Peak 7 elevpaket - Smakprov

PEAK 7

Elevpaket – Tryckt + Digitalt 12 mån

LÄS OCH PROVA ELEVPAKETETS SAMTLIGA DELAR

PEAK 7

Elevpaket – Tryckt + Digitalt 12 mån

Med Peak 7 får du ett tematiskt engelskläromedel med tre nivåer. Den tryckta bokens texter finns i en lättläst, anpassad version i det digitala läromedlet.

TRE NIVÅER

Stream, Support och Stretch är de tre nivåer som Peak 7 är indelat i, vilket ger eleverna möjlighet att arbeta med samma tema på tre nivåer. Stream är utgångspunkten för klassens arbete och den nivå som finns i elevboken. I Support-delen finns förenklade texter, anpassningar och stödstrukturer. För elever som behöver mer utmaning finns extra texter och uppgifter i Stretch.

TEMAN OCH FÄRDIGHETER

Peak 7 erbjuder fem fängslande teman i en tydlig och återkommande struktur där alla färdigheter tränas. Temat börjar med ett inspirationsuppslag och sedan följer Watch med ett filmklipp, Read 1 och 2, Listen, Talk, Language Work, Write och Project Ideas

DIGITALT LÄROMEDEL

Till varje tema finns ett rikt digitalt material. Utöver de förenklade texterna till Support och fördjupningen Stretch finns autentiska filmer, ljudinspelningar med olika engelska varianter, självrättande ordövningar samt två fristående spår; Word Challenge och Grammar Work, som kan användas när som helst och efter behov.

Filmer, ljudinspelningar, hörövningar och andra självrättande övningar. De två nivåerna Support och Stretch finns i elevens digitala läromedel.

klicka på bilden och prova

Grammatikövningar och träning av högfrekventa ord.

TO THE TOP OF YOUR ABILITY!

Hippas Eriksson · Peter Gröndal

Pernilla Sundström · Nina Åkerlund

CONTENTS Stream

1 You and I 4–17 Differences

Different Englishes

Surrounded by Aliens? Vlog

American English

Friend or Enemy?

Non-fiction

British English

Pay It Forward Film review

American English

2 Brain and Body 18–31 Chess Boxing

American English Crack Short story

American English

3 Oceania 32–45 Understanding the Haka

New Zealand English

4 Myths and Legends 46–59

A Kid Explains Robin Hood

American English

5 Wonders of the World 60–74 Visit Some Wonders

Different Englishes

When the World Started Shaking Diary

New Zealand English

The Legend of Finn McCool Legend

Irish English

A Wonderful Day Short story

American English

Give Your Brain a Break!

Non-fiction

British English

Ring of Fire

Non-fiction

British English

Urban Legends

Non-fiction

British English

Fantastic Facts

Non-fiction

British English

Deadly Creatures

Interview

Australian English

A True Story

Urban legend

American English

Weird Wonders

Non-fiction

British English

Sounds and Noises

Non-fiction

British English

Grammar Work Online – exercises and tutorials online when, or if, you need them.

Word Challenge Online – expand your vocabulary by working with the most frequently used words.

Support – to use as an introduction, when you want an easier version or any time you need some support.

Interview a Classmate Interview

Make Yourself Understood! Strategies

+ Stretch Support Online

My Classmate Portrait

There’s a Boy in the Girls’ Bathroom

Pretty Ugly Poem

Time for Tricks

Presentation Expand Your Vocabulary Target words/High frequency words

Adventures in Oceania Presentation

Classroom Phrases/The Alphabet Feedback

Superpowers Description

Bionic Limbs with a Personal Touch

News Newspaper article

The Kiwi Pest Control

The Lord’s Prayer

Make a Podcast Podcast

First … and then … Transition words Spread the Word Urban legend

Which Witch is Which?

Pecha Kucha

Presentation

Good or Epic? Adjectives

My Bucket List Description

Wonder What Makes a Wonder?

YOU AND I 1

TARGETS

• Watch a vlog about meeting new people and learn why people categorise each other.

• Interview a classmate and write a portrait of your classmate.

• Explore strategies to improve your communication skills.

• Listen to a review of the classic film Pay It Forward.

GET GOING

DIFFERENCES

00:06:36

AFTER WATCHING

Work in pairs and answer the questions.

1. How did the guessing go? Was it easy or difficult?

2. What did you find out about the friends?

3. Think about you and your best friend. What do you think other people would think about you if they saw you together?

4. Do you think you have to have a lot in common to be best friends?

in common gemensamt differences skillnader crime stories deckare spicy kryddig, stark

wimp tönt cry baby lipsill fencing fäktning final sista

bond band, kontakt instantly omedelbart hunt jaga

SURROUNDED BY ALIENS?

BEFORE READING

1. What is a vlog?

2. Do you follow any vlogs? If so, whose vlogs and what are they about?

3. Are you a vlogger yourself? What do you vlog about?

Jenna

Jenna’s Vlog

HOME VIDEOS PLAYLISTS ABOUT

SUBSCRIBE

Hi everyone! I’m Jenna, nice of you to visit my weekly vlog so we can stay connected. Last week I got a lot of comments and questions about school and the new school year that’s coming up. That got me thinking, and I would like to share a story with you guys.

surrounded omgiven alien utomjording vlog videoblogg

comments kommentarer share dela

A year ago, I started in a new theater group and I didn’t know any of the kids in the group. Our first meeting was a total disaster. They were all so different from the kids in my old group and very different from me. One had blue hair, another talked all the time –I mean, all the time! One had brought a vegan sandwich and just sat in the corner, eating. It was all very weird, and I felt so stupid! It was nothing like my old group!

When I came home, I told my dad I didn’t want to go back to the new theater group. Even though I love acting, and I really wanted to keep it up, I felt like I couldn’t because I had absolutely nothing in common with those people. But dad didn’t buy that and used his parent voice and said: “Those people? I bet you are more alike than you are different.” He said I needed to go back and try to see beyond the exterior, beyond the blue hair and the vegan sandwich. That I probably was as alien to the girl with the vegan sandwich as she was to me with my turkey sandwich. That I needed to be a little bit more curious and a little less judgmental.

I felt I didn’t have much of a choice and, without really believing his words, I decided to give it one more chance. So, I went back. And I tried to be curious. I looked for similarities, not differences. I felt shy, stupid, you name it, but to my surprise it turned out that the blue-haired girl and I shared the same taste in music – heavy metal! The talkative boy was just every bit as nervous as I was, and when he calmed down, he turned out to be a great listener, too. Who would have guessed?

Now I just love my new theater group and can’t understand my first reaction. Imagine if I hadn’t gone back! I hate to admit that my dad was right, but he was, he really was.

This got me thinking about how we react to strangers. We are so suspicious, and we treat them as if they were aliens from another

disaster katastrof

weird konstigt

exterior yta

turkey kalkon

curious nyfiken

judgmental dömande

choice val

similarities likheter

shy blyg

talkative pratglad

calmed down lugnade ner sig

listener lyssnare

imagine föreställa dig

admit erkänna

strangers främlingar

suspicious

misstänksam

planet, or something. Why? They probably experience the same emotions and thoughts as you and I do. They laugh, get frustrated, get angry and make up, think and overthink, just like I do all the time. They probably also do many of the same things that we do. They wake up, brush their teeth and set out to do their daily thing the best they can – go to school, play basketball, have dinner, do homework, just chill, charge their phones – and then they brush their teeth again and go back to sleep.

We won’t always have the time or energy to make friends with everyone we meet. I know that, but maybe we can at least try to understand each other and open up so new people don’t end up being aliens.

So, to all of you who might be nervous about this new school year – don’t be! Try to be curious! Look for similarities, not differences. Make friends, or at least reduce the number of aliens and strangers in your life. We are, after all, more alike than we are different! Now I got really serious, but it’s true, isn’t it?

Reading comprehension

1. Why is Jenna talking about making friends?

2. How was Jenna’s first meeting with her new theater group?

3. Jenna’s father used his “parent voice”. What does that mean?

4. Why did she decide to go back?

5. What did she find out as she went back?

6. In what ways are we alike according to Jenna? What are your thoughts on that, and why?

Let me know what you think and be sure to check in again next week for an update! Until then – take care! experience

TARGET WORDS

FRIEND OR ENEMY?

BEFORE READING

1. Do you belong to any groups? What are these groups based on? Sports? Music?

2. Do you know what the word stereotype means?

In the days of cavemen and hunting, being able to tell a friend from an enemy quickly was probably the most efficient way to stay alive. If you took an enemy for a friend by mistake, you could be killed because you didn’t get away in time. If your friends mistook you for an enemy, they could accidentally harm you. Therefore, it was important to show other people which group you belonged to and to recognise both your own group and others quickly. As humans are herd animals, we also needed to find and belong to a larger group to feel happy and safe. Consequently, our brain developed the skill of quickly scanning and categorising people.

Group identity

Today, our brain still puts people we meet into different groups or categories. Even if millions of years have passed and we don’t risk being killed, we want to find people who are like us, and we want to know how to act and react when we meet others. That is why we continue to send out signals as to which group we belong to. Maybe we wear certain clothes or maybe we have tattoos to show our group identity. Maybe we talk or walk in a certain way. This is simply a result of our history and the way our prehistoric brain works.

enemy fiende

cavemen grottmän hunting jakt efficient effektiv accidentally av misstag

harm skada belonged to tillhörde recognise känna igen herd flock consequently följaktligen

brain hjärna developed utvecklade skill förmåga continue fortsätta

prehistoric förhistorisk

Negative consequences

There are negative consequences of categorising people, though. Imagine you are afraid of dogs. One day you meet a dog owner who shouts at you when you ask her to hold her dog in as you pass. The next time you meet a dog owner, you might be afraid that the same thing will happen again.You might think that all dog owners are angry people because of your previous bad experience and start avoiding them. It could be a good strategy that would save you from being shouted at again, but could your assumption about all dog owners really be true? You cannot just give everyone within a specific group the same features.

Stereotypes

Have you heard that all pale, freckly and red-headed people must be from Scotland or Ireland? Or that short, brown-haired people that move their hands when they talk are from Italy? Another similar belief is that all people from Scandinavian countries are tall, blond and blueeyed. Do you think these ideas are true? Of course they aren’t true – they are examples of stereotypes. A stereotype is a widely spread and fixed idea about a whole group of people based on what is only true about some of the people in that group. It’s another way to categorise people that will often mislead you.

So, the next time you jump to a quick conclusion about somebody or hear something about another group of people just remember how your prehistoric brain works.

Reading comprehension

1. Why was it important to identify another person quickly in the days of cavemen and hunting?

2. Why do we still categorise people today?

3. How do we show what group we belong to now?

4. What negative consequences are there if you are quick to categorise someone?

5. What is a stereotype?

6. How can a stereotype mislead you?

features NON-FICTION 11 1

egenskaper freckly fräknig widely vida, vitt mislead vilseleda conclusion slutsats TARGET WORDS

PAY IT FORWARD

LISTEN

impact intryck for instance till exempel

hurricane orkan for the better till det bättre flap flaxa assignment uppgift

social studies samhällskunskap favor tjänst

providing tillhandahålla, förse drug addict drogmissbrukare

BEFORE YOU LISTEN

1. What do you think the title Pay It Forward means?

2. You’re going to listen to a film review. What is a review?

lonely ensam struggling kämpande

severe svår arthritis ledinflammation suicide självmord

insurance försäkring movement rörelse spoiler något som avslöjar review recension

INTERVIEW A CLASSMATE

What do you know about your classmates? Is there a future police officer in the room? Anyone who’s a good wrestler? Anyone who’s dreaming of living abroad? Let’s find out by interviewing one another! Go online to find your questions.Your teacher will pair you up.

MORE ONLINE

MAKE YOURSELF UNDERSTOOD!

It’s impossible to know all the words in the language you’re trying to learn. A strategy that can help you make yourself understood is to describe the word you don’t know but want to use.

Strategies you can use:

You can describe the word: It has four legs and you sit on it. (a chair)

You put one foot in front of the other and keep doing so for some time. (walk)

You can tell what it does or what happens: You open it to enter a room or a building. (a door)

When you put potatoes in a pot with water and heat them to 100 degrees Celsius. (boil)

You can describe what it isn’t: It isn’t late, it is … (early) It isn’t long, it is … (short)

You can say what kind of word it is: Nouns – words for things, animals and places. (bread, cat, London) Verbs – activities, things that you do. (laugh, breathe, play) Adjectives – how things look, feel, smell, taste or sound. (good, loud)

Practise describing these words in pairs:

eat horse start happy red brave

Do you want to practise more? Your teacher has more information.

Describing words is a great way to work with new words. Make it a habit of doing this with your classmates from time to time.

WORD CHALLENGE GRAMMAR WORK

MY CLASSMATE

After interviewing your classmate in the exercise Interview a Classmate, you now have a lot of information. Write a text about your classmate, a portrait.

Write your text in third person narrative, which means you use he or she when you write about your classmate. For example: His name is Jack, and he loves playing basketball. This is my classmate Olivia. She wants to have a dog when she gets older.

You are writing an informal text so you may be personal and include your own thoughts.You could for instance write: Did you know that … or A funny thing about her is …

Make sure to include at least three pieces of information about your classmate in your portrait.

A text about Parisa could start like this: This is my friend Parisa. She is 12 years old and she thinks that pizza is the best food you can eat. She describes it like this, bread – which is good – and you can also put whatever you want on it.You can use only vegetables if you want, or different kinds of meat. And then there is cheese – which is also good.’ Parisa likes pizza so much because you can make it different every time. It never gets boring.

A funny thing about Parisa is that she has been to Italy and she learned to make pizza there …

PROJECT IDEAS

1 Pick 20 words from this chapter that were new for you. Use the new words and write them in 20 sentences of your own.

Vocabulary/Writing 25 points

2 Create a Missing Poster. You may be missing a friend, a family member, a pet or even an item. Describe who, or what, is missing with as many adjectives and verbs as you can.

Writing 50 points

3 Play a version of 20 questions with a classmate. Each of you think of a thing, a person or a place. Take turns asking each other twenty yes- or no-questions in order to find out what your classmate is thinking about.

Talking 25 points

4 Some parents feel a bit lost as their children hit puberty and start having a life of their own, away from their parents. Ask your teacher for the list of questions from parents and write answers that will help parents understand their teenagers better.

Reading/Writing 50 points

5 If you had a vlog like Jenna’s, what would your vlog be about? Write a script and record an episode of your very own vlog. Show it to your class or a friend.

Writing/Presentation 75 points

6 Hopefully you have someone you look up to. This person could be an artist, a football player, a historical person or maybe an uncle or a friend. Create a presentation with text and pictures and tell your class about this amazing person.

Research/Writing/Presentation 75 points

7 Randy Newman wrote the song You’ve Got a Friend in Me for the movie Toy Story, a fun song with an important message. Google the phrase You’ve Got a Friend in Me + lyrics and translate the lyrics into a Swedish song that actually can be sung. Sing it with your classmates!

Reading/Writing/Language work 75 points

8 Do you have a similar story to the one in Jenna’s vlog to share? Have you assumed things about new people you’ve met? Share your story. Write and record it, or write a scene and act it out.

Writing/Presentation 100 points

9 Pick out 10–15 key words from the text Friend or Enemy?. Use the key words to summarize the content and present it to a classmate.

Reading/Vocabulary/Presentation 50 points

10 Watch the movie Pay It Forward. What did you think about the ending? Share your thoughts with a classmate.

Listening/Watching/Talking 50 points

Förenklade versioner av texterna i elevboken med stödstrukturer och anpassad layout gör att alla elever kan följa klassens arbete.

DIFFERENCES

00:06:36

Before watching

Look at the photos and try to guess.

What do you think the two people have in common?

What are their differences?

in common gemensamt differences skillnader

crime stories deckare

spicy kryddig, stark wimp tönt

cry baby lipsill

fail misslyckas

fencing fäktning

final sista

bond band, kontakt

instantly omedelbart

hunt jaga

tillåten

Useful topics

• food/snacks

• books

• movies/tv-series

• sports

Useful starters

• computer games/board games

• interests/hobbies

• school

• clothes

I think they both like/don’t like … My guess is they …

I think their differences are … I guess one of them ...

After watching

Work in pairs and answer the questions.

1. How did the guessing go? Was it easy or difficult?

2. What did you find out about the friends?

3. Think about you and your best friend. What do you think other people would think about you if they saw you together?

4. Do you think you have to have a lot in common to be best friends?

Useful starters

I found out that …

The first/second/third pair of best friends … I think other people would say that my best friend and I …

When other people see us together, they think we …

SURROUNDED BY ALIENS?

Before reading

1. What is a vlog?

2. Do you follow any vlogs?

If so, whose vlogs and what are they about?

3. Are you a vlogger yourself?

What do you vlog about?

Jenna

Hi everyone!

I’m Jenna, nice of you to visit my weekly vlog.

Last week I got a lot of comments and questions about school and the new school year that’s coming up.

So I would like to share a story with you guys.

comments kommentarer share dela

A year ago, I started in a new drama club. I didn’t know any of the kids in the group. Our first meeting was a total disaster. They were all so different from the kids in my old group and very different from me. One had blue hair, another just sat in the corner eating a vegan sandwich. It was nothing like my old group!

When I came home, I told my dad I didn’t want to go back to the new drama club. I felt like I had absolutely nothing in common with those people. But dad said I needed to go back and try to see beyond the exterior, beyond the blue hair and the vegan sandwich. That I needed to be a little bit more curious and a little less judgmental

in common gemensamt

exterior yta

curious nyfiken

judgmental dömande

1. Why is Jenna talking about the new school year?

2. How was Jenna’s first meeting with her new drama club?

disaster katastrof

I decided to give it one more chance. So, I went back. And I tried to be curious. I looked for similarities, not differences And to my surprise it turned out that the blue-haired girl and I shared the same taste in music –heavy metal!

2. Why did she decide to go back? What did she find out when she went back?

Now I just love my new drama club. I hate to admit that my dad was right, but he was.

This got me thinking about how we react to strangers. We treat them as if they were aliens from another planet, or something. Why?

They probably have the same feelings and thoughts as you and I do. They laugh, get angry, think and overthink.

Just like I do all the time.

They probably also do many of the same things that we do. They wake up, brush their teeth, go to school, play basketball,

similarities likheter differences olikheter

admit erkänna

strangers främlingar

treat behandlar

feelings känslor

thoughts tankar

probably troligen

have dinner, do homework, just chill – and then they brush their teeth again and go back to sleep.

3. In what ways are we alike according to Jenna? What are your thoughts on that, and why?

We won’t always have the time or energy to make friends with everyone we meet. But maybe we can at least try to understand each other and open up so new people don’t end up being aliens.

So, to all of you who might be nervous about this new school year – don’t be!

Try to be curious!

Look for similarities, not differences. Make friends, or at least reduce the number of aliens and strangers in your life.

We are, after all, more alike than we are different!

Let me know what you think and be sure to check in again next week for an update! Until then – take care!

4. Why is Jenna talking about making friends?

TARGET WORDS

at least åtminstone

STRETCH

PRETTY UGLY POEM

I’m very ugly

So don’t try to convince me that I am a very beautiful person

Because at the end of the day

I hate myself in every single way

And I’m not going to lie to myself by saying

There is beauty inside of me that matters

So rest assured I will remind myself

That I am a worthless, terrible person

And nothing you say will make me believe

I still deserve love

Because no matter what

I am not good enough to be loved

And I am in no position to believe that Beauty does exist within me

Because whenever I look in the mirror I always think

Am I as ugly as people say?

(now read bottom up).

by Abdullah Shoaib

Ytterligare texter och uppgifter inom temat som utmanar och breddar kunskaperna.

STRETCH

YOU AND I STRETCH

EXCERCISES

1. After reading the poem work with two digital exercises; Adjectives and Opposites

2. Write a poem of your own. Start by choosing one of the pictures below. Write a positive poem, a negative poem, or one that can be read both ways, just like Pretty Ugly Poem. Use the adjectives in the box or choose other adjectives that you think will work better for your poem.

ugly beautiful terrible useful disgusting

awful awesome boring cheerful colorful

dark bright suitable narrow loose

smelly festive fearsome soft gloomy

Med Peak kan hela klassen arbeta med samma tema – var och en mot toppen av sin förmåga.

Fem teman med en mångfald av perspektiv

Peak erbjuder fem fullmatade och fängslande teman som är lite utöver det vanliga. Strukturen är tydlig, men variationen är stor och det bjuds på en mångfald av ämnen, perspektiv, genrer, engelska röster och uppgiftstyper. I varje tema finns film, två texter varav en är en faktatext, en hörövning samt utvecklande uppgifter som tränar alla färdigheter.

Tre nivåer stödjer och fördjupar

Stream, Support och Stretch är de tre nivåer som Peak är indelat i. Stream är utgångspunkten för klassens arbete och finns både tryckt och digitalt. I det digitala läromedlet finns Support, med förenklade texter och stödstrukturer samt Stretch med nya utmaningar inom temat i form av ytterligare texter och uppgifter.

Peaks textbok är en allt-i-ett-bok med både texter och övningar. Textboken kan återanvändas eftersom eleverna dokumenterar sitt arbete på valfritt sätt utanför boken.

Digitalt läromedel med inlästa texter och filmer

I det digitala läromedlet finns alla tre nivåerna; Stream, Support och Stretch. Texterna i Stream och Support är inlästa med många olika regionala varianter av engelska. Det finns självrättande ordövningar baserade på varje temas texter och autentiska filmer som introducerar respektive tema. Digitalt finns också två fristående spår; Word Challenge Online som tränar högfrekventa ord och Grammar Work Online med förklarande filmer.

Till Peak 7 hör också ett värdefullt lärarpaket med såväl handledning som extra resurser.

För aktuell information om serien se studentlitteratur.se/peak. studentlitteratur.se