Hi!
My son has a cold, so I won't be joining you today. You know what to do though - just keep working on your reports/presentations. If there's an emergency, you can reach me by phone. Just check hitta.se. I live in Strand.
Regards, Daniel
12/10/2012
12/05/2012
Wednesday Dec 5 - More oral presentation tips
A few video links below. All of them useful in a way.
Also:
Introduction
- · Present yourself
- · Introduce topic
- · Find your audience!
- · Connect to audience!
Presentation
- · ’Rollercoaster ride’ or movie script.
- · Interaction between speaking/audio/visual.
- · Only say what is necessary
- · You need a ‘final battle’
Tools
- · Audio (music etc.)
- · Video (stills, moving pictures)
- · Props (clothes, items etc.)
- · Voice
- · Body language
Audience
interaction
- · Natural
- · Limited – ie keep on track, time
- · Simple
11/28/2012
Wednesday Nov 28 - From here to Xmas
I had this idea where we'd do a smaller project thing to be finished before Christmas. The plan is to use today and the weeks 49-50 for this, and then have the last week in reserve for those who (for one reason or another) miss lessons. If you buy it, it looks something like this:
Aim:
1. 'Be familiar with the development in one or more areas, such as politics, society, religion, literature, film, art or music, regarding an English-speaking country.
Tasks:
1. To me, these are the important parts of this assignment:
a. An interesting angle. Pick a 'smaller' topic. Go unique. Please no 'Kangaroos Down Under'.....
b. An interesting presentation. Doesn't mean that you can't use 'traditional' tools, but again; interesting, new, interactive(?) etc.
c. A well-written report, structured and with sources. Doesn't actually have to be that long, I'm guessing one page of text will be enough. Language should be advanced and close to perfection :)
d. A kick-ass title for your report. Again, no 'American Food' or 'The History of Wales'.Come up with something eye-catching, like 'Stickin' it to the Gods' or 'Paradise Lost', and use a subtitle to clarify.
e. Remember that the 'development' part needs to be included. Perhaps not the main focus, but included...
Like I said, these are my views, and they're open to discussion.
Aim:
1. 'Be familiar with the development in one or more areas, such as politics, society, religion, literature, film, art or music, regarding an English-speaking country.
Tasks:
1. To me, these are the important parts of this assignment:
a. An interesting angle. Pick a 'smaller' topic. Go unique. Please no 'Kangaroos Down Under'.....
b. An interesting presentation. Doesn't mean that you can't use 'traditional' tools, but again; interesting, new, interactive(?) etc.
c. A well-written report, structured and with sources. Doesn't actually have to be that long, I'm guessing one page of text will be enough. Language should be advanced and close to perfection :)
d. A kick-ass title for your report. Again, no 'American Food' or 'The History of Wales'.Come up with something eye-catching, like 'Stickin' it to the Gods' or 'Paradise Lost', and use a subtitle to clarify.
e. Remember that the 'development' part needs to be included. Perhaps not the main focus, but included...
Like I said, these are my views, and they're open to discussion.
11/26/2012
Monday Nov 26 - Translation day
Aim:
1. Reading comprehension. ("...read fiction [...] different genres...")
Task:
Work in groups and translate one article into Swedish. SP students; choose your poison below. NV students; I have emailed your text to you.
Economy
Culture
Social studies
11/20/2012
11/19/2012
Monday Nov 19 - Discussions
Aim:
1. Practicing oral skills, delivering arguments. ("in different situations be able to introduce and actively participate in different kinds of oral communication [...] use English flexibly, for a purpose [...] formally and informally" and "provide structured oral information")
2. Listening comprehension. ("Understand different types of clear, authentic speech, in various circumstances")
Tasks:
1. Watch movie clips (see below), and discuss freely in groups. After each discussion, agree on a short written summary of what was said.
http://www.youtube.com/watch?v=nInc0ae9Chk
http://www.youtube.com/watch?v=4WUWuB6Hwgc
http://www.youtube.com/watch?v=QHLQWTy4YOw
http://www.youtube.com/watch?v=qjTgITLRG50
1. Practicing oral skills, delivering arguments. ("in different situations be able to introduce and actively participate in different kinds of oral communication [...] use English flexibly, for a purpose [...] formally and informally" and "provide structured oral information")
2. Listening comprehension. ("Understand different types of clear, authentic speech, in various circumstances")
Tasks:
1. Watch movie clips (see below), and discuss freely in groups. After each discussion, agree on a short written summary of what was said.
http://www.youtube.com/watch?v=nInc0ae9Chk
http://www.youtube.com/watch?v=4WUWuB6Hwgc
http://www.youtube.com/watch?v=QHLQWTy4YOw
http://www.youtube.com/watch?v=qjTgITLRG50
11/14/2012
Wednesday Nov 14 - Book reading
Aim:
1. Practicing oral skills, delivering arguments. ("in different situations be able to introduce and actively participate in different kinds of oral communication [...] use English flexibly, for a purpose [...] formally and informally" and "provide structured oral information")
2. Listening comprehension. ("Understand different types of clear, authentic speech, in various circumstances")
3. Reading comprehension. ("...read fiction [...] different genres...")
Tasks:
1. Team up in pairs. Read your friend's book to your friend. Take turns.
2. Write in your book diaries. Use perhaps 20 minutes for this part.
(3. Listen to oral presentation)
1. Practicing oral skills, delivering arguments. ("in different situations be able to introduce and actively participate in different kinds of oral communication [...] use English flexibly, for a purpose [...] formally and informally" and "provide structured oral information")
2. Listening comprehension. ("Understand different types of clear, authentic speech, in various circumstances")
3. Reading comprehension. ("...read fiction [...] different genres...")
Tasks:
1. Team up in pairs. Read your friend's book to your friend. Take turns.
2. Write in your book diaries. Use perhaps 20 minutes for this part.
(3. Listen to oral presentation)
11/12/2012
Monday Nov 12 - Character profiles
Aim:
1. Practice writing. ("produce written reports...")
Task:
1. Create a character profile for 'your' actor/character from the movie The Usual Suspects. See example (presented by me) for an idea on how to do it.
1. Practice writing. ("produce written reports...")
Task:
1. Create a character profile for 'your' actor/character from the movie The Usual Suspects. See example (presented by me) for an idea on how to do it.
11/05/2012
Monday Nov 5 - Presentations & movie
Aim:
1. Practicing oral skills, delivering arguments. ("in different situations be able to introduce and actively participate in different kinds of oral communication [...] use English flexibly, for a purpose [...] formally and informally" and "provide structured oral information")
2. Listening comprehension. ("Understand different types of clear, authentic speech, in various circumstances")
3. Reading comprehension. ("...read fiction [...] different genres...")
Tasks:
1. Presentation actors (+ 1 movie/TV-series)
2. Watch movie. Take notes on 'your' character.
1. Practicing oral skills, delivering arguments. ("in different situations be able to introduce and actively participate in different kinds of oral communication [...] use English flexibly, for a purpose [...] formally and informally" and "provide structured oral information")
2. Listening comprehension. ("Understand different types of clear, authentic speech, in various circumstances")
3. Reading comprehension. ("...read fiction [...] different genres...")
Tasks:
1. Presentation actors (+ 1 movie/TV-series)
2. Watch movie. Take notes on 'your' character.
10/24/2012
Wednesday Oct 24 - Presentations
Aim:
1. Practicing oral skills, delivering arguments. ("in different situations be able to introduce and actively participate in different kinds of oral communication [...] use English flexibly, for a purpose [...] formally and informally" and "provide structured oral information")
2. Listening comprehension. ("Understand different types of clear, authentic speech, in various circumstances")
[If moving on to the next task]
3. Reading comprehension. ("...read fiction [...] different genres...")
Tasks:
1. Presentation Movie/TV-series
[if time]
2. Prepare oral presentation on actors - see Oct 17 for details
1. Practicing oral skills, delivering arguments. ("in different situations be able to introduce and actively participate in different kinds of oral communication [...] use English flexibly, for a purpose [...] formally and informally" and "provide structured oral information")
2. Listening comprehension. ("Understand different types of clear, authentic speech, in various circumstances")
[If moving on to the next task]
3. Reading comprehension. ("...read fiction [...] different genres...")
Tasks:
1. Presentation Movie/TV-series
[if time]
2. Prepare oral presentation on actors - see Oct 17 for details
10/22/2012
Monday Oct 22 - Tidying up
Aim:
As before
Tasks:
We have a couple of things that we need to finish before the break. See below:
1. Movie/TV-series presentation. You know what to do...
2. Preparing (at least) and (hopefully) presenting actors' bios. We'll start presenting (in smaller groups) on Mon w 45 at the latest. The rest of w 45 will be spent watching 'The Usual Suspects'. See post from Oct 17 for details.
As before
Tasks:
We have a couple of things that we need to finish before the break. See below:
1. Movie/TV-series presentation. You know what to do...
2. Preparing (at least) and (hopefully) presenting actors' bios. We'll start presenting (in smaller groups) on Mon w 45 at the latest. The rest of w 45 will be spent watching 'The Usual Suspects'. See post from Oct 17 for details.
10/17/2012
Wednesday Oct 17 - Keep doin' what you're doin'.... And perhaps some more.
Aim:
1. Practicing oral skills, delivering arguments. ("in different situations be able to introduce and actively participate in different kinds of oral communication [...] use English flexibly, for a purpose [...] formally and informally" and "provide structured oral information")
2. Practice writing. ("produce written reports...")
3. Listening comprehension. ("Understand different types of clear, authentic speech, in various circumstances")
[If moving on to the next task]
4. Reading comprehension. ("...read fiction [...] different genres...")
Tasks:
1. Continue movie/TV-series work
2. If you finish, move on to reading biographies on actors as shown in the list below:
Gunnar, Tim & Henrik, you'll read about Stephen Baldwin
Max, Linus & Linda, you'll read about Gabriel Byrne
Julie, Matilda & Cecilia , you'll read about Benicio Del Toro
Amanda, Jacob & Amelia, you'll read about Kevin Spacey
Daniel & Malin, you'll read about Chazz Palminteri
Prepare to present 'your' actor orally in groups.
1. Practicing oral skills, delivering arguments. ("in different situations be able to introduce and actively participate in different kinds of oral communication [...] use English flexibly, for a purpose [...] formally and informally" and "provide structured oral information")
2. Practice writing. ("produce written reports...")
3. Listening comprehension. ("Understand different types of clear, authentic speech, in various circumstances")
[If moving on to the next task]
4. Reading comprehension. ("...read fiction [...] different genres...")
Tasks:
1. Continue movie/TV-series work
2. If you finish, move on to reading biographies on actors as shown in the list below:
Gunnar, Tim & Henrik, you'll read about Stephen Baldwin
Max, Linus & Linda, you'll read about Gabriel Byrne
Julie, Matilda & Cecilia , you'll read about Benicio Del Toro
Amanda, Jacob & Amelia, you'll read about Kevin Spacey
Daniel & Malin, you'll read about Chazz Palminteri
Prepare to present 'your' actor orally in groups.
10/12/2012
Monday Oct 15 - Guessing game
I'm guessing that you need more time for the movie/TV-series assignment, so that's our number one goal for this lesson. I also want to squeeze in a couple of comments on the feedback you gave me, but that won't take up too much of your time. If I'm wrong (as if...) there is a plan B, and I'll tell you about it if need be. So:
Tasks:
1. Work with movie/TV-series assignment
2. Listen to comments on feedback
(3. Plan B)
Tasks:
1. Work with movie/TV-series assignment
2. Listen to comments on feedback
(3. Plan B)
10/10/2012
Wednesday Oct 10 - Movie/TV-series work
NOTE: I'll not be joining you today. My youngest has an ear infection. Read on to find out what to do today.
1. Reading comprehension. ("...read fiction [...] different genres...")
2. Practicing oral skills, delivering arguments. ("in different situations be able to introduce and actively participate in different kinds of oral communication [...] use English flexibly, for a purpose [...] formally and informally" and "provide structured oral information")
3. Practice writing. ("produce written reports...")
4. Listening comprehension. ("Understand different types of clear, authentic speech, in various circumstances")
Tasks:
1. Read my summary of your 'English C so far' blog posts below. If there's anything you'd like to add or comment on, do so in a comment on this post (also below, a wee bit further down...). If you for some reason haven't given me your take on the course so far, you need to do that (on your own time) ASAP! See Monday Oct 8 for details.
2. Rehearse and perform a scene from a movie/TV-series. Find a clip that you like (YouTube, Vimeo etc.), transcribe, rehearse and perform. Groups can be founded before or after deciding on a clip. Suggestions can be found in the Monday Oct 8 post.
3. Time left? Need a break. Need variation? Read in your books!
English C so far - a summary
I've divided your feedback into two parts - your take on what we've done so far, and your ideas for the future. Check it out, will ya!
So far...
- Varied, meaningful content - a good thing
- Enjoyed the discussions, oral practice is good.
- Smaller tasks, for example small oral presentations, are good
- The Haven was a (really) good exercise
- It's difficult (in general), but not too difficult
- The book is difficult to read, especially on the computer
- The book is challenging, and that's a good thing
- The course is also challenging, and that's also good
- Putting the lesson plans in the (this) blog is good, because you can check to know what to do
- 'I've learned something from every exercise'
- The course is interesting
For the future...
- Keep discussing various topics
- More small oral presentations
- Give assignments on different levels of difficulty
- What are we going to do with the book?
- Practice explaining complex things in English
- Keep reading book(s) throughout the course
- Watch movie(s)
- Continue in the same way
NOTE: I'll comment on your suggestions for the future, and perhaps some other things, when we meet next.
10/05/2012
Monday Oct 8 - A bit of this....
Aim:
1. Reading comprehension. ("...read fiction [...] different genres...")
2. Practicing oral skills, delivering arguments. ("in different situations be able to introduce and actively participate in different kinds of oral communication [...] use English flexibly, for a purpose [...] formally and informally" and "provide structured oral information")
3. Practice writing. ("produce written reports...")
4. Listening comprehension. ("Understand different types of clear, authentic speech, in various circumstances")
Tasks:
1. Read and discuss either the Forserum (from last lesson) article or, if you've already done that, this one. Make sure you understand what has happened, and present your views on the matter. Also, try to take it one step further by thinking (and talking) about how to come to terms with the problem(s) described. Looking at the comments might be a good idea...
2. So, 6 weeks into the course (give or take), and it's time for you to give me your views on what we've done so far. Write a post in your blogs entitled 'English C so far', where you tell me all about it. Write as much as you want. I promise to read it all, and of course to take what you have to say into account for future planning.
3. Rehearse and perform a scene from a movie/TV-series. Find a clip that you like (YouTube, Vimeo etc.), transcribe, rehearse and perform. Groups can be founded before or after deciding on a clip. Suggestions below:
NOTE: If you find the need to alter the content (add/remove characters, shorten or lenghten the scene or whatever), you're free to do so
4. If you can find time for it, and if you want to, reading in your books is also a good thing.
1. Reading comprehension. ("...read fiction [...] different genres...")
2. Practicing oral skills, delivering arguments. ("in different situations be able to introduce and actively participate in different kinds of oral communication [...] use English flexibly, for a purpose [...] formally and informally" and "provide structured oral information")
3. Practice writing. ("produce written reports...")
4. Listening comprehension. ("Understand different types of clear, authentic speech, in various circumstances")
Tasks:
1. Read and discuss either the Forserum (from last lesson) article or, if you've already done that, this one. Make sure you understand what has happened, and present your views on the matter. Also, try to take it one step further by thinking (and talking) about how to come to terms with the problem(s) described. Looking at the comments might be a good idea...
2. So, 6 weeks into the course (give or take), and it's time for you to give me your views on what we've done so far. Write a post in your blogs entitled 'English C so far', where you tell me all about it. Write as much as you want. I promise to read it all, and of course to take what you have to say into account for future planning.
3. Rehearse and perform a scene from a movie/TV-series. Find a clip that you like (YouTube, Vimeo etc.), transcribe, rehearse and perform. Groups can be founded before or after deciding on a clip. Suggestions below:
NOTE: If you find the need to alter the content (add/remove characters, shorten or lenghten the scene or whatever), you're free to do so
4. If you can find time for it, and if you want to, reading in your books is also a good thing.
10/02/2012
Wednesday Oct 3 - Reading & discussing
Aim:
1. Reading comprehension. ("...read fiction [...] different genres...")
2. Practicing oral skills, delivering arguments. ("in different situations be able to introduce and actively participate in different kinds of oral communication [...] use English flexibly, for a purpose [...] formally and informally" and "provide structured oral information")
Tasks:
1. Participate in Reading check on Good Omens
2. Read Good Omens for another 20 minutes or so, same as last lesson. Write in your reading diary.
3. Read and discuss this article: http://www.thelocal.se/42894/20120829/ Discuss what has happened in Forserum, make comparisons, discuss the author's point of view etc. Checking the comments others have written on the article might be of help.
1. Reading comprehension. ("...read fiction [...] different genres...")
2. Practicing oral skills, delivering arguments. ("in different situations be able to introduce and actively participate in different kinds of oral communication [...] use English flexibly, for a purpose [...] formally and informally" and "provide structured oral information")
Tasks:
1. Participate in Reading check on Good Omens
2. Read Good Omens for another 20 minutes or so, same as last lesson. Write in your reading diary.
3. Read and discuss this article: http://www.thelocal.se/42894/20120829/ Discuss what has happened in Forserum, make comparisons, discuss the author's point of view etc. Checking the comments others have written on the article might be of help.
9/27/2012
Monday Oct 1 - Good Omens
Aim:
1. Listening comprehension. ("Understand different types of clear, authentic speech, in various circumstances")
2. Reading comprehension. ("...read fiction [...] different genres...")
3. Practice writing. ("produce written reports...")
4. Practicing oral skills, delivering arguments. ("in different situations be able to introduce and actively participate in different kinds of oral communication [...] use English flexibly, for a purpose [...] formally and informally" and "provide structured oral information")
Tasks:
1. Listen to presentation on Pratchett & Gaiman + reading diary
2. Start reading Good Omens
3. Discuss what you've read. Work in pairs/groups of 3. Stop every 10 pages or so and recap. Help each other! Look for humor (as the book is supposed to be funny...)
4. Write reading diary
Links regarding The Book of Revelation:
Book of Revelation on Wikipedia:
http://en.wikipedia.org/wiki/Book_of_Revelation
Link to the Book of Revelation directly, from the King James Bible:
quod.lib.umich.edu/cgi/k/kjv/kjv-idx?ty ... te=5379618
Understanding the Book of Revelation from Frontline: Apocalypse on PBS.com:
pbs.org/wgbh/pages/frontline/shows/apoc ... white.html
1. Listening comprehension. ("Understand different types of clear, authentic speech, in various circumstances")
2. Reading comprehension. ("...read fiction [...] different genres...")
3. Practice writing. ("produce written reports...")
4. Practicing oral skills, delivering arguments. ("in different situations be able to introduce and actively participate in different kinds of oral communication [...] use English flexibly, for a purpose [...] formally and informally" and "provide structured oral information")
Tasks:
1. Listen to presentation on Pratchett & Gaiman + reading diary
2. Start reading Good Omens
3. Discuss what you've read. Work in pairs/groups of 3. Stop every 10 pages or so and recap. Help each other! Look for humor (as the book is supposed to be funny...)
4. Write reading diary
Links regarding The Book of Revelation:
Book of Revelation on Wikipedia:
http://en.wikipedia.org/wiki/Book_of_Revelation
Link to the Book of Revelation directly, from the King James Bible:
quod.lib.umich.edu/cgi/k/kjv/kjv-idx?ty ... te=5379618
Understanding the Book of Revelation from Frontline: Apocalypse on PBS.com:
pbs.org/wgbh/pages/frontline/shows/apoc ... white.html
9/24/2012
Monday Sep 24 - Creative writing & difficult reading
Aim:
1. Practice writing. ("produce written reports...")
2. Reading comprehension. ("...read fiction [...] different genres...")
Tasks:
1. Finish writing 'The Haven'
2. Find a friend, exchange texts, read & guess what the text is about. If there's time, find more friends.
3. Email me your final version of 'The Haven'
4. Read the following book reviews (there might be more than one/link, but reading one of them is enough):
A.
http://www.booklore.co.uk/PastReviews/PratchettTerry/GoodOmens/GoodOmensReview.htm
B.
http://www.booklore.co.uk/PastReviews/PratchettTerry/SoulMusic/SoulMusicReview.htm
C.
http://www.booklore.co.uk/PastReviews/PratchettTerry/TheColourOfMagic/TheColourOfMagicReview.htm
D.
http://www.booklore.co.uk/PastReviews/PratchettTerry/MovingPictures/MovingPicturesReview.htm
When you've read them, decide which of the books you'd find the most interesting to read. Tell me (email, in person, smoke signals, whatever....)
1. Practice writing. ("produce written reports...")
2. Reading comprehension. ("...read fiction [...] different genres...")
Tasks:
1. Finish writing 'The Haven'
2. Find a friend, exchange texts, read & guess what the text is about. If there's time, find more friends.
3. Email me your final version of 'The Haven'
4. Read the following book reviews (there might be more than one/link, but reading one of them is enough):
A.
http://www.booklore.co.uk/PastReviews/PratchettTerry/GoodOmens/GoodOmensReview.htm
B.
http://www.booklore.co.uk/PastReviews/PratchettTerry/SoulMusic/SoulMusicReview.htm
C.
http://www.booklore.co.uk/PastReviews/PratchettTerry/TheColourOfMagic/TheColourOfMagicReview.htm
D.
http://www.booklore.co.uk/PastReviews/PratchettTerry/MovingPictures/MovingPicturesReview.htm
When you've read them, decide which of the books you'd find the most interesting to read. Tell me (email, in person, smoke signals, whatever....)
9/18/2012
9/13/2012
Monday Sep 17 - Creative writing 2
Aim:
See Wednesday Sep 11
Task:
I want you all to write a short story entitled 'The Haven' Think back on what was discussed during our previous lesson, and use colorful, advanced language, where you really make an effort to work on your writing skills. I do not want a long story, half a page maximum, but i do want it to be in the best language you've ever used. You'll get the time you need. We'll start today, and finish when we finish.
If you look up the word 'haven', this is what you'll find:
Focus on the second meaning of the word, 'a place of safety or sanctuary; shelter'. In this story, I want you to describe your haven, and I want you to do it in a way isn't obvious, that will have readers guessing what you're talking about. See below for an example. When you're done, you'll read your story to others, and they will try to figure out what you're talking about. Also remember this:
Example:
The Haven
See Wednesday Sep 11
Task:
I want you all to write a short story entitled 'The Haven' Think back on what was discussed during our previous lesson, and use colorful, advanced language, where you really make an effort to work on your writing skills. I do not want a long story, half a page maximum, but i do want it to be in the best language you've ever used. You'll get the time you need. We'll start today, and finish when we finish.
If you look up the word 'haven', this is what you'll find:
| haven (ˈheɪv ə n) | |
| — n | |
| 1. | a port, harbour, or other sheltered place for shipping |
| 2. | a place of safety or sanctuary; shelter |
Focus on the second meaning of the word, 'a place of safety or sanctuary; shelter'. In this story, I want you to describe your haven, and I want you to do it in a way isn't obvious, that will have readers guessing what you're talking about. See below for an example. When you're done, you'll read your story to others, and they will try to figure out what you're talking about. Also remember this:
- synonyms
- adjectives
- adverbs
- detail
- ...and I'll also add: metaphors
Think
- fantasy/imagination
- poetry
- challenging!
- difficult!
Example:
The Haven
Solitude. Sweet, blissful, tempting, precious solitude.
The silence, but for the natives and the rise and fall of the healing element. The
world, its haunting sounds and alluring smells, its myriad of colours, its innermost
secrets and unspoken promises. They all belong to you, and you to them. A choice
beckons - daring or conservative, intuition or science? An experienced and
enlightened soul will want for both, yet may opt for but one. This time around,
romance wins.
As the
search of the glittering surface begins, surroundings swim out of focus, until
only the target remains. Muscles in reluctant harmony, striving for, but
obviously not reaching, perfection. Presentation… Wait… Wait… Strike! My rush
of blood and adrenaline is matched by my opponent’s rush of speed. Time stops
as seconds pass in a crawl. These are the moments you want to last, riding the
wave of euphoria ‘til the suns die. A moment of clarity, a screaming, ecstatic,
intimate and beautiful dance. You and me. A dance with dragons.
Reality returns
when we meet at last. A respectful touch, and goodbye.
9/12/2012
Wednesday Sep 12 - Creative writing
Aim:
1. Practice writing. ("produce written reports...")
Tasks:
(1. Check the list of tips on oral presentations from last lesson. Anything to add? Consider the importance of stirring/awakening emotions among listeners - the stronger the better. What emotions are there to be stirred/awakened?)
2. Building sentences exercise. Start with noun, go crazy....
3. Exchanging words in sentences you've built exercise. Use www.dictionary.com to look up words, find synonyms etc. I'll demonstrate.
4. Put sentences together to make a longer text.
1. Practice writing. ("produce written reports...")
Tasks:
(1. Check the list of tips on oral presentations from last lesson. Anything to add? Consider the importance of stirring/awakening emotions among listeners - the stronger the better. What emotions are there to be stirred/awakened?)
2. Building sentences exercise. Start with noun, go crazy....
3. Exchanging words in sentences you've built exercise. Use www.dictionary.com to look up words, find synonyms etc. I'll demonstrate.
4. Put sentences together to make a longer text.
9/06/2012
Monday Sep 10 - Oral presentations
Aim:
1. Practicing oral skills, delivering arguments. ("in different situations be able to introduce and actively participate in different kinds of oral communication [...] use English flexibly, for a purpose [...] formally and informally" and "provide structured oral information")
2. Listening comprehension. ("Understand different types of clear, authentic speech, in various circumstances")
3. Practice writing. ("produce written reports...")
Tasks:
1. Finish oral presentations from last lesson (6)
2. Finish writng feedback from last lesson. Email feedback to each other (to save time).
3. Brainstorm - what makes a (good) oral presentation? Take notes in each group. We'll use this to compile a list of tips, ideas and 'rules' for you to use in the future. In other words, you're helping yourselves out here, so make the most of it!
1. Practicing oral skills, delivering arguments. ("in different situations be able to introduce and actively participate in different kinds of oral communication [...] use English flexibly, for a purpose [...] formally and informally" and "provide structured oral information")
2. Listening comprehension. ("Understand different types of clear, authentic speech, in various circumstances")
3. Practice writing. ("produce written reports...")
Tasks:
1. Finish oral presentations from last lesson (6)
2. Finish writng feedback from last lesson. Email feedback to each other (to save time).
3. Brainstorm - what makes a (good) oral presentation? Take notes in each group. We'll use this to compile a list of tips, ideas and 'rules' for you to use in the future. In other words, you're helping yourselves out here, so make the most of it!
9/05/2012
Wednesday Sep 05 - Discussions & oral presentations
Aim:
1. Practicing oral skills, delivering arguments. ("in different situations be able to introduce and actively participate in different kinds of oral communication [...] use English flexibly, for a purpose [...] formally and informally" and "provide structured oral information")
2. Listening comprehension. ("Understand different types of clear, authentic speech, in various circumstances")
3. Practice writing. ("produce written reports...")
Tasks:
1. Discuss (in small groups/pairs) the difference between spontaneous reading and rehearsed reading, based on your own experiences.
2. Find a picture (any picture) and prepare an oral presentation based on that picture. Maximum length is 3 minutes. Present to the group.
3. Give feedback on other students' oral presentations. This is to be done in writing. Use a formal tone. Focus on POSITIVES ONLY! Save all your written feedback in one document and email it to me. Make sure to note which feedback belongs to which student. In the end, each student will get a document with lots of feedback on his/her presentation.
1. Practicing oral skills, delivering arguments. ("in different situations be able to introduce and actively participate in different kinds of oral communication [...] use English flexibly, for a purpose [...] formally and informally" and "provide structured oral information")
2. Listening comprehension. ("Understand different types of clear, authentic speech, in various circumstances")
3. Practice writing. ("produce written reports...")
Tasks:
1. Discuss (in small groups/pairs) the difference between spontaneous reading and rehearsed reading, based on your own experiences.
2. Find a picture (any picture) and prepare an oral presentation based on that picture. Maximum length is 3 minutes. Present to the group.
3. Give feedback on other students' oral presentations. This is to be done in writing. Use a formal tone. Focus on POSITIVES ONLY! Save all your written feedback in one document and email it to me. Make sure to note which feedback belongs to which student. In the end, each student will get a document with lots of feedback on his/her presentation.
9/03/2012
Monday Sep 3 - Listening comprehension & reading out load
Aim:
1. Listening comprehension. ("Understand different types of clear, authentic speech, in various circumstances")
2. Reading comprehension. ("...read fiction [...] different genres...")
3. Pronunciation, flow, intonation. ("in different situations be able to introduce and actively participate in different kinds of oral communication [...] use English flexibly, for a purpose [...] formally and informally")
Tasks:
1. Listen to this: http://www.youtube.com/watch?v=MbnFJVgBcw0. Then write a short (no more than half a page) summary of what you've heard. You can of course listen to it many times, and ASK FOR HELP whenever you want. Publish the text in your blog, or send it to me in an email.
2. Work in pairs and take turns reading this text out loud to each other. Consider your pair a 'problem solving unit' when it comes to both pronunciation and understanding. Last but not least, decide how this text grades on the green/yellow/red scale.
1. Listening comprehension. ("Understand different types of clear, authentic speech, in various circumstances")
2. Reading comprehension. ("...read fiction [...] different genres...")
3. Pronunciation, flow, intonation. ("in different situations be able to introduce and actively participate in different kinds of oral communication [...] use English flexibly, for a purpose [...] formally and informally")
Tasks:
1. Listen to this: http://www.youtube.com/watch?v=MbnFJVgBcw0. Then write a short (no more than half a page) summary of what you've heard. You can of course listen to it many times, and ASK FOR HELP whenever you want. Publish the text in your blog, or send it to me in an email.
2. Work in pairs and take turns reading this text out loud to each other. Consider your pair a 'problem solving unit' when it comes to both pronunciation and understanding. Last but not least, decide how this text grades on the green/yellow/red scale.
8/29/2012
Wednesday Aug 29 - Discussions & listening comprehension
Aim:
1. Practicing oral skills, delivering arguments. ("in different situations be able to introduce and actively participate in different kinds of oral communication [...] use English flexibly, for a purpose [...] formally and informally")
2. Read, understand, analyze. ("...read fiction [...] reflect on content/form from different perspectives")
3. Listening comprehension. ("Understand different types of clear, authentic speech, in various circumstances")
Tasks:
1. Discuss the statement "If you can read it, you can write it" in smaller groups. Use the notes you've prepared. Make sure to argue your cause.
2. Reflect on and discuss quotes from .ppt "Things people have said". Check list below for things to include in your discussion
3. Listen to this: http://www.youtube.com/watch?v=MbnFJVgBcw0. Then write a short (no more than half a page) summary of what you've heard. You can of course listen to it many times, and ASK FOR HELP whenever you want.
Extra assignment (if you finish early, and especially if you found the texts from Monday a bit on the easy side): Go here http://www.readersread.com/excerpts/monstrousregiment.htm and see how this text grades on the green/yellow/red scale.
1. Practicing oral skills, delivering arguments. ("in different situations be able to introduce and actively participate in different kinds of oral communication [...] use English flexibly, for a purpose [...] formally and informally")
2. Read, understand, analyze. ("...read fiction [...] reflect on content/form from different perspectives")
3. Listening comprehension. ("Understand different types of clear, authentic speech, in various circumstances")
Tasks:
1. Discuss the statement "If you can read it, you can write it" in smaller groups. Use the notes you've prepared. Make sure to argue your cause.
2. Reflect on and discuss quotes from .ppt "Things people have said". Check list below for things to include in your discussion
- What do the words actually mean?
- Do the words have a broader meaning to you?
- Why do you think these words were uttered, what was the intent?
- Can you find wisdom in these words?
- In what situations/circumstances are these words viable?
3. Listen to this: http://www.youtube.com/watch?v=MbnFJVgBcw0. Then write a short (no more than half a page) summary of what you've heard. You can of course listen to it many times, and ASK FOR HELP whenever you want.
Extra assignment (if you finish early, and especially if you found the texts from Monday a bit on the easy side): Go here http://www.readersread.com/excerpts/monstrousregiment.htm and see how this text grades on the green/yellow/red scale.
8/27/2012
Monday Aug 27 - Things....
Today's aim:
A. Learn (and save) the address to this, my blog
B. Create your own blog to use for this course. Blogger.com works... Using an old blog is also OK, as long as it's used for this course ONLY. Email me the address to your blog. Today.
C. In your blogs, write down thoughts, ideas and suggestions for things to work with during this course. Use an appropriate heading for your post.
D. Read the following texts:
Green = No problem, understood it all first try.
Yellow = Quite difficult. Had to look up words/ask for help a number of times. Got there in the end though...
Red = Damn near impossible, are you serious?
- To simplify communication between us
- Your input
- Reading comprehension and my knowledge on your reading skills
A. Learn (and save) the address to this, my blog
B. Create your own blog to use for this course. Blogger.com works... Using an old blog is also OK, as long as it's used for this course ONLY. Email me the address to your blog. Today.
C. In your blogs, write down thoughts, ideas and suggestions for things to work with during this course. Use an appropriate heading for your post.
D. Read the following texts:
- http://www.timeforkids.com/news/touchdown/43251
- http://www.michaelmoore.com/stupidwhitemen/onlinechapters/part01
- http://www1.skysports.com/football/news/11662/8020585/Reds-blue
Green = No problem, understood it all first try.
Yellow = Quite difficult. Had to look up words/ask for help a number of times. Got there in the end though...
Red = Damn near impossible, are you serious?
5/16/2012
Extra assignment - Valedictorian speech
Version 1: Find a pre-written (steal) a Valedictorian speech, and present it. Google is your friend... Oral assignment only.
Version 2: Write your own Valedictorian speech, and then present it. Written + oral assignment. It's of course allowed to look for inspiration, f ex online.
This is NOT a compulsory assignment!
Version 2: Write your own Valedictorian speech, and then present it. Written + oral assignment. It's of course allowed to look for inspiration, f ex online.
This is NOT a compulsory assignment!
5/02/2012
Wed May 2nd - Prep NP, Discussions, Goals/criteria & Example texts
1. Goals & Grading criteria.
2. Discussion of prep. material. Read texts again if needed.
3. Read example texts. Check : http://www.nafs.gu.se/digitalAssets/1114/1114355_writing_b_elevex.pdf
2. Discussion of prep. material. Read texts again if needed.
3. Read example texts. Check : http://www.nafs.gu.se/digitalAssets/1114/1114355_writing_b_elevex.pdf
4/05/2012
Wednesday Apr 18 + Friday Apr 20 - NE practice
1. Take the test. Do the same one that you did in your groups, individually this time. Start with reading (on Wednesday) and then do listening (Friday). Do your best. Check your answers. Were you helped in any way by the group work from before Easter? Evaluate!
2. Take another test (that you haven't looked at yet). Do your best. Check your answers. Were you helped in any way by the group work from before Easter? Evaluate! Again, reading on Wed, list on Fri.
4/03/2012
Wednesday Apr 4 - Easter & Listening comprehension
1. Remember what we did last time with reading comprehension? If not, check earlier post in this blog. Today we'll do the same, but with listening instead.
2. Easter is coming up. People around the world do wierd things on Easter. Work in pairs, find a strange Easter tradition and present it to the rest of the class (or to another pair, if time becomes an issue). Google for example 'strange easter traditions'.
3/29/2012
Friday 30/3 - Difficult sentences + reading comprehension
Hi!
On Friday we'll:
1. Do the thing with the sentences you wrote, where I try to dechiper them. Check this blog if you don't know what I mean. Bring your sentences!!
2. Work in groups with reading comprehension. The aim here is of course to improve your skills in this area, and to further improve it by helping others understand and discussing problems that arise in your group in order to find different ways of solving said problems. Instructions will be given on Friday.
You'll find the different parts of the test here:
3/23/2012
Friday March 23 - What is quality writing?
Aim: Improved understanding on quality in written English. Preparation for National exams.
1. Check FC for email called 'Example texts....' Read said texts (work in pairs or groups of 3) and determine the quality of each text. The important thing here is NOT ranking the texts, and I do NOT want you to grade them (G, VG etc.). Instead I want you to identify what raises/lowers the quality of each text, or to simplify, WHY each text represents a certain quality of writing. Take notes, as we will discuss this later on.
Note: We'll leave the Break me! assignment for next week, since I feel the need to clarify certain things about this.
3/20/2012
Wednesday Mar 21 - Break me!
I'm not here today either. We have a PUFF-day.
This is a challenge. I want each and everyone of you to write ten (10) REALLY DIFFICULT sentences, using your computers (write in Word). Bring these sentences to class on Friday. I will then (without having seen them before and without aid) try to dechiper what you've written. If I can 'translate' all of your sentences into more basic English, and correctly guess the general meaning, I win. If not, you win. There are a few simple rules:
1. This is an individual exercise. Work on your own. Use dictionaries/computers at will.
2. Each sentence has to make some sort of sense and be grammatically correct.
3. You can't 'borrow' sentences from the Internet. That's cheating and will be punished as such. I will google every single sentence afterwards.
4. You need to know what you've written actually means. Be 100% sure that you do.
When you've finished this, you can (if there's need) continue working with things you've failed to hand in from before (check list here in my blog, Friday 16/3).
Laters!
3/15/2012
Friday 16/3 - Book reading, catching up, feedback on Holiday texts
Hi! I'm not here. This is what I want you to do:
1. For those who've written their Holiday texts - check your feedback (in your blogs/email)
2. Read and/or work with book.
3. Catch up. Quite a few of you haven't finished the abovementioned Holiday texts. Do that. Some may even have other things to work with. Check list below on what you're supposed to have handed in.
A: Short story (check my blog Friday Sep 23 for instructions)
B: Character comparison League of Extraordinary Gentlemen (my blog Wed Oct 12)
C: Shakespeare summaries (my blog Fri 28/10)
D: Evaluation of Shakespeare exercise (my blog Fri Dec 9)
E: Prepare poetry presentations (my blog Fri 10/2 and Wed Feb 15)
F: Holiday text (my blog Fri 2/3)
If you finish it all, you're free to go.....
3/02/2012
Friday 2/3 - Feedback and Writing assignment
So, two things today...
A. Feedback on your poetry reading
1. Consider the aims for this assignment (working with tempo, pronunciation, intonation, voice level, body language, 'extras'), and tell me about the strenghts, the good things, from your presentation. Name at least one.
2. How should you work in order to improve on these strong points? Try to be specific.
3. Do you think that the layout of the assignment was well suited to its goals? Why/why not?
B. Writing assignment
Aim: Practicing future tense, and practicing how to describe settings and feelings.
Write a post in your blogs where you tell me about your upcoming holidays. Write it in the future tense (I will.....), and go overboard, and I really mean overboard, when you describe settings (the glittering white, virgin snow in the sun-drenched, ultra-challenging slopes where you'll do your skiing) and feelings (the exuberant happiness born from freedom, coupled with the almost melancholy longing to see you teachers again). You've read and/or written poetry. Now it's time to use it in practice.
2/17/2012
Friday 17/2 - Poetry presentations & exercises for competition
1. Prepare/present poem
2. Finish your exercise for the competition. Everything must be in place. It needs to be 'ready-to-use'.
2/14/2012
Wednesday Feb 15 - Poetry and more
Ok, so....
1. Prepare and present your poem. Remember what we talked about last week - tempo, pronunciation, intonation, voice level, body language, 'extras'.
2. If you have the time, I want you to prepare a competitive activity for the rest of the group. You can work alone or in pairs for this. The theme for your activity can be anything related to the English language - reading comprehension, listening comprehension, spelling, grammar, whatever. It shouldn't take more than 5 minutes for the participants to complete your exercise. Your activity can be aimed towards individuals or groups. Ask if you have questions. Hopefully we'll have enough activities for a 'tournament' later on.
2/10/2012
Friday 10/2 - Poetry reading
Things to think about:
1. Tempo (varied?)
2. Pronunciation (get everything right!)
3. Intonation
4. Voice level
5. Body language
6. 'Extras'
2/08/2012
Wednesday Feb 8 - DPS summary/poetry
1. We'll work together to summarize your impressions of the movie
2. Working with poetry, choose your angle:
a. Write your own poem. Find inspiration in your/our notes from DPS. Write poem, practice reading it, read it. This is the harder task.
b. Pick a poem from the movie. You can find them here. Practice reading it, read it. This is an easier task.
IMPORTANT: For both tasks, a brief presentation of your poem is required.
2/02/2012
Friday 3/2 - Dead Poets Society
Things to work with today, in groups of 2-4 people (after watching the last 15...):
1. Identify the main theme(s) in the movie.
2. Identify the different issues dealt with in the movie.
3. Discuss and define the different characters in the movie.
4. What are the defining moments of the movie, the moments where something really important happens?
5. Discuss your general impression of the movie.
Make sure to appoint a secretary. You'll be asked to share your findings.
Next step is poetry work. Haven't really decided what to do with that. Depends on what comes out of what's written above. If you have ideas, bring them.
1/24/2012
1/20/2012
Friday 20/1 - assignments
1. Finish work from Wednesday
2. Check your answers to the quiz with a friend. Like it said, make sure that both of you got everything right. Use external resources to confirm if needed.
3. Discuss your thoughts on the texts you've read in smaller groups. Compare notes, ask questions, challenge each other on your views - DISCUSS!
4. Next week we'll watch a movie called 'Dead Poets Society'. Prepare for this by checking out some of the poets that feature in the movie, Robert Frost, Lord Alfred Tennyson and Walt Whitman. Also, read and react to Whitman's poem O Captain! My Captain!
1/17/2012
Wednesday Jan 18 - Literature history
Things to work with as follows. There are TWO tasks, A and B. Try to finish both before Friday. It should keep you occupied for 80 minutes, and if it doesn't you can always turn to reading your books. IF you've already discussed grades with me, feel free to work at home or wherever. If not, you need to attend the lesson.
A. Complete the following quiz on English literature history:
This is basic stuff. Make sure to get EVERY answer right...
1 - Who was the author of the famous storybook 'Alice's Adventures in Wonderland'?
a) Rudyard Kipling b) John Keats c) Lewis Carroll d) H. G. Wells
2 - How many lines does a sonnet have?
a) 10 b) 12 c)14 d) they vary
3 - Who said 'A fool thinks himself to be wise, but a wise man knows himself to be a fool.' ?
a) Browning b) Marx c) Shakespeare d) Kipling
4 - Name the book which opens with the line 'All children, except one grew up'?
a) The Railway Children b) Winnie the Poo c) Jungle Book d) Peter Pan
5 - Which is the first Harry Potter book?
a) HP and the Goblet of Fire b) HP and the Philosopher's Stone c) HP and the Chamber of Secrets
6 - In which century were Geoffrey Chaucer's Canterbury Tales written?
a) fourteenth b) fifteenth c) sixteenth d) seventeenth
7 - What nationality was Robert Louis Stevenson, writer of 'Treasure Island'?
a) Scottish b) Welsh c) English d) Irish e) French
8 - 'Jane Eyre' was written by which Bronte sister?
a) Anne b) Charlotte c)Emily
9 - What is the book 'Lord of the Flies' about?
a) a road trip around the USA b) a swarm of killer flies c) schoolboys on a desert island
10 - In the book' The Lord of the Rings', who or what is Bilbo?
a) dwarf b) wizard c) troll c) hobbit d) man e) castle
11 - The following taboo phrases were used by which writer?
"I fart at thee", "shit on your head', "dirty bastard"
a) Ben Jonson b) William Shakespeare c) Henry James d) Ernest Hemingway
12 - Who wrote the crime novel "Death On The Nile"?
a) Sir Arthur Conan Doyle b) Irvine Welsh c) Agatha Christie d) Emile Zola
1 - Who was the author of the famous storybook 'Alice's Adventures in Wonderland'?
a) Rudyard Kipling b) John Keats c) Lewis Carroll d) H. G. Wells
2 - How many lines does a sonnet have?
a) 10 b) 12 c)14 d) they vary
3 - Who said 'A fool thinks himself to be wise, but a wise man knows himself to be a fool.' ?
a) Browning b) Marx c) Shakespeare d) Kipling
4 - Name the book which opens with the line 'All children, except one grew up'?
a) The Railway Children b) Winnie the Poo c) Jungle Book d) Peter Pan
5 - Which is the first Harry Potter book?
a) HP and the Goblet of Fire b) HP and the Philosopher's Stone c) HP and the Chamber of Secrets
6 - In which century were Geoffrey Chaucer's Canterbury Tales written?
a) fourteenth b) fifteenth c) sixteenth d) seventeenth
7 - What nationality was Robert Louis Stevenson, writer of 'Treasure Island'?
a) Scottish b) Welsh c) English d) Irish e) French
8 - 'Jane Eyre' was written by which Bronte sister?
a) Anne b) Charlotte c)Emily
9 - What is the book 'Lord of the Flies' about?
a) a road trip around the USA b) a swarm of killer flies c) schoolboys on a desert island
10 - In the book' The Lord of the Rings', who or what is Bilbo?
a) dwarf b) wizard c) troll c) hobbit d) man e) castle
11 - The following taboo phrases were used by which writer?
"I fart at thee", "shit on your head', "dirty bastard"
a) Ben Jonson b) William Shakespeare c) Henry James d) Ernest Hemingway
12 - Who wrote the crime novel "Death On The Nile"?
a) Sir Arthur Conan Doyle b) Irvine Welsh c) Agatha Christie d) Emile Zola
B. American literature history
1. Follow the links below (three authors, two texts for each author), and then read and understand the texts (might not be that easy in itself...)
2. Take (and save!) notes on biographies
3. Try to categorize the different texts (not the biographies, the other texts). What type of texts are they? Describe them in as much detail as you can. Include basic facts (when written, published etc.). Save these notes as well!
2. Take (and save!) notes on biographies
3. Try to categorize the different texts (not the biographies, the other texts). What type of texts are they? Describe them in as much detail as you can. Include basic facts (when written, published etc.). Save these notes as well!
Cotton Mather:
Biography
The Education of Children
James Fenimore Cooper:
Biography
The Last of the Mohicans (Read chapter 1)
Edgar Allan Poe:
Biography
Annabel Lee
Biography
The Education of Children
James Fenimore Cooper:
Biography
The Last of the Mohicans (Read chapter 1)
Edgar Allan Poe:
Biography
Annabel Lee
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