A Piece of Cake 7, Learner's Guide

Joan Boesen & Marianne Rosendal

- it ’s a n a tti tu d e!

LEARNER’S GUIDE

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.

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.

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, grammar worksheets, extra reading and listening comprehension texts with exercises, lots of external links and more…

apieceofcake.alinea.dk

9 788723 032690

alinea.dk

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Engelsk · 7. klasse · Elevbog

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Joan Boesen & Marianne Rosendal

Learner's guide 7

Alinea

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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.

Mekanisk, fotografisk, elektronisk eller anden gengivelse af denne bog eller dele heraf er kun tilladt efter Copy-Dans regler.

Forlagsredaktion Sissel Amundsen Pernille Christensen Billedredakør Sissel Amundsen Omslagsdesign Poul Lange Grafisk tilrettelægning Jytte West/Westdesign Trykkeri Balto Print 2. udgave 8. oplag 2019 ISBN: 978-87-23-03269-0

www.alinea.dk

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contents Get Yourself Organized and Dig In!

4

Absolutely British

6

Witches, The Occult and Other Scary Stuff 20 The First Americans

32

Out and About

44

Hawaii – the Aloha State

56

Spotlight on School

72

Canada – from sea to sea

86

TOOLS 98

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GRAMMAR TOOLS

128

REGLER FOR ENGELSK GRAMMATIK

134

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Get Yourself Organized and Dig In!

GOALS-EVALUATION-STRATEGIES A Piece of Cake 7

INTERCULTURAL CONTACT

EVALUATION

I can take part in simple cultural interaction for which I am prepared.

GOALS-EVALUATION-STRATEGIES

71 A Piece of Cake

I know about the language ”dos and TION UNICA don’ts”, social norms and values in WRITTEN COMM connection

with specific cultural groups.

N 4

3

2

BEFORE YOU START

à

READING

4

2

3

4

2

3

4

5

be polite. ion tasks.

• Do the Reading comprehens

5 2

2

3

3

4

4

5

5

• Reading Strategies,

5 STRATEGIES AND TOOLS

TOOLS, p. 112-113

• Peer Conferencing, TOOLS

à

Begin each topic by reading the title page here in Learner’s Guide.

Go on to the pre-topic activities.

GOALS

3

I can do a short presentation on the basis of information I’ve been given.

1

2

3

4

5

• Presentations, TOOLS p. 111

I am aware of phrases I can use to argue a point.

1

2

3

4

5

• Useful Expressions,TOOLS p. 124

à

p. 109

between genre, content and purpose with your partner, team and/or class.

• Take an active part in discussions with your partner, team andyou class. write, TOOLS p. 105 • Before •4 Useful 5 Expressions, TOOLS p. 124and Powerful • Strong Sentences 106 Paragraphs, TOOLS p.

TOOLS p. 107-108 • Graphic Organizers, 109 • Mind Map, TOOLS p.

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

INTRODUCTION

If in doubt, choose to

page 1/5

• International Communicat ion, TOOLS p. 114-115

5 to sound English, TOOLS p. 120 4 • How 1 2 3 4 • Discuss the connection 5

5 2

1

•

Take your cues from the people you are STRATEGIES AND TOOLS interacting with.

• Do the Listening comprehension tasks.

2 3 4 5 of the • Experiment with different • Listen to the recording media in English. texts online.

TEXTS AND OTHER MEDIA

I can take part in the exchange of 1 information on familiar topics and activities. a text and I know about how to build how to use paragraphs.

I know how to process information.

1

• International Collaboratio n, TOOLS p. 114-115

5

5

1

I am conscious of the connection I know how stress, tempo and between that others 1 2 3 1 4 2 5 3 coherent texts genre, content I can write and purpose. intonation influence meaning. can understand.

WRITING

LISTENING

Ra lly Ro bi n

3 EVALUATION 2 for 1 for reading I am aware of strategies different purposes.I can use a variety of types of texts that5 I can understand speech that isgo simple, 1 2 3 4 with different media in English. not too complicated and not too fast.

page 3/5

4

4

© Alinea A Piece of Cake 7 alinea.dk/apieceofcake

Organize in Cooperative Learning teams with four members.

Agree on partners within the team.

Ca ro us el Fe ed ba ck

CONVERSATION

F

PRESENTATION

ch

1

GOALS

3

3

ke Cake 7 alinea.dk/apieceofca © Alinea A Piece of

n

1

STRATEGIES AND TOOLS

© Alinea A Piece of Cake 7 alinea.dk/apieceofca ke

ENGLISH AROUND THE WORLD

I can take the initiative for 1 main content and thecommunicat

I am familiar with a variety of media for ORAL COMMUNICATION international contact.

k a n - N - P ic

2

EVALUATIO

GOALS

R a ll y C o a

2

1

ion with people in other I can understandA Piece GOALS-EVALUATION-STRATEGIES of texts. of Cake 7 countries. context in different types

Showdow

page 5/5

CULTURE AND SOCIE TY GOALS

INTRO TEXT

à

INTRO texts with activities for the whole class.

SPELL and TELL : Spell the word chuffed and explain what it means.

ANSWER : happy QUESTION: Name Queen Elizabeth’s four children ANSWER : Charles, Anne , Andrew and Ed ward

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P

listening and speaking

use the Internet or the

A Piece of Cake website words and phrases

at alinea.dk/apieceofcake

working with the text

pairwork

teamwork

pronunciation grammar

RallyCoach

§

writing make a presentation

A stamp like this shows that you can use a Cooperative Learning structure. See the descriptions at the back of Learner’s Guide (p. 154).

GOALS-EVALUATION-STRATEGIES A Piece of Cake 7

page 5/5

CULTURE AND SOCIE TY INTERCULTURAL CONTACT

GOALS

EVALUATION

I can take part in simple cultural interaction for which I am prepared.

GOALS-EVALUATION-STRATEGIES

71 A Piece of Cake

I know about the language ”dos and TION UNICA don’ts”, social norms and values in WRITTEN COMM connection

with specific cultural groups.

N

EVALUATIO

I can take the initiative for 1 main content and thecommunicat

4

3

2

ion with people in other I can understandA Piece GOALS-EVALUATION-STRATEGIES of texts. of Cake 7 countries. context in different types

1

READING

I am familiar with a variety of media for ORAL COMMUNICATION international contact.

1

GOALS

READING PLUS

There is an extra text for you to read and enjoy.

PRESENTATION

à

ROUNDING OFF

3

4

2

3

4

5

be polite. ion tasks.

• Do the Reading comprehens

5 2

2

3

3

4

4

5

5

• Reading Strategies,

5 STRATEGIES AND TOOLS

TOOLS, p. 112-113

• Peer Conferencing, TOOLS

p. 109

3

between genre, content and purpose with your partner, team and/or class.

• Take an active part in discussions with your partner, team andyou class. write, TOOLS p. 105 • Before •4 Useful 5 Expressions, TOOLS p. 124and Powerful • Strong Sentences 106 Paragraphs, TOOLS p.

TOOLS p. 107-108 • Graphic Organizers, 109 • Mind Map, TOOLS p.

I can do a short presentation on the basis of information I’ve been given.

1

2

3

4

5

• Presentations, TOOLS p. 111

I am aware of phrases I can use to argue a point.

1

2

3

4

5

• Useful Expressions,TOOLS p. 124

à

If in doubt, choose to

page 1/5

• International Communicat ion, TOOLS p. 114-115

5 to sound English, TOOLS p. 120 4 • How 1 2 3 4 • Discuss the connection 5

5

2

1

• International Collaboratio n, TOOLS p. 114-115

•

Take your cues from the people you are STRATEGIES AND TOOLS interacting with.

• Do the Listening comprehension tasks.

2 3 4 5 of the • Experiment with different • Listen to the recording media in English. texts online.

TEXTS AND OTHER MEDIA

2

5

5

EVALUATION

The class rounds off with a presentation or simply by sharing new skills and knowledge with teammates.

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I can take part in the exchange of 1 information on familiar topics and activities. a text and I know about how to build how to use paragraphs.

I know how to process information.

1

page 3/5

4

4

1

I am conscious of the connection I know how stress, tempo and between that others 1 2 3 1 4 2 5 3 coherent texts genre, content I can write and purpose. intonation influence meaning. can understand.

WRITING

CONVERSATION

LISTENING

à

4

3

3

© Alinea A Piece of Cake 7 alinea.dk/apieceofcake

PICK AND CHOOSE

3 EVALUATION 2 for 1 for reading I am aware of strategies different purposes.I can use a variety of types of texts that5 I can understand speech that isgo simple, 1 2 3 4 with different media in English. not too complicated and not too fast.

Evaluate your progress using the games and worksheets from the A Piece of Cake website.

Update the goal chart you filled out at the beginning of the unit and think about new goals.

These tasks and texts are for more independent work.

Choose the texts and tasks that suit you best.

2

© Alinea A Piece of Cake 7 alinea.dk/apieceofca ke

ENGLISH AROUND THE WORLD

GOALS

2

1

STRATEGIES AND TOOLS

ke Cake 7 alinea.dk/apieceofca © Alinea A Piece of

à

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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absolutely British In this unit your class will start off by checking out some of the many different things there are to learn about Great Britain. You will also round off together by sharing your knowledge of the special topic you choose to learn more about.

You will work with words and expressions in ways that help you to remember them better than if you just try to memorize them.

You will also have a chance to look more closely at some aspect of the language like spelling, pronunciation and homophones.

INTRO

One thing is for sure: there’s a lot to talk about.

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INTRO

POOL YOUR KNOWLEDGE brainstorm

You probably know lots about the United Kingdom (Great Britain + Northern Ireland) from watching TV, travelling and noticing the world around you. Pool your knowledge – especially about how you think Brits differ from Danes. You can use questions like: • What famous Brits do you know?

• What do you know about British history?

• What is going on in Britain today?

• What about British sports, music, teenagers, schools, food, fashion…?

• What is special about the Brits?

• What would you like to know more about?

Share your knowledge and ideas with the class.

Listen to and learn to sing these verses of God Save the Queen and Rule Britannia (textbook, p. 7). You have to stand while you sing them.

7

jigsaw

Do the United Kingdom jigsaw activity with your teammates. The worksheets you need are on the A Piece of Cake website.

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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exploring Britain on the World Wide Web RallyRobin

explanations

Introdu to Britcation in

a. Go exploring on the Project Britain Internet site. After you have clicked around a bit, pick one sub-topic heading to investigate. All partners in the class will do this. No two sub-topics can be the same. It’s first come, first serve.

amazing · boring blimey · brilliant share · evidently as though · check out unusual · etiquette superstitions glossary

B. Take a good look to see what your subtopic has to offer.

C. Do a short presentation of your subtopic for the class. Show them one or two specific things you found behind your heading.

D. Choose 2-4 facts or words from your presentation that it would be good for your classmates to remember. Make question/answer cards to use in a game of Showdown at the end of this unit.

Daily L

London

8

Royal Family

Weathe r

Tou Informrist ation

Calend a of Even r ts

Union F

lag

TOOLS: Games – Showdown

SPELL and TELL : Spell the word “chuffed” and explain what it means.

ANSWER : happy

Supers titions

Etique

tte

School

Govern

ment

Transp ort

QUESTION: Name Queen Elizabeth’s four children

TRUE OR FALSE? t The newest advice abou is to “passing wind” in public say “pardon me”.

ANSWER : n’t false – just pretend it did happen

americ n/ ER NaSW BritisA : hw C ords

harles, Anne, A ndrew and Ed ward

Custom s Traditio & ns

INTRO

ols

go exploring

Read the text. Take turns explaining these words from the text.

ife

[p. 8]

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Look through the rest of the texts in the Absolutely British section of your textbook. Find the text you would like to work with. Look at the tasks, too.

Choose a text that looks interesting and will help you to reach at least one of your own personal goals. Your teacher may also choose some tasks for the class or for you personally in order to help you to reach specific goals.

For this topic: You will be sharing your work with the class. Make 2-4 sets of question/answer cards that relate to your presentation for the game of Showdown at the end of this unit. TOOLS: Games: Showdown

pick and choose

Pick and Choose

King Arthur and the Knights of the Round Table [p.10] Brainstorm about what you know about the legend of King Arthur.

RallyRobin

explain words

a. Read the text. Take turns explaining these words from the text.

heir · embedded in anvil · engraved Code (of Chivalry) · behaviour virtues · aspired advisor · backwards b. How can the idea of a Code of Chivalry be applied in your classroom?

old English to modern English RallyRobin

before you read

Help one another to change the engraving on the sword to modern English.

“Whoso Pulleth Out This Sword of this Stone and Anvil is Rightwise King Born of All England”.

Write both versions in your notebook.

9

the legend

Find information, texts and animations about this legend by googling King Arthur + kids.

The Sword in the Stone

You might want to read the last text in this chapter. It is an excerpt from a book called The Sword in the Stone by T.H. White.

share your knowledge

Decide how to share your knowledge. You could make a poster, write a narrative, dramatize the story or put together a presentation.

TOOLS: Narratives

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GB – Who’s Who? Help one another to find words in the text that mean

rich and fashionable people who travel a lot the Second World War being modest and easily shocked worked to persuade people to want very impressive lots of people whose job is to make others laugh

a famous Brit

Choose a famous Brit you would like to learn more about – anyone at all. Collect interesting information about the person – facts, quotes, pictures, sound, whatever is relevant.

[ § 33 + 32 ] A. Read and translate one Who's Who description at a time. What do you notice about the differences in the way we say people’s jobs in English and Danish?

B. Make a list of the different jobs as you go along – with the a or an.

C. Note that difference between English and Danish in your LANGUAGE NOTEBOOK. D. What is it that decides when you should use a and when you should use an?

E. Write the rule in your own words in your LANGUAGE NOTEBOOK. TOOLS: Your Language Notebook

share your knowledge

Decide how to share your knowledge.

You could make a poster, put together a booklet, tell about the person and have the class guess who it is or put together a presentation.

TOOLS: Games - Who Am I?

pick and choose

10

§ jobs RallyCoach

RallyRobin

find words

[p. 12]

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pick and choose

Vintage Clothing Go green in style

[p. 14]

RallyRobin

explain words

Use the context and help one another to explain these words and phrases from the text.

vintage · go green appeal to you · blokes birds · limited funds a hang for · mainstream plenty · scoops flea markets · bargain hunting charity shops · rummage piles · spot the best buys funky · groovy

§ spelling

verb

found

§ verbs: past tense

pay go

[ § 9-11] A. Take turns filling in the boxes You’ll find a worksheet on the A Piece of Cake website.

B. Find more verbs in the text. Continue the chart yourselves.

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present tense past tense

got

RallyCoach

Test one another in the spelling of the words you have explained from the text. If you get a word wrong, add it to the spelling list at the back of your LANGUAGE NOTEBOOK. Have your partner check that you can spell it correctly next time.

TOOLS: Your Language Notebook

shop rummage spot mix

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not Lucky enough to be in London?

[p. 15]

RallyCoach

§ nouns: plural

[ § 27-28 ] a. Take turns writing the following nouns in plural: party, card, category, bunch, hostess, organization.

B. How many ways are used to make plural? Write the rules in your own words in your LANGUAGE NOTEBOOK. TOOLS: Your Language Notebook

decide what you want to do

Discuss the options you have. You could: • plan and have a fashion swap party at home.

• plan and have a fashion swap party in the classroom.

• plan and have a fashion show in class.

invitations

Create a funky, groovy invitation to send out.

carry out your fashion show or swap party Throw your fashion swap party or hold your fashion show. Enjoy!

PICK AND CHOOSE

ners, l be the desig ’l u yo w o sh n For a fashio ost/hostess. f the stylists and h descriptions o te ri w to d e e n You will clothes. . to find models rapher and You will need p have a hotog to d o o g e b It would alist, too. a fashion journ

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before you read

Share what you know about manga. What manga films and comics have you seen/ read? What do you think of the manga style?

[p. 16]

§ contractions

[ § 20 + 4 ] A. There are seven contractions in the quote. He’s means one thing in the first sentence and something else in the second. Write the seven contractions in your LANGUAGE NOTEBOOK. Next to each, write three words: the two that make up the contraction and the word that comes after it.

A. Use the context and help one another to explain these words and phrases from the text.

manga · a comic artist ado · fare contemporary medium · thesis determined to do justice to sub-text underlying · vital a feeling for the language literally translated random · whimsical

B. Help one another to remember when it is that we use the –ing form (continuous present/udvidet nutid). Write the rule in your LANGUAGE NOTEBOOK. TOOLS: Your Language Notebook

§ verbs: English > < Danish RallyRobin

RallyRobin

explain words

pick and choose

Manga Shakespeare

[§4] Read the quote one sentence at a time.

Translate each sentence. Danish doesn’t have an –ing form. Notice how the –ing words saying, living, going on, having, thinking, killing, killing, bringing, thinking and using are translated into Danish.

13

create a manga drawing and write a story Search using the key words how to + manga and find the tutorial that suits you best.

Draw your own manga character and write a story to go with it. Present it to the class.

TOOLS: Narratives

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Banksy – a street artist with a message RallyRobin

find words

Help one another to find words in the text that mean

not often seen

well-known for something good well-known for something bad figured out hidden probably kicked out trivial dedicated against private ownership

14

fans

[p. 18]

contrasts

Find contrasts in the text. Look for words, descriptions, situations and ideas.

famous

infamous

in prison for petty theft

social conscience

vocabulary charades

Play vocabulary charades with these words from the text:

famous · infamous · elusive obscured · artistic · quick face · picture · prison mask · hoodie · day idea · graffiti · policeman soldier · peace · riot

admirer · auction dealer · hide spray · wear · paint kiss · collect · pay TOOLS: Games – Vocabulary Charades

Banksy’s art

Find examples of Banksy’s art on the Internet. Think about what Banksy is telling us with each piece of art.

pick and choose

share your knowledge

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Select 5-6 pieces of Banky’s street art. Tell your classmates about Banksy. Show them the pieces you have chosen and explain what Banksy’s message is in each case.

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pick and choose

guns “They say that le kill people. p o e p , le p o e p l don’t kil guns help.”

But I think the Eddie Izzard

What’s so funny?

Help one another to explain • the two ways to understand “give me a bath” • how the man understood “The name is smudged.”

• what the Essex girl was doing • where the tourists were • why the Sherlock Holmes joke is funny • two ways to understand "all right" • the two meanings for “a lot of fish got battered” • the difference between the homophones “foul” and “fowl” • what “Eclipse it” is in standard English

§ homophones

A. Find homophones for the words below.

RallyCoach

RallyRobin

explain

[p. 20]

eight · son · tale · four · blew weed · wear · they’re · too · hear peace · sea

15

Note them in your LANGUAGE NOTEBOOK together with an example of how each word can be used.

B. Make a list of other homophones you can think of in your LANGUAGE NOTEBOOK. Add to it every time you meet a new homophone.

TOOLS: Your Language Notebook + Spelling Rules – homophones

RallyRobin

standup comedy, comic strip or sketch Choose one of these possibilities: A. Prepare to tell jokes to the class. Learn them by heart. Coach one another so that you get the pronunciation and timing right. Be ready to explain the joke, if they don’t get it. You could also tell a bit about British humour.

TOOLS: Reading Strategies – coached reading

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B. Make a comic strip that tells a short, humorous story and present it for your class.

C. Prepare a funny sketch to show to the class.

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Social Graces RallyRobin

find words

Help one another to find words in the text that mean

periods of 100 years a cruel and unfair person with power made into a colony long pants or jeans

check your reading

follow-up

Here are some ideas: A. Etiquette at school: make a set of social rules to follow to get along successfully with people at school.

B. Etiquette for mobile phones: make a set of rules for using mobile phones when you are in a crowd of people.

C. Practice your handshake; move around the classroom, make eye contact, extend your hand and grip firmly. Talk about how this form for greeting differs from fist-bumps and high-fives.

coached reading

Prepare to read the text aloud to the class. Coach one another to speak clearly.

Remember to give the audience time to understand the text by putting in pauses. Since this is a humorous text, you will want to exaggerate some words or sentences or read them with a funny voice.

Even then, you must speak clearly or your listeners wonâ&#x20AC;&#x2122;t understand it.

TOOLS: Reading Strategies - coached reading

pick and choose

16

1. Find the sentence that made you realize that the writer was being funny?

2. Find three pieces of good advice in the text.

3. Find three examples of where the text is silly.

[p. 22]

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British> <American

Find the British equivalent of these American words. Write both in your LANGUAGE NOTEBOOK. When in doubt use an English dictionary or click on the icon on the Project Britain website.

bathroom/toilet can of corn · flashlight TV · dessert · gasoline stand in line · movie vacation · trash can soccer · sweater TOOLS: Your Language Notebook

British> <American

Find this worksheet on the A Piece of Cake website and fill in more differences between British and American English.

American English

British English

football truck

[p. 24]

§ spelling

A. Write this list of British words in your LANGUAGE NOTEBOOK. Note the American spelling next to each word.

pick and choose

Oxford Observations

colour · tyre travelling · cosy favourite · theatre neighbour · programme draught · aeroplane TOOLS: Spelling Rules

B. In informal writing Americans sometimes shorten words so that they are spelled the way they sound.

Write this list in your LANGUAGE NOTEBOOK and add the standard spelling after each.

17

nite · thru · tho hiccup · donut Bar-B-Q thanx · lite TOOLS: Your Language Notebook

vacation postal code mobile phone rent post

promote your text

Tell the class about your personal narrative in a way that will make them want to read it. Make that possible by producing a copy to have in the class or making it into a poster to hang on the wall.

personal narrative

Write about your own experiences in a place away from home. Illustrate your text.

TOOLS: Narratives

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18

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Reading Plus

[p. 27]

READ AND ENJOY! The Sword in the Stone

Follow Arthur, a lowly squire at the time we enter the story.

He's in big trouble. He has forgotten his foster brother Sir Kay's sword for an important tournament.

To help you to evaluate your work on this unit you have the following options: • Play Showdown with the Absolutely British question cards the class has produced along the way.

• Do the Absolutely British listening comprehension task you can find on the A Piece of Cake website.

• Do the Absolutely British reading comprehension task you can find on the A Piece of Cake website.

19

• Fill in the Absolutely British vocabulary cloze test you can find on the A Piece of Cake website.

• Do the Absolutely British preposition worksheet you can find on the A Piece of Cake website.

• Do the grammar worksheet of your or your teacher’s choice.

EVALUATION Be sure to take the time to evaluate your work and decide what you will save in your portfolio. Take out the Goals – Evaluation – Strategies chart you filled in at the beginning of this unit. Bring it up to date with your new status. What are you better at and what do you know more about as a result of working with this topic? Use that information to help you to decide what you need to focus on in the next unit.

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Witches, The Occult and Other Scary Stuff Are you superstitious? Have you ever been afraid to walk on the cracks in the sidewalk? How do you feel if a black cat walks across your path?

Is there more between Heaven and Earth than meets the eye?

Most of us are fascinated by what we can’t be quite sure of. We look for explanations – for creation, for natural phenomena, for good and bad fortune, for sounds in the night...

Adjectives can do wonders for a scary text, so you’ll be collecting them as you go along.

This unit gives you a chance to work with the weird and the wonderful and perhaps have a good scare in the process.

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intro

POOL YOUR KNOWLEDGE put on your thinking cap

whispering chain

B. Make short notes about how you will tell your story in a way that makes your team feel how scary it was.

B. The titles are put into a hat or other container. The teacher draws a slip and tells the class the title.

A. Think about a strange or mysterious thing that has happened to you or that you’ve heard about. It can be good or bad, but it has to be true. Don’t mix any horror films or fantastic fiction in here.

share and scare

Do one round where each team member in turn tells the story he/she has prepared.

You mustn’t interrupt the storyteller, but you may raise your hand to see if you can ask a question.

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A. Each team chooses one of the stories they have heard for an experiment with the whispering chain. Give the story a good title and write that on a slip of paper.

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C. The class lines up. The person who told the story is at the beginning of the line.

He or she whispers the story to the next person in line. That person whispers it to the next person and so on. The last person in line tells the story he/she has heard to the class.

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read and discuss

derivatives of “spell”

explain

B. Use these derivatives of “spell” in sentences:

Read the short texts on p. 31 in your textbook. Note that they represent different genres.

What was the last book you read or film you saw with a supernatural content? If you’re not a fan, explain why not.

Help one another to explain what is meant by:

like a bat out of hell to stay for a spell (2 meanings) Anon to suffer a witch to live toil · caldron snow billows out

A. What does the word “spell” mean in these sentences? a. How do you spell your last name? b. We have had a spell of bad weather. c. If you don’t watch out, she’ll cast a spell on you. d. The look on his face spells trouble!

speller spelling bee spellbinding spell-checker to spell it out to out spell someone

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

INTRO

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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Write a one sentence summary of each paragraph in the text.

round table discussion

Look through the texts for this unit with your team one at a time.

Discuss what you think each text is about.

Take turns telling why you might or probably will not choose each.

Look through the tasks for each text.

Together with your partner, decide which text you will work with.

TOOLS: Reading Strategies

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[p. 32]

explain words RallyRobin

RallyCoach

paragraph summaries

intro

Witches, Wizards, Sorcerers, Druids…

A. Take turns explaining these words from the text.

possessed · supernatural potions · herbal medicine human nature · tend to fabricate · pious blamed on · trust the “right” way · accused cure · suspicion innocent · interpreted recognize · occurrence reputation · rooted in B. Point to a word. Challenge your partner to explain it or give a synonym.

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PICK AND CHOOSE Look through the rest of the texts in the Witches, The Occult and Other Scary Stuff section of your textbook. Find the text you would like to work with. Look at the tasks, too. Choose a text that looks interesting and will help you to reach at least one of your own personal goals. Your teacher may also choose some tasks for the class or for you personally in order to help you to reach specific goals.

Adjectives can do wonders for a scary text. No matter which text or texts you choose, it’s your job to collect adjectives while you work. At the end of this unit you will be playing an adjective game, so collect as many as you can.

Witch Child – entry 1 (1659) The text you are about to work with is written as a journal. In fact, it is the first entry. Before going on, talk about the title and the illustrations. What do you think the story is about?

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What is the truth?

RallyCoach

pre-reading

listen first

Listen to the story before you read it. Listen for the general meaning or gist of the story.

Don’t worry too much about details or words that you find difficult. You will work with them later.

read with post-its

Take turns answering these questions.

1. Was Mary’s mother an Elfen Queen?

2. Why doesn’t Mary live with her grandmother anymore?

3. Why did the men kill the cat and the rabbit so brutally?

4. What three methods did they use in their attempt to make Eliza Nuttall confess?

5. What ‘proof’ was the Witch Pricker searching for?

6. What exactly was the evidence against Eliza Nuttall? Make a list.

7. What did Eliza actually do for the neighbours? Make a list.

8. Could the floating test possibly have had a positive outcome?

mix and match RallyRobin

Make some notes as you read the text. This strategy is a called journaling. Read more about it in TOOLS. TOOLS: Reading Strategies – A Reader’s Journal

[p. 34]

A. There are lots of interesting new words in this excerpt. Find the worksheet on the A Piece of Cake website and do the mix and match task.

B. To see how many of the words you remember take turns pointing to a word and challenging your partner to say the word from the text.

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poster or booklet

more about witch hunts

Promote your poster or booklet by giving a short presentation of it in class.

TOOLS: Presentations

This text is based on British history. Things like that actually happened. Discuss what might have been behind the accusations in the story. Do you think that Eliza really had magical powers. What knowledge or powers do you think she did have? Are you convinced that she was a witch?

Put together a poster or booklet about witches. It can be about methods that were used to prove that someone was a witch, witchcraft today or something else related to witches.

pick and choose

between the lines

Read more about witch hunts on Celia Rees’s website. Use the links on the A Piece of Cake website.

Skulduggery Pleasant read aloud

A. First read the text silently, so that you are familiar with it. Use the context to figure out any words you don’t know. When your partner has finished reading, too, you can ask him/her for help.

B. Decide who will be Stephanie (the girl) and who will be Skulduggery Pleasant.

Read the text aloud playing your parts.

TOOLS: Reading Strategies – coached reading

body parts

Draw a skeleton in your LANGUAGE NOTEBOOK. Find all of the words mentioned in the text that name parts of the body. Label your skeleton. Check your work with your partner’s to be sure that you found all of them.

TOOLS: Your Language Notebook

[p. 36]

Skulduggery Pleasant

A. Explore the Skulduggery Pleasant site.

Choose the UK entry. It’s got more on it.

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B. Be sure to listen to the interview with author Derek Landy. Find the link on the A Piece of Cake website.

review

A. book review: If you have read a Skulduggery Pleasant book in English or Danish, you can write a review of it to hang up in class.

TOOLS: Opinion Organizer B. review of website: If you have clicked around on the Skulduggery Pleasant website and tried out a number of the possibilities, you can write a review of it to hang up in class.

Promote your review by giving a short presentation of it for the class.

TOOLS: Presentations

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Spooky Urban Legends

[p. 38]

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A. Take turns explaining these words from the text.

pouring · faint figure · realized He figured · shivering · chitchat confused · such a rush assumed · knowingly · horrified be upset · cemetery · draped headstone B. Discuss how the storyteller tries to make this story believable? Think in terms of time, place, characters, language and storytelling techniques.

pick and choose

urban legends

There are lots of urban legends on the Internet. Read a few and see how they fit the description in the info box in your textbook.

Find a favorite and practice telling it to your partner before trying it out on your gullible friends. You can start with something like “You’ll never guess what happened to my cousin’s neighbor…”

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The Long Distance Phone Call RallyRobin

RallyRobin

The Mysterious Hitchhiker

A. Take turns explaining these words from the text.

raging · elderly · awakened the other end of the line moaning · recently · deceased tormented · cemetery laid to rest B. Discuss how the storyteller tries to make this story scary? Think in terms of time, place, characters, language and storytelling techniques.

your own urban legend

Think up an urban legend type story of your own. It can be spooky, shocking or just plain mindboggling, but be sure to make it as believable as possible. Give it an interesting title and layout and hang it up in the classroom.

TOOLS: Narratives Promote your story by giving a short presentation of it for the class.

TOOLS: Presentations

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[p. 40]

a closer look

B. Read the story aloud. Take one role each.

Jenny has her speeches and is also the narrator. Try reading it in a neutral tone of voice first. Then read it dramatically, making it as scary as possible.

C. Discuss what worked best for you: seeing/reading the story on the printed page or reading it aloud.

TOOLS: Reading Strategies – coached reading

scary stories

Find some scary stories on the Internet.

Read or listen to at least two of them.

Check the A Piece of Cake website for links.

RallyRobin

A. Discuss how this story is written. How does the author try to make the feeling or mood of the story clear to you?

synonyms

pick and choose

Shhhhhh…don’t move!

Find words in the text that mean the same as:

frightened both stayed in the same communication with God hovering as an unclear shape the bottom end rather · blankets · recollect in the course of

your own scary story

Write your own scary story as a diary or a narrative. It can be based on your own experience or completely fictional. You can also choose to continue Jenny’s story or tell it from Debbie’s point of view.

TOOLS: Narratives

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Promote your story by giving a short presentation of it for the class.

TOOLS: Presentations

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twilight a closer look

a. Find the places in the text that tell you what it is about Edward that fascinates Bella.

B. Why do you think that the novel is called “Twilight”?

C. Discuss why you find books and movies about vampires intriguing.

D. Imagine you were given the gift of immortality. Make a list of pros and cons.

Twilight websites

a. Check out Stephanie Meyer’s website.

One thing you can find is the first draft of “Midnight Sun”, which is Edward’s version of “Twilight”.

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[p. 41]

review

Choose A, B, C or D. a. book review: If you have read “Twilight” in English or Danish, you can write a review of it to hang up in class.

B. review of the movie: If you have seen the movie, you can review that.

C. book review: If you have read all or part of “Midnight Sun”, you can write about that. Even if you have only read a few pages, you will have an opinion about how it is written, if it looks exciting and why you can or can’t recommend it to your classmates.

D. book review: You can also review one or all of the comics about the stars of the Twilight movies.

TOOLS: Opinion Organizer

B. Find a trailer for “Twilight” on YouTube.

C. Read a comic about your favorite Twilight star on the Internet.

Promote your review by giving a short presentation of it for the class.

TOOLS: Presentations

Find links to the above on the A Piece of Cake website.

Go through the text and pick out as many words you can that help to make it scary. You can start with the word gloomy.

Write the scary words in your LANGUAGE NOTEBOOK. TOOLS: Your Language Notebook

PICK AND CHOOSE

RallyCoach

scary words

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3/20/12 11:32 AM

pick and choose

Ban Harry Potter or Face More School Shootings [p. 42] Work together to answer the questions: • What does Laura Mallory say is bad about the Harry Potter books? Find as many things as you can.

• What does Laura Mallory want children to read instead of Harry Potter?

• What are the arguments for allowing, even encouraging, children to read Harry Potter? Find as many as you can.

• What do you think about this issue?

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explain words RallyRobin

a closer look

Take turns explaining these words from the text.

maintains · attempt is pushing for the second time banned · libraries sought to · recent rash promote · claims · foster · harmful suitable · assign · remove mainstays · universal themes adversity · presiding appeal pagans or neo-pagans

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opinion essay

pick and choose

Write a short opinion essay. First you will have to tell the reader about the article.

Then you can give your opinion about the Harry Potter books and your reaction to Laura Malloryâ&#x20AC;&#x2122;s article.

TOOLS: Opinion Organizer

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Promote your essay by giving a short presentation of it for the class.

TOOLS: Presentations

3/20/12 11:32 AM

Reading Plus

[p. 44]

READ AND ENJOY! Diary of a Wimpy Vampire – 1st-6th January Find out what it is really like to be a teenage vampire.

To help you to evaluate your work on this unit you have the following options: • Play hangman with words from this unit.

Tools: Games • Do the Witches… listening comprehension task you can find on the A Piece of Cake website.

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• Do the Witches… reading comprehension task you can find on the A Piece of Cake website.

• Fill in the Witches… vocabulary cloze test you can find on the A Piece of Cake website.

• Do the Witches… preposition worksheet you can find on the A Piece of Cake website.

• Do the grammar worksheet of your or your teacher’s choice.

EVALUATION Be sure to take the time to evaluate your work and decide what you will save in your portfolio. Take out the Goals – Evaluation – Strategies chart you filled in at the beginning of this unit. Bring it up to date with your new status. What are you better at and what do you know more about as a result of working with this topic? Use that information to help you to decide what you need to focus on in the next unit.

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Joan Boesen & Marianne Rosendal

- it ’s a n a tti tu d e!

LEARNER’S GUIDE

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.

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.

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, grammar worksheets, extra reading and listening comprehension texts with exercises, lots of external links and more…

apieceofcake.alinea.dk

9 788723 032690

alinea.dk

Om_9788723032690.indd 1

Engelsk · 7. klasse · Elevbog

25/05/2018 13.52