Plan for today

1) Finish your letter to Bruno if you are not done. 

2) Read text about New Year: http://learnenglishteens.britishcouncil.org/uk-now/read-uk/new-year 

Do quiz on Socrative: https://b.socrative.com/login/student/ 

write the room name SVJ, then write your own name and start answering questions about the text. 

3) Finished? 

Work with words on Quizlet here: https://quizlet.com/join/mFwX8e8gA 

Or do something out of the English challenge that you can do in a classroom, and in under one hour. 

http://englishwithsvj.blogspot.se/p/the-english-challenge.html

A Christmas Carol: Part 4

10:48 --> 13:40

Slowly and silently the ghost came nearer. It was very tall and wore a deep black piece of clothing, which covered its whole body and left nothing of it visible but one outstretched hand.

“Are you the Ghost of Christmas Yet to Come?” asked Scrooge, “I fear you more than any other spirit.”

The ghost did not say a word, and Scrooge was really scared. They wandered through the city and Scrooge heard some men talking about a person who had died. Scrooge knew the men and wanted to find out, whom they were talking about. But the spirit moved on.

They next stopped in an area where thieves and liars lived. They had stolen things with them and made fun of the person who once owned those things.

“Ha, ha!” laughed a woman, “He frightened everybody away from him when he was alive, to profit us when he was dead! Ha, ha, ha!”

After that, the ghost led Scrooge through streets that were familiar to him; and as they went along, Scrooge looked here and there to find himself, but nowhere was he to be seen. They entered poor Bob Cratchit’s house and found the mother and the children by the fire. Quiet. Very quiet. The noisy little Cratchits were as still as statues. When Bob Cratchit came in, the children hurried to greet him. Then the two young Cratchits got upon his knees and laid their little cheeks against his face as if to say, “Don’t mind it, father. Don’t be sad.”

“You went there today?” said his wife.

“Yes, my dear,” returned Bob. “I wish you could have gone. It would have done you good to see how green the place is. But you’ll see it often. I promised him that we would walk there every Sunday. My little, little child.” cried Bob. “My little child.”

He broke down in tears. He couldn’t help it. If he could have helped it, he and his child would have been farther apart perhaps than they were.

The ghost moved on and took Scrooge to a churchyard. The spirit stood among the graves and pointed down to one. Scrooge slowly went towards it and following the ghost’s finger read upon the stone of the grave his own name, Ebenezer Scrooge.

“Spirit!” Scrooge cried, “hear me. I am not the man I was! I will not be the man I must have been so far! Why show me this if I am past all hope? Good Spirit, I will honour Christmas in my heart, and try to keep it all the year. I will live in the past, the present, and the future. The spirits of all three shall be within me. I will not ignore the lessons that they teach. Oh, tell me that I may change my fate!”

Full of fear, Scrooge caught the spirit’s hand. But the spirit suddenly changed – it shrunk and faded and finally turned into a bedpost.

A Socrative quiz with comprehension questions and word work here: b.socrative.com/login/student/ 

Room name: SVJ

14 words from part 4 

Visible
Fear
Thieves
Liars
Familiar
Hurry
Greet
Honour
Past
Present
Future
Fate
Shrink, shrank, shrunk
Bedpost

English definitions here: https://quizlet.com/_2urz3e
English to Swedish here: https://quizlet.com/_2uryqk


Do a crossword here: https://crosswordlabs.com/view/a-christmas-carol157

A Christmas Carol: Part 3

7:20 --> 10:48

Scrooge woke up in the middle of a snore, just before the clock struck one again. He sat up in his bed and waited for the second ghost to come. And there it was – the Ghost of Christmas Present. It had curly brown hair, sparkling eyes and it wore a simple green robe with white fur. Its feet were bare and on its head it wore a holly wreath.

The ghost took Scrooge to Bob Cratchit’s house – a very poor little dwelling. In the kitchen you could see Mrs Cratchit preparing Christmas dinner. Her children were cheerfully running around. Then the door opened and Bob Cratchit came in with Tiny Tim upon his shoulders. Tiny Tim was Bob Cratchit’s youngest son. He bore a little crutch and had an iron frame around his limbs.

“On our way home, Tiny Tim told me that he hoped the people saw him in the church, because he was a cripple. It might be pleasant to them to remember on Christmas Day, who made lame beggars walk and blind men see.” Bob’s voice trembled when he said this.

Then Christmas dinner was ready, and everyone sat down at the table. As the Cratchits were very poor, it was not much they had for Christmas dinner. But still everyone was joyful and you could feel that they all had the Christmas Spirit in their hearts.

“A Merry Christmas to us all, my dears! God bless us!” said Bob Cratchit.

“God bless us every one!” said Tiny Tim.

He sat very close to his father’s side upon his little stool. Bob held his little hand, as if he feared to lose him.

“Spirit,” said Scrooge, who felt sorry for the boy, “tell me if Tiny Tim will live.”

“I see an empty seat,” replied the ghost, “and a crutch without an owner. If these shadows don’t change in the future, the child will die.”

This made Scrooge very sad, but the spirit went on and took Scrooge to his nephew’s house. Fred and his friends had a very cheerful party and played games. Scrooge really enjoyed their party and wanted to stay for another while but in a second it all faded and Scrooge and the spirit were again on their travels.

They visited many homes in many places: they saw sick people who were cheerful; people in foreign lands who were close at home, poor people who felt rich that day – all because of the Christmas Spirit.

Suddenly, Scrooge noticed something strange about the ghost. Two children-like figures were at the ghost’s feet – a boy and a girl. But, they looked old and dreadful, like little monsters. Scrooge was shocked.

“Spirit, are they your creatures?” Scrooge asked.

“They are Man’s creatures,” said the spirit “The boy is Ignorance. The girl is Want. Beware them both, but most of all beware this boy” said the spirit.

“Have they no place they can go?” asked Scrooge.

“Are there no prisons? Are there no workhouses?” the spirit turned on Scrooge with his own words.

The bell struck twelve. The Ghost of Christmas Present disappeared. And at the last stroke of the bell, Scrooge saw the third ghost coming towards him.

15 words from Part 3 

Snore
Strike, struck, struck
Sparkling
Wear, wore, worn
Fur
Wreath
Dwelling
Crutch
Stool
Joyful
Fade
Foreign
Dreadful
Creature
Beware


Practice these words here: https://quizlet.com/_2urxxh (English definitions) or here: https://quizlet.com/_2urxkz (English and Swedish)

Do a quiz here: b.socrative.com/login/student

When you're done with the quiz, you can keep practicing words here: https://quizlet.com/join/qhzqdmkpH 

Writing assignment on The Boy in the Striped Pyjamas

Now that you have read the first two chapters of The Boy in the Striped Pyjamas, you are going to write a letter to Bruno, the main character.

The full story can be read here: http://www.anderson5.net/cms/lib02/SC01001931/Centricity/Domain/222/The%20Boy%20in%20the%20Striped%20Pajamas.pdf 

After the second chapter, he has just come to a place he calls Out-With. What is this? His father has a very important job and Fury has big things in mind for him. What kind of job does Bruno's father really have? And who is Fury?

Write a letter of at least 200 words in a Word online document or a Google document where you explain to Bruno what you know about the Second World War and the Holocaust. 

Practice words on Quizlet before you start writing and include as many of the words as possible. Here is a link to the study set: https://quizlet.com/_2utewe 

When it comes to writing a letter, follow the pointers below: 

Always start your letter with:

Dear [in this case, it is Bruno], 

and then use some of the phrases below:

Starting your letter (Paragraph 1)

How are you?
How are things?
Hope you're OK.

Commenting on something (Paragraph 1)

In this case it is what you have read in the first two chapters of The Boy in the Striped Pyjamas. 

I'm so sad to hear ...
It's awful to hear ...
What horrible news about ...

Moving the topic on (Paragraph 2)

Now I am going to tell you what I know about...

Ending your letter (Paragraph 3)

Well, that's all for now
Hope you can write back to me
Hoping to hear from you again

All the best,
Best wishes,
See you soon,
Take care
Yours,
Love,
Lots of love,
Best regards,

You don't use all the phrases in the same letter. Choose those that suit your letter the best.

Before you hand in your letter, have a look at the pre-handing in checklist below and also have a friend read through your letter and give feedback on it. 

Pre-handing in checklist 

Does my letter have… 

A greeting to start? 

A comment on what you have read?

An ending 

A final greeting?  

Linking words such as the ones below to connect my ideas? 

Addition:
And, furthermore, what is more, in addition, also, as well as

Reason:
For this reason, because of, the main reason why, since, therefore

Order:
First, firstly, in the first place, to begin with, second, after that, 

Example:
For example, for instance, such as

Summary:
Finally, in conclusion, to sum up, to conclude

·         Any spelling mistakes? 

Avoid making these mistakes: 

There: där, their: deras, they’re = they are: de är 

Much: mycket, many: många 

How: hur, Who: vem 

No: nej, Know: veta 

Want to: vill, will: ska

Where: var (plats), were: var 

Mind the spelling of these words: with, because, of course, beautiful, couldn’t, wouldn’t 

·         Any grammar mistakes? 

Det finns: There is (1) There are (2->)

Det fanns: There was (1) There were ( 2->) 

Grading rubric:

Uttrycka sig skriftligt	I… skriftlig interaktion i olika sammanhang kan eleven uttrycka sig enkelt och begripligt samt i någon mån anpassat till syfte, mottagare och situation. Dessutom kan eleven välja och använda sig av i huvudsak fungerande strategier som i viss mån löser problem i och förbättrar interaktionen.	I … skriftlig interaktion i olika sammanhang kan eleven uttrycka sig tydligt och med visst flyt samt med viss anpassning till syfte, mottagare och situation Dessutom kan eleven välja och använda sig av fungerande strategier som löser problem i och förbättrar interaktionen.	I … skriftlig interaktion i olika sammanhang kan eleven uttrycka sig tydligt och med flyt samt med viss anpassning till syfte, mottagare och situation Dessutom kan eleven välja och använda sig av väl fungerande strategier som löser problem i och förbättrar interaktionen och för den framåt på ett konstruktivt sätt.
Formulera sig i skrift	I muntliga och skriftliga framställningar i olika genrer kan eleven formulera sig enkelt, begripligt och relativt sammanhängande.	I muntliga och skriftliga framställningar i olika genrer kan eleven formulera sig relativt varierat, relativt tydligt och relativt sammanhängande.	I muntliga och skriftliga framställningar i olika genrer kan eleven formulera sig relativt varierat, tydligt och sammanhängande.

The most brilliant invention - or the worst invention

You are going to write a text of around 200 words about the most brilliant invention or the worst invention ever, according to you.

In your text, you present which invention you think is the most brilliant or the worst and you give three reasons to why you think this.

Down below you find an example text which talks about why the internet is the most brilliant invention ever. Use the structure of that text with linking words such as “first”, “second” and “last” to make your text more coherent.

Before you start writing your text, fill in the mind map on the next page with what you are going to include in your text.

… And before handing in your text, ask a friend to give peer response to it. That means that they tell you two good things about the text, and one thing that can be improved.

Plan for writing: 

Which invention am I going to write about? 

#1 reason for why it is the best/the worst? 

#2 reason for why it is the best/the worst? 

#3 reason for why it is the best/the worst? 

Pre-handing in checklist

Does my text have…

·         An introduction where I present the invention that I am going to write about?

·         Three reasons for why that invention is the best/worst?

·         A conclusion where I sum up my ideas?

·         Linking words such as the ones below to connect my ideas?

Addition:
And, furthermore, what is more, in addition, also, as well as

Reason:
For this reason, because of, the main reason why, since, therefore

Order:
First, firstly, in the first place, to begin with, second, after that,

Example:
For example, for instance, such as

Summary:
Finally, in conclusion, to sum up, to conclude

·         Any spelling mistakes?

Avoid making these mistakes:

There: där, their: deras, they’re = they are: de är

Much: mycket, many: många

How: hur, Who: vem

No: nej, Know: veta

Want to: vill, will: ska

Where: var (plats), were: var

And mind the spelling of these words: with, because, of course, beautiful, couldn’t, wouldn’t

·         Any grammar mistakes?

Det finns: There is (1) There are (2->)

Det fanns: There was (1) There were ( 2->) 

Rubric 

I muntliga och skriftliga framställningar i olika genrer kan eleven formulera sig enkelt, begripligt och relativt sammanhängande. För att förtydliga och variera sin kommunikation kan eleven bearbeta och göra enkla  förbättringar av egna framställningar.

I muntliga och skriftliga framställningar i olika genrer kan eleven formulera sig relativt varierat, relativt tydligt och relativt sammanhängande.  Eleven formulerar sig även med visst flyt och i någon mån anpassat till syfte, mottagare och situation. För att förtydliga och variera sin kommunikation kan eleven bearbeta och göra välgrundade  förbättringar av egna framställningar.

I muntliga och skriftliga framställningar i olika genrer kan eleven formulera sig relativt varierat, tydligt och sammanhängande.  Eleven formulerar sig även med flyt och viss anpassning till syfte, mottagare och situation.  För att förtydliga och variera sin kommunikation kan eleven bearbeta och göra välgrundade förbättringar av egna framställningar.

A Christmas Carol: Parts 1 and 2

Who was Charles Dickens? What made him write  A Christmas Carol? 

Today we are going to read the first part of A Christmas Carol and work with the text. 

15 words from part 1: 

Doubt
As dead as a doornail
Belong
Stingy
Cheerful
Humbug
Cheer up
Nephew
Prison
Workhouse
Clerk
Frightened
Drag
Wander
Toll

--> 5.20 

Read text and answer questions 

13 words from part 2: 

Bother

Spirit

Wrinkle

Comfort

Rise

Warehouse

Apprentice

Warmth

Displace

Part

Handsome
Celebrate
Recognise
Exhausted


Practice words here: https://quizlet.com/join/qhzqdmkpH 

Do a quiz on parts 1 and 2 of A Christmas Carol here: https://b.socrative.com/login/student/
The room name is SVJ.

Inventions: Social media

• How does social media affect your brain? 

Watch this video and answer the questions below. 

• How big part of the world's population use social media?
• What type of social media do you use? 
• What is a problem that 5-10% of the Internet users have? 
• Have you experienced this?
• What is Phantom Vibration Syndrome? Explain it in your own words, Have you ever experienced this? 
• Describe the main differences between face to face conversations and social media postings.

Second part of the lesson: 

Some of you need to finish the Socrative quiz from last week. You do this by going to https://b.socrative.com/login/student/ and typing the room name SVJ. Unfortunately, you cannot start from where you left off last time, so just start from the beginning and skip ahead until you find a question that you have not answered. 

.. And those of you who are finished with the Socrative quiz are going to work with words on Quizlet To do that, you go to this link: https://quizlet.com/join/mqUgbPHHj. 

First World War: Lesson two

Warm up: Look at the picture below and describe what you see. Write in your notebooks.

Compare your answer with a friend.

More animals in the war: http://www.iwm.org.uk/history/15-animals-that-went-to-war 

Second activity: Go through answers British Council activity, which we did during the Monday lesson.

Third activity: watch video World War I in 6 minutes and answer these questions:

• What incident marked the beginning of WWI?
• What new weapons or technologies were used during WWI?
• What were some of the dangers of the trenches?
• What made the United States enter the war? 
• Which WWI battle caused more than 80,000 deaths in the first day of the battle?
• What did Germany use in the water to attack British vessels?

Final question: What are your thoughts about this video or the first world war in general? 

Inventions: Smart phones and social media

Today we are going to watch clips and talk about two inventions in particular, which are smartphones and social media.

• Are we living in a world forever transformed by smartphones? 

Some questions to discuss after you have seen this clip: 

• How do you start your day? 
• How do you communicate with friends and family? In what way do think this is this different from the means of communication 15 years ago?
• How many per cent of their day do you think people spend on their on cellphones? Do you think it is like this in all over the world? 
• What are some positive outcomes of smartphones?
• 
  

Inventions

When we have our second lesson on the theme of inventions, we are going to....

• Work with some of the invention words from our last lesson: 

Penicillin
Camera
Computer
Sewing machine
Telephone
Light bulb
Spaceship 
Wheel 

• Read and listen to a text about a very famous man named Leonardo da Vinci, This text is on pages 86-88 in What's Up? 8.
• ... and do a quiz on a page called Socrative. To reach the quiz, you go to https://b.socrative.com/login/student/ and you write the room name SVJ. Then you write your name and start answering questions. There are 23 questions. Some of them are multiple choice questions, some are true or false questions and for some of the questions you need to type a short answer. 

Four nations: wrapping it up

For today's lesson, we are going to sum up what we have learnt about the UK during the last weeks and prepare for the discussion activity which we are doing the next lesson.

First, we are going to watch a short video clip and answer questions about it. The clip is about the four nations that together form the UK. Do you remember which these are?

What did you learn about each of these countries?
What similarities and differences are there between the United Kingdom and Sweden?

... Then we are going to go through the plan for the next lessons.

Wales

We are continuing our tour around the UK and today we have come to Wales. We will read a text about the country and then answer questions on Socrative. To reach the quiz, you go to https://b.socrative.com/login/student/ and write the room number  F5C2AC5A, your name and the name of your class. There are 14 questions. When you are done, you do the activities for the text on this page: http://learnenglishteens.britishcouncil.org/uk-now/read-uk/wales.

Writing short stories

Welcome back, students! Hopefully you have had a relaxing fall break with time to rest and get ready for the last weeks of the semester.

I have read your short stories and given you feedback on what you have written so far. Many of the things that I have commented on I have needed to write on more than one text. During today's lesson you are going to use the feedback you have received and the general comments to improve your short stories. 

General grammar things: 

She's = She is = Hon är 

Her = Hennes 

* You use hers when there is no word after this pronoun, as in "It is her pen. The pen is hers. 

This also goes for yours, ours and theirs. 

He's = He is = Han är 

His = Hans 

Verbs in the present tense have an s in the end when you talk about he, she or it. 

I play football on Sundays. 

He plays football on Sundays. 

Of course you can replace these pronouns with names, too. 

Lionel plays football on Sundays. 

Where = var (plats)
Were = var (verb i dåtid)

More writing tips 
Divide your text into paragraphs! This makes it a lot easier to read and follow. The example text shows this rather clearly with a division into beginning, middle and ending. You can follow this in your short stories too.

Vary your writing; use synonyms to show that you have  more varied vocabulary. Also vary the way you begin sentences. 

Scotland

Today we are going to learn about Scotland. We are going to read a text about the country and then work with questions about it on  a page called Socrative. In order to reach the quiz, you go to https://b.socrative.com/login/student/ and write room name SVJ.

and to finish, we will find out what a Scottish accent can sound like.
Done with the quiz and bored? Do the activities that go along with the text on this page: http://learnenglishteens.britishcouncil.org/uk-now/read-uk/scotland 

School dinners and Food in Britain

Today we are going to read about school lunches (also called school dinners) in the UK. You will learn why it is a hot topic and we will also have a look at a blog that a Scottish girl made about her school lunches.

Then we will watch a short clip about food in Britain and to check your understanding there will be a Kahoot!

The UK vs Sweden

We are going to learn about life in the UK and compare it to life in Sweden. We will study different things about the UK such as general facts about the country, school life and what it is like being young in the UK.

Today we will learn about what it can be like to go to school in the UK.

Watch this video and answer these questions: 

When does school start for Jamie? 

Is there any difference in how Jamie addreses his teachers (and other adults) and how you addres yours? 

What does Jamie's school day start with? 

Which different lessons does he have this day? 

Where does Jamie eat lunch? 

When does Jamie finish school? 

Questions to discuss: 

What are some of the similarities and differences between Jamie's school day and yours? 

Most of the students in the UK wear a school uniform. What are some good things and bad things about this? 

Write down your answers in your notebook. 

Reading and Listening

During the last few weeks we have been focusing on listening and reading. Therefore we have been doing different reading and listening comprehensions during our lessons. The aim of these lessons are for you to increase your abilities to understand written and spoken English. During week 42 we will do tests in reading and listening to see how much you have learnt.

Minimum requirements:
Pupils can understand the main content and basic details in English spoken at a moderate pace and in basic texts in various genres.
Pupils show their understanding by presenting an overview with discussion and comments on content and details and also with acceptable results act on the basis of the message and instructions in the content.
To facilitate their understanding of the content of the spoken language and texts, pupils can choose and apply a strategy for listening and reading.

General tips for practicing English

Hi all, in this blog post I will give you some tips on what you can do to improve your English skills. Of course you need to participate in the lessons in school and do your homework if you get any but if you are interested in learning more on your own, here are a few tips for you!

1) Watch and listen 
Watch TV programs and movies in English without subtitles or subtitles in English.
Listen to English music and learn the lyrics.

2) Read
Go to the library and borrow books in English or ask your teacher for a book. Read newspapers in English online.

3) Write
Write down any new words that you learn, either in school or in your free time.

4) Speak!
Speak English as often as you can. Maybe to a parent or a friend.

Love

Love

During weeks 37 to 40 we are going to work with the topic of love. We will work with texts from What’s Up? 9 as well as other material.

During week 40 you are going to prepare for a writing assignment on the Monday’s lesson and do the writing assignment on the Thursday lesson. Your text will be assessed, as well as what you do in class.

Week	Monday lesson	Thursday lesson
37	Introduction:   What is love? Discuss and write	Cheesy pick-up lines What is Love? Listen to Ted Talk and answer questions
38	The First Date (What’s Up? 9)   Read text Pick out ten difficult words, learn what they mean and write sentences with them. Do “Did you get it”? Do exercises 4, 5, 6 and 7 on pages 25-27 in WB. Write in your notebook. Finished? Read text on pages 104-105 Do Did you get it? Work with pages 96-97 in WB	Kindness Boomerang Watch clip, answer questions, discuss
39	Real Love (What’s Up? 9) Read text Pick out ten difficult words, learn what they mean and write sentences with them. Do “Did you get it”? Do exercises 9, 10, 12 , 13 and 14 on pages 28-31 in WB. Write in your notebook. Finished? Read text on pages 104-105 Do Did you get it? Work with pages 96-97 in WB	Continue working with text
40	Prepare for writing assignment: make a mind map	In-class writing assignment

Aussie, Kiwi and Indian Realia at Vallåsskolan 2016

Aussie, Kiwi and Indian Realia in Vallåsskolan 2016

You are going to study the realia of Australia, New Zealand or India which means you have to study different aspects about your chosen country such as general facts about the country, nature, economy, population, history, culture, school system, famous people and animals on land and in water.

You will work in pairs and make a poster or a PowerPoint presentation of a chosen country. You will write different texts about your chosen country and you will select facts from the internet and attach them to your poster or include them in your presentation. During week 41 we will listen to all pairs in class and learn new things about the countries.

   

Centralt innehåll

-Levnadsvillkor, traditioner, sociala relationer och kulturella företeelser i olika sammanhang och områden där engelska används.

-Olika sätt att bearbeta egna framställningar för att variera, tydliggöra, precisera och anpassa dem efter deras syften.

-Muntliga och skriftliga berättelser, beskrivningar och instruktioner.

-Språkliga strategier för att förstå och göra sig förstådd när språket inte räcker till, till exempel omformuleringar, frågor och förklaringar.

-Språkliga strategier för att bidra till och aktivt medverka i samtal genom att ta initiativ till interaktion, ge bekräftelse, ställa följdfrågor, ta initiativ till nya frågeställningar och ämnesområden samt för att avsluta samtalet.

Kunskapskrav

För betyget E	För betyget C	För betyget A
I muntliga och skriftliga framställningar i olika genrer kan eleven formulera sig enkelt, begripligt och relativt sammanhängande. För att förtydliga och variera sin kommunikation kan eleven bearbeta och göra enkla förbättringar av egna framställningar. I muntlig och skriftlig interaktion i olika sammanhang kan eleven uttrycka sig enkelt och begripligt samt i någon mån anpassat till syfte, mottagare och situation. Dessutom kan eleven välja och använda sig av i huvudsak fungerande strategier som i viss mån löser problem i och förbättrar interaktionen.	I muntliga och skriftliga framställningar i olika genrer kan eleven formulera sig relativt varierat, relativt tydligt och relativt sammanhängande. Eleven formulerar sig även med visst flyt och i någon mån anpassat till syfte, mottagare och situation. För att förtydliga och variera sin kommunikation kan eleven bearbeta och göra välgrundade förbättringar av egna framställningar. I muntlig och skriftlig interaktion i olika sammanhang kan eleven uttrycka sig tydligt och med visst flyt samt med viss anpassning till syfte, mottagare och situation. Dessutom kan eleven välja och använda sig av fungerande strategier som löser problem i och förbättrar interaktionen.	I muntliga och skriftliga framställningar i olika genrer kan eleven formulera sig relativt varierat, tydligt och sammanhängande. Eleven formulerar sig även med flyt och viss anpassning till syfte, mottagare och situation. För att förtydliga och variera sin kommunikation kan eleven bearbeta och göra välgrundade förbättringar av egna framställningar. I muntlig och skriftlig interaktion i olika sammanhang kan eleven uttrycka sig tydligt och med flyt samt med viss anpassning till syfte, mottagare och situation. Dessutom kan eleven välja och använda sig av väl fungerande strategier som löser problem i och förbättrar interaktionen och för den framåt på ett konstruktivt sätt.

Weekly plan 38-41

Weeks 38-39: Decide what country you would like to write about. Chose which of the suggested topics you find interesting. Make mind maps and start to look for information. If you work in pairs you must decide who is writing about what topic. We will use computers at school.

-          Collect all the facts you need

Write texts about your topic. You will hand them in so I can read them and help you with grammar and sentence structure

-          Your texts should be around 800 – 1000 words

-          Find pictures

-          You should learn new words to increase you vocabulary

Week 40: Create poster (either on a big paper or make a power point) and practice for the oral presentation

Week 41: Oral presentation in class

Good Luck! /Lavdie, Jenny och Viktor

Useful links for your work

Australia

http://kids.nationalgeographic.com/explore/countries/australia/

https://www.lonelyplanet.com/australia

http://www.ifitweremyhome.com/compare/SE/AU (Australia compared to Sweden)

Visit https://webenglish.se/australia/ for lots of more useful links.

New Zealand

http://kids.nationalgeographic.com/explore/countries/new-zealand

https://www.lonelyplanet.com/new-zealand

http://www.ifitweremyhome.com/compare/SE/NZ (New Zealand compared to Sweden)

Visit https://webenglish.se/new-zealand/ for lots of more useful links.

India

http://kids.nationalgeographic.com/explore/countries/india/

https://www.lonelyplanet.com/india

http://www.ifitweremyhome.com/compare/SE/IN (India compared to Sweden)

Visit https://webenglish.se/india/ for lots of more useful links.