A Piece of Cake 8, Learner's Guide by Alinea

A Piece of Cake 8

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.

LEARNER’S GUIDE

- it ’s a n a t t it ud e!

Joan Boesen & Marianne Rosendal

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… 9 788723 032706

alinea.dk

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Engelsk · 8. klasse · Elevbog

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Joan Boesen & Marianne Rosendal

Learner's guide 8

Alinea

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A Piece of Cake 8 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 8. oplag 2020 ISBN: 978-87-23-03270-6 www.alinea.dk

Illustrations: Poul Lange: (6-8, 11, 86) Jytte West: 24, 100-133 Images: Corbis/Polfoto: Bettmann (14, 19, 47), Tim Bird (18,28), NASA/Roger Ressmeyer/Jim McDivitt (28), RD/Dziekan /Retna Ltd. (31), Katy Winn (32), Mike King (44, 51), Louie Psihoyos/Science Faction (46), Tony Arruza (48), Catherine Karnow (50), Marion Post Wolcott (54), Philip Gould (56), Craig Holmes/Loop Images (60), Ashley Cooper (62), Alan Copson/JAI (63), Neil Guegan (66), Gavriel Jecan (67), Louis DeLuca/Dallas Morning News (68), Kevin Schafer (69), Adam Woolfitt (70), Rune Hellestad (77), Andy Mills/Star Ledger (79), Achim Scheidemann/dpa (80-81), Lynn Goldsmith (82), Walter McBride/Retna Ltd. (83), Gideon Mendel (91), Scott Stulberg (92), Gavriel Jecan (97), Chip Simons/ScienceFaction (116) Getty Images/All Over Press: SSPL/Science Museum (34), Elvis/Hulton Archive/Archive Photos (85) Photos.com: (9) Polfoto: Carsten Snejbjerg (4, 45), Lionsgate/ZUMA Press (12), Oliver Twist still/photos12 (16), AP (20-21,52), Misha Japardize/AP (27), Aijaz Rahi/AP Photo (33), Fiona Hamilton/AP (37), Rue Des Archives (39), AP Photo/ Matt Sayles (40), Lucas Racasse/PhotoAlto (43), Driving Miss Daisy still/Photos12 (55), Ajit Solanki/AP (58), Yann Arthus-Bertrand (64), Sebastian John/AP (71), Suchat Pederson/AP (72-73), Cinetext (74), Ann Johansson (76), Richard I’Anson/Lonely Planet Images (88), AP Photo/Blizzard Entertainment (98) Scanpix: The Granger Collection, New York (53)

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Get yourself organized and dig in!

Food, Glorious Food!

Is Anybody Out There?

Nothing Succeeds Like Success

Georgia on My Mind

The Environment - ignore it and it will go away ... 58 Music - our universal language

Global Connections

TOOLS 102

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GRAMMAR TOOLS

138

GRAMMAR RULES

144

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Get yourself organized and dig in!

INTERCULTURAL CONTACT

INTRODUCTION

ENGLISH AROUND THE WORLD

READING

TEXTS AND OTHER MEDIA

I can participate in spontaneous 1 2 conversations about different topics using language that suits the situation. graphic I have knowledge of different organizers/models. I am familiar with conventions 1 2 regarding courtesy.

WRITING

LISTENING

GOALS

I can do a solid presentation on a topic about which I have gathered information. I know how to search for and organize information.

5 2

• Do the reading and listening comprehension tasks. 3 • Notice pronunciation, 4 5 spelling, choice of words when you listen and read.

page 1/5

rsuasion/ • Genre Tips: argument/pe 5 STRATEGIES AND TOOLS book review, letters, TOOLS opinion, p. 117-119 112-113 Organizers, TOOLS p. • Listen to the• texts online. Graphic 2 3 4 • Experiment with adding 5 exercises. • Do the extra listening photos, links, graphs, sound etc. to your written work. • Do the writing tasks • Genre Tips, TOOLS

• Identify cultural

p. 110-111 4 • Do 5the extra listening Prompts, • 4Writing exercises.TOOLS 1 2 3 5 p. 117-123

• Graphic Organizers: comparison and contrast, TOOLS p. 113

I am familiar with structure and I have knowledge of regional and social 3 1 4 2 5 3 writing and1 use 2 function I can express myself in in multi-modal media. English dialects. writing for specific purposes.

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

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

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the world. EVALUATION 2 1 rhetorical I have knowledge of simple to build an how produce devices as well as Iofcan multi-modal texts in I understand different English dialects 1 2 3 4 English. argument. in authentic situations.

cause conflict.

I know about different versions of ORAL COMMUNICATION English that are spoken around

GOALS

differences and discuss STRATEGIES AND TOOLS how some might

• Take an active part in discussions with your partner, team and Organizers, class. TOOLS p. 112-113 • Graphic 5 4 • Models, TOOLS p. 114-116 • Useful expressions, TOOLS p. 134

• Presentation Idea Bank, TOOLS p. 124-125

• Graphic Organizers, TOOLS p. 112-116

INTRO TEXTS

I can explain basic differences between 3 2 of 1

main content thedifferent English dialects. I can understandA Piece of Cake 8 GOALS-EVALUATION-STRATEGIES texts. simple argumentative

Ra lly Ro bi n

page 3/5

BEFORE YOU START

GOALS

EVALUATION

STRATEGIES AND TOOLS

ke Cake 8 alinea.dk/apieceofca © Alinea A Piece of

Fan-N Organize in Cooperative Ra lly Ta bl e Learning teams with four members. Agree on partners within the team. 4

81 A Piece of Cake

I know about conflicts that can arise TION UNICA when cultures meet. WRITTEN COMM

CONVERSATION

o a ch

EVALUATION

I am able to communicat e about my own cultural encounters as well as those of others.

GOALS-EVALUATION-STRATEGIES

- P i ck

page 5/5

CULTURE AND SOCIE TY GOALS

PRESENTATION

RallyC

GOALS-EVALUATION-STRATEGIES A Piece of Cake 8

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

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These symbols will give you an idea of the main focus of the task: 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 8

page 5/5

CULTURE AND SOCIE TY GOALS

EVALUATION

INTERCULTURAL CONTACT

I am able to communicat e about my own cultural encounters as well as those of others.

GOALS-EVALUATION-STRATEGIES

81 A Piece of Cake

I know about conflicts that can arise TION UNICA when cultures meet. WRITTEN COMM

EVALUATION

I can explain basic differences between 3 2 of 1

ORAL COMMUNICATION READING

TEXTS AND OTHER MEDIA

LISTENING

PICK AND CHOOSE

WRITING

CONVERSATION PRESENTATION

ROUNDING OFF

I can do a solid presentation on a topic about which I have gathered information.

I know how to search for and organize information.

5 2

• Do the reading and listening comprehension tasks. 3 • Notice pronunciation, 4 5 spelling, choice of words when you listen and read.

page 1/5

4 5 rsuasion/ • Genre Tips: argument/pe

5 STRATEGIES AND TOOLS book review, letters, TOOLS opinion, 1

• Do the writing tasks

p. 110-111 4 • Do 5the extra listening Prompts, • 4Writing exercises.TOOLS 1 2 3 5 p. 117-123 • Genre Tips, TOOLS

5 3

• Identify cultural

p. 117-119 112-113 Organizers, TOOLS p. • Listen to the• texts online. Graphic 2 3 4 • Experiment with adding 5 exercises. • Do the extra listening photos, links, graphs, sound etc. to your written work.

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

page 3/5

• Graphic Organizers: comparison and contrast, TOOLS p. 113

• Take an active part in discussions with your partner, team and Organizers, class. TOOLS p. 112-113 • Graphic 5 4 • Models, TOOLS p. 114-116 • Useful expressions, TOOLS p. 134

• Presentation Idea Bank, TOOLS p. 124-125

• Graphic Organizers, TOOLS p. 112-116

1 4

ke Cake 8 alinea.dk/apieceofca © Alinea A Piece of

I know about different versions of English that are spoken around the world. GOALS EVALUATION 2 1 rhetorical I have knowledge of simple to build an how produce devices as well as Iofcan multi-modal texts in I understand different English dialects 1 2 3 4 English. argument. in authentic situations.

differences and discuss STRATEGIES AND TOOLS how some might cause conflict.

main content thedifferent English dialects. I can understandA Piece of Cake 8 GOALS-EVALUATION-STRATEGIES texts. simple argumentative

These tasks and texts are for more independent work. Choose the texts and tasks that suit you best.

ENGLISH AROUND THE WORLD

GOALS

STRATEGIES AND TOOLS

EVALUATION

The class rounds off each topic with a song or short text and a game.

necessarily hurricane constellation

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Here's wishing you a year of involvement and success with your English studies. We're rooting for you!

Joan and Marianne

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Food, glorious Food! 6

Food is an important aspect of any culture. In this unit you will learn words and expressions about food. You will ﬁnd some recipes that you can try out yourself and you’ll ﬁnd texts that put food into a cultural context. There are many word tasks in this unit. Do as many of them as possible. Think about which ways of learning words and phrases that suit you best.

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INTRO

Let’s get ready to dig in! your opinion

What would you choose if you could decide what to eat tonight?

cheese, ham and tomato pizza - Mum’s meatballs Uncle Pierre’s fish soup - a hamburger with all the trimmings Syrian wraps – a “smothered” burrito strawberry ice cream with pickles Tell your team about your favourite foods. What wouldn’t you eat even if someone paid you for it? 7

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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You are what you eat [p.7] RallyRobin

your opinion

What is your attitude towards food? Discuss the questions in your textbook. TOOLS: Useful Expressions

Some Sayings

[p. 6]

pool your knowledge 8

A. The illustration in your textbook interprets the literal meaning of some common English sayings that relate to food. Guess the context in which each saying could be used and why.

“Baloney” (also spelled “bologna”) is a kind of luncheon meat. It is made of a mush of cheap meats, fat, spices and other ingredients. It isn’t thought of as very nourishing food.

intro

For example: “That’s baloney!” means “that’s nonsense” or “that’s not worth listening to”. If you don’t believe someone, you can say “You’re full of baloney!”

B. Do you know other English sayings based on food? Think of the sayings you know about food in Danish or another language you know. Are there similar sayings in English? Check with a dictionary. TOOLS: The English-Danish Dictionary

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Intro

Reading comprehension American Food Is there such a thing as typical American food? Not really. The American population is made up of people from all over the world. When people came to live in America they brought their own cooking traditions with them. In that respect you can say that American food is truly international. You can eat Mexican tacos, Japanese sushi or Italian pizzas. But over the years some of the dishes have changed a little from the way they were made in their “home countries”. So, in that respect you could say that there is food that is typically American, after all. The food most people think of as American is probably the hamburger. As you can hear from its name, the hamburger has German roots. At the end of the 19th century, immigrants from Germany started to sell hamburger steaks made of minced meat. Later they added bread to the dish and called it a hamburger sandwich. Now it is just called a hamburger. The hamburger is perhaps the most wellknown example of “fast food”. In every town in America there are fast food restaurants but they’re not all hamburger joints. You can also get Chinese food, pizza, pancakes – almost anything really. The thing is that you don’t have to wait very long for your food to be prepared. Fast food doesn’t have to mean junk food. There are also fast food health bars and delicatessens.

On the A Piece o f Cake w you’ll find ebsite, an additio n al reading comprehe sion text, A British Party .

If you go to a regular restaurant in the USA, you might be surprised to see how much food is put on your plate. But don’t worry if you can’t finish it all. You just ask the waiter to bring you a “doggy bag”. The waiter will put all the leftovers into it for you to take home. In many restaurants you don’t even have to ask. The waiter will ask you if you want one. People in the States eat out much more often than we do in Denmark. One reason could be that there are inexpensive diners, cafes and restaurants everywhere. In big cities many people stop at the local deli on their way to work every morning. There they buy coffee, tea, juice, doughnuts, bagels and the like either to eat there or as take away.

Questions: • What nationality were the people who first started to sell hamburgers in the USA? • Why did they change the name from hamburger steak to hamburger sandwich? • What is the meaning of “fast food”? • What are doggy bags used for in restaurants in the USA? • Why do you think that there are doggy bags in American restaurants but not in Danish ones? • What do the words and phrases at the bottom of the page mean in this text? Find a synonym or explain the words in English. Remember to guess from the context before you use a dictionary.

population · truly · has German roots · hamburger joints prepared · leftovers · inexpensive

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Listening COMPREHENSION What’s for dinner? A. Listen to the soundtrack. B. What things do they end up buying? C. Write the list in your notebook.

website, ce of Cake On the A Pie ening d two more list an is th d n fi ’ll you for Scones texts: A Recipe comprehension an Breakfast. and An Americ

role play

You, your aunt and your cousin are at The Happy Duck. It is a lunch restaurant somewhere in England. The waiter or waitress has just given you the menu. Discuss what you are going to eat. Ask the person serving you questions about the food. Give your order. You can go on talking over the lunch and the waiter/waitress can come by once in awhile. TOOLS: Genre Tips – role play

HAPPY DUCK lu n c h £ 9 .9 5 T h r e e c o u r se S ta r t e r s e Pineapple juic se Egg mayonnai Chicken soup M a in C o u r se uce oes and mint sa at ot p t as ro , b Roast lam Pizza and salad food sauce Pasta with sea s Steak and chip D e ss e r t e pie Lemon meringu au Chocolate gate ry or wberry, raspber A choice of stra d ice cream melon flavoure

INTRO

You have just become the owner of a restaurant. Your only problem is what to call it and what to serve. Is it an exclusive restaurant, a place for young people or an alternative fast food restaurant? That is up to you to decide. Name your restaurant and write and design the menu.

THE

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yesterday

A. Make a list of everything you ate and drank yesterday. Make notes about when you ate, who was with you and what the situation was.

[p. 8]

pICk ANd ChOOSE

smart snacks

B. Compare notes with your partner. Help one another to figure out how you might improve your eating habits.

instructions

What is your favorite healthy snack? Write your recipe and illustrate it so that it looks really inviting. Share your recipe with your classmates. TOOLS: Genre Tips - instructions

follow the recipes

Choose one of the recipes and make some snacks for yourself and your friends or family. Maybe your home economics teacher will let the class make healthy snacks at school. He/She may have some additional ideas, too.

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Be in the Know about eating disorders before you read

Pool your knowledge. What do you already know about eating disorders? 1. What is an eating disorder? 2. Who is likely to get an eating disorder – any why? 3. What are the signs of an eating disorder?

RallyRobin

use the context

Explain the following words and phrases. If you don’t know them, make a guess using the context to help you:

disorders to be prone to chaotic emotional upsets uncertain overwhelmed suffer low self-esteem non-nutritious available

flippant on the alert avoid falling prey to maladies remedied laxatives

bout me: What ’s good a ther people’s

pICk ANd ChOOSE

hind o i never talk be … backs. i always

discuss

Discuss the text. 1. Why are eating disorders dangerous? You can find more information on the Internet. 2. What would you do if you suspected that a friend or classmate had an eating disorder? 3. How do you think that an eating disorder could be treated?

self-esteem poster

Self-esteem makes you strong – the more the better! Take a piece of poster paper and write your name in the middle – BIG – and decorate it. Under different headings around your name, do the following: • Write short sentences about what’s good about you. • Make a list of the things you’re good at. • Add ideas about what you’re good at from your parents, friends, teacher, coach … • Make another list of things you would like to be better at. • Write something about “your dream”. • Hang your poster in your room and let it help you when you’re feeling low.

i want to be be

tter at :

dancing, smilin

g ...

EVE

i’m good at:

holding my breath under water, English ...

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[p. 10]

i’m good at :

helping my litt le brother, playing fair

My dream:

ing to travel to

someday i’m go

…

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mix and match

Match each word in the left hand column with a definition on the right. 1. tasty 2. 3. 4. 5. 6. 7. 8. 9.

a) turn around scare b) walk quietly distinctly c) evil flavour d) enjoyment pleasure e) common nasty f) taste twist g) clearly sneak h) delicious ordinary i) frighten

RallyCoach

translation

It doesn’t work to translate word for word. Below are some phrases from the story. What do we say in Danish?

The next day… …to pay Mr Twit back… …and dug up some worms… At twelve o’clock… At twelve o’clock, she cooked spaghetti… The worms didn’t show…

[p. 13] more about translation

pick and choose

The Wormy Spaghetti

This exercise will give you a chance to see one of the reasons why it doesn’t work to translate word for word. A. Translate lines 6-15 into good Danish. B. Compare results with your partner. C. Close the book and translate the lines back into English again. D. Check with the book. Remember, your translation may be OK even if it isn’t exactly what it says in the book. If in doubt, ask your teacher to check it.

§ tags

[ §26 ] A. Write five positive and five negative things about the Twits, like:

Mr and Mrs Twit are extremely nasty to one another. Mr Twit wasn’t looking when Mrs Twit dropped her glass eye into his mug of beer. B. Exchange papers with your partner and finish one another’s sentences with a tag question, for example:

Mr and Mrs Twit are extremely nasty to one another, aren’t they?

TIP: If the sentence doesn’t already have a helping verb, then you will have to use some form of “do” in the tag, as in:

Mrs Twit made up a plan, didn’t she? Turn page

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Spaghetti contest at Palisade Amusement Park in Fort Lee, New Jersey.

ideas for Mr Twit

storytelling

What do you think Mr Twit should do to pay his wife back for the wormy spaghetti? Think of something really mean, but nothing that would hurt Mrs Twit seriously. Write a note to Mr Twit with your suggestions.

Borrow the book and read one of the other chapters in Roald Dahl’s “The Twits” to retell for your classmates. You’ll know that you’re ready to do it when you can tell the story with the help of just a few keywords. Use everything you’ve got to make it interesting – your tone of voice, gestures, pauses, facial expressions, props,… everything! TOOLS: Genre Tips – recount

If you have “The Twits” in your library, you can find out what Mr Twit actually did.

a script

pick and choose

B. Rehearse your roles and act it out for your class. TOOLS: Genre Tips – drama

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coached reading RallyCoach

A. Make up your own episode with Mr and Mrs Twit. Write the script. TOOLS: Genre Tips – drama

Borrow Roald Dahl’s “The Twits”. Have your partner coach you while reading an episode aloud. When you’re ready, you can read it for the class. TOOLS: Genre Tips – coached reading + How to Sound English

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Buddy, not body

It is very difficult for Danes to hear and pronounce the difference between the words buddy and body. In some situations that can be important. Do a quick check by saying these sentences to one another. The listener has to tell the speaker which sentence he/she hears, the first or the second.

I absolutely love your body! I absolutely love your buddy!

important words

Read the three introductory paragraphs. Find the words that mean:

an institution for children with no parents with a lot of rules and not very nice (3 words) wide main road · I am going to really surprising

read and enjoy

Read and enjoy the story. When you run into a word you don’t understand, try to guess what it means. Think about what comes just before and just after it in the sentence.

[p. 14] a look at the narrator

pICk ANd ChOOSE

Bud, not Buddy

The author of this story uses 10-year-old Bud as the narrator. He could also have written: Mrs. Sleet came into the room with another blue plate covered with sausage. She noticed that the children were looking at Bud with their mouths half opened and said, ”Now you two aren’t talking Bud’s ear off, are you?” Compare the text above with the original in your textbook (p. 14, l. 15-19). Make notes about the differences. 1. Which version makes you feel more involved in the story? 2. Make some notes about the differences in the two ways of telling a story.

a review

Write a review of the text. Include: • a short introduction to the story and the characters, but be sure not to give too many details or reveal the ending, • your opinion of this excerpt and the way it is told, • why you would or wouldn’t like to read more of this story. TOOLS: Genre Tips – book review

make some notes

1. Write down your first thoughts after reading the excerpt – whatever comes to mind. 2. Choose three adjectives to describe the story. 3. Find one passage (a couple of sentences or a paragraph) of the story that you think is especially worth noticing. 4. What is the message in this text? What does it tell you?

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Food, Glorious Food! Find one of the clips from the musical â&#x20AC;&#x153;Oliverâ&#x20AC;? on YouTube and listen to the song.

sing along

Practice singing along with the soundtrack. Perform the song at a class gathering or for some other classes at school (with the soundtrack in the background for support).

explain RallyCoach

watch, listen and enjoy

[p. 16] Explain the following words and phrases from the text:

gruel bill of fare a crust a crumb cadge sausage cold jelly custard

pease pudding saveloys indigestion peaches interlude go reeling be fated to brood

rounding off

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[ §10 + 22 + 23 + 41 + 57 ]

ROUNDING OFF

GAME – Now that’s a good question!

Use this list or print it from the website. You’re going to need to wander around the classroom with paper and pencil. The challenge is: Who can find the most people who answer to these descriptions? • likes fast food + what kind • has the same favorite food as you do + which • likes the same dessert as you do + which • can describe the most disgusting food he or she has ever had to eat • can name 5 foods that are good for you • can cook a meal on their own + what • is or might someday be a vegetarian • has eaten something that they had to spit out again + what • can convince you that a meal they had was awful + what it was • likes the same drink as you do + which • likes the same candy as you do + which • would eat live maggots if someone would give them $1000 for doing it • can name five fattening foods + which • likes to bake + what • would eat something they absolutely don’t like if they were a guest at someone’s home • is or might become a vegan someday • can name a food they would NEVER give up no matter what + which • can describe the best meal they have ever eaten + where it was

Rules • You must as k a proper qu estion. • You can on ly ask a classm ate one question. After that, you hav e to move on. • Whether y ou get an acce ptable answer or not, you must mo ve on to a new classm ate. • Note your question and the answer or answ ers and the nam e of the person so that the clas s ca n decide who th e winner is.

EVALUATION What are you better at and what do you know more about as a result of working with this topic? Your evaluation will help you to decide what you need to focus on in the next unit. Fill in your Goals – Evaluation – Strategies chart to the best of your ability.

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Is Anybody Out Thereâ&#x20AC;Ś? The universe has always been a source of wonder for us Earthlings.

In days gone by, people navigated by the stars. Today we are in the process of exploring outer space. In the future, people may be able to buy a package tour to a space station or even to the moon. One of the aims of this chapter is for you to learn a little about the universe and see it from different angles. Another is to give you the chance to learn more words.

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INTRO

Tune in to the topic Big Questions!

Discuss the questions in the text. How do you feel when reading about the universe? Share your thoughts about the last question in the text.

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The Solar System

[p. 20]

What do you know about the planets? How many are there and which ones can you name? Can you place the planets in order according to distance from Earth? Write down a few questions about them and see if you get the answers while you are working with the text.

phonemic symbols RallyCoach

before you read

/ɪkˈspænd/ /ˈredɪʃ/ /kəˈnekʃən/ /ədˈmaɪə/ /ˈhelmɪt/

intro 001-164_97887230032706.indd 20

/ˈsɜ:fɪs/ /ˈfɜ:ðɪst/ /təˈwɔ:dz/ /ˈenəmi/

/speɪs/ /dwɔ:f/ /ˈfju:ʧə/ /ʧest/

stress RallyCoach

RallyCoach

true or false?

Are the following statements true or false? If a statement is false, please correct it. 1. The planets that are the closest to the sun are the hottest. 2. The surface of Venus is covered with ice and craters. 3. The Earth is a medium-sized planet. 4. Mercury goes round the sun about four times as fast as the Earth. 5. Mercury is the smallest of the planets. 6. The sun is the centre of the universe. 7. It is possible that there are living creatures on Mars. 8. The red eye that can be seen on Jupiter is a volcano. 9. One of the planets is called Asteroids. 10. Both Saturn and Uranus have rings circling around them.

Try your skill at decoding phonemic symbols. You can use the table in TOOLS (The English Sounds) to help you match symbol with sound.

Getting the stress in a word right makes it easier to understand. Where is the stress in the words in the list below?

hurricane scientist ridiculous gigantic research astronomy static comet

impatient necessarily valuable expensive garbage impossible demand

TOOLS: How to Sound English

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intro

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

ca. identify nearest huge the outer layer violent storm stony be made up of signs warmth

§ comparison of adjectives RallyCoach

RallyCoach

synonyms

[ §43-45 ] Copy the table below in your notebook. In the text the adjectives are all in the first (the positive) or the third form (the superlative). Remind one another of how to compare adjectives in English. Fill out the table. Be careful about spelling.

ADJECTIVES the positive

the comparative

the superlative

the smallest the closest the hottest rocky the largest high green cold red enormous active the most typical

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Reading comprehension The Elusive Planet X Something that is “elusive” is something that is difficult to find and/or hold on to. This is the story of an elusive planet.

Right up until his death in 1916, scientist Percival Lowell was convinced that there was a cold and lonely planet beyond the eight that had already been discovered and named. He couldn’t actually prove it, but he was sure that it existed and he called it “Planet X.” Lowell’s Planet X is so far away that scientists had trouble finding it, even with the best telescopes, but they did finally pinpoint it in 1930! Once they located the planet, they decided to call the planet Pluto, both to honor Lowell by using a name that began with his initials, PL, and to keep up the tradition of naming planets after gods from Roman mythology. Of the nine planets identified by 1930, Pluto is the smallest. In fact, even now we still can’t get a clear picture of it, but we do know some things about it. Pluto is so far away that it would take our fastest spaceships more than 600 years to reach it.

Pluto has what is called a very thin atmosphere. Its atmosphere is full of nitrogen and carbon monoxide, gasses which we humans cannot breathe. Without a good atmosphere, especially one with lots of oxygen, no Earth life can exist on Pluto’s surface. It would be difficult even to walk and move around on Pluto, due to its extremely weak pull of gravity. If you weigh 40 kilos on Earth, you would only weigh about two kilos on Pluto. Strangely enough, Pluto isn’t always the planet that is furthest from our Earth. Once every 248 years it crosses paths with Neptune. Then Neptune is further away from the Sun than Pluto. The last time that happened was in 1979. They stayed switched around for 20 years, until 1999. Pluto and Neptune won’t cross paths again until the year 2247. Because it is so small, scientists have decided that Pluto isn’t a planet after all. Instead it has the status of a “dwarf planet”. That became official on August 24th, 2006.

Intro

As far as we know, none of the Sun’s heat reaches Pluto. Its surface is made up entirely of ice, and the surface temperature remains below -350 degrees Fahrenheit! That’s cold!

Pluto is always dark. Because it is so far from the Sun, it does not get light like we do here on Earth. Even during the day, it is as dark as night on Pluto.

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Intro

A. Percival Lowell 1. discovered Pluto. 2. gave Pluto its name. 3. visited Pluto. 4. none of the above. B. Percival Lowell 1. was sure that Pluto was there. 2. knew that Pluto was a dwarf planet. 3. saw Pluto in through a telescope. 4. planned to visit Pluto. On the A Pie ce of Cake website, you’ll find an ad ditional readin g comprehesion text, Sir Isaac N ewton

C. Planet X or Pluto could be said to be elusive because: 1. It is hard to see. 2. It would take way too long to reach even by the speediest spaceships. 3. It would be very difficult to live there or even visit. 4. all of the above. D. Pluto 1. was discovered in 2006. 2. is closer to us than Neptune at the moment. 3. does not really qualify as a planet. 4. is dark for half the year.

Listening comprehension

A Journey Back to Earth

a. Which of the things below do the Gammas pack for their journey home? b. Draw illustrations of the things the Gamma family take home with them.

ip tickets for the space sh

food pills et aerodynamic space helm

c. Show your illustrations to your team and see if they can identify the different items.

sleep quick knock-out m

ind boggler

shoes for space walks digital best-sellers to read stellar virtual reality kit souvenir egg timers with genuine Venus sand se drops nicotine replacement no et traveler’s guide to Intern

mega-sized photos of the pressurized home

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On the A Pie ce of Cake website, you’ll find this and two more listening comprehension texts: Is there lif e on Mars? and Moo n Landing.

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Universal Geniuses pose questions

[ §10 + 22 + 23 + 41 + 57 ] Write down five questions about the text. Put them to your partner or someone else who has read it.

decode phonemes RallyCoach

Read the following sentences to each other: /ˈtəʊtl ˈrʌbɪʃ/ /ˈevrɪbɒdɪ ˈnəʊz ðət ði: ˈɜ:θ ɪz ə ˈflæt ˈpleɪt/ TOOLS: The English Sounds

time line

summary

From Aristotle to the “Big Bang Theory”: Write a summary in your own words telling how our view of the Earth, the sun and the universe has changed from ancient times till today. TOOLS: Genre Tips – summary

dialogue + explanation

A little boy is sure that the Earth is flat and refuses to go on any boat trip. He thinks that boats fall off the edge when they disappear on the horizon. Write the dialogue and explain to him the way things really are. Perform it for your teammates. TOOLS: Genre Tips – explanation

Draw a time line. Put the most important astronomers and their discoveries in the right places.

pick and choose

[p. 22]

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sum up

Sum up what is typical of people born in four different signs of the Zodiac. Use no more than 10 words for each sign. TOOLS: Genre Tips – description

mind map

Make a mind map with adjectives that tell about the way people can be (active, calm, stubborn, etc.). Arrange them from the most positive to the most negative, in your opinion. Compare with a friend and see if (s)he has the same opinion. Tool: Models – Mind Map

about you

In which sign of the Zodiac were you born? Check if most of the “characteristic features” fit with how you think you are.

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[p. 24] use the text

pick and choose

What is Your Sign?

In which sign do you think your future boyfriend or girlfriend should be born? First make a list of the qualities you think (s)he ought to have. Then see which sign matches your wishes best.

a horoscope

a. Read a horoscope in a magazine or a newspaper. b. Talk about it with your team - in English, of course, even if it is in Danish. What does the horoscope say about the coming month or week for those in your group?

§ verbs

Use this text to create a verb test for your partner. TOOLS: Genre Tips – word gap test

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What else is Out There? Fan-N-pick

true or false

A. Make five true and false statements about black holes, comets or the universe.

[p. 26] definitions

A. What words in the text can be defined as follows?

an expert in natural or physical science

B. Challenge your team to decide if your statements are true. If not, then let them correct them.

pool your knowledge

Give yourselves numbers 1-4. Take the sections one at a time, starting with the title. No. 1 gives his/her answer and the rest of the team add their own thoughts and knowledge. No. 2 takes the second question – and so on.

a group of people listening to a speaker B. Pick out about 10 more words that you think are useful to know. Write descriptions or definitions of the words. You can use an EnglishEnglish dictionary to help you. C. Test your definitions on your team and see if they can guess what words you are thinking of.

What’s That i spy? jeopardy

A. Here are some answers. Take turns figuring out what the questions are?

in the east · for several minutes 15 · ISS

B. Find five more answers. Challenge your partner to pose the questions.

[p. 30] stress

Where is the stress in the following words?

especially · appears disappears · cooperation international · station conduct (verb) · Japan segments · astronauts

synonyms

pICk ANd ChOOSE

Find synonyms for these words and phrases in the text:

brilliant · speedy comes into view · vanishes carry out · sections put together send off into space

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an article Write a short article telling what you think is exciting about the ISS, what you know about how the exploration of outer space has developed or what you think might be the next step in space research. TOOLS: Models – An Article

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[p. 32]

make it true

a closer look

Correct these statements to make them true. • Toyoiro Akiyama is a famous astronaut. • His employers paid 28 million dollars for him to fly to Mir. • After his trip, Akiyama did a broadcast about his experiences. • ISS stands for International Space Shuttle. • Anousheh Ansari’s options were limited because her family was poor. • All Ansari needed to get to go on the trip to the ISS was over 20 million dollars and the right education. • Ansari’s trip to outer space will soon be forgotten. • Ansari’s main concern is for herself.

Help one another to figure out answers to these questions. • If a dollar is worth about six Danish crowns, how much did Akiyama’s employers pay for his experience in space? • Why would his employers pay so much money to have Akiyama broadcast from Mir? • Anousheh Ansari is obviously exceptionally clever. Why were her options in the Iran of the 1980’s limited?

Anousheh Ansari Check out Ansari’s website.

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pICk ANd ChOOSE

space Tourists

travel ad

Create a full-page illustrated travel ad with a great slogan and a short text. Your ad could be for a chance to orbit in outer space. It could be for a trip to a fictive space station. What about a family holiday on another planet?

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What Happens Next?

[p. 34]

senses

A. This author is trying to get you involved in the story via your senses. First read the text for meaning and enjoyment. Then go through it with your partner and point out all of the words that refer to touch, taste, smell, sight and sound. B. Discuss how the author’s emphasis on senses influenced your involvement in the story.

§ verbs – regular past tense 28

Make a list of all of the words in the text that end in –ed. Most of them will be regular verbs in the past tense. If you are not sure of the meaning, look the word up. For that you will need the infinitive form. TOOLS: The English-Danish Dictionary

finish the story

What happens next? Finish the story. Give it a great title. Share your ending with the other students who have read this text. TOOLS: Genre Tips – narrative + Graphic Organizers – Story Maps

Space Oddity

[p. 36] poetry or narrative

rounding off

What will happen to Major Tom? Continue the story as a poem or a narrative. TOOLS: Poetic Devices + Genre Tips – narrative

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ROUNDING OFF

Game - DO AS YOU’RE TOLD! In order to play this game, you have to choose lots of words from this unit and write them on cards. To the right are some words to start with. You will also need one dice. Place the cards in a pile in the middle of the table. What the player has to do is determined by the throw of the dice. The player throws the dice, turns over the top card reads it and does what the dice dictates. If a 6 turns up, then the player to the left picks up the card because the challenge is to spell the word.

Put the word in a sentence that makes sense.

Find a synonym for the word.

Find a rhyme for the word and make a two-line poem out of it.

Give a definition or explain the word in another way.

Tell what word class the word belongs to.

hurricane scientist ridiculous gigantic research astronomy static comet impatient necessarily valuable expensive garbage impossible demand investigation

link illness language incapable matter oddity space prophecy legend horoscope universe constellation star science dwarf astronomer

Spell the word.

If the player gives the right answer, he/she gets the number of points shown on the dice. The player with the most points at the end of the game is the winner.

necessarily ic rr hu ane constellation

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23/02/16 10.34

A Piece of Cake 8

LEARNER’S GUIDE

- it ’s a n a t t it ud e!

Joan Boesen & Marianne Rosendal

alinea.dk

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Engelsk · 8. klasse · Elevbog

18/04/2018 12.44