLS online. p. 130 – 131

5 STRATEGIES AND TOOLS

I can do a detailed presentation of facts and opinions.

contact.

5 2

• Do the writing tasks p. 118-119 • 4Writing Prompts, TOOLS 5

• Presentation Idea Bank, TOOLS p. 132-133

EVALUATION

At the end of each unit there is a list of subtopics that relate to the main topic. Your class will decide whether to go on with project work immediately or to wait and have the suggestions as an idea bank in connection with the oral exam.

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• Seek out some intercultural

• Do the Reading comprehens ion task “Appropriate

Before moving on, do the Look Back and Look Ahead activity.

communication in English. EVALUATION 2 1 strategies. I am familiar with reading I can analyze English texts as far to I understand most of what I hear 1 2 3 4 genre and language usage. when it comes to authentic texts about culture and society.

I can be active in spontaneous conversation.

ENGLISH AROUND THE WORLD

I know how verbal and cultural ORAL COMMUNICATION standards can influence intercultural

GOALS

Evaluate your progress using the goal sheet you filled out at the beginning of the unit and think about new goals.

I can use English as an internationa 2 l 3 1 main viewpoints themeans

of communication in different I can understandA Piece of Cake 9 GOALS-EVALUATION-STRATEGIES situations. in authentic texts.

Before you make the final copy of the written product you will be displaying, have your teacher give you feedback (= feed forward).

page 3/5

and Inappropriate Language”, STRATEGIES AND TOOLS Learner’s Guide

EVALUATIO

GOALS

STRATEGIES AND TOOLS

9 alinea.dk/apieceofcake Cake 8 © Alinea A Piece of

These symbols will give you an idea of the main focus of the task:

We're rooting for you!

Joan and Marianne

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next stop nYC 6

INTRO

What interests you most? Immigrants, neighborhoods, parades and festivals, everyday heroes, the city itself? The choice will be yours …

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INTRO

Approaching the topic

A. Write the first 10 words that come to mind when you think about New York City.

B. Discuss your words, why you thought of them and how valid they are. Narrow your lists down so that there are only 10 words in all . C. Compare the new list with that of the other pair in your team. Agree with them on the best 10 words to present to the class.

GOALS for this unit – your teacher’s and your own Your teacher will tell you which goals he or she has chosen for the whole class to focus on at this time. Mark them with a line to the right of each goal on your Goals – Evaluation – Strategies chart. Decide which other goals you personally want to pursue while working with this topic. Mark your choices, so you can check your progress when you evaluate at the end of this unit.

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New York City

[p. 6]

explore

A. Use the text, map and postcards to get an idea of what the city is like. Look at the map and find the places mentioned in the text. Close your textbook. Write down what you remember.

B. Discuss why you wrote down the things you did. Pick out 2-3 places, buildings or things that you have heard about in NYC. List how much your team knows about them. Use the Internet to find out more. Share your findings with another team.

C. Challenge: Who will be the first student to find out why New York is called “The Big Apple”?

The Hard Knock Life of an East Coast Rapper [p. 10] share your knowledge

A. Write “rap”, “Jay-Z” and “ghetto” as headings on a page in your notebook. Use about 6 minutes to write as many words you can think of under those categories. Don’t worry about spelling. B. Take one category at a time and share your knowledge with your team.

synonyms

Find the words in the text that mean the same as:

ten year period got something he’d worked for with the participation of council housing serious disagreement* evidently · gossip

Intro

* there are 5 synonyms for this one in the paragraph that begins “Along Jay-Z’s rise …”

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Collect and organize information about your own favorite rapper to present to the class. What is so special about your rap star and what is his/her message? You will need photos as well as examples of text and music to share with them.

your favorite rap song

Share your favorite rap song with the class. Explain what is great about it. It will be helpful if they can see the text, too.

§ verbs: past and infinitive form

[ §10 ] A. The following verbs are in the past tense in the text. Write them in your LANGUAGE NOTEBOOK as shown. Write the infinitive form of each verb to the left: infinitive form

verb in past tense from text

land

landed spent grew up

have to

had to

leave

left began

write your own rap

told

Try your hand at writing your own rap. Perform it for the class.

derivatives

Play a game of DERIVATIVES using these words from the texts TOOLS: Games

dealt took became

B. Help one another to find 5-10 more verbs in the past tense and do the same with them. infinitive form

limit · visible · develop · child break · love bend · fame success · personal

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Intro

your favorite rapper

verb in past tense from text

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Ellis Island – Gateway to the USA share your knowledge

Read the text. Take a close look at the photos. Share your knowledge of and thoughts about Ellis Island.

official website

Check out the official Ellis Island website. Choose an aspect of the information available to go into depth with. If you have relatives who have entered the USA via Ellis Island, you can search for them on this site. You may even be able to see a photo of their names in the actual registration book.

narrative

Choose one of the photos on the Ellis Island website. Make up a story to go with it. • What is the person’s background? • What was he or she thinking as the picture was being taken? • What is going on in the picture? • What will happen next? • How will he/she manage in the USA in the near or distant future? TOOLS: Writing Prompts + Genre Tips – narrative

personal letter

Choose a photo on the Ellis Island website. Think about the person in it and their future in the USA. Imagine five years have gone by. Write a letter from the person you have chosen to his or her family back home. TOOLS: Models – Letter

Intro

[p. 15]

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Intro 11

9/11 Survivors hot seat Choose a survivor and play ‘hot seat’. One of you is that person and the others ask questions. You must keep the person and the quote in mind. You will have to make the rest up yourself. You can take turns doing this. TOOLS: Games

[p. 17] pronunciation and spelling

A. Find out what these words mean and how they are pronounced. Use the word list at the back of your textbook. First practice spelling the words aloud to one another. TOOLS: The English Sounds

survival calm · whoosh · impassable debris · congestion shoved · looked · winded · buoyant tremendous · rotunda · girders

America’s Day of Terror

A. Check out the BBC website called America’s Day of Terror. Read about one or more of the survivors. Each has a different story.

B. Share the story of your survivor with your team.

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Then have a team spelling bee.

2/11/11 10:27 AM

Reading comprehension

The St. Patrick’s Day Parade in New York City The St. Patrick’s Day parade on March 17th is one of New York City’s oldest parades. Approximately 150,000 people participate in it each year. Even though St. Patrick is the patron saint of the Republic of Ireland, New York City’s St. Patrick’s Day parade is probably the biggest one in the world. Perhaps that is because so many Irish people have immigrated to NYC. Perhaps it is because there is nothing New Yorkers love as much as a parade. 12

The St. Patrick’s Day parade is different from most other parades. Marchers follow a bright green line that is painted in the middle of the street for the occasion. The route goes up Fifth Avenue past St. Patrick’s Roman Catholic Cathedral. The biggest differences are that you won’t see any balloons and that everybody is on foot. There are none of the usual decorated cars or floats with people on them waving as they go by either.

The St. Patrick’s Day parade is a tremendous display of Irish pride. Huge groups of Irish-American policemen, and almost as many Irish-American firemen, march with their heads held high. Those are typical jobs that Irish men first chose in their new country – jobs that made them proud of being able to help their neighbors as well as serve their city.

A. Give each paragraph a catchy heading. B. List 4 key words about the parade from the first paragraph. C. List 4 things that make this parade different from other parades. D. List the things you would see and hear if you were in the crowd along the parade route on March 17th. E. Make a note of any new knowledge you now have about the Irish in New York.

On the A Piece of Cake website, you’ll find an additional reading comprehension text: B.A.R.C.

Intro

The parade is very colorful. You will see different troupes dancing the Irish jig in costumes with bright multi-colored Celtic embroidery. You can see – and hear – flute and drum corps and bagpipe marching bands scattered throughout the procession. Watch for all of the Irish Americans in costumes from their native counties carrying banners to show which part of Ireland they came from. And, of course, there will be lots of green – people dressed

in green, people with green hair, people painted green...

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Intro

Listening Listening comprehension comprehension The Bombing of the World Trade Center RallyCoach

Match 1. Mr Martinez was late 2. There was obviously 3. We were waiting 4. We could hardly 5. The teachers decided that no kids would be 6. We were an hour 7. My mom was 8. I was really thankful that 9. All the TV sets in the window 10. I couldn’t understand why

a. or so from the city. b. they hadn’t let us watch it at school. c. were showing the same picture. d. there when I got home. e. coming back from his break. f. believe our ears. g. allowed to watch it on TV at school. h. so many people were watching it. i. to hear what was going on. j. something wrong. 13

On the A Piece of Cake website, you’ll find this and two more listening comprehension texts: Street Gangs – two teenagers discuss the problem of gangs in New York City and New York Transport.

Look Back and Look Ahead

Work in pairs. Compose five questions for “your” text. Be sure that your questions cannot be answered with a simple “yes” or “no”.

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A Fun Way of Reviewing Just before the exam, play Quiz-Quiz-Trade using the questions the class has produced throughout the year. That will help to jog your memory of the texts you’ve read and the topics you need to be prepared to discuss at the oral exam.

Quiz-Quiz-Trade

This is a good time to look back and to look ahead. Divide the texts you have read and heard so far among the members of the class. That includes all of the texts you’ve read in the textbook as well as the reading and listening comprehension texts the class has worked with in Learner’s Guide and online. Those are the texts that may later be chosen as class texts for your oral exam.

Write each question on a card. Put all of the cards together in a safe place in the classroom. You’ll be using them for a fun way of reviewing at the end of the year.

2/9/11 9:15 AM

ANTHOLOGY – texts by New Yorkers and about New Yorkers Empire State of Mind

[p. 70]

- song by hip hop artist Jay-Z featuring singer/songwriter Alicia Keys rap lingo

A. RAP, which is short for Rhythm And Poetry, introduces lots of new language. Find all of the examples you can of rap language in Empire State of Mind and write them on a list.

watch and listen

B. Take turns guessing what the words on your list mean, then look them up. You’ll find a link to a rap dictionary on the A Piece of Cake website.

Jay-Z

game

other rappers

Write rap lingo questions on pieces of paper, e.g. “Explain ‘hood’ and put it in a sentence”. Play Quiz-Quiz-Trade with other teams or all your classmates.

anthology

Quiz-Quiz-Trade

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Watch the official music video Empire State of Mind with Alicia Keys on YouTube. What do you think of it? Which places from NYC can you identify?

Find out more about Jay-Z. Listen to other songs written by Jay-Z. If you find one you think is fantastic, share it with your team.

What other US rappers do you know? Find out more about your favorite rapper or a rapper you want to get to know better.

share your knowledge

Get together with classmates who have worked with this text. Prepare a short presentation about rap and hip hop culture for the class.

2/9/11 9:15 AM

[p. 132]

anthology

In Gil’s Own Words

This text will give you an inside view of life in South Bronx as told by a young and very special boy.

slang

correct the text

a closer look

So there’s too much boys. I used to fight a lot cause I liked to fight. I have one friend with both parents being HIV-positive. I didn’t say nothing.

Find slang words and expressions in the text. List them in your notebook. Explain them in English.

vernacular

Gil writes in a vernacular. A vernacular is a non-standard version of English used by the people in a particular area, here a slum area in South Brooklyn. Find evidence in the text that shows you why it probably wouldn’t be a good idea for him to try to use the more correct English that you are learning at school. What might happen if he did?

§ verbs: irregular RallyCoach

Use some of the following questions for a team discussion about Gil. 1. About 60% “bring stuff”, and some “carry”, says Gil. What do they bring and carry and why? 2. What does he think about the “regular” fights he had with other kids? 3. What does he mean by “It’s the audience thing”? 4. What does he think about the way many kids in his area live? 5. In what way is his life different from theirs? 6. What does he say about the way girls talk? Do you agree? Give examples. 7. What does he say about young teenagers having sex? 8. How does he try to be a good son? 9. In what ways is Gil more mature than most people of his age? 10. What kind of future lies ahead for Gil?

Change the following sentences to standard written English:

[ §10 ] A. Find 10-15 irregular verbs in the text. Write or say the three forms of each verb: the infinitive, the past tense and the past participle. B. Check each other’s answers. You’ll find a list of the irregular verbs in the Grammar Tools or at the back of the Danish-English dictionary.

personal letter

Do you think Gil will be able to sort out his life? Write him a letter and tell him what you felt when you read his story. Give him some good advice if you have any. TOOLS: Models – Letter + Genre Tips – letters

opinion essay

Choose one of the topics that Gil writes about and write your own opinion on the matter. TOOLS: Graphic Organizers + Models – An Article + Useful Expressions

facts about HIV and AIDS

Do some research about HIV/AIDS. What causes the disease? Where did it start? How many people have died? How has treatment developed over time? How can people protect themselves?

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2/9/11 9:15 AM

Applying For Entry to the USA â&#x20AC;&#x201C; Two True Stories

[p. 136]

Each pair in your team is responsible for working with one of the stories. Decide which pair takes which story.

synonyms. Father and Son

Find the words in the first paragraph of FATHER AND SON that mean: 1. smaller than they should be 2. come before 3. rather 4. relevant 5. being sent out of the country 6. enough security or money (2 words) 7. very old 8. problem 9. therefore 10. allowed in

Collect keywords from the rest of the text. Use them when you are retelling the story.

synonyms. Mother and Child

Find the words in the first two paragraphs of MOTHER AND CHILD that mean: 1. limit or number allowed 2. divided 3. not filled 4. used up 5. the first one (3 words) 6. the other one (3 words) 7. let in 8. become ill (2 words) 9. get counted as (2 words) 10. strangely

recount

A. Read the text aloud for one another, making sure that you understand it. Collect keywords so that you can tell the story to the rest of your team. TOOLS: Genre Tips â&#x20AC;&#x201C; recount B. Retell your story to your teammates. Each story tells you directly or indirectly about the rules the authorities went by when deciding whether or not someone could enter the US. Put those rules into words. Discuss how you feel about them.

comparison with Denmark

A. Identify the rules the authorities are going by when deciding whether or not the people in these stories will be allowed to enter the US. B. Denmark has immigration rules, too. Compare the Ellis Island rules with those in Denmark today. Discuss why we have rules at all. TOOLS: Graphic Organizers + Useful Phrases

anthology

Collect keywords from the rest of the text. Use them when you are retelling the story.

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2/9/11 9:15 AM

anthology

direct speech

A. There are some rules for writing direct speech that are useful to know. Look at the text. What punctuation is used to indicate direct speech? B. In Danish, quotation marks are sometimes placed low at the beginning of direct speech and high at the end. How are quotation marks always placed in English? C. Where does the punctuation go and when do you need a capital letter? Write the following sentences in your LANGUAGE NOTEBOOK. Add the punctuation and capitalization: Well done he said encouragingly Surprisingly enough he shouted be careful that could be dangerous Can I try again I asked My goodness gracious me exclaimed Mom rather suddenly

D. Check your sentences with the Answer Key on the A Piece of Cake website. Write the rules for writing direct speech in your own words in your LANGUAGE NOTEBOOK. E. There is one more rule that is very important because it makes it clear to the reader that a new character is speaking. Figure that rule out by looking at the texts. Write it in your LANGUAGE NOTEBOOK.

reader’s theater

Practice reading one of the texts as a team. You’ll need a narrator or two as well as readers for the roles. Go through the text a couple of times before doing a Readers’ Theater performance for the class. TOOLS: Genre Tips – Readers’ Theater

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drama

Dramatize one of these texts, a text you have found online or an Ellis Island story you have made up. TOOLS: Genre Tips – drama

2/9/11 9:15 AM

White september sky

[p. 85]

Anthony Libby’s reaction to the bombing of the World Trade Center

a closer look

A. Read the poem on your own. Give some thought to each stanza. B. Then read it with your partner and discuss these questions: a. Why does the poet start off with that question? b. How could you illustrate lines 5-7: “Sometimes … go.”? c. What is actually being described in lines 9-10? d. How could you illustrate lines 11-13? e. Which two lines are part of an answer to the question at the beginning of the poem? f. What is the poet’s message – and how do you feel about it? 18

loaded words

poetry

Let Anthony Libby’s poem inspire you to write your own poem about an event that made a strong impression on you. Before you start, do a quick brainstorm to see if some good words, phrases and/or pictures pop into your head. A thesaurus might help you to find some even better words. Think about poetic devices that might go well with your message. TOOLS: Thesaurus + Poetic Devices

recitation

Have your partner coach you in reading your own poem. Use your pronunciation, intonation, speed of delivery and pauses to get your message across. Perform your poem for the class. TOOLS: Genre Tips – coached reading

Loaded words and phrases attempt to appeal directly or indirectly to your emotions. Find words and phrases in the poem that give you negative associations.

coached reading

Listen to the text. Notice the reader’s pronunciation, intonation and use of tempo and pauses. Divide the poem among you and coach one another to achieve a reading that will get the message across. Read the poem for the class. TOOLS: Genre Tips – coached reading

illustration – collage

ANThOLOGY

Make a collage that expresses the mood and content of the poem. Make a copy of the poem to exhibit together with your collage and hang it up for others to enjoy.

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2/9/11 9:15 AM

ANTHOLOGY

Extremely Loud & Incredibly Close

[p. 92]

This is an excerpt from a story about a boy who lost his father in the terrorist attack on the Twin Towers of The World Trade Center on September 11th, 2001.

pre-reading

Before you read this text, sit with your team and pool your knowledge of the event, what happened to the buildings and the people and what happened afterwards.

between the lines

The excerpt you have read takes place in 2003. Two years have gone by since Oscar lost his dad in the collapse of the Twin Towers. Discuss why he might have kept his secret for so long. Why does he finally tell it to a complete stranger?

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comic relief

Sad stories are too painful to read if there isnâ&#x20AC;&#x2122;t any comic relief. Comic relief is something built into the story to make you laugh or smile and relax a bit. Discuss what the author did to make this passage bearable to the reader?

coached reading

Practice reading the passage aloud. When you are ready, read it for the class and answer any questions they might have. TOOLS: Genre Tips â&#x20AC;&#x201C; coached reading

2/11/11 10:30 AM

Project Your class may decide that your project will be to investigate a new place in the English-speaking world or make travel brochures about many different places. If you decide to learn more about New York City, there is plenty to choose from. Here are some ideas for inspiration, but there are many, many more:

Immigrants: Ellis Island is where immigrants were kept before they were let into the country. There is an immigrant museum on the island now. Be sure to visit their website. You could look into who the immigrants were and how they lived. Neighborhoods: Choose a neighbourhood to investigate. Harlem in Upper Manhattan is where many African Americans live. One thing Harlem is known for is its gospel music. There is also a Spanish Harlem where many Puerto Ricans have settled. Then there’s Chelsea, Greenwich Village, Soho with its artist studios, TriBeCa and more. Buildings: Empire State Building, Rockefeller Center and Top of the Rock, Radio City Music Hall, Madison Square Garden, Grand Central terminal – you might want to check out “the freeze” at Grand Central, etc.

Streets: Broadway with the big theaters, “Off Broadway” with the experimental theatres, 5th Avenue with all of the fancy shops … Parks: NYC is full of parks and green spaces, but the most famous one is Central Park. Parades and festivals: With all of the different cultures that are represented in NYC there is almost always a parade, festival or event going on. All you have to do is find it. One of the big ones is the Easter Parade with its famous balloons. Everyday heroes: The amazing emergency landing of a US Airways plane on the Hudson River + the untiring efforts of the rescue workers after the collapse of the Twin Towers of the World Trade Center + teenage volunteers ... Hip Hop: Do research about East Coast Hip Hop culture and learn about the origin of hip hop. A collaborative written product could be a New York magazine. If you choose to do that, then see if you can find another class that you could give your class magazine too in exchange for something they have produced. If you don’t do a class magazine, decide how you are going to present your work.

Before you start your project

Project

Discuss how you are going to present your work. You will be doing an oral presentation as well as a piece of writing in connection with your sub-topic. You, your group or your teacher may have some special requirements to the written and/or oral products for this unit. Use the TOOLS section and the A Piece of Cake website to find guidelines for writing in different genres, graphic organizers, tips and ideas for oral presentations and other useful information.

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2/11/11 10:31 AM

PROJECT

Evaluation At the end of each unit you need to evaluate your work. What are you better at and what do you know more about as a result of working with this topic? That will help you to decide what you need to focus on in the next unit. Fill in your Goals â&#x20AC;&#x201C; Evaluation â&#x20AC;&#x201C; Strategies chart to the best of your ability.

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19/02/16 10.49

events That shook the World 22

Chances are that your mom and dad can remember exactly where they were and what they were doing on September 11th, 2001, when they heard about the terrorist attack on the Twin Towers in New York City.

INTRO

Occasionally things happen that are so startling that they imprint themselves in our minds, like 9/11. This unit gives you the opportunity to explore some of those events â&#x20AC;&#x201C; events that have shaken the world over the past century.

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2/9/11 9:16 AM

INTRO 23

Brainstorm

If you have already worked with the “Next Stop NYC” unit, you will know about the attack on The Twin Towers. Leaf through your textbook and make note of the events

that are singled out there. What other occurrences can you think of that could fit the category of “events that have shaken the world over the past century”? Share your ideas with the class.

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19/02/16 10.49

The Titanic – the unsinkable ship that sank RallyTable

explain words and phrases

Work together to explain the following words and phrases from the text:

[p. 20]

recount

Read the text and use the tableaux to tell the story of the Titanic in your own words. TOOLS: Genre Tips – recount

was the pride of construction vessel afloat prestige maiden voyage grabbed the chance emphasis veteran Captain Edward John Smith 24

all walks of life people of few means every imaginable dialect four days into her voyage true to his proud profession went down with the ship TABLEAUX

research

A. Do some research about the Titanic on the Internet or at the library. Find an interesting angle – just one. It could be about: • the captain • the plan of the ship (in which ways the facilities for the rich differed from those for the poor) • the first reports of the accident • the problem with the lifeboats • who was saved and who wasn’t • the mysterious story of Morgan Robertson’s book called “Futility” • the just as strange story of William T. Stead’s “How the Mail Steamer went down in the Mid-Atlantic, by a survivor” and “From the Old World to the New” • how icebergs form and why they are dangerous. B. Organize the information you’ve found about the tragic fate of the Titanic. Make a short presentation for your class – 4-6 minutes. Use visual aids to illustrate your presentation. TOOLS: Graphic Organizers

Do as You’re Told!

INTRO

Use the words from the text to play “Do as you’re told!” TOOLS: Games

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2/9/11 9:16 AM

Intro

World War II

[p. 22]

Pearl Harbor + Hiroshima + Nagasaki brainstorm

research

For the people who lived it, World War II represents many unforgettably tragic and terrible events. The attack on Pearl Harbor, the bombing of Hiroshima and the bombing of Nagasaki are only a few. Brainstorm about what you as a team know about the horrors of WWII. Put together a list of key words and events.

If there is some other aspect of WWII that you are interested in, do some research on the Internet and find out more about it. Make notes in your notebook and list websites you might want to use for a project later on.

RallyRobin

discussion

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Discuss the opinion that physicist Hans Bethe is quoted for (page 24). Give your reasons for agreeing or disagreeing with him. TOOLS: Useful Expressions

2/9/11 9:16 AM

an atomic Bomb interpretation

Read Hatsumi Sakamoto’s poem. Choose a way to interpret it. You can: • read it aloud as a recitation • draw a picture or make a collage to illustrate it • have one partner read it and the other perform it • create sound effects for it • … Present your results for the class.

[p. 25] poetry

Write your own short poem about some aspect of war that makes you sad or angry or horrifies you. TOOLS: Genre Tips – poetry

research

Who developed it and why? Search the Internet to find out more about the history of the Atomic Bomb. When you find something interesting, share it with your partner.

diana, Princess of Wales

[p. 26]

goodbye england’s rose 26

pool your knowledge

In this song, Elton John remembers Lady Diana’s life and her good works. Listen to the song and pool your knowledge about the causes Lady D fought for and why so many people mourned her.

research

song text

You may recognize the melody. Elton John wrote it for “Candle in the Wind”, a tribute to Marilyn Monroe, in 1973. Find a melody you like and make up a song about someone you admire to go with it. Perform your song for your team – or for the class, if you dare.

INTRO

Find out more about Princess Diana’s life and death. Within the team, decide on one aspect for each of you to focus on. Organize your findings and share them with your teammates. Find at least one picture to show them.

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2/9/11 9:16 AM

Intro

Columbine

[p. 28]

RallyTable

discussion

What do you know about the Columbine school shooting? Have you seen the film “Bowling for Columbine?” Do you know about other school shooting episodes? Pool your knowledge. Make a list of questions you would like the answers to. You might start with “How could something like that happen?”

research

Find out as much as you can about the Columbine High School Massacre tragedy from different media.

Mitch Jelinker’s Reflections on Columbine a closer look

a. Read Chanel 7 news anchor Mitch Jelniker’s reflections.

b. Discuss the following questions: 1. What is the job of a TV ‘news anchor’? 2. What else does Jelniker do as part of his job besides appear on television? 3. List the four difficult stories that Jelniker reported on before the Columbine tragedy. What do you know about them? 4. How can reporters stand to go in and be ‘onlookers’ and record and report on such devastating tragedies? 5. In his eyes, what makes Jelniker’s job worthwhile?

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[p. 28]

discussion

A. Some say that the media coverage of tragedies like school shootings inspires others to do the same. It’s called the “copy cat effect”. Share your views on the subject. B. Discuss how you feel when you watch the news on TV. How does it affect you to see real violence, death and destruction on the screen?

TV news

Put together your own 5-8 minute TV news program with real or fictional spots. You will need one or two anchors in the studio and a couple of reporters “in the field”. Watch a couple of news programs so that you get the genre right. Present your program for the class.

2/9/11 9:16 AM

RallyRobin

discussion

a. Discuss the Chris Rock quote (page 28). That is his opinion. Make a list of five things you think might help to avoid school shootings and save lives. B. Compare your list with that of your teammates.

R L

research

Do research on gun politics in the US. Find information about: • the history behind “Every American’s right to bear a gun” • the Second Amendment in the Bill of Rights • the regulations of The Gun Control Law. Find out who is allowed to bear arms in Denmark.

placard

Intro

Read the placards and quotes in the illustrations. What would your sign say, if you were in the demonstration in the picture? Make your own placard. TOOLS: Genre Tips – placard

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2/9/11 9:16 AM

Intro

Listening Reading comprehension comprehension How Can We Prevent Another Columbine? Experts agree that we don’t yet know for sure how to guarantee that there will never be another school shooting. One prevention strategy is to try to figure out why the shooters did what they did, so that we can help potential shooters before they carry out their plans. Other strategies are related to the role of teachers and other school staff, parents and, ultimately, the students themselves – all of the students at the school, that is. It’s not enough for one group to be doing their part. Everyone has to work towards the same goal. Originally, Harris and Klebold were rumored to have been goths or loners who had suffered a lot of bullying and were on antidepressant medication. Those rumors turned out to be false. In fact, in their diaries both boys bragged about picking on freshmen and “fags”. They didn’t have any academic problems either. Both boys did well enough at school to take Advanced Placement classes. They also held afterschool jobs. On the surface they seemed ‘normal’. What they were preparing to do was not obvious. They fooled everyone — friends, parents, teachers, psychologists, cops and judges. Over the years, a number of researchers have analyzed the tragedy through the boys’ diaries, e-mails and appointment books, along with videotape, police affidavits and interviews with witnesses,

friends and survivors. They conclude that Harris and Klebold developed and nurtured a view of the world as US versus THEM. They weren’t angry with any particular group of students, for example jocks, blacks or Christians. They were angry or indifferent towards everyone around them. They killed at random. In his book, Why Kids Kill: Inside the Minds of School Shooters, psychologist Peter Langman writes, “These are not ordinary kids who were bullied into retaliation. These are not ordinary kids who played too many video games. These are not ordinary kids who just wanted to be famous. These are simply not ordinary kids. These are kids with serious psychological problems.”

One of the strategies that schools are employing to minimize violence and head off shooting rampages is to advise teachers to be open to and actively participate in more informal contact with students – also outside the classroom. Another is to help students to understand the difference between ‘snitching’ and getting help in time. Teachers need to be the adults that students can turn to if they realize that a fellow student is having trouble. This is especially important because school shooters almost always tell classmates of their plans. The staff, in turn, must take rumors seriously and follow up on them. In addition, anti-bullying programs should be established at all schools. Turn page

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2/9/11 9:16 AM

Reading COMPREHENSION Parents are just as important when we are talking about school shootings. In “Why Kids Kill”, Peter Langman offers “Tips for Mom and Dad”. One is, of course, to eliminate easy access to guns at home. The others are about knowing one’s child (his/her friends, interests, activities) and noticing signs of trouble. Here ‘knowing’ entails monitoring the child’s activity on the Internet as well as his/her schoolwork. Troubled children often send signals before they do something drastic, so parents are advised to be alert and take those signals seriously.

A. Make a one sentence summary of each of the paragraphs in the text. B. Compare your sentences with those of your teammates and choose the best sentences for retelling the text. You don’t have to agree. You can make your own choices. C. Use the sentences you have chosen to retell and discuss the text with your partner. On the A Piece of Cake website, you’ll find two more reading comprehension texts: Lois Lowry: Number the Stars and Anne Frank.

INTRO

On all levels the answer seems to be related to authentic interaction and caring. After Cain murdered Abel, God asked him where his brother was. Cain answered “Am I my brother’s keeper?” If we are to prevent school shootings, the answer is: We’re all in this together. We are all one another’s keepers.

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19/02/16 10.49

Intro

Listening comprehension Denmark’s Role in World War Two Thomas and Emma pool their knowledge about Denmark’s role in WWII Listen to the text and do the following exercise: Which of the following sentences are false and how can you make them true? 1. The reason the Germans occupied Denmark was to protect the Danes. 2. Emma wishes that she could have seen the German soldiers with their shiny boots and guns. 3. Most people tried to live normal lives – or at least look as if they did. 4. Some people smuggled guns and explosives into Denmark. 5. Planes dropped weapons into the woods, so it wasn’t too dangerous. 6. Thomas’s grandpa was tortured. 7. The Danes took good care of their roads, bridges and factories. 8. Thomas’s grandpa had a factory. On the A Piece of Cake 9. Thomas’s grandparents weren’t Jewish. website, you’ll find this as 10. Thomas’s grandparents escaped to Sweden in a fishing boat. well as an additional listening comprehension text: Don’t Forget the War.

Look Back and Look Ahead

Work in pairs. Compose five questions for “your” text. Be sure that your questions can not be answered with a simple “yes” or “no”.

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Write each question on a card. Put all of the cards together in a safe place in the classroom. You’ll be using them for a fun way of reviewing at the end of the year.

Quiz-Quiz-Trade

This is a good time to look back and to look ahead. Divide the texts you have read and heard so far among you. That includes all of the texts you’ve read in the textbook as well as the reading and listening comprehension texts the class has worked with in Learner’s Guide and online. Those are the texts that may later be chosen as class texts for your oral exam.

2/9/11 9:16 AM

ANTHOLOGY Texts that relate to some events that shook the world White September Sky is Anthony Libby’s reaction to the bombing of the World Trade Center.

Extremely Loud & Incredibly Close is an excerpt from a story about a boy who lost his father in the terrorist attack on the Twin Towers of The World Trade Center on September 11th, 2001. You can find the tasks suggested for working with both texts in the Next Stop NYC unit.

Titanic – Voyage from Drumshee

[p. 94]

In this part of the story, Kitty gets an offer she can’t refuse.

read and understand

A. First read the text for understanding and pleasure. Don’t stop for difficult words. Guess what they mean from the context. • Write 5 sentences about your first impressions of the text. • Write 3 questions about things you wondered about as you read.

A. Lady Victoria is a member of the upper class, while all of the other characters are from the working class. Compete with another pair to see who can find the most evidence of Lady Victoria’s high status. B. How does Lady Victoria treat members of the working class? Find clues in the text.

words to remember

There are a number of interesting words in this text. You may want to collect some of them. Go through the text and pick out interesting words to put in your LANGUAGE NOTEBOOK for future use.

ANTHOLOGY

B. Read the text for the second time with your partner. Discuss the words you found difficult. You can look up any you think are important for your understanding of the text. Share your first impressions with your partner and discuss your questions with him/her.

read between the lines RallyRobin

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19/02/16 10.50

tells more about

the word or phrase the adverb tells more about is

gracefully

how Lady V got out

a verb

anthology

adverb

hurriedly rather side-by-side recently beautifully very still hard quite panicky wildly always

§ adverbs

[ §47 ] The adverbs in the above chart are shown in their order of appearance in the text. Find them and identify the word or phrase each one tells more about. What part of speech does that word or phrase belong to?

§ the future tense

[ §19 ] Lady Victoria is thinking about the future. Find expressions in the text that indicate the future and make note of them in your LANGUAGE NOTEBOOK.

thank you note to Lady Victoria

Write a note to Lady Victoria from Kitty to thank her for offering her the job, etc. TOOLS: Models – Letter

letter to Lady Victoria

Write a letter from Mike and Maggie to Lady Victoria explaining Kitty’s situation, thanking her and asking her to take good care of Kitty. TOOLS: Models – Letter

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spelling – homophones

Homophones are words that sound the same as other words but have a different meaning and may be spelled differently. Write the homophones below in your LANGUAGE NOTEBOOK. Make note of what each one means. Each time you discover a new homophone, you should add it to your list. TOOLS: Spelling

homophones too also

sew

to infinitive / towards

two 2 week I

weak

eye their red

there

read

they’re

see

some

sea

sum

2/9/11 9:16 AM

A Piece of Cake 9

Joan Boesen & Marianne Rosendal

LEARNER’S GUIDE

- it ’s a n a t t i tu d e!

alinea.dk/apieceofcake 9

788723

032683

alinea.dk

om_9788723032683.indd 1001

Engelsk · 9. klasse · Elevbog

29/04/2019 14.45