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.